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1998-99
Graduate
Catalog
California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
(724) 938-4000
www.cup.edu
Graduate Catalog
1998-1999
Number 1
Volume 95
California University of Pennsylvania is a member of
the Pennsylvania State System of Higher Education
California University of Pennsylvania
is
a member of
The Association of State Colleges and Universities
and of
The American Association of Colleges for Teacher Education
and is Accredited by
The Middle States Association of Colleges and Secondary Schools
by
The National Council for Accreditation of Teacher Education
by
The American Speech-Language-Hearing Association
by
The National Council for Exceptional Children
and by
National Athletic Trainers Association
Equal Opportunity
California University of Pennsylvania acknowledges that equality of opportunity is the cornerstone of a free and democratic
society. As a state-owned institution , it accepts the duty of putting the principle of equal opportunity into practice. As an institution of
higher educati on, it accepts the responsibility of teaching that principle by its policies and actions. Consequently, California University
of Pennsylvania commits itself, ethical ly and legally, to the equal opportuni ty policies of a system of fair and open recruitment and
acceptance of students regardless of sex, race, color, religious creed, lllestyle, affectional or sexual preference, disability, present or
previous military service, ancestry, national ori gin, uni on and political affiliation, and age. Nevertheless, mindful of the reality of past
inj ustices and pre ent societal needs, the uni versity reserves the right to employ a limited use of racial, ethnic, and sexual criteria to
accomplish remedial objectives when necessary.
Once students are admitted to California University of Pennsylvania, the same rights, privileges, program and activities are made
available to all without regard to arbitrary and irrelevant criteria. Financial aids, e pecially scholarships, guaranteed loans, grants, work
study programs, a sistantships, and intern hips, are provided on an equal opportunity basis. Likewise, advisors and counselor are
avai lable to all students. Special programs have been established to meet the needs of students and are available on a first-come, firstserved basis to all students without regard to race, national origin, or religion. However, in the case of living arrangements, sex and
disability distinctions are made to better serve and acco mmodate all students. Finally, in accordance with recent federal and state
legislation, architectural and programmatic modifications have been implemented to ensure that no qualified student is prevented from
succeeding at California University of Pennsylvania because of disability.
In addition, California University of Pennsylvania engages in an open and equitable system of recruitment and employment of
fac ulty and staff candidates. It practices a non-discriminatory system of compensation, including pay, promotion, tenure, transfer,
education, trai ning and other benefits of employment.
California Un iversity of Pennsylvania prides itself on having created a workplace and learning environment free fro m discrimination and harras ment. If situatio ns or conditions to the contrary occur, an immediate and appropriate redress wiU take pl ace. Per ons
aware of such situatio ns or conditions are encouraged to contact the Social Equity Officer (724-938-4014), the Title IX Coordinator
(724-938-435 1), or the Section 504 ADA Coordinator (724-938-4076) .
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California U ni versity Of Pe nn sy lvani a
From the President. ..
California University of Pennsylvania
is in the opportunity business. Since 1852,
thousands of students have seized the
opportunity we offer to improve, not only
their live , but the lives of the people they
have touched.
Our alumni are practicing
professionals in health care, education,
law, public service, business,
environmental studies, and government,
and the list doesn't stop there. From South
American rain forests to the Hubble space
telescope, California University graduates
are using their education to continue the
never-ending search for knowledge. In all
walks of life, California University
graduates are helping make the world a better place.
At California, we place great emphasis on people. We
have a dedicated faculty, a caring and concerned staff,
excellent facilities, an exemplary educational program, and a
variety of extra-curricular activities, all dedicated to helping
students get the most from their college experience.
Learning is not confined to the classroom. The university
experience hould be a broad one. Personal growth is
proportionate to the wise use of the many resources available.
So we encourage our students to become involved in the total
life of the university and its surrounding communities.
We also foster a family atmosphere. We are small enough
to care about individuals, and yet large enough to be able to
offer a variety of programs.
You should take time to read through this catalog. It can
tell you much about the university and its programs. I hope
each of you will become more interested in California
University and make a personal visit.
You and your family are welcome any time.
Angelo Armenti Jr., President
Graduate Catalog I 998-99
3
TABLE OF CONTENTS
Message from the President ............................. 3
ACADEMIC PROGRAMS AND COURSE
DESCRIPTIONS ............................................ 66
Graduate Programs (Directory) ...................... 5
Goals and Objectives ........................................ 6
About Cal U ....................................................... 7
Application and Admission .............................. 8
Fees and Expenses .......................................... 16
Financial Aid ................................................... 19
Academic Policies ........................................... 26
Departments, Majors, Programs ................... 29
Course Descriptions ........................................ 66
University Services .......................................... 90
University Advancement ................................ 97
Student Development and Services ............... 98
Faculty ........................................................... 107
Maps ............................................................... 114
Tentative Academic Calendar ...................... 118
Index .............................................................. 119
4
California University Of Pennsylvania
ACC- Accounting ... ... .................... ................. ... .......... 66
ANT- Anthropology ................. .. ...... ...... .... .... ....... .. .... 66
ADP- Administrative Program for Principals .. ... ........ 66
ATE- Athletic Training ...... ......... .... ...... ..... ........ ....... .. 66
BIO- Biology ........ .. ...... ... ...... ... ............ .... ..... ............ 67
BUS - Business ......................... ..... ...... ......... ..... ........ .. 68
CED- Counselor Education ..................... ..... ..... .... ...... 68
CMD-Communication Disorders .. ...... ...... ................. . 69
CMG-Communication Studies ... ...... .... .. ... ..... ... ....... ... 70
CSC- Computer Science ............. ....... ..... ............ ...... .. 73
EAS - Earth Science ....... ............................................. 73
ECE- Early Chi ldhood Education ........... ............ .... .... 75
ECO- Economics .. ....... ...... ..... ... ........ .. ........ .. .. .. ...... .... 76
EDE- Elementary Education ... ............... .. ............. ..... . 75
EDP- Professional Education ... ....... .... ....................... 88
ENG- English .... .. ...... ......... .. ............ ......... ......... ... ..... . 76
ESP- Special Education ... ....... ..... .... .... ......... .... ......... 78
FIN- Finance ...... ........ ..... ....... ..... ....... ... ..... ..... .... ... .... 79
GEE- General Education ....... ....... .... .. ... .......... .. ......... 87
GEO- Geography .... ... .... ..... ...... ... ..... ......... ...... ..... .... ... 79
OMA-Mathematics ....... ............... ..... ............... ..... ...... . 80
HIS- History ..... ... ......... ........ ...... .... ........... ....... ...... ... 81
IMT- Industrial Management .. .. ... .. .. ..... ..... ... ... .. .... .... 8 I
MGT- Management ..................... ......................... ..... .. 8 1
MKT- Marketing .. .... .............................. .......... ..... ... .... 81
MMT-Multimedia Technology .............. ....... ..... .......... 82
POS- Political Science ..... ... .. ....... .... .... ....... ............. .. . 82
PSY- Psychology ..... ........ .... .... ..... .... ........ ........ ..... ..... 82
RES- Research .... ..... .... .... ..... .... .... ... ...... .. ..... ..... .. ....... 84
RSP- Reading Specialist ..... .... .. .. .. ..... ....... ..... ... ......... 84
RSU- Reading Supervisor ........... ..... .. ... ... ....... ..... ....... 84
SLE- Superintendent's Letter of Eligibility ....... .. ... ... 84
SOS- Social Sciences ........... ... ... ............ ....... ......... .... 85
SWK- Social Work ..... .... .... ... .... ......... ....... ...... ... ..... .... 85
TED- Technology Education ...... .... .. .. .... ....... ..... .... .... 86
GRADUATE PROGRAMS
Administrative Program for Principals ........................................................... ... ......... ..... ......... ....... .... 49
Athletic Training ..... ... ........ .......... ................ .... ......... ............ ... .............. ........ .................. ........ ........... . 29
Biology .. ........ .... ...... ..... ................. .. .... ........................... ....... ......... ..... ................................................. 30
Business and Economics ...................................................................................................................... 33
Communication Disorders .. ..... ............................................. ..... ..... ... ......................................... ...... ... 34
Communication Studies .... ..................................................................... ......... ..... ... .. ........................... 35
Coun elor Education .................................................. .................................. ..... .................. ... ....... ....... 36
Earth Science ............................. ................. .......................... .. .. .. ......................................................... 40
Early Childhood Education ...................................................................... ... .. ................ ....................... 38
Elementary Education ...................................................... .......... ........................ .................................. 43
English ....... ....................... ....... .......... ...... ........................... ... ... ... .... ............ .. .. ..... .............. ...... ....... .... 45
Geography and Regional Planning ............................................ .... .......... .......................................... .. 41
Mathematics and Computer Science ..... .. .......................................................... .. ........ ... ....... .... .... ..... .. 4 7
Multimedia Technology ......... .. ........... .................. ....... ..... ........................ ..... .. .......... .... ..... ... ..... ..... .... 64
Reading Specialist ................................................................................................................................ 53
School Psychology ................ ......... ................................................... ......... .......................................... 57
Social Sciences .......................................................................................... ... ..... .................................. 55
Social Work ..................................... ............................................................ ......... ................................ 59
Special Education .............................................. .... ..... .. ................................... ... ... .... .... ............ ... ... .... 60
Superintendent's Letter of Eligibility .................................................................................................. 62
Technology Education .................. .................... ...... ..... .... .. ........... .................... ........ ....... ... ............... .. 63
General Education Courses ............ .... .................................... ........ ...... ................................................ 87
Professional Education Courses .................................................. ... ... .. ................................................. 88
Research Courses .......... .... ......... ... ....................................................................................................... 84
Application for Admission
If you would like an application for admission to graduate study or a copy of thelatest schedule, you can write,
email or telephone the office of the School of Graduate
Studies and Research.
Email: gradschool@cup.edu
Phone: (724) 938-4187
An answering service will take your message after office
hours which are 8 am to 4 pm, Monday through Friday
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
Graduate Catalog 1998-99
California University of Pennsylvania
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GOALS AND OBJECTIVES
The School of Graduate Studie and Research at Cal U offers three advanced degrees: The Master of Art (M.A.),
the Master of Education (M.Ed.), and the Master of Science (M .S .).
The Ma ter of Education program is intended primarily for in-service teachers and other applicants who meet the
standards of graduate study e tab li shed by the uni versity.
The Master of Arts 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 stud ies. Graduate students have an
opportunity to study in depth in their areas of specialization and become more proficient in their disciplines.
CERTIFICATES
The university also offers certain graduate programs that lead to initial, specialized certifi cation beyond the baccalaureate level. In these graduate programs, indi vidual departments determine the competency of the graduate student for certification . It wi ll be noted that receivinga Master's degree does not automaticall y and of itself entai l receiving initial certification.
Graduate study at Cal U is especiall y designed to include classroom, laboratory, clinical, internship and research
experiences that add knowledge, depth , breadth and practi cal experi ence to the graduate student's educati o nal 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 traini ng and experience of the entering graduate student.
A minimum of 30 to 36 credits (seme ter hours) is required of all degree students, depending on the program and the
options within that program cho en by the graduate student. The requirements in the certification program are determined by
the program and the background and experience of the appli cant. (SEVERAL PROGRAMS REQUIRE MORE THAN 36
CREDITS.) Curricu la differ according to the various areas of specialization. Certain other tandards of proficiency de cribed
elsewhere in this cata log 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 di scipline, the backgrounds and strengths of the faculty member , and a flexib le approach to the needs and levels
of preparation of indi vidual students. Sil 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 di ciplines;
To provide opportuni ties 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 ski ll s;
To develop responsible leadership roles and the ability to relate effectively to other people;
To encourage academic and professional growth beyond the Master 's degree.
California U ni versity of Pennsylvani a
1998- 1999 Graduate Catalog
July 1998 • Vol. 95, o. I
Edited by: Office of Academic Affairs
Layout and Design:
Amy Gardner, Intern , Office of Publi c Relations
Cover Design: Lorish, Inc.
Printer: Nittany Valley Offset
6
California University Of Pennsylvania
The university is in the Borough of California, a
community of approximately 6,000 residents, located on the
banks of the Monongahela River, about an hour 's drive south
of Pittsburgh. It is accessible via Interstate 70, Exits 15 (PA
43), 16 (Speers), or 17 (PA 88, Charleroi) or via U.S. 40 (PA
43 or 88). The Mid-Mon Valley/ Fayette Expressway (PA
43) links California to the federal Interstate Highway system.
The university is approximately 30 minutes from Exit 8
(New Stanton) on the Penn sy lvania Turnpike, and an hour
from Greater Pittsburgh International Airport.
The main campus consists of 38 buildings situated on 80
acres. An additional 104-acre recreation complex, George H.
Roadman University Park, is located one mile from campus.
This complex includes a football stadium, an all-weather
track, tenni s courts, a baseball diamond, a softball diamond,
soccer and rugby field s, a cross country course, areas for
intramural sports, and picnic faci lities.
The geographic location of the university gives the
resident student opportunities to explore and pursue a wide
variety of activities.
Located on the Appalachian Plateau, an area of rolling hills,
the university is a short drive from camping, hiking, fishing,
hunting, white water rafting, and canoeing, and skiing activities
in the Laurel Mountains. In addition to cultural activities
provided on campus, the student has easy access to the Pittsburgh metropolitan area, located only 30 miles from campus.
This provides an opportunity to enjoy the Pittsburgh
Symphony, the Pittsburgh Ballet, the Civic Light Opera, the
David L. Lawrence Convention Center, the Pittsburgh Steelers,
Penguins, and Pirates, various museums and all of the excitements and attractions of a metropolitan area.
The institution that is now California University of
Pennsylvania began as an academy more than 140 years ago.
It has evolved over the years until now it is a multi-purpose
university. One of the fourteen state-owned institutions of
higher education in the Pennsylvania State System of Higher
Education, it has the strength and stabi lity of a university
system, but it retains its own flavor and unique history.
1852: A two-story Academy, offering education from kindergarten through college was established in the recently founded
community of California. The institution was supported by local
taxes and the donations of some residents of the community.
1864: A ten-acre plot for the Academy, still the center of the
university, was purchased.
1865: The Academy obtained a charter as a Normal School
for its district and became a teacher-preparatory institution.
1914: The Commonwealth acqu ired the institution and
renamed it the California State Normal School. The curriculum became exclusively a two-year preparatory course for
elementary school teachers.
1928: The institution became California State Teachers
College, returning to its previous status as a four-yeardegree-granting institution, with increasing opportu nities for
liberal arts education. Under the presidency of Robert Steele
( 1928-1951 ), California began to concentrate on industrial
arts and atypical education (what is now called special
education) and otherwise expanded its curricu la. The
campus grew to 35 acres, and a number of new buildings
were erected.
1959: During the presidency of Michael Duda ( 1956-68),
liberal arts curricul a were introduced, and the college
became California State College. In 1962 a graduate
program was introduced. The degrees of M.A . and M.S.
were initiated in 1968. During Dr. Duda's presidency, more
than a dozen new buildings were completed, and the size of
the student body and facu lty increased more than four-fold.
1974: During the presidency of George H. Roadman ( 19691977), the college developed a special mission in Science
and Technology, to complement its traditional roles in
Liberal Arts and Education.
1983: On July 1, 1983, the college became a part of the
State System of Higher Education and changed its name to
California University of Pennsylvania. Under the leadership
of President John P. Watkins ( 1977-1992), the College of
Science and Technology became fully operational, offering
programs in such varied areas as mathematics and computer
science, industrial management, nursing, energy technology,
robotics, and electrical engineering technology.
1992: Angelo Armenti Jr. appointed president of California
University.
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1996: College of Science and Technology renamed Eberly
College of Science and Technology in honor of the Eberly
Foundation for its philanthropic generosity.
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1997: Cal U Southpointe Center in the Southpoi nte Technology Center in Canonsburg, PA, opened in January, offering a
variety of courses and programs. Ground broken for the new """""'
Eberly Science and Technology Center -a state-of-the-art
y
facility for the study of science and technology schedu led to
open during 1998-99 academic year.
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(Additional information may be found in the book by Regis ~
J. Serinko, California University of Pennsylvania: The
People 's College in Monongahela Valley, published in 1992). rJ'l
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1874: The institution was renamed the South-Western
Normal School.
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Graduate Catalog 1998-99
7
Admissions
Application for Admission
If you would like an application for admission to graduate
study, you may return the prepaid postal card at the back of
this catalog. If someone has used it before you, you can
write or telephone the office of the School of Graduate
Studies and Research . Phone (724) 938-4187- an
answering service will take your message after office hours .
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California PA 15419-1394.
Required Steps in Application
Process:
l.
You must present evidence of a bachelor's degree from a
college or university that is accredited by the National
Commission on Accreditation or the appropriate
regional accrediting agency.
2.
You must present an official transcript of your
undergraduate work, show ing at least a 3.0 quality point
average (on a four-po int scale); other quality point
averages may be required for admission to certain
programs.
3.
If you are applying for admi ssion to the graduate
program in Business Administration, you must take the
Graduate Management Admission Test (the GMAT). If
you are applying for admission to the graduate program
in Biology, Communication or Communication Disorder
you must take the Graduate Record Examination (GRE).
4.
If you do not have a 3.0 undergraduate average, you will
have to take the Miller Analogies Test for conditional
admission (in programs other than the ones in Business
Administration, Communications, Communications
Disorders and Biology.)
5.
For the Master of Education degree in most fields , you
must already have a teaching certificate in the field in
which you also wish to enroll for graduate study.
6.
For the Master of Arts and Master of Science degrees, you
will have to present evidence of adequate undergraduate
preparation in the field in which you enroll.
Some of the graduate programs described in this catalog
lead to specialized initial certification in certai n fields of
education. In additon, it is possible, in certain disciplines, to
combine graduate study towards a Master's degree and
pursuit of initial teaching certification.
If you are interested in doing so, you may write or
telephone the School of Graduate Studies and Research (724)
938-4817 or the College of Education (724) 938-4125 or
(724) 938-4126 at the university for specific information.
You should apply for admission to the School of
Graduate Studies and Research as early as possible,
preferably no later than three weeks before the session in
which you plan to enroll.
Applications may be obtained from the
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California PA 15419-1 394
(724) 938-4187
They should be returned, with the $25.00 application
fee, to the same address. At the same time, official
transcripts of all graduate and undergraduate work should be
sent by the granting institution to the School of Graduate
Studies at California University of Pennsylvania. It is not
necessary to send a transcript of work done at Cahfornia
University.
For more detailed information about any program you
find in this catalog, you may write, telephone, or ask for an
appointment with either the chairperson or the graduate
studies coordinator of the department offeri ng that program
or with the Dean of the School of Graduate Studies and
Research.
8
California University Of Pennsylvania
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),
Technology Education Supervision, Reading Supervision, School
Psychology, and Superintendent's Letter of Eligibility.
Those interested in any of these programs may want to
speak with the chairperson or the graduate studies coordinator
of the department, or with the Dean of Graduate Studies and
Research. Applicants for these certification programs must have
completed all the prerequisites and any special requirements, as
follows. Applicants to the Administration Programs for
Principals must have their graduate work and professional
experiences evaluated in order that the necessary learning
experiences may be prescribed, to fulfill the competency
standards of the program. Applicants for the Technology
Education Supervisory program must have completed the
Master's degree. Applicants for the Reading Supervisory
program must have completed the Master's degree and have
obtained the Reading Specialist Certificate. Applicants for the
School Psychologist certification program must have completed
a Master's degree in School Psychology or a related field and
must obtain a minimum of thirty credits in special experiences
and courses in the School Psychology program.
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 determined by the academic department in which you will
be taking courses.
degree student are normally applicable upon transfer to a
degree program.
Graduate students from other universities (sometimes
Graduate students from other universities (sometimes known
as "transient students") who wish to take courses at California
University of Pennsylvania should be certain, before they
enroll, that the courses they plan to take here will be counted
towards their graduate program at their home institutions.
Policies about the transfer of graduate credits vary from
institution to institution; but commonly universities do not
permit graduate students to transfer to any of their programs
more than six semester credits taken elsewhere.
International Students
California University welcomes applications from
students from countries other than the United States. All
international students who apply for graduate studies must
meet the same entrance requirements as all other students.
For admission, the following documents must be submitted:
I. A completed application and application fee;
2. An official transcript, sent by the institution, of all
undergraduate work;
3. An official copy of a teaching certificate (if application
is being made to certain Master of Education programs);
4. TOEFL scores, sent by the testing agency, attesting to
competency in the use of the English language;
5. A statement of financial support; and
6. Any other necessary forms .
Final admission is contingent upon clearance from the
education authorities of the home country and from the
Immigration and Naturalization Service of the United States.
International students will also require, for purposes of the
university's records, a United States Social Security number.
A limited amount of financial aid is available to
international students, chiefly in the form of graduate
assistantships requiring a certain amount of work at the
university; but students must be certain of adequate funds for
their academic and living expenses before enrolling.
International students must be enrolled for at least one
semester before a graduate assistantship may be granted.
All international students must subscribe to the medical
insurance plan of the university.
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Upon admission, you will be permitted to take any
number of courses, but completion of these courses does not
automatically and in itself lead to admission to a degree or
certification program, and only six credits taken as a non-
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Graduate Catalog 1998-99
9
00 Applications
z
and Schedules
If yo u would like an application for admi ssion to
O graduate stud y or a copy of the new schedule or the next one,
~ please return the prepaid postal card included inside the back
r.,J cover of th.i s catalog.
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If someone has used it before yo u, yo u can phone the
School of Graduate Studies and Research at (724) 938~ 4187-an answering machine will take your message after
~ normal office hours.
Q
Or write:
School of Graduate Studies and Re earch
250 University Avenue
California University of Pennsy lvania
Cali fornia PA 15419-1394.
Registration by Mail
After yo u have been accepted and first enroll ed in
graduate tudies at California University, you may schedule
for the nex t semester or summer sess ion by mail.
Graduate students should consult with their academic
advi er before scheduling their courses. Registration cards
must be signed by the adviser. After such approval has been
obtained, the registration forms may be returned by mai l (or
in person) to the School of Graduate Studi es and Research.
If yo u have been accepted into a program of graduate
studi es but have not been recently enrolled at Cali fornia
University, yo u may obtain a schedu le or registration
material s by wri ting or telephoning the School of Graduate
Studies and Research (See telephone number and address
above).
You may pay your fees by Visa or by MasterCard. If
yo u preregister by mail, yo u may complete the credit card
authori zati on included in your registration packet. If you
register in person, authorization forms may be obtained at the
Bursar's Office.
Registration on Campus
If you prefer, you may register at the University shortly
before the opening of classes, on days announced in the schedule
of classes, both during the day and in the evenings. Faculty
advisers from all academic disciplines are present to assist during
these registration periods. Registration after these dates is
considered late registration and entails a late registration fee.
Graduate students who register at thi s time should be
prepared to pay their fees then , but existing arrangements fo r
deferment of payments for recipients of financial aid , for
veterans, etc. wi ll be honored. (Payments must be by check,
money order, or bank draft, payable to California University
of Pennsylvania.)
10
California University Of Penn sylvania
Graduate students are all owed to alter their schedules
within the first week of classes. Exceptions are allowed with
the permission of the Dean. Provided that there is no over-all
change in the number of credit involved and that the
changes do not consti tute a withd rawal from the School of
Gradu ate Studies and Research for the semester or summer
sess ion concerned, there is no penalty for this "drop/add"
procedure. Permission is granted through the School of
Graduate Studies and Research.
Responsibility for Regulations
Re ponsibility for knowing and complying with all
academic rules and regu lations, including the requirements
for graduation, rests with the indi vidu al graduate student.
Faculty advisers ass ist graduate students in planning their
academic programs and research requ irements, but they are
not expected to relieve graduate students of responsibility in
other areas.
Appeal Procedure
If you believe that compelling, persuasive, and unusual
circumstances may give you suffi cient reason to have certain
rules or regu lations waived or altered in some particular case,
yo u may appeal for an exception or exemption, to the Dean
of the School of Graduate Studi es and Research. In many
cases, the Dean may make such decisions but sometimes
may seek the advice and consent of affected facu lty members
or advisers, the Graduate Counci l, or the department
chairpersons. In some cases, none of these administrators or
bodies are empowered to alter general university policy. A
special procedure, described below in th.is section of this
catalog, is followed in cases of grade appeals.
Change of Address or Name
Students should inform the Schoo l of Graduate Studies
and Research promptly of any change of name or address by
means of appropriate fo rms avai labl e in that office.
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
di scipline. 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. Copies
of these manuals and other manuals maybe purchased in the
bookstore or consulted in the Manderino Library.
Planning a Program
Binding Fee
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 ass igned to graduate
students by the Dean's office after they have been admitted to
candidacy for the Master's degree.
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 cand idate's own use may
be bound, at the same cost per copy.
Candidates doing a Research Study may choose a specific
research adviser, after consultation with their department
chairperson or the Dean of Graduate Studies and Research.
Each student should consu lt with hi s/her adviser
throughout the graduate program on a regularly scheduled
basis. Program s of studies must be approved by a student's
advi ser before reg istration.
Permanent Certification for
Teachers
If you already have a Pennsylvania teaching certificate, you
can also use the credits you earn in a graduate program at
California University towards the post-baccalaureate
requirements for permanent certification in the Commonwealth.
Some graduate programs lead to specialized initial
certification, at the graduate level, in certai n fields; but it is
often possible, in other fields, to combine graduate study
towards a Master's degree and pursuit of initial teaching
certification. If you are interested in doing so, you may write
or telephone the School of Graduate Studies and Research or
the College of Education and Human Services.
University Fees
Changes in university fees may be made without notice.
See above, under Registration Procedures, for other
information about the payment of fees . Payment must always
be in the form of a check, money order, or bank draft payable
to California University of Pennsylvania. All fees must be
paid, or other arrangements made, before the beginning of
classes. The University will honor all customary deferment
policies for financial aid recipients, military veterans, etc.
Cap and Gown Fee
Candidates who have been approved for the Master's
degree 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 Unio n.
Transcipts
Transcripts of academic records and certificates of good
standing and honorable di smissal are issued by the Office of
Academic Records, Room 103 in the Administration
Building. Each tran script costs $3 .00, and payment must be
received before the transcript is issued.
Privacy
All transcripts are issued according to the provisions of
theFami ly Education Rights and Privacy Act of 1974 as
amended (the so-called "Buckley Amendment"). A request
for a transcript must be made in writing. To ensure that
academic information is not improperl y di sclosed, telephone
req uests for transcripts cannot be honored . The request may
be made on a form in the Office of Academic Records or by
writing a letter to that office indicating the number of
transcripts required , the types of transcripts (graduate,
undergraduate, or both), the name and address of the person
making the request, and the name and address of the person
or in stitution to whom the transcripts are to be sent.
(Transcripts are issued to a third party on condition that the
recipient wi ll not permit any other party to have access to
them without the written consent of the student.)
See also the section on Confidentia lity of Records in thi s
cata log.
If a transcript is issued to a student, a notation to that
effect appears on the transcript; transcripts iss ued in thi s way
are someti mes not considered "official" when presented to a
third party by a student.
Transcripts are issued as quickly as poss ible, but during
busy periods of the academic year there is necessarily some
del ay. Requests should therefore be made well before the
transcript is due elsewhere.
No tran script will be issued to a student whose financial
ob li gations to the University have not been met in full.
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Course Load
A full-time student is normally one who has scheduled
nine to fifteen hours of work in the fall or spring semester.
The Dean may allow graduate students with fewer schedu led
credits to be considered as full-time students, under certain
rJ1
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Graduate Catalog 1998-99
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Part-time graduate stu~ents may schedu le no more than
six credits in the fall or spnng semester.
During the summer sess ion a graduate student may earn
a maximum of twelve credits.
~ Candidacy
~
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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 responsibi lity to apply for
candidacy in due time and manner. Application for candidacy
shou ld be made when a graduate student has completed at
least six but no more than twelve cred its of graduate study at
thi s uni versity. 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 te ts, 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 stipul ated in this catalog.
Of this number, all but six credits must be taken at
California University. (Thi s requirement is known as the
"residency" requirement, but it has nothing to do with one's
place of residence and does not require li ving on campus.)
12
Califo rnia University Of Pennsylvania
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 wis h them to be.
A maximum of six semester hours of graduate stud y
done at another institution in an accredited graduate program
may be transferred to Californi a University.
Transferred credits must represent courses equivalent to
those offered at California Uni versity, and only grades of A
or B are accepted. Such credits must have been earned
within five years of the date of the application fo r admission
to the graduate program at California U ni versity. Tralilsfer
credits are not figured into the quality point average.
Extension credits are not accepted fo r transfer.
A graduate student already enrolled at California
Uni versity who wishes to enroll in a graduate course at
another institution and to have the course transfer to his/her
program at California must obtain approval from his/her
program adviser and from the Dean of Graduate Studies and
Research at California before enrolling at the other institution.
Applications for such transfer of credits are avai lable in
the office of the School of Graduate Studies and should be
completed and returned before taking the course. An official
transcript from the institution at which the course was
offered must be submitted to the School of Graduate Studies
before the course can be entered on the graduate student's
permanent record at California.
Withdrawals
All withdrawals are subject to university regulatio ns
concerning credit or refunds of fees.
Graduate students who find it necessary to leave the
univer ity 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 customari ly
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
taking other action are not considered to have officially
withdrawn, and in such cases the failing grade of Fis
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 fust 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
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 not.
Complete Withdrawal
Graduate students are permitted to withdraw completely
from the university until the final week of the semester.
Permission 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 for compelling reasons, such as registration in
violation of university regulations, failure to comply with
academic requirements, failure to pay university fees on
time, disciplinary suspension, severe psychological or health
problems, or other such reasons deemed appropriate 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 a verbal
reprimand to a failing grade in the course. If the situation
appears to merit a more severe penalty, the professor may refer
the matter to the graduate dean or to the Vice-president for
Academic Affairs, with a request for more formal disciplinary
action by the University's Discipline Committee, which may
result in suspension or expulsion from the university.
Grades
Only the grades of A, B, C, F, P, and I are awarded in the
School of Graduate 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.
The grade of A is worth four quality points, B is worth three,
C is worth two, and F is worth zero. (However, if a student
withdraws from a course or from the University after the first six
weeks and is earning a grade of D or F at the time, the grade of
WF is recorded, and no quality points are earned.)
The quality point average is computed by multiplying the
number of semester hours specified for each course by the quality
points attained in that course, adding the total of these results, and
dividing this total by the total number of semester hours
attempted.
The temporary grade ofl (for Incomplete) may be assigned
by the professor if a student has not completed the work of the
course, either because of illness or for other reasons that the
professor considers acceptable. (The professor may, however,
submit a course grade on the basis of work that has been
completed.)
The student must arrange to complete the work necessary to
remove the grade of I within one calendar year of receiving it. If
it is not removed within that period, the grade ofI automatically
becomes a grade ofI-F, which cannot be removed from the
graduate student's transcript unless the course is repeated for
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 1-F immediately before graduation-possibly
adversely affecting graduation. If a graduate student has enrolled
for the Master's Thesis, the Research Paper, or the Research
Project, the grade of I will remain on the transcript until the
Thesis, Paper, or Project is completed.
The grade of Pis awarded in certain courses, to indicate the
performance of satisfactory work in situations, such as some
kinds of internships, in which it would not be appropriate to
assign letter grades. The grade of P carries no quality points,
and although the course is credited towards completion of a
program or degree, the credits are not used to compute the
quality point average.
If satisfactory work is not performed in such a course,
the grade of F is awarded, and it is computed into the quality
point average. The University does not allow graduate
students a "Pass/Fail option" in courses in which letter
grades are awarded.
GRADE APPEAL
If you consider that a grade you have received in a
graduate course is unreasonable or unjust, you should first
Graduate Catalog 1998-99
13
(,:)discuss the matter with the professor who awarded the grade.
If you are not sati sfied with the result of thi s conference, you
should confer further with the chairperson of the department
~ in which you are enrolled. If you do not reach accord at thi s
00 level, you may appeal to the Dean of the School of Graduate
00 Studies and Research, and then, as the last source of appeal ,
~ to the Vice-President for Academic Affairs of the University,
~ who will make a final decision in the case.
Z
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.
9
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 determined by the academic department in which you will
be taking courses.
0
This last step should be taken only if you are convinced
~ that you can demonstrate that arbitrary and/or capricious
standards were applied in your particular case and there was
no possibility for a resolution at an earlier stage. Although
the university seeks to provide aU students, graduate and
undergraduate, with the opportunity to express their concerns
on all matters, including grades, it is not customary for the
university administration to change a grade properly assigned
by a professor.
COMPREHENSIVE EXAMINATIONS
All graduate students who are candidates for the
Master's degree mu st pass a comprehensive examination.
The nature of the examination may vary from department to
department, but it commonly has a written component and
may have an oral component as well. The purpose of the
examination is to evaluate the graduate student's ability to
demonstrate the achievement of the objectives and/or
competencies prescribed in the student's program.
The comprehensive examinations is administered by the
department and are scheduled together, approximately
halfway through the semester or the summer sess ion. The
date for this comprehensive examination is always
announced by the department. Such examinations normally
require three hours. Information about department
examinations should be obtained from the faculty adviser or
chairperson.
PERIOD FOR COMPLETION OF DEGREE
Graduate students must complete all requirements for
the Master's degree within six years after the date of initial
registration for graduate studies at California University.
CREDIT OPTIONS FOR THE DEGREE
In a number of the degree programs, you may choose
between a 30-credit degree program which requires a
Research Project or Master's Thesis, and a 36-credit
program, which permits you to complete six credits of
research-related courses in place of the Research Project or
Master's Thesis. (In certain programs, a greater number of
credits is required.) General information about the 30-credit
option and what it entails is given below, but fuller details
concerning these options will be found in the program
descriptions in this catalog or may be obtained from the
department concerned or from the Dean of the School of
Graduate Studies and Research.
14
California University Of Pennsylvania
Upon admission, you will be permitted to take any
number of courses, but completion of these courses does not
automatically and in itself lead to admission to a degree or
certification program, and only six credits taken as a nondegree student are normally applicable upon transfer to a
degree program .
Graduate students from other universities (someti mes
known as "transient students") who wish to take courses at
California University of Pennsylvania should be certain,
before they enroll, that the courses they plan to take here will
be counted towards their graduate program at their home
institutions.
Policies about the transfer of graduate credits vary from
institution to institution ; but commonly universities do not
permit graduate students to transfer to any of their programs
more than six semester credits taken elsewhere.
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 thi s 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
"B" average is required for graduation.)
Students completing requirements for teaching
certification must also complete a "Certification
Endorsement" form. Thi s 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 who receive their degrees in
August or December may participate in the Commencement
exercises of the following May, but their diplomas and
official university records and transcripts record the date
when their degrees were conferred.
Attendance at the Commencement exercises is
appropriate, unless particular circumstances warrant
graduation in absentia. Permission to graduate in absentia is
granted only upon formal request, by the President of the
University or by the designee of the President, the Graduate
Dean.
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 to ensure that all requirements have been met,
that all fees have been paid, that one's name will appear
accurately on 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.
UNDERGRADUATE CREDIT FOR GRADUATE
COURSES
Undergraduate students may enroll in graduate courses
for undergraduate credit provided they meet the necessary
requirements for those courses. Individual departments
decide what the prerequisites for each course are. Graduate
status may be a prerequisite for admission to some courses.
GRADUATE CREDIT FOR SENIORS
Undergraduate students in their last term on campus
who have completed or are completing all the requirements
for an undergraduate degree may enroll in a limited
number-usually one or two-of graduate courses for
graduate credit. With the exception of the undergraduate
degree and teaching certification requirements, they must
meet all other entrance requirements for admission to the
School of Graduate Studies and Research; and such courses
may not be credited to both undergraduate and graduate
programs.
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Graduate Catalog 1998-99
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Fees
Tuition
~ Pennsylvania
Residents
~ Full Time Graduate (per semester)
for 9 to 15 Credits
$1,734.00
for each additional Credit
193.00
Part Time Graduate (per semester)
for each Credit (less than 9)
193.00
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Non-Pennsylvania Residents
OFu11 Time Graduate (per semester)
~ for 9 to 15 Credits
$3,118.00
~
for each additional Credit
346.00
~Part Time Graduate (per semester)
~
for each Credit (less than 9)
346.00
Transcript Fee (per transcript)
$3.00
NOTE: Summer tuition is billed at part time rates
on a per credit basis.
Room and Board
Room (per semester)
Single
Double
Triple
$1,423.00
1,059.00
851.00
Board (per semester)
19 meals
14 meals
125 meal block
$1,075.00
1025.00
1085.00
Off-Campus Dining Plans
Board (per semester)
19 meals
$1,075.00
14 meals
1025 .00
7 meals
660.00
125 meal block
960.00
Dine Dollars Plan
$50.00
(minimum starting balance)
Student Association Fee
Graduate
9 or more credits
6 to 8 credits
1 to 5 credits
$78.00
$52.00
$32.00
Student Union Building Fee (Undergraduate and Graduate)
12 or more credits
$75.00
6 to 11 credits
38.00
1 to 5 credits
19.00
University Service Fee
Graduate
6 or more credits
1 to 5 credits
85.00
50.00
Student Center Operations and Maintenance Fee
Graduate
$75.00
9 or more credits
52.00
6 to 8 credits
38.00
1 to 5 credits
Academic Support Fee
Fall/Spring
$168.00
12+ credits
154.00
11 credits
140.00
10 credits
126.00
9 credits
112.00
8 credits
7 credits
98.00
84.00
6 credits
5 credits
70.00
4 credits
56.00
3 credits
42.00
2 credits
28.00
1 credit
14.00
Summer/Special Sessions (per credit) $5.00
Southpointe Center Fees
(Undergraduate and Graduate)
9 or more credits
1 to 8 credits (per credit)
$182.25
20.25
Off-Campus Center Fees
{Undergraduate and Graduate)
9 or more credits
1 to 8 credits (per credit)
$135.00
15.00
NOTE: All tuition, fees and room and board rates are subject to change without notice to students upon proper approval of the Council of Trustees and/or the Board of Governors.
16
California University Of Pennsylvania
Payment Information
Late Registration Fee
Students who take advantage of early/rolling registration wilJ
receive a billing statement with instructions by mai l. Students who
enroll at residual registration should be prepared to make payment
at the time of registrati on.
Students who register after the first day of the semester wilJ be
charged a $25.00 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 CaUfornia Uni versity of Pennsylvani a, or by
VISA, MasterCard, or Discover Card . If financial ai d has been
awarded, this amount wilJ be deducted fro m the bill. Payment
plans (with initial payment) may be contracted at this time.
Payment Plans
Payment plans are available each semester. Pay ment 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
Late Payment Fee
A late payment fee of $25 .00 will be assessed when a student
fai ls to pay the required fees by the due date or when a student fai ls
to pay according to an approved payment plan.
Return Check Charge
A $25.00 fee will be charged fo r any check whi ch is made
payable to CaUfo rni a Uni versity of Pennsylvani a and returned by
the bank.
Degree Fee
A fee of $ 10.00 must be paid by each candidate fo r a degree
from Californi a Uni versity of Pennsylvani a. A student is not
permitted to complete graduati on from the uni versity until this fee
has been pai d.
Some companies and government agencies pay tuition
directl y to the university. If tuition is to be paid in this manner,
please supply authori zing fo rms or letters to the Bursar 's Office.
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 after their first semester of attendance at
Californi a University. Students who meet this basic criteri a will
have their university charges calcul ated according to the followin g
schedule:
Time of withdrawal or drops:
Refund
First 10% (in time) of the enro llment period
11 % to 25% (in time) of the enroUment peri od
26% to 50% (in time) of the enrollment period
after 50% (in time) of the enrollment period
90%
50%
25%
0%
Pro-Rata Refund Policy
This refund policy applies to any student who meets the
following criteria: receives federal finan cial aid; attends the
uni versity 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 criteri a will be assessed uni versity
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 enroUment 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% (i n time) of the enrollment peri od
After the 60% (in time) of the enro llment period
100%
90%
80 %
70%
60%
50%
40%
0%
NOTE: Financ ial aid recipients should refer to "refund/repayment
policies" located in the Financial Aid section of the catalog.
Graduate Catalog 1998-99
17
Financial Aid
Electronic FAFSA Options
Mission Statement
FAFSA on the Web is an Internet appli cation developed by
the U.S. Department of Educati on which allows students to
complete and submit an electronic version of the 1998-99
Free Application for Federal Student Aid (FAFSA)
directly to the federal processor. The "FA FSA on the Web "
site uses the (domestic) version of Netscape NAvogator 3.0
or higher, which keeps a student's inform ation private and
secure during transmi ssion over the Internet. Student wantin
to complete their 1998-99 FAFSA via the Web can do so
after January 1, 1998. After transmitting an application
over the Internet, students mail their signed signature page to
the Depaitment. The CPS will determine their eligibility for
fi nancial ai d within 72 hours after receiving the compl eted
application. FAFSA on the Web has a customer service line
( l -800-801-0576) where users may check the status of their
appli cati ons and receive assistance with hardware, software,
and transmission. The FAFSA on the Web site is located at:
www.fafsa.ed.gov.
The primary mission of the Financial Aid Office at Cali forni a
University of Penn ylvani a is to provide fi nancial planning
and assistance to tudents and their fa milies in meeting the
costs of educati on. In ful fi lling thi s mission, each student
wi ll be given careful considerati on and the uni versity will
determine fi nancial assi tance based on federal, state, and
institutional guideline . Fi nancial aid programs have been
established to prov ide access to higher education with
guidelines to insure fairness in disbursing available funds to
qualifyi ng students. The Financial Aid Office stri ves to
insure that courteo us, timely, and accurate finan cial ai d
services are deli vered to all students seeki ng ass istance from
our office.
Location & Office Hours
The Financial Aid Office is located on the first floo r of the
Azorsky Administration Building. The office hours are 8:004:00, Monday through Friday. Appointments are encouraged
but a daily on-call counselor is available to assi t walk- ins.
Stude nts can contact the Financial Aid Offi ce by calling
(724) 938-44 15 or by Fax at (724) 938-4551. In addition, a
24-hour voice mai l and question/answer box telephone
system is avai lable to ass ist students and parents with general
financ ial aid informa tion or to request fi nancial aid materi als.
Application and Awarding
Information
Application Process
In order to quali fy fo r assi tance fro m federal and uni versity
fi nancial aid programs, a student must complete a paper or
electronic version (see "Electro ni c FAFSA Options" section
for info rmation on fi ling electronically) of the Free Application for Federal Student Aid (FAFSA) and forward it to the
Federal processor as soon as poss ible after January l of each
year. Prior year aid recipients will receive a renewal ver ion
of the FAFSA whi ch can be used to apply fo r fin ancial aid
for the new award year. Students who fi le their FAFSA
(paper or electronic version) by April 1 will receive priority
considerati on fo r all Federal financial aid programs avai lable
at California University. Students can obtai n a paper ver ion
of the FAFSA form from the Fin ancial Aid Office (FAO),
hi gh school guidance counselor office, or local college/
uni versity.
18
Cahfornia Uni versity Of Pennsy lvani a
Internet Application
FAFSA on the Web benefits
•
FAFSA on the Web is free.
•
Students can save their applicati on information to
diskette so that it can be completed and transmitted later.
•
FAFSA on the Web does not requi re oftware to be
instal led, so it takes less time before tudents can actuall y
use the application.
•
FAFSA on the Web automatically edits applicant
answers before transmitting, res ulting in better inforamtion
and fewer applications rejected by the CPS .
•
FAFSA on the Web uses skip logic, so it will only ask
students those questions that they need to answer.
•
FAFSA on the Web can support an unli mi ted □ umb er of
users, all owing thousands of students to appl y at once.
Financial Aid Formula/Eligibility
When you apply for Federal student aid (graduate students
are onl y eli gibl e fo r assistance fro m the Federal Stafford
Loan Program), the information reported on the FAFSA is
used in a formul a approved by Congress. This federal
fo rmula determines a student's Expected Famil y Contribution (EFC), the amount you are expected to contribute toward
your education. The ba ic elements included in determining
the EFC are contribution from the student 's income and
assets.
In addition, household size and number of fami ly members
enrolled at least half-time in college are also reflected in the
calcul ati on of the student's EFC. The Federal Stafford Loan
is the only federal program that graduate students can qualify
for at California Uni versity of Pennsylvania. Therefore, a
graduate student's EFC is used to determine a student's
Stafford Loan eligibility accordi ng to the fo llowing equation:
Cost of Attendance
less: Expected Family Contribution
less: Other Aid Received
= Stafford Loan Eligibility
Elements in the Cost of Attendance
Each year the uni versity establi shes a tota l "cost of attendance" budget based on a student's housing status (commuter, dormitory, or off-campu ), enrollment status (fulltime or part-time), and residency status (in-state or out-ofstate). T he cost of attendance budget represents the total
educational expenses a student may incur while attending our
university, and is a critical element in determining a student'
eligibility fo r fin anc ial aid assistance. T he elements of this
budget are both "direct" instituti onal expenses (tuition/fees
and/or un iversity room/board), as well as "indirect/living
costs" (off-campus housing, books/supplies, and/o r personal
expenses) not billed by the uni versity. Please Note: The
indirect/living expenses a student actually incurs will vary
significantly from student to student. A student's program of
study, year-in-school, housing/board arrangements, student's
budgeting skills, and many other variables will impact the
total expenses within this budget element. The university
determines the indirect/living costs for each student based on
data collected from students, local bookstores, and local
landlords. This data is analyzed to arrive at "average"
expenses incurred by most students.
Awarding Process
The fo llow ing steps are in vo lved in the need analysis and
awarding process:
1. Wi thin 10 to 14 days after the student subm its the
completed FA~SA for m (paper or electronic ve rsion) to
the Federal processor, the Department of Education will
send a Student Aid Report (S AR) to the student. Thi s
document includes the student's Expected Fami ly
Contribution (EFC). Thi s is the amount the student's
fa mil y is expected to contri bute toward the student's
educational costs.
2. The Financial A id Office (FAO) will electro nical ly
receive the info rmati on contained on the student's SAR
in order to determine the student's eligibility fo r
fi nancial aid.
Stafford Loan will not be fi nalized until the verificati on
proces has been completed.
* Reapply Each Year Financial aid is not renewed automati cally. Federal requirements and/or the student's and/or
famil y's fi nanc ial situati on may change, therefore, students
must reapply each year.
Revisions, Cancellations, Repayments
Californi a U ni versity reserves the right to review, revise, or
cancel a fi nancial aid award at an y time due to: (1) a change
in the student's enrollment status at Califo rnia Uni versity
and/o r a change in the student's fin ancial aid eligibility; (2)
failure to compl y with poli cies, procedures, or laws pertaining to these progra ms; and (3) the availability of federal,
state, and uni versity fund for each progra m. Students will be
notified of any revision and/or cancellation. Students who
fail to meet the financial aid requirements may be required to
repay all or a portion of the assistance used du ring any
affected semester(s). See "How Registration Affec ts Financial Aid Eli gibili ty" fo r additional information regarding
adj ustments to fi nancial aid awards.
Rights and Responsibilities of
Financial Aid Applicants
Every student has the right to apply fo r fi nancial ai d and to
request and receive reconsiderati on of any fin ancial aid
decision. Students also have the right to know how their
fi nancial need and fa mily contributions are calcul ated.
Students and parents are expected to provide acc urate
infor mation on all application materi als and may be asked to
prov ide photocopies of their latest federal income tax
returns.
The Federal Government requires the Financi al Aid Office to
insure that fi nancial information fro m all sources is accurate
and truthful. When forms are used to establish eligibility for
federa l student aid fu nds, false statements or mi srepresentations may subj ect those providing the info rmation to a fine,
imprisonment (or both) under provisions of the U.S. Criminal Code. Students also have the responsibility to notify the
Financ ial Aid Office of any change occurring in their
fi nancial position fro m that which was reported on the
applicati on, e.g., eligibility fo r Social Security or veteran's
benefits, receipt of scholarships, grants or other assistance,
change in residency, etc.
Verification Process
Approx imately 30% of all fi nancial aid applican ts are
selected in a process called verification. During this verification process, the FAO office must verify the accuracy of
FAFSA data reported by stude nts. Copies of stude nt's federal
tax return s and the completed verifica ti on fo rm will be
requested the FAO. As menti oned earli er, a student's Federal
Graduate Catalog 1998-99
19
FINANCIAL AID
PROGRAMS
Graduate students at Cal U can qualify for limited ass istance
from federal, university, and private aid programs. Listed
below are those financial aid program s that are available to
assist you in meeting your education ex penses at Cal U.
Federal Aid Programs
Federal Stafford Loans provide low-interest loans to
students regardless of income or financial need. A student
who applies for a Stafford Loan and demonstrates financial
need will be eligible for a "Subsidi zed" Stafford Loan . The
federal government will pay the interest on thi s loan while
the student is enrolled in school. A student who applies for a
Stafford Loan but does not demonstrate sufficient or remaining fin ancial need will qualify for an "Unsubsidized"
Stafford Loan. The borrower is responsible for the interest on
this loan while enrolled in school. For students whose loans
were first disbursed after July 1, 1994 and who have no
outstanding balance on a Stafford, PLUS , or SLS Loan, the
interest rate is variable, but not higher than 8.25%. Please note:
Students must be enrolled at least half-time in order to be
eligible for assistance from the Stafford Loan program.
Graduate Loan Borrowin1: Chart
Base Subsidized & Unsubsidized Yearly Maximums:
Graduate: $8 ,500
Subsidized & Unsubsidized Lifetime Maximums:
Graduate only: $42,500
Combined Undergraduate & Graduate : $65,500
Additional Unsubsidized Yearly Maximums:
Graduate & Professional: $10, 000
Additional Unsubsidized Lifetime Maximums:
Combined Undergraduate & Graduate: $73 ,000
University Programs
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. Guidance counselors,
local civic leaders or local librarians are of great help in
researching such avenues of financial assistance. For additional
information, see "Financial Aid World Wide Web (WWW)
Sites" for help in locating assistance from these agencies/
organizations.
Payment Plans - California University offers pay ment plans
which enable you to pay college costs in specified increments
on a monthly basis. Many families find monthly payment
plans make paying for college more manageable. Contact the
Bursar's Office at 724-938-4431 for additional information.
Private Education Funding(Alternative Loans) - In addition to
the Federal loan programs, there are also private sources of
educational loans. These are typically private, credit-based loans
sponsored by banks and state agencies or private guarantors. The
results of the FAFSA are not used in determining eligibility for
these programs. Contact the Financial Aid Office for additional
information.
CitiAssist Loans - Application and information regarding
thi s alternative loan can be obtained by contacting the
Financial Aid Office, or Citibank at l-800-692-8200 or by
visiting their Website at: www.studentloan.citibank.com
PNC Resource Loan - Application and information regarding this alternative loan can be obtained by contacting the
Financila Aid Office, or PNC Bank at 1-800-649-6867 or by
vis iting their Website at: www.eduloans.pncbank.com
IMPORTANT STEPS IN
APPLYING FOR A
STAFFORD LOAN
J.
2.
3.
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. Both paid and unpaid assistantships are avai lable for
interested students. In order to accomodate the demands of
both academic and personal schedules, a variety of paid
assistantship options are available. Students interested in a
graduate assistantship should contact the Office of the
School of Graduate Studies and Research for an application
and additional information.
20
California University Of Pennsylvania
4.
5.
File the electronic or paper version of the FAFSA.
Obtain a Stafford Loan application from a lender or the
Financial Aid Office.
Complete the borrower section of the application. The
amount of the loan request cannot exceed the student's
annual loan limit under the Stafford Loan Program (see
"Stafford Loan Borrowing Chart" listed below). Please
be sure that all questions are complete and that the
student signs and dates the application.
Submit the completed loan application to the lender if
the loan is being processed by a Pennsylvania lender or a
PHEAA-approved, non-Pennsylvania lender. If applying
for a Stafford Loan through a non-PHEAA-approved
lender, submit the application to the Financial Aid Office
at California University.
The certification step is the most important step in the
application process. During thi s step the Financial Aid
Office determines the student's actual loan amount and
type of Stafford (subsidized and/or Unsubsidized) based
6.
on the student's financial need. If the application is filed
with a Pennsylvania lender or PHEAA-approved, nonPennsylvania lender, this certification process wi ll be
completed electronjcally through the Financial Aid
Office's computer system. The non-PHEAA- approved
loan wi ll be certified and returned via the mail.
Once the application has been certified by the Financial
Aid Office, the lender will authorize the disbursement of
loan proceeds (Electronic Funds Transfer (EFf) or
check) at the appropriate time. First-year, first-time
Stafford Loan borrowers will not receive their loan
proceeds until thirty days after the first day of classes.
The lender will send a "Disclosure Statement" informing
the student of the amount, type, and expected disbursement date of the loan proceeds. All first-time Stafford
Loan borrowers are required to attend an "Entrance
Interview " before receiving the loan proceeds.
DISBURSEMENT OF
FINANCIAL AID
Crediting Financial Aid to a Student's Account
For injtial billing purposes "estimated" Stafford Loan awards
do appear on the billing statement in order to assist the
student in deterrnjning the balance owed, if any, to the
university. However, Stafford Loan applications are 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 E lectron ic
Funds Transfer (EFf) 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 Financial Aid Eligibility
Federal regulations and institutional guidelines require students to
be registered before any financial aid monies can be disbursed. In
addition, all federal and state financial aid programs specify
minimum enrollment requirements in order for a student to
receive any (maximum or partial) assistance from these programs.
These minimum enrollment requirements are broken into four
enrollment classifications: full-time, three-quarter-time, half-time,
and less-than-half-time. The chart below indicates the number of
credits used to determine a student's enrollment status.
*Number of graduate credits registered
off campus housing and transportation . These refunds will be
avai lable starting with the second week of the semester for
Stafford Loan refunds and all other student financial aid
refunds if the student has satisfied the eligibility requirements
for each award.
Financial Planning
Students planrung to attend Californja University of Pennsylvanja should be aware that the cash from many of the
financial aid programs is not avai lable 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 term 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 admmjster
Title IV student assistance programs to monitor the academic
progress toward a degree or certificate of those students
applying for or receiving assistance from those programs. All
Californja University graduate students applyi ng for Federal
Student Loans (Subsidizied/Unsubsidizied) 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: I ) maximum time frame withjn which a
degree or certificate must be granted, (2) minimum credit
hours earned per academic year, and (3) mjnimum cumulative grade point average (g.p.a.).
Review Period
The review of a student's "Satisfactory Academic Progress"
(SAP) standi ng occurs annually at the end of the spring
semester. A student's SAP standing wi ll be based on hjs/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, threequarter time, or half-time). For a student to remain eligible
for federal aid, the student must conform to the fo llowing
time frame for completion of a Graduate Degree:
Enrollment Status * Number of Eligible Semesters
Full-time (9 or more credits)
S semesters
7 semesters
Three-quarter time (7 to 8 credits)
Half-time (5 to 6 credits)
9 semesters
Financial Aid Refunds
Financial aid which exceeds the amount the student owes to
tbe university, e.g., tuition & fees , dorm & djning expenses,
will be disbursed to the student in the form of a refund check
to cover indirect educational costs such as books and supplies,
Graduate Catalog 1998-99
21
Minimum Earned Credit Hours
In order to monitor a student's progress toward completin degree
in a prescribed amount of time, a measure of annual progress has
been established. The minimum earned credit hours component
requi_res student aid applicants and recipients to successfuUy earn
a minimum number of credit hours per year based on a student's
enrollment status. A student must meet the earned credit hour
standards based on his/her enrollment statu :
Enrollment Status* Total Earned Credits Per Year
18 credits
Full-time (9 or more credits))
14 credits
Three-quarter time (7 to 8 credits)
Half -time (5 to 6 credits)
10 credits
* Assumes a student's enrollment status (fu U-time, three-quarter time,
or half-time) remained constant throughout the academic year. The
minimum earned credit hours standard Li ted above will differ if the
student's enrollment status varies throughout the academic year.
Minimum Cumulative Grade Point Average
Each semester the uni versity reviews the "grade point average"
(g. p.a.) of each student i_n order to determme whether the student
is maintaining "good academic staniling." The uni versity has
established minimum grade poi nt averages that students must
maintain i_n order to achieve "good academic standmg". The
uni versity requires that all graduate students maintain a minimum
g. p.a. of 3.0 i_n order to achieve "good academic staniling."
Students who are acade mically dismissed are considered
ineligible fo r Title IV federal aid. A student who is academically di smissed and is approved for re-admission to the
uni versity will attend witho ut the be nefit of Title IV federal
aid. A student remains ineligible for Titl e IV federal ai d until
he/she achieves the minimum 3.0 g. p.a. or successfu lly fi les a
SAP appeal (see Appeal Procedures contained in this poJjcy).
Special Grades
I (Incomplete): An incomplete grade does not earn credi t or
infl uence the grade point average in the emester in whi ch 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 c redit hour
standards and grade point average require ments.
W (Withdrawal): All withdrawal categories do not earn
credi t(s) toward graduation o r toward sati sfying the credit
require ments of the SAP Po licy.
P (Pass): If this grade is awarded, the credits apply toward
graduation and toward satisfymg the minimum earned credit hour
standards, but will not i_mpact a student's grade poi_nt average.
Financial Aid Probation
If a student fails to achieve the Satisfactory Academic Progress
Standards during the review period as outlined in this poJjcy, 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 eJjgible
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 fai ls to achieve the mini mum earned credit ho ur
22
Californi a U ni vers ity Of Pe nnsylvania
tandard and/or the minimum grade point average upo n the
conclusion of a student's fi nancial aid probationary period,
the tudent wi ll be placed o n financia l aid suspensio n.
Students pl aced o n fi na ncial aid suspe nsio n (progre s) w ill
become ineligible fo r future Title IV assista nce unti l the
stude nt's SAP deficie ncy is resolved.
Eligibility for Reinstatement
In order to be remstated, the student must successfully achieve the
required grade point average as mandated by the SAP Policy and/
or successfu lly 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 eliminate the deficiency. Students may take
course work at another college or uni versity to resolve the
minimum credit-hour defi ciency, provided that the credi ts earned
at that mstitution are transferable to CaJjfom ia Uni versity and the
student's college dean or appointed designee has authorized the
transient course work. Students who make up their credit-hour
deficiency at an institution other than California University must
have a Financial Aid Transcript sent to the Financial Aid Office.
Students who make up their deficiency must complete and
return the Satisfactory Academic Progress Form, along with
all required doc uments, to the Fi nancial Aid Office before their
deficiency status can be cleared. Please ote: Only uccessfu lly earned credits, not grades, are transferable back to
California from another approved institution. Students can
o nl y improve their grade point average by taki ng and successfull y completing course work at Ca lifo rni a U ni versity.
Appeal Procedures
AU Title IV recipients have a right to appeal a financial aid
suspension decision by submitting a "SAP Appeal Form" to the
Fmancial Aid Office with a written explanation of the reason(s)
the tudent failed to meet the Satisfactory Academic Policy
Standards. Appeal fom1s are available in the FmancialAid Office.
The deadline date for fili ng an appeal is the third week of classes
in any semester that the student is applying for financial aid.
Students will be officially notifi ed within 7 to 10 days after filing
the appeal fo1m. If the appeal is denied, fin al appeal must be made
to the Di.rector of Fmancial Aid within 10 working days of the
date of the denial letter.
Refund/Repayment Policies
Definition of "Refund"
~
The term "refund" is defined as financial aid and/or cash payments mmus the amount retained by the mstitution for the
student's actual period of enrollment. Any student wh_o w1~draws
from the university may be e h~ ble for a refun? of uni versity
charges, accordmg to the published refund poJjcy. However, a
student who receives financial aid and withdraws from the
uni versity may be required to refund all or a portion of the
financial aid awards to the appropriate fmancial aid program (s).
to a refund of un iversity fees. The amount of the refund of
uni versity fees will be based on o ne of two refund policies:
Pro-Rata or Federal Policy.
Z
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L...,,
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~
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Q University Refund Polici_es
.
.
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Official withdrawal from the uruvers1ty may entitle the student
The student's enro llment status at the time of withdrawal from
. -, the uni versity will determine which refund policy will be used.
~ Listed below is the definition of each policy and appropriate
~ schedule.
~
Uoefinition of Pro-Rata Refund Policy
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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 on or before the 60 perc~nt point of
~ the enrollment period. Students who meet all three cntena 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
Refund
If the student withdraws:
Prior to the second day of classes
100%
First 10% (in time) of the enrollment period
90%
First 20% (i n time) of the enrollment period
80%
First 30% (in time) of the enrollment period
70%
60%
First 40% (in time) of the enrollment period
First 50% (in time) of the enrollment period
SO%
First 60% (in time) of the enrollment period
40%
After the 60% (in time) of the enrollment period
0%
Definition of "Federal Refund" Policy
This refund policy applies to any student who withdraws after
their first semester of attendance at California University.
Students who meet this basic criteria wi!J have their university
charges calculated according to the fo llowing schedule:
Schedule of Federal Refunds
If the student withdraws during:
Refund
First 10% (in time) of the enrollment period
90%
11 % to 25 % (in time) of the enrollment period
50%
26% to 50% (in time) of the enroll ment period
25 %
after 50% (in time) of the enrollment period
0%
NOTE: Federal regulations require the university to use the
refund policy (Pro Rata or Federal) that provides the largest
refund to the federa l aid program(s). Therefore, both the
formu las are applicable in determining a refund for a federa l
aid recipient who withdraws during his/her first semester of
attendance.
Distribution Policy
If it is determined that a portion of a student's eligible refu nd
of uni versity charges consists of student financial aid, the
Federal Government requires that aid be returned to the
financial aid program(s) in the fo ll owing priority order:
1. Federal Stafford Loans
2. Uni versity Scholarships/Grants/Waivers
3. Other Student Aid Programs
Repayment Policy
Definition of "Repayment"
Repayment is defined as the amount a student must repay of
student financial aid that is given directly to the student as a
cash disbursement to cover non-institutional costs.
Repayment Procedures
A student who withdraws and receives a ca h di sbursement
of student financial aid for non-institutional charges may be
req uired to pay all or a portion of the student financial aid to
the approp ri ate fi nancia l aid program(s). The fo llowing
policies are used in determining the amount to be repaid by
the student, if any:
l . Non-institutional housing/board costs are pro-rated
based on the remaining months in the semester.
2. One half of the academic year allowance for books,
supplies and personal/miscellaneous expenses is
considered to be expended when a student begin s
classes.
3. Transportation costs are pro-rated based on the remaining weeks in the semester.
4. Once pro-rated expenses are determined for that
semester, the institution wi ll subtract this amount from
the total cash disbursed to the student for the payment
period. If it is determined that a repayment is necessary,
the appropriate program will be refunded and the student
will be billed. Please Note: If the repay ment owed is
$ 100 or less, the student wi ll not be billed.
Financial Aid
Resource Information
Financial Aid World Wide Web (WWW) Sites
The World Wide Web provides a wealth of information through
the culmination of thousands of computers internationally.
Many Web sites also provide links to other relevant information.
Scholarship Search Sites
FastWEB
Scholarship resource locator created in 1995. You will be
given an on-line questionnaire and personal mailbox ID.
Scholarships will be posted to you and updated periodically.
Location : http://www.fastweb.com
Mach 25
Mach 25 is a simple and fast scholarship resource locator.
Students develop a profile of themselves to locate scholarships that best match their qualifications.
Location: http://www.mach2S.com
Federal Financial Aid Sites
HEATH Resource Center's 1996 Financial Aid for
Students with Disabilities
The Heath Resource Center of the American Council on
Education operates a national clearinghouse on postsecondary education for individuals with disabilities.
Disabled students may call 1-800-544-3284 or e-mai l at
heath@ace.nche.edu.
Graduate Catalog 1998-99
23
Q Project EASI (Easy Access for Students and Institutions)
~ Provides information regarding "Planning for Your Educa~ tion , Applying to School, Receiving Financial Aid, Repaying
~ Your Loan," and various other pertinent financial aid
infor1'.1ation.
~ Locat10n: http://www.easi.ed.gov/
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ZTh_e S~udent_Guide
This s1teprov1des general information regarding Federal
financial aid programs, eligibility, application process,
deadlines, special circurn tances and a glossary. The Depart~ ment ?f Education provides this site.
Locati on: http ;//www.ed.gov/prog_info/FSA/
StudentGuide/
Z
Financial Institution Sites
National City
This Web site provides helpful resource information on the
Federal Family Educational Loan Program, helpful tips on
managing your money, paying for college and a college
planner.. http://www.national-city.com/natcity/affordit/
student
PHEAA
This site provides financial aid options available to parents
and students. http://www.pheaa.org/
Sallie Mae Home Page
Sallie Mae is a provider of financial services and operational
support for higher education. http://www.slma.com/
PNC Bank Education Loan Center
This web site provides an introduction to educational
financing , a college savings plan calculator, an education
a 0olo loan payment calculator, education loan pro!!Tams
0
'
sary, and other related web sites.
http://www.eduloans.pncbank.com/
Mapping Your Future
Thi s site provides students and familieswith information
about college, career, and financial aid choices through a
state-of-the-art public service Website.
http://www.mapping-your-future.org
PASFAA
Thi site was developed by the Pennsylvania Association of
Student Financial Aid Administrators to provide helpful
financial aid resourse information to parents and students.
Visitors to this site wi ll fi nd information on college planning,
li ting of Pennsylvania universities and colleges, preparing
your child for college, and the CAA Guide for College
Bou nd Ath lete.
http://www.sru .edu/pasfaa
Important Financial Aid Telephone Numbers
Federal Government
Federal Student Aid Information
Federal Student Aid Hotline TDD
Pell Grant (Duplicate SAR)
Immigration and
aturalization Services
IRS Tax Listing (Form 1722)
Selective Service
Social Security Administration
1-800-433-3243
1-800-730-8913
1-319-337-5665
l-415-705 -4205
1-800-829-1040
1-708-688-6888
1-800-772-1213
PHEAA
Grant Division
Loan Division
1-800-692-7435
1-717-720-2800
l-800-692-7392
1-717-720-2860
Student Loan Servicing Center
SLSC
1-800-233-0557
Financial Aid Resource Sites
Financial Aid Glossary
College Board On-Line
This site attempts to orient parents and students to the
process of applying to college and the financial ai d process.
http://www.collegeboard.org
Financial Aid Informaion Page
Subject Index - Provides an alphabetical subject index to the
resources listed in the Financial Adi Information Page.
Copyri ght 1995 by Mark Kantrowitz. http://
www.finaid.org/
24
California University Of Penn sylvania
1040 Form, 1040A Form, 1040E Form: The Federal Income Tax
Return that is required to be filed by each perso n who received
income durin g the previous year.
Academic Year: The period of time school is in session, co nsisting
of 30 weeks of instruction.
Appeal : An appeal is a fo rmal request made by the student to have
a financial aid administrator revi ew a student's unusual circumstances which may affect the student's aid eligibility (i .e., death of a
parent, unemp loyment, etc.)
Award Letter: An official letter iss ued by the Financial Aid Office
that lists the financial aid awarded to the student. Students are
required to check the award(s) they 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 biIJing and collection of university charges,
receives loan proceeds and issues refund checks.
Campus-Based Aid Programs: There are three financial aid
programs funded by the Federal Government but administered by the
school, using Federal Guidelines. These programs are the Federal
Supplemental Educational Opportunity Grant (FSEOG), Federal
Perkins Loan Program, and the Federal Work-Study Program.
College Work-Study: College Work-Study is a part-time job for
undergraduate students. This is often referred to as the Federal
Work-Study Program.
Commuter Student: A student who resides at home and commutes
to school daily.
•
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: Loans are borrowed money that a student must repay with
interest.
Need: The difference between the Cost of Attendance and the
Expected Family Contribution is known as financial need.
Pell Grant: A Pell Grant is a federal need-based grant.
Scholarship: A scholarship is gift aid which is not repaid .
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. Thi s amount includes tuition and
fees, room and board, allowances for books and supplies, transportation, and personal and incidental expenses.
Custodial Parent: In the event a student's parents are separated or
divorced, the custodial parent is the one who is providing more than
1/2 of the student 's support. If both parents provide equal support,
then the Custodial Parent is designated by the one with whom the
student lived the most during the past 12 months.
Stafford Loan: A Stafford Loan comes in two forms , Unsubsidized
and subsidized. Students are required to pay interest on an
Unsubsidized loan; whereas, the government pays the interest on a
subsidized loan while the student is in school, during the six-month
grace period, and during any deferment periods.
Subsidized Loan: A subsidized loan is a loan which the government pays the interest on the loan 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.
Dependent Student: A student who is 23 years old or younger and is
supported by their parents. A parent refusing to provide support for their
child's education is not sufficient for the child to be declared independent.
Supplemental Educational Opportunity Grant (SEOG): The
SEOG is a Federal grant program.
Disbursement: Disbursement is the release of loan proceeds to the
school for delivery to the borrower.
Unmet Need: Unmet need is the difference between the student's
financial need and the total need-based aid.
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.
Unsubsidized Loan: An Unsubsidized loan is a loan which the
government does not pay the interest. The borrower is responsible
for the interest on an Unsubsidized loan from the date the loan is
di sbursed, even while the student is still in school.
Electronic Funds Transfer: Used by most lenders to wire funds
for Stafford Loan proceeds directly to participating sc hools without
requiring a check for the student to endorse.
Untaxed Income: Contribution to IRAs, Keoghs, tax-sheltered
annuities, and 40l(k) plans, as well as worker's compensation and
welfare benefits.
Enrollment Status: Indication of total credits scheduled for an
enrollment period. For financi al aid purposes, you must be enrolled
at least half-time to receive aid.
U.S. Department of Education: The US Department of Education
administers several Federal student fin ancial aid programs,
including the Federal Pell Grant, the Federal SEOG, the Federal
Work-Study, the Federal Perkins Loan, the Federal Stafford Loan,
and the Federal PLUS Loan.
Expected Family Contribution (EFC): The Expected Family
Contribution is the amount of money that the fami ly is expected to
contribute to the student's education. This is based on the Federal
Methodology need analysis formula dictated by Congress.
Financial Aid Transcript: The Financial Aid Transcript is a record
of any federal aid received by the student at each post-secondary
school attended.
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 their education .
Free Application for Federal Student Aid (FAFSA): The FAFSA
is used to apply for all need-based aid. The information contained
within this document is used to calculate all financial aid for the
student.
Gift Aid: Gift aid is financial aid which 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:
Graduate Catalog 1998-99
25
ACADEMIC POLICIES
Student Responsibilities and
Academic Advising
Students are responsible fo r securing current information
about university policies and for meeting all relevant requirements. Students follow the requirements and provisions of the
catalog that is in effect at the time of their initial enrollment.
Students who have interrupted their education for more than one
year are subject to the provisions of the catalog which is current
at the time of their readmission to the university. The university
reserves the right to change policies, curriculum requirements,
and other provisions as needed.
Faculty advisors are available to as ist students in planning
their academic program, but students have the responsibility for
meeting all requirements for their degrees. Students are urged
to take advantage of the advi ory and consultation services
available at the uni versity. They should feel free to consult with
professors, academic advisors, department chairpersons, the
deans, and the Provost. All of these uru versity representatives
maintain regular office hours for student consultations.
Attendance
Regular class attendance is a prerequisite to successful class
performance. Uruversity policy perrruts class absence for cause
but places an obligation for successful completion of course work
on the student. There is no single, university-wide policy on class
attendance or on cuts; but professors may establish their particular
policies on absences, assess reasonable penalties if students do not
observe these policies, and treat unexplained absences as
unexcu ed absences. The student must, in all cases, arrange to
make up exarrunations or other work missed because of absence,
according to terms and a schedule agreeable to the professors.
It is the student's responsibility to inform professors of the
cause of any absence, if possible, in advance. Students should
notify their college Dean of lengthy absences due to illness or
other causes, and appropriate documentation may be required in
such cases. The Dean will in tum notify the professors concerned.
Requests for absence due to official university activities, such as
field trips or athletic contests, must be made to the appropriate
university official.
The Health Center does not issue medical excuses. Under
certain circumstances the Health Center will notify professors
about students' absences (or other failure to fulfill academic
obligations) due to medical conditions; on the basis ofthis
notification, individual professors in tum will deterrrune whether
or not to excuse the absences.
The temporary grade of Incomplete is not automatically
awarded even if excused or explained absences have prevented
completion of required work by the end of the semester.
26
California University Of Pennsylvania
Semester System
California U nivers ity operates on a semester system
with Fall and Spring semesters of approximately 15 weeks.
In addition , there is a Summer term whjch typically includes
a 10 week session and two five week sessions which run
from June to Aug ust in addition to special sessions in May
a nd August.
Admission to a Closed Section
A student seebng admission to a closed section should
obtai n a schedule adjustment form and consult with the
instructor or chairperson of the department which offers the
course. Admission to a closed section requires the signature
of the instructor or department chair and the dean of the
college which offers the course.
Repeating a Course
A student may repeat a course previously taken at
California Univers ity. In such cases, only the later grade will
be counted in the student's QPA . The original grade, however, will remain on the student' s transcript. Some courses
may be repeated for credit and are exempt from thjs policy.
~ Confidentiality
~
Of Records
The university's policies on the confidentiality and
U disclosure of student records are based on the Family
~ Education
V. Disclosure of Student Records
1.
Upon proper identification, students my 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
Rights and Privacy Act of 1974 (Public Law 93-
~ 380), as amended.
0~ I. Introduction
.
Official student records are established and maintmned 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 recogruzes its
obligation to comply with the Family Education
Rights and Privacy Act of 1974. Important sections of
this federal law are summarized below.
U
~
~
~
~
Q
<
U
< II. Ownership of Records
All records kept concerning students, including those
records originating at other colleges or universities
and required for admjssion, are the property of
California Uruversity of Pennsylvania.
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 1, 1975.
b.
Financial records of the parents of the student, or any
information contained therein.
C.
Medical, psychiatric or simj]ar 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.
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.
4.
IV. Public Information Regarding Students
1.
2.
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, academjc 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).
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.
Disclosure of Information 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 academjc 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 limjted disclosure of certain kinds of information may be required in special circumstances in
compliance with the federal law previously cited.
Graduate Catalog 1998-99
27
VI. Student Challenge to Record Entries
1.
2.
Students have the right to submit written or typed
rebuttals to negative information contained in their
files. A rebuttal statement shalJ 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 appropriateness of material combined in their files. Once such
a challenge has been made in writing, it wi ll be the
responsibility of the university official in charge of the
file to determine the vahdity 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, mi sleading, or inappropriate information
in their records. The University Record Hearing
Committee shalJ 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.
Uni versity officials in charge of student fi les 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 supervi sion as active or inactive as
circumstances warrant. At the discretion of the official
in charge, inacti ve records may remain in the fil e but
need not be circulated. Inacti ve records may be
reviewed by a student upon request.
28
California University Of Pennsylvania
4.
vm.
A university official may take the initiati ve 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 .
University Officials Responsible for
Student Records
The fo llowing 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.
)EPARTMENTS, MAJORS, PROGRAMS
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.
Master Of Science In Athletic
Training
The Master of Science degree program is intended for
post-baccalaureate students who want more intensive
background and clinical experience in the specialized area of
athJetic training. For admission into this program , the
graduate student must have completed and/or meet the
following general requirements :
I . A bachelor's degree from a fo ur year, accredited college
or university.
2. A minimum 3.00 undergraduate grade point average,
based on a 4.00 scale. If a prospective student does not
meet this requirement, candidates will be considered if
they have a minimum QPA of 2.50 and have scored a 40
or higher on the Miller Analogies Test.
3. Acceptance to the School of Graduate Studies and
Research.
4. AU applicants must be certified or eligible for certification by NATA in order to be considered as a candidate
for admi ssion into the program.
In addition, candidates must have a recorded minimum
of 800 clock hours of clinical experience under the direct
supervi sion of a NATA certified athletic trainer.
Graduate Assistantships
Graduate assistantships are available with the athJetic
training intern being assigned to local high schools and
colleges for 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 more assistantship program s are available each year.
If you have questions about this program, please phone or
write 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.
Curriculum
I.
Athletic Training: 25 credits
ATE 500 Pharmacology for the
Allied Health Sciences
ATE 700 Gross Anatomy of the Extremities
ATE 710 Advanced Athletic Training
ATE 715 Sports Law
ATE 720 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
Faculty
Professor William B . Biddington, chair; Professor Robert H. Kane, Jr. ;
Professor Bruce D. Barnhart; Assistant Professor, Joni L. Cramer-Roh.
Graduate Catalog 1998-99
29
BIOLOGICAL AND ENVIRONMENTAL
SCIENCES
Master of Science Degree in Biology
The Master of Science degree program is intended fo r
graduate students who want intensive trai ning in specialized
areas of the life science . A student entering this program is
expected to have completed extensive course work in biology,
mathematics and the physical ciences. After student have
been admitted to the program, they are given the opportunity
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 re earch , allied health profess ions, teaching, and
to pursue advanced degrees in life, veterinary, environmental
and mineral sciences.
Admission to the Program
The student should have the followin g:
1. A QPA of at least 3.0 on a 4.0 system.
2. Two semesters of organjc chemistry with no lower than
a C grade fo r each course.
3. One semester of physics.
4. One mathematics course beyond college algebra
(calculus is preferred).
5. A minimum of 24 creruts in the life sciences with a
grade of C or better.
6. Two letters of recommendation fro m fac ulty who can
attest to the candidate's academjc capabilities and
promi e for success in graduate school (submitted to
Gradu ate Committee).
7. Student must write a letter to Departmental Graduate
Committee specifying the foll owing:
a) Reason for pursuing a graduate degree in life sciences.
b) Future stud y/career plans for the life sci ences.
c) Which program option the student intends to purs ue.
d) Area of research interest.
e) Need of fi nancial as istance (assistantship and/or
tuiti on waiver).
f) Other info rmation the student dee ms important fo r
graduate committee members to learn more about his/
her suitability fo r graduate study.
8. A student must take the Graduate Record Examjnati on
(Verbal and Quantitati ve) and the Advanced test in
Biology prior to admi ion into the department.
Students having a combined score of 900 on the
verbal and quantitati ve sections of the ORE meet
minjmal requirements fo r admission into the graduate
program.
Time Requirement to Complete Degree
Full-time students are ex pected to complete all requirements (course work and research) for their degree within two
to three years. Part-time students should complete all
requirements for their degree within six years .
Students requesting extensions to fin alize their programs
must substanti ate reason s for the additional time. All courses
taken seven years from the first semester of matriculati on
will not count towards graduation.
Three Options in the Master of Science
Program
Opti on A: Thi rty-three credi ts including the Master's Thesis.
Option B and C: Student emailing in the urse Anesthesiology Program at Washington Hospital, Washington, PA
Option B: Student must have a nursing degree and be
admitted into the ursing Anesthesiology Program at
Washington Hospital, Washington, PA. Student must
complete 40 credits (four for the Ma ter 's Thesis), 18
credits will be taken at Washington Hospital.
Option C: Student must possess a Degree in Nursing and be
a Certifi ed Registered urse Anestheti t. Student mu t be
accepted as qualified by Washington Hospital and po sess
the nursing requisites for entrance into the Biology
Graduate Program.
Student must compl ete 40 credits (four for the Master's
Thesis), and pass 16 credits of examination at Washington
Hospital, Washjngton , PA.
Ancillary graduate level courses amounting to as many as
ix creruts in fields closely related to the major program may
be ubstituted for Biology courses, with the approval of the
research adviser and the Departmental Graduate Committee.
Faculty
Associate Professor David F. Boehm, chair; Associate Professor Brian K. Paul son, assistant chair; Professo rs Foster E.
Billheimer, Thomas P. Buckelew, Barry B. Hunter,William G. Kimmel, C. Allan Miller, Thomas C. Moon, Marc A.
Sylvester; Edwin M. Zuchelkowski ; Associate Professor William M. Giuli ano
30
Californi a University of Penn sy lvania
Curriculum
Admission to the Program
(An asterisk indicates a requirement.)
The student should have the following:
I. Biological Science: Two credits from the following
Biology courses:
BIO 700 Cellular Ultrastructure
3
BIO 706 Bacteriology
4
BIO 708 Microbal Ecology and Physiology
4
BIO 717 Population Genetics
3
BI0720 Human Genetics
3
BIO 721 Biochemistry I
4
BIO 723 Animal Histology
4
BIO 724 Embryology
4
BIO 725 Molecular Biology
4
BIO 738 Herpetology
4
BIO 740 Ornithology
4
BIO 741 Advanced Research Studies
1-4
BIO 742 Scientific Photography
2-4
BIO 745 Entomology
4
BIO 746 Parasitology
4
BIO 750 Terrestrial Ecology
4
BIO 751 Economic Botany
4
BIO 757 Plant Systematics
4
BIO 758 Plant Anatomy and Morphogenesis
4
BIO 765 Design and Analyses
3
BIO 768 Techniques in Electron Microscopy
4
BIO 788 Cell Biology
4
BIO 795 Seminar in Biology
2
BIO 800 Methods of Research in Science
2
I.
2.
II. Research: Six credits
*BIO 800 Methods of Research in Science
*RES 840 Master's Thesis
2
4
Master of Education Degree in Biology
The Master of Education is a professional degree
designed primarily to improve biology in the public schools.
In-service biology educators are encouraged to become more
effective in their profession by taking course work and
participating in other life science experiences in the Department of Biological and Environmental Sciences and in
several other departments of the School of Graduate Studies
and Research of California University.
This program offers a broad variety of academic,
pedagogical, and research opportunities for the biology
teacher.
Graduate students, in close consultation with the
department's graduate committee and their advisers, select
academic courses which will best broaden each student's
understanding in biology. Certain other courses are aimed at
updating curriculum and instruction methodologies of the life
sciences. Research opportunities are provided to all graduate
students, either in an academic or in a pedagogical area.
A QPA of at least 3.0 on a 4.0 system.
Two semesters of organic chemistry with no lower than
a C grade for each course.
3. One semester of physics.
4. One mathematics course beyond college algebra
(calculus is preferred).
5. A minimum of 24 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 must write a Jetter to the Departmental Graduate
Committee specifying the following:
a) Reason for pursuing a graduate degree in life sciences.
~
b) 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.
c=
0
0
8.
n
>
~
>
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 900 on the verbal and
L..,_
quantitative sections of the GRE meet minimal require- ~
ments for admission into the graduate program.
~
Time Requirement to Complete Degree
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 finalize their programs
must substantiate reasons fo~ the additional time. All courses
t~en seven years from the first semester of matriculation
will not count towards graduation.
Three Options in the Master of Education
Program
~
~
0
zs=
~
~
L..,_
~
~
rJJ.
Option A: Thirty-three credits, with the Master's Thesis.
Option B: Thirty-three credits, with the Research Project.
Option C: Forty credits, with research-oriented courses
(determined by advisor) .
n
~
~
.
. After t~enty cre~Jt~ have been accumulated, a change in
opt10n requires perffilss10n of the student's advisor and the
Graduate Committee.
Graduate Catalog 1998-99
z
<
31
z
n
~
r.,:;_
m. Research : 4-6 credits, according to the Option selected:
00 Curriculum
~ (An asterisk indicates a requirement.)
Option A:
*BIO 800 Methods of Re earch in Science
*RES 849 Master's Thesis
2
4
U
Option B:
*BIO 800 Methods of Research in Science
*RES 829 Re earch Project
2
4
~ 2. Four credits to be chosen from among:
Option C:
*BIO 800 Methods of Research in Science
*BIO 795 Seminar in Biology
*Either Stati tic beyond EDP 600 or GEE 537
or Computer Science
Z I. Professional Education: Ten credits required in all options:
~
~
1. Required:
2
*EDP 600 Statistical Methods
OO *EDP 620 Curri culum & Methods of Teaching Biology
2
~
in Hi gh School
EDP
EDP
~ EDP
EDP
EDP
EDP
[:""'"'I
Z
=s
Z
0
605
606
607
608
610
637
~
Philo ophy of Education
General History of Education
Advanced Educational Psychology
Comparative Education
Educational Sociology
Development and Organi zation of the
Curriculum for Secondary Schools
2
2
2
2
2
2
~ 3.
Two credits from among:
EDP 607 Advanced Educational Psychology
Z EDP 617 Psychology of Growth and Development
~ EDP 628 Psychology of the Di sadvantaged Child
EDP 636 Advanced Psychology of Learning
>
Q
Z
<
~
<
2
2
2
2
II. Biological Science: Field of Specialization
Opti on A: 17 credits
Opti on B: 19 credits
Option C: 24 cred its
U BIO 700
~
~
0
BI0706
BI0708
BI071 3
~
B10717
=
~
BIO 721
BI0 723
BIO 724
BIO 725
BIO 738
BIO 740
BIO 741
BIO 742
BIO 745
BIO 746
BIO 750
BIO 751
BIO 757
BIO 758
BIO 765
BIO 768
BIO 788
BIO 795
BIO 800
O BIO 720
32
Cellular Ultrastructure
3
Bacteriology
4
Microbial Ecology and Physiology
4
Applied and Theoretical Concepts in Modem
Biology
3
Population Genetics
3
Human Genetics
3
Biochemistry I
4
Animal Histology
4
Embryology
4
Molecular Biology
4
Herpetology
4
Ornithology
4
Advanced Research Studies
1-4
Scientific Photography
2-4
Entomology
4
Para itology
4
Terrestrial Ecology
4
Economic Botany
4
Plant Systematics
4
Plant Anatomy and Morphogenesis
4
Design and Analyses
3
Techniques in Electron Microscopy
4
Cell Biology
4
Semi nar in Biology
2
Methods of Research in Science
2
Californi a University of Pennsylvania
2
2
2
BUSINESS AND ECONOMICS
Master of Science Degree
in Business Administration
ECO 712
BUS 771
BUS 799
The demand for skilled managers in the busine s
comm unity today far outstrips the availabi lity of qualified
candidates. The scope of business activities has assumed a
level of soph istication where the more significant opportu ni ties require skills and abili ties that exceed the capabilities
possessed by most baccalaureate degree holders.
The Master of Science Degree offered in Business
Administration directly addresses the needs of today 's
progressive business enterprise. This rigorous program is
designed fo r the student desirous of advanced managerial
skill development in the areas that significantly affect
modern business enterprises.
Successfu l completion of thi s curri culum will effectively
equip the graduate for a more challenging role in contemporary busi ness enterprises.
The program is particul arly appropriate for those currently employed as well as those recent graduates who desire
to expand their current level of marketable skills. With many
of the courses being offered at appropriate hours for those
currentl y empl oyed, thi s advanced degree is easily within the
reach of most who are willing to devote the time and effort
required, on either a full or part time basis.
I. Foundation Courses (15 Credits)
CSC 105
ACC 601
ECO 601
MAT 225
MKT 301
Microcomputer & Application Software
Survey in Accou nting*
Survey in Economics*
Business Statistics
Principles of Marketing
3
3
3
3
3
MGT731
FIN 711
MKT71 1
ECO 711
Industrial Relations
Financial Management
Marketing Management
Microeconomic Analysis
(b) Electives (9 credits)**
Choose any three (3) from the following courses:
ACC721 Financial Accounting
ACC 731 Tax Concepts and Planning
BUS 741 Business Law
BUS 743 Business, Society, and Government
ECO 721 Managerial Economics
ECO 731 Econometric Methods
ECO 741 Industrial Organization
FIN 531
Bank Management
FIN 712
Advanced Financial Management
FIN 721
Investment Management
FIN 731
Financial Markets & Institutions
MGT 711 General Management
MGT721 Production Management***
MGT726 Management of Technological Innovation
MGT742 Human Resow·ce Management
MGT751 International Business Management***
MKT721 Research Methods in Marketing
MKT 731 Marketing for NonProfit Organizations
MKT751 Advertising Management
MKT761 Business Marketing Strategy
IMT707
Industrial Safety
IMT709
Time and Motion Study
IMT765
Operations Research
IMT790
Management Internship
BUS795
Semi nar
BUS797
Research Studies in Business
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
*Students who have completed Principles of Economics
and Accounting with a B or better grade can be exempted
from taking ECO 601 and ACC 601.
Ii. Master's Degree Curriculum (39 Credits)
(a) Core Curriculum (30 cred its)
ACC 7 11 Managerial Accounting
MGT 712 Organizational Behavior
MGT 72 l Producti on Management
or
MGT751 Internati onal Business Management
Macroeconomic Analysi s
Quantitative Methods
Strategic Management
3
3
3
**Must include BUS 743 unless it has already been taken
at undergraduate level. Approval of the advisor is required.
3
***One of these must be taken as a core course.
3
3
3
3
Faculty
Professor Burrell Brown, chai r; Associate Professor Clyde Roberts, assistant chair; Professo rs Ismai l Cole,
Karen L. LeMasters, Mahmood A. K. Omarzai, Young J. Park, P. Ronald Tarullo; Associate Professors William F.
Blose!, Debra Clingerman, David T. Jones, Robert J. Kopko, Susan J. Mongell, Louise E. Serafin, Jerzy Zderkowski ;
Assistant Professor Edward Mendola.
Graduate Catalog 1998-99
33
COMMUNICATION DISORDERS
Master of Science Degree in
Communication Disorders
The Master of Science Degree in Communication
Disorder is intended for post-baccalaureate students who are
seeking specialized training in this discipline. It is fashioned
for those interested individuals who are preparing to become
certified by the American Speech, Language and Hearing
Association, as well as for those who wish to become more
proficient speech-language pathologists.
The Department of Communication Disorders (CMD) is
accredited by the Council of Academic Accreditation (CAA)
of the American Speech-Language-Hearing Association
(ASHA). The department is located in the modern Learning
Research Center. The facilities lend themselves to ample
space for tudy, clinical therapy, and research.
Admission Requirements
Con ideration for admission to the graduate program in
CMD requires the bachelor's degree and the completion of
an undergraduate program in CMD/speech-language
pathology (such as the undergraduate program at California
Univer ity). A minimum 3.0 (overall and in the major) GPA
is necessary for consideration of the applicant for admission
to the graduate program. All applicants must submit official
Graduate Record Examination Scores and three letters of
recommendation from their undergraduate professors to be
considered for admission.
Admission to the Communication Disorders Program is
competitive, and only a limited number of students are
selected for admission. The Communication Disorders
Department has fall admission only. Application deadline is
February 15.
Students who wish to continue in the graduate program
in CMD must maintain a 3.0 or better GPA and must receive
satisfactory evaluations from their practica supervisors.
Students who choose a research option (Research
Project or Thesis) will have two credit hour (Research
Project) or four credit hours (Thesis) applied toward their
total number of credits for the Master's Degree.
Curriculum
CMD 600 Research and Professional Practice in Speech/
Language Pathology*
3
3
CMD 701 Language Disorders in Adults*
3
CMD702 Language Disorders in Children*
3
CMD703 Fluency*
3
CMD704 Articulation Disorders*
3
CMD705 Voice Disorders*
eurology*
3
CMD 708
6-12
CMD 710 Advanced Clinical Methods***
3
CMD 718 Advanced Audiology
3
CMD725 Aural Rehabilitation
3
CMD762 Non-Vocal Communication
CMD 763 Communication Problems of Special Groups 3
CMD 764 In trumentation
3
3
CMD765 Dysphagia *
3
CMD 766 Traumatic Brain Injury
EDP 600 Statistical Methods **
3
RES 829 Research Project
2
4
RES 849 Master's Thesis
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 abo ut these programs,
phone or write the Department of Communication Disorders,
California University of Pennsylvania, 250 University ·
Avenue, California PA 15419-1 394, (724) 938-4175, or the
School of Graduate Studies, (724) 938-4187.
A total of 42 graduate credit hours is required for the
Master of Science degree in Communication Disorders. A
pas ing score on the Speech-Language Pathology Praxis
Series Test is a requirement for graduation.
Faculty
Associate Professor Albert E. Yates, chair; Professor R. Michael Feldman; As ociate Professors Barbara Bonfanti
'
Charles A Gismondi, Richard R. Nemec, Nancy Hepting.
34
California University of Pennsylvania
COMMUNICATION STUDIES
Master of Arts Degree in
Communication
The Master of Arts in Communication provides advanced interdisciplinary study in the communication field
and serves as (1) a professionally-oriented terminal masters
degree or (2) preparation for advanced graduate study or
professional study.
The program is jointly sponsored by the Departments of
Communkation Studies, English, and Theatre and is
administered by a Coordinating Committee and an Advisory
Committee consisting of representati ves from each sponsoring department.
Admission to the Program
To be admitted to the graduate program in Communication, an applicant must:
1. Verify successful completion of a baccalaureate degree;
2. Verify an acceptable undergraduate quality-point average;
3. Submit scores from the Graduate Record Exams;
4. Document any appropriate experience relevant to this
program including but not limited to prior course work and
professional experience; and
5. Provide samples of his or her writing.
Applications will be evaluated by the Coordinating Committee as they are received, and applicants may be admitted to
the program at the beginning of the Fall or Spring Semesters
or the Summer Sessions.
Structure of the Program
The program of study is divided into (1) a Core, (2) an
Emphasis, (3) A Thesis, and (4) Comprehensive Examinations. Thirty six semester credits are required for the degree.
Core:
15 Credits
CMG 800 Introduction to Graduate Study in Communication
CMG 701 Communication Perspecti ves and Paradi gms
CMG 702 Rhetoric and Linguistics
CMG 703 Dramatic Theory and Criticism
CMG 704 Seminar in Communication
Emphasis:
18 Credits
In addition to the core, each student will develop an
emphasis as his or her major area of study. A student's
emphasis will be designed by the student in consultation with
his or her advisor and submitted to the Coordinating Committee as the student's Tentative Degree Plan.
The emphasis for each student must adhere to the
following guidelines:
• All graduate level courses designated with the CMG prefix
may count toward the degree.
• No more than 12 credits in dual-listed CMG courses may
count toward the degree.
• No more than six credits of graduate level courses from
other departments or institutions may count toward the
degree.
• No more than six credits of directed study may count
toward the degree.
• No more than six credits of internship or practica may
count toward the degree.
• Compensatory or prerequisite courses taken in preparation
for graduate level work will not count toward the Masters
degree.
Thesis:
Three Credits
The Thesis can be (1) a systematic investigation of a research
problem designed to make an original contribution to the
student's field of study (Option 1) or (2) a practical or
applied demonstration of the student's mastery of information, skills, procedures, or techniques connection to hi s or
her field of study (Option 2).
Comprehensive Examinations:
Each student will complete comprehensive examinations
consisting of a written component and an oral defense
designed to test his or her (1) knowledge base, (2) ability to
synthesize content, (3) capacity for problem solving, and, (4)
ability to effectively communicate orally and in writing.
Comprehensive examinations are administered by the
Coordinating Committee. Tentative Degree Plan and
Application for Candidacy
Before a student has completed 12 graduate credits, he or
she must submit to the Coordinating Committee a Tentative
Degree Plan outlining the Emphasis and Thesis Option. After a
student has completed a minimum of 18 credits with a
minimum QPA of 3.0 and before completing 27 credits, he or
she must submit an application for Admission to Candidacy.
Students who fail to submit these documents or who do not
receive approval from the Coordinating Committee will not be
allowed to register for subsequent courses in this program.
Faculty
Program Coordinators: Richard Helldobler, William Yahner, Dencil Bakus
Graduate Catalog 1998-99
35
COUNSELOR EDUCATION
If you would like further information about any of these
programs, call or write the Department of Counselor Education, California University of Pennsylvania, 250 University
Avenue, California PA 15419-1394 (724) 938-4123, or the
Graduate School, at (724) 938-4187.
Practicum Requirements
The Department of Counselor Education requires a
minimum of two days per week for a fifteen week term of
professional experience at a field site appropriate to the
graduate student's program and career goals. Customarily,
this assignment will be during the hours of the normal
worki ng day. Only grades of A or B in practicum will be
counted towards successful completion of the Master 's
degree.
The Department of Counselor Education offers graduate
programs leacling to (1) the Master of Education degree and
certification as either an elementary- or secondary-school
guidance counselor; (2) a Master of Science degree with
specialization in Community Agency Counseling; (3)
Certification as an elementary- or secondary-school counselor; (4) a cooperative program with the Pittsburgh Pastoral
Institute that leads to eligibility as a Pastoral Counselor.
Elementary and Secondary Guidance students must do
practicum at the grade levels appropriate for their certification. Time adj ustments may be made for those holding
current Pennsylvania school certifications.
Admission to the Programs
Comprehensive Examinations
Besides meeting the general requirements for admission
into the Graduate School, the prospective graduate student in
the guidance programs must also:
(1) have a 3.0 undergraduate quality-point average, or a
score of 45 on the Miller Analogies Test;
(2) have earned 36 quality points in psychology or a
related field; and
(3) submit, in typewritten form, the following three
kinds of documents: (a) three letters of recommendation; (b)
a 1,000-word psychobiography, and (c) a one-page resume of
work and education. (See CED Student Handbook for
details).
In order to achieve certification, a graduate student must
satisfactorily pass each part of a two-part examination and be
recommended by a majority of the department faculty.
Consequently, a graduate student pursuing a program in
Elementary or Secondary Guidance may receive a Master of
Education degree but not necessarily obtain certification.
Graduate students may not register for more than nine
Counselor Education (CED) credits before admission to the
department for any of the programs offered.
Within the fust 12 hours the graduate student must have
successfully completed CED 701 Organization and Admini stration of Counseling Service , CED 702 Counseling Theory,
and CED 714 Experiential Group Process.
Canclidacy is determined by a majority of the faculty of
the program; a meeting with the faculty may be required of
the candidate.
Faculty
Details concerning the comprehensive examination and
other procedures are available in the CED Student Handbook.
The National Board of Certified Counselors currently
recognizes courses taught in the Counselor Education
Department for continuing education credits.
Master of Education Degree
and Certification in Elementary
and Secondary Guidance
Area I (Core Courses): 33 creclits
CED 701 Organization and Administration\
Counseling Services
CED 702 Counseling Theory
CED 714 Experiential Group Processes
CED 705 Developmental Group Counseling
CED 708 Substance Abuse & Addiction
CED 710 Counseling Skills & Techniques
CED 786 Seminar in Career Information
CED 703 Consulting Theory
CED 711 * Practicum I
CED 712* Practicum II
CED 787 Integrated Seminar
Dept. Chair, William Parnell;
Professors Robert A. Brown, Gloria Brusoski
36
California University of Pennsylvania
3
3
3
3
3
3
3
3
3
3
3
Area II: Social & Cultural Foundations: Three credits
required
GEE 525 Community Problems of Health & Safety
3
Area III: Psychological Foundations: Six credits required
PSY 721
PSY 752
Advanced Tests & Measurements
Fundamentals of School Psychology
Area IV: Research: 4 credits required
EDP 600 Statistical Methods
RES 800 Methods of Research
Area V: Elective (with advisor approval)
Master of Education Degree and
Certification in Secondary Guidance
3
3
2
2
2
This program is for those who intend to counsel students in
middle-junior-high or high-school, grades 7 through 12.
Area I (Core Courses): 33 credits
CED 70 l Organization and Administration of Counseling
Services
3
CED 702 Counseling Theory
3
CED 714 Experiential Group Processes
3
CED 705 Developmental Group Counseling
3
CED 708 Substance Abuse & Addiction
3
CED 710 Counseling Skills and Techniques
3
CED 786 Seminar in Career Information
3
CED 703 Consulting Theory
3
CED 711 * Practicum I
3
CED 712* Practicum II
3
CED 787 Integrated Seminar
3
Area II: Social and Cultural Foundations: Three credits
req uired
3
GEE 525 Community Problems of Health & Safety
Area III: Psychological Foundations: Six credits required
ESP 72 1 Advanced Tests & Measurements
3
3
PSY 752 Fundamentals of School Psychology
Area IV: Research: Four credits required
EDP 600 Statistical Methods
RES 800 Methods of Research
2
2
Area V: Elective (wi th advisor approval)
2
Master of Science Degree in
Community Agency Counseling
This program is intended for those who desire a professional position in agencies that provide care within the
community. Such agencies provide services to the infirm,
the handicapped, the aged, the incarcerated, the chemically
dependent, and the family.
Area I (Core Courses): 33 credits
CED 701
CED
CED
CED
CED
CED
CED
CED
CED
CED
CED
702
714
708
710
705
786
703
711
7 12
787
Organization and Administration of
Counseling Services
Counseling Theory
Experiential Group Process
Substance Abuse & Addiction
Counseling Skill s & Techniques
Developmental Group Counseling
Seminar in Career Information
Consu lting Theory
Practicum I (See Footnote*)
Practicum II
Integrated Seminar
3
3
3
3
3
3
3
3
3
3
3
Area II: Social & Cultural Foundations : Three credits
required
GEE 525
Community Problems of Health and Safety 3
Area III: Psychological Foundations: Six credits required
CED 717
PSY 721
Diagnosis and Treatment in Mental Health
Advanced Tests and Measurements
3
3
Area IV Research: Four credits minimum required
EDP 600
RES 800
Statistical Methods
Methods of Research
Area V: Elective (with advisor approval)
2
2
2
Cooperative Program: Pastoral Counseling Certification
In cooperation with the Pittsburgh Pastoral Institute,
California University offers courses that lead to certification
in Pastoral Counseling. You may obtain further information
about this program from the Director of the Pittsburgh
Pastoral Institute or from the department chairperson at
California.
Graduate Catalog 1998-99
37
EARLY CHILDHOOD EDUCATION
The Master of Education Degree in Early Childhood
Education provides three option for interested students.
Track A - Ma ter of Education with Early Childhood
teaching certifi cation is designed for student seeking
certification from Infancy through Grade 3. Track B Master of Education in Early Chi ldhood Adrnini tration and
Supervision is available to students already certified in Early
Childhood, who are interested in becoming a supervisor or a
child care center admini trator. This is a non-certifying
program. Track C - Master of Ed ucation Early Childhood is
designed fo r students already certified in Early Childhood
who wou ld like to broaden their knowledge of Early Childhood Education .
Applicants must have a 3.0 QPA or a score of 35 on the
Miller Analogies Te t for admission to the program.
Curriculum
Track A: Master of Education with Early Childhood Teaching Certification
I. General
EDP 607
EDP 636
ECE 748
EDP617
ESP 501
EDP610
EDF700
and Profess ional Education:
Advanced Educational Psychology
Advanced Psychology of Learning
Child Growth and Development (or)
Psychology of Growth and Development
Introduction to Exceptionality
Educational Sociology
Hi story and Background of
Elementary Schools
EDP 605 Philosophy of Education
EDP606 General History of Education
EDE 701 Developing and Organizing
Elementary School Curricula
II. Early Childhood Professional Core:
EDE 728 Problems in Health and Physical Ed.
ECE 730 Early Childhood Math Seminar
ECE 724 Read ing and Communication Arts Seminar
ECE 745 Instructional Strategies
EDE 738 Children 's Literature and Reading
ECE 728 Early Childhood Education Seminar
ECE 726 Early Childhood Field Experience
ECE 749 Parent Involvement
*EDE 795 Student Teaching Internship
GEE 528 Child and the Expressive Arts
ECE 732 Adv. Thematic Teaching in EC
2
2
3
2
3
2
2
2
2
3
2
3
3
2
2
2
2
2
9
3
3
*Students must pass the General Knowledge and Communication sections of the National Teachers test prior to student
teachi ng
III. Research (8-10 credits required)
*RES 800 Methods of Research
*EDE 706 Evaluation and Measurement in the
Elementary School
*GEE 537 Computer Science
EDP 600 Statistical Methods
ECE 759 Research in Early Childhood
EDP 656 Computer Oriented Research
RES 829 Project
RES 849 Thes is
2\
2
2
2
2
2
2
4
*REQUIRED COURSES
Students who are certified teachers in another specialty are
not required to take EDE 795.
Minimum 30 graduate credit with a project or thesis.
Minimum 36 graduate credits without project or thesis.
Maximum 59 graduate credits. Students may be required to
take undergradu ate courses when graduate courses are
unavailable.
Track B: Early Childhood Master of Education Degree in
Administration and Supervision (Thi s is a non-certifying
program.)
I. General and Profess ional Ed
EDP 607 Advanced Ed ucationalPsychology or
2
2
EDP 636 Advanced Psychology of Learning
ESP 501 Introduction to Exceptionality
3
EDP 610 Educational Sociology
2
EDE 700 Historical Background of the
Elementary School
2
II. Early Childhood Professional Core:
ECE 745 Instructional Strategies
2
ECE 748 Child Growth and Development
3
ADP 720 Elementary Curriculum
2
ECE 728 Earl y Childhood Education Seminar
2
ECE 729 Language Development & Emerging Literacy3
III. Administration : (15 credits)
ECE 727 Administration & Directorship of Early
Childhood Center
ADP 762 Supervision
3
2
Faculty
Professors: Dorothy Campbell, Elwin Dickerson, Phylli s S. Mcilwain, John Shimkanin, Jannene Southworth, John Vargo
38
California University of Pennsylvani a
ECE 749
ECE 726
ADP731
ECE 759
RSU 685
Parent Involvement
Early Childhood Field Experience
School Law & Regulations
Research in Early Childhood
Group Processes
IV. Reasearch and Related Disciplines
RES 800 Methods of Research
EDE 706 Evaluation and Measurement in
the Elementary School
GEE 537 Computer Science
EDP 600 Statistical Methods
EDP 656 Computer Oriented Research
RES 829 Research Project
RES 849 Thesi s
2
2
2
2
2
*ECE 759
EDP656
RES 829
RES 849
Research in Early Childhood
Computer Oriented Research
Project
Thesis
2
2
2
4
2
*REQUIRED COURSES
2
2
2
2
2
4
Minimum 30 graduate credits with a project or thesis .
Minimum 36 graduate credits without a project or thesis .
Master of Education Degree in Early Childhood Education
Track C: The Master of Education in Early Childhood
Education track is designed for students already certified in
Early Childhood who would like to broaden their knowledge
of Early Childhood Education.
I. General
EDP 607
EDP 636
ESP 501
EDE 730
EDP 663
EDE 700
EDP 605
EDP 606
RSP 701
RSP 705
ENG 758
RSU 685
GEE 528
& Professional Education (10-15 credits)
Advanced Educational Psychology
Advanced Psychology of Learning
Introduction to Exceptionality
Teaching in Kindergarten Primary
Computer Assisted Instruction
Historical Background of the
Elementary School
Philosophy of Education
General History of Education
Fundamentals of Reading
Psychology of Reading
Modern American Poetry
Group Dynamics
Child & the Expressive Arts
II. Professional Core (10-24 credits)
EDE 728 Problems in Health & Physical Education
ECE 723 Early Childhood Math & Science Seminar
ECE 724 Reading & Communicative Arts Seminar
ECE 725 Social Studies Strategies in Early Childhood
ECE 748 Child Growth & Development
ECE 745 Instructional Strategies
EDE 738 Children 's Literature & Reading
ECE 728 Early Childhood Education Seminar
ECE 726 Early Childhood Field Experience
ECE 749 Parent Involvement
ECE 729 Language Development & Literacy
ECE 732 Thematic Teaching in EC
III. Research (8-10 credits required)
*RES 800 Methods of Research
*EDE 706 Evaluation and Measurement in the
Elementary School
GEE 537 Computer Science
EDP 600 Statistical Methods
2
2
3
2
2
2
2
2
2
2
3
2
3
2
3
3
3
3
2
2
2
2
2
3
3
2
2
2
2
Graduate Catalog 1998-99 .
39
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 training in specialized areas of earth science or wish to
broaden their present science background. A graduate student
entering the program should have an undergraduate major in
one of the sciences or in mathematics.
Applicants should have basic Earth Science courses but
defi ciencies can be made up in consultation with the advisor.
The advisor is assigned to the graduate student upon admi ssion to the program, and the graduate student works closely
with the advisor in designing a program of study.
The graduate student must apply for candidacy for the
degree immediatel y after 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 nine
credits of required research courses and a minimum of 12
credits in Earth Science, including either two credits for the
Research Project or four for the Master 's Thesis.
Option B requires at least 36 credits, including nine
credits of required research courses and a minimum of 12
credits in Earth Science, but not the Research Project or the
Master 's Thesis.
Curriculum
(An asterisk designates a required course.)
I. Earth Science Core:
3
*EAS 800 Methods of Research in Earth Science
*EAS 528 Quantitative Applications in Earth Science 3
*EAS 713 Applied Earth Science
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 737
GEO 751
GEO 752
GEO 753
GEO 767
GEO 768
GEO770
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
Geochemi stry
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
Geographic Information Systems
Geomorphology
Climatology
Physical Environment
Computer Cartography
Map & Aerial Photo Interpretation
Statistical Cartography
Seminar in Geography
Research Project
Master 's Thesis
If you would like further information about any of these programs, phone or write the Department of Earth
Sciences, California University of Pennsylvania, 250 Uni versity Avenue, California PA 15419-1394, (724) 9384180, or the Graduate School , at (724) 938-4187.
Faculty
Graduate Faculty: Professors Donald J. Conte, William A. Gustin , Anthony P. McGrew, Lawrence L. Moses, Ph.D. ,
William J. Procasky,Ph.D., Robert A. Vargo, Ph.D.
40
California University of Pennsylvania
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
2
4
GEOGRAPHY AND REGIONAL
PLANNING
Master of Arts Degree in
Geography and Regional
Planning
The Master of Arts degree in Geography and Regional
Pl anning is flexible, and all ow for diversity in goal development. It enab les a graduate with this degree 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.
GEO 734
GEO 735
GEO 739
GEO 737
GEO 738
GEO 75 1
GEO 752
GEO 754
GEO 765
GEO 766
GEO 768
GEO 769
GEO770
GEO 785
GEO 786
GEO 789
GEO 791
GEO798
Site Selection
Marketing Geography
Regional Planning
Geographic Information Systems
Geography and Urban Policy
Geomorphology
Climatology
Physical Environment
Field Methods
Field Problems
Map and Aerial Photo Interpretation
Computer Cartography
Statistical Cartography
Readings in Geography
Research in Geography
Comprehen ive Planning
Seminar in Regional Planning
Seminar in Geography
The graduate student must apply for candidacy for the
degree immedi ately after completi ng six cred its of successfu l
graduate work. The graduate tudent must pass a comprehen- ill. Research (Option A): 8 to 10 credits
+GEO/EAS Seminar
sive examination.
*GEO 800 Methods of Geographic Research
The program offers two options: Option A, in which a
Master's Thesis or Research Project is required, and Option
B, in whi ch neither a Master's Thesis nor a Research Project
required.
Option A requires at least 30 credits, including six
credits of required research cour e and a minimum of 15 to
18 cred its in Geography, including either two credits for the
Re earch Project or four for the Master's Thesis.
Option B req uires at least 36 credits, incl uding six
cred its of required research courses and a minimum of 18
credits in Geography, but not the Re earch Project or the
Master's Thesi .
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
*One of the fo ll owi ng:
RES 829
Research Project
or
RES 849
Master's The is
4
IV. Research (Option B): 6 credits
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Re earch
3
3
2
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.
Curriculum
(An asterisk designates a required course.)
+Any seminar offered by department.
I. Research Courses: 6 credits as follows:
*GEO-EAS Seminar
*GEO 800 Methods of Geographic Research
Master of Education Degree in
Geography and Regional
Planning
3
3
II. Geography: Field of Specialization at least 12 credits from
the follow ing:
GEO 520
Physiography of the United States
3
GEO 700
Philosophy of Geography
3
Demographk Analy i
3
GEO 7 11
GEO 712
Geography and Urban Politics
3
GEO 714
Urban Environment
3
GEO 729
Regional Economic Geography
3
GEO 733
Land Use Analysis
3
~
>
~
=
The Master of Education degree in Geography is
intended for those who wish to pursue a career of teaching at ~
either the Elementary or the Secondary School level.
~ .J.
~
~
The graduate student must apply for candidacy for the
degree immediately after completing six credits of successful L....
graduate work. The graduate student must pass a comprehensive examination.
~
n
Graduate Catalog 1998-99
41
~ The
Comprehensive Planrung
Serrunar in Regional Planning
Seminar in Geography
3
3
3
program offers two options: Option A, in which a
u Master 's Thesis or Research Project is required, and Option
in whjch neither a Master's Thesis nor a Research Project
~ is required.
zB,
GEO 789
GEO 791
GEO 798
U
rJ:J.
III. Research (Option A): 8 to 10 credjts
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Research
=
~
*One of the following:
RES 829
Research Project
or
RES 849
Master 's Thesis
4
IV. Research (Option B): 6 credit
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Research
3
3
III. Research (Option A): 8 to 10 credits
+GEO-EAS Seminar
*GEO 800 Methods of Geographic Research
3
3
Option A requjres at least 30 credits, including rune to
10 cred its of Professional Education and 17 to 19 credits in
Geography. Eight to ten of these Geography credits are in
Research, including either two credits for the Research
Projector four for the Master's Thesis.
~
Option B requires at least 36 credjts, including rune to
3
3
2
~ 10 credits of Professional Education and 18 credjts in
~ Geography, of which at least six are in Research, but not the
Research Paper or the Master's The is.
Curriculum
(An astrisk designates a required course.)
I. Professional Education: 9 to 10 credjts from the following:
*EDP 655
The Curriculum and Teachjng
of Geography
One of the two following:
EDP 605
Phjlosophy of Education
EDP 606
General History of Education
3
2
42
Cahforrua Uruversity of Pennsylvarua
2
4
2
One of the fo llowing:
EDP 610
*Educational Psychology
2
EDP 636
Advanced Psychology of Leaming
2
An additional course in Professional Education (EDP) with
the approval of the advisor.
II. Geography :
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO 711
Demographic Analysis
GEO 712
Geography and Urban Politics
GEO 714
Urban Environment
GEO729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO 734
Site Selection
GEO 735
Marketing Geography
GEO 739
Regional Planning
GEO 737
Geographic Information System
GEO 738
Geography and Urban Policy
Geomorphology
GEO 751
GEO 752
Climatology
GEO 754
Physical Environment
GEO 765
Field Methods
GEO 766
Field Problems
GEO 768
Map and Aerial Photo Interpretation
GEO 769
Computer Cartography
GEO770
Statistical Cartography
GEO 785
Readings in Geography
GEO786
Research in Geography
*One of the following :
RES 829
Research Project
or
RES 849
Master 's Thesis
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
IV. Re earch (Option B): 6 credits
+GEO/EAS Serrunar
*GEO 800 Methods of Geographic Research
3
3
V. Cognate Courses: Graduate courses in related, or cognate,
areas may be chosen, with the approval of the advisor.
YI. Comprehensive Exarrunation: The graduate student is
required to pass a comprehensive exarrunation.
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. The graduate student may choose
between two options: Option A, a 30 credit program including a Research Project or Master's Thesis, and Option B, a
36 credit program including instead six credits in researchrelated courses.
III. Professional Specialty (up to 9 credits)
EDE 728 Problems in Health and Physical Education
EDE 730 Teaching in Kindergarten and
Primary Grades
EDE 738 Children's Literature and Reading
EDE 715 Recent Trends in Language Arts
EDE 716 Problems in Elementary Social Studies
EDE 718 Arithmetic in the Elementary School
EDE 740 Trends in Elementary School Science
EDE 708 Developmental Reading in the
Elementary School
2
2
2
3
3
2
3
2
Curriculum
I. Research/Evaluation (8-14 credits)
GEE 537 Computer Science
EDP 600 Statistical Methods
GEE 656 Computer Oriented Research
EDE 706 Evaluation and Measurement in
Elementary School
EDE 800 Methods of Research
EDE 829 Research Project
EDE 849 Master's Thesis
II. General and Professional Education (10-24 credits)
CHE 790 Studies in Science Education
EDP 663 Computer-assisted Instruction
ADP 731 School Law and Regulations
EDP 636 Advanced Psychology of Learning
EDP 607 Advanced Educational Psychology
EDP 617 Psychology of Growth and Development
EDP 605 Philosophy of Education
EDE 700 Historical Background of the
Elementary School
EDE 705 Development and Organization of the
Elementary School
RSP 701 Fundamentals of Reading
RSP 705 Psychology of Reading
EDE 721 Research and Instructional Strategies
EDP 617 Educational Sociology
ESP 501 Introduction to Exceptionality
ESP 503 Diagnostic Testing and Prescriptive Teaching
2
2
2
2
2
2
4
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Faculty
Graduate Faculty: Professors Dorothy M. Campbell, Ronald A. Christ, Gary W. Kennedy, Phyllis S. Mcilwain,
J. Gregory Martin, Beverly Melenyzer, Diane H. Nettles, Anthony J. Saludis, John W. Shimkanin, Jannene Southworth,
John R. Vargo, Richard Wyman, Chair, Professor Caryl Sheffield
Graduate Catalog 1998-99
43
ZMaster of Education Degree
Swith Elementary Teaching
~ Certification
U Students wishing to enroll in thi s program must have an
~
undergraduate Q.P.A. of at least 3.0 or score 35 on the Mi ller
Analogies Test.
Q
~
The Master's Degree certification track is designed for
Q students who have a baccalaureate degree and desire elemen-
0
0
tary teacher certification. Thi s program is appropriate for
teachers certified in other areas and for persons with an
undergraduate degree outside of education.
8
Students who are not certified in Pennsylvania must pass
the National Teachers' Examination.
=
~
Candidates for Pennsylvania certification must have
evidence of undergraduate or graduate studies in mathematics, biology, physical science, environmental studies, U.S.
~ hi story, geography, and economics.
U
~
<
W
If you would like furth er information about this program , phone or write the Department of Elementary Education at California University of Pennsylvania, 250 University
i::::;:: Avenue, California PA 15419-1 394, (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.
Z Minimum 36 graduate credits without project or thesis.
I. General and Professional Education (13 credits)
EDP 607 Advanced Educational Psychology
EDP 636 Advanced Psychology of Learning
EDP 617 Psychology of Growth and Development
ESP 610 Educational Sociology
*ESP 501 Introduction to Exceptionality (req)
*ESP 000 Multicultural (req)
(Minimum: one course)
EDE 700 Historical Background of the
Elementary School
EDP 605 Philosophy of Education
EDP606 General History of Education
EDE 705 Development and Organization of
Curriculum for Elementary School
II . Profess ional Core (30 credits) (required)
EDE 728 Problems in Health and Physical Education
EDE 738 Children 's Literature and Reading
EDE 715 Recent Trends in Language Arts
EDE 721 Research and Instructional Strategies Seminar
EDE 722 Introduction to Elementary Teaching Seminar
EDE 716 Problems in Elementary Social Studies
EDE 718 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
2
2
2
2
3
2
2
2
2
3
2
2
3
2
2
3
2
3
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)
2
EDE 706 Evaluation and Measurement in the
Elementary School (required)
2
GEE 537 Computer Science (required)
2
EDP 600 Statistical Methods
2
EDP 656 Computer Oriented Research
2
Research Project
2
Thesis
4
Students who are certified teachers in another specialty are
not required to take EDE 795.
~
~
~
~
44
California University of Pennsy lvania
ENGLISH
Master of Arts in English
An applicant for thjs program should have an undergraduate degree in English or have comp leted at least twelve
credits in undergraduate upper-division courses in English.
Upon satisfactory completion of six credits of graduate work
in English, the graduate student should apply for candidacy.
Candidates may choose from two Programs:
Program I
American Literature/ British Literature/ Criticism Concentration
I Research (6 hrs. required)
ENG 800 Eng Research Methods
ENG 849 Thesis
II Linguistics (3 hrs. required)
III Concentration (2 1 hrs. of the following): American
Literature, British Literature, and Criticism
Total Hours: 30
Program II
English Education
I Research (6 hrs. required)
ENG 800 Eng Research Methods
ENG 849 Thesis
II Engli sh Education A (6 hrs. required)
ENG 701 Com. Theory/Practice
ENG 711 Problems in the Teaching of Writing K- 13
ENG 714 Evaluation Writ K-13
III English Education B (6 hrs. required)
ENG 707 Linguistics
ENG 708 Advanced Linguistics
ENG 710 Hi story of English Language
IV Literature/Criticism (12 hrs. required-3 hrs. Criticism, 9
hrs. Literature)
Curriculum
(An asterisk designates a requirement.)
I: Lingui stics courses include:
ENG 701 Composition Theory and Practice
ENG 705 Introduction to Old English
ENG 706 Middle Engli sh
ENG 707 Linguistics
ENG 708 Advanced Linguistics
ENG 710 History of the Engli sh Language
ENG 715 Chaucer
3
3
3
3
3
3
3
II. Literature courses include:
ENG 715 Chaucer
3
ENG 716 Middle English Drama
3
ENG 717 Shakespeare
3
ENG 718 Sixteenth-Century Non-Dramatic Literature 3
ENG 725 Non-Dramatic Engli sh Literaturel600-1660 3
ENG 726 Jacobean and Caroline Drama
3
ENG 727 Milton
3
ENG 735 English Literature 1660-1700
3
ENG 736 Engli sh Literature 1700-1744
3
ENG 737 English Literature 1744- 1798
3
ENG 738 Ei ghteenth-Century Engli sh Novel
3
ENG 745 Romantic Poetry
3
ENG 746 Victorian Poetry
3
ENG 747 Nineteenth-Century Non-Fictional Prose
3
ENG 748 Nineteenth-Century English Novel
3
ENG 755 Colonial American Literature
3
ENG 756 American Renai ssance
3
ENG 757 The Ri se of Reali sm
3
ENG 758 Modern American Poetry
3
ENG 760 Cultural Backgrounds of American Literature 3
ENG 765 Modern American Novel
3
ENG 766 Modern British Novel
3
ENG 767 Hi story of Literary Criticism
3
ENG 768 Modern British Poetry
3
ENG 770 Modern Drama
3
ENG 790 Seminar in Literary Criticism
3
ENG 795 Seminar in English Literature
3
ENG 796 Seminar in American Literature
3
1-4
ENG 799 Independent Study
Total Hours: 30
III. Research
All graduate students should take ENG 800, Methods of
Research, as early as possible in their course of study. All
students must pass a comprehensive examination.
*ENG 800 Methods of Research in English
*ENG 849 Master 's Thesis
3
3
Faculty
Graduate Faculty: Professors Edward J. Chute, Bernard Defi lippo, Robert W. Dillon, Sr., Jack D. Goodstein, John
Hancrun, Patricia L. Hartman, William Hendricks, Madelon Jacoba, Robert A. Korcheck, Frederick S. Lapisardi , William
Murdick, Pratul Pathak, Horace S. Rockwood, ill, Lisa M . Schwerdt, Madeline C. Smith, Carol Waterhouse, William
Yahner
Graduate Catalog 1998-99
45
t:=Master of Education in English
~
An applicant for this program should have a certificate
to teach English or Communication and should have com~ pleted at least 12 credits in upper-division courses in English.
~
Z
Upon satisfactory completion of six credits in English,
~ the graduate student should apply for admission to candidacy.
The Master of Education degree requires a minimum of
36 credits. Apart from the sequence of two courses in
methodology and research (see below), there is no further
research requirement.
All graduate students should take ENG 800, Methods of
Research, as early as possible in their course of study. All
students must pass a Comprehensive Examination for the
Master of Education degree.
ENG 738
ENG 745
ENG746
ENG 747
ENG748
ENG 755
ENG 756
ENG 757
ENG 758
ENG 760
ENG 765
ENG 766
ENG 767
ENG 768
ENG770
ENG 790
ENG 795
ENG 796
ENG 799
Eighteenth-Century English Novel
3
Romantic Poetry
3
Victorian Poetry
3
Nineteenth-Century Non-Fictional Prose
3
Nineteenth-Century English Novel
3
Colonial American Literature
3
American Renaissance
3
The Ri se of Realism
3
Modem American Poetry
3
Cultural Backgrounds of American Literature 3
Modern American Novel
3
Modern British Novel
3
History of Literary Criticism
3
Modern British Poetry
3
Modem Drama
3
Seminar in Literary Criticism
3
Seminar in British Literature
3
Seminar in American Literature
3
Independent Study
1-4
The Master of Education program in English is quite
flexible, so it is important that graduate students' course
selection be coherent. Consequently, all graduate students
should , in consultation with the English Graduate Coordinator, draw up their proposed course of study towards the
beginning of their graduate work and adhere to it as closely
as possible.
III. Professional Education : a minimum of 6 credits
Curriculum
B: At least one of the following:
EDP 605 Philosophy of Education
EDP 606 General History of Education
EDP 608 Comparative Education
EDP 610 Educational Sociology
(An asterisk designates a requirement.)
I. Research: 3 credits (See also V below):
*ENG 800 Methods of Research in English
3
II. English: A minimum of 18 credits, distributed as below
A: Linguistics: At least 6 credits, from among:
ENG 701 Composition Theory and Practice
ENG 705 Introduction to Old English
ENG 706 Middle Engli sh
ENG 707 Linguistics
ENG708 Advanced Linguistics
ENG710 History of the English Language
ENG 715 Chaucer
3
3
3
3
3
3
3
B. Literature: At least 12 credits, from among:
ENG 715 Chaucer
ENG 716 Middle English Drama
ENG717 Shakespeare
ENG 718 Sixteenth-Century Non-Dramatic Literature
ENG 725 Non-Dramatic English Literature 1600-1660
ENG726 Jacobean and Caroline Drama
ENG 727 Milton
ENG 735 English Literature 1660-1700
ENG736 English Literature 1700-1744
ENG 737 English Literature 1744-1798
3
3
3
3
3
3
3
3
3
3
46
California University of Pennsylvania
A: At least one of the following:
EDP 600 Statistical Methods
EDP 607 Advanced Educational Psychology
EDP 616 Guidance and Counseling
EDP 617 Psychology of Growth and Development
EDP 618 Social Psychology
2
2
2
2
2
2
2
2
2
IV. Cognate Fields: A minimum of six credits (such as
History or Psychology), some or all of which may be chosen
from II or III above. ENG 711 , Problems in the Teaching of
Writing, K-13 , or ENG 714, Evaluating Writi ng, K-12, or
both can be chosen here.
V. Research: 3 credits (See also I above.)
*ENG 802 Research
3
MATHEMATICS AND
COMPUTER SCIENCE
Masters 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 skill , and
knowledge of mathematics and/or computer science.
Students in the program will develop research skill s 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.
Curriculum
(An asterisk designate a requirement.)
A. Professional Education: Option I or II: 9 credits
*One of the following courses in Psychology:
EDP 607 Advanced Educational Psychology
EDP 617 Psychology of Growth and Development
EDP 636 Advanced Psychology of Learning
2
2
2
*One of the following courses, dealing with the Multi-cultural:
EDP 610 Educational Sociology
2
EDP 628 P ychology of the Disadvantaged Child
2
*One of the following courses, dealing with Special Education:
ESP 501 Introduction to Exceptionality
3
ESP 506 Habilitation Training
3
ESP 712 Seminar on Contemporary Trends and
Issues in the Education of Exceptional
Populations
3
*One of the two following cour es, dealing with Humanistic
concerns:
EDP 605 Philosophy of Education
2
2
EDP 606 General 1:f.istory of Education
The program has two options: Option I, which requires at
least 36 credits but does not require a Master 's Thesis or
Research Project; Option II, which requires at lea t 30 credits
(32 credits if the Thesis Option is elected), including a
Master 's Thesis or Research Project;
Faculty
Graduate Faculty: Dr. Andrew J. Machusko, Chair., Jerry M. Blackmon, Assistant Chair., William F. Blank,
Kaddour Boukaabar, Anette M. DeNardo, Nicholas Ford, John S. Gibson, Jr., Judith I. Hall, Barbara Hess,
Karla Hoffman, Robert T. Little, George D. Novak, Anthony S. Pyzdrowski, Lawrence D. Romboski,
Elwyn M. Schmidt, John S. Skocik, Jr., Nancy A. Skocik, Virginia Valentino, and Paul D. Williams.
Graduate Catalog 1998-99
47
~
U B. Mathematics and Computer Science:
~ Option I: A minimum of 21 credits from the following;
~
Option II: A minimum of 15 credits from the following:
~
CSC700
csc 724
~ CSC734
~ CSC735
~ CSC755
~ csc 756
~ CSC757
~ CSC77 1
csc 772
o csc775
U CSC777
csc 778
Q CSC781
z csC782
< CSC783
GEE 537
00 GMA 701
U GMA 702
~ GMA 716
GMA 725
GMA 741
~ GMA 743
~ GMA 751
GMA 755
GMA 761
~ GMA 762
GMA 785
~ GMA 786
<
=
<
Computer Operations
Computer Graphics
Methods in Numerical Analysis
Discrete Computational Structures
Computer Language and Design
Data Base Management Systems
Hyper Media Programming CAI
Computer and Information Science I
Computer and Information Science II
Systems Analysis
Data Organizations
Computer Systems' Architectural Structures
Programming with COBOL
Advanced Programming with COBOL
Assembly Language
Computer Science
Real Variable Analysis I
Real Variable Analysis II
Differential Equations I
Theory of Numbers
Linear Algebra
Projective Geometry I
Abstract Algebra
Topology
Mathematical Statistics I
Mathematical Statistics II
History of Mathematics
Computer Science for Teachers
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
3
3
3
3
3
3
3
2
2
C. Research: Option I: 6 credits; Option II: 6-8 credits
Option I:
*RES 800 Methods of Research
*EDP 600 Statistical Methods
*EDP 656 Computer-Oriented Research
Option II:
*RES 800
*EDP 600
*EDP 829
or
*EDP 849
48
2
2
2
Methods of Research
Statistical Methods
Research Project
2
Master 's Thesis
4
California University of Pennsylvania
2
2
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 competencybased and utilizes a variety of instructional modes.
Previous profess ional 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
on ly for a cand idate 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 a minimum of one year professional
experience in the elementary or secondary schools; (b) 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;
(c) complete the Student Data Sheet; (d) submit a letter of
endorsement from their principal or immediate supervisor.
After the applicants have been accepted into the School
of Graduate Studies and Research, they will be interviewed
by the facu lty 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:
As explained above, thi s Administration Program is competency-based, and consequently course credit is allocated
through the seven categories listed above. Most of the
background will be obtained through classes, special
seminars, professional laboratory experiences, independent
study projects, and field learning contracts; but some of the
knowledge competencies may be fulfilled by enrollment in
existing graduate courses, such as those in Psychology and
Professional Education.
1. Child Growth and Development
GENERIC COMPETENCY #I Child Growth 4 Credits
Description: Thi s competency requires an understanding of
how to help the teacher satisfy the demands of various
curricula including: subject, social and child centered.
2. Curriculum and Co-Curriculum
GENERIC COMPETENCY #2 Curriculum/Cocurricular 4
Credits
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 .
3. Laws and Ethics
GENERIC COMPETENCY #3 Law/Ethics 4 Credits
Description : This competency requires the ability to understand the relationship which exists between education and
law and apply educational practices.
4. Group Processes and School Community Relations
GENERIC COMPETENCY #4 Group Processes/School
Community Interaction 7 Credits
Description : Thi s competency requires an understanding of
group dynamics, such as cohesiveness, tensions, learning,
problem-solving and leadership.
5. Related Di sciplines
GENERIC COMPETENCY #5 Related Disciplines 4 Credits
Description: This competency requires an understanding of
the contributions of philosophy, economics, political science,
sociology, humanities and the natural sciences to education.
6. Admission
GENERIC COMPETENCY #6 Administration IO Credits
Description: This competency requires an understanding that
Faculty
Graduate Faculty: Professors Lizbeth A. Gillette, Program Coordinator and Robert David. The faculty consists of former
principals who represent both the Elementary Education and Educational Studies departments.
Graduate Catalog 1998-99
49
educational adminjstration is concerned with accomplishing
tasks through the exercise of the following functions by the
school admjnjstrator: plannjng, organizing, staffi ng, budgeting, supervising, coorilinating, evaluating and communicating.
7. Research and Evaluation
GENERIC COMPETENCY #7 Research and Evaluation 6
Credits
Description: This competency requires the ability to conduct,
interpret and utili ze research skills to affect the improvement
of the educational program and to demonstrate the ability to
articulate the processes of eval uation as they relate to
student .
Orientation and Assessment Seminar
An orientation seminar is required of all students in the
program. It lasts for one semester, beginning in September
and in January. Students in the seminar receive two credits,
which are applicable to the Generic Competency, Group
Processes and School Community Relations. Thi s seminar
provides student with an opportunity to become familiar
with the competencies and allows the student to document,
according to their previous ed ucation or experience, their
knowledge, skills and attitudes pertaining to each Generic
Competency.
As a result of the documented evidence submitted in this
seminar, creilit value is determined. In cases where adilitional
competency is deemed necessary, a prescription of learning
activities is made for each individual. Total number of credits
for the individual program of study will be determined by an
assessment of the canilidate's previous academic and
experiential background .
Supervised Field Experience/Internship
The Supervised Field Experience is a coll aborative
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 employ ment and/or area of residence. The graduate student is assigned to work with a principal practictioner.
Each placement is made in cooperation with the fac ulty of
thi s program, the participating school district, and the
student.
Degree Completion Process
Following Admission to the Graduate School, students
must be approved for degree candidacy, pass the comprehensive exam, complete a research project or thesi s, and complete a minimum of 30 graduate credits at California University.
50
California University of Pennsylvania
SCHOOL PSYCHOLOGY
Admission to the Degree Program
Admission to the Certification Program
In addition to the other requirements for admission to
the School of Graduate Studies and Research, applicants for
the Master of Science degree in the School Psychology
Program must also meet the following criteria:
l. Applicants must have an adequate background in undergraduate Psychology courses, with a minimum of 15 such
credits required.
2. Adequacy of background will be determined by the
Advisory Committee of the School Psychology program.
3. Applicants must have at least a 3.0 quality point average in
undergraduate work and at least a B average in Psychology
courses to be admitted to this graduate program in School
Psychology.
4. Applicants who do not meet the quality point requirement
may, at the di scretion of the Psychology department, be
required to take the Miller Analogies Test or the Graduate
Record Examination.
5. Other applicants with less than a B grade average in
Psychology courses may also, at the discretion of the
Psychology department, be required to take the Miller
Analogies Test or Graduate Record Examination.
6. Applicants for admission to graduate study are interviewed
by members of the Admission Committee. Admission to
graduate stud y for the M.S. degree does not guarantee
admission to the Certification Program.
7. Applicants must present two letters of professional
recommendation that attest to the ability of the student to
do graduate work in Psychology.
8. Applicants must submit an autobiographical essay which
focuses on the applicant's motivation to become a school
psychologist.
In addition to the other requirements for admission to
the School of Graduate Studies and Research, applicants for
the Certification Program in School Psychology must also
meet the following criteria:
1. Graduate students who have earned a Master 's degree or
its equivalent may apply for admission to the Certification
phase of the School Psychology Program.
2. Applicants must have an adequate background in undergraduate Psychology courses, with a minimum of 15 such
credits.
3. Adequacy of background will be determined by the
Advisory Committee of the School Psychology program.
4. All credits earned following admission to the Certification
Phase should be earned at California University of
Pennsylvania.
5. Applicants for admission to Certification are interviewed
by members of the Certification Committee.
6. Applicants must present two letters of professional
recommendation that attest to the ability of the student to
do graduate work in Psychology.
Candidacy
To be considered for candidacy, the applicant must
submit two letters of recommendation and be interviewed by
the Candidacy Committee of the Graduate School Psychology Program.
A minimum of thirty graduate credits is required for the
Master of Science degree.
A minimum of sixty-two graduate credits is required for
Certification as a School Psychologist.
Candidacy
To be considered for candidacy, the applicant must
submit two letters of recommendation and be interviewed by
the Candidacy Committee of the Graduate School Psychology Program. They must also submit an autobiography.
The residency requirement of the School Psychology
program must be met.
A minimum of thirty graduate credits is required for the
Master of Science degree when electing Option A (thesis
option).
A minimum of thirty-six graduate credits is required for
the Master of Science Degree when electing Option B (nonthesis option).
Faculty
Graduate Faculty: Professors Richard G. Cavasina, Gail S. Ditkoff, Kirk R. John, Sam P. Lonich, Elizabeth Mason,
Richard D. Scott, Denni s Sweeney, Sylvia S. Williams
Graduate Catalog 1998-99
51
~ Curriculum
~ (A single asterisk signifies that the course is required for the
Master's degree; a double asterisk, that the cour e is required
~ for Certification as a School Psychologist.)
O
0 I. Psychology and Educational Foundations
= For the M.S. Degree:
uFor Certification:
mjnjmum of 12 credjts required
mirumum of 12 credit required
~ A. Core Courses:
r:J'J. *PSY 702
~ *EDP 713
~
*EDP 712
*PSY 74 I
0
OB.Electives:
= EDP 605
UEDP 606
oo.PS Y 711
Psychopathology of Childhood
Psychology of Growth and Development
Advanced Psychology of Leaming
Theories of Counseling and Psychotherapy
Philosophy of Education
General History of Education
Advanced Educational Psychology
3
3
3
3
2
2
3
II. Psychological Methods and Techniques
For the M.S. Degree: rnirumum of nine creilits required
For certification: minimum of 21 credits required
A. Core Courses:
*PSY 721
*PSY 722
*PSY 723
**PSY 724
**PSY 734
**PSY 742
Advanced Tests and Measurements
Indiv idual Psychological Evaluation [
Individual Psychological Evaluation Il
Practicum in School Psychology
Assessment of Personality and Behavior I
Technjques of Counseling and
Psychotherapy with Practicum
**PSY 756 Consultation and Group Processes with
Practicum
3
3
3
3
3
3
3
B. Elective:
**PSY 735 Assessment of Personaljty and Behavior II 3
III. School Programs and Organization
For the M.S. Degree: rninimum of three creilits required
For Certification: minimum of six credits required
A . Core Courses:
**PSY 746 Psychology of Leaming Disabilities
*PSY 752 Fundamentals of School Psychology
3
3
B. Electives:
EDE 705
PSY 795
RSP 701
RSP 702
ESP 704
52
Development and Organization of the
Curriculum for Elementary Schools
Seminar in Behavior Modification
with Practicum
Fundamentals of Reading Instruction
Diagnosis and Treatment of Reailing
Problems
Diagnostic Testing and Prescriptive
Teaching
Califorrua Uruversity of Pennsylvarua
3
3
2
3
3
CED 703
Consulting Theory
3
IV. Research
(A) Thesis Option (34-credit M.S . degree)
For the M.S. Degree: rninimum of 10 credits required
For Certification: rninimum of 10 credits required
A: Core Courses:
PSY 767
Research Methods in Psychology
PSY 766
Psychological Statistics
PSY 849
Thesis
3
3
4
B: Electives:
Serninar in Analysis of Research in
PSY 796
School Psychology
GEE 537
Computer Science
3
2
(B) Alternate Option (36-credit M.S. Degree)
For the M.S. Degree: rninimum of 76 creilits required
For Certification : rninimum of 76 creilits required
A. Core Courses:
PSY 767
Research Methods in Psychology
PSY 766
Psychological Statistics
*PSY 796 Serninar in Analysis of Research in
School Psychology
3
3
3
B: Elective:
GEE 537
Computer Science
Area V - Clinical Internshi p
Mirumum credits - Certification
2
(15)
Core Courses
PSY 772
Internship in School Psychology
12
(Mirumum of 1200 clock hours in supervised experience)
PSY 798
Internship Serninar
3
READING SPECIALIST
Students wishing to enroll in any of these programs must
have an undergraduate Q.P.A. of 3.0 or take the Miller
Analogies Test and receive a score of 35 or better.
Applicants must 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 must obtain approval from the Dean to apply.
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 advised by
the Reading Program Coordinator for at least one semester.
After completing six (and no more than 12) credit hours,
all students must apply for candidacy in the program of their
choice. This application for candidacy is submitted to the
Reading Program Coordinator, and then submitted to the
Graduate School for approval by the Graduate Dean.
Upon being accepted as a candidate for either program ,
the student will be assigned an advisor. Thi s advisor is
responsible for informing the student of program requirements, helping to monitor the students progress, administering for the comprehensive examination questions and
checking all graduation requirements.
Master of Education Degree in
Reading
The candidate has the options listed below; namely,
Option A, with at least 36 credits , including a Masters Thesis
or Research Project, or, Option B, with at least 39 credits but
not a Masters Thesis or Research Project.
Upon completion of the required credits, candidates
must pass a comprehensive examination and present documentation of program standards endorsed by the International Reading Association and NCATE.
Curriculum
(*designates course with prerequisites.)
I. Reading and Language Arts:
Option A: 21 credits required
Option B: 24 credits required
(The first four courses must be taken sequentially. )
RSP 701 Fundamentals of Reading Instruction
2
*RSP 702 Diagnosis and Treatment of Reading Problems 3
*RSP 703
*RSP 704
*RSP 705
RSP 730
*RSP 706
EDE 738
Electives:
EDE 715
RSP 739
EDP 663
ESP 501
Practicum: Diagnostic Case Studies
Practicum: Remedial Case Studies
Psychology of Reading
Problems in Secondary Reading
Adult Literacy
Children 's Literature and Reading
3
3
3
2
3
2
(Applies only to Option B. Choose 3 credits)
Recent Trends in Language Arts
3
Field Experiences in Reading 1-3
1-3
Computer Assisted Instruction
3
Introduction to Exceptionality
3
II. Psychology:
Option A and B : 4 credits required
EDP 636 Advanced Psychology of Learning
Electives:
EDP 607 Advanced Educational Psychology
EDP 617 Psychology of Growth and Development
PSY 746 Psychology of Learning Disabilities and
Prescriptive Techniques
2
2
2
3
ill. Educational Research
Option A: 6 credits required, as follows:
RES 800 Methods of Research
2
Either
RES 829 Research Project
2
Or
RES 849 Masters Thesis
4
(The Research Project or Thesis Topic must be in Reading or
Language Arts.)
Electives
EDP 600
EDP 706
EDP 656
(choose one on ly if completing a project):
Statistical Methods
Evaluation and Measurements
Computer Oriented Research
Option B: 6 credits required , as fo llows:
RES 800 Methods of Research
Electives:
EDP 600 Statistical Methods
EDP 706 Evaluation and Measurements
EDP 656 Computer Oriented Research
2
2
2
2
2
2
IV. Related Courses:
Options A and B : 5 credits req uired
EDE 701 Development and Organization of Curriculum 3
Faculty
Graduate Faculty: Professors Ronald A. Christ, Gary W. Kennedy, Diane H. Nettles, Pamela B. Cignetti,
Anthony J. Saludis, John R.Yargo
Graduate Catalog 1998-99
53
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 Education Sociology
EDP 611 Hi story of American Education
2
2
2
3
2
2
2
Certification as a Reading
Specialist
This progran1 is di stinct from the two Master 's degree
programs listed immediately above. It is a certification only
program in which no degree is received. In order to be
admitted to thi s 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.
Curriculum
31 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 sequenti ally.)
RSP 701
Fundamentals of Reading Instruction
2
*RSP 702 Diagnosis and Treatment of
Reading Problems
3
*RSP 703
Practicum: Diagnostic Case Studies
3
*RSP 704 Practicum: Remedial Case Studies
3
*RSP 705
Psychology of Reading
3
RSP 730
Problems in Secondary Reading
2
*RSP 706 Adult Literacy
3
EDE 738
Children 's Literature and Reading
2
Electives (choose 3 credits):
EDE 715
Recent Trends in Language Arts
RSP 739
Field Experiences in Reading
EDP 663
Computer Assisted Instruction
ESP 501
Introduction to Exceptionality
II. Psychology: 2 credits required
EDP 636 Advanced Psychology of Learning
3
1-3
3
2
ill. 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
54
California University of Pennsylvania
Certification as a Reading
Supervisor
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 Speciali st of five years. After the credential s have
been received, the prospecti ve student is referred to the
Reading Coordinator for an interview before admission into
the program.
The purpose of the Reading Supervisor's Program is to
prepare the holder of a Level II Instructional Certification for
a supervisory capaci ty in the specialized area of Reading.
The role of the Reading Supervisor in the public school
is to des ign an evaluati on program to assess the reading
needs of a given school district (K-12), develop a program to
improve in struction in reading that is consistent with the
educational philosophy of that district, and propose and
explore steps for implementation of the program and evaluate
its progress.
The acquis ition of the foll owing obj ectives will enable
the graduate student to fulfill this role :
The prospective Reading Supervisor wi ll implement the
techniques, principles, and practices of supervision.
The prospective Reading Superv isor will be able to develop
and administer a total Reading program.
The prospective Reading Supervi sor will serve as a consultant to the Read ing 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 speciali sts in related fields.
The prospective Reading Supervisor will have knowledge
concerning reading research, current literature, reading
programs, and appropriate texts and material s.
Curriculum
14 Total Credits Required
RSU 680
Improvement of Instruction through
Supervision
ADP743
Group Process
ADP 73 1
School Law
Supervision and Administration of a
RSP 731
Reading Program
Reading Curriculum and Instructional
RSP 732
Materials
Reading Internship
RSP 733
2
2
2
2
2
4
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 special izes 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.
Admission
Admission to the program requires an undergraduate
grade point 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 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 two 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 automaticall y 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 two
or three social science and/or history department faculty
members to each prepare a si ng le examination question for
the student. Questions wi ll only be written by professors
whom a student has had as an instructor in a graduate class.
Students wi ll 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 two 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 by the Social Science Department (no special tests
are given) . Students will be notified by letter from the
program coordinator as to whether they have passed or fai led
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 fo llowing classes during the
summer.
sos 716
sos 717
sos 800
Social, Economic, and Political Order
Analysis of Power Structure
Social Science Research Techniques
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 highl y
structured program, the program includes a core of several
Faculty
Graduate Facu lty: Professors R. Michael Barber, John F. Bauman, J. K. Folmar, Ronald L. Michael, Margaret A. Spratt,
Joseph C. Heim, Sean C. Madden, James C. Wood, Mohamed Yamba.
Graduate Catalog 1998-99
55
00 courses that include the social, economic, political, and
a student completes more than 12 credit hours.
u
Z
Track 1:
Cultural Resource Management: 24 Hours
*ANT707
Cultural Resource Management:
Historic Preservation
Historic Sites Archaeology
Land Use Analysis
Map and Aerial Photo Interpretation
Studies in the Social and Intellectual
History of the United States
Studies in Urban American Hi story
Human Resource Management
Industrial Relations
Practicum
~ 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
00 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.
U
<
~ Currently there are six (6) tracks in the curriculum.
(I) Cultural Resource Management- a program created to
Otrain graduate students to work in the rapidly growing field
00 of cultural resource management and historic preservation .
U
(2) Political Science - a curriculum designed for students
interested in a traditional political science program.
*ANT708
GEO733
GEO768
HIS 727
HIS 736
MGT742
MGT731
*ANT709
*Required
Track 2:
3
3
3
3
3
3
3
3
4-6
Political Science: 18-24 Hours
Option A: Eighteen hours, including the Master 's Thesis.
(3) Secondary Education- essentially thi s 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
Social Science Tracks
Six tracks exist within the social science program. The
tracks are designed so that within the same program,
flexibility can be maintained to provide all students seeki ng a
Social Science Degree a program that best fits their career
goals. The tracks are:
Track 1:
Track 2:
Track 3:
Track 4:
Track 5:
Track 6:
Cultural Resource Management
Political Science
Secondary Education
History
General Social Science
Geography
Option B: Eighteen hours, including the Research Project.
Option C: Twenty-four semester.
POS 700
Public Policy
3
POS 704
American Political Ideas
3
3
POS 705
History of Political Theory
3
POS 711
Politics of Latin America
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
POS 747
Civil Liberties and Judicial Processes
3
POS 779
Independent Studies in Political Science 1-3
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
2
2
BEHAVIORALEDP 607
Advanced Educational Psychology
EDP 617
Psychology of Growth and Development
EDP 618
Social Psychology
EDP 636
Advanced Psychology of Leaming
EDP 663
Computer Assisted Instruction
2
2
2
2
2
II. Social Science- 11 Credits
** RES 829 Research Project or
**RES 849 Master's Thesis
2
4
CORE COURSES : Thirteen (13) semester hours
**SOS 800
*EDP 600
*GEE 537
or
EDP 656
*SOS 716
*SOS 717
Social Science Research Techniques
Statistical Methods
Computer Science
3
2
Computer Oriented Research
Social, Economic, and Political Order
Analysis of Power Structure
2
2
3
3
* Required
** Required and must be taken first time offered after
acceptance into the MA in Social Science program or before
56
California University of Pennsylvania
** Either required
ANTHROPOLOGY
ANT701
Archaeology Field School
ANT707
Cultural Resource Management:
Historic Preservation
ANT708
Historic Sites Archaeology
GEE536
Archaeology Field School
GEOGRAPHY
GEO 520
Physiography of the Unjted States
Phjlosophy of Geography
GEO700
Demographjc Analysis
GEO 711
GEO 714
Urban Environment
GEO 729
Regional Economic Geography
GEO733
Land Use Analysis
GEO 734
Site Selection
Marketing Geography
GEO 735
Geomorphology
GEO 751
Climatology
GEO752
GEO754
Physical Environment
Regional Geography
GEO 760
GEO 765
Field Methods
GEO 768
Map and Aerial Photo Interpretation
GEO769
Computer Cartography
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 1930'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
Studjes in American Diplomatic History
Studies in American Urban History
Studjes in Pennsylvanja History
Workshop in Local History
POLITICAL SCIENCE
Public Policy
POS 700
American Political Ideas
POS 704
History of Political Theory
POS 705
Politics of Latin America
POS 711
Politics of Underdeveloped Nations
POS 728
POS 740
American Defense Policy
POS 745
The Legislative Process
American Chief Executives
POS 746
Civi l Liberties and Judjcial Process
POS 747
POS 779
Independent Studies in Political Science
OPTION C: Twenty-four (24) semester hours
I. Professional Education - 6 credits
EDP606
General History of Education
3
3
3
va
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
HUMANISTIC- 2 Credits (mjnimum)
EDP 605
Phjlosophy of Education
2
BEHAVIORALEDP607
Advanced Educational Psychology
EDP 617
Psychology of Growth and Development
EDP 618
Social Psychology
EDP 636
Advanced Psychology of Learning
EDP 663
Computer Assisted Instruction
2
2
2
2
2
II. Social Science 17 credits
ANTHROPOLOGY
ANT701
Archaeology Field School
ANT707
Cultural Resource Management:
Historic Preservation
ANT708
Historic Sites Archaeology
GEE 536
Archaeology Field School
GEOGRAPHY
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO7 11
Demographic Analysis
GEO 714
Urban Geography
GEO 729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO 734
Site Selection
GEO 735
Marketing Geography
GEO 752
Climatology
GEO 754
Physical Environment
GEO 760
Regional Geography
GEO765
Field Methods
GEO 768
Map and Aerial Photo Interpretation
GEO 769
Computer Cartography
HISTORY
HIS 715
HIS 717
HIS 718
HIS 725
HIS 727
3
3
3
3
3
3
3
3
3
3
2
HIS
HIS
HIS
HIS
HIS
728
735
736
737
784
The Civil War and Reconstruction
The I 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
Studjes 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
Graduate Catalog 1998-99
3
3
3
VA
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
00
0
n
>
~
~
00
3
3
3
3
3
3
3
3
n
~
~
z
n
~
00
57
00 Pos 747
~ POS 779
u
Civil Liberties and Judi cial Process
Independent Studies in Political Science
3
3
~ Track 4: History - 18 To 24 Hours OPTION A: Eighteen
~
u
(18) semester hours, including the Master 's Thesis.
Cl) OPTIO
~ Research
B: Eighteen (18) semester hours, including the
Project
GEO 768
GEO 769
HISTORY
HIS 715
HIS 717
HIS 718
HIS 725
HIS 727
< oPTIO C: Twenty-four (24) Semester Hours
~ HIS 715
The Civil War and Reconstruction
U HIS717
The 1930's and the United States
The United States Since World War II
0 HIS718
C/) HIS 725
Studies of the Afro-American in
American History
HIS 727
Studies in Social and Intellectual History
of the United States
Studies in American Labor Hi story
HIS 728
HIS 735
Studies in American Diplomatic History
HIS 736
Studies in American Urban History
HIS 737
Studies in Pennsylvania History
HIS 784
Workshop in Local History
RES 829
Research Project
RES 849
Master/s Thesis
3
3
3
3
3
3
3
3
3
3
2
4
Track 5: General Social Science
OPTION A: Eighteen ( 18) semester hours, including the
Master 's Thesis.
HIS
HIS
HIS
HIS
HIS
728
735
736
737
784
Map and Aerial Photo Interpretation
Computer Cartography
3
3
The Civil War and Reconstruction
The 1930's and the United States
The United States Since World War II
Studies of the Afro-American in
American Hi story
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
3
3
3
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
POS 747
Civil Liberties and Judicial Process
POS 779
Independent Studies in Political Science
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
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
OPTION B: Eighteen (18) semester hours, including the
Research Project
SOCIAL SCIENCE
OPTIO
ANTHROPOLOGY
ANT701
Archaeology Field School
ANT707
Cultural Resource Management:
Historic Preservation
ANT708
Hi storic Sites Archaeology
3
3
GEOGRAPHY
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO711
Demographic Analysis
GEO 714
Urban Geography
GEO 729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO734
Site Selection
GEO735
Marketing Geography
GEO 751
Geomorphology
GEO 752
Climatology
GEO 754
Physical Environment
GEO 760
Regional Geography
GEO 765
Field Methods
3
3
3
3
3
3
3
3
3
3
3
3
3
58
California University of Pennsylvania
3
C: Twenty-four (24) semester hours
GEOGRAPHY
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO 711
Demographic Analysis
GEO 714
Urban Geography
GEO 729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO 734
Site Selection
GEO 735
Marketing Geography
GEO 751
Geomorphology
Climatology
GEO 752
GEO 754
Physical Environment
Regional Geography
GEO 760
GEO 765
Field Methods
Computer Cartography
GEO 769
Map and Aerial Photo Interpretation
GEO 778
Research Project
RES 829
Master's Thesis
RES 849
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
SOCIAL WORK
Information: Call or write - MSW Program, California
University of Pennsylvania, Box 90, California, PA 15419
(724) 938-4022.
Objective: The MSW Program is a response to the needs of
the Southwestern Pennsylvania area. Its primary goal is to
develop generalist MSW professionals for the area's agencies
and other rural and small town environments.
The program is new, starting Fall term 1998, and is thus not
accredited. It will apply for candidacy and seek a site visit
from the Commission on Accreditation for the Council on
Social Work Education during the 1999-2000 school year.
Candidacy is the first stage in the accreditation process.
Program Admission: Applicants must meet Graduate
School requirements and:
1. Complete an admission packet for the School of
Graduate Studies and Research and the MSW Program.
2. Submit a non-refundable application fee of $25.00.
3. Submit three letters of recommendation.
4. Submit personal portfolio materials following the guide.
5. Have official transcripts sent to the MSW Program by all
colleges attended, including California University.
6. Have results sent from general aptitude section of the
Graduate Record Exam, showing verbal , quantitative
and analytical scores.*
7. Have completed 30 credits of upper level courses in
liberal arts, including human biology content.
8. Have a 3.0 average for the last two years of college
work.
Transfer Credit: 12 credits of accredited MSW work and
three credits from related graduate study may be submitted
for faculty review. Tran sfer 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.
Retention: Continuance in the MSW Program requires:
l.
2.
3.
Maintaining a 3.0 GPA.
Earning no more than six credits of C (a third C would
require raising the grade and an additional C would
require dismissal.)
Maintaining a professional demeanor, as demonstrated
by actions that are in keeping with the NASW Code of
Ethics.
4.
Incomplete grades are highly discouraged, wi ll be
consider only in exceptional circumstances, and on an
individual basis. "I" grades must be removed by the end
of the next term and in order to move on in a sequence
of courses.
Advanced Standing: Graduates of accredited undergraduate
social work programs may request advanced standing.
Add iti onal requirements include:
l. A social work degree earned within six years of entrance
into the program.
2. An overall 3.0 GPA and a 3.25 GPA in the social work
major.
3. Completion of a 400 hour practicum under MSW
supervision.
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 summers 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). Part-time advanced standing
students follow requirements for part-time students and
normally finish in seven terms.
*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.
Faculty
Wilburn Hayden , program director; Edward Brown, Peg Christopher, F. Mel Madden , Virginia Majewski , Lisa Patchner,
James Syphers and, Beverly Willison,
Graduate Catalog 1998-99
59
SPECIAL EDUCATION
The Master 's degree in the area of Mentally/Physically
Handicapped consists of three TRACKS .
TRACK A is a certification program for those who
already hold an instructional/teaching certificate in any area
but not certification in special education.
TRACK B is designed for those students who already
hold certification in Mentally and/or Physically Handicapped
or any single-category area of special education.
TRACK C is designed for students who have no
teaching certificate but who are now working with, or in the
past 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 in a single
program.
TRACK A: For those without Certification in Special
Education
The graduate student in Track A has completed a B.S.
degree in so me area of education but wishes to become
certified in Mentally and/or Physically Handicapped.
The student completing this program is licensed to teach
all levels of the mentally retarded, learning di sabled, behavior disordered, or physically handicapped in Pennsylvania.
S/he may also teach gifted students in Pennsylvania.
Curriculum
(An asterisk designates a requirement.)
A: Major Area: 33 credits
*ESP 501
Introduction to Exceptionality
*ESP 701
Introduction to Behavior Analysis
*ESP 739
Field Experience in Special Education
Education of the Severely/Profoundly
*ESP 502
Handicapped
*ESP 503
Diagnostic Testing and
Prescriptive Teaching
*ESP 504
Methods and Curriculum I For Those
with Learning Problems
Methods and Curriculum II For Those
*ESP SOS
with Learning Problems
*ESP 506
Habilitation Training-Transition
*ESP 7 12
Seminar on Trends and Issues
or Approved Elective
*ESP 720
Internship
(May be taken as two three-credit sessions)
B: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design
Faculty
Graduate Faculty: Professors Robert A. Bauman, Peter J. Belch, Robert F. Dickie, Paul L. Lancaster,
Regis Lazor, Ben A. Mule
California University of Penn sylvania
3
3
3
3
3
3
3
6
3
TRACK B: For Those with Certification in Special Education
The program consists of a minimum of 36 hours,
including six credits of internship that may be satisfied at a
number of practicum facilities.
60
3
3
3
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 thi s track have already had student teaching
experience, internships can be in a number of different
settings.
Applicants must meet the requirements for admission to
the Graduate School and must demonstrate proof of some
successfu l professional job performance in a setting serving
the handi capped.
Those who complete Track C and pas 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: 24 credits
*ESP 502
Education of the Severely/Profoundly
Handicapped
*ESP 503
Diagnostic Te ting and Prescriptive
Teaching
*ESP 504 Methods and Curriculum I For Those
with Learning Problems
*ESP SOS
Methods and Curricu lum II For Those
with Learning Problems
*ESP 506
Habilitation Training-Transition
*ESP 720
Internship
(May be taken as two three-credit sessions)
Nine credits from the following seminars:
ESP 712
Seminar on Trends and Issues
or Approved Elective
ESP 731
Seminar in Assessment and Prescription
ESP 732
Seminar in Special Education
Administration and Supervision
Seminar in Counseling Parents of
ESP 734
Exceptional Children
Seminar
in Education of the Gifted
ESP 735
Seminar
in
Legislation and Litigation
ESP 737
Seminar on Teacher Behavior and
ESP 738
Group Dynamics
Field Experience Seminar in
ESP 739
Special Education
B: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design
3
Besi des the 39 hours required in Track C, graduate
students in this track must also complete a Profess ional
Education block of at least ten hour unless some of these
courses were part of their undergraduate programs. Track C
students must complete one full semester of student teaching
including professional practicum.
3
Curriculum
3
3
3
6
3
3
3
3
3
3
3
(An asterisk designates a requirement)
A: Major Area: 36 credits
*ESP 501
Introduction to Exceptionality
*ESP 70 l
Introduction to Behav ior 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 SOS
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 610
Educational Sociology
EDP 611
History of American Education
EDP 607
Advanced Educationa l Psychology
EDP 617
Psychology of Growth and Development
EDP 636
Advanced Psychology of Learning
EDP 663
Computer-Assisted Instruction
GMA 636 Computer Science for Teachers
2
2
2
3
3
3
2
2
C: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design
3
3
3
3
3
3
3
3
3
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 Special Education.
Track C students do not already hold a teaching certificate.
Note: Although not required, students in all tracks may
complete a two credit research project or a four credit thesis.
Graduate Catalog 1998-99
61
SUPERINTENDENTS LETTER OF
ELIGIBILITY PROGRAM
The Superintendent Program
The program for the Superintendent Letter of
Eligibility provides an opportunity for a graduate student to
obtain certification as a superi ntendent of schools in the
Commonwealth of Pennsylvanj a_ Thj s program combines a
number of unique fea tures not generally found in most
superintendent certi fica tion programs. Modes of instruction
utilized in the program include (l ) core course , (2) unjversity serrunars, and (3) business/industry/education partnerships. The Superintendents Letter of Eligibility Program is
offered at three locati ons: Cal U Campus, Southpointe site
and Di xon Uni ver ity Center, Harrisburg.
Admission to the Program
Thj program is open to students with a rrunimum
of six years of professional certified service in the basic
schools, three years of which shall have been in adrrunistration or supervi ion. The three years of admjni trative or
supervision experience must be comp leted before certification endorsement will be granted. Applicants must pos ess a
QPA of at Least 3.0 in all graduate work taken prior to
applicati on to the program . Applicants must subrrut to the
Graduate Office a letter of endorsement compl eted by the
chief school adrrunistrator in the school district of current
employment. Final recommendation for admj ssion to the
program will be deterrruned by the Program Coordinator.
II. U ni versity Serru nars (seven credits)
Thi s phase of the program is intended to provide the
participant with a more comprehensive and analytical view
of central office adrrun istration. Students will have an
opportu nity to become ex posed to a variety of educational
encounters by such experiences as tours of school districts,
semi nars on pertinent admini strati ve topics, theories of
adrruni strati ve practices, synthesizing a code of etrucs, and
evalu ati on of self and goal attai nment.
III. Business Management/Education Partnership (four
credits, two serrunars)
An important and unprecedented pha e of the
program is the in volvement of business/industry leaders in
the preparati on of future school superintendents. Business/
industry leaders have knowledge concerning budgeting,
personnel management, maintenance, planning, etc. that is
valuable to potential chj ef school administrator .
Student Evaluation
Students will be required to complete a portfo li o
that can be used in measuring many of the outcomes deemed
necessary to analyze des ired performance levels. Course
testi ng util izing essay and obj ective information will be used
in determjning the know ledge and comprehension acquired
by the student.
Curriculum
K-12 Administration Ed.D. Program
I. Core program (2 1 credits: 7 courses with a Field Experi -
Through a Collaborati on Agreement between Cali fo mj a
University of Pennsylvania and the U ni versity of Pittsburgh,
students comp leting their studies fo r the Letter of Eli gibility
at Cal U and recommended by the Director of the SLE
Program can transfer up to fo rty-five (45) graduate credits to
the Unjversity of Pittsburgh, School of Education, Department of Adrrunistration and Policy Studi es, K- 12 Admini stration Program.
ence Epi sode)
SLE 701
Administrati on Theory, Organi zation and
Operation
SLE 702
Contract Law, School Di strict Legal Issues
SLE 703
Finances
SLE 704
Technology and Facilities Development
SLE 705
Curricul um and Instruction, Leadership,
Supervision
SLE 706
School/Communjty, Public Relations,
Marketing
SLE 707
Strategic Planning, Poli cy Analysis, Board
Relations
All core courses wiJJ be taught by ex perienced
superintendents, members of the program's Academy of
Superintendents, appointed as adjunct fac ulty in the College
of Education and Human Services.
Faculty
Program Coordinator: Professor Thomas C. Wilkinson
62
Californi a University of Pennsylvania
TECHNOLOGY EDUCATION
Master of Education Degree
in Technology Education
This program provides an opportunity for those with
qualifications to study for the Master of Education Degree
and/or as a preparation for those pursuing advanced degrees;
in addition, a supervisory certificate in technology education
can be obtained. This degree is very beneficial to 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
towards both their technology education certification and a
Master of Education Degree in Technology Education.
The program has three tracks , or plans. Plan A (38
credits) leads both to the Master of Education degree and the
Supervisory Certificate in Technology Education. Plan B (30
credits) is the general track with a thesis requirement and
leads only to 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
EDP 607
Advanced Educational Psychology
EDP 617
Psychology of Growth and Development
EDP 636
Advanced Psychology of Learning
*EDP 610 Educational Sociology
ESP 501
Introduction to Exceptionality
*GEE 586 A Study of Human Creativity
II. Technology Education - Professional
Plans A, B, C: 6 credits
*TED 700 Foundations of Technology Education
*TED 710 Organization and Administration
of Technology Education
2
2
2
2
3
3
3
3
III. Technology Education Laboratories
Plans A, B: 9-1 2 credits
Plan C:
15-21 credits
TED720
Implementing Technology Education
*TED 730 Communication Systems
*TED 740 Production Systems
*TED 750 Transportation Systems
+TED 735 Advanced Studies in Communication
+TED 745 Advanced Studies in Production
+TED 755 Advanced Studies in Transportation
TED 760
Technology Education and Industrial
Practices Workshop
TED 765
Special Problems in Technology Education
TED 766
Special Problems in Technology Education
3
3
3
3
1-3
1-3
1-3
1-3
1-3
1-3
IV. Supervision (three years of teaching experience required)
Plan A
8 credits
O-4 credits
Plan B
O credits
Plan C
*TES 781
Improvement of Instruction Through
Technology Education Supervi ion
2
2
*EDP 685 Group Dynamics
Practicum I - Technology Education
*TES 791
Supervision
2
*TES 792
Practicum II - Technology Education
Supervision
2
V. Research Area
Plans A, B: 8 credits
Plan C
4 credits
*EDP 600 Statistical Methods
*RES 800 Methods of Research
Master's Thesis
RES 849
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 teaching experience prior to entering the program.
and various computer peripherals used to support multimedia
on industry standard platforms. CD-ROMs, sound and video
digitizing and playback, digital cameras, scanners, LCD and
projection panels, graphic file formats, animation and digital
video, computer networks and the Internet, hypertext markup
language, and di tance learning are investigated.
Faculty
Graduate Technology Education Faculty: Professors Rene' Horath, John R. Kallis, Stanley A. Komacek, John H. Lucy,
Mark L. Nowak, Joseph E. Pecosh, Joseph A. Sanfilippo, Associate Professor Larry D. Horath
Graduate Catalog 1998-99
63
MULTIMEDIA TECHNOLOGY
GRADUATE CERTIFICATE
PROGRAM
The Multimedia Technology (MMT) graduate certificate
program is designed to educate students in integrating
multimedia technology into their field of study. This
program is appropriate for profess ionals who have backgrounds in education, business, communication, graphics,
advertising, marketing, design, and computer science as
well as others who wish to learn how to integrate multimedi a into their area of expertise.
The university multimedia laboratory is a state-of-the-art
faciljty equipped with Power Macintosh and Pentium PC
computers, scanners, printers, CD mastering systems, and
software for interactive and non-interactive presentations,
animation, web page creation, image eruting, multimedia
authoring, and illustration. The computers are part of the
unjversity network allowing acces to many resources
located on file and web-based servers.
Admission Requirements
To be adrrutted to the Multimedia Technology graduate
certificate program, an applicant must:
1.
verify successful completion of a baccalaureate degree;
2.
verify an acceptable undergraduate quality
point average;
3.
must have basic computer literacy as
evidenced by :
- appropriate undergraduate and/or graduate
course(s)
OR
- demonstrated work experience or adequate competency review.
Applications will be evaluated by the Multimedia Technology program commjttee from the Applied Engineering and
Technology Department as they are
Curriculum
The program consists of five courses (15 credits) and
represents a comprehensive and integrati ve approach.
Courses are offered every semester including the summer
so the certificate can be completed in one year. The
multimedia courses are lecture and demonstration courses
with assignments to be completed outside of class in the
Uruversity Multimedia Laboratory or other suitably
equipped faci lities.
The program of study consists of the following five
courses:
MMT701
Multimedia Technology
Multimedia Systems
MMT702
Digital Editing
MMT703
Web Publi shing
MMT704
Interactive Design
MMT705
3
3
3
3
3
NOTE: Upon successful completion of the program, a
Califorrua University of PA certificate of completion will
be presented. The Multimedia courses can also be used as
electives in other graduate programs.
Course Description
Multimedia Technology
3
This course will introduce the student to the
components and terminology of multimedia technology as
a basis for subsequent courses. Through a
series of research and computer-based activities, the
student will experience the role of graphical user interfaces
and various computer peripherals used to support multimedia on industry standard platforms.
MMT701
MMT702
Multimedia Systems
3
This course focuses on the application of graphic
design theories and the integration of multimedia components including conventional photography/scanned images,
digital photography, stock art/images, animation, audio and
videography for the purpose of achieving effective
presentations. The organization of visual elements such as
type, color, texture, contrast, perspective, balance, and
uruty will play an important part in the development of
both interactive and non-interactive presentations. Emphasis will be placed on the process of blending the components using various hardware platforms and software tools;
Faculty
Graduate Technology Education Faculty: Professors Rene' Horath, John R. Kallis, Stanley A. Komacek, John H. Lucy,
Mark L. Nowak, Joseph E. Pecosh, Joseph A. Sanfilipo
64
California University of Pennsylvania
incorporating basic image manipulation. As a course
project, the student will create and master a CD-ROM
based multimedia presentation as the basis of a personal
digital portfolio.
MMT703
Digital Editing
3
Effective multimedia presentations rely on welldeveloped underlying components. This course presents
techniques of achieving strong components in each of the
major areas: audio, imaging and video. Generation/
acqui sition, enhancement, storage and retrieval of these
components in the digital realm are major topics. Associ ated concepts including types and applications of file
formats, lossy vs. lossless compression, and image
manipulation techniques normally considered darkroom
procedures are also presented. Through a series of
laboratory and collaborative site activities, the student will
gain experience usi ng hardware and software tools to
achieve effective digital editing of audio/video clips and
images.
MMT704
Web Publishing
3
This course delves into the intricacies of publishing on the web and what makes a proficient webmaster by
examining areas such as client-server computing, network
operation, intranets and the Internet, advanced HTML,
and server-based support. End-user interaction using web
page elements such as animations, sounds, and video is
emphasized. "Power" tools such as Java/JavaScript,
Active-X, Afterburner, etc. are highlighted. A collaborative site will be used as a real world examination of its
mode of operation, performance and maintenance of that
published Web site.
MMT705
Interactive Design
3
Besides having relevant and organized content,
an effective presentation must engage its target audience.
Such presentations include storybooks, simulations,
tutorials, demos, and kiosks. Techniques employing
multimedia driven scripting and object-oriented tools to
achieve user interaction are centric to this course. This
course and corresponding laboratory activities will assist
the student in applying multimedia tool s to their field of
study.
Graduate Catalog 1998-99
65
00 ACCOUNTING - ACC
Z
0
ACC 601. SURVEY LN ACCOU TING. This course covers the following topics:
accounting cycle, accounting for assets, liabilities and owner's equity,
pannership accounting and corporate accounting. (3 crs.)
~
~ ACC 711. MANAGERIAL ACCOUNT! G. The use of accounting data for
~
corporate financial planning and control. Topics include organization for
control, profit planning, budgeting, relevant costing, return on investment, and
~ administration of controlership functions in business organizations. (3 crs.)
~
U ACC 721. FINANCLAL ACCOUNTING. Introduction to financial accounting
00 theory, the formulation of accounting principles, and the structure of generally
~
accepted accounting principles. (3 crs)
Q ACC 731. TAX PLANNING AND CONCEPTS. This course deals with the broad
r'T"-, recognition of the tax effects of business decisions and a practical approach to
~
tax planning for both individuals and corporations.(3 crs)
00
ADP 760 ELEME TARY/MIDDLE SCHOOLADMLNISTRATION
This course provides pre-service administration theory and training for
elementary/middle school principals. The course progresses from basic
principles of leadership and leadership styles to a review of practical strategies
to help make important decisions more effectively. Effective and innovative
approaches to solving complex issues more efficiently and cooperatively will be
examined and practiced. The course will provide a knowledge of practical
methods for using available resources within the context of an ever changing,
complex job.(YA)
ADP 761-1 SEC01 DARY/MIDDLE SCHOOL ADMINISTRATION
This course provides an introduction to the theory and practice of educational
administration. The course progresses from an overview of leadership and
leadership style to a review of the structures and management systems that can
make good educational leadership possible and finally, focuses on leadership
skills needed by administrators to be effective leaders in education today.
Included are such topics as organizational culture, power in and around schools
and the resolution of confiict, motivation and ethics and moral leadership. (YA)
~ ADMINISTRATION PROGRAM FOR PRINCIPALS - ADP
ADP 720-1 ELEME TARY CURRICULUM AND LNSTRUCTION
~ This course is designed so that students will learn a variety of strategies a
O principal may use in his/her leadership role in curriculum and instruction in
small and large school districts as he/she works with the board, staff, parents,
U students and other community members.(2 crs)
ADP 721-1 SECONDARY AND MIDDLE SCHOOL CURRICULUM
Among the many leadership roles and responsibilities for the PRlNCIPALSHIP,
none is more important than educational program development, administration
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 this complexity in the leadership they provide. A school's
educational program is more than the formally stated curriculum and the
content comprising this curriculum. ln this course students will explore the
spectrum of educational activities of the school that influence teaching and
learning; curricular and cocurricular, formal and informal, intended and
unintended, known and unknown. Primary attention will be given to the
intended and unintended curriculum of the school. (2 crs)
ADP 726-1 LNSTRUCTIONAL STRATEGIES
This course is intended to provide perspective principals with a practical and
theoretical framework to aid them in directing teachers toward more effective
instruction. Students are expected to analyze the elements of effective
instruction including objective, methodology and evaluation. Students
culminate these activities by designing and implementing model replicating
effective instructional strategies.(2 crs)
ADP 731-1 PRINCIPLESOF SCHOOL LAW
The general purpose of the course is to assist the students to 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 education
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 the law that governs his/her daily activities.(2 crs)
ADP 741-1 SCHOOL COMMUNITY SEMINAR
The purpose of this seminar is twofold: to help school administrators develop
an understanding of the conditions and changes that affect school-community
interaction and to help administration develop the performance competencies
needed in order to anticipate and deal with ever-changing school/community
relations issues and demands.(! er)
ADP 746-1ORIE TATIONAND ASSESSMENT SEMlNAR
ADP 746-2 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, oral and written communications. (YA)
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California University of Pennsylvania
ADP 762 SUPERVISIO
The course is intended to acquaint the perspective 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 not only on the theoretical basis of supervision, but will have practical
application and relevance to teaching. 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
participant's leadership styles, analysis of teaching, practicing supervisor's
perceptions of the supervising function , supervisory models, taxonomy of
instruction and mutual goal-setting process. (2 crs)
ANTHROPOLOGY - ANT
ANT 701 ARCHAEOLOGY FIELD SCHOOL. Acquaints graduate students with
basic prehistoric and historical archaeological field and laboratory techniques.
(3-6 crs.)
ANT 707. CULTURAL RESOURCES MANAGEMENT: HISTORIC PRESERVATION
The need for preservation of cultural resources, the state and federal legislation
supporting such work, the various facets of cultural resources work, and a
practical scheme for cultural resources preservation. Pan of the course involves
doing preservation work. (3 crs.)
ANT 708. HISTORIC SITESARCHAEOLOGY. The techniques, philosophy, work
and aims of that branch of history that studies the American historic past from a
cultural-archaeological perspective, with study of military, domestic, commercial, and industrial sites 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
the relationships of these elements to one another. (3 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 laborato1y exercises that explain the
theoretical and practical implementations of physical therapy modalities in the
care of athletic injuries. The use of therapeutic exercise and testing in the
rehabilitation of sports injurie comprises an equal ponion of this course. (4 crs.)
ATE 730. INTERNSHIP IN SPORTSMEDICINE I. The graduate student intern
practices and enhances clinical skills in athletic training. The student will be
assignee! to off-campus clinical settings for this experience. (3 crs.)
ATE 735. INTERNSHIP IN SPORTSMEDICINE 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 this experience. (3 crs.)
ATE 745. CONTEMPORARY ISSUES IN ATHLETIC TRAlNI G. Administrative
functions, professional relationships, facility design, professional conduct,
management problems, record keeping, medical policies and procedures,
physical examinations, budgetary considerations, certification and licensing. This
course will discuss current trends within the profession of athletic training. In
aclclition, 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.)
ATE 800. RESEARCH METHODSFOR 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 wri ting the research
document. (3 crs.)
ATE 810. THESISSEMINAR. This course is designed to assist graduate level
students in development of the first three chapters of their theises. Students will
defend their proposals in a mock prospectus meeting. (3 crs.)
BIOLOGY - BIO
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 appara tus, 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 stru cture 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:
Organic Chemistry. (4 crs., 3 hr. lab/3 hr. lecture)
BIO 722. BIOCHEMISTRY II. A continuation of Biochemistry I, including fatty
acid biosynthesis, fatty acid metabolism, photosynthesis, protein metabolism,
vitamins, hormones and immunochemistry. The laboratory includes qualitative
and quantitative determination of fats and steroids and work with nucleic acids,
enzymes, and vitamins. Prerequisite: Biochemistry I and/or permission of the
instructor. (4 crs., 2 hr. lab/3 hr. lecture)
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)
BJO 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)
BJO 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, and 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 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: Principles of Biology and
General Zoology. (4 crs., 3 hr. lab/3 hr. lecture)
BIO 738. HERPETOLOGY. A study of the anatomy, physiology, ecology, and
taxonomy of the major groups of amphibians and reptiles. Prerequisite: General
Zoology. (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 areas 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 74 1. 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.)
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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 i given to photomicroscopy, macrophotogra- ~
phy, and field photography. Various other illustrative materials are also prepared, '----;
using selected photographic equipment and/or procedures. (2-4 crs.)
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BJO 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, clentrification, chemosynthesis, bacterial
and algal photosynthesis, fermentacion , and ancibiosis 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 745. ENTOMOLOGY. Theoretical and field study of the local classes of
insects and related species: taxonomy, collecting and mounting, general and
speci fic morphology, metamorphosis and life cycles, economic importance and
control measures. ot open to those who have already taken Biology 362. (4
crs., 2 hr. lab/3 hr. lecture)
BJO 720. HUMAN GENETICS. A study of various genetic and chromosomal
abnormalities found in humans. Some topics are: sex-linked inheritance,
karyotype 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 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)
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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.)
BIO 750. TERRESTRlAl ECOLOGY. Selected aspects of terrestrial systems
including various qualities of community dynamics such as structure, composition, succession, phenology, and paleoecology. The biota are intensively
analyzed through field work undertaken in various communities of the Northern
Temperate Forest and Upland regions. Several extended field trips may be
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Graduate Catalog 1998-99
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00 required. Prerequisite: one course in ecology. (4 crs., 3 hr. lab/3 hr. lecture)
Z BIO 751. ECONOMIC BOTANY. Human beings' relationships to and economic
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interests in plants from the products from plant walls, ex:udates and extractions
to those primarily used as food. (4 crs., 2 hr. lab/3 hr. lecture)
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BIO 757. PIANT SYSTEMATICS. The history of plant classification and its
culmination in present-day taxonomic practices, the evolution of the vascular
~ plants, and a definitive study of their representative modern families. An
~ extensive plant collection is required of each graduate student. Prerequisite:
U General Botany. (4 crs., 3 hr. lab/3 hr. lecture)
~ BIO 758. PIANT ANATOMY AND MORPHOGE
ESIS. Astudy of plant growth
~ and descriptive experimental studies on cells and meristems. How plant
Q correlation, polarity, symmetry, differentiation, regeneration, tissue mixtu res
and abnormal growth are involved in the distinctive phenomena of morphogen-
~ esis. laboratory work consists largely of the growth of representative plants from
00 the seeds in the laborarory. Experiments show the effects of light, temperature,
~ water and various
other physical factors together with chemical substances and
p the various genetic facto rs. (4 crs., 3 hr. lab/3 hr. lecture)
0 BIO 765. DESIG AND ANALYSIS. The theoretical and applied basis of
experimental design, sampling theory and sampling designs, data input and
U 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. Astudy of statistical techniques applied to experimental
design and analysis of biological problems in the field and laboratory, with
emphasis on multivariant situations and on insuring validity of results.
Prerequisite: College Algebra or Statistics. (3 crs.)
BIO 768. TECHNIQUES IN ELECTRON MICROSCOPY. Detailed 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. lectu re)
BIO 778. ORGANIC EVOLUTIO . An intensive study of the impact of evolutionary thought on the various disciplines of biology. Emphasis is on the evolution
oflife from non-life, organic materials and the genetic basis oflife; also on the
elemental forces of evolution, the sources of variation, the role of natural
selection and genetic drifi, and the result of evolution through adaptation.
Evolutionary divergence is studied through an understanding of races and
species, isolating mechanisms, the origin of species, and evolution above the
species level. (3 crs.)
BIO 795. SEMINAR IN BIOLOGY. Library research, class discussion, and repons
by the participants on ropics 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 and interpretation of data, and the
format of scientific writing for the thesis and fo r publication. The AIBS Style
Manual for publishing in primary scientific journals will be used. (2 crs.)
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California University of Pennsylvania
BUSINESS - BUS
BUS 741. BUSl ESS !AW. The legal aspects of contracts and the results of
contractual obligations, negotiable instruments, agency, partnerships,
corporations, real and personal property and sales. (3 crs.)
BUS 43. BUSINESS, SOClETY, AND GOVERNME T. Asurvey of social control
of industry and business; the course covers government regulation, consumerism, and the role of technological change in society. (3 crs.)
BUS 771. QUANTITATIVE METHODS. Introduces mathematical and statistical
techniques that have applications in management. (3 crs.)
BUS 795. SEMINAR. Seminar in selected theoretical and empirical literature in a
functional area (ta be designated) of business. (3 crs.)
BUS 797. RESEARCH STUDIES IN BUSINESS. Aspecial tutarial arrangement
between a graduate student and a faculty member that permits guided reading and
research in management. The graduate student must submit a proposal ta the
program coordinator containing an outline and a brief discussion of the planned
work and the name of the professor under whom the graduate student wishes to
work. The proposal must be approved by the program coordinaror and the
department chairperson before the graduate student may register for the course.
At the end of the term, the supervising professor will submit the graduate
student's grade and research paper ta the program coordinator. (3 crs.)
BUS 799. STRATEGIC MANAGEME T. 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. ORGAN IZATIONAND DEVELOPMENT OF COUNSELING SERVICES.
This course is the initial and fundamental one in the programs for school and
agency counselors. It examines the rationale, development, scope and nature of
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 course deals with theories, objectives,
principles, and practices of counseling individuals, including children and the
family. These theories are applicable in schools and other human-service
institutions. (3 crs.)
CED 703. CONSULTING THEORY. This course is an advanced level course and
has theoretical and practical components. In the theoretical component process
consultation is highlighted as an applied behavioral science. Emphasis is placed
on the levels of environmental quality within an organization. Specific human
processes of inclusion, membership, leadership, control, communication and
problem-solving are stressed. The practical component deals with initial contact,
organizational diagnosis, process intervention, evaluating progress and closure.
Prerequisites: CED 701 , 702, 710, 714. (3 crs.)
CED 705. DEVELOPME TAL GROUP COU SELING. This course includes the
meaning, fu nction, types, and principles of the group approach ta counseling;
the dynamics of group interaction; leadership; role playing; personal development in groups; and the influence of the group processes on individual
development. Prerequisite: CED 702 or permission of instructor. (3 crs.)
CED 708. SUBSTANCE ABUSE AND ADDICTIO . For graduate students
interested in alcohol and other drug rehabilitation and prevention. Since
substance abuse and addiction are present in all secrors of society, it is
important fo r 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. INDEPENDENT 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 Counselor Education. Prerequisite:
Permission of the adviser. (variable credit)
CED 786. SEMINAR INCAREER INFORMATION. This course provides
knowledge and process about career information and counseling in school and
agency settings. It may also benefit other 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 development; career resources centers;
career and vocational education; systems of career guidance; survey of
contemporary and projected world of work; assessment; and personal or
problem-oriented implications of career development. (3 crs.)
CED 710. COUNSEIJNG SKILl.5 AND TECHNIQUES. Graduate students develop
counseling skills by learning and practicing therapeutic techniques that facilitate the
learning process. In a laboratory setting, the students experience personally the
elements that constitute effective counseling. They learn the importance of nonverbal behavior in a counseling setting and the skills of attending, active listening, 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, 714. (3 crs.)
CED 787. INTEGRATED SEMINAR. Intended for students who have completed
all course requirements in the counseling curriculum, providing the opportunity
to synthesize the graduate student's work and experience in counseling.
Prerequisite: instructor permission. (3 crs.)
CED 711. PRACTICUM I. In this course the student develops effective helping
skills 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. Alist of counseling competencies to be developed may be
obtained from the Counselor Education Department. Prerequisites: CED 701 ,
702, 714, 710, candidacy. (3 crs.)
COMMUNICATION DISORDERS - CMD
CMD 600. RESEARCH AND PROFESSIONAL PRACTICE INSPEECH/LANGUAGE
PATHOLOGY. This course is designed to give the graduate student an
opportunity to examine the total field of Speech Pathology and Audiology and
its relationship with allied 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.)
CED 712. PRACTICUMIl. Acontinuation of Practicum I (CED 711), with emphasis
on group counseling. Graduate students in this course are required to spend two
full days per week under supervision and to attend regularlyscheduled classes.
Prerequisites: all core courses or departmental approval. (3 crs.)
CMD 701. IANGUAGE DISORDERS IN ADULTS. The purpose of this course is to
prepare the student to provide assessment techniques and therapy to manage
the language and speech problems of individuals who have suffered stroke or
head-trauma injuries. Special emphasis is placed on apraxia. (3 crs.)
CED 713. PRACTICUM III. Acontinuation of CED 712, this course serves as a
culmination of practicum experiences. The course is flexible, so that it may meet
individual needs of counselor trainees with varying degrees of skills while
ensuring the maximum standards of competence in counseling. Prerequisite:
CED 712. (3 crs.)
CMD 702. IANGUAGE DISORDERS INCHILDREN. 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.)
CED 714. EXPERIENTIAL GROUP PROCESSES. This course provides a setting for
graduate students to grow in self-awareness and to explore their interpersonal
and intrapersonal concerns. Emphasis is placed on personal and social growth,
improving human relationships, diminishing human distress, improving
communications, problem-solving, and group membership interaction. The
students are given the opportunity to view and assess their behavior by use of
audio and/or video tapes of group process. (2 crs.)
CED 715. ADVANCED COUNSELING THEORY. The initial phase of this course
reviews the theories and the role they play in the counseling process. The
second phase deals with building around the various theoretical approaches to
counseling. Counseling approaches that are considered include: (1) rationale,
(2) learning theory, (3) analytic, (4) phenomenological, and (5) existential. The
final aspect of the course involves graduate students attempting to incorporate a
counseling approach into their own personality and making an attempt to use
this approach through role playi ng. Prerequisite: instructor approval. (3 crs.)
CED 716. ADVANCED CONSULTING THEORY. Acontinuation of CED 703, in
which students function as process consultants in a consulting project. Students
draw up a consulting contact with an actual client or client system, collect and
analyze data using contemporary consulting techniques, perform an agreedupon intervention in the client system, and make a final evaluation of the
project. Prerequisite: instructor approval. (3 crs.)
CED 717. DIAGNOSIS AND TREATMENT IN MENTAL HEALTH. The use and
understanding of treatment terminology and concepts as used by mental health
treatment centers and clinicians. Use of the Diagnostic and Statistical Manual-III
and American Psychological Association codes are emphasized. (3 crs.)
CED 785. RESEARCH SEMINAR INCOUNSELOR EDUCATION. The purpose of
this course is to give the graduate student a comprehensive review of the
research and current literature in counselor education. Critical study and
evaluation of research findings are emphasized. (3 crs.)
CMD 703. FLUENCY DISORDERS. Acomprehensive analysis of the several
theoretical approaches to the causes and treatment of stuttering. Emphasis is
placed on current literature in the application of several techniques to the
modification of disfluent speech. (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 will be presented. (3 crs.)
CMD 705. VOICE DISORDERS. The purpose of this course is to provide
comprehensive academic and clinical training in the etiological factors,
description, and management of organic voice disorders. The teaching of
esophageal speech, the use of the artificial larynx, and the study of tracheaesophageal practice are covered in detail. (3 crs.)
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CMD 708. NEUROLOGY. The graduate student becomes familiar with those
structures and functions of the central and peripheral nervous systems which
appear relevant to the comprehension and production of speech and language.
Brain asymmetry in normal and brain-damaged persons, left- and righthemisphere 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, the effects of aging and
stress, and neurologic endowment are all discussed. The central theme of this
course is brain "governance" over all other body systems. (3 crs.)
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CMD 710. ADVANCED CLINICAL METHODS. Clinical practicum is provided for ~
grad uate students in the campus Speech Clinic as well as in cooperating outside
agencies such as a hospital, nursing home, health center, etc. Graduate students · 'w
gain experience with children and adults with many kinds of speech, language, ~
and auditory problems. (1-12 crs.)
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Graduate Catalog 1998-99
69
00 CMD 718. ADVANCED AUDIOLOGY. This course will provide the student with
Z afornunderstanding
of behavioral and electrophysiologic special audiologic tests
the determination of the location of pathology within the auditory system.
0 The student will be introduced to concepts concerning specification, selection,
CMG 703. DRAMATIC THEORY AND CRJTICISM. 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.)
~ fitting, care, and use of amplification systems. (3 crs.)
~ CMD 725. AURAL REHABIUTATIO . The purpose of this course is to identify
~
the problems of the aurally handicapped in society and methods of alleviation
~ and compensation for the hearing loss. (3 crs.)
U CMD 749. INDEPENDE T STUDY. This course allows students to investigate an
00 area of speech pathology or audiology of interest to them by reviewing the
~ pertinent literature and research repons or by conducting research. (3 crs.)
Q CMD 762.
ONVOCAl COMMUNICATION. The various modes of nonvocal
r.,,.-, 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
0
U 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 thereoO is addressed in depth . (3 crs.)
CMD 764. INSTRUMENTATION IN SPEECH/IANGUAGE PATHOLOGY. This
course is designed to provide the graduate student with a background in the
clinical use of instrumentation. Studen ts will learn how instrumentation has
been and can be used to measure various parameters of the speech signal and
how these measurements can be employed in the assessment and management
of individuals with Speech-Language Disorders. Emphasis is on PC-based
instrumentation. (3 crs.)
CMD 765. DYSPHAGIA. This course addresses the evaluation and management
of children and adults with disordered swallowing secondary to neurologic and
structural abnormalities. The relationship of dysphagia to speech disorders is
discussed. (3 crs.)
CMD 766. TRAUMATIC BRAI 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 (TB!) . When
possible and practical, practitioners from rehabilitation agencies will supplement
the instructor's lectures. (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 organiz.ation of
programs for various pathologies of speech and language are considered. (3 crs.)
COMMUNICATION - CMG
CMG 701. COMMUNICATION PERSPECTIVESAND 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. RHETORJC 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.)
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California University of Pennsylvania
CMG 04. SEMINAR IN COMMU !CATION. A capstone seminar that develops and
explores themes and issues that reflect the interdisciplinary nature of study in the
communication ftled. Prerequisite: admission to the Communication Graduate
Program or consent of the Coordinating Committee and instructor. (3 crs.)
CMG 710. SOCIAL SCIENTIFIC RESEARCH IN COMMU !CATION. An
introduction to social scientific resea rch and practice in the construction of
research that is appropriate to the student's area of interest in communication.
Prerequisite: admission co 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
COMMU ICATIO THEORY. (3 crs.)
CMG 712. COMMUN ICATIO CRJTICISM. A study of historical and critical
perspectives and methodologies in communication criticism. Analysis of significant
texts from a variety of contexts and genres. Prerequisite: admission to the
Communication Graduate Program or consent of the Coordinating Committee
and instructor. Dual listed with: COM 460 SPEECH CRJTICISM. (3 crs.)
CMG 713. PUBLIC REI.ATIO NS CAMPAIG S. This course seeks to integrate all
the skills required of the professional in designing and executing a complete
public relations campaign. This is a seminar in which team and grou p efforts,
rather than individual productivity, are emphasized. Prerequisite: admission to
the Communication Graduate Program or consent of the Coordinating
Committee and instructor. Dual listed with: COM 483 PUBLIC REI.ATIO S
CASES, PROBLEMS, AND CAM PAIG S. (3 crs.)
CMG 714. MASS MEDIA AND SOCIETY. An examination of the ways current
mass media systems enhance and undermine the ki nds of communication
necessary for an open and democratic society. It provides an advanced
orientation to the history, theory and process of mass communication. Particular
emphasis is given to the relationships among various media and their audiences,
media law and ethics, media and politics, media effects, and emerging trends
and their implications for society. Prerequisite: COM 105 or consent of the
instructor. Dual listed with: COM 445 RADIO AND TELEVISION IN A FREE
SOCIETY. (3 crs.)
CMG 715. I TERNATIO Al BROADCAST SYSTEMS. International broadcasting
presents an overview of world broadcasting syscems. It prepares the student to
function as a person with a world view of the field of electronic mass communication. Prerequisites: COM 355 and COM 105. Dual Listed with: COM 401
INTERNATIONAL BROADCASTING SYSTEMS. (3 crs.)
CMG 716. PROFESSIONAL VIDEO COMMU !CATION. Professional Video
Communication presents to the student the field of business and institutional
video. It prepares the student to function as a corporate writer, producer,
director, and editor of desktop videos, video press releases, video conferences,
training tapes and other business and institutional videos. Prerequisites: COM
100, COM 105 and COM 355. Dual listed with: COM 410 PROFESSIO Al VIDEO
COMMU !CATION. (3 crs.)
CMG 72 1. SEMINAR IN INTERPERSO Al COMMUNICATIO . An examination of
current theory and research in interpersonal communication from different
perspectives with an emphasis on students conducting basic and applied
research in a variety of interpersonal arenas such as personal relationships,
families, superior/subordinate relationships, etc. Prerequisite: admission to the
Communication Graduace Program or consent of the instructor. (3 crs.)
CMG 722. SEMINAR I ORGANIZATIONAL COMMU !CATION. 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
rese-,1rch related to a variety of topics such as issues management, public
opinion processes, persuasion, and social 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. SEMI AR IN I STRUCTIONAL 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:
admi sion to the Communication Graduate Program or con ent 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 that 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 CRITICISM. An examination of the critical
traditions in mass media analysis, with emphasis placed on outside influences
(for example: art, 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 that 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, non-fiction, or drama.
Prerequisite: admission to the Communication Graduate Program or consent of
the Instructor. Dual listed with: ENG 352 STUDIES IN WRITING. (3 crs.)
CMG 731. EWSPAPER REPORTI G. Newspaper Reporting is a professionallevel 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 MAGAZI E. Students in this course publish a
magazine, Flipside. They contribute works of literature and reportage, illustrate
them with original work or with photographs, solicit contributors, finance the
magazine through advertising and establish editorial policy. Prerequisite:
admission to the Communication Graduate Program or consent of the
Instructor. Dual Listed with: ENG 351 PUBLISH! G THE MAGAZINE. (3 crs.)
CMG 733. PRESS LAW AND ETHICS. This course helps student journalists
understand 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 consent of
the 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, magazine 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 PUBUCATIO . (3 crs.)
CMG 735. ADVERTISING . An introduction to marketing theories, behavior
patterns, and techniques of advertising campaigns: copywriting, layou t and
production of advertising through working for an actual client. Prerequisites:
ENG 101, 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: Adverti ing or permission of
the instructor based on successful completion of other writing courses. Dual
listed with: ENG 401 COPYWRITI G. (3 crs.)
CMG 737. SEMINAR I 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
professor 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. Prerequisite: admission to the Communication Graduate
Program or consent of the instructor. Dual listed with: ENG 430 ADAPTATIO S
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: course 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 I TEACH! G PROFESSIO AL WRITING. This course is
designed to help prepare graduate professional writing majors for the
classroom. Students will become familiar with various techniques and
Graduate Catalog 1998-99
71
00 approaches to teaching professional writing. Prerequisite: admission to the
Z Communication Graduate Program or consent of the instructor. (3 crs.)
0 CMG 742. ADVERTISINGWORKSHOP. advanced workshop for people
seriously interested in advertising as a profession, this course offers students the
An
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=-
~ 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 INSlYLE. This course is a comprehensive investigation of
U the matter of style, its definition, history and components. Students will be
00 introduced to, and will be expected to conduct analyses of, the following
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with: THE 304 WORLD DRAMA. (3 crs.)
CMG 759. TOPICS lNMODERN DRAMA. 19th and 20th century plays studied as
blueprints for theatrical presentation. Prerequisite: admission to the Communication Graduate Program or consent of the instructor. Dual listed with: THE 306
MODERN DRAMA. (3 crs.)
CMG 760. SCENOGRAPHIC DESIGN. Advance theory and practice of designing
scenery and lighting with emphasis on designing for various environments.
Prerequisite: SCENEAND LIGHT DESIG I or the consent of the instructor.
Dual listed with : THE 371 SCE E DESIGN II. (3 crs.)
r.....-, elements of style: diction, metaphor, symbolism, allusion, point of view,
i-,.t sentence (type, length, arrangement, rhythm),
irony, and tone. The course
Q concludes with the students own stylistic self-analyses. Prerequisites: students
should have a working knowledge of grammar, professional experience or
~ undergraduate course work in English or professional writing and, if possible,
00 prior publication. (3 crs.)
~
CMG 744. RHETORIC FOR WRITERS. An introductory course in theoretical,
i--,, historical, and technical rhetoric, particularly the theory and practice of social,
O literary, political and pedagogical aspects of rhetoric and writing. Prerequisite:
admission to the Comm unication Graduate Program or consent of the
U instructor. (3 crs.)
CMG 750. STAGE PRODUCTION. Advanced practice and principles of scenery
and property construction. Practical experience with plastics, metals, drafting
and advanced woodwork is stressed. Prerequisite: LJGHTlNG I or consent of the
instructor. Dual listed with : THE 341 STAGECRAFT II. (3 crs.)
CMG 751 LJGHTING FOR THE STAGE. Advanced theory and practice of lighting
design fo r stage and television. Practical experience is stressed. Prerequisites:
LIGHTING I or the consent of the instructor. Dual listed with: THE 304
LIGHTING II. (3 crs.)
CMG 752 HISTORY OF COSTUME. Asurvey of the history of costume in the
western world. Prerequisite: admission to the Communication Graduate
Program or consent of the instructor. Dual listed with : THE308 HISTORY OF
COSTUME. (3 crs.)
CMG 753. TOPICS IN THEATRE HISTORY I. The development of theatre from
its origins to the Baroque, including representative plays. Prerequisite:
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with: THE 302 HISTORY OF THEATRE I. (3 crs.)
CMG 754. TOPICS INTHEATRE HISTORY II. The development of theatre from
the 18th century to present, including representative plays. Prerequisite:
ad mission to the Comm unication Graduate Program or Consent of the
instructor. Dual listed with: THE 312 HISTORYOF THEATRE II. (3 crs.)
CMG 755 TOPICS INAMERICAN THEATRE HISTORY The history of American
theatre from Colonial times to present , including representative plays. Prerequisite: admission to the 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 presenting literature in primarily acoustic methods. Prerequisite:
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with : THE 309 READER'S THEATRE. (3 crs.)
CMG 757. SHAKESPEARE ONSTAGE. Representative histories, comedies and
traged ies, studied as blueprints fo r theatrical presentation. Prerequisite:
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with : THE 305 SHAKESPEARE INTHE THEATRE. (3 crs.)
CMG 758. TOPICS INWORLD DRAMA. Classic to 19th centu ry plays, excluding
Shakespeare, studied as blueprints for theatrical presentation. Prerequisite:
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Cahfornia University of Pennsylvania
CMG 761. COSTUME DESIGN. Basic principles of costume design. Students
complete various design projects for specific plays selected from a variety of
historical periods. Prerequisite: admission to the Communication Graduate
Program or consent of the instructor. Dual listed with: THE 325 COSTUME
DESIGN. (3 crs.)
CMG 762. ADVANC ED ACTING. This course challenges the actor's ability to
demonstrate a personal and useful acting method through a wide range of
textual problems, historical and modern plays, and acting styles. Prerequisite:
LNTERMEDIATE ACTING or consent of the instructor. Dual listed with : THE 331
ADVANCED ACTING. (3 crs.)
CMG 763. SUMMER THEATRE PRACTICUM. Provides the student with practical
experience in the theatre ans. This course is designed for the practicing teacher
who desires more training in the practical aspects of production. The student
will receive assignments in acting, management, directing, technical, and/or
design. Prerequisite: admission to the Communication Graduate Program or
consent of the instructor. Dual listed with THE 358 SUMMER THEATRE
PRACTICUM. (variable credit)
CMG 768. PERFORMANCE AESTHETICS. An introduction to the science of
aesthetics. This course will include the evolution of the field and the application
of the science to selected works of performance an. Prerequisite: admission to
the Communication Graduate Program or consent of the instructor. (3 crs.)
CMG 769. CONTEMPORARY ISSUES IN THEATRE. Acourse exploring current
trends in the United States and Europe covering theatre and related fields. It will
involve the study of play scripts, direction, acting, design, and technology.
Prerequisite: admission to the Communication Graduate Program or consent of
the instructor. (3 crs.)
CMG 770. DIRECTED STUDY INCOMMUNICATIO . The student will work with a
faculty member on a special project designed to enhance the student's understanding of a topic area not covered in another graduate level course. Prior to
registering for directed study credit, the student will develop a learning contract in
consultation with the fac ulty member directing the study. The contract must be
approved by the student's advisor and the Coordinating Committee prior to
registration fo r directed study credit. Prerequisites: admission to the Communication Graduate Program and permission of the Coordinating Committee, the
student's advisor, and the instructor. (up to 6 credits)
CMG 771. COMMUNICATION LNTERNSHIP. The student will complete assigned
duties related to his or her interest area in communication and commensurate
with graduate level work in an organization under the guidance of a facul ty
supervisor and on-site supervisor. Prior to registering for internship credit the
student will develop a learning contract in consultation with the faculty
supervisor and on-site supervisor. The contract must be approved by the
Coordinating Committee prior to registration for internship credit. Prerequi-
sites: admission to the Communication Graduate Program and permission of the
student's advisor and Coordinating Committee. (up to 6 credits)
and physical implementation of database systems. Prerequisite: CSC 782 with
CSC 777 recommended. (3 crs.)
CMG 800. INTRODUCTION TO GRADUATE STUDY IN COMMUNICATION. This
course provides an introduction to the study of communication and to research
methodology and methods from the social sciences and humanities that
contribute to understanding communication. The interdisciplinary nature of
communication research must be emphasized as the course prepares students
for graduate study. The nature of the course as an introductory survey of
research in the Communication field does not predude students completing
additional credits in research methods courses within their programs of study.
Prerequisite: admission to the Communication Graduate Program or permission
of the Coordinating Committee and the instructor. (3 crs.)
CSC 757. HYPER MEDIA PROGRAMMING CAJ. 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 software
authoring package. Prerequisite: Hands-on experience in at least one computerrelated course. (3 crs.)
CMG 890. RESEARCH PROJECT. The student will conduct an independent study
of a significant topic under the guidance of an advisor. The topic may have
either a basic or an applied research focus. The final report on the project will
be presented as a written document that conforms to the most recent version of
the Modern Language Association style or the American Psychological
Association style. Prerequisites: admission to the Communication Graduate
Program and permission of the Coordinating Committee and the student's
advisor. (3 crs.)
CMG 891. THESIS. The student will conduct an independent, original study or
application of a significant topic under the guidance of an advisor and
committee. The thesis will be presented as a written document that conforms to
the most recent version of the American Language Association style or the
American Psychological Association style. Prerequisites: admission to the
Communication Graduate Program and permission of the Coordinating
Committee and the student's advisor. (3 crs.)
COMPUTER SCIENCE - CSC
CSC 700. COMPUTER OPERATIONS Designed for the graduate student who
wishes to study the theory of the operation of the computer, this 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 of the
computer. Prerequisite: CSC 771. (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 of
large 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 highlevel or in Assembly computer languages. (3 crs.)
CSC 755. COMPUTER LANGUAGE AND DESIG . An examination of the various
facets of language design and their implementations. Topics covered include
syntax and semantic 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 taught the application, logical, structure,
CSC 771. COMPUTER AND INFORMATION SCIENCE I. An introduction to such
digital computer concepts as (a) data input, (b) data representation, © data
output, (d) secondary storage devices, (e) fiow charting and program logic, and
(0 operating systems, business systems, and information systems. The course
shows the impact of computers on business, and the graduate student learns
elements of Pascal and programming techniques in that language. Emphasis on
problem solving by means of computer programming. (3 crs.)
CSC 772. COMPUTER AND INFORMATIONSCIENCES II. Graduate students
become acquainted with peripheral devices in programming. This is principally
an advanced course in 'C' language, using the computer to solve problems in a
variety of areas. (3 crs.)
CSC 775. SYSTEMS ANALYSIS. An introduction to the study of computer-based
management information systems. Topics include the analysis, design, and
implementation of management information systems, the operation characteristics of a management informatio n system, and the functional parts 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
Mathematical Structures or CSC 735 and programming experience in one highlevel computer language. (3 crs.)
CSC 778. COMPUTERSYSTEMS' 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 random access files and processing
techniques and development of programs and systems of programs for batch
and interactive environments. Prerequisites: CSC 781. (3 crs.)
CSC 783. ASSEMBLY LANGUAGE. Architecture and instructions, including
~
coding control structures, indexing, indirect addressing, character manipulation, ~
subprograms, and macros. Prerequisites: CSC 771 , CSC 772 and CSC 777. (3 crs.) ~
EARTH SCIENCE COURSES - EAS
EAS 527. TECTONICS. The nature of the earth's tectonic framework. The
following topics are of major concern: the location of tectonic elements,
theories of orogenesis, especially plate tectonics, crustal types and provinces,
magma and plate boundaries, the nature of convergent, divergent, and strikeslip margins, and the Appalachian orogen. (3 crs.)
00
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EAS 528. QUANTITATIVE APPLICATIONS IN EARTH SCIENCES. The application ~
of statistical and other mathematical approaches to the solution of problems in
the earth sciences. The emphasis is on descriptive, univariate and multivariate
inferential statistical analysis, and the graphic presentation of data gathered by
0
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Graduate Catalog 1998-99
73
00 earth scientists. Exercises from both the physical and social sciences will be
z
computed. (3 crs.)
0 EAS 541. ADVANCED ENVIRONMENTAL GEOLOGY. This course deals with the
~
natural environment, particularlygeologic 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 reporrs are an integral part of the course. (3 crs.)
U EAS 547. RESERVOIR EVALUATION. Application of computer solutions to
00 understandi ng of hydrologic realm. Focus is on ground water flow equations
r"T'-,
Q
and models, water table mapping, water quality, and aquifer testing. laboratory
work and problem solving are emphasized. (3 crs.)
EAS 550. REGIONAL CUMATOLOGY. An advanced course that deals with the
~ application of various analytical methods and classification systems in climatology.
00 The Koppen classification of climates is stressed. The climate patterns of each
~ continent and the factors which produce them are investigated. (3 crs.)
~ EAS 551. INVERTEBRATE PALEONTOLOGY. Adetailed study of fossils
O representative of the various invertebrate phyla as well as a consideration of the
more im portant of these as index fossils. Emphasis is on laboratory exercises
U and problem solving. This course will be of interest to students of biology as
well as to those of geology. (3 crs.)
EAS 713. APPLIED EARTH SCIENCE. Investigation of problems in the earth
sciences that cross the disciplinary boundaries of hydrology, meteorology,
geology, and climatology. Library research, field investigations, and laboratory
work will lead to an extensive research paper. (3 crs.)
EAS 720. HYDROLOGY. Asurvey course relating to the existence of water on
Earth. Topics include the occurrence and movement of water, physical and
chemical characteristics of water, and climatologic and geologic consideration of
water. (3 crs.)
EAS 725. WEATHER ANALYSIS. The course presumes that the student has a
background in Elementary principles of meteorology. It is concerned with the
measurements and predictions of weather. Students present findings to the
class. (3 crs.)
EAS 740. SEDIMENTOLOGY. An adva nced course that deals with the detailed
analysis of sediments and sedimentary rocks. Both qualitative and quantitative
techniques are utilized to derive the maximum information from rock samples.
This information relates to the erosional, transportational and depositional
history of the rocks. To the greatest extent possible, the student works
independently through a complete set of problems. (3 crs.)
EAS 741. STRATIGRAPHY. Astudy of the basic principles governi ng the
interpretation, correlation, classification, and naming of stratified rock units. The
stratigraphy of North America is discussed, with special emphasis placed on
rocks of the Pennsylvanian System. Problem solving and individual investigations
are im portant elements of the course. (3 crs.)
EAS 742. STRUCTURAL GEOLOGY. The primary and secondary structures of
rock masses and their modes of formation are covered in this course. Actual
structures are examined in the field. Geologic maps and cross sections are
utilized. (3 crs.)
EAS 743. MICROPALEONTOLOGY. Alaboratory oriented course in which the
student deals intimately with sample material containing microfossils. Real
problems (similar to those that a micropaleontologist in industry would face) are
posed. Solution generally involves the separation of the fossils from the enclosing
sample, the identification of the individual fossils, and a correct (or at least a
logical) stratigraphic or paleoecologic interpretation based on the data. (3 crs.)
EAS 751. OPTICAL MINERALOGY. An in depth examination of the optical
behavior of mineral crystals in polarized light with emphasis on identification.
The optical theories of Snell and Huygens will be detailed as they relate to the
74
California University of Pennsylvania
transmission oflight through mineral crystals. Microscopic examination of
mineral grai n mounts and thin sections is emphasized. (3 crs.)
EAS 755. GEOCHEMISTRY. The basic chemical principles employed in the
solution of some geologic problems. Geologic dating, sedimentary geochemistry, chemical weathering, colloids, and structural aspects of clay minerals and
soils are covered. (3 crs.)
EAS 760. FIELD PROBLEMS IN EARTH SCIENCE. This course is devoted to field
work and mapping techniques. It also involves visits to field locations of interest
to the eanh scientist and to governmental and private agencies devoted to
various of the earth science disciplines. Amajor written repon and oral
presentation are required. (3 crs.)
EAS 762: FIELD PROBLEMS IN HYDROLOGY. Opportunities for the graduate
student to do practical work concerning water and water budgets. Grad ate
students work with problems concern ing storage of water, stream measurement, evaporation, infiltration and migration, aquifer testing, tracer studies,
mine drainage, and domestic use. (3 crs.)
EAS 764. FIELD COURSE IN EARTH SClE CE. For the student who wants to
learn about his/her environment in situ. With a flexibility to allow for conditions,
the course will include a number of trips to actual sites of meteorologic,
geologic, or oceanographic significance where materials and processes can be
studied. Ajournal of site descriptions and a report on a specific site or process
will be required. (variable credit)
EAS 765. FIELD COURSE lN 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 wi ll reflect different emphases in
geology: mineralogy, petrology, paleontology, geomorphology, or hydrology.
Field trips to a minimum of ten sites of geologic significance will be su pplemented by laboratory exercises; detailed journal entries and a final report that
will enable the student to develop analytical skiHs. (variable credit)
EAS 771. FlELD MAPPING. This is a field course designed for the student to
learn various mapping procedures and the use of mapping instruments.
Problems involve the determination of distance, direction, and evaluation. Plane
table surveying and map making in the field are emphasized. (3 crs.)
EAS 780. READINGS IN EARTH SCIE CE. The course deals with selected
readings in the student's area of interest in earth science. It is designed to
exemplify a sense of earth science problems and to develop abilities of critical
appraisal. (3 crs.)
EAS 781. RESEARCH IN EARTH SCIENCE. The organization of research in an
area selected by the student with the approval of the instructor. This research is
in depth and may be on a micro scale or on a macro scale. (3 crs.)
EAS 792. SEMINAR INGEOLOGY. This course allows graduate students to
consider the latest developments in geology as well as other topics of interest.
Each graduate student completes a research project or library paper and
presents the findings to the class, and each such project or paper is the subject
of class discussion. (3 crs.)
EAS 794. SEMINAR IN METEOROLOGY. The latest developments in the field of
Meteorology and Climatology. Students are required to complete a research
project and present findings to the class. (3 crs.)
EAS 796. SEMINAR INOCEANOGRAPHY. Selected topics in geological,
biological, physical, and chemical oceanography. Students are required to
present a series of eleven short papers and one long paper. Class periods will
involve the students in discussions of oceanographic topics presented. (3 crs.)
EAS 800. METHODS OF RESEARCH IN EARTH SCIENCE. Consideration of
purpose, scope and procedures of earth science research including problem
statement, data collection and data analysis. The course culminates with the
development of a problem which demonstrates research ability. (3 crs.)
EAS 829. RESEARCH PROJECT. Awritten report on a specific topic of investiga-
tion, based on knowledge of the subject, research techniques, and accurate
presentation of the material. (2 crs.)
given opportunities to demonstrate the ability to read and conduct research
relevant to Early Childhood Education. (2 crs.)
EAS 849. MASTER'S THESIS. Awritten report of exhaustive research into a
specific area of investigation, demonstrating thorough knowledge of the
backgrou nd of a subject, the published literature on a subject, and high
standa rds of original research and presentation. (4 crs.)
ECE 728. EARLYCHILDHOOD EDUCATION SEMINAR. The purpose of this
course is to research, discuss, and evaluate critical issues in Early Childhood
today. The student will use problem solving, critical and creative thinking skills
as they reflect and make recommendations on controversial issues im pacting on
you ng children today. Poverty, divorce, child abuse, neglect, health related
issues, developmentally in appropriate programs, play, and current legislation
impacting on children and programs are some of the topics students will
address. Students will work in groups as they deal with the challenges and
professional responsibilities facing Early Childhood teachers today. (2 crs.)
EARLY CHILDHOOD EDUCATION - ECE
ECE 723 EARLYCHILDHOOD MATH & SCIENCE SEMINAR. Emphasis is on
understanding the cognitive development of the child ages birth through eight
years, and applying this knowledge to the interdisciplinary teaching of science and
math. This course will info rm students regarding the history of science and math
curricula for young children, the appropriate math and science content for this
age, and strategies for process-oriented teaching of this content. Students will deal
with relevant affective issues such as le-&rned fear ofscience or math, and
differentiated sexual expectations for the learning of science or math. (3 crs.)
ECE 724. READING & COMMUNICATIVE ARTS SEMINAR. This course prepares
early childhood students to become facilitators of early literacy learnings.
Content stresses a holistic philosophy while integrating the fo ur language
modes of listening, reading, speaking, and writing across curriculum areas.
Lesson planning, micro-teaching, and instructional strategies for teaching and
supporting young readers and writers is emphasized. (3 crs.)
ECE 725. SOC!Al ISSUES/SOC!Al STUDIES STRATEGIES IN EARLY CHILDHOOD EDUCATION . The graduate student will examine society's demographics
as they relate to the social sciences and our social human dilemmas. How
children can effectively grow in our society and develop responsible citizen roles
is the keystone co an im proved environment and quality of life. The graduate
student is expected to bring an already established network of info rmation on
the development of children as well as a working knowledge of normal, social
growth patterns. (2 crs.)
ECE 726. CHILDHOOD FlELD EXPERIENCE. Prerequisites ECE 748. (2 crs.)
ECE 729. I.ANGUAGE DEVELOPMENT & EMERGING LITERACY The graduate
level student is expected to bring a basic understanding of children's language
differences, both familial and regional, and their effect on children's efforts to
learn. How children function in educational settings should be the focus of
students wishing to maximize their information base in language-developmentmethodology. Research efforts in language development will be examined in
order to determine instructional design for young children. (3 crs.)
ELEMENTARY EDUCATION - EDE
EDE 700 HISTORICAL BACKGROUND OF THE ELEMENTARYSCHOOL 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. F (2 crs.)
EDE 705. DEVELOPMENT AND ORGANIZATION OF THE CURRICULUM FOR
THE ELEMENTARY SCHOOL Provides a complete understanding of the history,
organizational patterns and resources available for the development of the
school curriculu m. 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 co
acquire comprehension knowledge through papers and readings. F (3 crs.)
EDE 706. EVALUATION AND MEASUREMENT INTHE ELEMENTARY SCHOOL
To gauge success in the practice of teaching and co explore the science of
learning, educators (and psychologists) need measuring instru ments. We look at
the construction, calibration, and application of those instruments used co
measure achievement, intelligence, and aptitude. We examine the limitations
inherent in such instruments, and take 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 various proced ures for teaching
reading. Through research findings, current literature and discussions, the
student will be able co organize, administer, and evaluate a developmental
reading program. (2 crs.)
EDE 715 RECENT TRENDS IN I.ANGUAGEARTS. Research findings and current
classroom practices in the teaching of language arts. Methods of updating past
teaching practices are considered and evaluated. (3 crs)
ECE 745. INSTRUCTIONAL STRATEGIES. First hand experiences for students in
a reaching/learning situation structured fo r young children (Infa ncy -eight years
of age). The student will plan, implement and evaluate learning situations.
Lectu res with individual and small group activities will enable the student to
make info rmed decisions about life in the early childhood classroom as well as
provide a vehicle fo r professional growth. (2 crs.)
EDE 716. SPECIAL PROBLEMS IN ELEMENTARY SOC!Al STUDIES. Current
problems in teaching social studies, plann ing programs, methods of teaching,
and evaluating materials for use in public schools are discussed. (3 crs.)
ECE748. CHILD GROWTH & DEVELOPMENT. The graduate level student in Early
Childhood Education is expected to bring an info rmal perspective to the study of
young children. The research as well as pragmatic aspects of children's learning/
growing development will be discussed, documented and practiced. (3 crs.)
EDE 718. ARITHMETIC INTHE ELEMENTARY SCHOOL Understanding the
child's perceptions and cognitive development as they relate co mathematics.
Activities appropriate co the developmental and academic levels of elementary
school children are demonstrated. (2 crs.)
ECE 749 PARENT INVOLVEMENT. This course emphasizes the importance of the
parents and the community in the framework of educational planning for the young
child. The graduate student will demonstrate skill in planning and implementing
programs for parents, parent education workshops, adequate interview and
conferencing techniques, and in effectively using parents and community resource
people in planning the child's educational experiences. (2 crs.)
EDE 72 1. 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 that confo rm co the developmental interactionist model of
teaching/learning. (2 crs.)
ECE 759. RESEARCH IN EARLY CHILDHOOD. This is an introd uction to
research with a concentration on the early childhood years. The emphasis will
be on interpretation of research studies and journal articles. Students will
become familiar with the library resources relative to research. The three main
types of research will be analyzed as a means of assisting the student in
acquiring knowledge concerning research techniques. The grad uate student is
EDE 722 RESEARCH AND INSTRUCTION IN ELEMENTARY SCHOOLS. Areview
of current research on instructional practices in elementary schools. There is a
special foc us on analyzing research related to the developmental interactionist
view of teaching and learning. (2 crs.)
EDE 730. TEACHING INKINDERGARTEN AND THE PRIMARY GRADES. The
Graduate Catalog 1998-99
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Z working with children in kindergarten and the primary grades. (2 crs.)
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EDE 738. CHILDREN'S LITERATURE AND READ I G. This course is a vital segment
total reading program for the elementary school child. Permeating all
~ instruction is the philosophy that children's growth in, and through, reading is
~ dependent upon development skills for, and the lasting interest in, reading, as well
~ as an appreciation of the literature in an effective elementary reading program.
~ Emphasis is on ways teachers can use literature in the classroom to meet children's
~ needs, to extend children's interest, to deepen children's literary insights, and to
heighten children's appreciation of an extensive range of both prose and poetry
00 appropriate to their age and maturity. (2 crs.)
~ of the
U
~ EDE 740. RECE
T TRE DS IN ELEM£ TARY SCHOOL SCIE CE. Representative
Q samples of elementary science curricula. Emphasis is on the inquiry approach to
teaching science, which actively involves children with science materials. The
~ implications of psychological studies are included in relation to the elementary
00 science curricula. Teachers engage in actual laboratory activities appropriate for
of auto correlation, heteroskedasticity, dummy variables, functional forms, and
distribution lags. Computer use is emphasized. (3 crs.)
ECO 741. INDUSTRIAL ORGANIZATION. An analysis of market structure, its
relation to market performance and the problems of public policy; topics
include economies of scale, capital requirements, definition, measurement and
effects of concentration, market structure, technological change, competition,
integration, diversification, merger, oligopolistic behavior and pricing, and a
brief look at regulation. (3 crs.)
ENGLISH - ENG
ENG 701. COMPOSLTION THEORY AND PRACTICE. The study of theories of
writing and approaches to pedagogy, emphasizi ng the latest research and
contemporary practice in the field . (3 crs.)
ENG 705. INTRODUCTION TO OLD E GLISH. An introduction to the earliest
period (c. 600-1100) of the English language, in order to enable the graduate
student to read such works as Beowulf in the original. (3 crs.)
~ elementary science. (3 crs.)
~ EDE 790. INDEPENDENT STUDY. Independent Study allows the graduate
O student the opportunity to research any of a number of topics that lend
themselves to individual investigation and/or design in Elementary and Early
U Childhood Education. (1-3 crs.)
EDE 795. STUDENT TEACHING I TERNSHIP. During this internship the
student is assigned to work in two classrooms in the public schools. Under
supervision, the student observes and participates in all teaching activities
related to the performance of a teacher's work in the elementary grades. Besides
field work, students attend practicum class once a week. Discussions are
centered around the current materials utilized in all subject areas. Pennsylvania
school laws relevant to the work of the classroom teacher are analyzed and
discussed thorough ly. Opportunities are provided to discuss problems
encountered by the students in their student teaching experiences. Teaching
opportunities are identified and discussed on a weekly basis. (9 crs.)
EDE 795. STUDENT TEACHING INTERNSHIP. Student is assigned to work in
two classrooms in the public schools or other appropriate settings. Under
supervision, the student observes and participates in all teaching activities
related to the early childhood or elementary grades. Students attend practicum
class once a week. Discussions cover current materials utilized in all subject
areas. Pennsylvania school laws relevant to the work of an early childhood or
elementary teacher are analyzed and discussed. Opportunities are provided to
discuss problems encountered in their student teaching experiences. Teaching
opportunities are identified and discussed on a weekly basis. (9 crs.)
ECONOMICS - ECO
ECO 601. SURVEY OF ECO OMICS. Aone-semester introduction to the
principles of economics and their applications to the leading economic
problems of society. (3 crs.)
ECO 711. MICRO ECO OMIC ANALYSIS. Analysis of the theories of consumer
behavior, resource allocation, externalities, production and pricing policies of
firms. (3 crs.)
ECO 712. MACROECONOMICANALYSIS. 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 721. MANAGERIAL ECONOMICS. The tools and techniques of economic
analysis are used to analyze and solve busines and industrial decision-making
problems. (3 crs.)
ECO 731. ECONOMETRIC METHODS. An introduction to statistical estimation
in mathematically formulated economic relationships, including the discussion
76
California Unjversity of Pennsylvanja
ENG 706. MIDDLE ENGLISH. The literature and the language of the period
1100-1500, with special emphasis on writers and writings of the fourteenth and
fifteenth centuries, such as Sir Thomas Malory, William Langland, the lyric poem ,
and the romance. (3 crs.)
ENG 707. LINGUISTICS. An introduction to the systematic study of language, by
way of modern American English. The elements of language - sounds, words
and inflections, grammar and syntax, usage - are considered in such a way as to
enable the graduate student to pursue further linguistic studies and to use
linguistic insights in teaching and writing. (3 crs.)
ENG 708. ADVANCED LINGUISTICS. Astudy of selected topics of current
interest and of importance to the teacher and to the community: e.g.,
prescriptive grammar vs. descriptive grammar; bilingualism in the schools, the
courts, and the streets; Black English; psycholinguistics; sociolinguistics;
modern theories of grammar; structuralism and various kinds of generative
grammar. An introductory course in linguistics (for example, E G 707) is
recommended, but not obligatory. (3 crs.)
ENG 710. HISTORY OF THE ENGLISH IANGUAGE. The origins, growth, and
development of the world's most widespread and important language. The
sounds, words, and grammar of English are treated in relation to major historical
events that have affected the structure of modern-day British and American
English. No previous knowledge oflinguistics is assumed. (3 crs.)
ENG 711. PROBLEMS IN THE TEACHING OF WRITING, GRADES K-12. This
course is intended to assist graduate students or in-service teachers to examine
their assumptions about the teaching of writing, by studying current theories of
rhetoric and by writing in various modes for various purposes. Graduate
students also become acquainted with research relating to style and with
theories of writing assessment. (3 crs.)
E G 714. EVALUATING WRITI G, GRADES K-12. Acomprehensive summary of
the best current information describing writing and measuring growth in
writing. The emphasis is on how to use methods of evaluation as a means of
improving writing skills and at the same time minimizing the time devoted by
the teacher to the evaluation of written work. (3 crs.)
ENG 715. CHAUCER. Asurvey of the works of Geoffrey Chaucer, "the father of
English poetry," with special attention to his early poems through Troilus and
Criseyde and to selected Canterbury Tales. The poetry i read in the original
Middle English, and the cultural background is considered, but the emphasis is
on Chaucer's literary artistry. (3 crs.)
ENG 716. MIDDLE E GLISH DRAMA. English plays and playwrights from the
beginnings in the churches and monasteries to the great communal dramas of
the fourteenth and fifteenth centuries, to the new vitality of the Renaissance,
culminating in the works of Christopher Marlowe, Thomas Kyd, and
Shakespeare. (3 crs.)
Barrett Browning, Dance Gabriel Rossetti, Algernon Charles Swinburne, A E.
Housman, Thomas Hardy, Christina Rossetti, and William Morris. (3 crs.)
ENG 717. SHAKESPEARE. An introduction to the history of Shakespeare criticism
and a presentation and discussion of the Elizabethan world-view frame the analysis
of selected plays of Shakespeare. The graduate student is expected to develop an
awareness of the major critical views and apply them to the plays. (3 crs.)
ENG 747. NINETEENTH CENTURY NON-FICTIONAL PROSE. The works of such
writers as Charles Darwin (science), John Stuart Mill (political philosophy), John
Henry Newman (religion), John Ruskin (an and social criticism), Matthew
Arnold (literary and social criticism), Thomas Carlyle (history and social
criticism), Thomas Henry Huxley (science) , Thomas Babington Macaulay
(history), and Walter Pater (art criticism), with attention to the intellectual and
social background of their work and to their rhetorical strategies. (3 crs.)
ENG 718. SIXTEENTH-CENTURY NON-DRAMATIC LITERATURE. Astudy of the
search for literary form and the gradual establishment of English as an
appropriate and effective vehicle for serious literature. Some of the authors
considered may be John Skelton, Thomas Wyatt, the Earl of Surrey, Edmund
Spenser, Philip Sidney, Sir Walter Raleigh, Thomas Lyly, Michael Drayton, and
Thomas Campion, as well as the non-dramatic works ofBen Jonson, Christopher
Marlowe, and William Shakespeare. (3 crs.)
ENG 725. NON-DRAMATIC ENGLISH LITERATURE 1600-1660. Close reading and
discussion of the principle poetic tradition - Metaphysical, Jonsonian, and
Spenserian poetry- and a study of the maturing of English prose style, all
within the context of a society self-consciously aware of shedding the intellectual
trappings of one age and adopting a new, "scientific" view of the world. (3 crs.)
ENG 726. JACOBEAN AND CAROLINE DRAMA. The methods and types of drama
(exclusive of Shakespeare) during the reigns of King James I (the Jacobean
period) and King Charles I (the Caroline period), until the closing of the
theaters by the Puritans in 1642. Among the playwrights considered are Ben
Jonson, Thomas Dekker, Thomas Middleton, Francis Beaumont and John
Fletcher, John Webster, John Ford, John Marston, Philip Massinger, George
Chapman, James Shirley, and Cyril Tourneur. (3 crs.)
ENG 727. MILTON. Acomprehensive survey of the poetry of John Milton (16081674) and his major prose works. Special emphasis is given to the major poems
- Paradise Lost, Paradise Regained, Samson Agonistes, and Lycidas - and to the
major criticism written about these works. (3 crs.)
ENG 735. ENGLISH LITERATURE 1660-1700. The Restoration period and the
beginnings of English neo-classicism in the works of such writers as John
Dryden, John Bunyan, John Milton, John Locke, Samuel Butler, Samuel Pepys,
Andrew Marvell, and Aphra Behn and in such literary genres as drama, the
proto-novel, literary criticism, satire, biography, memoirs, and philosophical and
scientific writing. (3 crs.)
ENG 736. ENGLISH LITERATURE 1700-1744. The age of Jonathan Swift and
Alexander Pope, with special attention to their topical, political, moral and
literary satires. Also considered are such writers as John Gay, Joseph Addison
and Richard Steele, the Earl of Shaftesbury, and Daniel Defoe and such genres as
the essay, the early novel, the letter, and political and social philosophy. (3 crs.)
ENG 737. ENGLISH LITERATURE 1744-1798. The age of Samuel Johnson, with
emphasis on his moral and critical writings and on James Boswell's Life of
Johnson. Changing sensibilities and literary tastes are reflected in the works of
such other writers as James Thomson, Thomas Gray, Thomas Chatterton,
William Collins, William Cowper, Robert Burns, Christopher Smart, George
Crabbe, Oliver Goldsmith, Richard Brinsley Sheridan, and Edward Gibbon, with
particular emphasis on the poetry but some attention to drama, criticism,
history, and other genres. (3 crs.)
ENG 738. THE EIGHTEENTH-CENTURY ENGLISH NOVEL The early novel, and
Daniel Defoe, Henry Fielding, Samuel Richardson, Lawrence Sterne, Tobias
Smollett, Horace Walpole, Fanny Burney, Matthew Gregory ("Monk") Lewis,
Oliver Goldsmith and others. (3 crs.)
ENG 745. ROMANTIC POETRY The works of William Blake, William Wordsworth,
Samuel Taylor Coleridge, George Gordon, Lord Byron, Percy Bysshe Shelley, and
John Keats, with some attention to notable criticism of their work. (3 crs.)
ENG 746. VICTORIAN POETRY The major figures of Alfred, Lord Tennyson,
Robert Browning, and Matthew Arnold, and consideration of such other
important writers as Gerard Manley Hopkins, Edward FitzGerald, Elizabeth
E G 748. THE NINETEENTH-CENTURY ENGLISH NOVEL From Jane Austen to
Joseph Conrad, with representation from such masters of the genre as Austen
and Conrad, Sir Walter Scott, Charles Dickens, William Makepeace Thackeray,
Anne, Charlotte, and Emily Bronte, George Eliot, Walter Pater, Mrs. Elizabeth
Gaskell, George Meredith, Samuel Butler, and Thomas Hardy. (3 crs.)
ENG 755. COLONW. AMERICAN LITERATURE. An investigation of the
developing literature of the American Colonies, 1607-1789, with emphasis on
the intellectual, political, religious, social and economic forces shaping that
literature. Primary readings include the works of Anne Bradstreet, Michael
Wigglesworth, Edward Taylor, the Mathers, Jonathan Edwards, Benjamin
Franklin, Thomas Jefferson, and the Federalists; secondary readings include
works of intellectual history dealing with the period. (3 crs.)
ENG 756. THE AMERICAN RENAISSANCE. Astudy of the heart of American
Romanticism , particularly those writers and works ordinarily associated with the
American Transcendental movement: Ralph Waldo Emerson, Henry David
Thoreau, Walt Whitman, Nathaniel Hawthorne, and Herman Melville. Edgar
Allen Poe and James Fenimore Cooper may also be considered. (3 crs.)
ENG 757. THE RISE OF REALISM. Acritical analysis of literary trends from the
Civil War to the post-World War I era. The course traces the development of
American realistic fiction from Regional Realism (Sarah Orne Jewett, Mary E.
Wilkins Freeman, and Mark Twain) to psychological realism (Henry James,
William Dean Howells, and Edith Wharton). The works of Stephen Crane,
Theodore Dreiser, and Jack London show the influence of Naturalism on the
Realistic Movement. (3 crs.)
ENG 758. MODERN AMERICAN POETRY The trends of twentieth-century
American poetry, especially such seminal figures as Robert Frost, T. S. Eliot, Ezra
Pound, and Wallace Stevens. Readings begin with the post-World War I poets;
contemporary poets are also analyzed and discussed. (3 crs.)
ENG 760. CULTURAL BACKGROUNDS OF AMERICAN LITERATURE. Astudy of
the movements and patterns in American intellectual and cultural history that
have influenced the Amercian literary scene. Emphasis is placed on contemporary authors and writings. Students are encouraged to study theories of cultural
influence as well as to formulate their own theories. (3 crs.)
ENG 765. MODERN AMERICAN NOVEL Representative novels and novelists
from the end of World War I to the present; e.g., Sherwood Anderson, Ernest
Hemingway, F.Scott Fitzgerald, William Faulkner, Willa Cather, Sinclair Lewis,
John Dos Passos, William Steinbeck, Norman Mailer, John Updike, Flannery
O'Connor,Joyce Carol Oates, William Styron, Bernard Malamud, and Saul
Bellow. (3 crs.)
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ENG 766. MODERN BRITISH NOVEL Experiments in both style and language
abound in the twentieth-century British novel, as novelists both expand the
language and explore new realms within the conscious worlds they inhabit. The
course traces these experiments through the works of such artists as James
Joyce, D. H. Lawrence,Joseph Conrad, Virginia Woolf, Samuel Beckett,Joyce
Cary, Elizabeth Bowen, George Orwell, Lawrence Durrell, Malcolm Lowry,
Evelyn Waugh, William Golding, Muriel Spark, Margaret Drabble and Iris
Murdoch. (3 crs.)
ENG 767. HISTORY OF LITERARY CRITICISM. Both historical and practical in its
concerns, this course reviews the large critical trends important to both English
Graduate Catalog 1998-99
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Z work in practical criticism of individual literary works. (3 crs.)
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ENG 768. MODERN BRITISH POETRY. This course considers the struggle of the
British poet to hold his place in a world where "things" - including his Empire ~ fall apart, where twice the "blood-dimmed tide is loosed," where "innocence" on
~ both personal and national levels is "drowned." Among those poets studied are W.
~ B. Yeats, D. H. uiwrence, Robert Graves, Wilfrid Owen, W. H. Auden,John
~ Betjeman, Dylan Thomas, Philip uirkin, Ted Hughes, and Seamus Heaney. (3 crs.)
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U ENG 770. MODERN DRAMA. The twentieth century is an age of unprecedented
00 innovation and technical development in the theater and it is also an age in which
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two basic themes - alienation of the individual and illusion vs. reality - hold the
i--1 stage above all others. These innovations and themes are examined in the works of
such playwrights as August Strindberg, Henrik Ibsen, Oscar Wilde, Alfred Jarry,
Maurice Maeterlinck, Maxim Gorki, Bernard Shaw, W. B. Yeats, Luigi Pirandello,
~ Fredrico Garcia Lorca, Eugene O'Neill, Benold Brecht, Clifford Odets, Tennessee
00 Williams, Samuel Beckett,Jean Genet, Eugene Ionesco, Harold Pinter, William
~ Albee, Robert Bolt, Peter Weiss, Tom Stoppard, and Sam Shepard. (3 crs.)
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~ ENG 790. SEMINAR INLITERARY CRITICISM. The study in detail of a particular
O critical theory, its history and development, and of those critics who best
program to their roles as teachers and offers guidance in completing a project
relevant to their particular pedagogical interests. (3 crs.)
SPECIAL EDUCATION - ESP
Certain courses in Special Education which bear numbers in the 500s are open
to both graduate and undergraduate students. Graduate students enrol ed in
these "dual-listed" courses fulfill additional or special requirements.
ESP 501. INTRODUCTIONTO EXCEPTIONAIJTY This course introduces the
student to the physical, social, emotional and educational characteristics;
incidence; prevalence and educational intervention for the major categories of
exceptionality enrolled in public and private educational facilities in the K-12 grade
range. In addition, the course will identify ancillary services and agencies
frequently impacting special populations including the major profession
organizations and those concerned with residential programming and vocational
training. The course will also identify the major litigation and legislation that have
significantly influenced the nature of service to exceptional populations. (3 crs.)
ESP 502. EDUCATION OF THE SEVERELY/PROFOUNDLY HANDICAPPED. This
course teaches/prepares students to work with children and/or adults who
possess severely or profoundly handicapping conditions. Students are required
to do tutoring at facilities for this population. (Variable credits)
exemplify this tradition. Opportunity is given graduate students to show their
U ability to examine literary texts in the light of their study of the theory. (3 crs.)
ENG 7.95. SEMINAR IN ENGLISH LITERATURE. Intensive study of a single major
writer, movement, or genre in English literature, fo r example, Sir Thomas
Malory's Mone Darthur, William Blake, James Joyce, Romanticism, the Gothic
novel, or science fiction. Seminar topics are an nounced in advance, and the
course may be repeated for credit as the topic of the seminar varies. (3 crs.)
ENG 796 SEMINAR INAMERICAN LITERATURE. Intensive study of a single
major writer, movement, or genre in American literature, for example Walt
Whitman, Nathaniel Hawthorne, Ernest Hemingway, Mark Twain, Eugene
O'Neill, the Beat Poets, and the contemporary novel. Seminar topics are
announced in advance, and the course may be repeated for credit as the topic of
the seminar varies. (3 crs.)
ENG 799. I DEPENDE T STUDIES IN ENGLISH. An opportunity for the
grad uate student to do independent study or research in any of the subjects
taught in the graduate English curriculum; the graduate student is advised by a
member of the graduate English faculty. The natu re and scope of the study are
determined individually, with the approval of the graduate English faculty.
(Graduate students who wish to earn credit for a specific course listed in this
catalogue that may not be offered during the semester or summer session when
they wish to take it should register not for this course but for Individualized
Instruction. The graduate English advisers will advise students whether to enroll
for Independent Study or Individualized Instruction.) (3 crs.)
E G 800. METHODS OF RESEARCH. An introduction to the graduate study of
English and of English education and to methods of bibliographical research in
these fields. The course not only acquaints graduate students with standard
reference works, editions, etc. but also provides an overview of some of the
principal methods and preoccupations of the literary scholar and critic and the
teacher of English. This course should be taken as early as possible in the
graduate student's course of study. (3 crs.)
ENG 802. RESEARCH PRACTICUM/RESEARCH PROJECT. The final course in the
curriculum for the Master of Education degree in English, this seminar assists
graduate students in relating the ideas and content of the course work of the
ESP 503. DIAGNOSTIC TESTING AND PRESCRIPTIVE TEACHING. This course
teaches students how to administer, score, and interpret both norm-referenced
and criterion-referenced assessment devices and how to prescribe programs of
remediation based on the results of these devices. (Variable credits)
ESP 504. CURRIC ULUM PLAN ING AND METHODS I. This course is offered to
Special Education majors the semester prior to their student teaching
experience. Curriculum Planning and Methods I is a materials and methodology
course for pre-service special education teachers. An emphasis is placed on
assessment, instructional techniques, and materials necessary to teach reading
and language arts skills and concepts to children with disabilities. The course
stresses: (1) a behavioral diagnosis of communication strengths and weaknesses,
(2) the development and implementation of intervention strategies for various
populations of exceptional children, (3) the selection and/or development of
appropriate materials fo r instructin, and (4) the procedures and techniques for
continuous evaluation for the instructional process. (Variable credits)
ESP 505. CURRICULUM PLANNING AND METHODS U. This course is offered to
Special Education majors the semester prior to their student teaching experience.
Curriculum Planning and Methods 11 is a methods course for Special Education
teachers in training which emphasizes the assessment, instructional skills and
materials necessary to teach arithmetic concepts to children with disabilities. The
course stresses: (1) a behavioral diagnosis of arithmetic strengths and weaknesses,
(2) the development and implementation of intervention strategies for v-.uious
populations of exceptional children, (3) the selection and/or development of
appropriate materials fo r instruction, and (4) the procedures and techniques for
continuous evaluation for the instructional process. (Variable credits)
ESP 506. HABILITATION TRAINING. This course deals with special education
programs for senior high school students as well as those persons who reside in
the community. Emphasis is placed on vocational preparation and training.
Specific techniques for task analysis of jobs, daily living skills, and social
adaptation constitute a major portion of this course. Emphasis is placed on the
development of functional skills that contribute to normalized development.
(Variable credits)
ESP 701. INTROD UCTIONTO BEHAVIOR ANALYSIS. The basic learning
principles of operant and classical conditioning, with the application of these
principles with handicapped individuals. (3 crs.)
ESP 712. SEMI AR ONCO TEMPORARY TRENDS AND ISSUES. Recent
developments in all areas of special education. Sample topics are inclusion,
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California University of Pennsylvania
block cheduling, interactive teaming, al ternative assessment,
deinstitutionalization and curriculum issues. (3 crs.)
alternatives for the use of investment funds and the theory and techniques basic
to control of investment risks and optimization of investment returns. (3 crs.)
ESP 720. SPECIAL EDUCATIO TEACH! G PRACTICUM . Required of all
graduate students. Educational work with handicapped children or adults in a
variety of settings, including special public school classes and classes in
residential treatment centers, special schools, and hospitals. Opportunities for
case conferences, learning seminars, and teaching critiques are offered, as well
as numerous field experiences to observe successful programs. (3-9 crs.)
Fl 73 1. Fl ANCIAL MARKETS AND l STITUTIONS. Survey of financial markets
and institutions and their relationship to the economic process; financial
innovations and current topics in financial markets and insti tu tions. (3 crs.)
ESP732. SEMINAR IN SPECIAL EDUCATION ADMINISTRATION D
SUPERV1SION. 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.)
ESP734. SEMINAR lN 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. SEM INAR 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 gihed.
Students observe classes for the gifted and talented. (3 crs.)
ESP737. SEMINAR ON LEGISIATION AND LITIGATION. Laws and court cases,
both federal and local, that have precipitated the initiation of programs for the
exceptional child and wi th parents' efforts to receive legal support for
opportunities for their children to receive an appropriate education. (3 crs.)
ESP738 SEMINAR ON TEACHERBEHAYIOR 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.)
ESP739. FIELD EXPERI.E CE SEMINAR IN SPECIAL EDUCATION. A means for
graduate students to obtain needed experiences with various groups of
handicapped children, in such settings as an institution, a sheltered workshop,
an activity center, a summer camp, a community MH/M Rfacility, 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. SEM INAR IN ADVANCED BEHAVIOR ANALYSISAND 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 curriculum. (3 crs.)
FINANCE - FIN
FIN 531. BANK MANAGEMENT. Banking environment and an analysis of
operational decisions faced by bank managers in the areas of loans, investmen ts,
deposit management, and capital management. (3 crs.)
FIN 711 FINANCIAL MANAGEMENT. An introduction to the role of financial
manager in executive decision-making. Topics include valuation models,
financial planning, analysis and control, capital budgeting, cost of capital, capital
structure, and dividend policy. (3 crs.)
GEOGRAPHY· GEO
GEO 520. PHYSIOGRAPHY OF THE UNITED STATES. A systematic survey of the
major physiographic provinces in the United States. Emphasis is placed on the
relationship of the underlying geology, geologic history, and climate to the
development of today's landscapes. Laboratory work principally involves
interpretations from air photos and topographic maps. (3 crs.)
GEO 700. PHILOSOPHY OF GEOGRAPHY. Development through oral and
written presentations of the classical and contemporary concepts which define
the field of geography. (3 crs.)
GEO 711 DEMOGRAPHIC ANALYSIS. An analysis of demographic processes,
current situations, and consequences of population trends as they relate to
urban and ru ral distributions.(3 crs.)
GEO 712. GEOGRAPHY AND URBAN POLITICS. The role of the political process
in the development of the American urban environment, stressing locational
influence and political behavior as they relate to housing, neighborhoods,
transportation, poverty, voting, and the law. (3 crs.)
GEO 714. URBAN ENVIRONMENT. An investigation and analysis of cities in
terms of their location, distribution, classification by function and internal
morphology. Geographic aspects of urban planning are emphasized. (3 crs.)
GEO 729. REGIONAL ECONOMIC GEOGRAPHY. The study of the oven results
of economically oriented behavior as they appear in the landscape. Various
frameworks and models are developed and applied to the "core" of economic
geography, the subsystem of agriculture, manufacturing, tertia1y activities, and
tra nsportation. (3 crs.)
GEO 733. LAND USE ANALYSIS. An analysis of the structu re of urban and rural
areas with particular emphasis on the description, patterns and trends in land
use. Methods for defining, representing and evaluating land use are developed.
Explanations of land use patterns are incorporated. (3 crs.)
GEO 734. SITE SELECTIO . The effects of physical features and spatial
economic organization upon the selection of locations for industrial and
commercial activi ties. Attention is given both to regional position and to local
site. (3 crs.)
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GEO 735. MARKETING GEOGRAPHY. The distributive trades of retailing and
related wholesaling and service activities. Spatial patterns of consumer
catchment areas and the business centers within which they are located will be
emphasized. (3 crs.)
GEO 739. REG IO AL PLANNING. A systematic development of regionalism as a
geographic concept emphasizing the regional concept as it evolved from area
studies to regional science particularly as it applies to planning. (3 crs.)
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GEO 751. GEOMORPHOLOGY. Experiences in geomorphology involve the
study of the origin, characteristics, and classification of landforms and the
processes that produce them . 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.)
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GEO 752. CLIMATOLOGY. A study of world climatic patterns with in-depth
investigations of micro-climatic regions. (3 crs.)
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FIN 712. ADVANCED Fl ANCIAL MANAGEME T. Topics include capital
markets, common stock, debt and preferred stock financing, lease financing,
warrants and convertibles, reorganization and bankruptcy, and international
business finance. (3 crs.)
GEO 754. PHYSICAL ENVIRONMENT. The study of the physical aspects of the human
environment including climate, soil, water, vegetation and topography. (3 crs.)
FIN 721. INVESTMENT MANAGEMENT. Evaluation of debt and equity security
GEO 765. FIELD METHODS. Study of techniques used in making geographic
Graduate Catalog 1998-99
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00 obsemitions in the field. Emphasis is on the study of natural and cultural
Z landscape features at selected localitie . (3 crs.)
0 GEO 766. FIELD PROBLEMS. Application offield methods to the landscape.
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Microstudies are conducted. (3 crs.)
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~ GEO 768. MAP AND AERIAL PHOTO l
TERPRETATIO . The use of maps and
sources of quantitative and qualitative information and the
~ interpretation of the natural and cultural landscapes through identification and
~ measurements. (3 crs.)
infinite series. Sequences and series of functions are covered from the point
wise and uniform convergence aspects. Prerequisite: GMA 701. (3 crs.)
GMA 716. DIFFERE TIAL EQUATIO S. An in- 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 I.aplace transform. (3 crs.)
~ aerial photographs as
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GEO 769. COMPUTERCARTOGRAPHY. This laboratory course is designed to
r...,..-, further the student's canographic skills through the preparation of a cano-
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graphic project. (3 crs.)
GEO 770. STATISTICAL CARTOGRAPHY. Astatistical approach to canographic
~ representation. Methods of data manipulation, problems of symbolization, and
00 techniques of presentation are also emphasized. (3 crs.)
~ GEO 785. READINGS INGEOGRAPHY. Selected readings in the student's area of
~ interest
in geography, designed to exemplify a sense of geographic problem and
Oto develop abilities of critical appraisal. (3 crs.)
U GEO 786. RESEARCH INGEOGRAPHY. The organization of research in an area
selected by the student with the approval of the instructor. This research is
in-depth and may be on a micro scale or on a macro scale. (3 crs.)
GEO 789. COMPREHE SNE PI.AN I G. Provides students with insights and
experiences in applying academic skills to the planning functions of local
government. Abackground in the many facto rs 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 I REGIONAL PI.AN I G. In depth analysis of topics of
current interest: primarily research and oral presentation of selected topics. (3
crs.)
GEO 798. SEMINAR INGEOGRAPHY. 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 l 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. Awritten repon 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. Awritten repon 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.)
MATHEMATICS - GMA
GMA 701. REAL VARIABLE ANALYSIS I. The course begins with elementary set
theory, relations, functions and cardinality. Continues with the natural numbers,
the completeness axium of the reals, topology of the reals and compactness with
an introductions into metric spaces. Arigorous development of sequences in the
reals follows including Cauchy sequences and subsequences followed by theorems
relative to continous functions, uniform continuity and continuity in metric spaces.
These properties of a real variable are the beginning essential cools of mathematical analysis. Prerequisite: Astrong background in Calculus. (3 crs.)
GMA 702. REAL VARIABLE ANALYSIS Il . Acontinuation of GMA 701 studying the
propenies of real variables which are the essential tools of mathematical analysis
with a rigorous development of the theory of differentiation, integration, and
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California University of Pennsylvania
GMA 725. THEORY OF UMBERS. Atheory 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. LlNEAR ALGEBRA. This course funhers the grad uate 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 PROJECTNE GEOMETRY. Amodern introduction to n-spaces,
emphasizing the interrelationships between projective geometry, fini tedimensional 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: Astrong
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 imponant probability and distribution theory results that form the basis
for commonly used statistical inference procedures. Upon completion the
graduate student will be prepared to take the following course: GMA 672.
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, exman-Pearson
Lemma, likelihood ratio tests, and unbiased minimum variance estimators are
covered. Prerequisite: GMA 671 Mathematical Statistics I or an equivalent
course. (3 crs.)
GMA 785. HISTORY OF MATHEMATICS. An historical summary of the
development of mathematics, with emphasis on the relation of the development
of mathematics to the development of Western culture. The lives and
discoveries of many mathematicians are discussed, and methods of incorporating the history of mathematics into school mathematics courses are considered.
(2 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 ta topics in
secondary school mathematics. (2 crs.)
individuals and groups through motion analysis and principles of motion
economy. (3 crs.)
HISTORY - HIS
HIS 715. 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.)
!MT 765. OPERATIO S RESEARCH. An examination of quantitative methods of
decision-making in production, marketing, and finance. Topics include
inventory, assignment, transportation, and linear programming problems.
Deterministic, stochastic, and games theory models are util ized. (3 crs.)
HIS 717. THE 1930'S INTHE UNITED STATES. Acomprehensive examination of
the cultural, constitutional, political, diplomatic, literary, and economic
developments of the 1930s that made that 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 of World War II; and the varied theories that historians
have drawn from the Thirties in America. (3 crs.)
HIS 718. THE UNITED STATES SINCEWORLD WAR II. Aconsideration of the
major events, problems, and trends in the American experience since the
Second World War, with equal attention to domestic and fo reign problems.
Emphasis on the revolution in Civil Rights, space, learning, and (possibly)
special attention to the role of the United States as a world power. (3 crs.)
!MT 790. MANAGEMENT INTERNSHIP. This program involves integration of
classroom studies with professional work experience. (3 crs.)
MANAGEMENT - MGT
MGT 71 1. GENERAL MANAGEMENT. An analysis of modern complex organizations, with emphasis on those areas of individual and group behavior that are
directly relevant to all levels of management. (3 crs.)
MGT 712. ORGANIZATIONAL BEHAVIOR. Focuses on the behavioral science
concepts and research findings directed toward the understanding and
explanation of human behavior within organizations. Topics covered include
individual processes, group processes, organizational processes, work setting
and change processes. (3 crs.)
MGT 721. PRODUCTION MANAGEMENT. Problems, techniques, and other
topics associated with the management of production in industry. Topics
include fo recasting, inventory control, scheduling, sequencing, and design of
production facilities. (3 crs.)
HIS 725. STUDIES OF THE AFRO-AMERICAN INAMERICAN HlSTORY. Selected
topics from the origins of the slave trade through Emancipation, 'Jim Crow," the
urban experience, the Black revolution of the 1960s, and the age of affirmative
action. Special emphasis may be devoted to economic, social, or cultural aspects
of the Black experience in some specific era. (3 crs.)
MGT 726. MANAGEMENT OF TECHNOLOGICAL INNOVATION. An analysis of
management's role in the process of technological innovation. Course emphasizes
decision making under a high degree of technological uncertainty. (3 crs.)
HIS 727. STUDIES INTHE SOCW.. AND INTELLECTUAL HISTORYOF 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.)
MGT 73 1. INDUSTRIAL RELATIONS. Asurvey 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.)
HIS728. STUDIES IN AMERICAN LABOR HISTORY. Adetailed 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.)
MGT 742 . HUMAN RESOURCE MANAGEMENT. Theory and practice of
personnel management and analysis of personnel problems for managers.
Topics include hu man resource planning, selection, training and development,
performance appraisal, compensation administration and equal employment
opportunity. (3 crs.)
HIS 735. STUDIES INAMERICAN DIPLOMATIC HISTORY. Aprogram of major
themes in the history 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 INAMERICAN 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.)
INDUSTRIAL MANAGEMENT - IMT
!MT 707. INDUSTRIAL SAFE1Y. An overview of occupational accident prevention
programs, covering the techniques of measurement, associated costs, accident
sources, and problems of selective corrective actions. (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 in ternational competition, multinational enterprises, and national institutions. (3 crs.)
MARKETING - MKT
MKT 71 1. MARKETING MANAGEMENT. Description and analysis of the natu re,
strategies, and techniques in marketing management. Includes buyer behavior
and segmentation, product development and policy, product pricing,
advertising and sales promotion, sales management, strategic marketing,
marketing programming, and marketing and society. (3 crs.)
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MKT 721. RESEARCH METHODS INMARKETING. Examines the process of
acquiring, classifying and interpreting primary and secondary marketing data
required for intelligent marketing decisions. (3 crs.)
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MKT 73 1. MARKETING FOR NON-PROFIT ORGANIZATIONS. A marketing
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course designed for MBA students that differentiates between fo r-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
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!MT 709. TIME AND MOTIONSTUDY. An introduction to methods engineering
in industry, surveying the methods designed to improve performance of both
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Graduate Catalog 1998-99
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00, policy, distribution and delivery systems, monetary pricing, and communication
methods of policy making and analysis (American with international comparisons) at the national (and state and local government) level. Graduate students
learn to structure policy problems, analyze the assumptions of stake-holders and
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POS 704. AMERICAN POLJTICAL rDEAS. An advanced political theory; the major
political ideas and controversies that are associated with the development of
American political thought. (3 crs.)
Z strategies) to the non-business entity. (3 crs.)
0 MKT 751. ADVERTISING MANAGEMENT. Adetaile_d analysis of the components
of the advertising mix, reviewing the components in order to determine
~ selection techniques for appropriate media ve_
hicles for various business
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f"I . advertising demands. The graduate student will analyze and develop a media
~ presentation as a member of an advertising team which will be presented at the
~ end of the term . This process includes basic research, campaign development
~ and media selection. (3 crs.)
~ MKT 761. BUSI ESS MARKETING STRATEGY. This course focuses on the
r.,. :, expanded contemporary marketing strategies that are essenual for businesses to
~ survive in today's competitive global marketplace. Emphasis will be placed on
Q case studies, group presentations, and class interaction to equip the graduate
student with a level of understanding to effectively function with a greater
POS705. HISTORY OF POLITICAL THEORY. A study of early and modern
political theories, their development and application as controlling factors in the
growth of western civilization and American democracy. (3 crs.)
POS 711 . POLITICS OF LATIN AMERICA. A comparative analysis of institutions,
processes, and politics of Latin American countries and how these have been
shaped by the international relations of the region. (3 crs.)
~ comprehension of business marketing while serving in business management.
00, Prerequisite: MKT 301 (3 crs.)
POS 728. POLITICSOF U DERDEVELOPED NATIONS. A comparative study of
emerging political systems and their attempts to achieve modernity. (3 crs.)
~ MULTIMEDIA TECHNOLOGY -
POS740. AMERICAN DEFENSE POLICY. An analysis of the forces influencing
decision-making in the quest for American national security. (3 crs.)
MMT
~ MMT 701. MULTIMEDIA TECHNOLOGY. Introduces the student to the
components and terminology of multimedia technology as a basis for
subsequent courses. Through researc_h and compu ter activities, the student will
experience the role of graphical user interfaces and vanous computer
peripherals used to support multimedia on industry standard platforms. CDROMs, sound and video digitizing and playback, digital cameras, canners, LCD
and projection panels, graphic file formats, animation and digital video,
computer networks and the Internet, hypertext markup language and distance
learning are investigated. (3 crs.)
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MMT 702. MULTIMEDIA SYSTEMS. Focuses on the application of graphic design
and the integration of multimedia components. The organization of visual
elements such as type, color, texture, con trast, perspective, balance and unity
will play an important part in the development of both interactive and noninteractice presentations. Emphasis will be placed on the process of blending
the components using various hardware platforms and software tools. For a
project, the student will create and master a CD-ROM based multimedia
presentation as the basis of a personal digital portfolio. (3 crs.)
MMT 703 DIGITAL EDITING. Presents techniques of achieving strong
components in: audio, imaging and video, generation/acuisition, enhancement,
storage and retrieval of these components in the digital realm are major topics.
Through a series of laboratory and collaborative site activites, the student will
gain experience using hardware and software tools to achieve effective digital
editing of audio/video clips and images. (3 crs.)
MMT 704. WEB PUBLJSHI G. The course delves into the inticacies of publi hing
on the web and what makes a proficient webmaster by examining areas such as
client-server computing, network operation, intranents and the Internet,
advanced HTML and server-based support. End-user interaction using web page
elements such as animations, sounds an videois emphasized. Java/JavaScript,
Active-X and Afterburner are highlighted. A collaborative site will be used as a
real world examination of its mode of operation, performance and maintenance
of that published web site. (3 crs.)
MMT 705. INTERACTIVE DESIG . Besides having relevant and organized
content, an effective presentation mu t engage its audience. Such presentations
include storybooks, simulations, tutorials, demos and kiosks. Techniques
employing multimedia driven scripting and object-oriented tools to achieve user
interaction are centric to this course. This course abd corresponding laboratory
activities will assist the student in applying multimedia tools to their field of
study. (3 crs.)
POLITICAL SCIENCE - POS
POS700. PUBLIC POLJCY. A study of the concepts, frameworks, models and
policy makers and evaluate the impact of public policies. (3 crs.)
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California University of Pennsylvania
POS745. THE LEGISLATIVE PROCESS. An analysis of policy determination in the
American legislative system . (3 crs.)
POS746. AMERICAN CHIEF EXECUTIVES. The role of the presidency in policy
determination in both domestic and foreign affairs. (3 crs.)
POS747. CIVlL LIBERTIES AND JUDICIAL PROCESS. The Supreme Court as the
principal guardian of libertarian principles. (3 crs.)
POS 779. INDEPENDENT STUDIES IN POLJTICAL SCIE CE. The graduate
student has this opportunity to do independent study or research in political
science, under the direction of a member of the political science faculty. The
nature of the research study and the assigned credit hours are determined
individually. (variable credits)
PSYCHOLOGY - PSY
PSY 701. PERSONALITY THEORY. A course designed to provide the student with
an understanding of the development of personality from various theoretical
points of view. The course draws comparisons between various theories. The
role of personality as it affects the behavior of children, adolescents, and adults
is explored. This is a fundamental course in psychology that may become the
basis for further development of the student in applied course and may assist
the student to 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 normality and abnormality are
used to demonstrate the approaches available for assessing behavioral disorders.
Attention is given to understanding and identifying a variety 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 approaches
to treatment or intervention in the schools. Field experiences in settings dealing
with exceptional children are required. (3 crs.)
PSY 721. ADVANCED TESTSAND MEASUREMENTS. This course is designed to
provide the student with an understanding of the use of tests for diagnostic
studies of all types of clients. It explores the way in which tests are constructed,
the questions of validity, reliability, objectivity, 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 evaluation
of themselves and at least 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 practical
experiences in the administration and interpretation of the test and the use of
Bender Visual Matar Gestalt tTest. , with school-aged children are provided.
Extensive supervised practice in administration, scoring, and interpretation
utilizes subjects aged 2 ta adult. Theory and experience with other infant and
child measures of intelligence such as the Cattell, Bayley II, and the K-ABC are
included. Psychological report writing is stressed. Prerequisite: PSY 72 1. (3 crs.)
PSY 723. INDIVIDUAL PSYCHOLOGICAL EVALUATION II WITH PRACTICUM.
Emphasizes theory. This cou rse emphasizes the theoretical underpinnings of
intellectual assessment and the development of and competence in the
administration, scoring, and interpretation of the Wechsler Scales: WISC-Ill,
WPPSI-R, and WAIS-III R. Attention is directed 10 toward the use of these scales
to measure intellectual levels, and in identifying cognitive strengths and
weaknesses. identify and describe learning/adjustment/developmental
problems. Practical experiences are required and the student must demonstrate
involving testing with these scales and demonstration of competency in the
adm inistration, scoring, and interpretation of each scale. Psychological report
writing is also stressed. Prerequisite: PSY 721. (3 crs.)
PSY 724. PRACTICUM IN SCHOOL PSYCHOLOGY. A practicum in
psychoeducational assessment in which students work with clients through the
School Psychology Clinic. Students develop competence in the administration,
scoring, and interpretation of individually administered asse sment rools, with an
emphasis on diagnostic testing and comprehensive report writing. Under faculty
supervision, students conduct comprehensive evaluations of clients, including
gathering background information, test administration, report writing and
consultation with clients. Prerequisites: PSY 721, PSY 722, and PSY 723. (3 crs.)
PSY 734. ASSESSME T OF PERSONALITY AND BEHA VlOR I. An introduction ta
the theory of projective techniques in the study of personality, motivation,
abnormality, and dynamics of behavior. Experience is given in the administration, 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. Students receive extensive supervised practice in administration, scoring and interpretation utilizing subjects aged four ta adult. Experience
in interpreting protocols they obtain from subjects aged four ta adult. Particular
attention is given ta the use of such rests in understanding psychological
disorders and planning for remediation or treatment. Practical experiences
may\will be gained by testing clients of various ages in the School Psychology
Clinic. Prerequisites: PSY 702, PSY 721 , PSY 722, and PSY 723. (3 crs.)
PSY 735. ASSESSMENT OF PERSONALITY AND BEHAVlOR LI. A course on the
theoretical rationale, administration , scoring, and interpretation of the
Rorschach technique as a method of personality assessment. Extensive
supervised experience is provided in the scoring and interpretation of prorocols.
Prerequisites: PSY 72 1, PSY 722, PSY 723, PSY 734. (3 crs.)
PSY 74 1. THEORIES OF COUNSELING AND PSYCHOTHERAPY. This course is
designed to introduce students ta the most common therapeutic approaches in
use roday. Lectures, classroom demonstrations, tapes and role playing are
utilized ta illustrate these various orientations. Student participation is required.
A research paper comparing and contrasting theories is required. A posi tion
paper stating the student's own orientation is required. (3 crs.)
PSY 742. TECHNJQUES OF COUNSELING AND PSYCHOTHERAPY WITH
PRACTICUM. This course is intended to provide both adidactic and an actual
experience in counseling. Students familiarize themselves with the phases,
procedures, and goals of counseling and therapy through assigned readings, tapes,
and group discussion of case presentations. Students are simultaneously required ta
assume responsibility for a minimum of two cases in an approved setting. Students
are generally assigned a caseload of six clients involving volunteers and actual cases as
they become available. Those students currendy working in aschool district may
select cases from that setting. Cases are to be approved by the instructor. Supervision
of all cases is provided both in group sessions and on an individual basis. Students are
seen outside of regularly scheduled group meetings for individual supervision during
the week, when necessary. Prerequisite: PSY 741. (3 crs.)
PSY 746. PSYCHOLOGY OF LEARNJNG DISABIUTIES. This course is designed to
acquaint the student with an understanding of the common types of learning
disabilities. The course explores causes and effects of various 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 learning difficulties is also included in the course. The
course is directed toward the role of the school psychologist in the identification and
the placement educational treatment of the learning-disabled child. (3 crs.)
PSY 752. FUNDAMENTALS OF SCHOOL PSYCHOLOGY. This course is an
introduction to the profession of School Psychology. The 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 consultation techniques utilized by the school
psychologist are introduced. This is accomplished by assigned readings, group
di cussions, 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 760. EXPERIMENTAL METHODSIN PSYCHOLOGY. This course is designed
ta assist the student ta understand how ta 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. (2 crs.)
PSY 765. PSYCHOLOGICAL STATISTICS. This course teaches the student the
fundamentals of statistical design of experiments, statistical analysis of results of
experiments, and the use of statistics as a model in understanding the types of
inference to be drawn from published literature. The power and the limitations
of various statistical methods are explored. (2 crs.)
PSY 773. INTERNSHIP I 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. (12 credits)
(1
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PSY 774. I TERNSHIP lN SCHOOL PSYCHOLOGY: CU !CAL. 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 00
intern will have in-depth, hands on experiences working more directly with
clients including children and parents than the school setting affords. The intern II-if
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. 00
Prerequisites: Required courses in certification program. (1-4 crs.)
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PSY 795. SEMINAR IN BEHAVlOR MODIFICATION WITH PRACTICUM. This
course seeks to establish a basic repertoire of skills necessary for the successful II-if
formu lation, design, implementation, and evaluation of behavioral change
~
procedures derived from operant conditioning principles applicable in the
public school setting. This course provides the student with the knowledge and ~
~
skills needed to design, implement, and evaluate a behavioral change
intervention. Students prepare a formal research proposal describing a
behavioral change project, revise the proposal in consultation with the
0
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Graduate Catalog l 998-99
83
00 instructor, and then implement it. At the conclusion of the project, the student
Z submits a formal research repon project. (3 crs.)
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PSY 796: SEMINAR I 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 undenaken. The student
~ locates, analyzes, summarizes, critiques and orally presents findings of relevant
~ current published research. Amajor component of this course is the develop~ ment, by each student, of either a written research proposal or a paper
summarizing research in an area relevant to school psychology. Prerequisites:
00 EDP 600, RES 800. Awritten proposal for an original research study. (3 crs.)
~
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~ PSY 798. INTERNSHIP SEMINAR. This course, in conjunction with the
Q internship, is intended to assist the student to understand the role of the school
r....i psychologist and to deal with the problems that arise during the internship
~ experience.
In addition, the student receives a review of such topics as the
00 history and trends in the growth of school psychology, the preparation and
~ training of the school psychologist; the Right to Education and Due Process I.aw;
....-, the psychological and educational assessment of children; the professional
~ responsibilities, ethics and professional afftliations of school psychologists and
the community resources available to children. Field trips and first-hand
observations are stressed. (4 crs.)
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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 829. RESEARCH PROJECT. Astudy 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'STHESIS. The thesis will usuallybe 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
READING SUPERVISOR - RSU
RSP 701. FUNDAMENTALS OF READING INSTRUCTION. The course is designed
to provide students with knowledge, skills, and dispositions that will enable
them to teach reading and literacy skills within a constructivist framework. The
goal of the course is to prepare students for the role of the reading specialist in
the inclusion model. (2 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 701. (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 701 and 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
84
California University of Pennsylvania
reading instruction with other students as well as with the practicing
teacher.Prerequisites: RSP 701, RSP 702, and 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 701 (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 701 and RSP 702. (3 crs.)
RSP 730. PROBLEMS IN SECONDARY READING.This course is designed to
investigate the problems inherent to reading to learn in the content areas at the
secondary level. Theory-based, practical strategies for content area reading
instruction are studied. To help students construct meaning the strategies
examined range from developing frames of reference during prereading, to
constructing and using reading guides and vocabulary activities. The process of
writing to learn and studying along with relevant, meaning based strategies are
also explored. Professional growth and improved reading instruction through
planned and informal staff development programs are discussed. (2 crs.)
RSP 731. SUPERVISION AND ADMINISTRATION OF AREADING 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. READI G CURRICULUM AND INSTRUCTIO AL 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 739. HELD EXPERIENCES IN READING. The course is designed for students
to do an independent study in an area pertinent to each individual's needs and
interests. Projects will be completed in an area mutually agreed upon by the
student and the professor. (1-3 crs.)
RSU 680. IMPROVEMENT OF INSTRUCTION THROUGH SUPERVISION. This
seminar is intended to prepare participants for performing the supervisory
function in schools. The purpose is t by finding ways to help reading specialists and teachers ask questions about
their present and future methods of instruction. ln structure, the seminar deals
with theory, research, practice, and evolving concepts that have realistic
implications for supervision in the school environment. (2 crs.)
SUPERINTENDENTS LEITER OF ELIGIBILI1Y · SLE
SLE 701. ADMINISTRATION THEORY, ORGANIZATION AND OPERATION. This
course offers the panicipant opponunities to gain competencies in and an
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 administration. Along with required course activities, each panicipant
will be 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, contract 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.)
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.)
SLE 703. SCHOOL FINANCE. The pu rpose 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.)
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.)
SLE 704. TECHNOLOGY AND FACILlTIES DEVELOPMENT. This course will offer
the participant an opportunity to learn and demonstrate competencies in
planning, developing and managing technology and facilities in Pennsylvania
school districts. Through classroom activities and on-site visitations, the panicipant
will deal with challenges which are faced by school superintendents. (3 crs.)
SOS 800. SEMINAR IN SOCIAL SCIENCE RESEARCH TECHNIQUES. The
techniques involved in both research and writing on 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.)
SLE 705 CURRICULUM AND INSTRUCTION, LEADERSHIP/SUPERVISIO . This
course is designed so that future superintendents will learn a vari ty 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.)
SOCIAL WORK - SWK
SWK 701. GENERALIST PRACTICE I. Foundation framework fo r generalists social
work practice including the problem solving process, social work values/ethics,
and social work roles as they apply to varying size client systems. Develops
specific intervention skills, such as interviewing, assessment, contracting/goal
setting and evalution fo r diverse client systems with emphasis on rural settings.
Prerequisites: Program admission. (3 crs.)
SLE 706. SCHOOL COMMU ITY PUBLIC REIATIONS/MARKETI G. This course
is designed to familiarize the future school district superintendent with effective
communications strategies for positive school public relations and marketing
techniques. (3 crs.)
SLE 707. STRATEGIC PLANNING, POLICY ANALYSIS, BOARD RELATIONS. Major
concepts and ideas of strategic leadership through strategic planning, policy
making, school board relations, and interpersonal relations will be explored in
this course through traditional and experimental methods. (3 crs.)
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) th rough general University Seminar activities. (1 er.)
SLE 712. UNIVERSITY SEMINAR: CONTRACT LAW, SCHOOL DISTRICTS LEGAL
ISSUES. This seminar is designed to expand and enhance course activities
covered in Contract Law: School District Legal Issues (SLE 702) through general
University Seminar activities. (1 er.)
SLE 713. 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 714 . UNIVERSITY SEMINAR: TECHNOLOGY AND FACILITIES DEVELOPMENT. This seminar is designed to expand and enhance course activities
covered in Technology and Facilities Development (SLE 704) through general
University Seminar activities. (1 er.)
SLE 715. UNIVERSITY SEMINAR: CURRICULUM AND INSTRUCTION, LEADERSHIP/SUPERVISION. This seminar is designed to expand and enhance course
activities covered in Curriculum and Instruction, Leadership/Supervision (SLE
705) 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 717. UNIVERSITY SEMINAR: STRATEGIC PLANNING, POLICY ANAYL5IS,
BOARD REIATIONS. 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
SWK 702. GENERALlST PRACTICE Il. Builds on generalist practice foundation
from SWK 701 and focuses on the community/rural community context of
practice. Explore advocacy, crisis intervention and management. Overview of
practice areas such as agi ng, 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, organizations 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 or approval by the Program Director. (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.
Cultural, rural and regional differences and forms of oppression impacting on
social work practice are explored. (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 713. SOCIAL WORK RESEARCH METHODOLOGY. Examines the logic of
scientific inquiry, the social research process, application of research to social
work and generalist practice in rural environment, problem conceptualization,
measurement options, research design and beginning level analysis of data. (3
crs.)
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SWK 714. QUANTITATIVE RESEARCH METHODS. Use of descriptive and
inferential statistics in analyzing researc_h data, social work and generalist
~
practice 111 rural environments, and sooal research data. Quantitative and
qualitative methodoligies along with the development of skills for understanding
and conducting social work research are major aspects. Prerequisites: SWK 713
or Advance Standing. (3 crs.)
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Graduate Catalog 1998-99
85
rJ':J. SWK 730. FIRST YEAR PRACTICUM
Two hundred forty hour MSW supeivised
Z generalist
placement in a supervised social agency setting that provides opportunities for
social work practice for working in rural environments including
0 advocacy with and for varying size client systems. Prerequisites: SWK 701, 705. (6
~
~ crs.)
~ SWK 801. ADVANCED GE
ERALIST PRACTICE. Use of individual, group and
organizational skills within the community agency setting. Addresses practice
~ con_cerns, certification, supeivision, and making referrals. Working with
md1V1duals and groups to meet community needs. Prerequisites: SWK 702, 705
or Advanced Standing. (3 crs.)
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~ SWK 803
ASSESSMENT OF DIFFERENTIAL CLI ENT FU CTIO ING. Examinauon of human Mferences and community systems and their relationship co
client fu ncuomng. Understanding psychosocial aspects, within a framework of
~ levels of functioning, as it relates co communi ty resource systems, particularly in
the ru ral environment. Person-in-environment perspective, including personal,
~ family, cultural and regional influences on client fu nctioning. Prerequisites: SWK
~ 705, 707 or Advanced Standing. (3 crs.)
Q
~ SWK 806. FAMILY AND COMMUNITY POLICY. Explores the design, function and
of community and fa mily policies. Historical development of specific
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policies and the effects of the policy on family and community institutions and
orgamzauons. Skills m analyzing and synthesizing policy are applied co rural
situations and change strategies. Prerequisites: SWK705, 709, 713 or advanced
standing, SWK 710. (3 crs.)
SWK 808. ADVANCED PRACTICE RESEARCH. Use of research to evaluate
practice and programs, includes single system design and outcomes evaluation.
Skills developed for assessing and adding co the knowledge base of social work
practice in rural environments. Prerequisites: SWK 714. (3 crs.)
SWK 811. PRACTICE WITH AGING. lntegration of knowledge about aging, rura l
aging, services for the aging and related principles of social work practice in
rural environments. Prerequisites: 2nd year standing or instructor permission. (3
crs.)
SWK 812. PRACTICE IN SUPERVISIONAND ADMJ ISTRATION. Supervision,
management and control in human services organizations. Theoretical and
functional models to assist staff to grow and function competentlyas 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. Oveiview of health care delivery systems,
social work strategies fo r working from within or outside these systems co 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.)
SWK 814. PRACTICE IN MH/M R. Overviews of MH/MRpolicies and services;
issues of rehabilitation, advocacy and case management; and treatment
approaches (crisis, behavioral, chemical) are related co social work roles and
values in the context of rural community needs. Prerequisites: 2nd year standing
SWK 815. CRJMINAL AND JUVENILEJUSTICE PRACTICE. Overview of the
juvenile and adult justice systems; the day-co-day philosophy of these systems;
and social work strategies for working with varied clients, and their families, who
are involved with these systems, including ru ral clients. Prerequisites: 2nd year
standing or instructor permission. (3 crs.)
SWK 816. PRACTICE WITH CHILDRENAND YOUTH. Examines the major
problems, legal and clinical issues encountered when working with children.
Special concern for victimized and at risk children in the rural setting.
Prerequisites: 2nd year standing or instructor permission. (3 crs.)
86
California University of Pennsylvania
SWK821. DRUG AN DALCOHOL ABUSE. Explores the bio-psycho-social
processes which influence substance use and abu e, as well as service provision
and regulations in this region and treatment modalities and issues fo r varied
client groups, including women, youth, minorities and the elderly. Special
attention will be examined in respect co ru ral practice. Prerequisites: 2nd year
standing or instructor permission. (3 crs.)
S\VK 829. ADVANCED FIELD PRACTICUM. Two semester consecutive MSW
supeivised placement in social agency setting for three days a week (th ree
hundred & sixty hours Cal Usemester), providing opportunity for advanced
generalist practice with varyi ng size client systems for working in rural
environments. Prerequisites: 2nd year standing, concurren t S\VK 830 & 832. (4
crs.)
SWK 830. ADVANCED FlELD PRACTICUM. Two semester consecutive MSW
supervised placement in social agency setting for three days a week (three
hundred & sixty hours Cal Usemester), providing opportunity fo r adva nced
generalist practice wi th varying size client systems for working in rural
environments. Prerequisites: 2nd year standing, concurrent SWK 829 & 832. (4
crs.)
SWK 832 . LNTEGRATIVE SEMINAR. Integration of theory and generalist practice
in rural environment within the context of professionalism and social work
ethics. Prerequisites: concurrent with S\VK 830. (1 er.)
SWK 840. SPECIAL TOPICS. Study of selected copies of significance or current
im portance and interest to the social work profession. Prerequisites: Progra m
Director permission. (variable credits)
TECHNOLOGY EDUCATION - TED
TED 700. FOUNDATIO S 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 ans 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 co redirect
their reaching methods currently used in grades K-1 2. (3 crs.)
TED 710. ORGANIZATION ANDADMINISTRATIONOF TECHNOLOGY
EDUCATIO . Acritical analysis of the administrative and organizational
problems related to the various types of technology education problem and the
role of the administrator and reacher in developing, organizing, and evaluating
these efforts as an integral pan of the coral 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 EDUCATIO . Acourse to assist inservice industrial arts teachers in understanding and implementing technology
education. Presentations will focus on historical perspectives, contemporary
content, reaching 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. COMMUNICATIONSYSTEMS. 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 co classroom teaching. (3 crs.)
TED 735. ADVANCED STUDIES I COMMUNICATION. Acourse 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 inducted.
Students also develop and te t 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
grad uate student with the opportunities to experience and research various
technologies and methods in the areas 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, (b) conducting research in the field of transportation, and (c)
creating and testing tra nsportation curriculum and instructional materials. .
Students will design transportation-related curricular materials based on their
research while developing the laboratory skills necessary to teach courses/units
in transportation technology education. (3 crs.)
TED 755. ADVANCED STUDlES 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 I DUSTRlAL 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 opera tion of a variety of
industries and the incorporation of the information into selected teaching
technique for technology education classes. (1-3 crs.)
TED 765. SPECIAL PROBLEMSIt TECH OLOGY 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 reporti ng the findings
effectively. (1-3 crs.)
TED 766. SPECIAL PROBLEMS IN TECHNOLOGY EDUCATIO . 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 finding
effectively. (1-3 crs.)
TES 781. IMPROVEMENT OF INSTRUCTION THROUGH TECHNOLOGY
EDUCATIO SUPERVISION. The writing and development of new materials to be
utilized in the improvement of cechnology education. The structuring and
demonstration of modern teaching techniques for technology education. The
potential supervisor will need to take into consideration che many new teaching
methods and techniques. Experiences are provided so that those materials can be
utilized in actual instructional situations. Prerequisites: TED 700 & TED 710. (2 crs.)
TES 791. PRACTICUM I: TECHNOLOGY EDUCATION SUPERVISION. Supervised
school experiences that provide the prospective supervisor with the opportu nity
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 i made in the
supervisory plan.) (2 crs.)
TED 792. PRACTICUM 11: TECH OLOGY EDUCATIONSUPERVISIO . A continuation of supervisory experiences from Practicum I, 1vith more emphasis placed on the
supervisory candidate playing the role of a technology education supervisor. The
candidate demonstrates supervisory competenci through the development,
planning, and conducting of an in- ervice 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 Cenificate and TES 791. (2 crs.)
General Education Courses (GEE)
GEE 505: GREAT WORKS IN DRAMA (2 credits) Study and comparison of a
number of plays by authors of various nationalities (for instance Aeschylus,
Plautus, Calderon, Racine, Goethe, Ibsen, Chekhov, Shakespeare, Shaw,
O'Neill), for the values they represent in themselves and also as a basis for
comparisons in aesthetics, philosoph y and culture.
GEE 506: PHILOSOPHY AND PHJLOSOPHERS (2 credits) This course
proposes to consider the basic problems of philosophy through the writings of
Plato, Aristotle, Kant, Schopenhauer, Bergson, James, Dewey and other thinkers.
The guiding aim will be to present diverse views from primary sources. Lecture
and discussion will be used.
GEE 507: COMPARATIVE MUSIC (Variable) This elective course is open to any
student in the Graduate School and focuses on American music. Lectu res about
the development of music in America from 1620 to the present are reinforced
with guided listenings to representative recordings, audio and video tapes, and
films.
GEE 508: SClENCE AND TECHNOLOGY (2 credits) In a consideration of the
interaction of technology with both the individual and the social institution,
current socio-technological problem are used to introd uce the major concepts
of technology. The concepts include modeling, deci ion-making, feed-back,
stability and dynamics. Particular areas include energy, noise and health delive,y
with emphasis on the human-technology interaction. The major objective is to
improve the technological literacy of the student to give a broad understanding
of modern technology (its capabilities, characteristics, and limitations) which is
so important as we cope with the problems of the interaction of technology and
society.
GEE 510: HISTORY OF MATHEMATICS (2 credits) A study of the origin and
the development of our number system. The development of the fundamental
operations of mathematics is stressed. The importance of mathematics to the
various stages of civilization is emphasized.
(j
GEE 520: LANGUAGE AND SOCIETY (2 credits) The course approaches the
traditional goals of the swd y of language by the methods of modern semanucs,
i.e., through an understanding of the role of language m human hfe and through
an understanding of the different uses of language. The course also shows that
the language of each nation is its most distinctive cultural pattern as well as its ~
strongest unifying force.
0
e
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GEE 525: COMMUNITY PROBLEMS OF HEALTH AND SAFETY (3 credits) The tf_j
physical, social and emotional dimensions of the health and safety problems
prevalent in our society. These issue are perceived in terms of our lifestyle and ~
concepts of personal and community health_. Epidemiology, prevenuon,.
tr'.j
treatment, rehabilitation, legislation, educauon, and the role or community
OO
agencies are presented. The purpose is to enable counselors within a school or
community setting to help clients deal more effectively with their problems.
(1
~
GEE 526: MASS COMM UNICATIO S (2 credits) The history, development,
~
function and problems of mass media in America, considering various theories
~
of mass communication in the organization of authoritarian, libertarian and
communist societies and the theories of social responsibility and their effects in ~
~
these societies.
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Graduate Catalog 1998-99
87
00 GEE 528:
EARLY CHILDHOOD AND THE EXPRESSIVE ARTS (3 credits) A
general experimental course which, first, provides encounters stimulating the
students to discover that the ans can be modes of personal expression and
communication; second, provides experiences to evoke fluency, flexibility and
~ originality; and third, is an integrauve expenence as a hohsuc approach to
~ learning involving the cognitive, affective and psychrometer domains.
Z
0
~ GEE 529:
DEATH, DYI G AND IMMORTAIJTY (2 credits) The phenomenon
~ of death and dying in the areas of anthropology, psychology, philosophy,
~ education, literature, religion
and song.
?_;5 GEE 536: ARCHAEOLOGY FlELD SCHOOL (Variable) Scientific archaeology
r..,...-, field and laboratory techniques. The basic orientation is that of research. It is
~ assumed that students have little or no background in archaeology or
Q anthropology.
~ GEE 537: COMPUTER SCIE CE (2 credits) Ageneral course in computer
00 science for the grad uate majoring in any field in education. Topics include the
,_.,, early history and development of computers, simple programming concepts,
~ and the use and application of the compurer in industry and education. Major
ii,.., emphasis is on the educational application of the computer in such areas as
0
U
computer-assisted inmuction (CAI), _pre-prngrammed statistical packages,
optical-scanning devices for test sconng, simple anthmeuc computauon,
information retrieval, etc. The course combines lecture, demonstration and
laboratory experiences in the Computer Center at the university. There are no
prerequisites for this course, which is intended primarily for the nonmathematically oriented graduate student but is open to all students.
GEE 538: CONSERVATION OF BIOLOGICAL RESOURCES (4 credits; 3 hours
lecture, 2 hours field experiences/laboratory) An exposure to the water and
soil problems of Western Pennsylvania by going directly to the environment.
The inner-relations of plants and animals are studied to develop an awareness
of the natural scheme of biological successions. The observations and direct
contacts with natu re are pursued on weekly field trips.
GEE 545: E ERGY, POWER AND THE ENVIRONMENT (3 credits) Surveys
energy use and the social and economic guidelines that govern it. The course
analyzes both the difficult compromises that people must inevitably face and
the technologies that, if properly manages, can help realize material well-being
for all human cultures. This course focuses on established patterns of energy
use and how these can be altered for greater efficiency, effectiveness and
safety. How do man's decisions concerning energy utilization impact upon
viable ecosystems throughout the biosphere?
GEE 565: SURVEY OF THE HUMANITIES AND REI.ATED ARTS (2 credits)
This course is intended to relate some aspects of the human ities-namely,
music, an , and literature-through the perceiving of experiences presented in
auditory, visual and verbal forms. Through these an forms, a search is made to
better understand man' wanderings, problems, experiences with beauty and a
myriad of life's experiences. A review of representative an works is used to
evoke experiences and to understand them in a humanistic light.
GEE 584: BASIC CARE OF Pl.ANTS (3 credits) General introduction to the
care of plants. Students are introduced to the suggestions and techniques that
make the growing and caring for plants, indoors and out, less complicated and
more enjoyable. o prerequisites.
GEE 586: STUDYIN HUMAN CREATIVITY (3 credits) The primary purpose of
this course is to formally introduce the student to the study of human creativity
as an academic endeavor. It is specifically designed to establish each person's
competence as a creative problem-solving facilitator (a teacher, one who is
knowledgeable and skilled at applying creative problem-solving methodologies) . Individual, managerial and technical types of problem-solving activities
wi ll be engaged. Each student will conduct (facilitate) several problem-solving
skills. Students may evaluate themselves, others or both. This is a learning
laboratory, action oriented course, intended to stimulate real world creative
problem-solving techniques.
88
Californi a University of Pennsylvania
PROFESSIONAL EDUCATION COURSES (EDP)
EDP 600: STATISTICAL METHODS (2 credits) Intended to increase graduate
students' knowledge of statistics and especially prepare them to work on a
Master's Thesis or Research Project. Develops an understanding of the
application and meaning of descriptive statistics as they apply to educational
problems.
EDP 605: PHILOSOPHY OF EDUCATION (2 credits) An introduction to the
discipline of philosophy and the significant contribution that this discipline
makes to education. Major schools of traditional and contemporary philosophy
are examined, with particular emphasis on the influence these philosophies
have had on educational theory and practice over the years.
EDP 606: GENERAL HISTORY OF EDUCATION (2 credits) The course is
designed to develop an historical awareness, appreciation and understanding of
the people and of the major cultural and educational events that have shaped
education in Western culture. The significance and relevance of these people
and events fo r contemporary American culture are stressed.
EDP 607: ADVANCED EDUCATIO Al PSYCHOLOGY (2 credits) Current issues
and recent evidence in the areas of educational psychology including growth,
personality, heredity, and environment, intelligence, learning, transfer of
learning, emotion, motivation, and teaching methods.
EDP 608: COMPARATIVE EDUCATION (3 credits) This course centers on the
province of Quebec. Students are introduced to basic rules of educational
comparison followed by readings aimed at investigating the traditions, social
organization and political and economic conditions that have determined the
development of Quebec. Source reading is brought into special perspective by a
one-week program of school visitations in Quebec where students can observe
classes and interview educational personnel.
EDP 610: EDUCATIO Al SOCIOLOGY (2 credits) The role of the school in
child socialization, intergroup education, the integration of school and
comm unity, group processes and the teacher, teacher problems in human
relations, and educating for leadership.
EDP 611: HISTORY OF AMERICAN EDUCATIO (2 credits) 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 fo r contemporary American education are stressed.
EDP 615: TEACHER AWARENESS (3 credits) Apractical approach to the
solution of daily problems arising from action and interaction with students,
other facu lty members, admi nistrators, school board members, parents and the
community. The course is experience oriented and focuses on student rights,
duties and responsibilities and the legal rights of teachers; evaluations;
classroom procedures and lesson planning.
EDP 616: GUIDANCE AND COUNSELING (3 credits) This course is intended
primarily for teachers, administrators and other non-specialists in counseling in
order to help them in their counseling-related work and responsibilities. Course
emphases include history, development and place of guidance/counseling
programs; counseling theory and application; professional journals and
materials; public and parent suppon and activities; and problem solving in
individual and group contexts for educational, vocational and emotional
reasons.
EDP 617: PSYCHOLOGY OF GROWTH AND DEVELOPME T (2 credits) 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, community and home.
EDP 619: STUDENT TEACHlNG SUPERVISION (Variable) For teachers who are
acting as cooperating teachers and for those interested in serving in this capacity
in the future. Aprerequisite for admission to this workshop is three years'
teaching experience. The course provides an opportunity to strengthen, clarify,
re-think, and revitalize one's approach to student-teaching supervision.
EDP 685 SEMINAR INAUDIO-VISUAL TECHNIQ UES (2 credits) This course is
designed to bring together the recent research on teacher behavior with the
theories and research of social psychology and group dynamics. It aims to give
the student some personal experience helpful in developing a repertoire of
ideas and behaviors that will be pertinent in supervision and in the classroom.
EDP 620: CURRICULUM AND METHODS OF TEACHING BIOLOGY INTHE
HIGH SCHOOL (2 credits) The BSCS courses of study and how and why they
were developed, along with a critical analysis of each of the three versions in
light of various school backgrounds. laboratory projects will be pursued that
can serve as a source of material in a teacher's classroom. Two hours of lecture
and two hours of laboratory. Prerequisite: Certification to teach biology
EDP 625: ADVANCED MENTAL HYGIENE (2 credits) The study of disorders
due to psychological causes, whether the symptoms are somatic, psychological
or behavioral. Preventive and psychological adjustment of children in a
deprived society are analyzed in order to improve their group relationships and
development.
EDP 628: PSYCHOLOGY OF THE DISADVANTAGED CHILD (2 credits)
Analysis of research, direct experimentation, and observation are used as
methods for compensating for deficiencies in a child's environment.
EDP 636: ADVANCED PSYCHOLOGYOF LEARNING (2 credits) Atreatment of
selected, well-known theories, related to the learning process, derived from
rational and empirical sources, with the object of showing the relationships to
teaching and clarifying the developmental processes in conceptual and
perceptual areas.
EDP 638: SELECTIONAND USE OF INSTRUCTIONAL MATERIALS INTHE
CIASSROOM (2 credits) Designed for the teacher and for instructional material
specialists. Major emphasis is on the improvement of instruction through the
info rmed selection and effective use of instructional material and equipment.
Deals with a broad range in the evaluation of materials including motion picture
films, filmstrips, slides, transparencies, flat pictures, recordings, audio tapes,
feltboard materials and study displays.
EDP 640: IMPROVEMENT OF INSTRUCTIONTHROUGH SUPERVISION (2
credits) Astudy of the theory, research, practice and evolving concepts that
have practical implications for supervision in the school with the purpose of
im proving student progress.
EDP 648: PENNSYLVANIA PUBLIC SCHOOL LAW (3 credits) Court decisions,
state and federal, that have brought about changes in the typical role of
secondary-school teachers. Major topics include student rights, teachers' rights,
tenure problems, legality of negotiations, and related problems.
EDP 650: PERCEPTIONAND MOTOR DEVELOPMENT INCHILDREN ( 2
credits) Provides the teachers with fundamental knowledge, through practical
program demonstrations and readings, of the role of the motor cortex in
learning.
EDP 656: COMPUTERORIENTED RESEARCH (2 credits) This course is
intended to provide students with an opportunity to explore issues in the
present and future uses of the computer in education and educational research.
EDP 663: COMPUTER-ASSISTED INSTRUCTION (3 credits) The development
of computer applications in education provides a significant new resource in
teacher education. This course is designed to include both theory and practice.
This course serves to acquaint the learners with computers and their uses as
instructional tools. laboratory assignments are designed to provide generalizable and transferable competencies using the programming language BASIC. No
previous computer related knowledge is assumed.
Graduate Catalog 1998-99
89
UNIVERSITY SERVICES
00
~
u
~
~Louis L. Manderino Library
~ At the entrance to the uni versity, the Loui s L. Manderino
00 Library is one of the most pro minent and most important
~ buildings on campus. With more than a quarter milli on books
~ in open stacks, subscri_
pti ons to 1450 n~wsp~pers, magazines,
~ journals, and other sen al publ1 cat10ns, 1t 1s firs t of all the
~ chi ef and most accessible source of"nf
. on any
1 ormat10n
[J'J
~ subj ect. With a seating capac ity of more than 1500, 1t 1s also
~ a place to study and to read, whether the reading is required
>---::.... fo r a course or a term paper, or fo r browsing or recreat10nal
~ reading. During the fall and spnng semesters the library 1s
open 15 hours a day during the week and 9- 10 hours a day
~ on weekends. The library is open unti l midni ght the last
~ week of each term. Hours in the summer are dependent upon
student enrollment.
Z
VULCAT
Computerized info rm ati on retrieval has made library
research faster, more thorough, and more efficient at Manderino Library. VULCAT, the on-line public access catalog,
enables the student to sit at any of a dozen or more terminals
and , by means of an easy series of commands, not only
qui ckl y locate any books, audi ovisual materials, or government documents in the library's coll ecti on, but also pnnt out
automati call y the titles, call numbers, and circul ation status
of those materials. VULCAT can also be accessed fro m
various on-campus per onal computers and, by means of a
telephone modem, by anyone who has a home computer.
INFOTRACSEARCHBANK
INFOTRAC SEARCHB ANK, is an Internet resource that
students can use to access 1000 fu ll-text magazine and
journal articl es. This resource is also accessible via telephone
modem. In addition, the library also has a local area CDROM network that provides access to PSYCLIT, CUMULATIVE INDEX TO NURSING AND ALLIED HEALTH
LITERATURE, NEWSPAPER AB STRACTS , MODERN
LANGUAGE ASS OCIATION BIBLIOGRAPHY, EDUCATION INDEX, ERIC, APPLIED SCIENCE AND TECHNOLOGY INDEX, BOOKS IN PRINT PLUS, and BUSINESS PERIODICALS INDEX. Other specialized sources on
di sc include GROLIER MULTIMEDIA ENCYCLOPEDIA,
PC GLOBE, and PC USA. Brief tutorial sessions, on-line
help, and indivi dual assistance fro m reference librarians ai d
the student who may need additional guidance.
The library also offers such services as a large reference
coll ecti on, etscape access to the World Wide Web, photocopiers, a pamphlet file, syllabi for courses offered at the
uni versity, computer software, a collection of ait slides, a
curriculum library fo r teacher education students, and a
media services center with equipment and audiovisual
materi als plu s laminati on and binding services. In addition,
Mande1ino Library is an official Federal Government
Documents Depository and regularly receives, in hard copy,
microform, or CD-ROM format, large number of govern ment
documents, such a census data, reports, maps, and the
CONGRESSIO AL RECORD . The Documents Librarian
will assist with the use of these important resources.
The staff of the Louis L. Manderino Library are "userfrie ndly" and welcome any suggestions not only fo r materials to add to the collection but for improvement of services
as well.
90
Califo rnia University of Pennsylvani a
Technology On Campus
Computing Services Center
The University Computing Services Center is located in the
basement ofManderino Library. Staff offices are open Monday
through Friday from 8:00 A.M. until 4:00 P.M. User facilities in
the World Culture Building are available for student use.
The computer facilities at the university are separated into
two distinct functional areas. One area deals with providing
computer resources to 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.
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 classroom. 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.
Computer Accounts
Instructional Applications
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.
The university maintains many applications packages in
support of instructional computing which are served to the
university community from a central location. These applications
include statistical packages, word processing systems, spreadsheet
and database applications, and computer aided design and
drafting. In addition, the university provides World Wide Web
browsers for both graphical and text-based Web access.
User Information Resources
An Introductory Users' Manual for VMS Users is
available for a nominal charge at the information desk in the
lobby of the Student Union. This manual is a must for all new
or infrequent VMS users. It describes some of the basics to
effectively utilize the VMS computers on campus. Included in
the guide are instructions on how to log on to the systems, how
to use the file editor, and how to compile programs.
There is also an Introductory Internet Guide available at the
information desk in the Student Union for a nominal charge.
This guide contains the basics to assist the user in getting started
in accessing the resources available on the Internet.
In addition, there are several handouts on specific topics
available in the Instructional Computing Facility to assist in
the use of the computer systems.
Other Campus Facilities
Additional campus microcomputer laboratories are
located in and operated by various departments on campus
including; Industry and Technology, Business and Economics,
and Mathematics and Computer Science. The Office of
Lifelong Learning developed a microcomputer laboratory.
The Southpointe Center provides a laboratory for instructional
use. Contact individual departments for specific information
about laboratory facilities available for student use.
Campus Network
University VMS computers and PC laboratories and many
campus buildings are connected together via a high-speed
local area network. The fiber optic network is comprised of
ATM, FDDI and Ethernet technologies. This state-of-the-art
network enables system users to share and more easily access
computing resources from buildings on campus and the
Southpointe Center. The network also provides the capability
for distance learning programs.
Computing Services Center Facilities
The VMS computers which service the campus are
maintained by the Computing Services Center. The computer
system is a VMS-Cluster with a total of L, 172 Megabyte of
Memory and approximately 43 Gigabytes of disk storage.
Tape processing for system backups and restores is managed
using a tape cartridge system. A magnetic tape drive is also
available. Printing is accomplished with high speed Line
printers and laser printers with PostScript capability.
Graduate Catalog 1998-99
91
rJ'J Teacher Education Computer Lab
Student Access Center 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 support their teaching and
~ instructional management roles.
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.
~
U
>,
~
Equipment includes 16 teaching stations, each consisting of
of the Apple Macintosh family of computers with one hard
,......, drive, one floppy dri ve, and a color monitor. In addition, each
~ station is part of an AppleTalk Network linked to a Macintosh
~ IIsi. Each position is linked to a laser printer or one of several
jllwllll dot matrix printers. There are more than 100 titles of instruc~ tional 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.
~ one
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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 Dixon Hall, 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 avai lable 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 PCcompatible computers facilitate word processing through
WordPerfect 5.1 and MS Word 7.0. The Macintosh computers are have MacWrite II and Pro, Claris Works, 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 .
92
California University of Pennsylvania
Campus Learning Labs
Mathematics Lab
The following services and resources are offered free in
the Mathematics Laboratory in 115 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--minute
appointment. They should bring attempted homework with them.
The Lab's video tape tutorial s 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.
The Math Lab is located in 115 Noss Hall , the telephone
number is 938-5893.
Reading Clinic
Writing Center
The Writing Center 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 di scipline
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 trained 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.
Located on the first floor of Dixon Hall adjacent to the
English Department Computer Lab, the Center is open during
the regular academic year from 9:00 a. m. to 9:00 p.m.,
Monday through Thursday, 9:00 a.m. to noon on Friday, and
4:00 p.m. to 9:00 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: http://www.english.cup.edu/wcenter/
wcenter.htrnl
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 online tutoring assistance with their writing via the OWL (Online Writing Lab). The OWL allows a writer to electronically
pose a question about her writing, or to electronically send a
portion of her writing, to which she will receive an e-mail
answer or response from one of the Writing Center tutors.
~
.Z
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.
A completely free serv ice, anyone is welcome to walk
in , call for an appointment (938-4336), or visit via the Virtual~
Writing Center.
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.
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The Reading Clinic is housed in the Keystone Building,
Room 200A and is open from 9:00 a.m . to 4:00 p.m.,
Monday through Friday.
Graduate Catalog 1998-99
93
~CARE Project
U Services for Students with Learning Disabilities
~
The CARE Project is the designated provider of services to
>, students with learning disabiJjties who are enroUed in Califorrua
~ University of Pennsylvania. The uni versity is cornrrutted to
~ providing services for trus population which will increase the
00. prospects for success. Students with learning disabilities have
~ two different levels of service available to them.
~ Specialized Support Service Program (SSSP)
~
The Specialjzed Support Service Program (SSSP) serves
Additional Information
1. It is the responsibility of the student to se lf-identify to the
CARE Project office regarding the di sability.
2. It is the responsibility of the student to provide appropriate documentation to the CARE Project office.
3. Students follow the same Cali fornia University admission
procedures and standards required by the Adrrussion s
office. Question regarding California Unjversity's admi ssion procedures should be directed to that office at 724938-4404.
~
a maximum of 40 participants each semester on a fee-for~ service basis. A comrrutment by the student to the required
~ responsibilities and procedures of the SSSP is carried out
>,through a contractual agreement with the participants,
~zparents and CARE staff. All SSSP students mu st participate
in Structured Academic Management Seminars. First
~ semester students attend seminars for a minimum of eight
hours per week. Subsequent levels of participation are based
on the student's acaderruc performance. The SSSP provides:
* mandatory, supervised study/seminar sessions;
* daily monitoring of academic performance ;
* training in recording assignments and grades;
* assistance in task management for immedi ate and
long-term course ass ignments;
* individual and small group training in implementation
of appropriate study skill s;
* guidance and training as needed for skill s related to
independence and self-advocacy
(legal and academic responsibilities, accountability,
organization);
* word process ing equipment and appropriate software;
* progress reports to parents; and
* referral to/li aison with other campus support facilities
and departments.
Non-fee accommodations are provided upon request
from the student and when supported by the documentation
on file with the CARE Project office.
Modified Basic Support Program (MBSP)
The MBSP in sures the avai lability of basic services for
all students with learning di sabilities enrolled in the university. Non-fee accommodations are provided upon request
from the student and when supported by the documentation
on file with the CARE Project office.
MBSP participants general ly function independently within
the university system. The CARE Project staff is available to
assist these students in the development of self-advocacy skills
as required by the learning disability, e.g., providing assistance
with accommodation requests and university procedures and
providing information regarding available tutorial centers.
Participants may meet with a member of the CARE Project staff
in a conference setting if requested.
94
California University of Pennsylvanja
4. Determjnation of eligibi lity of services from the CARE
Project is a separate procedure. Questions regarding
CARE Project application, required documentation and
subsequent follow-up commu nications should be directed
to the CARE office at Keystone Education Building Room 110, phone 724-938-578 l.
Applicants may also write to:
CARE Proj ect
California University of Pennsy lvania
250 University Avenue - Box 66
California, Pennsy lvania 15419-1 394
5. Applicants are encouraged to begin correspondence with
the CARE Project as soon as possible.
To facilitate the provision of services, applicants may
begin procedures with the CARE Project office at the
same time as they begin the admissions procedures with
the Admissions office.
Career Services
Cooperative Education
The primary purpose of Career Services 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 and job search strategies.
Cooperative Education allows students to be employed-whether in bu siness, industry, government, education or service organjzations-in paid positions directly
related to their academic majors or career plans. Cooperative
Education positions are pre-professional , monitored by
faculty members, and coordinated by the university. Students
may be employed part or full-time, and may choose to work
during the fall, spring and/or summer semester. Undergraduates, as well as graduate students, in all academic majors are
encouraged to participate provided they meet the eligibility
requirements. It is expected that the student's cooperative
education experience(s) will span two semesters or summers
wrule enrolled at California.
On-campus interviews and informational sessions are
scheduled for students interested in meeting with representatives from business firms, government agencies, industries,
and school di stricts seeking candidates for employment. The
"career center" houses career plannjng and company
literature as well as information on current job opportunities.
•
•
•
•
•
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Students are encouraged to visit Career Services to:
schedule a session on the computerized guidance sys
tern ;
use the career center media, including: videos, auruo
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 alumni who will discuss their careers;
investigate cooperative education, internships, and
community service opportunjties;
register for undergraduate one-credit JOB READINESS
course;
register for graduate one-credit
CAREER TRANSITION SEMINAR course
make an appointment for a "mock" interview;
access "Career Connections" Job Hot Line for full-time,
part-time, co-op, internships, and seasonal jobs ;
enroll in di sc management;
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.
CO-OP Requirements
•
•
•
An undergraduate student must first complete 30 credjts
(Associate's 15; Master's 6).
Student must have at least a 2.0 overall quality grade
point average (3.0 for Master's).
Students must register for I credit Job Readiness
Course.
Cooperative Education positions are advertised on the
Job Hotline. 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.
Graduate Catalog 1998-99
95
~Public Safety
U The Department of Public Safety and University Police at
California University is a fully recognized law enforcement
>, agency as authorized by 7 I P.S. 646, the Administrative Code of
~
1929 as amended and Title 18 of the Pennsylvania Consolidated
(Crime and Offenses) and 24 P.S. 20-1006-A(l4) 20~ 20 I0A (5) of the State System of Higher Education Act.
,-Jj
~ Statutes,
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Character Education Institute
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.
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The Character Education Institute has two 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.
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.
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.
Z
Additional services offered to university students, faculty,
and staff consist of parking and traffic management, criminal
investigations, health, fire, and safety surveys, special event
planning, accident investigation, and crime prevention information and presentations.
Pursuant to the Pennsylvania College and University
Security Act, and the Federal Crime Awareness and Campus
Security Act of 1990, post-secondary institutions, including
colleges and universities, must 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, and the Office of Public
Safety.
Goals of the Institute
•
To provide an outreach to local school districts and
parents as they influence the moral development of their
children.
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 di stri cts.
•
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 development.
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
96
California University of Pennsylvania
University AdvanceDient
The Office of University Advancement develops programs
and undertakes activities that promote understanding of, and
support for the university's goals. It provides information and
services for students, parents of students, alumni, fac ulty, the
business community, regional citizens, the media and donors to
the university and the Foundation for California University of
Pennsylvania. University Advancement is responsible for
alumni relations, public relations, development and public
service.
Alumni Relations
The Office of Alumni Relations, located in Old Main
under the twin towers, is the liai son between the uni versity
and its 37,000 living alumni , who receive copies of The Cal
U Review (alumni magazine), The University Viewbook (the
uni versity 's annual report), and notices about various special
events. The office arranges Move In Day, Homecomi ng,
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 to the Student
Ambassadors Program and maintains a toll-free telephone
hotline with information changing daily (1-800-4-CALNEWS or 938-4507 locally) .
Foundation for California University of
Pennsylvania
The Foundation for California University of Pennsylvania, located on the third floor of South Hall, raises funds
from foundations, businesses, alumni, staff, faculty and
friends to benefit the univers ity. It undertakes annual fund
campaigns, deferred or planned giving programs and capital
campaigns. It also administers a fund which loans money to
students for travel in the event of family emergency.
Mon Valley Renaissance
Mon Valley Renai ssance, located on the first floor of
South Hall and various other sites, is the university 's unique
public service agency which helps foster regional economic
development. It helps individuals and busi nesses through
counseling, training, business consulting services and
government contracting/export assistance.
Alumni Association
The Californi a University Alumni Association serves
California University and its alumni by fostering beneficial
relationships among alumni, students and the university. By
awarding scholarships, it also encourages outstanding
academic and extracurricular achievement by undergraduate
and graduate students.
Public Relations
The Office of Public Relations, located on the first floor
of Dixon Hall, informs the campus community and public at
large of the university 's activities and news. For example,
this department notifies hometown newspapers of student
accomplishments. The department also manages university
advertising, information on the university web site, produces
numerous publications and acts as the media contact.
The university 's alumni have been organized since 1939.
Today, nearly 37,000 graduates and numerous former
students are members of the Association. A board comprised
of three classes of alumni directors is elected for three-year
terms. The board officers work closely with the university 's
President and the Office of Alumni Relations.
Graduate Catalog 1997-98
97
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Student DevelopIUent and Services
~
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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
OO president for Student Development and Services, is administratively responsible for the implementation of this commitment.
~
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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.
Z
~ For additional information and regulations governing
~ student life and conduct besides what is given below, students
~ should refer to the current edition of The Vulcan Adventure
student handbook.
0
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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. Thi can be
an opportunity to enhance curriculum studies.
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A direct01y of Student Development and Services staff may
~ be found at the end of said department's listings in this catalog.
Q
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Student Development and Services provides services to
students in the following areas:
Adult Learners
00 Activities
Athletics
Bookstore
Campus Ministry
Co-curricular courses
Counseling Center
Commuter Center
Disabled Student Services
Dining Service
Drug/Alcohol Program (CHOICES) Greek Life
Health Center
Herron Rec and Fitness Center
Hou ing
International Students
Judical Affairs
Leadership Development
Media/Publications
Minority Affairs
Residence Hall Programming
Student Association, Inc.
Student Government
Study Around The World
Women 's Center
Summer Camps/Conferencing
~
Veterans Affair
Wellness/ Awareness
Student Association, Inc.
The Student Association , Inc. (SAl) is a non-profit
corporation financed in part by the Student Association Fee,
which is paid each term by every student. The executive
director is a university employee, who directs the affairs of
SAl, and serves as the liaison between SAl and the university.
Programs provided by the Student Association, Inc., are
determined by the student congress and by the Student
Association, Inc. , board of directors. 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, Roadman 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 parti ally funded by SAI. In
addition, SAl coordinates the activities of student clubs and
organizations. The student handbook provides a complete
li sting of active student clubs and organizations.
Publications coordinated by SAl include a student
handbook, an organizational handbook, The California
Times (the student newspaper), Monocal (the yearbook) , and
a number of brochures and pamphlets.
SAl is responsible for the development and maintenance
of the George H . Roadman University Park, a 104-acre area
located one mil e from campus on Route 88 South. Facilities
include tennis courts, baseball, football, soccer, softball, rugby,
and intramural fields ; picnic areas and Adamson Stadium.
Co-curricular Courses
Student Development and Services and the Student
Association, Inc . are responsible for the administration of a
number of co-curricular (CCU) courses. Check the course
descriptions in this catalog for more information.
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. Student congress may
be taken as a co-curricular (CCU) course.
98
California University of Pennsylvania
Student Activities Board (SAB)
Man y di verse for ms of cultural and contemporary
entertainment are offered to our students primarily through
the Student Acti vities Board (SAB .) This organization is
composed entirely of full-tim e students who meet weekl y to
view and di scuss the possibilities of hosting different
entertainment acts on thi s campus. The type of acts that SAB
sponsors or co-sponsors with other uni versity organizations
incl ude: the weekly movies shown in the Vulcan Theatre,
the series of events surrounding our Homecoming Theme,
the spring "Jazz Expe1ience" celebration, The Reed Arts
Center Gallery Exhibits and many others. In addition, SAB
sponsors and co-sponsors several off-campus trips to several
Pittsburgh spotting events, performances at the Pittsburgh
Publi c theatre and opportunities to see national and local
recording artists in concert venues in the Pittsburgh area.
To fi nd out more about SAB , the types of entertainment
they provide, and how yo u can become a member call 9384303 or stop by their office located on the third floor of the
Natali Student Center.
Housing
The uni versity provides residence hall accommodations for
approxi mately 1300 students in six separate facilities.
Women reside in Clyde Hall and Stanley Hall ; men reside
in Longanecker Hall and McCloskey Hall. Men and women are
accommodated on separate floors of Binns Hall and Johnson
Hall. Johnson has been designated the "Cal Hall" honors hall.
Application for Housing
First-time fres hman students are required by the uni versity to li ve in the residence halls fo r the firs t two semesters of
their college career with the fo llowing general exceptions:
1. students commuting fro m the residence of their
parents or legal guardi ans,
2. married students,
3. students who are 2 1 years of age or o lder by the date of
registration.
Freshmen and transfers who indicate the need for oncampu s housing receive application for ms with thei r acceptance letter. On-campus housing is at a premium and there
are a limited number of spaces avail abl e. Freshmen are
given priority as long as avai labl e space exists. Students are
encouraged to apply no later th an May I .
Upper- class students interested in on-campus housing
should contact the housing office in Johnson Residence Hall.
Mai ling address is:
Residential Facilitie Office
Johnson Residence Hall - Box 39
250 University Avenue
California University of Pennsy lvania
California, PA 1541 9-1 394
Upper-class students are given specifi c in structions fo r
securing a space in the residence halls for the fall semester.
The instructions and the contract are distributed in the halls
during the spring semester. An upper-cl ass housing fair is
conducted in April. The university retains the right to assign
all students to certain residence halls, floors and roo mmates
in the best interests of the uni versi ty.
Housing contracts are for one academic year, September
through May. The housing contract commits the student to
uni versity housing for both the Fall and Spring semesters.
Contracting fo r a room for an academic year or Spring
semester does not guarantee that housing will be provided in
subsequent years .
Room Deposit
An advance roo m depos it of $ 100* is required with the
housing contract in order to reserve a room fo r the fo ll ow ing
academic year. The depo it is held in the student's accoun t
and applied toward the spring semester. First-year students
who wish to res ide in a residence hall will rece ive a housing
contract with their admis ions packet. The contract and card
mu st be signed and returned to the Bursar 's Office, 250
University Avenue, Californi a University of Pennsy lvania,
with the $ 100 deposit.
Upper-cl as students will receive specific instructions
on obtaining a housing contract are avail abl e fro m the
Director of Housing, Residential Facilities Office, Jo hnson
Residence Hall. Schedules and deadlines fo r housing
contracts are posted fo r each academic year. Withdrawal
fro m the contract will resul t in parti al or total fo rfeiture of
the deposit. In addition, the student may be held liable fo r
that semester 's roo m and board charges.
*Student who ex perience diffic ulty paying thi s advance
deposit should contact the Housing offi ce.
Damage Charges
Students are held responsible for the cost of dam age,
breakage, or loss and/or the return of uni versity pro perty.
Residence Life
Each uni versity res idence hall is supervised by a staff
which is headed by a residence hall director who li ves in the
residence hall. Residence hall directors are readil y avai lable
OO
to students who may request direction or assistance. The
director, with the assistance of graduate assista nts and
~
undergraduate resident ass istants, has charge of the residence ~
fac ility, including programming activities. A detailed
~
description of the uni versity's residence life program,
~
residence facilities, and residence hall rul es and regulations (j
is included in the Residence Life Handbook.
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Graduate Catalog 1998-99
99
OOSpecialty Housing
~
Residence Life offers students the option to li ve in a
U wellness community made up of students who philosophi-
>
~ call y
share a concern for personal health issue . Although
possession or consumption of alcohol and drugs on state
~ property is not permitted, students who abstain from the use
~ of tobacco, alcohol or other chemical substances may request
00 a space in one of these areas. Please check the front of the
housing card to make this request and return all information
as early as possible to ensure the best chance of your request
being honored .
An academic leadership area is also avail able in Johnson
~ Residence Hall . This area is offered to students who have
c:--, completed 24 semester hours at California Unjversity, have
maintained a minimum grade point average of 3.0 or better
~ and demonstrate leadership potential. Selection for resi~ dency in thi s area is competitive and depends on the number
~ of students who qualify. In add iti on to the grade point
average requirement, other eligibility criteria will be used
including a poss ible interview. All rooms are wired with
~ fiber optic computer hookup and each fl oor in Johnson Hall
~ has a computer lab.
Residence Life also offers students the opportunity to
~ live in other designated specialty housing. Those requesting
an assignment to a specialty housing area would reside in a
community of students who share a common interest in a
~ variety of student organjzations such as Greek letter affiliations, athletics, band, choir or clubs and organi zations. Any
~ group of students interested in li vi ng together can follow a
simple procedure to secure a location in the residence halls.
- , Please indicate your desire to Live in a special housing area
Ii-" on the front of the housing card under the special interest
~ section. All contracts received by the Apri l deadline will be
OOreviewed and those groups and organizations that have
shown a desire to live together will be contacted for further
details concerning their specific housing needs.
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Fiber Optics
Residence Life is in the process of having each residence
room wired for direct access to the university mainframe
system via fiber optic connections. This will allow residence
hall students to access e-mail, library information and the
internet from their rooms. There are hardware requirements
and special instructions for requesting an interface card to be
installed in computers to gain access to the system. Residents
of buildings not yet wired with fiber optic connections may
still access the system via modem. Contact the Residence Life
office in Johnson Hall for further details .
Evening Tutoring Program
In cooperation with the Academic Services department,
an evening tutoring program is available in three of the
residence hall s. This program is available to all students. A
detailed schedule of evening tutor sites and hours is posted
throughout the campus each semester.
100
California University of Pennsylvania
Residence Life Support Services Program
The initial objective of the Residence Life Support
Services Program is to assist new students with the transition
from home to college. The voluntary "Buddy Program"
matches a new student with a well-adjusted upper-class
resident student in the same residence hall in order to assist in
the transition. The upper-class mentor is avail able to guide,
direct, encourage and support the new student throughout the
first year. The Residence Life Support Services Center in
Stanley Hall is available to a sist students in finding university
support programs suited for the individual's needs.
Off-campus Housing
The primary consideration of off-campus housing is to
help the student secure safe, appropriate housing and to
educate the student about thi s endeavor.
The principle goals of the off-campus housing office are:
• to provide a "base of operation" for securing off-campus
housing.
• to assist in securing off-campus housing and to promote
responsible landlord/tenant/community relations.
• to promote the safety and welfare of all students residing in
off-campus housing.
• to ensure that students have useful resource materials at their
disposal.
• to provide effective communication between the university,
area officials and the community about off-campus housing
issues.
• to expand programs to include campus/community/civic
service and volunteerism within the off-campus student
community.
• to ensure that the rights of individuals with disabilities are
upheld in relation to off-campus living and accommodations.
Our on-going objective is to educate and promote the
safety and welfare of all students residing in off-campus
housing faci lities.
University Off-Campus Housing Disclaimer
The information contained in the off-campus housing
li st 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 housi ng and is not to be taken as approved or
sanctioned off-campus housing. This does not create an
enforceable obligation to any party from California University of Pennsylvania, the Pennsylvania State System of
Higher Education, or the students of California University.
CalCard -The 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, preprogrammed with
basic services, and then enhanced based on your needs. To
begin using the deposit accounts, simply make an initial deposit
at the Bursar's Office.
CalCard Services
Manderino Library - The CalCard is the key to checking out
materials at Manderino Library. This basic service is included
on every CalCard.
Tickets* - Cal U students receive free admission to all home
intercollegiate sporting events. Faculty, staff and Southpointe
students who purchase season tickets will use their Ca!Card to
gain admission to these events.
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,
will 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 will provide free admission to the
Vulcan Theater, Comedy Roundup, Underground Cafe, as well
as dozens of other events each semester.
AAA - Part of the basic service of each student CalCard is the
AAA - roadside assistance program. Under this program, Cal U
students can receive free Limited roadside assistance from AAA.
To use this feature, simply call the toll free number on the back
of your Ca!Card.
*Students matriculated at Cal U Southpointe Center must
purchase membership or tickets for recreational and entertainment events on campus .
CalCard Accounts
CalCard works like a credit card in that 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.
Meal - Everyone enrolled in a meal plan will use the CalCard to pay
for their meals. Whether eating at Gallagher Dining Hall, or using
the meal equivalency at the Patio Grille, 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 or
$200 depending on the meal plan purchased.
Dine - Opening a declining balance Dine account is as simple as
making a deposit or transferring funds from your master Shop
account. This expands eating options to include the Bag It convenience store. Your Dine account can be used to pay for food at
Gallagher Dining Hall, Patio Grille, the Gold Rush Room, and the
Washington Food Court.
Shop - A CalCard Shop account is your master debit account and it
allows for the purchase of items and services. This debit account is
opened by making an initial deposit. Use your Shop account to
purchase textbooks and other merchandise in the Cal U Bookstore,
food from any campus location including Gallagher Dining Hall, and
snacks from vending machines. You can also use your CalCard to
operate laundry and copy machines, pay parking tickets, purchase
postage stamps and pay overdue book fines and lab fees.
Vend - Once you have deposited money in your Shop account, you
can begin to make purchases from various machines located on
campus. These machines include most food vending and beverage
machines, Manderino Library copy machines and circulation
printers, and all laundry machines.
Dining Services
The goal of University Dining Services is to provide a
quality, cost effective, innovative dining program for students
r:,;_
living on and off campus. The university encourages student
involvement and awareness to help provide quality, nutritious
.....:i
meals at a reasonable cost. The dining halls provide an important ~
environment for student interaction and socialization.
y
Do you want an all-you-can-eat, one-price-at-the-door
~
option? Gallagher Dining Hall offers something for everyone, and ..i
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 convenience store
provides those items, and much more. Interested in a formal lunch ~
with faculty and staff? Try the dining room buffet in the Gold
~
Rush Room, Natali Student Center. Need advice on special
~
dietary concerns? The management team at Gallagher Dining
~
Hall provides dietary services 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: 10 meal plan with $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 D : 5 meal plan with $200 Dine dollars.
.....:i
Plan E: Dine dollars-only plan, with initial minimum balance
l""""'.J
of $50 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
rl'I
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,
,..,._
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(724) 938-4303 , ext. 202.
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Graduate Catalog 1998-99
101
~Commuter Center and Services
Commuter students comp1ise nearly two-thirds of the total
U student population. The commuter center has been established as a
~ "home base" for these students. Located on the second level of the
~
Natali Student Center, a number of services and opportunities can be
~ found and are made available with the assistance of the staff assigned
~
to this area.
In addition to the professional support staff, the center is staffed
by members of the Commuter Council. Students will find a
comfortable place to relax away from the classroom. The center
7 provides a lounge, general university information, travel information,
~ a food preparation area including a microwave oven and refrigerator,
television and lockers. A telephone is available for essential calls.
c....i
The Commuter Council also provides leadership, socialization
~ and support for commuter students. All members of the university
~ community are encouraged to take part in activities associated with
~ the center.
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~ Student Service Access Center
Located on the first level of the Natali Student Center, the access
center houses a Macintosh Computer Lab, the Community Service
~ Information Outlet, and Study Around the World program resources.
~
The computer lab permits student access to a number of
i--...,.__ 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 "final s" week. The Student Association, Inc., supports
and maintains the computer lab.
Students can obtain information regarding opportunities in
~ community service by volunteering through the Community Service
Inf01mation Outlet. Information regarding a number of organizations
r.,...-, which enlist volunteers in a wide variety of activities is provided
through the Guidebook to Community Service Opportunity.
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~Re-Entry Students
~
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The university has a long-standing tradition of servin g our
region by providing educational opportunities to re-entry
students. Re-entry students are generally identified as individuals who l) seek a degree following a hi atus from schooling; 2)
seek a second degree; 3) seek career skill s enhancement; or 4)
take non-degree, or continuing education courses.
Californi a University continuall y strives to plan and deliver
programs to enhance re-entry student services.
Contac t the Commuter Center Office, located on the second
floor of the Natali Student Center, for furth er details or assistance. 938-4439 Ext. 243.
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.
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.
102
California University of Pennsylvania
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, info1mation, 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 8:00 a. m. to 4:00 p.m.
Veterans Affairs
The Office of Veterans Affairs, (ext. 4076/4077), is open from
8 a.m. to 4 p.m., Monday through Friday. Evening hours may be
arranged by appointment.
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.
AU 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
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 Veteran 's Scholarship Fund. Two $1,000 scholarships are
currently awarded.
Campus Ministry
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.
The Campus Ministry of California University of Pennsylvania is located in the Natali Student Center, Room 143. Office hours
are from JO a. m. until 4 p.m. on weekdays while the university is in
session. Campus ministers are on call twenty-four 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 cosponsors a variety of religious or 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 938-4573. 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.
Cal U Student Bookstore
The Cal U Student Bookstore, located on the second
level of the Natali Student Center, offers a variety of services
for all students, fac ulty and staff. Students can purchase new
or used textbooks fo r their classes , with used books representing a 25 % savi ngs. A textbook reservation serv ice is also
avai lable, allowing students to pre-order books before the
first week of class .
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 ai ds are
also available. We offer free special orders for any book that
is not in stock.
Conveni ent 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.
CUTV (California University
Television)
CUTV, Cali fornia University Television, is the
university's cab le TV station. It is owned and operated by the
Student Association, Inc. CUTV is received by over 50,000
homes, 24 hours a day, via the Helicon and Armstrong cable
systems.
The mission of CUTV is to produce and provide
programmi ng of regional com munity interest whil e also
providing valuable hands-on educational experience for
interested students. At CUTV, students may learn a variety of
technical jobs such as camera work, editing, direction and
other production roles, and on-air talent positions.
The station has broadcast severa l regional distance
learning courses, allowing viewers to earn coll ege credit
from the comfort of their homes. CUTV covers collegiate
and high schoo l sports and local government meetings and
also produces a weekly news show, a news magazine for
Fayette Cou nty, a skit-oriented horror movie show and a new
movie preview/review program.
Become part of the award-winning team by dropping in
at the CUTV studios located in the Natali Student Center or
by calling the director of media services at 938-4303 (room
343).
CUTV may be taken as a CCU course.
WVCS (California Radio Station)
WVCS is a 3,300-watt radio station located in the Natali
Student Center. It is owned and operated by the Student
Association, Inc.
Students become familiar with on-air skills and they also
learn how to operate the radio station equipment.
WVCS may qualify for CCU course credit.
The California Times
(California Student Newspaper)
The California Times introduces students to the basic
newspaper publication process. The newspaper is published on
a weekly basis dwing the fall and spring semester, and four
times during the summer. Students learn production skills
using the computers avai lable for production and students also
learn writing and editing skills.
The California Times may qualify for CCU course credit.
Intercollegiate Athletics
The university sponsors a comprehensive athletic
program for both men and women. The athletic program is
regulated by the policies of the athletic council and admini stered by the director of athletics. It is governed by the Office
of Student Development and Services with the vice president
as the senior administrative officer.
00
Thirteen varsity sports are available to students who
desire to participate in intercollegiate athletics and who meet ~
the academic standards of the university, the PSAC and the
NCAA. Freshman students must apply to the NCAA
~
Cleari nghouse to be eli gible to compete in intercollegiate
_,.
athletics during their fres hman year. Specific requirements ~
may be obtained from the high school counselor, the univer- .L...,
sity athletic director or the Dean for Enrollment Management ~
and Academic Services.
Academic progress for athletes is monitored and a
~
professional staff of athletic trainers is always available.
Many assistant coaches and graduate assistants help to
coordinate the varsity sports program.
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Thirteen vars ity sports are available to students: for men , l ........J
basebal l, basketba ll, footba ll , soccer; for women , basketball, ~
softbal l, tennis, soccer and volleyball. Cross-country and
track and field are avai lable for both men and women.
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Multicultural Student
Programming
~
The Office of Multicultural Student Programming
provides programs and activities which support the ideals of
a culturall y diverse student population. It serves as an
advocate for students from various backgrounds and offers
consultation to other members of the university comm unity
when they plan 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.
Graduate Catalog 1998-99
103
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~Health Services
U The mission of the University Health Services is to
that effect in writing, notification to this effect will be sent to
the student's professo rs.
~ provide high quality health care for our students, to direct
;;, students to other health care providers when appropriate, to
~ provide emergency care for all members of the university
~ community, to address the specific health needs of those
~ members of the student population with special problems, and
00 to conceive, develop and implement relevant health education
programs for the university community.
(3) If a student is confined for longer treatment or care at the
infirmary section of the Health Center, verification of the
confinement will be sent to the student's professors. If a
student is hospitalized elsewhere or requires extended recovery with bed rest, written notification should be sent from the
attending physician to the Health Center, which will notify the
student's professors.
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The Downey-Garofalo Health Center is open 24 hours a
"< day, seven days a week while the university is in session. A
~
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staff of full-time registered nurses is on duty at all hours. A
qualified physician is on duty for four hours a day, Monday
through Friday, during specified hours.
~
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 emer~ gency occurs on the university campus. For the most part, the
~ University Health Center is an out-patient facility. However,
~ from time to time, emergencies may be accommodated
jllll""'" overnight. In some cases, short-time confinement of students
~ corning from homes located a great distance from the university is also approved. One of the university physicians will
~ determine when a student should return home for treatment
and recovery. 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,
~ hospital bills or prescription costs accrued by the students for
c::.......i treatment beyond capabilities of the University Health Center.
~ In cases of emergency, Brownsville General Hospital will
""~ usually be used for primary care. The final deci sion in
hospital selection is the student's.
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Medical Absences
Students who are unable to attend classes because of
illness should contact their professors, explain their absences, and arrange completion of any work that may have
been mi ssed. The Health Center does not issue medical
excuses, but will send written notification to professors only
in the following circumstances, provided that the student
initiate the request:
( 1) If a student consults a health care professional at the
Health Center, and the health care professional determines
that the student has or had sufficient medical reason not to
attend class (or to fulfill other academic obligations),
notification will be sent to the student's professors but only if
the student makes a request at that time.
(2) If a student has consulted a private physician , who has
determined that the student has or had sufficient medical
reason not to attend class (or to fulfill other academic
obligations), and the physician notifies the Health Center to
In addition, interest, intelligence, aptitude and personality
104
California University of Pennsylvania
Upon notification from the Health Center or any other
health care professional, the professor may decide whether to
consider the notification as a valid excuse from class or other
academic obligations.
A professor may call the nurse supervisor of the Health
Center for verification of a student's visit, but a visit can be
verified only if a student was actually seen by a health
professional.
The delivery of high quality health care is the heart of
the Health Center. All areas of the Health 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 the information is necessary to protect
the health and safety of the student and other individuals.
Counseling and Psychological
Services
The Counseling Center staff provides personal, social,
psychological and career choice services to students with
problems that 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, social worker or psychologist at the Counseling Center.
Students can call the Center at 938-4191, or contact the
receptioni st in the Center's office in the Downey-Garofalo
Health Center 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 that the discussion will remain confidential. Most
appointments are of an individual nature, but special interest
groups can be organized. The special interest groups may
meet on a weekly basis dealing with stress, test anxiety, selfdisclosure, interpersonal relationships, parents, occupational
choice, depression, sex or other topics of interest to all
members in the group.
tests and questionnaires may be used to gather more information. Through counseling a student will learn how to interpret
this information and make better choices in university life.
The professional counselors have extended their services
by developing a strong referral system locally on campus and
off campus. Referral s can be made to any department or office
on campus for financial aid, student work-study programs,
tutoring, academic advising, and other matters. Further, there
is a close liaison with the Student Development Office,
residence hall directors, the Health Center, the Speech and
Hearing Clinic, the Rehabilitation Office, the Veterans Affairs
Office, the Women 's Center, the Campus Ministry, and other
divisions of the university.
BACCHUS (Boost Alcohol Consciousness Concerning
the Health of University Students) is a student organization
developed under the guidance of advisors from the office.
BACCHUS strives to help individuals explore their attitudes
and behavior regarding alcohol and drug use. BACCHUS is
an educational component focusing on self- responsibility and
conscientious decision making.
Assessment and Intervention is designed to assist those
whose behavior may be harmful to themselves or others
because of alcohol or drug abuse. 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 others.
A formal agreement between Southwestern Pennsylvania Human Services, Inc. (SPHS) and California University
of Pennsylvania provides di versified counseling services
beyond the scope of the Counseling Center.
Under this agreement SPHS and its affiliated corporations
provide certain rehabilitative and therapeutic treatment
services to students and employees of California University
upon referral to the agencies by the university, its agents and
associates or the students or employees themselves. These
services include drug and alcohol assessment and treatment,
mental health services, and primary health care services. Also,
other health and social services which are requested by the
university and are within the scope of SPHS and its affiliates
may be provided. For further information on the drug and
alcohol program on campus, see the section on CHOICES .
Please call 938-4191 or drop in at the Health Center.
Office hours: 8:00 a.m. to 4:00 p.m. daily, Monday through
Friday. Weekend and evening sessions are by appointment.
CHOICES
CHOICES is the drug and alcohol education and prevention program located in Downey-Garofalo Health Center. It is
one approach by California University of Pennsylvania to
provide a drug free community. CHOICES provides programs
for the university and surrounding communities aimed at
increasing awareness of alcohol and drug related issues.
The e programs include consultation, counseling, education,
self-development, substance-free activities, and support
groups for co-dependency and Adult Children of Alcoholics.
CHOICES is made up of three primary components: the
Consortium, BACCHUS, and the Assessment and Intervention
Program. Each of these is an integral member of the
program's development and expansion within the campus
community.
The Consortium is a combined effort by California and
eight neighboring universities to provide a forum for discussion of relevant and current issues in drug and alcohol
prevention and education as well as the sharing of developmental programming ideas. The Consortium offers California
and other universities access to a resource library consisting of
videos, books, pamphlets, and other information related to
drug and alcohol use and abuse.
Graduate Catalog 1998-99
~Services For Students With
U Disabilities
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Students with disabilities are provided an equal opportunity to participate in student services and activities conducted
by the unjversity. No qualified student is, on the basis of
~ di sability, excluded from participation in , denjed the benefits
00, of, or otherwise subjected to discrimination under any
academic, research, occupational trairung, housing, health,
insurance, counseling, financial aid, physical education ,
athletics, recreation , transportation , other extracurricular, or
other post-secondary program or activity offered or spon~ sored by trus university. Students with di sabilities must
provide official documentation of di sabiljties.
Uruversity programs and facilities are accessible to
~ students with djsabilities, and special needs of students are
~ recognjzed. The Office of Services for Students with
~ Di sabilities, Room 114, Clyde Hall, provides individualized
assistance to those in need. Information on disabled students
services may be obtained through the coordjnator of Services
~ for Students with Di sabilities.
~
Students in need of attendant services should contact the
coordinator at the earliest practicable date.
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Parking for Students with Disabilities
Numerous parking spaces have been reserved for the
exclusive use of persons with di sabilities who have mobility
or other physical problems. These spaces are reserved for
such use at all 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 in the Office of Services for Students with Di sabi li ties and the Office of Public Safety.
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~ Office for Students with Disabilities' Assistive
~
Technology Laboratory
The Office for Students with Di sabilities' Assistive
Technology Laboratory provides students with severe disabilj~ ties experiential contact with state-of-the-art technology to
augment their abilities to identify resources and to bridge the
~ gap between their educational tenure and their preparation for
~ gainful employment. The goals of the Assistive Technology
00, Lab are to provide:
• a comprehensive resource base, and
• accessibility and support services.
The Lab is multi-purpose, and the equipment is designed
to provide structured learning opporturuties for students with
severe disabilities. It helps students establish their learrung and
information gathering goals for assistive technology, and
focuses on (1) what needs to be accomplished, and (2) what
needs to be learned. It helps students with severe disabilities to
define their needs.
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The Lab provides assessment, evaluation and individual
initiatives for assistive technology. It provides students with
severe disabilities the opportunjty to learn about and use
various assistive technology devices and equipment. In
addition, students have an opportunity to use these specialized devices on a temporary loan basis.
The Assistive Technology Laboratory hours are 9 a.m. to 4 p.m.,
although additional hours may be negotiated. For more information, contact the Office for Students with Disabilities at
(724) 938-4012, or stop in 114 Clyde Hall .
106
California Uruversity of Pennsylvarua
General Code of Conduct
The responsibility for admjnjstering student discipline at
the university is vested in the Division of Student Development. Staff in the di vision investigate cases of misconduct,
meet with students to di scuss their rights and responsibilities
and refer the case to the appropriate hearing body. Conduct
rules, disciplinary penalties and complete hearing procedures
are contained in the Rules of Conduct and Judicial Procedures handbook.
The university reserves the right, in the interest of a)] its
students, to decline admission, to suspend, or to requjre the
withdrawal of a student from uni versity housing and/or the
university after a)] appropriate unjversity procedures have
been followed.
Registration at the uruversity assumes the student's
acceptance of responsibility for compliance with all regulations published in the catalog, as well as any rules found in
any official publication.
Student Judicial System
The Dean of Student Development is responsible for
administration of the judicial system and the conduct
regulations. His 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
di sciplinary action in certain cases, conducts student/faculty
judicial board hearings, maintains all uruversity 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 Vulcan Adventure student handbook and the
Rules of Conduct and Judicial Procedures handbook.
FACULTY
(Date of first ap pointment to California University of
Pennsylvania.)
Holiday Eve Adair. ( 1997) Associate Professor, Psychology.
B .A., University of Akron ; M.A. , University of Akron;
Ph.D., University of Akron
Randalle Adkins. (J 998) Assistant Professor, Political
Science. B.A., Marshall University; M.A. , Miami University ; Ph.D., Miami University
Dencil K. Backus. (1983) Assistant Professor, Communication Studie . A.B., Glenville State College; M.A. , West
Virgi nia University
William F. Blose!. (1976) Associate Professor, Business and
Economics. B.S. , Pennsylvania State University; M .B.A.,
University of Pittsburgh ; C.P.A.
Dav id F. Boehm. (1989) Associate Professor and Chair,
Biological and Environmental Sciences. B.S., West Liberty
State College; M .S., West Virginia University; Ph.D., West
Virginia University
Barbara H. Bontanti . (1994) Associate Professor, Communication Disorders. B.S., Indiana University of Pennsylvania;
M.S., St. Francis College of Illinois; M.Ed ., California
University of Pennsylvania; Ph.D. , University of Pittsburgh
Rollin M . Barber. ( 1976) Professor, Social Science. B.S. ,
Ohi o State University; M.S. , Ohi o State University ; Ph.D. ,
Ohio State University
Kaddour Boukaabar. (1997) Associate Professor, Mathematics and Computer Science. B .S., University of Wahran,
Algeria; M .S., Florida Institure of Technology; Ph.D. ,
Bowling Green State University
Bruce D. Barnhart. (l984) Professor, Health and Sport
Science. B.S., California University of Pennsylvania; M .Ed.,
California University of Penn sy lvan ia; ATC, Ed.D., West
Virginia University
Burrell A. Brown. (1989) Associate Professor and Chair,
Business and Economics. B.S ., California University of
Pennsylvania; MBA. , University of Pittsburgh; J.D., University of Pittsburgh
John F. Bauman. (1969) Professor, History. B.A., Ursinus
College; M.A. , Temple University; Ph.D., Rutgers University
Ed Brown. ( l967) Associate Professor, Socia] Work and
Gerontology. B.S., University of Pittsburgh; M .L.S.,
Carnegie Mellon University; M.S.W., University of Pittsburgh.
Robert A. Bauman. (1968) Professor, Special Education.
B.S. , Geneseo College; M .S., Indiana University; Ed.D.,
Indiana University
Peter J. Bel ch. (1968) Professor and Coordinator of 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 and Chair, Health
and Sport Science. B.S., West Virginia University; M.S.,
West Virginia University; A.TC.; Ed. D., West Virginia
University
Foster E. Billheimer. (1969) Professor, Biological and
Environmental Sciences. B.S., Pennsylvania State University ; M .A., University of Texas; Ph.D., Rutgers University
Robert A. Brown. (1969) Professor, Counselor Education and
Services. B.A., University Of New Hampshire; M .Ed. ,
University of Pittsburgh; Ph.D. , University of Pittsburgh
Gloria Brusoski . (1997) Associate Professor, Counselor
Education and Services. B.A., Duquense University; M.Ed. ,
Gannon University; Ph.D., University of Pittsburgh.
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. B.S., California University of Pennsylvania; M .F.A., Southern Illinois
University
Jerry M . Bl ackmon. (1985) Associate Professor and Assistant Chair, Mathemati cs and Computer Science; B.S. ,
Oklahoma State University ; M.S. , Oklahoma State University; Registered Professional Engineer (Electrical) P.E.
David N. Campbell. (1988) Professor and Chair, Educational
Studies. B. Ed ., Southeastern Louisiana University; M.S. ,
University of Illinois; Ph.D ., University of Illinois
William F. Blank. (1965) Associate Professor, Mathematics
and Computer Science. B.S ., Indiana University of Pennsy lvania; M.A.T., Duke University
Dorothy M. Campbell. (1973) Professor, Elementary
Education. B.S ., Indiana University of Pennsylvania; M.S.,
Bucknell University; Ph.D. , University of Pittsburgh
Graduate Catalog 1998-99
107
~
(1
Cj
~
~
~James 0 . Carter. (1990) As i tant Professor, Communication
~Studies. B.A. , Marshall Univer ity; M.A. , Ohi o University
§Richard Cavasina. ( 1992) Associate Profe sor, P ychology,
UB.S., Duquense University; M.S ., Duquesne Univer ity ;
~Ph.D ., West Virginia University
~Ronald A. Christ. (1970) Professor, Elementary Education.
B.S., University of Pittsburgh; M.Ed., Univer ity of Pittsburgh; Ed.D., Pennsylvania State University
Edward J. Chute. (1990) Director of Honor Program,
Professor, English. B.A., St. Vincent College; M.A., University of Minnesota; Ph.D., University of Minnesota.
Pamela B. Cignetti (1990) Professor, Elementary Education;
Director, Reading Clinic. B.S ., California U niver ity of
Pennsylvania; M.Ed., California University of Pennsylvan ia ;
Ed.D , University of Pittsburgh
Elwin Dicker on. (1989) Profes or and Assistant Chair,
Elementary Education. B.S. , California University of
Pennsylvania; M.S., California University of Pennsylvania;
Ed.D., West Virginia Univer ity
Robert F. Dickie. (1966) Profe sor, Special Education. B.S.,
Bridgewater State College; M .A. , Michigan State University ;
Ed.D., Michigan State University
Robert W. Dillon, Sr. (1970) Professor, English. A.B. ,
Fairfield University; M.A. , Ohio University; Ph.D., Ohio
University
Gail S. Ditkoff. (1986) Professor, Psychology. B.A. , State
University of New York at Binghamton ; M.S., State University of New York at Albany ; Ph.D. , State University of New
York at Albany
Debra M. Clingerman. (1984) Associate Profe or, Business
and Economics. B.A., California University of Pennsylvania;
M.B.A., West Virginia University
Dilawar Mumby Edward . ( 1972) Professor, Educational
Studies. I.Sc ., St. Aloysiu ' College, Jabalpur, India; B.E.
(Hons.), Govt. Engineering College, Jabalpur, India; M.E.(I),
Indian Institute of Science, Bangalore, India; M.Sc. in Ed. ,
Indiana University ; Ph .D., Indiana University
Ismail Cole. (1984) Professor, Business and Economics.
B.A. , Harvard College; M.A. , Tufts Univer ity; Ph.D. ,
University of Pittsburgh
R. Michael Feldman. ( 1969) Professor, Communication
Disorders. B.A. , University of Pittsburgh; M .A., University
of Iowa; Ph.D., Northwestern University; CCC Audiology
Donald J. Conte. (1968) Associate Professor, Earth Sciences.
B.S., California University of Pennsylvania; M.A ., Indiana
University of Pennsylvania; M.S. , California University of
Pennsylvania
Audrey-Beth Fitch. (1995) Assistant Professor, History. B.A.,
University of Calgary; M.A. , University of Toronto ; Ph.D.,
University of Glasgow
Joni L. Cramer-Roh. (1991) Assistant Professor, Health and
Sport Science. B.S., West Virginia University; M.A., University of North Carolina at Chapel Hill; A.TC.
Rick Allen Cumings. (1992) Associate Professor, Communication Studies. B.A., University of Illinoi s; B.A. , Moody
Bible Institute; M.A. , Marquette University; Ph.D. , Penn ylvania State University
Robert David. (1998) Associate Professor, Elementary
Education. B.S ., California University of Penn sy lvania;
M .Ed., California University of Pennsylvania; Ph.D.,
University of Pittsburgh
Bernard J. DeFilippo. (1990) Associate Professor, English.
B.S., California University of Pennsylvania; M .A., California
University of Pennsylvania; D.A., Carnegie Mellon University
Anette M. DeNardo. (1985) Professor, Mathematics and
Computer Science. B.S., California University of Pennsylvania; M .Ed. , California University of Pennsylvania; Ed.D.,
West Virginia University
108
California University of Pennsylvania
Sylvia L. Foil. (1990) Associate Professor and Director of
Television Studio, Communication Studies. B.S.S., Northwestern University ; M.A. , Northwestern University; Ph.D. ,
Northwestern University
J. K. Folmar. (1969) Professor, History. B.A. , Samford
University; M .A., Birmingham-Southern College; Ph.D. ,
University of Alabama (Tuscaloosa)
icholas S. Ford. (1992) Associate Professor, Mathematics
and Computer Science. B.S. , Michigan State University ;
M.S., West Virginia University; Ph.D., Michigan State
University
John S. Gibson, Jr. (1967) Associate Professor, Mathematics
and Computer Science. B.A., Washington and Jefferson
College; M.A., Michigan State University
Lizbeth A. Gillette. ( 1986) Professor, Educational Studies.
B.S., Carnegie Mellon University; M.Ed. , University of
Pittsburgh; M.Pub.Mgmt. , Carnegie Mellon University;
Ed.D ., University of Pittsburgh
Charles A. Gismondi . (1969) Associate Professor, Communication Disorders; B.S., California University of Pennsylva-
nia; M.S. , West Virginia University; CCC Speech Pathology
William M. Giuliano. (1998) Assistant Professor, Biological
and Environmental Sciences. B.S., University of New
Hampshire; M.S., Eastern Kentucky University; Ph.D., Texas
Tech University
Jack D. Goodstein . (1967) Professor, English. B.A., Queens
College; M.A., New York University; Ph.D. , New York
University
William A. Gustin. ( 1988) Associate Professor, Earth
Sciences. B.S., Indiana State University; M.A., Indi ana State
University
Judith I. Hall. (1984) Associate Professor, Mathematics and
Computer Science. B.S., University of Pennsylvania; M.S.,
University of Pittsburgh
John M . Hanchin. (1967) Professor, English. B.A. , Duquesne
University; M.Ed. , California University of Pennsylvania;
Ph.D. , Indiana University of Pennsylvania
Patricia L. Hartman. (1989) Professor, English; Director,
Women 's Studies. B.A., Abilene Christian University;
M.A.T., Johns Hopkins University; M.A., Ohio University;
Ph.D., Ohio University
Wilburn Hayden, Jr. (1998) Associate Professor, Social
Work. B.A., St. Andrews College; M.S.W., University of
North Carolina; Ph.D., University of Toronto
Joseph C. Heim. (1990) Associate Professor, Social 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
Richard James Helldobler. (1988) Associate Professor and
Chair, Theatre. B.B.A., University of Toledo; M.A., Bowling
Green State University, Ph.D. , Bowling Green State University
William Hendricks. (1990) Professor and Director of
Composition Program, English. B.A., Case Western Reserve
University ; M.A., University of Pittsburgh; Ph.D., University
of Pittsburgh
Nancy Hepting. ( 1997) Associate Professor, Communication
Disorders. B.S., Clarion University; 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
Karla A. Hoffman. (1990) Professor, Mathematics and
Computer Science. B.S. , Towson State University; M.Ed.,
University of Massachusetts; CAGS University of Massachusetts
Larry D. Horath. (1990) Associate Professor, Applied
Engineering and Technology. B.S., Eastern Illinois University; M .S., Eastern Illinois University; Ph.D. , Texas A&M
University
Rene L. Horath. (1989) Professor, Applied Engineering and
Technology. B.S ., Peru State College; M.S., Texas A&M
University; Ph.D., Texas A&M 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.
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
Madelon Jacoba. (1988) Professor, English. B.A., Albion
College; M.A. , Purdue University; Ph.D., Purdue University
Kirk R. John. (1990) Associate Professor, Psychology. B.A.,
California University of Pennsylvania; M .Ed., Indiana
University of Pennsylvania ; Ed.D., Indiana University of
Pennsylvania; NCSP; Pennsylvania Certified School Psychologist; Pennsy lvania Licensed Psychologi st
David T. Jones. (1985) Associate Professor, Business and
Economics. B.S., Waynesburg College; M.S., West Virginia
University; C.P.A.
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. Kani s. (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 and Sport
Science. B.S., University of Connecticut; M .S ., University of
Southern Maine; P.T. ; A.T.C. ; Ed.D., West Virginia University
Gary W. Kennedy. ( 1962) Professor, Elementary Education.
B.S., California University of Pennsylvania; M .A., West
Virginia University; Ph.D., University of Pittsburgh
Graduate Catalog 1998-99
109
~ William
G. Kimmel. (1976) Professor, Biological and
~Environmental Sciences. B.A., Wilkes College; M.S. ,
~Pennsylvania State University; Ph.D., Pennsy lvania State
~ University
Virginia Majewski. ( 1991 ) Assistant Professor and Chair,
Social Work and Gerontology. Ph.D. , University of Pittsburgh
~Stanley A. Komacek. ( 1987) Professor, Applied Engineering
~and Technology. B.S. , California University of Pennsylvania;
M.Ed., Miami University; Ed.D., West Virginia University
F. Mel Madden. (1976) Professor, Social Work and Gerontology. S.T.B ., St. Anthony-on-the Hudson (w ith Catholic
University) ; M.A., Montclair State College; Ed.D., University of North Dakota
Robert J. Kopko. ( 1979) Associate Professor, Busi ness and
Economics. B.S., Elon College; M.S. , Pennsylvania State
University ; C.P.A.
Sean C. Madden. (1989) Professor and Chair, Hi story. B.A.,
Xavier University; M .A., University of Notre Dame; D.A. ,
Carnegie Mellon University
Robert A. Korcheck. (I 967) Professor, Engli h. B.A. , St.
Bonaventure University; M.A ., West Virginia University;
Ph.D., West Virginia University
J. Gregory Martin. (1969) Professor, Elementary Education .
B.A., Miami University; M.A.T., Cornell University; Ph.D. ,
Cornell University
Paul L. Lancaster. ( 1969) Associate Professor and Chair,
Special Education. B.S., California University of Pennsylvania; M.S ., California University of Pennsylvania
Elizabeth Mason. (I 987) Profes or and Chair, Psychology ;
Supervisor, School Psychology Clinic. B.S., Indiana University of Pennsylvania; M.Ed. , Indiana University of Pennsy lvania; Ph.D., Ball State University ; NCSP ; Pennsylvania
Certified School Psychologi st; Licensed Psychologist
Frederick S. Lapisardi. (1968) Professor, English. A.B.,
Niagara University ; M.A. , Niagara University ; Ph.D. , New
York University
Regis Lazor. ( 1972) Associate Professor, Special Education.
B.S., California University of Pennsylvania; M.Ed. , University of Delaware
Karen L. LeMasters. (1986) Professor, Busine sand Economics. B.S. , West Virginia University; M.B.A., West
Virginia University ; Ph.D. , University of Pittsburgh
Robert T. Little. (1970) Professor, Mathematics and Computer Science. B.S., California University of Pennsylvania;
M.Ed. , California University of Pennsy lvania; Ed.D., West
Virginia University
Sam P. Lonich. (1989) Assistant Professor, Psychology. B.S.,
California University of Pennsylvania; M.S., California
University of Pennsy lvania; Pennsylvania Certified School
Psychologist, Licensed Psychologi st
John H. Lucy. (1972) Professor, Applied Engineering and
Technology. B.S ., California University of Pennsylvania;
M.A. , West Virginia University; Ph.D., The Ohio State
University
Andrew J. Machusko. (1970) Professor and Chair, Mathematics and Computer Science. B.S., California University
of Pennsylvania; M.A. , University of Georgia; Ph.D.,
University of Georgia
110
California University of Pennsylvania
Anthony P. McGrew. ( 1968) Associate Professor, Earth
Sciences. B.S., Brigham Young University; M.A., Brigham
Young University
Phyllis S. Mcilwain. (1969) Professor, Elementary Education. B.S. , Slippery Rock University of Pennsy lvania; M .Ed.,
Indiana University of Pennsylvania; Ph.D. , University of
Pittsburgh
Beverly J. Melenyzer. (1991) Professor, Elementary Education. B.S., California University of Pennsy lvania; M.Ed.,
California University of Pennsy lvani a; Ed.D. , Indiana
University of Pennsylvani a
Edward Mendola. (1989) Assistant Professor, Business and
Economics. M.S., Waynesburg College; M.S., Robert Morri s
College; C.P.A.
Ronald L. Michael. (1969) Professor, Social Science. B.S.,
Jamestown College; M.A. , University of North Dakota;
Ed.D. , Ball State University
Patricia Milford. ( 1989) Associate Professor, Communication
Studies. B.A ., George Mason University ; M .A., Eastern
Michigan University; Ph.D., Pennsylvania State University
C. AIJan Miller. ( 1976) Professor, Biological and Environmental Sciences. B.S., Buena Vista College; M .A., Mankato
State College; Ph.D., North Dakota State University
Patrick L. MilJer. (1967) Assistant Professor, Communication
Studies. B.S ., Dickinson State University; M.A ., Colorado
State University
Susan J. Mongell. ( 1990) Associate Professor, Business and
Economics. B.A., Seton Hill College; M.A. , University of
Pittsburgh; Ph.D., University of Pittsburgh
Thomas C. Moon. (l 969) Professor, Biological and Environmental Sciences. B.A., Kalamazoo College; M.A.T. , Oberlin
College; Ph .D., Mi chigan State University
Lawrence L. Moses. ( 1969) Professor and Chair, Earth
Sciences. B.S ., Edinboro University of Pennsy lvania; M.Ed .,
Pennsylvania State Uni vers ity; Ph.D. , University of Pittsburgh
Ben A. Mule. (1972) Assoc iate Professor, Special Education.
B.S., State University of New York at Geneseo; M.Ed. ,
University of Rochester
William M. Murdick. (1969) Professor, English. B.A. , State
University of New York; M.F.A., University oflowa; Ph.D.,
Indiana University of Pennsylvania
Pratul C. Pathak. (1990) Professor. English. B.A. , University
of Delhi, India; M.A. , University of Delhi, India; L.L.B. ,
University of Delhi, India; M .A., University of WisconsinMilwaukee; Ph.D. , University of Wisconsin- Milwaukee
Brian K. Paul son. ( 1989) Associate Professor and Assistant
Chair, Biological and Environmental Science. B.A.,
Gustavus Adolphus College; M.S., Michigan Technological
University; Ph.D., University of Oklahoma
Joseph E. Pecosh. (1967) Professor, Applied Engineering and
Technology. B.S. , California University of Pennsy lvania;
M.A., West Virginia University; Ph.D., University of
Pittsburgh
William J. Procasky. (1965) Professor, Earth Sciences. B.S.,
California University of Pennsylvania; M.A. , University of
Nebraska; Ph.D. , University of Pittsburgh
Anthony S. Pyzdrowski . (l 990) Professor, Mathematics and
Computer Science. A.S. , Pennsylvania State University ; B.S.,
West Virginia University ; M.S. , West Virginia University;
Ph.D. , West Virginia University; E.I.T.
Richard R. Ne mec. (1967) Associate Professor, Communication Disorders. B.S ., California University of Pennsylvania;
M.S. , West Virginia University; CCC Speech Pathology
Clyde A. Roberts. ( 1992) Associate Professor and Assistant
Chair, Business and Economics. B.S., Marshall University;
M.B .A. , Marshall University; D.D.A., University of Kentucky
Diane H. Nettles. (1989) Professor, Elementary Education.
B.A., University of South Florida; M.A. , University of South
Florida; Ph.D. , University of South Florida
Horace S. Rockwood, III. ( 1969) Professor, English. A.B.,
Boston University; M.A. , University of Michigan ; Ph.D.,
University of Michigan
George D. Novak. ( I 959) Associate Professor, Mathematics
and Computer Science. B.S., California University of
Pennsylvania; M.Litt. , University of Pittsburgh
Lawrence D. Romboski. (1969) Professor, Mathematics and
Computer Science. B.A. , Washington and Jefferson College;
M.A. , Rutgers University ; M .S., Rutgers University; Ph.D. ,
Rutgers University
Mark L. Nowak. (1985) Professor, Applied Engineering and
Technology. B.S ., University of Wi sconsin, Stout; M .S.,
Texas A&M University; Ed .D. , Texas A&M University ;
C.P.R.
Mahmood A. K. Omarzai. (1979) Professor, Business and
Economics. B.A., YD. College, India; M.A. , Karachi
University, Pakistan; M .A., Indiana University; Ph.D. ,
Indiana University
Young J. Park. (1977) Professor, Business and Economics.
B.P.A., Korea University; M.A., Temple University; Ph.D.,
Temple University
William G. Parnell. (1968) Professor and Chair, Counselor
Education and Services. B.S ., California University of
Pennsylvania; M .A., Eastern Michigan University; Ed.D.,
West Virginia University
John Rybczyk (1997) Assistant Professor. Biological and
Environmental Sciences. B.S., Michigan State University ;
M.S ., Eastern Michigan University; Ph.D. , Louisiana State
University
Anthony J. Saludis. (1969) Professor, Elementary Education .
B.S ., Duquesne University; M .Ed., Duquesne University ;
Ph.D. , University of Pittsburgh
Joseph A. Sanfilippo. (1965) Professor, Applied Engineering
~
and Technology. B.S., California University of Pennsylvania ; M .S., Ball State University; Ed.D., West Virginia
,,......
University
n
~
Elwyn M. Schmidt. (1966) Assoc iate Professor, Mathematics
and Computer Science. B.S., Pennsylvania State University; ~
M.S ., West Virginia University
~
Graduate Catalog 1998-99
111
~Li sa M . Schwerdt. (1990) Associate Professor, Engljsh. B.S.,
~Florida International Uni versity; B.A. , Florida International
~ University; M.A. , Purdue University; Ph.D., Purdue Univer~ sity
Marc A. Sylvester. ( I 973) Professor, Biological and Environmental Sciences. B.A. , Washington and Jefferson College;
M.S ., West Virginia Unjver ity; Ph.D. , West Virginia University
~Richard D. Scott. (1971 ) Professor, Psychology. B.A.,
~Pennsylvania State University; M.S ., University of Massachusetts; Ph .D., University of Tennessee
James Syphers. (1993) Assistant Professor, Social Work and
Gerontology. B.A., Unjversity of New Hampshire; M.S.W. ,
University of Pittsburgh; Ph.D., Walden University
Loui se E. Serafin. (199 l) Associate Professor, Business and
Economics. B.S., California University of Pennsylvanja;
E.M.B .A. , University of Pittsburgh; Ph.D.
P. Ronald Tarullo. ( 1978) Professo r, Business and Economics. B.A., Marietta College; M.A. , University of Pittsburgh;
Ph.D. , University of Pittsburgh
Caryl Sheffield. (1991) Professor, Elementary Education.
B.S., California University of Pennsylvania; M.Ed. , Slippery
Rock University; Ph.D., University of Pittsburgh
Virginia Rider Valentino. (1994) Associate Professor,
Mathematics and Computer Science. B.A., West Virginja
University ; M.S ., West Virgini a University; Ed.D., West
Virginia University
John W. Shirnkanin. (1990) Professor, Elementary Education . B.S., Moravian College; M.S. , Clarion University of
Pennsy lvania; Ph.D. , Penn State University
Sylvia E. Sholar. (1995) Assistant Professor, Communication
Studies. B.A., Georgia Southern Uni versity; M.A., University of Georgia; Ph.D. , Temple University
John S. Skocik, Jr. (1967) Associate Professor, Mathematics
and Computer Science. B.S., Ca]jfornia University of
Pennsylvania; M .S., West Virginia Unjversity
Nancy H. Skocik. ( 1990) Associate Professor, Mathematics
and Computer Science. B.S., California University of
Pennsy lvania; M.Ed., California University of Pennsylvania
Michael D. Slaven. (1995) Associate Professor, History.
B.A., West Virginia University; M.A. , West Virgini a Unjversity; Ph.D., West Virginia University
Michael J. Slavin. (1989) Associate Professor, Theatre. B.S.,
California University of Pennslvania; M.A. , West Virginia
Unjversity; Ph.D., Bowling Green State Unjversity.
Madeline C. Smith. (1990) Associate Professo r and Assistant
Chair, English. B.A ., Mt. St. Mary College; M.A., SUNYNew Paltz; Ph.D., West Virginja Unjversity
Jannene MacIntyre-Southworth. ( 1988) Professo r, Elementary Education. B.S ., Ball State University; M.A., Ball State
University; Ed.D ., University of Pittsburgh
Margaret A. Spratt. (I 988) Associate Professor, History.
B.A., Transylvania University; M.A ., Duke University;
Ph.D., University of Kentucky
Dennis C. Sweeney. ( 1991 ) Associate Professor, Psychology.
B.S., University of North Carolina; M.A., Bowling Green
State University; Ph.D., Bowling Green State Unjversity
112
California University of Pennsy lvania
John R. Vargo. (1970) Associate Professor, Elementary
Education. B.S., California Uni versity of Pennsylvania;
M.A., West Virginia University
Robert A Vargo. (1984) Professor, Earth Sciences. B.S .,
Californi a Unjversity of Pennsylvanja; M.S ., Syracuse
University; Ph.D. , Syracuse University
Carole A. Waterhouse. ( 1986) Associate Professor, English.
B.A., University of Pittsburgh; M.F.A. , University of
Pittsburgh; Ph.D., Ohio Uni versity
Thomas Wilkinson. ( 1991 ) Adjunct Associate Professor,
Educational Studies; Coordinator, Program fo r
Superintendent's Letter of Eligibility. B.S., California
University of Pennsylvania; M.A ., West Virginia University;
Ph.D., University of Pittsburgh
Paul D. Williams. ( 1986) Professo r and Director of Math
Lab, Mathematics and Computer Science. B.S. , California
University of Pennsylvanja; M .S., Clarkson University;
Ed.D. , University of Pittsburgh
Sylvia S. Willjams. (1965) Associate Professor, Psychology;
Coordinator, Graduate Program; Director, School Psychology Clinic. B.A., Pennsy lvania State University; M.A., West
Virginia University; Pennsylvania Certified School Psychologist; Licensed Psychologist; NCSP
Beverly Willison. (1978) Professor, Social Work and
Gerontology. B.A. , Duquesne University; M .S.W., University
of Pittsburgh ; Ed.D. , West Virginia University; N.C.C. ,
L.S .W. , A.C.S.W.
James Wood . (1987) Professor, Social Science. B.A.,
Colorado State Uni versity; M.A., Arizona State University;
Ph.D., Arizona State University
Richard M. Wyman. (1992) Professor and Chair, Elementary
Education. B.A., Franklin and Marshall College; M.Ed.,
Tufts University; Ed.D., University of Washington
William A. Yahner. (1989) Associate Professor and Coordinator, Writing Center, English. B.S, Edinboro University of
PA; M.A., Edinboro University of PA; Ph.D., Indiana
University of PA
Mohamed Yamba. ( 1989) Assistant Professor, Social
Science. B.A., University of Ghana; M.A.I.A. , Ohio University; M.A., Ohio University; Ph.D., University of Pittsburgh
Albert E. Yates. (1964) Associate Professor and Chair,
Communication Di sorders. B.S ., California University of
Pennsylvania; M.A., West Virginia University; CCC Speech
Pathology
George Yochum. (1989) Associate Professor, Communication
Studies. B.A., University of Pittsburgh; M.A. , University of
Pittsburgh ; Ph.D., University of Pittsburgh
Jerzy Zderkowski. (1992) Associate Professor, Business and
Economics. B.A., Krakow; M.B.A., Krakow ; M.B .A.,
University of Pitsburgh
Edwin M. Zuchelkowski. (1985) Professor, Biological and
Environmental Sciences. B.S., California University of
Pennsylvania; Ph.D., West Virginia University
Graduate Catalog 1998-99
113
Where is California University of Pennsylvania?
California Unjversjty of Pennsylvarua is nestled in a bend of the Monongahela River in Washington County.
Located just 30 rrules south of Pittsburgh, the campus contains 38 bui ldings on 80 acres . The 104-acre Roadman Park,
located 1 rrule 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 of Interstate 79.
How to get to California Uruversity of Pennsylvania
Regional Map
Local Area Map
Campus Map
Cal U Southpointe Center Map
Driving Directions to Cal U
114
California Uruversity of Pennsylvania
Cal U Southpointe Center
Located in the Bailey Engineers II Building, just off 1-79 in the Southpointe Technology Center
to Pittsburgh
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Graduate Catalog 1998-99
115
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116
California University of Pennsylvania
BUILDING
1. Azorsky Administration Building
2. Frich Biological Science Bldg. (BSC)
3. Carter - Black Culture Center
4. Coover Hall (COO)
5. Dixon Hall (DIX)
6. Gallagher Dining Hall
7. Hamer Hall (HAM)
8. Downey-Garofalo Health Services Bldg.
Student Growth and Development Center
9. Herron Fitness Center (HER)
10. Industrial Arts Building (IAR)
11. Keystone Education (EDU)
12. Morgan Leaming and Research Center (LRC)
13. Main Hall (MAI)
14. Manderino Library (LML)
15. Military Science Building
16. Natali Student Center
17. New Science Building (NSC)
18. Noss Annex
19. Noss Hall (NOS)
20. Public Safety
21. Reed Arts Center
22. South Hall
23. Steele Auditorium
24. Student Development Annex
25. Vulcan Hall
26. Duda World Culture Building (WCU)
27. Watkins Academic Building (WAC)
DIRECTORY
RESIDENCE HALLS
28. Binns Hall (Men's Dorm)
29. Longanecker Hall (Men's Dorm)
30. Stanley Hall (Women's Dorm)
31. Clyde Hall (Women's Dorm)
32. Johnson Hall (Cal Hall Honor 's Dorm)
33. McCloskey Hall (Men's Dorm)
OTHER BUILDINGS
34. Maintenance Building
35. Maintenance Building
36. Maintenance Building
PARKING AREAS
B - Faculty and Staff
C - Faculty and Staff
D - Faculty and Staff
E - Faculty and Staff
J - Faculty and Staff
L - Faculty and Staff
M- Faculty and Staff
S - Student
X - Faculty and Staff
Graduate Catalog 1998-99
117
TENTATIVE ACADEMIC CALENDAR
1998-99
F all S emester 1998
Move-In Day for Residence Hall
Students
March 2
Last Day to Drop a Course or Withdraw from the University without
Academic or Financial Aid Penalty
August 31September 1
Orientation & Registration
March 15-20
Spring Break (no classes)
September 2
Classes Begin
March 23
Last Day for Fee Adjustments for
Returning Students
August 31September 5
Add Period
March 30
Last Day for Fee Adjustments for
New Students
September 7
Labor Day (no classes)
April 2-3
Easter Break (no classes)
April 16
Last Day to Drop a Course or Withdraw from the University
May 8
Semester Ends
May 8
Commencement
May 10
Grades Due from Faculty
August 30
Last Day to Drop a Course or Withdraw from the University without
Academic or Financial Aid Penalty
October 6
Last Day for Fee Adjustments for
Returning Students
October 20
Last Day for Fee Adjustments for
New Students
October 27
November 24
Last Day to Drop a Course or Withdraw from the University
November 25-29
Thanksgiving Break (no classes)
December 19
Semester Ends
December 21
Grades Due From Faculty
Spring Semester 1999
January 17
Orientation
January 18-19
Orientation & Registration
January 20
Classes Begin
January 18-23
Add Period
118
California University of Pennsylvania
Summer S essions 1999
May 10
May Session Classes Begin
May 31
Memorial Day (no classes)
June 7
First Five Week/fen Week Summer
Sessions Begin
July 5
Fourth of July Holiday (no classes)
July 10
First Five Week Summer Sessions End
July 12
Second Five Week Summer Sessions
Begin
August 14
Second Five Week/fen Week Summer
Sessions End
INDEX
Absences ....................... .. ......... ................... .. ................... 26
Academic Calendar .................. ... .......................... ....... ... 118
Academic Policies ........................................................... 26
Accounting Courses (ACC) ...................... .. ..................... 66
Administration Program for Principals ........................... 51
Asmini strative Program for Principals Courses ............. 6
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 cadidacy for a degree .......... .. ... ................................ 12
Alumni Association ............... ... ......... .................. .. .......... 97
Anthropology Courses (ANT) ..................................... .. .. 66
Approval for Degree .... .................................... ... .... ......... 15
Appeals .... ....... ................................................................. 10
---for exceptions to regulations ........................................ 10
---on grades .................................... ............................... ... 14
Applications and Schedules ................ .. ........................... 10
Assitantships ..... .. .. ....... .. ........................................ ...... .... 20
Athletic Training, Master of Science Degree in .......... .. .. 29
Audiology: See Communication Disorders .............. ..... .. 66
Biology Degree Programs .... .......... ... ..... .... .... .... .. ........... 30
Biology Courses (BIO) ............................................. ....... 67
Business Administration Degree Program .. ..................... 33
Business Management Courses (BUS) ......... .......... ..... .... 68
Industrial Management Courses (IMT) ................. .. ... 81
Cal-Card ................. .............. ................................. .......... IO I
Calendar, Academic ........ ................................................. 118
CARE Project .................................................................. 94
Career Services ........................... ................ .. ... .... ..... ....... 95
Candidacy ........................... .. .. ..... .... ................. .. ............. 12
Certification ...... .. ............ .............. ... .. ... ...................... ..... 11
Cheating and Plagiarism .................. ...... ......... .. ... .. .. .. ...... 13
Commencement .......... ..................................................... 16
Communication Degree Program ........ ......... ....... ............ 35
Communication Courses (CMG) .... .. .... ........................... 70
Communication Disorders .................. .... ............... ... ...... . 34
Communication Disorders Courses (CMD) .......... ......... . 69
Completion of Degree: time granted for ........ ..... .... ..... .. .. 14
Comprehensive Examinations ......................................... 14
Computer Center ........ .... ........ ......................................... 91
Computer Lab, Teacher Education ...... .. .. ... ........ ..... ........ 92
Computer Science Program ..... .............. .................. ... .... . 47
Computer Science Courses (CSC) ................................... 73
Conferring of Degrees .............................................. ....... 15
Confidentiality of Student Records ......................... .. ...... 27
Cooperative Education .......... ............. ...... ....................... 95
Counseling Services ........ .................... .......... ............ ...... 104
Counselor Education Degree Programs ........................... 36
Counselor Education Courses (CED) ..... ............... ..... .... . 68
Course Load ........................................ .......... .... ... ... ......... 12
Credit Options for the Master 's Degree
---application for ......................... ............... ............... ....... 15
---approval ..... .. ........... ................ ..... ......... .... ... ......... .. ..... 15
---when conferred .. .................. .. ..... .. ... .................... ........ 15
Disabled: services and parking for .......................... ........ 106
Disclosure of Student Records .... .... ...... .. ............ ... .. ....... 27
Drop/Add .............. ..................................... ..... ... ... ..... .... .. 13
Early Childhood Education Degree Program .................. 38
Early Childhood Courses(ECE) .......... .. .......................... 75
Earth Science Degree Program ......................... ..... .......... 40
Earth Science Courses (EAS) ................................ ... ....... 73
Economics Courses(ECO) ............................................... 76
Elementary Education Degree Program ........ .. ................ 43
Elementary Education Courses (EDE) .... ........... ............. 75
English Degree Programs ............ .................................... 45
English Courses (ENG) ....................... .... ........ ..... ........... 76
English Dept. Computer Center (EDCC) ........... ............. 92
Equality of Opportunity ...... .. ........... ................................ 2
Faculty ....... ........... .... .......... .......... ...... .... .................. .... ... 107
Fees ........ ... ............ ........ ........................................... ........ 16
Financial Aid ......... ........ .. ...... ... ...... ....... ................. .... .... . 18
Finance Courses (FIN) .................... ......................... ....... 79
General Education Courses (GEE) .................................. 87
Geography and Regional Planning
Degree Programs ...... ..... .. ........................ ... .. .............. 41
Geography Courses (GEO) ............................ ..... ............. 79
Goals .... ... .... ... .... .. ....... ... ............... ...... ... ...... ...... ... .. ........ . 6
Grade Appeal ........ ............................ .................... .. ....... .. 14
Grading System ............ .................................. ...... .. ......... 13
Graduate Assistantships .... ........................ .. .......... .. ..... .... 20
Graduate Credit for Seniors ............................. ............. ... 15
Guidance Programs: See Counselor Education ............... 68
Health Center .......................................................... ......... 104
History Courses (HIS) .............. ... .. ......... .. ....................... 81
Housing ............................. ............. .......... ..... ............... .... 99
International Students ...................................................... 9
Library .... ...... .. .... .... ..... ......... ..... ........ ........ .. .. .... .............. 90
Mail, Rigistration by .. ...................................................... 10
Maps: Campus, California, Southpointe ..................... .. .. 114
Management: See Business Administration ............. ... .... 33
Management Courses (MGT) ...................... ............. ....... 81
Marketing Courses (MKT) .............. .. ........ .. ............ ........ 81
Graduate Catalog 1998-99
119
Mathematics Degree Programs ... ..... .. ..... ....... .... .. ... .... ..... 47
Mathematics Courses (GMA) ....... .... ... ........ .... .... ............ 80
Mathematics Lab ..... .. ........ ..... ..... ...... .... ...... ... ................. 93
Multimedia Technology Certificate Program ... ........ .. ..... 64
Multimedia Technology Courses (MMT) ... ... ... ........ .. .. ... 82
Objectives ............... ... .... ........ .................. ... ..... .... ............ 6
Payment of Fees .... ........ ...... .... .... ... ... ...... .... ... ...... .. ..... .... 17
PA Certification for Teaching: See
Certification ........................... ..... .. .............................. 1I
Plagiarism ... ............... .............. .. .. .................................... 13
Political Science Courses (POS) .. ......................... ...... .... 82
Profess ional Education Courses (EDP) .................... ....... 88
Psychology Degree and Certification Programs:
See School Psychology Programs .......... ................. ... 57
Psychology Course (PSY) ...................... .. ............... ...... .. 82
Public Safety ............................... .. .............. ...... ............... 96
Reading Clinic .. .. .............................. ..... ........................ .. 93
Readi ng, Master of Education .................... ... ........ .......... 53
Reading Specialjst Certification Program .... ......... .. .. ...... 53
Reading Specialist Courses (RSP) ............... .. .......... ...... .. 84
Reading Supervisor Courses (RSU) ........ ..... .................. . 84
Refund of Fees ..... ....... .... .. ......................... .. ........ ............ 17
Registration, By Mail or in Person ........................ .. .. ...... 10
Regul ations, responsibility fo r ................................... ...... I 0
Research Courses (RES) .................... .. ................ ... .... ..... 84
"Residency" Requirement ........................................ ...... . 12
School Psychologi st Degree Program .... .................... ... .. 57
School Psychologist Supervisory Program .................. ... 57
School Psychologist Courses:
See Psychology Courses (PSY) ........... ....................... 82
Social Science Degree Program .... .... .. ...... ... ................... 55
Social Science Courses (SOS) .................................. ....... 85
Social Work Degree Program ............................. .... ......... 59
Social Work Courses (SWK) .... ................... ............. ....... 85
Srecial Education Degree Programs ................................ 60
Special Education Courses (ESP) .................................... 78
Special Grades .... ............ ........ .................. .................. ..... 22
Style Manuals ................ .... .................. ...... ... ............ ... .. .. 10
Student Access Center Computer Lab ....... .. .......... ..... ... .. 92
Superintendent's Letter of Eligibility,
Certification Program .... ..... ........................... ............. 62
Superintendent's Letter of Eligibility
Courses (SLE) .............................................. .... .......... 84
Teacher Education Computer Lab ................................... 92
Technology Education Courses (TED) ...... .. ................ .. .. 86
Technology Education Degree Program .......................... 63
Technology Education Supervision Certificate ........ ... ... . 63
Time Limit ...... ..... .. ..... ... ..... ... ...... ............... ........... ....... ... 14
120
Califo rnia Uruversity of Pennsylvarua
Transcripts ......... .... ... ......... ....... ........ .. .. ........ .......... .... ..... 11
Tuition ... .... ........ ....... ..... ..... .. ..... ....... .. .................... ......... 16
Undergraduate Enrollment for Graduate Credit ............ .. 15
University Advancement ..... ........... ... .. ................... ..... .... 97
University: Some History ........ ....... .. .............. .. ... .. .......... 7
University Fees ......... ............ ........................... .. ... .. .. ....... 11
Veterans Affairs ................................... ... .......... .... .......... . 106
Vulcat .... .... .......... ..... ......... .......... .... .. ............... ....... ......... 90
Withdrawals: From Some or All Courses .... .... ........... ..... 13
Withdrawal s: Administrative .................................... .. .... . 13
Withdrawals: Refunds ...... .... ........... .......... .......... .... ... ..... 17
Women 's Center .. ................. .... .. ................................. .. .. 106
Writing Center ....................... ...................... .. .... .. ...... ...... 93
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.i~I
California
University
of Pennsylvania
It's all about you!
School of Gradua te Studies and Research
California University of PA
250 University Avenue
California, PA 15419
phone: 724.93~.4187
fax: 724.938.5712
E-mail: gradschool@cup.edu
Website: www.cup.edu
Office of Financial Aid
phone: 724.938.4415
A m em ber o( Pen11sylva.nia's
State System of Higher Educatio11
Cali/D m ia University of Pen ,,sylva.nia is
cummiu ed to upholding the rights a11d
dignity of all individuals. Therefore, it is
the policy of the university to prevent and elirni11ate unlaw/Ul discrimination based
o n race, color, religion, natio11al origin,
sex, age, sexual orientation, 111a.ri.ral stows, disability or vetera n status within the
university conm w nity.
1.
V
E
R
S
I
T
Y
1998-99
Graduate
Catalog
California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
(724) 938-4000
www.cup.edu
Graduate Catalog
1998-1999
Number 1
Volume 95
California University of Pennsylvania is a member of
the Pennsylvania State System of Higher Education
California University of Pennsylvania
is
a member of
The Association of State Colleges and Universities
and of
The American Association of Colleges for Teacher Education
and is Accredited by
The Middle States Association of Colleges and Secondary Schools
by
The National Council for Accreditation of Teacher Education
by
The American Speech-Language-Hearing Association
by
The National Council for Exceptional Children
and by
National Athletic Trainers Association
Equal Opportunity
California University of Pennsylvania acknowledges that equality of opportunity is the cornerstone of a free and democratic
society. As a state-owned institution , it accepts the duty of putting the principle of equal opportunity into practice. As an institution of
higher educati on, it accepts the responsibility of teaching that principle by its policies and actions. Consequently, California University
of Pennsylvania commits itself, ethical ly and legally, to the equal opportuni ty policies of a system of fair and open recruitment and
acceptance of students regardless of sex, race, color, religious creed, lllestyle, affectional or sexual preference, disability, present or
previous military service, ancestry, national ori gin, uni on and political affiliation, and age. Nevertheless, mindful of the reality of past
inj ustices and pre ent societal needs, the uni versity reserves the right to employ a limited use of racial, ethnic, and sexual criteria to
accomplish remedial objectives when necessary.
Once students are admitted to California University of Pennsylvania, the same rights, privileges, program and activities are made
available to all without regard to arbitrary and irrelevant criteria. Financial aids, e pecially scholarships, guaranteed loans, grants, work
study programs, a sistantships, and intern hips, are provided on an equal opportunity basis. Likewise, advisors and counselor are
avai lable to all students. Special programs have been established to meet the needs of students and are available on a first-come, firstserved basis to all students without regard to race, national origin, or religion. However, in the case of living arrangements, sex and
disability distinctions are made to better serve and acco mmodate all students. Finally, in accordance with recent federal and state
legislation, architectural and programmatic modifications have been implemented to ensure that no qualified student is prevented from
succeeding at California University of Pennsylvania because of disability.
In addition, California University of Pennsylvania engages in an open and equitable system of recruitment and employment of
fac ulty and staff candidates. It practices a non-discriminatory system of compensation, including pay, promotion, tenure, transfer,
education, trai ning and other benefits of employment.
California Un iversity of Pennsylvania prides itself on having created a workplace and learning environment free fro m discrimination and harras ment. If situatio ns or conditions to the contrary occur, an immediate and appropriate redress wiU take pl ace. Per ons
aware of such situatio ns or conditions are encouraged to contact the Social Equity Officer (724-938-4014), the Title IX Coordinator
(724-938-435 1), or the Section 504 ADA Coordinator (724-938-4076) .
2
California U ni versity Of Pe nn sy lvani a
From the President. ..
California University of Pennsylvania
is in the opportunity business. Since 1852,
thousands of students have seized the
opportunity we offer to improve, not only
their live , but the lives of the people they
have touched.
Our alumni are practicing
professionals in health care, education,
law, public service, business,
environmental studies, and government,
and the list doesn't stop there. From South
American rain forests to the Hubble space
telescope, California University graduates
are using their education to continue the
never-ending search for knowledge. In all
walks of life, California University
graduates are helping make the world a better place.
At California, we place great emphasis on people. We
have a dedicated faculty, a caring and concerned staff,
excellent facilities, an exemplary educational program, and a
variety of extra-curricular activities, all dedicated to helping
students get the most from their college experience.
Learning is not confined to the classroom. The university
experience hould be a broad one. Personal growth is
proportionate to the wise use of the many resources available.
So we encourage our students to become involved in the total
life of the university and its surrounding communities.
We also foster a family atmosphere. We are small enough
to care about individuals, and yet large enough to be able to
offer a variety of programs.
You should take time to read through this catalog. It can
tell you much about the university and its programs. I hope
each of you will become more interested in California
University and make a personal visit.
You and your family are welcome any time.
Angelo Armenti Jr., President
Graduate Catalog I 998-99
3
TABLE OF CONTENTS
Message from the President ............................. 3
ACADEMIC PROGRAMS AND COURSE
DESCRIPTIONS ............................................ 66
Graduate Programs (Directory) ...................... 5
Goals and Objectives ........................................ 6
About Cal U ....................................................... 7
Application and Admission .............................. 8
Fees and Expenses .......................................... 16
Financial Aid ................................................... 19
Academic Policies ........................................... 26
Departments, Majors, Programs ................... 29
Course Descriptions ........................................ 66
University Services .......................................... 90
University Advancement ................................ 97
Student Development and Services ............... 98
Faculty ........................................................... 107
Maps ............................................................... 114
Tentative Academic Calendar ...................... 118
Index .............................................................. 119
4
California University Of Pennsylvania
ACC- Accounting ... ... .................... ................. ... .......... 66
ANT- Anthropology ................. .. ...... ...... .... .... ....... .. .... 66
ADP- Administrative Program for Principals .. ... ........ 66
ATE- Athletic Training ...... ......... .... ...... ..... ........ ....... .. 66
BIO- Biology ........ .. ...... ... ...... ... ............ .... ..... ............ 67
BUS - Business ......................... ..... ...... ......... ..... ........ .. 68
CED- Counselor Education ..................... ..... ..... .... ...... 68
CMD-Communication Disorders .. ...... ...... ................. . 69
CMG-Communication Studies ... ...... .... .. ... ..... ... ....... ... 70
CSC- Computer Science ............. ....... ..... ............ ...... .. 73
EAS - Earth Science ....... ............................................. 73
ECE- Early Chi ldhood Education ........... ............ .... .... 75
ECO- Economics .. ....... ...... ..... ... ........ .. ........ .. .. .. ...... .... 76
EDE- Elementary Education ... ............... .. ............. ..... . 75
EDP- Professional Education ... ....... .... ....................... 88
ENG- English .... .. ...... ......... .. ............ ......... ......... ... ..... . 76
ESP- Special Education ... ....... ..... .... .... ......... .... ......... 78
FIN- Finance ...... ........ ..... ....... ..... ....... ... ..... ..... .... ... .... 79
GEE- General Education ....... ....... .... .. ... .......... .. ......... 87
GEO- Geography .... ... .... ..... ...... ... ..... ......... ...... ..... .... ... 79
OMA-Mathematics ....... ............... ..... ............... ..... ...... . 80
HIS- History ..... ... ......... ........ ...... .... ........... ....... ...... ... 81
IMT- Industrial Management .. .. ... .. .. ..... ..... ... ... .. .... .... 8 I
MGT- Management ..................... ......................... ..... .. 8 1
MKT- Marketing .. .... .............................. .......... ..... ... .... 81
MMT-Multimedia Technology .............. ....... ..... .......... 82
POS- Political Science ..... ... .. ....... .... .... ....... ............. .. . 82
PSY- Psychology ..... ........ .... .... ..... .... ........ ........ ..... ..... 82
RES- Research .... ..... .... .... ..... .... .... ... ...... .. ..... ..... .. ....... 84
RSP- Reading Specialist ..... .... .. .. .. ..... ....... ..... ... ......... 84
RSU- Reading Supervisor ........... ..... .. ... ... ....... ..... ....... 84
SLE- Superintendent's Letter of Eligibility ....... .. ... ... 84
SOS- Social Sciences ........... ... ... ............ ....... ......... .... 85
SWK- Social Work ..... .... .... ... .... ......... ....... ...... ... ..... .... 85
TED- Technology Education ...... .... .. .. .... ....... ..... .... .... 86
GRADUATE PROGRAMS
Administrative Program for Principals ........................................................... ... ......... ..... ......... ....... .... 49
Athletic Training ..... ... ........ .......... ................ .... ......... ............ ... .............. ........ .................. ........ ........... . 29
Biology .. ........ .... ...... ..... ................. .. .... ........................... ....... ......... ..... ................................................. 30
Business and Economics ...................................................................................................................... 33
Communication Disorders .. ..... ............................................. ..... ..... ... ......................................... ...... ... 34
Communication Studies .... ..................................................................... ......... ..... ... .. ........................... 35
Coun elor Education .................................................. .................................. ..... .................. ... ....... ....... 36
Earth Science ............................. ................. .......................... .. .. .. ......................................................... 40
Early Childhood Education ...................................................................... ... .. ................ ....................... 38
Elementary Education ...................................................... .......... ........................ .................................. 43
English ....... ....................... ....... .......... ...... ........................... ... ... ... .... ............ .. .. ..... .............. ...... ....... .... 45
Geography and Regional Planning ............................................ .... .......... .......................................... .. 41
Mathematics and Computer Science ..... .. .......................................................... .. ........ ... ....... .... .... ..... .. 4 7
Multimedia Technology ......... .. ........... .................. ....... ..... ........................ ..... .. .......... .... ..... ... ..... ..... .... 64
Reading Specialist ................................................................................................................................ 53
School Psychology ................ ......... ................................................... ......... .......................................... 57
Social Sciences .......................................................................................... ... ..... .................................. 55
Social Work ..................................... ............................................................ ......... ................................ 59
Special Education .............................................. .... ..... .. ................................... ... ... .... .... ............ ... ... .... 60
Superintendent's Letter of Eligibility .................................................................................................. 62
Technology Education .................. .................... ...... ..... .... .. ........... .................... ........ ....... ... ............... .. 63
General Education Courses ............ .... .................................... ........ ...... ................................................ 87
Professional Education Courses .................................................. ... ... .. ................................................. 88
Research Courses .......... .... ......... ... ....................................................................................................... 84
Application for Admission
If you would like an application for admission to graduate study or a copy of thelatest schedule, you can write,
email or telephone the office of the School of Graduate
Studies and Research.
Email: gradschool@cup.edu
Phone: (724) 938-4187
An answering service will take your message after office
hours which are 8 am to 4 pm, Monday through Friday
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
Graduate Catalog 1998-99
California University of Pennsylvania
~l~!~
~
S::,
~
GOALS AND OBJECTIVES
The School of Graduate Studie and Research at Cal U offers three advanced degrees: The Master of Art (M.A.),
the Master of Education (M.Ed.), and the Master of Science (M .S .).
The Ma ter of Education program is intended primarily for in-service teachers and other applicants who meet the
standards of graduate study e tab li shed by the uni versity.
The Master of Arts 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 stud ies. Graduate students have an
opportunity to study in depth in their areas of specialization and become more proficient in their disciplines.
CERTIFICATES
The university also offers certain graduate programs that lead to initial, specialized certifi cation beyond the baccalaureate level. In these graduate programs, indi vidual departments determine the competency of the graduate student for certification . It wi ll be noted that receivinga Master's degree does not automaticall y and of itself entai l receiving initial certification.
Graduate study at Cal U is especiall y designed to include classroom, laboratory, clinical, internship and research
experiences that add knowledge, depth , breadth and practi cal experi ence to the graduate student's educati o nal 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 traini ng and experience of the entering graduate student.
A minimum of 30 to 36 credits (seme ter hours) is required of all degree students, depending on the program and the
options within that program cho en by the graduate student. The requirements in the certification program are determined by
the program and the background and experience of the appli cant. (SEVERAL PROGRAMS REQUIRE MORE THAN 36
CREDITS.) Curricu la differ according to the various areas of specialization. Certain other tandards of proficiency de cribed
elsewhere in this cata log 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 di scipline, the backgrounds and strengths of the faculty member , and a flexib le approach to the needs and levels
of preparation of indi vidual students. Sil 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 di ciplines;
To provide opportuni ties 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 ski ll s;
To develop responsible leadership roles and the ability to relate effectively to other people;
To encourage academic and professional growth beyond the Master 's degree.
California U ni versity of Pennsylvani a
1998- 1999 Graduate Catalog
July 1998 • Vol. 95, o. I
Edited by: Office of Academic Affairs
Layout and Design:
Amy Gardner, Intern , Office of Publi c Relations
Cover Design: Lorish, Inc.
Printer: Nittany Valley Offset
6
California University Of Pennsylvania
The university is in the Borough of California, a
community of approximately 6,000 residents, located on the
banks of the Monongahela River, about an hour 's drive south
of Pittsburgh. It is accessible via Interstate 70, Exits 15 (PA
43), 16 (Speers), or 17 (PA 88, Charleroi) or via U.S. 40 (PA
43 or 88). The Mid-Mon Valley/ Fayette Expressway (PA
43) links California to the federal Interstate Highway system.
The university is approximately 30 minutes from Exit 8
(New Stanton) on the Penn sy lvania Turnpike, and an hour
from Greater Pittsburgh International Airport.
The main campus consists of 38 buildings situated on 80
acres. An additional 104-acre recreation complex, George H.
Roadman University Park, is located one mile from campus.
This complex includes a football stadium, an all-weather
track, tenni s courts, a baseball diamond, a softball diamond,
soccer and rugby field s, a cross country course, areas for
intramural sports, and picnic faci lities.
The geographic location of the university gives the
resident student opportunities to explore and pursue a wide
variety of activities.
Located on the Appalachian Plateau, an area of rolling hills,
the university is a short drive from camping, hiking, fishing,
hunting, white water rafting, and canoeing, and skiing activities
in the Laurel Mountains. In addition to cultural activities
provided on campus, the student has easy access to the Pittsburgh metropolitan area, located only 30 miles from campus.
This provides an opportunity to enjoy the Pittsburgh
Symphony, the Pittsburgh Ballet, the Civic Light Opera, the
David L. Lawrence Convention Center, the Pittsburgh Steelers,
Penguins, and Pirates, various museums and all of the excitements and attractions of a metropolitan area.
The institution that is now California University of
Pennsylvania began as an academy more than 140 years ago.
It has evolved over the years until now it is a multi-purpose
university. One of the fourteen state-owned institutions of
higher education in the Pennsylvania State System of Higher
Education, it has the strength and stabi lity of a university
system, but it retains its own flavor and unique history.
1852: A two-story Academy, offering education from kindergarten through college was established in the recently founded
community of California. The institution was supported by local
taxes and the donations of some residents of the community.
1864: A ten-acre plot for the Academy, still the center of the
university, was purchased.
1865: The Academy obtained a charter as a Normal School
for its district and became a teacher-preparatory institution.
1914: The Commonwealth acqu ired the institution and
renamed it the California State Normal School. The curriculum became exclusively a two-year preparatory course for
elementary school teachers.
1928: The institution became California State Teachers
College, returning to its previous status as a four-yeardegree-granting institution, with increasing opportu nities for
liberal arts education. Under the presidency of Robert Steele
( 1928-1951 ), California began to concentrate on industrial
arts and atypical education (what is now called special
education) and otherwise expanded its curricu la. The
campus grew to 35 acres, and a number of new buildings
were erected.
1959: During the presidency of Michael Duda ( 1956-68),
liberal arts curricul a were introduced, and the college
became California State College. In 1962 a graduate
program was introduced. The degrees of M.A . and M.S.
were initiated in 1968. During Dr. Duda's presidency, more
than a dozen new buildings were completed, and the size of
the student body and facu lty increased more than four-fold.
1974: During the presidency of George H. Roadman ( 19691977), the college developed a special mission in Science
and Technology, to complement its traditional roles in
Liberal Arts and Education.
1983: On July 1, 1983, the college became a part of the
State System of Higher Education and changed its name to
California University of Pennsylvania. Under the leadership
of President John P. Watkins ( 1977-1992), the College of
Science and Technology became fully operational, offering
programs in such varied areas as mathematics and computer
science, industrial management, nursing, energy technology,
robotics, and electrical engineering technology.
1992: Angelo Armenti Jr. appointed president of California
University.
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1996: College of Science and Technology renamed Eberly
College of Science and Technology in honor of the Eberly
Foundation for its philanthropic generosity.
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1997: Cal U Southpointe Center in the Southpoi nte Technology Center in Canonsburg, PA, opened in January, offering a
variety of courses and programs. Ground broken for the new """""'
Eberly Science and Technology Center -a state-of-the-art
y
facility for the study of science and technology schedu led to
open during 1998-99 academic year.
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(Additional information may be found in the book by Regis ~
J. Serinko, California University of Pennsylvania: The
People 's College in Monongahela Valley, published in 1992). rJ'l
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1874: The institution was renamed the South-Western
Normal School.
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Graduate Catalog 1998-99
7
Admissions
Application for Admission
If you would like an application for admission to graduate
study, you may return the prepaid postal card at the back of
this catalog. If someone has used it before you, you can
write or telephone the office of the School of Graduate
Studies and Research . Phone (724) 938-4187- an
answering service will take your message after office hours .
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California PA 15419-1394.
Required Steps in Application
Process:
l.
You must present evidence of a bachelor's degree from a
college or university that is accredited by the National
Commission on Accreditation or the appropriate
regional accrediting agency.
2.
You must present an official transcript of your
undergraduate work, show ing at least a 3.0 quality point
average (on a four-po int scale); other quality point
averages may be required for admission to certain
programs.
3.
If you are applying for admi ssion to the graduate
program in Business Administration, you must take the
Graduate Management Admission Test (the GMAT). If
you are applying for admission to the graduate program
in Biology, Communication or Communication Disorder
you must take the Graduate Record Examination (GRE).
4.
If you do not have a 3.0 undergraduate average, you will
have to take the Miller Analogies Test for conditional
admission (in programs other than the ones in Business
Administration, Communications, Communications
Disorders and Biology.)
5.
For the Master of Education degree in most fields , you
must already have a teaching certificate in the field in
which you also wish to enroll for graduate study.
6.
For the Master of Arts and Master of Science degrees, you
will have to present evidence of adequate undergraduate
preparation in the field in which you enroll.
Some of the graduate programs described in this catalog
lead to specialized initial certification in certai n fields of
education. In additon, it is possible, in certain disciplines, to
combine graduate study towards a Master's degree and
pursuit of initial teaching certification.
If you are interested in doing so, you may write or
telephone the School of Graduate Studies and Research (724)
938-4817 or the College of Education (724) 938-4125 or
(724) 938-4126 at the university for specific information.
You should apply for admission to the School of
Graduate Studies and Research as early as possible,
preferably no later than three weeks before the session in
which you plan to enroll.
Applications may be obtained from the
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California PA 15419-1 394
(724) 938-4187
They should be returned, with the $25.00 application
fee, to the same address. At the same time, official
transcripts of all graduate and undergraduate work should be
sent by the granting institution to the School of Graduate
Studies at California University of Pennsylvania. It is not
necessary to send a transcript of work done at Cahfornia
University.
For more detailed information about any program you
find in this catalog, you may write, telephone, or ask for an
appointment with either the chairperson or the graduate
studies coordinator of the department offeri ng that program
or with the Dean of the School of Graduate Studies and
Research.
8
California University Of Pennsylvania
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),
Technology Education Supervision, Reading Supervision, School
Psychology, and Superintendent's Letter of Eligibility.
Those interested in any of these programs may want to
speak with the chairperson or the graduate studies coordinator
of the department, or with the Dean of Graduate Studies and
Research. Applicants for these certification programs must have
completed all the prerequisites and any special requirements, as
follows. Applicants to the Administration Programs for
Principals must have their graduate work and professional
experiences evaluated in order that the necessary learning
experiences may be prescribed, to fulfill the competency
standards of the program. Applicants for the Technology
Education Supervisory program must have completed the
Master's degree. Applicants for the Reading Supervisory
program must have completed the Master's degree and have
obtained the Reading Specialist Certificate. Applicants for the
School Psychologist certification program must have completed
a Master's degree in School Psychology or a related field and
must obtain a minimum of thirty credits in special experiences
and courses in the School Psychology program.
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 determined by the academic department in which you will
be taking courses.
degree student are normally applicable upon transfer to a
degree program.
Graduate students from other universities (sometimes
Graduate students from other universities (sometimes known
as "transient students") who wish to take courses at California
University of Pennsylvania should be certain, before they
enroll, that the courses they plan to take here will be counted
towards their graduate program at their home institutions.
Policies about the transfer of graduate credits vary from
institution to institution; but commonly universities do not
permit graduate students to transfer to any of their programs
more than six semester credits taken elsewhere.
International Students
California University welcomes applications from
students from countries other than the United States. All
international students who apply for graduate studies must
meet the same entrance requirements as all other students.
For admission, the following documents must be submitted:
I. A completed application and application fee;
2. An official transcript, sent by the institution, of all
undergraduate work;
3. An official copy of a teaching certificate (if application
is being made to certain Master of Education programs);
4. TOEFL scores, sent by the testing agency, attesting to
competency in the use of the English language;
5. A statement of financial support; and
6. Any other necessary forms .
Final admission is contingent upon clearance from the
education authorities of the home country and from the
Immigration and Naturalization Service of the United States.
International students will also require, for purposes of the
university's records, a United States Social Security number.
A limited amount of financial aid is available to
international students, chiefly in the form of graduate
assistantships requiring a certain amount of work at the
university; but students must be certain of adequate funds for
their academic and living expenses before enrolling.
International students must be enrolled for at least one
semester before a graduate assistantship may be granted.
All international students must subscribe to the medical
insurance plan of the university.
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Upon admission, you will be permitted to take any
number of courses, but completion of these courses does not
automatically and in itself lead to admission to a degree or
certification program, and only six credits taken as a non-
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Graduate Catalog 1998-99
9
00 Applications
z
and Schedules
If yo u would like an application for admi ssion to
O graduate stud y or a copy of the new schedule or the next one,
~ please return the prepaid postal card included inside the back
r.,J cover of th.i s catalog.
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If someone has used it before yo u, yo u can phone the
School of Graduate Studies and Research at (724) 938~ 4187-an answering machine will take your message after
~ normal office hours.
Q
Or write:
School of Graduate Studies and Re earch
250 University Avenue
California University of Pennsy lvania
Cali fornia PA 15419-1394.
Registration by Mail
After yo u have been accepted and first enroll ed in
graduate tudies at California University, you may schedule
for the nex t semester or summer sess ion by mail.
Graduate students should consult with their academic
advi er before scheduling their courses. Registration cards
must be signed by the adviser. After such approval has been
obtained, the registration forms may be returned by mai l (or
in person) to the School of Graduate Studi es and Research.
If yo u have been accepted into a program of graduate
studi es but have not been recently enrolled at Cali fornia
University, yo u may obtain a schedu le or registration
material s by wri ting or telephoning the School of Graduate
Studies and Research (See telephone number and address
above).
You may pay your fees by Visa or by MasterCard. If
yo u preregister by mail, yo u may complete the credit card
authori zati on included in your registration packet. If you
register in person, authorization forms may be obtained at the
Bursar's Office.
Registration on Campus
If you prefer, you may register at the University shortly
before the opening of classes, on days announced in the schedule
of classes, both during the day and in the evenings. Faculty
advisers from all academic disciplines are present to assist during
these registration periods. Registration after these dates is
considered late registration and entails a late registration fee.
Graduate students who register at thi s time should be
prepared to pay their fees then , but existing arrangements fo r
deferment of payments for recipients of financial aid , for
veterans, etc. wi ll be honored. (Payments must be by check,
money order, or bank draft, payable to California University
of Pennsylvania.)
10
California University Of Penn sylvania
Graduate students are all owed to alter their schedules
within the first week of classes. Exceptions are allowed with
the permission of the Dean. Provided that there is no over-all
change in the number of credit involved and that the
changes do not consti tute a withd rawal from the School of
Gradu ate Studies and Research for the semester or summer
sess ion concerned, there is no penalty for this "drop/add"
procedure. Permission is granted through the School of
Graduate Studies and Research.
Responsibility for Regulations
Re ponsibility for knowing and complying with all
academic rules and regu lations, including the requirements
for graduation, rests with the indi vidu al graduate student.
Faculty advisers ass ist graduate students in planning their
academic programs and research requ irements, but they are
not expected to relieve graduate students of responsibility in
other areas.
Appeal Procedure
If you believe that compelling, persuasive, and unusual
circumstances may give you suffi cient reason to have certain
rules or regu lations waived or altered in some particular case,
yo u may appeal for an exception or exemption, to the Dean
of the School of Graduate Studi es and Research. In many
cases, the Dean may make such decisions but sometimes
may seek the advice and consent of affected facu lty members
or advisers, the Graduate Counci l, or the department
chairpersons. In some cases, none of these administrators or
bodies are empowered to alter general university policy. A
special procedure, described below in th.is section of this
catalog, is followed in cases of grade appeals.
Change of Address or Name
Students should inform the Schoo l of Graduate Studies
and Research promptly of any change of name or address by
means of appropriate fo rms avai labl e in that office.
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
di scipline. 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. Copies
of these manuals and other manuals maybe purchased in the
bookstore or consulted in the Manderino Library.
Planning a Program
Binding Fee
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 ass igned to graduate
students by the Dean's office after they have been admitted to
candidacy for the Master's degree.
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 cand idate's own use may
be bound, at the same cost per copy.
Candidates doing a Research Study may choose a specific
research adviser, after consultation with their department
chairperson or the Dean of Graduate Studies and Research.
Each student should consu lt with hi s/her adviser
throughout the graduate program on a regularly scheduled
basis. Program s of studies must be approved by a student's
advi ser before reg istration.
Permanent Certification for
Teachers
If you already have a Pennsylvania teaching certificate, you
can also use the credits you earn in a graduate program at
California University towards the post-baccalaureate
requirements for permanent certification in the Commonwealth.
Some graduate programs lead to specialized initial
certification, at the graduate level, in certai n fields; but it is
often possible, in other fields, to combine graduate study
towards a Master's degree and pursuit of initial teaching
certification. If you are interested in doing so, you may write
or telephone the School of Graduate Studies and Research or
the College of Education and Human Services.
University Fees
Changes in university fees may be made without notice.
See above, under Registration Procedures, for other
information about the payment of fees . Payment must always
be in the form of a check, money order, or bank draft payable
to California University of Pennsylvania. All fees must be
paid, or other arrangements made, before the beginning of
classes. The University will honor all customary deferment
policies for financial aid recipients, military veterans, etc.
Cap and Gown Fee
Candidates who have been approved for the Master's
degree 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 Unio n.
Transcipts
Transcripts of academic records and certificates of good
standing and honorable di smissal are issued by the Office of
Academic Records, Room 103 in the Administration
Building. Each tran script costs $3 .00, and payment must be
received before the transcript is issued.
Privacy
All transcripts are issued according to the provisions of
theFami ly Education Rights and Privacy Act of 1974 as
amended (the so-called "Buckley Amendment"). A request
for a transcript must be made in writing. To ensure that
academic information is not improperl y di sclosed, telephone
req uests for transcripts cannot be honored . The request may
be made on a form in the Office of Academic Records or by
writing a letter to that office indicating the number of
transcripts required , the types of transcripts (graduate,
undergraduate, or both), the name and address of the person
making the request, and the name and address of the person
or in stitution to whom the transcripts are to be sent.
(Transcripts are issued to a third party on condition that the
recipient wi ll not permit any other party to have access to
them without the written consent of the student.)
See also the section on Confidentia lity of Records in thi s
cata log.
If a transcript is issued to a student, a notation to that
effect appears on the transcript; transcripts iss ued in thi s way
are someti mes not considered "official" when presented to a
third party by a student.
Transcripts are issued as quickly as poss ible, but during
busy periods of the academic year there is necessarily some
del ay. Requests should therefore be made well before the
transcript is due elsewhere.
No tran script will be issued to a student whose financial
ob li gations to the University have not been met in full.
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Course Load
A full-time student is normally one who has scheduled
nine to fifteen hours of work in the fall or spring semester.
The Dean may allow graduate students with fewer schedu led
credits to be considered as full-time students, under certain
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Graduate Catalog 1998-99
11
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Part-time graduate stu~ents may schedu le no more than
six credits in the fall or spnng semester.
During the summer sess ion a graduate student may earn
a maximum of twelve credits.
~ Candidacy
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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 responsibi lity to apply for
candidacy in due time and manner. Application for candidacy
shou ld be made when a graduate student has completed at
least six but no more than twelve cred its of graduate study at
thi s uni versity. 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 te ts, 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 stipul ated in this catalog.
Of this number, all but six credits must be taken at
California University. (Thi s requirement is known as the
"residency" requirement, but it has nothing to do with one's
place of residence and does not require li ving on campus.)
12
Califo rnia University Of Pennsylvania
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 wis h them to be.
A maximum of six semester hours of graduate stud y
done at another institution in an accredited graduate program
may be transferred to Californi a University.
Transferred credits must represent courses equivalent to
those offered at California Uni versity, and only grades of A
or B are accepted. Such credits must have been earned
within five years of the date of the application fo r admission
to the graduate program at California U ni versity. Tralilsfer
credits are not figured into the quality point average.
Extension credits are not accepted fo r transfer.
A graduate student already enrolled at California
Uni versity who wishes to enroll in a graduate course at
another institution and to have the course transfer to his/her
program at California must obtain approval from his/her
program adviser and from the Dean of Graduate Studies and
Research at California before enrolling at the other institution.
Applications for such transfer of credits are avai lable in
the office of the School of Graduate Studies and should be
completed and returned before taking the course. An official
transcript from the institution at which the course was
offered must be submitted to the School of Graduate Studies
before the course can be entered on the graduate student's
permanent record at California.
Withdrawals
All withdrawals are subject to university regulatio ns
concerning credit or refunds of fees.
Graduate students who find it necessary to leave the
univer ity 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 customari ly
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
taking other action are not considered to have officially
withdrawn, and in such cases the failing grade of Fis
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 fust 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
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 not.
Complete Withdrawal
Graduate students are permitted to withdraw completely
from the university until the final week of the semester.
Permission 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 for compelling reasons, such as registration in
violation of university regulations, failure to comply with
academic requirements, failure to pay university fees on
time, disciplinary suspension, severe psychological or health
problems, or other such reasons deemed appropriate 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 a verbal
reprimand to a failing grade in the course. If the situation
appears to merit a more severe penalty, the professor may refer
the matter to the graduate dean or to the Vice-president for
Academic Affairs, with a request for more formal disciplinary
action by the University's Discipline Committee, which may
result in suspension or expulsion from the university.
Grades
Only the grades of A, B, C, F, P, and I are awarded in the
School of Graduate 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.
The grade of A is worth four quality points, B is worth three,
C is worth two, and F is worth zero. (However, if a student
withdraws from a course or from the University after the first six
weeks and is earning a grade of D or F at the time, the grade of
WF is recorded, and no quality points are earned.)
The quality point average is computed by multiplying the
number of semester hours specified for each course by the quality
points attained in that course, adding the total of these results, and
dividing this total by the total number of semester hours
attempted.
The temporary grade ofl (for Incomplete) may be assigned
by the professor if a student has not completed the work of the
course, either because of illness or for other reasons that the
professor considers acceptable. (The professor may, however,
submit a course grade on the basis of work that has been
completed.)
The student must arrange to complete the work necessary to
remove the grade of I within one calendar year of receiving it. If
it is not removed within that period, the grade ofI automatically
becomes a grade ofI-F, which cannot be removed from the
graduate student's transcript unless the course is repeated for
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 1-F immediately before graduation-possibly
adversely affecting graduation. If a graduate student has enrolled
for the Master's Thesis, the Research Paper, or the Research
Project, the grade of I will remain on the transcript until the
Thesis, Paper, or Project is completed.
The grade of Pis awarded in certain courses, to indicate the
performance of satisfactory work in situations, such as some
kinds of internships, in which it would not be appropriate to
assign letter grades. The grade of P carries no quality points,
and although the course is credited towards completion of a
program or degree, the credits are not used to compute the
quality point average.
If satisfactory work is not performed in such a course,
the grade of F is awarded, and it is computed into the quality
point average. The University does not allow graduate
students a "Pass/Fail option" in courses in which letter
grades are awarded.
GRADE APPEAL
If you consider that a grade you have received in a
graduate course is unreasonable or unjust, you should first
Graduate Catalog 1998-99
13
(,:)discuss the matter with the professor who awarded the grade.
If you are not sati sfied with the result of thi s conference, you
should confer further with the chairperson of the department
~ in which you are enrolled. If you do not reach accord at thi s
00 level, you may appeal to the Dean of the School of Graduate
00 Studies and Research, and then, as the last source of appeal ,
~ to the Vice-President for Academic Affairs of the University,
~ who will make a final decision in the case.
Z
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.
9
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 determined by the academic department in which you will
be taking courses.
0
This last step should be taken only if you are convinced
~ that you can demonstrate that arbitrary and/or capricious
standards were applied in your particular case and there was
no possibility for a resolution at an earlier stage. Although
the university seeks to provide aU students, graduate and
undergraduate, with the opportunity to express their concerns
on all matters, including grades, it is not customary for the
university administration to change a grade properly assigned
by a professor.
COMPREHENSIVE EXAMINATIONS
All graduate students who are candidates for the
Master's degree mu st pass a comprehensive examination.
The nature of the examination may vary from department to
department, but it commonly has a written component and
may have an oral component as well. The purpose of the
examination is to evaluate the graduate student's ability to
demonstrate the achievement of the objectives and/or
competencies prescribed in the student's program.
The comprehensive examinations is administered by the
department and are scheduled together, approximately
halfway through the semester or the summer sess ion. The
date for this comprehensive examination is always
announced by the department. Such examinations normally
require three hours. Information about department
examinations should be obtained from the faculty adviser or
chairperson.
PERIOD FOR COMPLETION OF DEGREE
Graduate students must complete all requirements for
the Master's degree within six years after the date of initial
registration for graduate studies at California University.
CREDIT OPTIONS FOR THE DEGREE
In a number of the degree programs, you may choose
between a 30-credit degree program which requires a
Research Project or Master's Thesis, and a 36-credit
program, which permits you to complete six credits of
research-related courses in place of the Research Project or
Master's Thesis. (In certain programs, a greater number of
credits is required.) General information about the 30-credit
option and what it entails is given below, but fuller details
concerning these options will be found in the program
descriptions in this catalog or may be obtained from the
department concerned or from the Dean of the School of
Graduate Studies and Research.
14
California University Of Pennsylvania
Upon admission, you will be permitted to take any
number of courses, but completion of these courses does not
automatically and in itself lead to admission to a degree or
certification program, and only six credits taken as a nondegree student are normally applicable upon transfer to a
degree program .
Graduate students from other universities (someti mes
known as "transient students") who wish to take courses at
California University of Pennsylvania should be certain,
before they enroll, that the courses they plan to take here will
be counted towards their graduate program at their home
institutions.
Policies about the transfer of graduate credits vary from
institution to institution ; but commonly universities do not
permit graduate students to transfer to any of their programs
more than six semester credits taken elsewhere.
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 thi s 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
"B" average is required for graduation.)
Students completing requirements for teaching
certification must also complete a "Certification
Endorsement" form. Thi s 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 who receive their degrees in
August or December may participate in the Commencement
exercises of the following May, but their diplomas and
official university records and transcripts record the date
when their degrees were conferred.
Attendance at the Commencement exercises is
appropriate, unless particular circumstances warrant
graduation in absentia. Permission to graduate in absentia is
granted only upon formal request, by the President of the
University or by the designee of the President, the Graduate
Dean.
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 to ensure that all requirements have been met,
that all fees have been paid, that one's name will appear
accurately on 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.
UNDERGRADUATE CREDIT FOR GRADUATE
COURSES
Undergraduate students may enroll in graduate courses
for undergraduate credit provided they meet the necessary
requirements for those courses. Individual departments
decide what the prerequisites for each course are. Graduate
status may be a prerequisite for admission to some courses.
GRADUATE CREDIT FOR SENIORS
Undergraduate students in their last term on campus
who have completed or are completing all the requirements
for an undergraduate degree may enroll in a limited
number-usually one or two-of graduate courses for
graduate credit. With the exception of the undergraduate
degree and teaching certification requirements, they must
meet all other entrance requirements for admission to the
School of Graduate Studies and Research; and such courses
may not be credited to both undergraduate and graduate
programs.
>
~
~
~
00
00
~
0
z
00
Graduate Catalog 1998-99
15
~
Fees
Tuition
~ Pennsylvania
Residents
~ Full Time Graduate (per semester)
for 9 to 15 Credits
$1,734.00
for each additional Credit
193.00
Part Time Graduate (per semester)
for each Credit (less than 9)
193.00
Q
Z
<
Z
Non-Pennsylvania Residents
OFu11 Time Graduate (per semester)
~ for 9 to 15 Credits
$3,118.00
~
for each additional Credit
346.00
~Part Time Graduate (per semester)
~
for each Credit (less than 9)
346.00
Transcript Fee (per transcript)
$3.00
NOTE: Summer tuition is billed at part time rates
on a per credit basis.
Room and Board
Room (per semester)
Single
Double
Triple
$1,423.00
1,059.00
851.00
Board (per semester)
19 meals
14 meals
125 meal block
$1,075.00
1025.00
1085.00
Off-Campus Dining Plans
Board (per semester)
19 meals
$1,075.00
14 meals
1025 .00
7 meals
660.00
125 meal block
960.00
Dine Dollars Plan
$50.00
(minimum starting balance)
Student Association Fee
Graduate
9 or more credits
6 to 8 credits
1 to 5 credits
$78.00
$52.00
$32.00
Student Union Building Fee (Undergraduate and Graduate)
12 or more credits
$75.00
6 to 11 credits
38.00
1 to 5 credits
19.00
University Service Fee
Graduate
6 or more credits
1 to 5 credits
85.00
50.00
Student Center Operations and Maintenance Fee
Graduate
$75.00
9 or more credits
52.00
6 to 8 credits
38.00
1 to 5 credits
Academic Support Fee
Fall/Spring
$168.00
12+ credits
154.00
11 credits
140.00
10 credits
126.00
9 credits
112.00
8 credits
7 credits
98.00
84.00
6 credits
5 credits
70.00
4 credits
56.00
3 credits
42.00
2 credits
28.00
1 credit
14.00
Summer/Special Sessions (per credit) $5.00
Southpointe Center Fees
(Undergraduate and Graduate)
9 or more credits
1 to 8 credits (per credit)
$182.25
20.25
Off-Campus Center Fees
{Undergraduate and Graduate)
9 or more credits
1 to 8 credits (per credit)
$135.00
15.00
NOTE: All tuition, fees and room and board rates are subject to change without notice to students upon proper approval of the Council of Trustees and/or the Board of Governors.
16
California University Of Pennsylvania
Payment Information
Late Registration Fee
Students who take advantage of early/rolling registration wilJ
receive a billing statement with instructions by mai l. Students who
enroll at residual registration should be prepared to make payment
at the time of registrati on.
Students who register after the first day of the semester wilJ be
charged a $25.00 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 CaUfornia Uni versity of Pennsylvani a, or by
VISA, MasterCard, or Discover Card . If financial ai d has been
awarded, this amount wilJ be deducted fro m the bill. Payment
plans (with initial payment) may be contracted at this time.
Payment Plans
Payment plans are available each semester. Pay ment 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
Late Payment Fee
A late payment fee of $25 .00 will be assessed when a student
fai ls to pay the required fees by the due date or when a student fai ls
to pay according to an approved payment plan.
Return Check Charge
A $25.00 fee will be charged fo r any check whi ch is made
payable to CaUfo rni a Uni versity of Pennsylvani a and returned by
the bank.
Degree Fee
A fee of $ 10.00 must be paid by each candidate fo r a degree
from Californi a Uni versity of Pennsylvani a. A student is not
permitted to complete graduati on from the uni versity until this fee
has been pai d.
Some companies and government agencies pay tuition
directl y to the university. If tuition is to be paid in this manner,
please supply authori zing fo rms or letters to the Bursar 's Office.
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 after their first semester of attendance at
Californi a University. Students who meet this basic criteri a will
have their university charges calcul ated according to the followin g
schedule:
Time of withdrawal or drops:
Refund
First 10% (in time) of the enro llment period
11 % to 25% (in time) of the enroUment peri od
26% to 50% (in time) of the enrollment period
after 50% (in time) of the enrollment period
90%
50%
25%
0%
Pro-Rata Refund Policy
This refund policy applies to any student who meets the
following criteria: receives federal finan cial aid; attends the
uni versity 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 criteri a will be assessed uni versity
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 enroUment 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% (i n time) of the enrollment peri od
After the 60% (in time) of the enro llment period
100%
90%
80 %
70%
60%
50%
40%
0%
NOTE: Financ ial aid recipients should refer to "refund/repayment
policies" located in the Financial Aid section of the catalog.
Graduate Catalog 1998-99
17
Financial Aid
Electronic FAFSA Options
Mission Statement
FAFSA on the Web is an Internet appli cation developed by
the U.S. Department of Educati on which allows students to
complete and submit an electronic version of the 1998-99
Free Application for Federal Student Aid (FAFSA)
directly to the federal processor. The "FA FSA on the Web "
site uses the (domestic) version of Netscape NAvogator 3.0
or higher, which keeps a student's inform ation private and
secure during transmi ssion over the Internet. Student wantin
to complete their 1998-99 FAFSA via the Web can do so
after January 1, 1998. After transmitting an application
over the Internet, students mail their signed signature page to
the Depaitment. The CPS will determine their eligibility for
fi nancial ai d within 72 hours after receiving the compl eted
application. FAFSA on the Web has a customer service line
( l -800-801-0576) where users may check the status of their
appli cati ons and receive assistance with hardware, software,
and transmission. The FAFSA on the Web site is located at:
www.fafsa.ed.gov.
The primary mission of the Financial Aid Office at Cali forni a
University of Penn ylvani a is to provide fi nancial planning
and assistance to tudents and their fa milies in meeting the
costs of educati on. In ful fi lling thi s mission, each student
wi ll be given careful considerati on and the uni versity will
determine fi nancial assi tance based on federal, state, and
institutional guideline . Fi nancial aid programs have been
established to prov ide access to higher education with
guidelines to insure fairness in disbursing available funds to
qualifyi ng students. The Financial Aid Office stri ves to
insure that courteo us, timely, and accurate finan cial ai d
services are deli vered to all students seeki ng ass istance from
our office.
Location & Office Hours
The Financial Aid Office is located on the first floo r of the
Azorsky Administration Building. The office hours are 8:004:00, Monday through Friday. Appointments are encouraged
but a daily on-call counselor is available to assi t walk- ins.
Stude nts can contact the Financial Aid Offi ce by calling
(724) 938-44 15 or by Fax at (724) 938-4551. In addition, a
24-hour voice mai l and question/answer box telephone
system is avai lable to ass ist students and parents with general
financ ial aid informa tion or to request fi nancial aid materi als.
Application and Awarding
Information
Application Process
In order to quali fy fo r assi tance fro m federal and uni versity
fi nancial aid programs, a student must complete a paper or
electronic version (see "Electro ni c FAFSA Options" section
for info rmation on fi ling electronically) of the Free Application for Federal Student Aid (FAFSA) and forward it to the
Federal processor as soon as poss ible after January l of each
year. Prior year aid recipients will receive a renewal ver ion
of the FAFSA whi ch can be used to apply fo r fin ancial aid
for the new award year. Students who fi le their FAFSA
(paper or electronic version) by April 1 will receive priority
considerati on fo r all Federal financial aid programs avai lable
at California University. Students can obtai n a paper ver ion
of the FAFSA form from the Fin ancial Aid Office (FAO),
hi gh school guidance counselor office, or local college/
uni versity.
18
Cahfornia Uni versity Of Pennsy lvani a
Internet Application
FAFSA on the Web benefits
•
FAFSA on the Web is free.
•
Students can save their applicati on information to
diskette so that it can be completed and transmitted later.
•
FAFSA on the Web does not requi re oftware to be
instal led, so it takes less time before tudents can actuall y
use the application.
•
FAFSA on the Web automatically edits applicant
answers before transmitting, res ulting in better inforamtion
and fewer applications rejected by the CPS .
•
FAFSA on the Web uses skip logic, so it will only ask
students those questions that they need to answer.
•
FAFSA on the Web can support an unli mi ted □ umb er of
users, all owing thousands of students to appl y at once.
Financial Aid Formula/Eligibility
When you apply for Federal student aid (graduate students
are onl y eli gibl e fo r assistance fro m the Federal Stafford
Loan Program), the information reported on the FAFSA is
used in a formul a approved by Congress. This federal
fo rmula determines a student's Expected Famil y Contribution (EFC), the amount you are expected to contribute toward
your education. The ba ic elements included in determining
the EFC are contribution from the student 's income and
assets.
In addition, household size and number of fami ly members
enrolled at least half-time in college are also reflected in the
calcul ati on of the student's EFC. The Federal Stafford Loan
is the only federal program that graduate students can qualify
for at California Uni versity of Pennsylvania. Therefore, a
graduate student's EFC is used to determine a student's
Stafford Loan eligibility accordi ng to the fo llowing equation:
Cost of Attendance
less: Expected Family Contribution
less: Other Aid Received
= Stafford Loan Eligibility
Elements in the Cost of Attendance
Each year the uni versity establi shes a tota l "cost of attendance" budget based on a student's housing status (commuter, dormitory, or off-campu ), enrollment status (fulltime or part-time), and residency status (in-state or out-ofstate). T he cost of attendance budget represents the total
educational expenses a student may incur while attending our
university, and is a critical element in determining a student'
eligibility fo r fin anc ial aid assistance. T he elements of this
budget are both "direct" instituti onal expenses (tuition/fees
and/or un iversity room/board), as well as "indirect/living
costs" (off-campus housing, books/supplies, and/o r personal
expenses) not billed by the uni versity. Please Note: The
indirect/living expenses a student actually incurs will vary
significantly from student to student. A student's program of
study, year-in-school, housing/board arrangements, student's
budgeting skills, and many other variables will impact the
total expenses within this budget element. The university
determines the indirect/living costs for each student based on
data collected from students, local bookstores, and local
landlords. This data is analyzed to arrive at "average"
expenses incurred by most students.
Awarding Process
The fo llow ing steps are in vo lved in the need analysis and
awarding process:
1. Wi thin 10 to 14 days after the student subm its the
completed FA~SA for m (paper or electronic ve rsion) to
the Federal processor, the Department of Education will
send a Student Aid Report (S AR) to the student. Thi s
document includes the student's Expected Fami ly
Contribution (EFC). Thi s is the amount the student's
fa mil y is expected to contri bute toward the student's
educational costs.
2. The Financial A id Office (FAO) will electro nical ly
receive the info rmati on contained on the student's SAR
in order to determine the student's eligibility fo r
fi nancial aid.
Stafford Loan will not be fi nalized until the verificati on
proces has been completed.
* Reapply Each Year Financial aid is not renewed automati cally. Federal requirements and/or the student's and/or
famil y's fi nanc ial situati on may change, therefore, students
must reapply each year.
Revisions, Cancellations, Repayments
Californi a U ni versity reserves the right to review, revise, or
cancel a fi nancial aid award at an y time due to: (1) a change
in the student's enrollment status at Califo rnia Uni versity
and/o r a change in the student's fin ancial aid eligibility; (2)
failure to compl y with poli cies, procedures, or laws pertaining to these progra ms; and (3) the availability of federal,
state, and uni versity fund for each progra m. Students will be
notified of any revision and/or cancellation. Students who
fail to meet the financial aid requirements may be required to
repay all or a portion of the assistance used du ring any
affected semester(s). See "How Registration Affec ts Financial Aid Eli gibili ty" fo r additional information regarding
adj ustments to fi nancial aid awards.
Rights and Responsibilities of
Financial Aid Applicants
Every student has the right to apply fo r fi nancial ai d and to
request and receive reconsiderati on of any fin ancial aid
decision. Students also have the right to know how their
fi nancial need and fa mily contributions are calcul ated.
Students and parents are expected to provide acc urate
infor mation on all application materi als and may be asked to
prov ide photocopies of their latest federal income tax
returns.
The Federal Government requires the Financi al Aid Office to
insure that fi nancial information fro m all sources is accurate
and truthful. When forms are used to establish eligibility for
federa l student aid fu nds, false statements or mi srepresentations may subj ect those providing the info rmation to a fine,
imprisonment (or both) under provisions of the U.S. Criminal Code. Students also have the responsibility to notify the
Financ ial Aid Office of any change occurring in their
fi nancial position fro m that which was reported on the
applicati on, e.g., eligibility fo r Social Security or veteran's
benefits, receipt of scholarships, grants or other assistance,
change in residency, etc.
Verification Process
Approx imately 30% of all fi nancial aid applican ts are
selected in a process called verification. During this verification process, the FAO office must verify the accuracy of
FAFSA data reported by stude nts. Copies of stude nt's federal
tax return s and the completed verifica ti on fo rm will be
requested the FAO. As menti oned earli er, a student's Federal
Graduate Catalog 1998-99
19
FINANCIAL AID
PROGRAMS
Graduate students at Cal U can qualify for limited ass istance
from federal, university, and private aid programs. Listed
below are those financial aid program s that are available to
assist you in meeting your education ex penses at Cal U.
Federal Aid Programs
Federal Stafford Loans provide low-interest loans to
students regardless of income or financial need. A student
who applies for a Stafford Loan and demonstrates financial
need will be eligible for a "Subsidi zed" Stafford Loan . The
federal government will pay the interest on thi s loan while
the student is enrolled in school. A student who applies for a
Stafford Loan but does not demonstrate sufficient or remaining fin ancial need will qualify for an "Unsubsidized"
Stafford Loan. The borrower is responsible for the interest on
this loan while enrolled in school. For students whose loans
were first disbursed after July 1, 1994 and who have no
outstanding balance on a Stafford, PLUS , or SLS Loan, the
interest rate is variable, but not higher than 8.25%. Please note:
Students must be enrolled at least half-time in order to be
eligible for assistance from the Stafford Loan program.
Graduate Loan Borrowin1: Chart
Base Subsidized & Unsubsidized Yearly Maximums:
Graduate: $8 ,500
Subsidized & Unsubsidized Lifetime Maximums:
Graduate only: $42,500
Combined Undergraduate & Graduate : $65,500
Additional Unsubsidized Yearly Maximums:
Graduate & Professional: $10, 000
Additional Unsubsidized Lifetime Maximums:
Combined Undergraduate & Graduate: $73 ,000
University Programs
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. Guidance counselors,
local civic leaders or local librarians are of great help in
researching such avenues of financial assistance. For additional
information, see "Financial Aid World Wide Web (WWW)
Sites" for help in locating assistance from these agencies/
organizations.
Payment Plans - California University offers pay ment plans
which enable you to pay college costs in specified increments
on a monthly basis. Many families find monthly payment
plans make paying for college more manageable. Contact the
Bursar's Office at 724-938-4431 for additional information.
Private Education Funding(Alternative Loans) - In addition to
the Federal loan programs, there are also private sources of
educational loans. These are typically private, credit-based loans
sponsored by banks and state agencies or private guarantors. The
results of the FAFSA are not used in determining eligibility for
these programs. Contact the Financial Aid Office for additional
information.
CitiAssist Loans - Application and information regarding
thi s alternative loan can be obtained by contacting the
Financial Aid Office, or Citibank at l-800-692-8200 or by
visiting their Website at: www.studentloan.citibank.com
PNC Resource Loan - Application and information regarding this alternative loan can be obtained by contacting the
Financila Aid Office, or PNC Bank at 1-800-649-6867 or by
vis iting their Website at: www.eduloans.pncbank.com
IMPORTANT STEPS IN
APPLYING FOR A
STAFFORD LOAN
J.
2.
3.
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. Both paid and unpaid assistantships are avai lable for
interested students. In order to accomodate the demands of
both academic and personal schedules, a variety of paid
assistantship options are available. Students interested in a
graduate assistantship should contact the Office of the
School of Graduate Studies and Research for an application
and additional information.
20
California University Of Pennsylvania
4.
5.
File the electronic or paper version of the FAFSA.
Obtain a Stafford Loan application from a lender or the
Financial Aid Office.
Complete the borrower section of the application. The
amount of the loan request cannot exceed the student's
annual loan limit under the Stafford Loan Program (see
"Stafford Loan Borrowing Chart" listed below). Please
be sure that all questions are complete and that the
student signs and dates the application.
Submit the completed loan application to the lender if
the loan is being processed by a Pennsylvania lender or a
PHEAA-approved, non-Pennsylvania lender. If applying
for a Stafford Loan through a non-PHEAA-approved
lender, submit the application to the Financial Aid Office
at California University.
The certification step is the most important step in the
application process. During thi s step the Financial Aid
Office determines the student's actual loan amount and
type of Stafford (subsidized and/or Unsubsidized) based
6.
on the student's financial need. If the application is filed
with a Pennsylvania lender or PHEAA-approved, nonPennsylvania lender, this certification process wi ll be
completed electronjcally through the Financial Aid
Office's computer system. The non-PHEAA- approved
loan wi ll be certified and returned via the mail.
Once the application has been certified by the Financial
Aid Office, the lender will authorize the disbursement of
loan proceeds (Electronic Funds Transfer (EFf) or
check) at the appropriate time. First-year, first-time
Stafford Loan borrowers will not receive their loan
proceeds until thirty days after the first day of classes.
The lender will send a "Disclosure Statement" informing
the student of the amount, type, and expected disbursement date of the loan proceeds. All first-time Stafford
Loan borrowers are required to attend an "Entrance
Interview " before receiving the loan proceeds.
DISBURSEMENT OF
FINANCIAL AID
Crediting Financial Aid to a Student's Account
For injtial billing purposes "estimated" Stafford Loan awards
do appear on the billing statement in order to assist the
student in deterrnjning the balance owed, if any, to the
university. However, Stafford Loan applications are 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 E lectron ic
Funds Transfer (EFf) 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 Financial Aid Eligibility
Federal regulations and institutional guidelines require students to
be registered before any financial aid monies can be disbursed. In
addition, all federal and state financial aid programs specify
minimum enrollment requirements in order for a student to
receive any (maximum or partial) assistance from these programs.
These minimum enrollment requirements are broken into four
enrollment classifications: full-time, three-quarter-time, half-time,
and less-than-half-time. The chart below indicates the number of
credits used to determine a student's enrollment status.
*Number of graduate credits registered
off campus housing and transportation . These refunds will be
avai lable starting with the second week of the semester for
Stafford Loan refunds and all other student financial aid
refunds if the student has satisfied the eligibility requirements
for each award.
Financial Planning
Students planrung to attend Californja University of Pennsylvanja should be aware that the cash from many of the
financial aid programs is not avai lable 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 term 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 admmjster
Title IV student assistance programs to monitor the academic
progress toward a degree or certificate of those students
applying for or receiving assistance from those programs. All
Californja University graduate students applyi ng for Federal
Student Loans (Subsidizied/Unsubsidizied) 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: I ) maximum time frame withjn which a
degree or certificate must be granted, (2) minimum credit
hours earned per academic year, and (3) mjnimum cumulative grade point average (g.p.a.).
Review Period
The review of a student's "Satisfactory Academic Progress"
(SAP) standi ng occurs annually at the end of the spring
semester. A student's SAP standing wi ll be based on hjs/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, threequarter time, or half-time). For a student to remain eligible
for federal aid, the student must conform to the fo llowing
time frame for completion of a Graduate Degree:
Enrollment Status * Number of Eligible Semesters
Full-time (9 or more credits)
S semesters
7 semesters
Three-quarter time (7 to 8 credits)
Half-time (5 to 6 credits)
9 semesters
Financial Aid Refunds
Financial aid which exceeds the amount the student owes to
tbe university, e.g., tuition & fees , dorm & djning expenses,
will be disbursed to the student in the form of a refund check
to cover indirect educational costs such as books and supplies,
Graduate Catalog 1998-99
21
Minimum Earned Credit Hours
In order to monitor a student's progress toward completin degree
in a prescribed amount of time, a measure of annual progress has
been established. The minimum earned credit hours component
requi_res student aid applicants and recipients to successfuUy earn
a minimum number of credit hours per year based on a student's
enrollment status. A student must meet the earned credit hour
standards based on his/her enrollment statu :
Enrollment Status* Total Earned Credits Per Year
18 credits
Full-time (9 or more credits))
14 credits
Three-quarter time (7 to 8 credits)
Half -time (5 to 6 credits)
10 credits
* Assumes a student's enrollment status (fu U-time, three-quarter time,
or half-time) remained constant throughout the academic year. The
minimum earned credit hours standard Li ted above will differ if the
student's enrollment status varies throughout the academic year.
Minimum Cumulative Grade Point Average
Each semester the uni versity reviews the "grade point average"
(g. p.a.) of each student i_n order to determme whether the student
is maintaining "good academic staniling." The uni versity has
established minimum grade poi nt averages that students must
maintain i_n order to achieve "good academic standmg". The
uni versity requires that all graduate students maintain a minimum
g. p.a. of 3.0 i_n order to achieve "good academic staniling."
Students who are acade mically dismissed are considered
ineligible fo r Title IV federal aid. A student who is academically di smissed and is approved for re-admission to the
uni versity will attend witho ut the be nefit of Title IV federal
aid. A student remains ineligible for Titl e IV federal ai d until
he/she achieves the minimum 3.0 g. p.a. or successfu lly fi les a
SAP appeal (see Appeal Procedures contained in this poJjcy).
Special Grades
I (Incomplete): An incomplete grade does not earn credi t or
infl uence the grade point average in the emester in whi ch 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 c redit hour
standards and grade point average require ments.
W (Withdrawal): All withdrawal categories do not earn
credi t(s) toward graduation o r toward sati sfying the credit
require ments of the SAP Po licy.
P (Pass): If this grade is awarded, the credits apply toward
graduation and toward satisfymg the minimum earned credit hour
standards, but will not i_mpact a student's grade poi_nt average.
Financial Aid Probation
If a student fails to achieve the Satisfactory Academic Progress
Standards during the review period as outlined in this poJjcy, 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 eJjgible
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 fai ls to achieve the mini mum earned credit ho ur
22
Californi a U ni vers ity Of Pe nnsylvania
tandard and/or the minimum grade point average upo n the
conclusion of a student's fi nancial aid probationary period,
the tudent wi ll be placed o n financia l aid suspensio n.
Students pl aced o n fi na ncial aid suspe nsio n (progre s) w ill
become ineligible fo r future Title IV assista nce unti l the
stude nt's SAP deficie ncy is resolved.
Eligibility for Reinstatement
In order to be remstated, the student must successfully achieve the
required grade point average as mandated by the SAP Policy and/
or successfu lly 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 eliminate the deficiency. Students may take
course work at another college or uni versity to resolve the
minimum credit-hour defi ciency, provided that the credi ts earned
at that mstitution are transferable to CaJjfom ia Uni versity and the
student's college dean or appointed designee has authorized the
transient course work. Students who make up their credit-hour
deficiency at an institution other than California University must
have a Financial Aid Transcript sent to the Financial Aid Office.
Students who make up their deficiency must complete and
return the Satisfactory Academic Progress Form, along with
all required doc uments, to the Fi nancial Aid Office before their
deficiency status can be cleared. Please ote: Only uccessfu lly earned credits, not grades, are transferable back to
California from another approved institution. Students can
o nl y improve their grade point average by taki ng and successfull y completing course work at Ca lifo rni a U ni versity.
Appeal Procedures
AU Title IV recipients have a right to appeal a financial aid
suspension decision by submitting a "SAP Appeal Form" to the
Fmancial Aid Office with a written explanation of the reason(s)
the tudent failed to meet the Satisfactory Academic Policy
Standards. Appeal fom1s are available in the FmancialAid Office.
The deadline date for fili ng an appeal is the third week of classes
in any semester that the student is applying for financial aid.
Students will be officially notifi ed within 7 to 10 days after filing
the appeal fo1m. If the appeal is denied, fin al appeal must be made
to the Di.rector of Fmancial Aid within 10 working days of the
date of the denial letter.
Refund/Repayment Policies
Definition of "Refund"
~
The term "refund" is defined as financial aid and/or cash payments mmus the amount retained by the mstitution for the
student's actual period of enrollment. Any student wh_o w1~draws
from the university may be e h~ ble for a refun? of uni versity
charges, accordmg to the published refund poJjcy. However, a
student who receives financial aid and withdraws from the
uni versity may be required to refund all or a portion of the
financial aid awards to the appropriate fmancial aid program (s).
to a refund of un iversity fees. The amount of the refund of
uni versity fees will be based on o ne of two refund policies:
Pro-Rata or Federal Policy.
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Q University Refund Polici_es
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Official withdrawal from the uruvers1ty may entitle the student
The student's enro llment status at the time of withdrawal from
. -, the uni versity will determine which refund policy will be used.
~ Listed below is the definition of each policy and appropriate
~ schedule.
~
Uoefinition of Pro-Rata Refund Policy
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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 on or before the 60 perc~nt point of
~ the enrollment period. Students who meet all three cntena 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
Refund
If the student withdraws:
Prior to the second day of classes
100%
First 10% (in time) of the enrollment period
90%
First 20% (i n time) of the enrollment period
80%
First 30% (in time) of the enrollment period
70%
60%
First 40% (in time) of the enrollment period
First 50% (in time) of the enrollment period
SO%
First 60% (in time) of the enrollment period
40%
After the 60% (in time) of the enrollment period
0%
Definition of "Federal Refund" Policy
This refund policy applies to any student who withdraws after
their first semester of attendance at California University.
Students who meet this basic criteria wi!J have their university
charges calculated according to the fo llowing schedule:
Schedule of Federal Refunds
If the student withdraws during:
Refund
First 10% (in time) of the enrollment period
90%
11 % to 25 % (in time) of the enrollment period
50%
26% to 50% (in time) of the enroll ment period
25 %
after 50% (in time) of the enrollment period
0%
NOTE: Federal regulations require the university to use the
refund policy (Pro Rata or Federal) that provides the largest
refund to the federa l aid program(s). Therefore, both the
formu las are applicable in determining a refund for a federa l
aid recipient who withdraws during his/her first semester of
attendance.
Distribution Policy
If it is determined that a portion of a student's eligible refu nd
of uni versity charges consists of student financial aid, the
Federal Government requires that aid be returned to the
financial aid program(s) in the fo ll owing priority order:
1. Federal Stafford Loans
2. Uni versity Scholarships/Grants/Waivers
3. Other Student Aid Programs
Repayment Policy
Definition of "Repayment"
Repayment is defined as the amount a student must repay of
student financial aid that is given directly to the student as a
cash disbursement to cover non-institutional costs.
Repayment Procedures
A student who withdraws and receives a ca h di sbursement
of student financial aid for non-institutional charges may be
req uired to pay all or a portion of the student financial aid to
the approp ri ate fi nancia l aid program(s). The fo llowing
policies are used in determining the amount to be repaid by
the student, if any:
l . Non-institutional housing/board costs are pro-rated
based on the remaining months in the semester.
2. One half of the academic year allowance for books,
supplies and personal/miscellaneous expenses is
considered to be expended when a student begin s
classes.
3. Transportation costs are pro-rated based on the remaining weeks in the semester.
4. Once pro-rated expenses are determined for that
semester, the institution wi ll subtract this amount from
the total cash disbursed to the student for the payment
period. If it is determined that a repayment is necessary,
the appropriate program will be refunded and the student
will be billed. Please Note: If the repay ment owed is
$ 100 or less, the student wi ll not be billed.
Financial Aid
Resource Information
Financial Aid World Wide Web (WWW) Sites
The World Wide Web provides a wealth of information through
the culmination of thousands of computers internationally.
Many Web sites also provide links to other relevant information.
Scholarship Search Sites
FastWEB
Scholarship resource locator created in 1995. You will be
given an on-line questionnaire and personal mailbox ID.
Scholarships will be posted to you and updated periodically.
Location : http://www.fastweb.com
Mach 25
Mach 25 is a simple and fast scholarship resource locator.
Students develop a profile of themselves to locate scholarships that best match their qualifications.
Location: http://www.mach2S.com
Federal Financial Aid Sites
HEATH Resource Center's 1996 Financial Aid for
Students with Disabilities
The Heath Resource Center of the American Council on
Education operates a national clearinghouse on postsecondary education for individuals with disabilities.
Disabled students may call 1-800-544-3284 or e-mai l at
heath@ace.nche.edu.
Graduate Catalog 1998-99
23
Q Project EASI (Easy Access for Students and Institutions)
~ Provides information regarding "Planning for Your Educa~ tion , Applying to School, Receiving Financial Aid, Repaying
~ Your Loan," and various other pertinent financial aid
infor1'.1ation.
~ Locat10n: http://www.easi.ed.gov/
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This s1teprov1des general information regarding Federal
financial aid programs, eligibility, application process,
deadlines, special circurn tances and a glossary. The Depart~ ment ?f Education provides this site.
Locati on: http ;//www.ed.gov/prog_info/FSA/
StudentGuide/
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Financial Institution Sites
National City
This Web site provides helpful resource information on the
Federal Family Educational Loan Program, helpful tips on
managing your money, paying for college and a college
planner.. http://www.national-city.com/natcity/affordit/
student
PHEAA
This site provides financial aid options available to parents
and students. http://www.pheaa.org/
Sallie Mae Home Page
Sallie Mae is a provider of financial services and operational
support for higher education. http://www.slma.com/
PNC Bank Education Loan Center
This web site provides an introduction to educational
financing , a college savings plan calculator, an education
a 0olo loan payment calculator, education loan pro!!Tams
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'
sary, and other related web sites.
http://www.eduloans.pncbank.com/
Mapping Your Future
Thi s site provides students and familieswith information
about college, career, and financial aid choices through a
state-of-the-art public service Website.
http://www.mapping-your-future.org
PASFAA
Thi site was developed by the Pennsylvania Association of
Student Financial Aid Administrators to provide helpful
financial aid resourse information to parents and students.
Visitors to this site wi ll fi nd information on college planning,
li ting of Pennsylvania universities and colleges, preparing
your child for college, and the CAA Guide for College
Bou nd Ath lete.
http://www.sru .edu/pasfaa
Important Financial Aid Telephone Numbers
Federal Government
Federal Student Aid Information
Federal Student Aid Hotline TDD
Pell Grant (Duplicate SAR)
Immigration and
aturalization Services
IRS Tax Listing (Form 1722)
Selective Service
Social Security Administration
1-800-433-3243
1-800-730-8913
1-319-337-5665
l-415-705 -4205
1-800-829-1040
1-708-688-6888
1-800-772-1213
PHEAA
Grant Division
Loan Division
1-800-692-7435
1-717-720-2800
l-800-692-7392
1-717-720-2860
Student Loan Servicing Center
SLSC
1-800-233-0557
Financial Aid Resource Sites
Financial Aid Glossary
College Board On-Line
This site attempts to orient parents and students to the
process of applying to college and the financial ai d process.
http://www.collegeboard.org
Financial Aid Informaion Page
Subject Index - Provides an alphabetical subject index to the
resources listed in the Financial Adi Information Page.
Copyri ght 1995 by Mark Kantrowitz. http://
www.finaid.org/
24
California University Of Penn sylvania
1040 Form, 1040A Form, 1040E Form: The Federal Income Tax
Return that is required to be filed by each perso n who received
income durin g the previous year.
Academic Year: The period of time school is in session, co nsisting
of 30 weeks of instruction.
Appeal : An appeal is a fo rmal request made by the student to have
a financial aid administrator revi ew a student's unusual circumstances which may affect the student's aid eligibility (i .e., death of a
parent, unemp loyment, etc.)
Award Letter: An official letter iss ued by the Financial Aid Office
that lists the financial aid awarded to the student. Students are
required to check the award(s) they 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 biIJing and collection of university charges,
receives loan proceeds and issues refund checks.
Campus-Based Aid Programs: There are three financial aid
programs funded by the Federal Government but administered by the
school, using Federal Guidelines. These programs are the Federal
Supplemental Educational Opportunity Grant (FSEOG), Federal
Perkins Loan Program, and the Federal Work-Study Program.
College Work-Study: College Work-Study is a part-time job for
undergraduate students. This is often referred to as the Federal
Work-Study Program.
Commuter Student: A student who resides at home and commutes
to school daily.
•
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: Loans are borrowed money that a student must repay with
interest.
Need: The difference between the Cost of Attendance and the
Expected Family Contribution is known as financial need.
Pell Grant: A Pell Grant is a federal need-based grant.
Scholarship: A scholarship is gift aid which is not repaid .
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. Thi s amount includes tuition and
fees, room and board, allowances for books and supplies, transportation, and personal and incidental expenses.
Custodial Parent: In the event a student's parents are separated or
divorced, the custodial parent is the one who is providing more than
1/2 of the student 's support. If both parents provide equal support,
then the Custodial Parent is designated by the one with whom the
student lived the most during the past 12 months.
Stafford Loan: A Stafford Loan comes in two forms , Unsubsidized
and subsidized. Students are required to pay interest on an
Unsubsidized loan; whereas, the government pays the interest on a
subsidized loan while the student is in school, during the six-month
grace period, and during any deferment periods.
Subsidized Loan: A subsidized loan is a loan which the government pays the interest on the loan 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.
Dependent Student: A student who is 23 years old or younger and is
supported by their parents. A parent refusing to provide support for their
child's education is not sufficient for the child to be declared independent.
Supplemental Educational Opportunity Grant (SEOG): The
SEOG is a Federal grant program.
Disbursement: Disbursement is the release of loan proceeds to the
school for delivery to the borrower.
Unmet Need: Unmet need is the difference between the student's
financial need and the total need-based aid.
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.
Unsubsidized Loan: An Unsubsidized loan is a loan which the
government does not pay the interest. The borrower is responsible
for the interest on an Unsubsidized loan from the date the loan is
di sbursed, even while the student is still in school.
Electronic Funds Transfer: Used by most lenders to wire funds
for Stafford Loan proceeds directly to participating sc hools without
requiring a check for the student to endorse.
Untaxed Income: Contribution to IRAs, Keoghs, tax-sheltered
annuities, and 40l(k) plans, as well as worker's compensation and
welfare benefits.
Enrollment Status: Indication of total credits scheduled for an
enrollment period. For financi al aid purposes, you must be enrolled
at least half-time to receive aid.
U.S. Department of Education: The US Department of Education
administers several Federal student fin ancial aid programs,
including the Federal Pell Grant, the Federal SEOG, the Federal
Work-Study, the Federal Perkins Loan, the Federal Stafford Loan,
and the Federal PLUS Loan.
Expected Family Contribution (EFC): The Expected Family
Contribution is the amount of money that the fami ly is expected to
contribute to the student's education. This is based on the Federal
Methodology need analysis formula dictated by Congress.
Financial Aid Transcript: The Financial Aid Transcript is a record
of any federal aid received by the student at each post-secondary
school attended.
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 their education .
Free Application for Federal Student Aid (FAFSA): The FAFSA
is used to apply for all need-based aid. The information contained
within this document is used to calculate all financial aid for the
student.
Gift Aid: Gift aid is financial aid which 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:
Graduate Catalog 1998-99
25
ACADEMIC POLICIES
Student Responsibilities and
Academic Advising
Students are responsible fo r securing current information
about university policies and for meeting all relevant requirements. Students follow the requirements and provisions of the
catalog that is in effect at the time of their initial enrollment.
Students who have interrupted their education for more than one
year are subject to the provisions of the catalog which is current
at the time of their readmission to the university. The university
reserves the right to change policies, curriculum requirements,
and other provisions as needed.
Faculty advisors are available to as ist students in planning
their academic program, but students have the responsibility for
meeting all requirements for their degrees. Students are urged
to take advantage of the advi ory and consultation services
available at the uni versity. They should feel free to consult with
professors, academic advisors, department chairpersons, the
deans, and the Provost. All of these uru versity representatives
maintain regular office hours for student consultations.
Attendance
Regular class attendance is a prerequisite to successful class
performance. Uruversity policy perrruts class absence for cause
but places an obligation for successful completion of course work
on the student. There is no single, university-wide policy on class
attendance or on cuts; but professors may establish their particular
policies on absences, assess reasonable penalties if students do not
observe these policies, and treat unexplained absences as
unexcu ed absences. The student must, in all cases, arrange to
make up exarrunations or other work missed because of absence,
according to terms and a schedule agreeable to the professors.
It is the student's responsibility to inform professors of the
cause of any absence, if possible, in advance. Students should
notify their college Dean of lengthy absences due to illness or
other causes, and appropriate documentation may be required in
such cases. The Dean will in tum notify the professors concerned.
Requests for absence due to official university activities, such as
field trips or athletic contests, must be made to the appropriate
university official.
The Health Center does not issue medical excuses. Under
certain circumstances the Health Center will notify professors
about students' absences (or other failure to fulfill academic
obligations) due to medical conditions; on the basis ofthis
notification, individual professors in tum will deterrrune whether
or not to excuse the absences.
The temporary grade of Incomplete is not automatically
awarded even if excused or explained absences have prevented
completion of required work by the end of the semester.
26
California University Of Pennsylvania
Semester System
California U nivers ity operates on a semester system
with Fall and Spring semesters of approximately 15 weeks.
In addition , there is a Summer term whjch typically includes
a 10 week session and two five week sessions which run
from June to Aug ust in addition to special sessions in May
a nd August.
Admission to a Closed Section
A student seebng admission to a closed section should
obtai n a schedule adjustment form and consult with the
instructor or chairperson of the department which offers the
course. Admission to a closed section requires the signature
of the instructor or department chair and the dean of the
college which offers the course.
Repeating a Course
A student may repeat a course previously taken at
California Univers ity. In such cases, only the later grade will
be counted in the student's QPA . The original grade, however, will remain on the student' s transcript. Some courses
may be repeated for credit and are exempt from thjs policy.
~ Confidentiality
~
Of Records
The university's policies on the confidentiality and
U disclosure of student records are based on the Family
~ Education
V. Disclosure of Student Records
1.
Upon proper identification, students my 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
Rights and Privacy Act of 1974 (Public Law 93-
~ 380), as amended.
0~ I. Introduction
.
Official student records are established and maintmned 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 recogruzes its
obligation to comply with the Family Education
Rights and Privacy Act of 1974. Important sections of
this federal law are summarized below.
U
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All records kept concerning students, including those
records originating at other colleges or universities
and required for admjssion, are the property of
California Uruversity of Pennsylvania.
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 1, 1975.
b.
Financial records of the parents of the student, or any
information contained therein.
C.
Medical, psychiatric or simj]ar 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.
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.
4.
IV. Public Information Regarding Students
1.
2.
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, academjc 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).
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.
Disclosure of Information 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 academjc 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 limjted disclosure of certain kinds of information may be required in special circumstances in
compliance with the federal law previously cited.
Graduate Catalog 1998-99
27
VI. Student Challenge to Record Entries
1.
2.
Students have the right to submit written or typed
rebuttals to negative information contained in their
files. A rebuttal statement shalJ 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 appropriateness of material combined in their files. Once such
a challenge has been made in writing, it wi ll be the
responsibility of the university official in charge of the
file to determine the vahdity 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, mi sleading, or inappropriate information
in their records. The University Record Hearing
Committee shalJ 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.
Uni versity officials in charge of student fi les 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 supervi sion as active or inactive as
circumstances warrant. At the discretion of the official
in charge, inacti ve records may remain in the fil e but
need not be circulated. Inacti ve records may be
reviewed by a student upon request.
28
California University Of Pennsylvania
4.
vm.
A university official may take the initiati ve 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 .
University Officials Responsible for
Student Records
The fo llowing 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.
)EPARTMENTS, MAJORS, PROGRAMS
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.
Master Of Science In Athletic
Training
The Master of Science degree program is intended for
post-baccalaureate students who want more intensive
background and clinical experience in the specialized area of
athJetic training. For admission into this program , the
graduate student must have completed and/or meet the
following general requirements :
I . A bachelor's degree from a fo ur year, accredited college
or university.
2. A minimum 3.00 undergraduate grade point average,
based on a 4.00 scale. If a prospective student does not
meet this requirement, candidates will be considered if
they have a minimum QPA of 2.50 and have scored a 40
or higher on the Miller Analogies Test.
3. Acceptance to the School of Graduate Studies and
Research.
4. AU applicants must be certified or eligible for certification by NATA in order to be considered as a candidate
for admi ssion into the program.
In addition, candidates must have a recorded minimum
of 800 clock hours of clinical experience under the direct
supervi sion of a NATA certified athletic trainer.
Graduate Assistantships
Graduate assistantships are available with the athJetic
training intern being assigned to local high schools and
colleges for 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 more assistantship program s are available each year.
If you have questions about this program, please phone or
write 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.
Curriculum
I.
Athletic Training: 25 credits
ATE 500 Pharmacology for the
Allied Health Sciences
ATE 700 Gross Anatomy of the Extremities
ATE 710 Advanced Athletic Training
ATE 715 Sports Law
ATE 720 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
Faculty
Professor William B . Biddington, chair; Professor Robert H. Kane, Jr. ;
Professor Bruce D. Barnhart; Assistant Professor, Joni L. Cramer-Roh.
Graduate Catalog 1998-99
29
BIOLOGICAL AND ENVIRONMENTAL
SCIENCES
Master of Science Degree in Biology
The Master of Science degree program is intended fo r
graduate students who want intensive trai ning in specialized
areas of the life science . A student entering this program is
expected to have completed extensive course work in biology,
mathematics and the physical ciences. After student have
been admitted to the program, they are given the opportunity
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 re earch , allied health profess ions, teaching, and
to pursue advanced degrees in life, veterinary, environmental
and mineral sciences.
Admission to the Program
The student should have the followin g:
1. A QPA of at least 3.0 on a 4.0 system.
2. Two semesters of organjc chemistry with no lower than
a C grade fo r each course.
3. One semester of physics.
4. One mathematics course beyond college algebra
(calculus is preferred).
5. A minimum of 24 creruts in the life sciences with a
grade of C or better.
6. Two letters of recommendation fro m fac ulty who can
attest to the candidate's academjc capabilities and
promi e for success in graduate school (submitted to
Gradu ate Committee).
7. Student must write a letter to Departmental Graduate
Committee specifying the foll owing:
a) Reason for pursuing a graduate degree in life sciences.
b) Future stud y/career plans for the life sci ences.
c) Which program option the student intends to purs ue.
d) Area of research interest.
e) Need of fi nancial as istance (assistantship and/or
tuiti on waiver).
f) Other info rmation the student dee ms important fo r
graduate committee members to learn more about his/
her suitability fo r graduate study.
8. A student must take the Graduate Record Examjnati on
(Verbal and Quantitati ve) and the Advanced test in
Biology prior to admi ion into the department.
Students having a combined score of 900 on the
verbal and quantitati ve sections of the ORE meet
minjmal requirements fo r admission into the graduate
program.
Time Requirement to Complete Degree
Full-time students are ex pected to complete all requirements (course work and research) for their degree within two
to three years. Part-time students should complete all
requirements for their degree within six years .
Students requesting extensions to fin alize their programs
must substanti ate reason s for the additional time. All courses
taken seven years from the first semester of matriculati on
will not count towards graduation.
Three Options in the Master of Science
Program
Opti on A: Thi rty-three credi ts including the Master's Thesis.
Option B and C: Student emailing in the urse Anesthesiology Program at Washington Hospital, Washington, PA
Option B: Student must have a nursing degree and be
admitted into the ursing Anesthesiology Program at
Washington Hospital, Washington, PA. Student must
complete 40 credits (four for the Ma ter 's Thesis), 18
credits will be taken at Washington Hospital.
Option C: Student must possess a Degree in Nursing and be
a Certifi ed Registered urse Anestheti t. Student mu t be
accepted as qualified by Washington Hospital and po sess
the nursing requisites for entrance into the Biology
Graduate Program.
Student must compl ete 40 credits (four for the Master's
Thesis), and pass 16 credits of examination at Washington
Hospital, Washjngton , PA.
Ancillary graduate level courses amounting to as many as
ix creruts in fields closely related to the major program may
be ubstituted for Biology courses, with the approval of the
research adviser and the Departmental Graduate Committee.
Faculty
Associate Professor David F. Boehm, chair; Associate Professor Brian K. Paul son, assistant chair; Professo rs Foster E.
Billheimer, Thomas P. Buckelew, Barry B. Hunter,William G. Kimmel, C. Allan Miller, Thomas C. Moon, Marc A.
Sylvester; Edwin M. Zuchelkowski ; Associate Professor William M. Giuli ano
30
Californi a University of Penn sy lvania
Curriculum
Admission to the Program
(An asterisk indicates a requirement.)
The student should have the following:
I. Biological Science: Two credits from the following
Biology courses:
BIO 700 Cellular Ultrastructure
3
BIO 706 Bacteriology
4
BIO 708 Microbal Ecology and Physiology
4
BIO 717 Population Genetics
3
BI0720 Human Genetics
3
BIO 721 Biochemistry I
4
BIO 723 Animal Histology
4
BIO 724 Embryology
4
BIO 725 Molecular Biology
4
BIO 738 Herpetology
4
BIO 740 Ornithology
4
BIO 741 Advanced Research Studies
1-4
BIO 742 Scientific Photography
2-4
BIO 745 Entomology
4
BIO 746 Parasitology
4
BIO 750 Terrestrial Ecology
4
BIO 751 Economic Botany
4
BIO 757 Plant Systematics
4
BIO 758 Plant Anatomy and Morphogenesis
4
BIO 765 Design and Analyses
3
BIO 768 Techniques in Electron Microscopy
4
BIO 788 Cell Biology
4
BIO 795 Seminar in Biology
2
BIO 800 Methods of Research in Science
2
I.
2.
II. Research: Six credits
*BIO 800 Methods of Research in Science
*RES 840 Master's Thesis
2
4
Master of Education Degree in Biology
The Master of Education is a professional degree
designed primarily to improve biology in the public schools.
In-service biology educators are encouraged to become more
effective in their profession by taking course work and
participating in other life science experiences in the Department of Biological and Environmental Sciences and in
several other departments of the School of Graduate Studies
and Research of California University.
This program offers a broad variety of academic,
pedagogical, and research opportunities for the biology
teacher.
Graduate students, in close consultation with the
department's graduate committee and their advisers, select
academic courses which will best broaden each student's
understanding in biology. Certain other courses are aimed at
updating curriculum and instruction methodologies of the life
sciences. Research opportunities are provided to all graduate
students, either in an academic or in a pedagogical area.
A QPA of at least 3.0 on a 4.0 system.
Two semesters of organic chemistry with no lower than
a C grade for each course.
3. One semester of physics.
4. One mathematics course beyond college algebra
(calculus is preferred).
5. A minimum of 24 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 must write a Jetter to the Departmental Graduate
Committee specifying the following:
a) Reason for pursuing a graduate degree in life sciences.
~
b) 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.
c=
0
0
8.
n
>
~
>
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 900 on the verbal and
L..,_
quantitative sections of the GRE meet minimal require- ~
ments for admission into the graduate program.
~
Time Requirement to Complete Degree
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 finalize their programs
must substantiate reasons fo~ the additional time. All courses
t~en seven years from the first semester of matriculation
will not count towards graduation.
Three Options in the Master of Education
Program
~
~
0
zs=
~
~
L..,_
~
~
rJJ.
Option A: Thirty-three credits, with the Master's Thesis.
Option B: Thirty-three credits, with the Research Project.
Option C: Forty credits, with research-oriented courses
(determined by advisor) .
n
~
~
.
. After t~enty cre~Jt~ have been accumulated, a change in
opt10n requires perffilss10n of the student's advisor and the
Graduate Committee.
Graduate Catalog 1998-99
z
<
31
z
n
~
r.,:;_
m. Research : 4-6 credits, according to the Option selected:
00 Curriculum
~ (An asterisk indicates a requirement.)
Option A:
*BIO 800 Methods of Re earch in Science
*RES 849 Master's Thesis
2
4
U
Option B:
*BIO 800 Methods of Research in Science
*RES 829 Re earch Project
2
4
~ 2. Four credits to be chosen from among:
Option C:
*BIO 800 Methods of Research in Science
*BIO 795 Seminar in Biology
*Either Stati tic beyond EDP 600 or GEE 537
or Computer Science
Z I. Professional Education: Ten credits required in all options:
~
~
1. Required:
2
*EDP 600 Statistical Methods
OO *EDP 620 Curri culum & Methods of Teaching Biology
2
~
in Hi gh School
EDP
EDP
~ EDP
EDP
EDP
EDP
[:""'"'I
Z
=s
Z
0
605
606
607
608
610
637
~
Philo ophy of Education
General History of Education
Advanced Educational Psychology
Comparative Education
Educational Sociology
Development and Organi zation of the
Curriculum for Secondary Schools
2
2
2
2
2
2
~ 3.
Two credits from among:
EDP 607 Advanced Educational Psychology
Z EDP 617 Psychology of Growth and Development
~ EDP 628 Psychology of the Di sadvantaged Child
EDP 636 Advanced Psychology of Learning
>
Q
Z
<
~
<
2
2
2
2
II. Biological Science: Field of Specialization
Opti on A: 17 credits
Opti on B: 19 credits
Option C: 24 cred its
U BIO 700
~
~
0
BI0706
BI0708
BI071 3
~
B10717
=
~
BIO 721
BI0 723
BIO 724
BIO 725
BIO 738
BIO 740
BIO 741
BIO 742
BIO 745
BIO 746
BIO 750
BIO 751
BIO 757
BIO 758
BIO 765
BIO 768
BIO 788
BIO 795
BIO 800
O BIO 720
32
Cellular Ultrastructure
3
Bacteriology
4
Microbial Ecology and Physiology
4
Applied and Theoretical Concepts in Modem
Biology
3
Population Genetics
3
Human Genetics
3
Biochemistry I
4
Animal Histology
4
Embryology
4
Molecular Biology
4
Herpetology
4
Ornithology
4
Advanced Research Studies
1-4
Scientific Photography
2-4
Entomology
4
Para itology
4
Terrestrial Ecology
4
Economic Botany
4
Plant Systematics
4
Plant Anatomy and Morphogenesis
4
Design and Analyses
3
Techniques in Electron Microscopy
4
Cell Biology
4
Semi nar in Biology
2
Methods of Research in Science
2
Californi a University of Pennsylvania
2
2
2
BUSINESS AND ECONOMICS
Master of Science Degree
in Business Administration
ECO 712
BUS 771
BUS 799
The demand for skilled managers in the busine s
comm unity today far outstrips the availabi lity of qualified
candidates. The scope of business activities has assumed a
level of soph istication where the more significant opportu ni ties require skills and abili ties that exceed the capabilities
possessed by most baccalaureate degree holders.
The Master of Science Degree offered in Business
Administration directly addresses the needs of today 's
progressive business enterprise. This rigorous program is
designed fo r the student desirous of advanced managerial
skill development in the areas that significantly affect
modern business enterprises.
Successfu l completion of thi s curri culum will effectively
equip the graduate for a more challenging role in contemporary busi ness enterprises.
The program is particul arly appropriate for those currently employed as well as those recent graduates who desire
to expand their current level of marketable skills. With many
of the courses being offered at appropriate hours for those
currentl y empl oyed, thi s advanced degree is easily within the
reach of most who are willing to devote the time and effort
required, on either a full or part time basis.
I. Foundation Courses (15 Credits)
CSC 105
ACC 601
ECO 601
MAT 225
MKT 301
Microcomputer & Application Software
Survey in Accou nting*
Survey in Economics*
Business Statistics
Principles of Marketing
3
3
3
3
3
MGT731
FIN 711
MKT71 1
ECO 711
Industrial Relations
Financial Management
Marketing Management
Microeconomic Analysis
(b) Electives (9 credits)**
Choose any three (3) from the following courses:
ACC721 Financial Accounting
ACC 731 Tax Concepts and Planning
BUS 741 Business Law
BUS 743 Business, Society, and Government
ECO 721 Managerial Economics
ECO 731 Econometric Methods
ECO 741 Industrial Organization
FIN 531
Bank Management
FIN 712
Advanced Financial Management
FIN 721
Investment Management
FIN 731
Financial Markets & Institutions
MGT 711 General Management
MGT721 Production Management***
MGT726 Management of Technological Innovation
MGT742 Human Resow·ce Management
MGT751 International Business Management***
MKT721 Research Methods in Marketing
MKT 731 Marketing for NonProfit Organizations
MKT751 Advertising Management
MKT761 Business Marketing Strategy
IMT707
Industrial Safety
IMT709
Time and Motion Study
IMT765
Operations Research
IMT790
Management Internship
BUS795
Semi nar
BUS797
Research Studies in Business
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
*Students who have completed Principles of Economics
and Accounting with a B or better grade can be exempted
from taking ECO 601 and ACC 601.
Ii. Master's Degree Curriculum (39 Credits)
(a) Core Curriculum (30 cred its)
ACC 7 11 Managerial Accounting
MGT 712 Organizational Behavior
MGT 72 l Producti on Management
or
MGT751 Internati onal Business Management
Macroeconomic Analysi s
Quantitative Methods
Strategic Management
3
3
3
**Must include BUS 743 unless it has already been taken
at undergraduate level. Approval of the advisor is required.
3
***One of these must be taken as a core course.
3
3
3
3
Faculty
Professor Burrell Brown, chai r; Associate Professor Clyde Roberts, assistant chair; Professo rs Ismai l Cole,
Karen L. LeMasters, Mahmood A. K. Omarzai, Young J. Park, P. Ronald Tarullo; Associate Professors William F.
Blose!, Debra Clingerman, David T. Jones, Robert J. Kopko, Susan J. Mongell, Louise E. Serafin, Jerzy Zderkowski ;
Assistant Professor Edward Mendola.
Graduate Catalog 1998-99
33
COMMUNICATION DISORDERS
Master of Science Degree in
Communication Disorders
The Master of Science Degree in Communication
Disorder is intended for post-baccalaureate students who are
seeking specialized training in this discipline. It is fashioned
for those interested individuals who are preparing to become
certified by the American Speech, Language and Hearing
Association, as well as for those who wish to become more
proficient speech-language pathologists.
The Department of Communication Disorders (CMD) is
accredited by the Council of Academic Accreditation (CAA)
of the American Speech-Language-Hearing Association
(ASHA). The department is located in the modern Learning
Research Center. The facilities lend themselves to ample
space for tudy, clinical therapy, and research.
Admission Requirements
Con ideration for admission to the graduate program in
CMD requires the bachelor's degree and the completion of
an undergraduate program in CMD/speech-language
pathology (such as the undergraduate program at California
Univer ity). A minimum 3.0 (overall and in the major) GPA
is necessary for consideration of the applicant for admission
to the graduate program. All applicants must submit official
Graduate Record Examination Scores and three letters of
recommendation from their undergraduate professors to be
considered for admission.
Admission to the Communication Disorders Program is
competitive, and only a limited number of students are
selected for admission. The Communication Disorders
Department has fall admission only. Application deadline is
February 15.
Students who wish to continue in the graduate program
in CMD must maintain a 3.0 or better GPA and must receive
satisfactory evaluations from their practica supervisors.
Students who choose a research option (Research
Project or Thesis) will have two credit hour (Research
Project) or four credit hours (Thesis) applied toward their
total number of credits for the Master's Degree.
Curriculum
CMD 600 Research and Professional Practice in Speech/
Language Pathology*
3
3
CMD 701 Language Disorders in Adults*
3
CMD702 Language Disorders in Children*
3
CMD703 Fluency*
3
CMD704 Articulation Disorders*
3
CMD705 Voice Disorders*
eurology*
3
CMD 708
6-12
CMD 710 Advanced Clinical Methods***
3
CMD 718 Advanced Audiology
3
CMD725 Aural Rehabilitation
3
CMD762 Non-Vocal Communication
CMD 763 Communication Problems of Special Groups 3
CMD 764 In trumentation
3
3
CMD765 Dysphagia *
3
CMD 766 Traumatic Brain Injury
EDP 600 Statistical Methods **
3
RES 829 Research Project
2
4
RES 849 Master's Thesis
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 abo ut these programs,
phone or write the Department of Communication Disorders,
California University of Pennsylvania, 250 University ·
Avenue, California PA 15419-1 394, (724) 938-4175, or the
School of Graduate Studies, (724) 938-4187.
A total of 42 graduate credit hours is required for the
Master of Science degree in Communication Disorders. A
pas ing score on the Speech-Language Pathology Praxis
Series Test is a requirement for graduation.
Faculty
Associate Professor Albert E. Yates, chair; Professor R. Michael Feldman; As ociate Professors Barbara Bonfanti
'
Charles A Gismondi, Richard R. Nemec, Nancy Hepting.
34
California University of Pennsylvania
COMMUNICATION STUDIES
Master of Arts Degree in
Communication
The Master of Arts in Communication provides advanced interdisciplinary study in the communication field
and serves as (1) a professionally-oriented terminal masters
degree or (2) preparation for advanced graduate study or
professional study.
The program is jointly sponsored by the Departments of
Communkation Studies, English, and Theatre and is
administered by a Coordinating Committee and an Advisory
Committee consisting of representati ves from each sponsoring department.
Admission to the Program
To be admitted to the graduate program in Communication, an applicant must:
1. Verify successful completion of a baccalaureate degree;
2. Verify an acceptable undergraduate quality-point average;
3. Submit scores from the Graduate Record Exams;
4. Document any appropriate experience relevant to this
program including but not limited to prior course work and
professional experience; and
5. Provide samples of his or her writing.
Applications will be evaluated by the Coordinating Committee as they are received, and applicants may be admitted to
the program at the beginning of the Fall or Spring Semesters
or the Summer Sessions.
Structure of the Program
The program of study is divided into (1) a Core, (2) an
Emphasis, (3) A Thesis, and (4) Comprehensive Examinations. Thirty six semester credits are required for the degree.
Core:
15 Credits
CMG 800 Introduction to Graduate Study in Communication
CMG 701 Communication Perspecti ves and Paradi gms
CMG 702 Rhetoric and Linguistics
CMG 703 Dramatic Theory and Criticism
CMG 704 Seminar in Communication
Emphasis:
18 Credits
In addition to the core, each student will develop an
emphasis as his or her major area of study. A student's
emphasis will be designed by the student in consultation with
his or her advisor and submitted to the Coordinating Committee as the student's Tentative Degree Plan.
The emphasis for each student must adhere to the
following guidelines:
• All graduate level courses designated with the CMG prefix
may count toward the degree.
• No more than 12 credits in dual-listed CMG courses may
count toward the degree.
• No more than six credits of graduate level courses from
other departments or institutions may count toward the
degree.
• No more than six credits of directed study may count
toward the degree.
• No more than six credits of internship or practica may
count toward the degree.
• Compensatory or prerequisite courses taken in preparation
for graduate level work will not count toward the Masters
degree.
Thesis:
Three Credits
The Thesis can be (1) a systematic investigation of a research
problem designed to make an original contribution to the
student's field of study (Option 1) or (2) a practical or
applied demonstration of the student's mastery of information, skills, procedures, or techniques connection to hi s or
her field of study (Option 2).
Comprehensive Examinations:
Each student will complete comprehensive examinations
consisting of a written component and an oral defense
designed to test his or her (1) knowledge base, (2) ability to
synthesize content, (3) capacity for problem solving, and, (4)
ability to effectively communicate orally and in writing.
Comprehensive examinations are administered by the
Coordinating Committee. Tentative Degree Plan and
Application for Candidacy
Before a student has completed 12 graduate credits, he or
she must submit to the Coordinating Committee a Tentative
Degree Plan outlining the Emphasis and Thesis Option. After a
student has completed a minimum of 18 credits with a
minimum QPA of 3.0 and before completing 27 credits, he or
she must submit an application for Admission to Candidacy.
Students who fail to submit these documents or who do not
receive approval from the Coordinating Committee will not be
allowed to register for subsequent courses in this program.
Faculty
Program Coordinators: Richard Helldobler, William Yahner, Dencil Bakus
Graduate Catalog 1998-99
35
COUNSELOR EDUCATION
If you would like further information about any of these
programs, call or write the Department of Counselor Education, California University of Pennsylvania, 250 University
Avenue, California PA 15419-1394 (724) 938-4123, or the
Graduate School, at (724) 938-4187.
Practicum Requirements
The Department of Counselor Education requires a
minimum of two days per week for a fifteen week term of
professional experience at a field site appropriate to the
graduate student's program and career goals. Customarily,
this assignment will be during the hours of the normal
worki ng day. Only grades of A or B in practicum will be
counted towards successful completion of the Master 's
degree.
The Department of Counselor Education offers graduate
programs leacling to (1) the Master of Education degree and
certification as either an elementary- or secondary-school
guidance counselor; (2) a Master of Science degree with
specialization in Community Agency Counseling; (3)
Certification as an elementary- or secondary-school counselor; (4) a cooperative program with the Pittsburgh Pastoral
Institute that leads to eligibility as a Pastoral Counselor.
Elementary and Secondary Guidance students must do
practicum at the grade levels appropriate for their certification. Time adj ustments may be made for those holding
current Pennsylvania school certifications.
Admission to the Programs
Comprehensive Examinations
Besides meeting the general requirements for admission
into the Graduate School, the prospective graduate student in
the guidance programs must also:
(1) have a 3.0 undergraduate quality-point average, or a
score of 45 on the Miller Analogies Test;
(2) have earned 36 quality points in psychology or a
related field; and
(3) submit, in typewritten form, the following three
kinds of documents: (a) three letters of recommendation; (b)
a 1,000-word psychobiography, and (c) a one-page resume of
work and education. (See CED Student Handbook for
details).
In order to achieve certification, a graduate student must
satisfactorily pass each part of a two-part examination and be
recommended by a majority of the department faculty.
Consequently, a graduate student pursuing a program in
Elementary or Secondary Guidance may receive a Master of
Education degree but not necessarily obtain certification.
Graduate students may not register for more than nine
Counselor Education (CED) credits before admission to the
department for any of the programs offered.
Within the fust 12 hours the graduate student must have
successfully completed CED 701 Organization and Admini stration of Counseling Service , CED 702 Counseling Theory,
and CED 714 Experiential Group Process.
Canclidacy is determined by a majority of the faculty of
the program; a meeting with the faculty may be required of
the candidate.
Faculty
Details concerning the comprehensive examination and
other procedures are available in the CED Student Handbook.
The National Board of Certified Counselors currently
recognizes courses taught in the Counselor Education
Department for continuing education credits.
Master of Education Degree
and Certification in Elementary
and Secondary Guidance
Area I (Core Courses): 33 creclits
CED 701 Organization and Administration\
Counseling Services
CED 702 Counseling Theory
CED 714 Experiential Group Processes
CED 705 Developmental Group Counseling
CED 708 Substance Abuse & Addiction
CED 710 Counseling Skills & Techniques
CED 786 Seminar in Career Information
CED 703 Consulting Theory
CED 711 * Practicum I
CED 712* Practicum II
CED 787 Integrated Seminar
Dept. Chair, William Parnell;
Professors Robert A. Brown, Gloria Brusoski
36
California University of Pennsylvania
3
3
3
3
3
3
3
3
3
3
3
Area II: Social & Cultural Foundations: Three credits
required
GEE 525 Community Problems of Health & Safety
3
Area III: Psychological Foundations: Six credits required
PSY 721
PSY 752
Advanced Tests & Measurements
Fundamentals of School Psychology
Area IV: Research: 4 credits required
EDP 600 Statistical Methods
RES 800 Methods of Research
Area V: Elective (with advisor approval)
Master of Education Degree and
Certification in Secondary Guidance
3
3
2
2
2
This program is for those who intend to counsel students in
middle-junior-high or high-school, grades 7 through 12.
Area I (Core Courses): 33 credits
CED 70 l Organization and Administration of Counseling
Services
3
CED 702 Counseling Theory
3
CED 714 Experiential Group Processes
3
CED 705 Developmental Group Counseling
3
CED 708 Substance Abuse & Addiction
3
CED 710 Counseling Skills and Techniques
3
CED 786 Seminar in Career Information
3
CED 703 Consulting Theory
3
CED 711 * Practicum I
3
CED 712* Practicum II
3
CED 787 Integrated Seminar
3
Area II: Social and Cultural Foundations: Three credits
req uired
3
GEE 525 Community Problems of Health & Safety
Area III: Psychological Foundations: Six credits required
ESP 72 1 Advanced Tests & Measurements
3
3
PSY 752 Fundamentals of School Psychology
Area IV: Research: Four credits required
EDP 600 Statistical Methods
RES 800 Methods of Research
2
2
Area V: Elective (wi th advisor approval)
2
Master of Science Degree in
Community Agency Counseling
This program is intended for those who desire a professional position in agencies that provide care within the
community. Such agencies provide services to the infirm,
the handicapped, the aged, the incarcerated, the chemically
dependent, and the family.
Area I (Core Courses): 33 credits
CED 701
CED
CED
CED
CED
CED
CED
CED
CED
CED
CED
702
714
708
710
705
786
703
711
7 12
787
Organization and Administration of
Counseling Services
Counseling Theory
Experiential Group Process
Substance Abuse & Addiction
Counseling Skill s & Techniques
Developmental Group Counseling
Seminar in Career Information
Consu lting Theory
Practicum I (See Footnote*)
Practicum II
Integrated Seminar
3
3
3
3
3
3
3
3
3
3
3
Area II: Social & Cultural Foundations : Three credits
required
GEE 525
Community Problems of Health and Safety 3
Area III: Psychological Foundations: Six credits required
CED 717
PSY 721
Diagnosis and Treatment in Mental Health
Advanced Tests and Measurements
3
3
Area IV Research: Four credits minimum required
EDP 600
RES 800
Statistical Methods
Methods of Research
Area V: Elective (with advisor approval)
2
2
2
Cooperative Program: Pastoral Counseling Certification
In cooperation with the Pittsburgh Pastoral Institute,
California University offers courses that lead to certification
in Pastoral Counseling. You may obtain further information
about this program from the Director of the Pittsburgh
Pastoral Institute or from the department chairperson at
California.
Graduate Catalog 1998-99
37
EARLY CHILDHOOD EDUCATION
The Master of Education Degree in Early Childhood
Education provides three option for interested students.
Track A - Ma ter of Education with Early Childhood
teaching certifi cation is designed for student seeking
certification from Infancy through Grade 3. Track B Master of Education in Early Chi ldhood Adrnini tration and
Supervision is available to students already certified in Early
Childhood, who are interested in becoming a supervisor or a
child care center admini trator. This is a non-certifying
program. Track C - Master of Ed ucation Early Childhood is
designed fo r students already certified in Early Childhood
who wou ld like to broaden their knowledge of Early Childhood Education .
Applicants must have a 3.0 QPA or a score of 35 on the
Miller Analogies Te t for admission to the program.
Curriculum
Track A: Master of Education with Early Childhood Teaching Certification
I. General
EDP 607
EDP 636
ECE 748
EDP617
ESP 501
EDP610
EDF700
and Profess ional Education:
Advanced Educational Psychology
Advanced Psychology of Learning
Child Growth and Development (or)
Psychology of Growth and Development
Introduction to Exceptionality
Educational Sociology
Hi story and Background of
Elementary Schools
EDP 605 Philosophy of Education
EDP606 General History of Education
EDE 701 Developing and Organizing
Elementary School Curricula
II. Early Childhood Professional Core:
EDE 728 Problems in Health and Physical Ed.
ECE 730 Early Childhood Math Seminar
ECE 724 Read ing and Communication Arts Seminar
ECE 745 Instructional Strategies
EDE 738 Children 's Literature and Reading
ECE 728 Early Childhood Education Seminar
ECE 726 Early Childhood Field Experience
ECE 749 Parent Involvement
*EDE 795 Student Teaching Internship
GEE 528 Child and the Expressive Arts
ECE 732 Adv. Thematic Teaching in EC
2
2
3
2
3
2
2
2
2
3
2
3
3
2
2
2
2
2
9
3
3
*Students must pass the General Knowledge and Communication sections of the National Teachers test prior to student
teachi ng
III. Research (8-10 credits required)
*RES 800 Methods of Research
*EDE 706 Evaluation and Measurement in the
Elementary School
*GEE 537 Computer Science
EDP 600 Statistical Methods
ECE 759 Research in Early Childhood
EDP 656 Computer Oriented Research
RES 829 Project
RES 849 Thes is
2\
2
2
2
2
2
2
4
*REQUIRED COURSES
Students who are certified teachers in another specialty are
not required to take EDE 795.
Minimum 30 graduate credit with a project or thesis.
Minimum 36 graduate credits without project or thesis.
Maximum 59 graduate credits. Students may be required to
take undergradu ate courses when graduate courses are
unavailable.
Track B: Early Childhood Master of Education Degree in
Administration and Supervision (Thi s is a non-certifying
program.)
I. General and Profess ional Ed
EDP 607 Advanced Ed ucationalPsychology or
2
2
EDP 636 Advanced Psychology of Learning
ESP 501 Introduction to Exceptionality
3
EDP 610 Educational Sociology
2
EDE 700 Historical Background of the
Elementary School
2
II. Early Childhood Professional Core:
ECE 745 Instructional Strategies
2
ECE 748 Child Growth and Development
3
ADP 720 Elementary Curriculum
2
ECE 728 Earl y Childhood Education Seminar
2
ECE 729 Language Development & Emerging Literacy3
III. Administration : (15 credits)
ECE 727 Administration & Directorship of Early
Childhood Center
ADP 762 Supervision
3
2
Faculty
Professors: Dorothy Campbell, Elwin Dickerson, Phylli s S. Mcilwain, John Shimkanin, Jannene Southworth, John Vargo
38
California University of Pennsylvani a
ECE 749
ECE 726
ADP731
ECE 759
RSU 685
Parent Involvement
Early Childhood Field Experience
School Law & Regulations
Research in Early Childhood
Group Processes
IV. Reasearch and Related Disciplines
RES 800 Methods of Research
EDE 706 Evaluation and Measurement in
the Elementary School
GEE 537 Computer Science
EDP 600 Statistical Methods
EDP 656 Computer Oriented Research
RES 829 Research Project
RES 849 Thesi s
2
2
2
2
2
*ECE 759
EDP656
RES 829
RES 849
Research in Early Childhood
Computer Oriented Research
Project
Thesis
2
2
2
4
2
*REQUIRED COURSES
2
2
2
2
2
4
Minimum 30 graduate credits with a project or thesis .
Minimum 36 graduate credits without a project or thesis .
Master of Education Degree in Early Childhood Education
Track C: The Master of Education in Early Childhood
Education track is designed for students already certified in
Early Childhood who would like to broaden their knowledge
of Early Childhood Education.
I. General
EDP 607
EDP 636
ESP 501
EDE 730
EDP 663
EDE 700
EDP 605
EDP 606
RSP 701
RSP 705
ENG 758
RSU 685
GEE 528
& Professional Education (10-15 credits)
Advanced Educational Psychology
Advanced Psychology of Learning
Introduction to Exceptionality
Teaching in Kindergarten Primary
Computer Assisted Instruction
Historical Background of the
Elementary School
Philosophy of Education
General History of Education
Fundamentals of Reading
Psychology of Reading
Modern American Poetry
Group Dynamics
Child & the Expressive Arts
II. Professional Core (10-24 credits)
EDE 728 Problems in Health & Physical Education
ECE 723 Early Childhood Math & Science Seminar
ECE 724 Reading & Communicative Arts Seminar
ECE 725 Social Studies Strategies in Early Childhood
ECE 748 Child Growth & Development
ECE 745 Instructional Strategies
EDE 738 Children 's Literature & Reading
ECE 728 Early Childhood Education Seminar
ECE 726 Early Childhood Field Experience
ECE 749 Parent Involvement
ECE 729 Language Development & Literacy
ECE 732 Thematic Teaching in EC
III. Research (8-10 credits required)
*RES 800 Methods of Research
*EDE 706 Evaluation and Measurement in the
Elementary School
GEE 537 Computer Science
EDP 600 Statistical Methods
2
2
3
2
2
2
2
2
2
2
3
2
3
2
3
3
3
3
2
2
2
2
2
3
3
2
2
2
2
Graduate Catalog 1998-99 .
39
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 training in specialized areas of earth science or wish to
broaden their present science background. A graduate student
entering the program should have an undergraduate major in
one of the sciences or in mathematics.
Applicants should have basic Earth Science courses but
defi ciencies can be made up in consultation with the advisor.
The advisor is assigned to the graduate student upon admi ssion to the program, and the graduate student works closely
with the advisor in designing a program of study.
The graduate student must apply for candidacy for the
degree immediatel y after 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 nine
credits of required research courses and a minimum of 12
credits in Earth Science, including either two credits for the
Research Project or four for the Master 's Thesis.
Option B requires at least 36 credits, including nine
credits of required research courses and a minimum of 12
credits in Earth Science, but not the Research Project or the
Master 's Thesis.
Curriculum
(An asterisk designates a required course.)
I. Earth Science Core:
3
*EAS 800 Methods of Research in Earth Science
*EAS 528 Quantitative Applications in Earth Science 3
*EAS 713 Applied Earth Science
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 737
GEO 751
GEO 752
GEO 753
GEO 767
GEO 768
GEO770
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
Geochemi stry
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
Geographic Information Systems
Geomorphology
Climatology
Physical Environment
Computer Cartography
Map & Aerial Photo Interpretation
Statistical Cartography
Seminar in Geography
Research Project
Master 's Thesis
If you would like further information about any of these programs, phone or write the Department of Earth
Sciences, California University of Pennsylvania, 250 Uni versity Avenue, California PA 15419-1394, (724) 9384180, or the Graduate School , at (724) 938-4187.
Faculty
Graduate Faculty: Professors Donald J. Conte, William A. Gustin , Anthony P. McGrew, Lawrence L. Moses, Ph.D. ,
William J. Procasky,Ph.D., Robert A. Vargo, Ph.D.
40
California University of Pennsylvania
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
2
4
GEOGRAPHY AND REGIONAL
PLANNING
Master of Arts Degree in
Geography and Regional
Planning
The Master of Arts degree in Geography and Regional
Pl anning is flexible, and all ow for diversity in goal development. It enab les a graduate with this degree 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.
GEO 734
GEO 735
GEO 739
GEO 737
GEO 738
GEO 75 1
GEO 752
GEO 754
GEO 765
GEO 766
GEO 768
GEO 769
GEO770
GEO 785
GEO 786
GEO 789
GEO 791
GEO798
Site Selection
Marketing Geography
Regional Planning
Geographic Information Systems
Geography and Urban Policy
Geomorphology
Climatology
Physical Environment
Field Methods
Field Problems
Map and Aerial Photo Interpretation
Computer Cartography
Statistical Cartography
Readings in Geography
Research in Geography
Comprehen ive Planning
Seminar in Regional Planning
Seminar in Geography
The graduate student must apply for candidacy for the
degree immedi ately after completi ng six cred its of successfu l
graduate work. The graduate tudent must pass a comprehen- ill. Research (Option A): 8 to 10 credits
+GEO/EAS Seminar
sive examination.
*GEO 800 Methods of Geographic Research
The program offers two options: Option A, in which a
Master's Thesis or Research Project is required, and Option
B, in whi ch neither a Master's Thesis nor a Research Project
required.
Option A requires at least 30 credits, including six
credits of required research cour e and a minimum of 15 to
18 cred its in Geography, including either two credits for the
Re earch Project or four for the Master's Thesis.
Option B req uires at least 36 credits, incl uding six
cred its of required research courses and a minimum of 18
credits in Geography, but not the Re earch Project or the
Master's Thesi .
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
*One of the fo ll owi ng:
RES 829
Research Project
or
RES 849
Master's The is
4
IV. Research (Option B): 6 credits
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Re earch
3
3
2
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.
Curriculum
(An asterisk designates a required course.)
+Any seminar offered by department.
I. Research Courses: 6 credits as follows:
*GEO-EAS Seminar
*GEO 800 Methods of Geographic Research
Master of Education Degree in
Geography and Regional
Planning
3
3
II. Geography: Field of Specialization at least 12 credits from
the follow ing:
GEO 520
Physiography of the United States
3
GEO 700
Philosophy of Geography
3
Demographk Analy i
3
GEO 7 11
GEO 712
Geography and Urban Politics
3
GEO 714
Urban Environment
3
GEO 729
Regional Economic Geography
3
GEO 733
Land Use Analysis
3
~
>
~
=
The Master of Education degree in Geography is
intended for those who wish to pursue a career of teaching at ~
either the Elementary or the Secondary School level.
~ .J.
~
~
The graduate student must apply for candidacy for the
degree immediately after completing six credits of successful L....
graduate work. The graduate student must pass a comprehensive examination.
~
n
Graduate Catalog 1998-99
41
~ The
Comprehensive Planrung
Serrunar in Regional Planning
Seminar in Geography
3
3
3
program offers two options: Option A, in which a
u Master 's Thesis or Research Project is required, and Option
in whjch neither a Master's Thesis nor a Research Project
~ is required.
zB,
GEO 789
GEO 791
GEO 798
U
rJ:J.
III. Research (Option A): 8 to 10 credjts
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Research
=
~
*One of the following:
RES 829
Research Project
or
RES 849
Master 's Thesis
4
IV. Research (Option B): 6 credit
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Research
3
3
III. Research (Option A): 8 to 10 credits
+GEO-EAS Seminar
*GEO 800 Methods of Geographic Research
3
3
Option A requjres at least 30 credits, including rune to
10 cred its of Professional Education and 17 to 19 credits in
Geography. Eight to ten of these Geography credits are in
Research, including either two credits for the Research
Projector four for the Master's Thesis.
~
Option B requires at least 36 credjts, including rune to
3
3
2
~ 10 credits of Professional Education and 18 credjts in
~ Geography, of which at least six are in Research, but not the
Research Paper or the Master's The is.
Curriculum
(An astrisk designates a required course.)
I. Professional Education: 9 to 10 credjts from the following:
*EDP 655
The Curriculum and Teachjng
of Geography
One of the two following:
EDP 605
Phjlosophy of Education
EDP 606
General History of Education
3
2
42
Cahforrua Uruversity of Pennsylvarua
2
4
2
One of the fo llowing:
EDP 610
*Educational Psychology
2
EDP 636
Advanced Psychology of Leaming
2
An additional course in Professional Education (EDP) with
the approval of the advisor.
II. Geography :
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO 711
Demographic Analysis
GEO 712
Geography and Urban Politics
GEO 714
Urban Environment
GEO729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO 734
Site Selection
GEO 735
Marketing Geography
GEO 739
Regional Planning
GEO 737
Geographic Information System
GEO 738
Geography and Urban Policy
Geomorphology
GEO 751
GEO 752
Climatology
GEO 754
Physical Environment
GEO 765
Field Methods
GEO 766
Field Problems
GEO 768
Map and Aerial Photo Interpretation
GEO 769
Computer Cartography
GEO770
Statistical Cartography
GEO 785
Readings in Geography
GEO786
Research in Geography
*One of the following :
RES 829
Research Project
or
RES 849
Master 's Thesis
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
IV. Re earch (Option B): 6 credits
+GEO/EAS Serrunar
*GEO 800 Methods of Geographic Research
3
3
V. Cognate Courses: Graduate courses in related, or cognate,
areas may be chosen, with the approval of the advisor.
YI. Comprehensive Exarrunation: The graduate student is
required to pass a comprehensive exarrunation.
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. The graduate student may choose
between two options: Option A, a 30 credit program including a Research Project or Master's Thesis, and Option B, a
36 credit program including instead six credits in researchrelated courses.
III. Professional Specialty (up to 9 credits)
EDE 728 Problems in Health and Physical Education
EDE 730 Teaching in Kindergarten and
Primary Grades
EDE 738 Children's Literature and Reading
EDE 715 Recent Trends in Language Arts
EDE 716 Problems in Elementary Social Studies
EDE 718 Arithmetic in the Elementary School
EDE 740 Trends in Elementary School Science
EDE 708 Developmental Reading in the
Elementary School
2
2
2
3
3
2
3
2
Curriculum
I. Research/Evaluation (8-14 credits)
GEE 537 Computer Science
EDP 600 Statistical Methods
GEE 656 Computer Oriented Research
EDE 706 Evaluation and Measurement in
Elementary School
EDE 800 Methods of Research
EDE 829 Research Project
EDE 849 Master's Thesis
II. General and Professional Education (10-24 credits)
CHE 790 Studies in Science Education
EDP 663 Computer-assisted Instruction
ADP 731 School Law and Regulations
EDP 636 Advanced Psychology of Learning
EDP 607 Advanced Educational Psychology
EDP 617 Psychology of Growth and Development
EDP 605 Philosophy of Education
EDE 700 Historical Background of the
Elementary School
EDE 705 Development and Organization of the
Elementary School
RSP 701 Fundamentals of Reading
RSP 705 Psychology of Reading
EDE 721 Research and Instructional Strategies
EDP 617 Educational Sociology
ESP 501 Introduction to Exceptionality
ESP 503 Diagnostic Testing and Prescriptive Teaching
2
2
2
2
2
2
4
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Faculty
Graduate Faculty: Professors Dorothy M. Campbell, Ronald A. Christ, Gary W. Kennedy, Phyllis S. Mcilwain,
J. Gregory Martin, Beverly Melenyzer, Diane H. Nettles, Anthony J. Saludis, John W. Shimkanin, Jannene Southworth,
John R. Vargo, Richard Wyman, Chair, Professor Caryl Sheffield
Graduate Catalog 1998-99
43
ZMaster of Education Degree
Swith Elementary Teaching
~ Certification
U Students wishing to enroll in thi s program must have an
~
undergraduate Q.P.A. of at least 3.0 or score 35 on the Mi ller
Analogies Test.
Q
~
The Master's Degree certification track is designed for
Q students who have a baccalaureate degree and desire elemen-
0
0
tary teacher certification. Thi s program is appropriate for
teachers certified in other areas and for persons with an
undergraduate degree outside of education.
8
Students who are not certified in Pennsylvania must pass
the National Teachers' Examination.
=
~
Candidates for Pennsylvania certification must have
evidence of undergraduate or graduate studies in mathematics, biology, physical science, environmental studies, U.S.
~ hi story, geography, and economics.
U
~
<
W
If you would like furth er information about this program , phone or write the Department of Elementary Education at California University of Pennsylvania, 250 University
i::::;:: Avenue, California PA 15419-1 394, (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.
Z Minimum 36 graduate credits without project or thesis.
I. General and Professional Education (13 credits)
EDP 607 Advanced Educational Psychology
EDP 636 Advanced Psychology of Learning
EDP 617 Psychology of Growth and Development
ESP 610 Educational Sociology
*ESP 501 Introduction to Exceptionality (req)
*ESP 000 Multicultural (req)
(Minimum: one course)
EDE 700 Historical Background of the
Elementary School
EDP 605 Philosophy of Education
EDP606 General History of Education
EDE 705 Development and Organization of
Curriculum for Elementary School
II . Profess ional Core (30 credits) (required)
EDE 728 Problems in Health and Physical Education
EDE 738 Children 's Literature and Reading
EDE 715 Recent Trends in Language Arts
EDE 721 Research and Instructional Strategies Seminar
EDE 722 Introduction to Elementary Teaching Seminar
EDE 716 Problems in Elementary Social Studies
EDE 718 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
2
2
2
2
3
2
2
2
2
3
2
2
3
2
2
3
2
3
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)
2
EDE 706 Evaluation and Measurement in the
Elementary School (required)
2
GEE 537 Computer Science (required)
2
EDP 600 Statistical Methods
2
EDP 656 Computer Oriented Research
2
Research Project
2
Thesis
4
Students who are certified teachers in another specialty are
not required to take EDE 795.
~
~
~
~
44
California University of Pennsy lvania
ENGLISH
Master of Arts in English
An applicant for thjs program should have an undergraduate degree in English or have comp leted at least twelve
credits in undergraduate upper-division courses in English.
Upon satisfactory completion of six credits of graduate work
in English, the graduate student should apply for candidacy.
Candidates may choose from two Programs:
Program I
American Literature/ British Literature/ Criticism Concentration
I Research (6 hrs. required)
ENG 800 Eng Research Methods
ENG 849 Thesis
II Linguistics (3 hrs. required)
III Concentration (2 1 hrs. of the following): American
Literature, British Literature, and Criticism
Total Hours: 30
Program II
English Education
I Research (6 hrs. required)
ENG 800 Eng Research Methods
ENG 849 Thesis
II Engli sh Education A (6 hrs. required)
ENG 701 Com. Theory/Practice
ENG 711 Problems in the Teaching of Writing K- 13
ENG 714 Evaluation Writ K-13
III English Education B (6 hrs. required)
ENG 707 Linguistics
ENG 708 Advanced Linguistics
ENG 710 Hi story of English Language
IV Literature/Criticism (12 hrs. required-3 hrs. Criticism, 9
hrs. Literature)
Curriculum
(An asterisk designates a requirement.)
I: Lingui stics courses include:
ENG 701 Composition Theory and Practice
ENG 705 Introduction to Old English
ENG 706 Middle Engli sh
ENG 707 Linguistics
ENG 708 Advanced Linguistics
ENG 710 History of the Engli sh Language
ENG 715 Chaucer
3
3
3
3
3
3
3
II. Literature courses include:
ENG 715 Chaucer
3
ENG 716 Middle English Drama
3
ENG 717 Shakespeare
3
ENG 718 Sixteenth-Century Non-Dramatic Literature 3
ENG 725 Non-Dramatic Engli sh Literaturel600-1660 3
ENG 726 Jacobean and Caroline Drama
3
ENG 727 Milton
3
ENG 735 English Literature 1660-1700
3
ENG 736 Engli sh Literature 1700-1744
3
ENG 737 English Literature 1744- 1798
3
ENG 738 Ei ghteenth-Century Engli sh Novel
3
ENG 745 Romantic Poetry
3
ENG 746 Victorian Poetry
3
ENG 747 Nineteenth-Century Non-Fictional Prose
3
ENG 748 Nineteenth-Century English Novel
3
ENG 755 Colonial American Literature
3
ENG 756 American Renai ssance
3
ENG 757 The Ri se of Reali sm
3
ENG 758 Modern American Poetry
3
ENG 760 Cultural Backgrounds of American Literature 3
ENG 765 Modern American Novel
3
ENG 766 Modern British Novel
3
ENG 767 Hi story of Literary Criticism
3
ENG 768 Modern British Poetry
3
ENG 770 Modern Drama
3
ENG 790 Seminar in Literary Criticism
3
ENG 795 Seminar in English Literature
3
ENG 796 Seminar in American Literature
3
1-4
ENG 799 Independent Study
Total Hours: 30
III. Research
All graduate students should take ENG 800, Methods of
Research, as early as possible in their course of study. All
students must pass a comprehensive examination.
*ENG 800 Methods of Research in English
*ENG 849 Master 's Thesis
3
3
Faculty
Graduate Faculty: Professors Edward J. Chute, Bernard Defi lippo, Robert W. Dillon, Sr., Jack D. Goodstein, John
Hancrun, Patricia L. Hartman, William Hendricks, Madelon Jacoba, Robert A. Korcheck, Frederick S. Lapisardi , William
Murdick, Pratul Pathak, Horace S. Rockwood, ill, Lisa M . Schwerdt, Madeline C. Smith, Carol Waterhouse, William
Yahner
Graduate Catalog 1998-99
45
t:=Master of Education in English
~
An applicant for this program should have a certificate
to teach English or Communication and should have com~ pleted at least 12 credits in upper-division courses in English.
~
Z
Upon satisfactory completion of six credits in English,
~ the graduate student should apply for admission to candidacy.
The Master of Education degree requires a minimum of
36 credits. Apart from the sequence of two courses in
methodology and research (see below), there is no further
research requirement.
All graduate students should take ENG 800, Methods of
Research, as early as possible in their course of study. All
students must pass a Comprehensive Examination for the
Master of Education degree.
ENG 738
ENG 745
ENG746
ENG 747
ENG748
ENG 755
ENG 756
ENG 757
ENG 758
ENG 760
ENG 765
ENG 766
ENG 767
ENG 768
ENG770
ENG 790
ENG 795
ENG 796
ENG 799
Eighteenth-Century English Novel
3
Romantic Poetry
3
Victorian Poetry
3
Nineteenth-Century Non-Fictional Prose
3
Nineteenth-Century English Novel
3
Colonial American Literature
3
American Renaissance
3
The Ri se of Realism
3
Modem American Poetry
3
Cultural Backgrounds of American Literature 3
Modern American Novel
3
Modern British Novel
3
History of Literary Criticism
3
Modern British Poetry
3
Modem Drama
3
Seminar in Literary Criticism
3
Seminar in British Literature
3
Seminar in American Literature
3
Independent Study
1-4
The Master of Education program in English is quite
flexible, so it is important that graduate students' course
selection be coherent. Consequently, all graduate students
should , in consultation with the English Graduate Coordinator, draw up their proposed course of study towards the
beginning of their graduate work and adhere to it as closely
as possible.
III. Professional Education : a minimum of 6 credits
Curriculum
B: At least one of the following:
EDP 605 Philosophy of Education
EDP 606 General History of Education
EDP 608 Comparative Education
EDP 610 Educational Sociology
(An asterisk designates a requirement.)
I. Research: 3 credits (See also V below):
*ENG 800 Methods of Research in English
3
II. English: A minimum of 18 credits, distributed as below
A: Linguistics: At least 6 credits, from among:
ENG 701 Composition Theory and Practice
ENG 705 Introduction to Old English
ENG 706 Middle Engli sh
ENG 707 Linguistics
ENG708 Advanced Linguistics
ENG710 History of the English Language
ENG 715 Chaucer
3
3
3
3
3
3
3
B. Literature: At least 12 credits, from among:
ENG 715 Chaucer
ENG 716 Middle English Drama
ENG717 Shakespeare
ENG 718 Sixteenth-Century Non-Dramatic Literature
ENG 725 Non-Dramatic English Literature 1600-1660
ENG726 Jacobean and Caroline Drama
ENG 727 Milton
ENG 735 English Literature 1660-1700
ENG736 English Literature 1700-1744
ENG 737 English Literature 1744-1798
3
3
3
3
3
3
3
3
3
3
46
California University of Pennsylvania
A: At least one of the following:
EDP 600 Statistical Methods
EDP 607 Advanced Educational Psychology
EDP 616 Guidance and Counseling
EDP 617 Psychology of Growth and Development
EDP 618 Social Psychology
2
2
2
2
2
2
2
2
2
IV. Cognate Fields: A minimum of six credits (such as
History or Psychology), some or all of which may be chosen
from II or III above. ENG 711 , Problems in the Teaching of
Writing, K-13 , or ENG 714, Evaluating Writi ng, K-12, or
both can be chosen here.
V. Research: 3 credits (See also I above.)
*ENG 802 Research
3
MATHEMATICS AND
COMPUTER SCIENCE
Masters 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 skill , and
knowledge of mathematics and/or computer science.
Students in the program will develop research skill s 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.
Curriculum
(An asterisk designate a requirement.)
A. Professional Education: Option I or II: 9 credits
*One of the following courses in Psychology:
EDP 607 Advanced Educational Psychology
EDP 617 Psychology of Growth and Development
EDP 636 Advanced Psychology of Learning
2
2
2
*One of the following courses, dealing with the Multi-cultural:
EDP 610 Educational Sociology
2
EDP 628 P ychology of the Disadvantaged Child
2
*One of the following courses, dealing with Special Education:
ESP 501 Introduction to Exceptionality
3
ESP 506 Habilitation Training
3
ESP 712 Seminar on Contemporary Trends and
Issues in the Education of Exceptional
Populations
3
*One of the two following cour es, dealing with Humanistic
concerns:
EDP 605 Philosophy of Education
2
2
EDP 606 General 1:f.istory of Education
The program has two options: Option I, which requires at
least 36 credits but does not require a Master 's Thesis or
Research Project; Option II, which requires at lea t 30 credits
(32 credits if the Thesis Option is elected), including a
Master 's Thesis or Research Project;
Faculty
Graduate Faculty: Dr. Andrew J. Machusko, Chair., Jerry M. Blackmon, Assistant Chair., William F. Blank,
Kaddour Boukaabar, Anette M. DeNardo, Nicholas Ford, John S. Gibson, Jr., Judith I. Hall, Barbara Hess,
Karla Hoffman, Robert T. Little, George D. Novak, Anthony S. Pyzdrowski, Lawrence D. Romboski,
Elwyn M. Schmidt, John S. Skocik, Jr., Nancy A. Skocik, Virginia Valentino, and Paul D. Williams.
Graduate Catalog 1998-99
47
~
U B. Mathematics and Computer Science:
~ Option I: A minimum of 21 credits from the following;
~
Option II: A minimum of 15 credits from the following:
~
CSC700
csc 724
~ CSC734
~ CSC735
~ CSC755
~ csc 756
~ CSC757
~ CSC77 1
csc 772
o csc775
U CSC777
csc 778
Q CSC781
z csC782
< CSC783
GEE 537
00 GMA 701
U GMA 702
~ GMA 716
GMA 725
GMA 741
~ GMA 743
~ GMA 751
GMA 755
GMA 761
~ GMA 762
GMA 785
~ GMA 786
<
=
<
Computer Operations
Computer Graphics
Methods in Numerical Analysis
Discrete Computational Structures
Computer Language and Design
Data Base Management Systems
Hyper Media Programming CAI
Computer and Information Science I
Computer and Information Science II
Systems Analysis
Data Organizations
Computer Systems' Architectural Structures
Programming with COBOL
Advanced Programming with COBOL
Assembly Language
Computer Science
Real Variable Analysis I
Real Variable Analysis II
Differential Equations I
Theory of Numbers
Linear Algebra
Projective Geometry I
Abstract Algebra
Topology
Mathematical Statistics I
Mathematical Statistics II
History of Mathematics
Computer Science for Teachers
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
3
3
3
3
3
3
3
2
2
C. Research: Option I: 6 credits; Option II: 6-8 credits
Option I:
*RES 800 Methods of Research
*EDP 600 Statistical Methods
*EDP 656 Computer-Oriented Research
Option II:
*RES 800
*EDP 600
*EDP 829
or
*EDP 849
48
2
2
2
Methods of Research
Statistical Methods
Research Project
2
Master 's Thesis
4
California University of Pennsylvania
2
2
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 competencybased and utilizes a variety of instructional modes.
Previous profess ional 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
on ly for a cand idate 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 a minimum of one year professional
experience in the elementary or secondary schools; (b) 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;
(c) complete the Student Data Sheet; (d) submit a letter of
endorsement from their principal or immediate supervisor.
After the applicants have been accepted into the School
of Graduate Studies and Research, they will be interviewed
by the facu lty 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:
As explained above, thi s Administration Program is competency-based, and consequently course credit is allocated
through the seven categories listed above. Most of the
background will be obtained through classes, special
seminars, professional laboratory experiences, independent
study projects, and field learning contracts; but some of the
knowledge competencies may be fulfilled by enrollment in
existing graduate courses, such as those in Psychology and
Professional Education.
1. Child Growth and Development
GENERIC COMPETENCY #I Child Growth 4 Credits
Description: Thi s competency requires an understanding of
how to help the teacher satisfy the demands of various
curricula including: subject, social and child centered.
2. Curriculum and Co-Curriculum
GENERIC COMPETENCY #2 Curriculum/Cocurricular 4
Credits
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 .
3. Laws and Ethics
GENERIC COMPETENCY #3 Law/Ethics 4 Credits
Description : This competency requires the ability to understand the relationship which exists between education and
law and apply educational practices.
4. Group Processes and School Community Relations
GENERIC COMPETENCY #4 Group Processes/School
Community Interaction 7 Credits
Description : Thi s competency requires an understanding of
group dynamics, such as cohesiveness, tensions, learning,
problem-solving and leadership.
5. Related Di sciplines
GENERIC COMPETENCY #5 Related Disciplines 4 Credits
Description: This competency requires an understanding of
the contributions of philosophy, economics, political science,
sociology, humanities and the natural sciences to education.
6. Admission
GENERIC COMPETENCY #6 Administration IO Credits
Description: This competency requires an understanding that
Faculty
Graduate Faculty: Professors Lizbeth A. Gillette, Program Coordinator and Robert David. The faculty consists of former
principals who represent both the Elementary Education and Educational Studies departments.
Graduate Catalog 1998-99
49
educational adminjstration is concerned with accomplishing
tasks through the exercise of the following functions by the
school admjnjstrator: plannjng, organizing, staffi ng, budgeting, supervising, coorilinating, evaluating and communicating.
7. Research and Evaluation
GENERIC COMPETENCY #7 Research and Evaluation 6
Credits
Description: This competency requires the ability to conduct,
interpret and utili ze research skills to affect the improvement
of the educational program and to demonstrate the ability to
articulate the processes of eval uation as they relate to
student .
Orientation and Assessment Seminar
An orientation seminar is required of all students in the
program. It lasts for one semester, beginning in September
and in January. Students in the seminar receive two credits,
which are applicable to the Generic Competency, Group
Processes and School Community Relations. Thi s seminar
provides student with an opportunity to become familiar
with the competencies and allows the student to document,
according to their previous ed ucation or experience, their
knowledge, skills and attitudes pertaining to each Generic
Competency.
As a result of the documented evidence submitted in this
seminar, creilit value is determined. In cases where adilitional
competency is deemed necessary, a prescription of learning
activities is made for each individual. Total number of credits
for the individual program of study will be determined by an
assessment of the canilidate's previous academic and
experiential background .
Supervised Field Experience/Internship
The Supervised Field Experience is a coll aborative
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 employ ment and/or area of residence. The graduate student is assigned to work with a principal practictioner.
Each placement is made in cooperation with the fac ulty of
thi s program, the participating school district, and the
student.
Degree Completion Process
Following Admission to the Graduate School, students
must be approved for degree candidacy, pass the comprehensive exam, complete a research project or thesi s, and complete a minimum of 30 graduate credits at California University.
50
California University of Pennsylvania
SCHOOL PSYCHOLOGY
Admission to the Degree Program
Admission to the Certification Program
In addition to the other requirements for admission to
the School of Graduate Studies and Research, applicants for
the Master of Science degree in the School Psychology
Program must also meet the following criteria:
l. Applicants must have an adequate background in undergraduate Psychology courses, with a minimum of 15 such
credits required.
2. Adequacy of background will be determined by the
Advisory Committee of the School Psychology program.
3. Applicants must have at least a 3.0 quality point average in
undergraduate work and at least a B average in Psychology
courses to be admitted to this graduate program in School
Psychology.
4. Applicants who do not meet the quality point requirement
may, at the di scretion of the Psychology department, be
required to take the Miller Analogies Test or the Graduate
Record Examination.
5. Other applicants with less than a B grade average in
Psychology courses may also, at the discretion of the
Psychology department, be required to take the Miller
Analogies Test or Graduate Record Examination.
6. Applicants for admission to graduate study are interviewed
by members of the Admission Committee. Admission to
graduate stud y for the M.S. degree does not guarantee
admission to the Certification Program.
7. Applicants must present two letters of professional
recommendation that attest to the ability of the student to
do graduate work in Psychology.
8. Applicants must submit an autobiographical essay which
focuses on the applicant's motivation to become a school
psychologist.
In addition to the other requirements for admission to
the School of Graduate Studies and Research, applicants for
the Certification Program in School Psychology must also
meet the following criteria:
1. Graduate students who have earned a Master 's degree or
its equivalent may apply for admission to the Certification
phase of the School Psychology Program.
2. Applicants must have an adequate background in undergraduate Psychology courses, with a minimum of 15 such
credits.
3. Adequacy of background will be determined by the
Advisory Committee of the School Psychology program.
4. All credits earned following admission to the Certification
Phase should be earned at California University of
Pennsylvania.
5. Applicants for admission to Certification are interviewed
by members of the Certification Committee.
6. Applicants must present two letters of professional
recommendation that attest to the ability of the student to
do graduate work in Psychology.
Candidacy
To be considered for candidacy, the applicant must
submit two letters of recommendation and be interviewed by
the Candidacy Committee of the Graduate School Psychology Program.
A minimum of thirty graduate credits is required for the
Master of Science degree.
A minimum of sixty-two graduate credits is required for
Certification as a School Psychologist.
Candidacy
To be considered for candidacy, the applicant must
submit two letters of recommendation and be interviewed by
the Candidacy Committee of the Graduate School Psychology Program. They must also submit an autobiography.
The residency requirement of the School Psychology
program must be met.
A minimum of thirty graduate credits is required for the
Master of Science degree when electing Option A (thesis
option).
A minimum of thirty-six graduate credits is required for
the Master of Science Degree when electing Option B (nonthesis option).
Faculty
Graduate Faculty: Professors Richard G. Cavasina, Gail S. Ditkoff, Kirk R. John, Sam P. Lonich, Elizabeth Mason,
Richard D. Scott, Denni s Sweeney, Sylvia S. Williams
Graduate Catalog 1998-99
51
~ Curriculum
~ (A single asterisk signifies that the course is required for the
Master's degree; a double asterisk, that the cour e is required
~ for Certification as a School Psychologist.)
O
0 I. Psychology and Educational Foundations
= For the M.S. Degree:
uFor Certification:
mjnjmum of 12 credjts required
mirumum of 12 credit required
~ A. Core Courses:
r:J'J. *PSY 702
~ *EDP 713
~
*EDP 712
*PSY 74 I
0
OB.Electives:
= EDP 605
UEDP 606
oo.PS Y 711
Psychopathology of Childhood
Psychology of Growth and Development
Advanced Psychology of Leaming
Theories of Counseling and Psychotherapy
Philosophy of Education
General History of Education
Advanced Educational Psychology
3
3
3
3
2
2
3
II. Psychological Methods and Techniques
For the M.S. Degree: rnirumum of nine creilits required
For certification: minimum of 21 credits required
A. Core Courses:
*PSY 721
*PSY 722
*PSY 723
**PSY 724
**PSY 734
**PSY 742
Advanced Tests and Measurements
Indiv idual Psychological Evaluation [
Individual Psychological Evaluation Il
Practicum in School Psychology
Assessment of Personality and Behavior I
Technjques of Counseling and
Psychotherapy with Practicum
**PSY 756 Consultation and Group Processes with
Practicum
3
3
3
3
3
3
3
B. Elective:
**PSY 735 Assessment of Personaljty and Behavior II 3
III. School Programs and Organization
For the M.S. Degree: rninimum of three creilits required
For Certification: minimum of six credits required
A . Core Courses:
**PSY 746 Psychology of Leaming Disabilities
*PSY 752 Fundamentals of School Psychology
3
3
B. Electives:
EDE 705
PSY 795
RSP 701
RSP 702
ESP 704
52
Development and Organization of the
Curriculum for Elementary Schools
Seminar in Behavior Modification
with Practicum
Fundamentals of Reading Instruction
Diagnosis and Treatment of Reailing
Problems
Diagnostic Testing and Prescriptive
Teaching
Califorrua Uruversity of Pennsylvarua
3
3
2
3
3
CED 703
Consulting Theory
3
IV. Research
(A) Thesis Option (34-credit M.S . degree)
For the M.S. Degree: rninimum of 10 credits required
For Certification: rninimum of 10 credits required
A: Core Courses:
PSY 767
Research Methods in Psychology
PSY 766
Psychological Statistics
PSY 849
Thesis
3
3
4
B: Electives:
Serninar in Analysis of Research in
PSY 796
School Psychology
GEE 537
Computer Science
3
2
(B) Alternate Option (36-credit M.S. Degree)
For the M.S. Degree: rninimum of 76 creilits required
For Certification : rninimum of 76 creilits required
A. Core Courses:
PSY 767
Research Methods in Psychology
PSY 766
Psychological Statistics
*PSY 796 Serninar in Analysis of Research in
School Psychology
3
3
3
B: Elective:
GEE 537
Computer Science
Area V - Clinical Internshi p
Mirumum credits - Certification
2
(15)
Core Courses
PSY 772
Internship in School Psychology
12
(Mirumum of 1200 clock hours in supervised experience)
PSY 798
Internship Serninar
3
READING SPECIALIST
Students wishing to enroll in any of these programs must
have an undergraduate Q.P.A. of 3.0 or take the Miller
Analogies Test and receive a score of 35 or better.
Applicants must 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 must obtain approval from the Dean to apply.
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 advised by
the Reading Program Coordinator for at least one semester.
After completing six (and no more than 12) credit hours,
all students must apply for candidacy in the program of their
choice. This application for candidacy is submitted to the
Reading Program Coordinator, and then submitted to the
Graduate School for approval by the Graduate Dean.
Upon being accepted as a candidate for either program ,
the student will be assigned an advisor. Thi s advisor is
responsible for informing the student of program requirements, helping to monitor the students progress, administering for the comprehensive examination questions and
checking all graduation requirements.
Master of Education Degree in
Reading
The candidate has the options listed below; namely,
Option A, with at least 36 credits , including a Masters Thesis
or Research Project, or, Option B, with at least 39 credits but
not a Masters Thesis or Research Project.
Upon completion of the required credits, candidates
must pass a comprehensive examination and present documentation of program standards endorsed by the International Reading Association and NCATE.
Curriculum
(*designates course with prerequisites.)
I. Reading and Language Arts:
Option A: 21 credits required
Option B: 24 credits required
(The first four courses must be taken sequentially. )
RSP 701 Fundamentals of Reading Instruction
2
*RSP 702 Diagnosis and Treatment of Reading Problems 3
*RSP 703
*RSP 704
*RSP 705
RSP 730
*RSP 706
EDE 738
Electives:
EDE 715
RSP 739
EDP 663
ESP 501
Practicum: Diagnostic Case Studies
Practicum: Remedial Case Studies
Psychology of Reading
Problems in Secondary Reading
Adult Literacy
Children 's Literature and Reading
3
3
3
2
3
2
(Applies only to Option B. Choose 3 credits)
Recent Trends in Language Arts
3
Field Experiences in Reading 1-3
1-3
Computer Assisted Instruction
3
Introduction to Exceptionality
3
II. Psychology:
Option A and B : 4 credits required
EDP 636 Advanced Psychology of Learning
Electives:
EDP 607 Advanced Educational Psychology
EDP 617 Psychology of Growth and Development
PSY 746 Psychology of Learning Disabilities and
Prescriptive Techniques
2
2
2
3
ill. Educational Research
Option A: 6 credits required, as follows:
RES 800 Methods of Research
2
Either
RES 829 Research Project
2
Or
RES 849 Masters Thesis
4
(The Research Project or Thesis Topic must be in Reading or
Language Arts.)
Electives
EDP 600
EDP 706
EDP 656
(choose one on ly if completing a project):
Statistical Methods
Evaluation and Measurements
Computer Oriented Research
Option B: 6 credits required , as fo llows:
RES 800 Methods of Research
Electives:
EDP 600 Statistical Methods
EDP 706 Evaluation and Measurements
EDP 656 Computer Oriented Research
2
2
2
2
2
2
IV. Related Courses:
Options A and B : 5 credits req uired
EDE 701 Development and Organization of Curriculum 3
Faculty
Graduate Faculty: Professors Ronald A. Christ, Gary W. Kennedy, Diane H. Nettles, Pamela B. Cignetti,
Anthony J. Saludis, John R.Yargo
Graduate Catalog 1998-99
53
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 Education Sociology
EDP 611 Hi story of American Education
2
2
2
3
2
2
2
Certification as a Reading
Specialist
This progran1 is di stinct from the two Master 's degree
programs listed immediately above. It is a certification only
program in which no degree is received. In order to be
admitted to thi s 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.
Curriculum
31 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 sequenti ally.)
RSP 701
Fundamentals of Reading Instruction
2
*RSP 702 Diagnosis and Treatment of
Reading Problems
3
*RSP 703
Practicum: Diagnostic Case Studies
3
*RSP 704 Practicum: Remedial Case Studies
3
*RSP 705
Psychology of Reading
3
RSP 730
Problems in Secondary Reading
2
*RSP 706 Adult Literacy
3
EDE 738
Children 's Literature and Reading
2
Electives (choose 3 credits):
EDE 715
Recent Trends in Language Arts
RSP 739
Field Experiences in Reading
EDP 663
Computer Assisted Instruction
ESP 501
Introduction to Exceptionality
II. Psychology: 2 credits required
EDP 636 Advanced Psychology of Learning
3
1-3
3
2
ill. 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
54
California University of Pennsylvania
Certification as a Reading
Supervisor
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 Speciali st of five years. After the credential s have
been received, the prospecti ve student is referred to the
Reading Coordinator for an interview before admission into
the program.
The purpose of the Reading Supervisor's Program is to
prepare the holder of a Level II Instructional Certification for
a supervisory capaci ty in the specialized area of Reading.
The role of the Reading Supervisor in the public school
is to des ign an evaluati on program to assess the reading
needs of a given school district (K-12), develop a program to
improve in struction in reading that is consistent with the
educational philosophy of that district, and propose and
explore steps for implementation of the program and evaluate
its progress.
The acquis ition of the foll owing obj ectives will enable
the graduate student to fulfill this role :
The prospective Reading Supervisor wi ll implement the
techniques, principles, and practices of supervision.
The prospective Reading Superv isor will be able to develop
and administer a total Reading program.
The prospective Reading Supervi sor will serve as a consultant to the Read ing 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 speciali sts in related fields.
The prospective Reading Supervisor will have knowledge
concerning reading research, current literature, reading
programs, and appropriate texts and material s.
Curriculum
14 Total Credits Required
RSU 680
Improvement of Instruction through
Supervision
ADP743
Group Process
ADP 73 1
School Law
Supervision and Administration of a
RSP 731
Reading Program
Reading Curriculum and Instructional
RSP 732
Materials
Reading Internship
RSP 733
2
2
2
2
2
4
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 special izes 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.
Admission
Admission to the program requires an undergraduate
grade point 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 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 two 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 automaticall y 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 two
or three social science and/or history department faculty
members to each prepare a si ng le examination question for
the student. Questions wi ll only be written by professors
whom a student has had as an instructor in a graduate class.
Students wi ll 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 two 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 by the Social Science Department (no special tests
are given) . Students will be notified by letter from the
program coordinator as to whether they have passed or fai led
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 fo llowing classes during the
summer.
sos 716
sos 717
sos 800
Social, Economic, and Political Order
Analysis of Power Structure
Social Science Research Techniques
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 highl y
structured program, the program includes a core of several
Faculty
Graduate Facu lty: Professors R. Michael Barber, John F. Bauman, J. K. Folmar, Ronald L. Michael, Margaret A. Spratt,
Joseph C. Heim, Sean C. Madden, James C. Wood, Mohamed Yamba.
Graduate Catalog 1998-99
55
00 courses that include the social, economic, political, and
a student completes more than 12 credit hours.
u
Z
Track 1:
Cultural Resource Management: 24 Hours
*ANT707
Cultural Resource Management:
Historic Preservation
Historic Sites Archaeology
Land Use Analysis
Map and Aerial Photo Interpretation
Studies in the Social and Intellectual
History of the United States
Studies in Urban American Hi story
Human Resource Management
Industrial Relations
Practicum
~ 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
00 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.
U
<
~ Currently there are six (6) tracks in the curriculum.
(I) Cultural Resource Management- a program created to
Otrain graduate students to work in the rapidly growing field
00 of cultural resource management and historic preservation .
U
(2) Political Science - a curriculum designed for students
interested in a traditional political science program.
*ANT708
GEO733
GEO768
HIS 727
HIS 736
MGT742
MGT731
*ANT709
*Required
Track 2:
3
3
3
3
3
3
3
3
4-6
Political Science: 18-24 Hours
Option A: Eighteen hours, including the Master 's Thesis.
(3) Secondary Education- essentially thi s 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
Social Science Tracks
Six tracks exist within the social science program. The
tracks are designed so that within the same program,
flexibility can be maintained to provide all students seeki ng a
Social Science Degree a program that best fits their career
goals. The tracks are:
Track 1:
Track 2:
Track 3:
Track 4:
Track 5:
Track 6:
Cultural Resource Management
Political Science
Secondary Education
History
General Social Science
Geography
Option B: Eighteen hours, including the Research Project.
Option C: Twenty-four semester.
POS 700
Public Policy
3
POS 704
American Political Ideas
3
3
POS 705
History of Political Theory
3
POS 711
Politics of Latin America
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
POS 747
Civil Liberties and Judicial Processes
3
POS 779
Independent Studies in Political Science 1-3
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
2
2
BEHAVIORALEDP 607
Advanced Educational Psychology
EDP 617
Psychology of Growth and Development
EDP 618
Social Psychology
EDP 636
Advanced Psychology of Leaming
EDP 663
Computer Assisted Instruction
2
2
2
2
2
II. Social Science- 11 Credits
** RES 829 Research Project or
**RES 849 Master's Thesis
2
4
CORE COURSES : Thirteen (13) semester hours
**SOS 800
*EDP 600
*GEE 537
or
EDP 656
*SOS 716
*SOS 717
Social Science Research Techniques
Statistical Methods
Computer Science
3
2
Computer Oriented Research
Social, Economic, and Political Order
Analysis of Power Structure
2
2
3
3
* Required
** Required and must be taken first time offered after
acceptance into the MA in Social Science program or before
56
California University of Pennsylvania
** Either required
ANTHROPOLOGY
ANT701
Archaeology Field School
ANT707
Cultural Resource Management:
Historic Preservation
ANT708
Historic Sites Archaeology
GEE536
Archaeology Field School
GEOGRAPHY
GEO 520
Physiography of the Unjted States
Phjlosophy of Geography
GEO700
Demographjc Analysis
GEO 711
GEO 714
Urban Environment
GEO 729
Regional Economic Geography
GEO733
Land Use Analysis
GEO 734
Site Selection
Marketing Geography
GEO 735
Geomorphology
GEO 751
Climatology
GEO752
GEO754
Physical Environment
Regional Geography
GEO 760
GEO 765
Field Methods
GEO 768
Map and Aerial Photo Interpretation
GEO769
Computer Cartography
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 1930'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
Studjes in American Diplomatic History
Studies in American Urban History
Studjes in Pennsylvanja History
Workshop in Local History
POLITICAL SCIENCE
Public Policy
POS 700
American Political Ideas
POS 704
History of Political Theory
POS 705
Politics of Latin America
POS 711
Politics of Underdeveloped Nations
POS 728
POS 740
American Defense Policy
POS 745
The Legislative Process
American Chief Executives
POS 746
Civi l Liberties and Judjcial Process
POS 747
POS 779
Independent Studies in Political Science
OPTION C: Twenty-four (24) semester hours
I. Professional Education - 6 credits
EDP606
General History of Education
3
3
3
va
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
HUMANISTIC- 2 Credits (mjnimum)
EDP 605
Phjlosophy of Education
2
BEHAVIORALEDP607
Advanced Educational Psychology
EDP 617
Psychology of Growth and Development
EDP 618
Social Psychology
EDP 636
Advanced Psychology of Learning
EDP 663
Computer Assisted Instruction
2
2
2
2
2
II. Social Science 17 credits
ANTHROPOLOGY
ANT701
Archaeology Field School
ANT707
Cultural Resource Management:
Historic Preservation
ANT708
Historic Sites Archaeology
GEE 536
Archaeology Field School
GEOGRAPHY
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO7 11
Demographic Analysis
GEO 714
Urban Geography
GEO 729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO 734
Site Selection
GEO 735
Marketing Geography
GEO 752
Climatology
GEO 754
Physical Environment
GEO 760
Regional Geography
GEO765
Field Methods
GEO 768
Map and Aerial Photo Interpretation
GEO 769
Computer Cartography
HISTORY
HIS 715
HIS 717
HIS 718
HIS 725
HIS 727
3
3
3
3
3
3
3
3
3
3
2
HIS
HIS
HIS
HIS
HIS
728
735
736
737
784
The Civil War and Reconstruction
The I 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
Studjes 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
Graduate Catalog 1998-99
3
3
3
VA
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
00
0
n
>
~
~
00
3
3
3
3
3
3
3
3
n
~
~
z
n
~
00
57
00 Pos 747
~ POS 779
u
Civil Liberties and Judi cial Process
Independent Studies in Political Science
3
3
~ Track 4: History - 18 To 24 Hours OPTION A: Eighteen
~
u
(18) semester hours, including the Master 's Thesis.
Cl) OPTIO
~ Research
B: Eighteen (18) semester hours, including the
Project
GEO 768
GEO 769
HISTORY
HIS 715
HIS 717
HIS 718
HIS 725
HIS 727
< oPTIO C: Twenty-four (24) Semester Hours
~ HIS 715
The Civil War and Reconstruction
U HIS717
The 1930's and the United States
The United States Since World War II
0 HIS718
C/) HIS 725
Studies of the Afro-American in
American History
HIS 727
Studies in Social and Intellectual History
of the United States
Studies in American Labor Hi story
HIS 728
HIS 735
Studies in American Diplomatic History
HIS 736
Studies in American Urban History
HIS 737
Studies in Pennsylvania History
HIS 784
Workshop in Local History
RES 829
Research Project
RES 849
Master/s Thesis
3
3
3
3
3
3
3
3
3
3
2
4
Track 5: General Social Science
OPTION A: Eighteen ( 18) semester hours, including the
Master 's Thesis.
HIS
HIS
HIS
HIS
HIS
728
735
736
737
784
Map and Aerial Photo Interpretation
Computer Cartography
3
3
The Civil War and Reconstruction
The 1930's and the United States
The United States Since World War II
Studies of the Afro-American in
American Hi story
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
3
3
3
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
POS 747
Civil Liberties and Judicial Process
POS 779
Independent Studies in Political Science
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
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
OPTION B: Eighteen (18) semester hours, including the
Research Project
SOCIAL SCIENCE
OPTIO
ANTHROPOLOGY
ANT701
Archaeology Field School
ANT707
Cultural Resource Management:
Historic Preservation
ANT708
Hi storic Sites Archaeology
3
3
GEOGRAPHY
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO711
Demographic Analysis
GEO 714
Urban Geography
GEO 729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO734
Site Selection
GEO735
Marketing Geography
GEO 751
Geomorphology
GEO 752
Climatology
GEO 754
Physical Environment
GEO 760
Regional Geography
GEO 765
Field Methods
3
3
3
3
3
3
3
3
3
3
3
3
3
58
California University of Pennsylvania
3
C: Twenty-four (24) semester hours
GEOGRAPHY
GEO 520
Physiography of the United States
GEO 700
Philosophy of Geography
GEO 711
Demographic Analysis
GEO 714
Urban Geography
GEO 729
Regional Economic Geography
GEO 733
Land Use Analysis
GEO 734
Site Selection
GEO 735
Marketing Geography
GEO 751
Geomorphology
Climatology
GEO 752
GEO 754
Physical Environment
Regional Geography
GEO 760
GEO 765
Field Methods
Computer Cartography
GEO 769
Map and Aerial Photo Interpretation
GEO 778
Research Project
RES 829
Master's Thesis
RES 849
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
SOCIAL WORK
Information: Call or write - MSW Program, California
University of Pennsylvania, Box 90, California, PA 15419
(724) 938-4022.
Objective: The MSW Program is a response to the needs of
the Southwestern Pennsylvania area. Its primary goal is to
develop generalist MSW professionals for the area's agencies
and other rural and small town environments.
The program is new, starting Fall term 1998, and is thus not
accredited. It will apply for candidacy and seek a site visit
from the Commission on Accreditation for the Council on
Social Work Education during the 1999-2000 school year.
Candidacy is the first stage in the accreditation process.
Program Admission: Applicants must meet Graduate
School requirements and:
1. Complete an admission packet for the School of
Graduate Studies and Research and the MSW Program.
2. Submit a non-refundable application fee of $25.00.
3. Submit three letters of recommendation.
4. Submit personal portfolio materials following the guide.
5. Have official transcripts sent to the MSW Program by all
colleges attended, including California University.
6. Have results sent from general aptitude section of the
Graduate Record Exam, showing verbal , quantitative
and analytical scores.*
7. Have completed 30 credits of upper level courses in
liberal arts, including human biology content.
8. Have a 3.0 average for the last two years of college
work.
Transfer Credit: 12 credits of accredited MSW work and
three credits from related graduate study may be submitted
for faculty review. Tran sfer 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.
Retention: Continuance in the MSW Program requires:
l.
2.
3.
Maintaining a 3.0 GPA.
Earning no more than six credits of C (a third C would
require raising the grade and an additional C would
require dismissal.)
Maintaining a professional demeanor, as demonstrated
by actions that are in keeping with the NASW Code of
Ethics.
4.
Incomplete grades are highly discouraged, wi ll be
consider only in exceptional circumstances, and on an
individual basis. "I" grades must be removed by the end
of the next term and in order to move on in a sequence
of courses.
Advanced Standing: Graduates of accredited undergraduate
social work programs may request advanced standing.
Add iti onal requirements include:
l. A social work degree earned within six years of entrance
into the program.
2. An overall 3.0 GPA and a 3.25 GPA in the social work
major.
3. Completion of a 400 hour practicum under MSW
supervision.
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 summers 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). Part-time advanced standing
students follow requirements for part-time students and
normally finish in seven terms.
*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.
Faculty
Wilburn Hayden , program director; Edward Brown, Peg Christopher, F. Mel Madden , Virginia Majewski , Lisa Patchner,
James Syphers and, Beverly Willison,
Graduate Catalog 1998-99
59
SPECIAL EDUCATION
The Master 's degree in the area of Mentally/Physically
Handicapped consists of three TRACKS .
TRACK A is a certification program for those who
already hold an instructional/teaching certificate in any area
but not certification in special education.
TRACK B is designed for those students who already
hold certification in Mentally and/or Physically Handicapped
or any single-category area of special education.
TRACK C is designed for students who have no
teaching certificate but who are now working with, or in the
past 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 in a single
program.
TRACK A: For those without Certification in Special
Education
The graduate student in Track A has completed a B.S.
degree in so me area of education but wishes to become
certified in Mentally and/or Physically Handicapped.
The student completing this program is licensed to teach
all levels of the mentally retarded, learning di sabled, behavior disordered, or physically handicapped in Pennsylvania.
S/he may also teach gifted students in Pennsylvania.
Curriculum
(An asterisk designates a requirement.)
A: Major Area: 33 credits
*ESP 501
Introduction to Exceptionality
*ESP 701
Introduction to Behavior Analysis
*ESP 739
Field Experience in Special Education
Education of the Severely/Profoundly
*ESP 502
Handicapped
*ESP 503
Diagnostic Testing and
Prescriptive Teaching
*ESP 504
Methods and Curriculum I For Those
with Learning Problems
Methods and Curriculum II For Those
*ESP SOS
with Learning Problems
*ESP 506
Habilitation Training-Transition
*ESP 7 12
Seminar on Trends and Issues
or Approved Elective
*ESP 720
Internship
(May be taken as two three-credit sessions)
B: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design
Faculty
Graduate Faculty: Professors Robert A. Bauman, Peter J. Belch, Robert F. Dickie, Paul L. Lancaster,
Regis Lazor, Ben A. Mule
California University of Penn sylvania
3
3
3
3
3
3
3
6
3
TRACK B: For Those with Certification in Special Education
The program consists of a minimum of 36 hours,
including six credits of internship that may be satisfied at a
number of practicum facilities.
60
3
3
3
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 thi s track have already had student teaching
experience, internships can be in a number of different
settings.
Applicants must meet the requirements for admission to
the Graduate School and must demonstrate proof of some
successfu l professional job performance in a setting serving
the handi capped.
Those who complete Track C and pas 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: 24 credits
*ESP 502
Education of the Severely/Profoundly
Handicapped
*ESP 503
Diagnostic Te ting and Prescriptive
Teaching
*ESP 504 Methods and Curriculum I For Those
with Learning Problems
*ESP SOS
Methods and Curricu lum II For Those
with Learning Problems
*ESP 506
Habilitation Training-Transition
*ESP 720
Internship
(May be taken as two three-credit sessions)
Nine credits from the following seminars:
ESP 712
Seminar on Trends and Issues
or Approved Elective
ESP 731
Seminar in Assessment and Prescription
ESP 732
Seminar in Special Education
Administration and Supervision
Seminar in Counseling Parents of
ESP 734
Exceptional Children
Seminar
in Education of the Gifted
ESP 735
Seminar
in
Legislation and Litigation
ESP 737
Seminar on Teacher Behavior and
ESP 738
Group Dynamics
Field Experience Seminar in
ESP 739
Special Education
B: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design
3
Besi des the 39 hours required in Track C, graduate
students in this track must also complete a Profess ional
Education block of at least ten hour unless some of these
courses were part of their undergraduate programs. Track C
students must complete one full semester of student teaching
including professional practicum.
3
Curriculum
3
3
3
6
3
3
3
3
3
3
3
(An asterisk designates a requirement)
A: Major Area: 36 credits
*ESP 501
Introduction to Exceptionality
*ESP 70 l
Introduction to Behav ior 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 SOS
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 610
Educational Sociology
EDP 611
History of American Education
EDP 607
Advanced Educationa l Psychology
EDP 617
Psychology of Growth and Development
EDP 636
Advanced Psychology of Learning
EDP 663
Computer-Assisted Instruction
GMA 636 Computer Science for Teachers
2
2
2
3
3
3
2
2
C: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design
3
3
3
3
3
3
3
3
3
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 Special Education.
Track C students do not already hold a teaching certificate.
Note: Although not required, students in all tracks may
complete a two credit research project or a four credit thesis.
Graduate Catalog 1998-99
61
SUPERINTENDENTS LETTER OF
ELIGIBILITY PROGRAM
The Superintendent Program
The program for the Superintendent Letter of
Eligibility provides an opportunity for a graduate student to
obtain certification as a superi ntendent of schools in the
Commonwealth of Pennsylvanj a_ Thj s program combines a
number of unique fea tures not generally found in most
superintendent certi fica tion programs. Modes of instruction
utilized in the program include (l ) core course , (2) unjversity serrunars, and (3) business/industry/education partnerships. The Superintendents Letter of Eligibility Program is
offered at three locati ons: Cal U Campus, Southpointe site
and Di xon Uni ver ity Center, Harrisburg.
Admission to the Program
Thj program is open to students with a rrunimum
of six years of professional certified service in the basic
schools, three years of which shall have been in adrrunistration or supervi ion. The three years of admjni trative or
supervision experience must be comp leted before certification endorsement will be granted. Applicants must pos ess a
QPA of at Least 3.0 in all graduate work taken prior to
applicati on to the program . Applicants must subrrut to the
Graduate Office a letter of endorsement compl eted by the
chief school adrrunistrator in the school district of current
employment. Final recommendation for admj ssion to the
program will be deterrruned by the Program Coordinator.
II. U ni versity Serru nars (seven credits)
Thi s phase of the program is intended to provide the
participant with a more comprehensive and analytical view
of central office adrrun istration. Students will have an
opportu nity to become ex posed to a variety of educational
encounters by such experiences as tours of school districts,
semi nars on pertinent admini strati ve topics, theories of
adrruni strati ve practices, synthesizing a code of etrucs, and
evalu ati on of self and goal attai nment.
III. Business Management/Education Partnership (four
credits, two serrunars)
An important and unprecedented pha e of the
program is the in volvement of business/industry leaders in
the preparati on of future school superintendents. Business/
industry leaders have knowledge concerning budgeting,
personnel management, maintenance, planning, etc. that is
valuable to potential chj ef school administrator .
Student Evaluation
Students will be required to complete a portfo li o
that can be used in measuring many of the outcomes deemed
necessary to analyze des ired performance levels. Course
testi ng util izing essay and obj ective information will be used
in determjning the know ledge and comprehension acquired
by the student.
Curriculum
K-12 Administration Ed.D. Program
I. Core program (2 1 credits: 7 courses with a Field Experi -
Through a Collaborati on Agreement between Cali fo mj a
University of Pennsylvania and the U ni versity of Pittsburgh,
students comp leting their studies fo r the Letter of Eli gibility
at Cal U and recommended by the Director of the SLE
Program can transfer up to fo rty-five (45) graduate credits to
the Unjversity of Pittsburgh, School of Education, Department of Adrrunistration and Policy Studi es, K- 12 Admini stration Program.
ence Epi sode)
SLE 701
Administrati on Theory, Organi zation and
Operation
SLE 702
Contract Law, School Di strict Legal Issues
SLE 703
Finances
SLE 704
Technology and Facilities Development
SLE 705
Curricul um and Instruction, Leadership,
Supervision
SLE 706
School/Communjty, Public Relations,
Marketing
SLE 707
Strategic Planning, Poli cy Analysis, Board
Relations
All core courses wiJJ be taught by ex perienced
superintendents, members of the program's Academy of
Superintendents, appointed as adjunct fac ulty in the College
of Education and Human Services.
Faculty
Program Coordinator: Professor Thomas C. Wilkinson
62
Californi a University of Pennsylvania
TECHNOLOGY EDUCATION
Master of Education Degree
in Technology Education
This program provides an opportunity for those with
qualifications to study for the Master of Education Degree
and/or as a preparation for those pursuing advanced degrees;
in addition, a supervisory certificate in technology education
can be obtained. This degree is very beneficial to 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
towards both their technology education certification and a
Master of Education Degree in Technology Education.
The program has three tracks , or plans. Plan A (38
credits) leads both to the Master of Education degree and the
Supervisory Certificate in Technology Education. Plan B (30
credits) is the general track with a thesis requirement and
leads only to 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
EDP 607
Advanced Educational Psychology
EDP 617
Psychology of Growth and Development
EDP 636
Advanced Psychology of Learning
*EDP 610 Educational Sociology
ESP 501
Introduction to Exceptionality
*GEE 586 A Study of Human Creativity
II. Technology Education - Professional
Plans A, B, C: 6 credits
*TED 700 Foundations of Technology Education
*TED 710 Organization and Administration
of Technology Education
2
2
2
2
3
3
3
3
III. Technology Education Laboratories
Plans A, B: 9-1 2 credits
Plan C:
15-21 credits
TED720
Implementing Technology Education
*TED 730 Communication Systems
*TED 740 Production Systems
*TED 750 Transportation Systems
+TED 735 Advanced Studies in Communication
+TED 745 Advanced Studies in Production
+TED 755 Advanced Studies in Transportation
TED 760
Technology Education and Industrial
Practices Workshop
TED 765
Special Problems in Technology Education
TED 766
Special Problems in Technology Education
3
3
3
3
1-3
1-3
1-3
1-3
1-3
1-3
IV. Supervision (three years of teaching experience required)
Plan A
8 credits
O-4 credits
Plan B
O credits
Plan C
*TES 781
Improvement of Instruction Through
Technology Education Supervi ion
2
2
*EDP 685 Group Dynamics
Practicum I - Technology Education
*TES 791
Supervision
2
*TES 792
Practicum II - Technology Education
Supervision
2
V. Research Area
Plans A, B: 8 credits
Plan C
4 credits
*EDP 600 Statistical Methods
*RES 800 Methods of Research
Master's Thesis
RES 849
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 teaching experience prior to entering the program.
and various computer peripherals used to support multimedia
on industry standard platforms. CD-ROMs, sound and video
digitizing and playback, digital cameras, scanners, LCD and
projection panels, graphic file formats, animation and digital
video, computer networks and the Internet, hypertext markup
language, and di tance learning are investigated.
Faculty
Graduate Technology Education Faculty: Professors Rene' Horath, John R. Kallis, Stanley A. Komacek, John H. Lucy,
Mark L. Nowak, Joseph E. Pecosh, Joseph A. Sanfilippo, Associate Professor Larry D. Horath
Graduate Catalog 1998-99
63
MULTIMEDIA TECHNOLOGY
GRADUATE CERTIFICATE
PROGRAM
The Multimedia Technology (MMT) graduate certificate
program is designed to educate students in integrating
multimedia technology into their field of study. This
program is appropriate for profess ionals who have backgrounds in education, business, communication, graphics,
advertising, marketing, design, and computer science as
well as others who wish to learn how to integrate multimedi a into their area of expertise.
The university multimedia laboratory is a state-of-the-art
faciljty equipped with Power Macintosh and Pentium PC
computers, scanners, printers, CD mastering systems, and
software for interactive and non-interactive presentations,
animation, web page creation, image eruting, multimedia
authoring, and illustration. The computers are part of the
unjversity network allowing acces to many resources
located on file and web-based servers.
Admission Requirements
To be adrrutted to the Multimedia Technology graduate
certificate program, an applicant must:
1.
verify successful completion of a baccalaureate degree;
2.
verify an acceptable undergraduate quality
point average;
3.
must have basic computer literacy as
evidenced by :
- appropriate undergraduate and/or graduate
course(s)
OR
- demonstrated work experience or adequate competency review.
Applications will be evaluated by the Multimedia Technology program commjttee from the Applied Engineering and
Technology Department as they are
Curriculum
The program consists of five courses (15 credits) and
represents a comprehensive and integrati ve approach.
Courses are offered every semester including the summer
so the certificate can be completed in one year. The
multimedia courses are lecture and demonstration courses
with assignments to be completed outside of class in the
Uruversity Multimedia Laboratory or other suitably
equipped faci lities.
The program of study consists of the following five
courses:
MMT701
Multimedia Technology
Multimedia Systems
MMT702
Digital Editing
MMT703
Web Publi shing
MMT704
Interactive Design
MMT705
3
3
3
3
3
NOTE: Upon successful completion of the program, a
Califorrua University of PA certificate of completion will
be presented. The Multimedia courses can also be used as
electives in other graduate programs.
Course Description
Multimedia Technology
3
This course will introduce the student to the
components and terminology of multimedia technology as
a basis for subsequent courses. Through a
series of research and computer-based activities, the
student will experience the role of graphical user interfaces
and various computer peripherals used to support multimedia on industry standard platforms.
MMT701
MMT702
Multimedia Systems
3
This course focuses on the application of graphic
design theories and the integration of multimedia components including conventional photography/scanned images,
digital photography, stock art/images, animation, audio and
videography for the purpose of achieving effective
presentations. The organization of visual elements such as
type, color, texture, contrast, perspective, balance, and
uruty will play an important part in the development of
both interactive and non-interactive presentations. Emphasis will be placed on the process of blending the components using various hardware platforms and software tools;
Faculty
Graduate Technology Education Faculty: Professors Rene' Horath, John R. Kallis, Stanley A. Komacek, John H. Lucy,
Mark L. Nowak, Joseph E. Pecosh, Joseph A. Sanfilipo
64
California University of Pennsylvania
incorporating basic image manipulation. As a course
project, the student will create and master a CD-ROM
based multimedia presentation as the basis of a personal
digital portfolio.
MMT703
Digital Editing
3
Effective multimedia presentations rely on welldeveloped underlying components. This course presents
techniques of achieving strong components in each of the
major areas: audio, imaging and video. Generation/
acqui sition, enhancement, storage and retrieval of these
components in the digital realm are major topics. Associ ated concepts including types and applications of file
formats, lossy vs. lossless compression, and image
manipulation techniques normally considered darkroom
procedures are also presented. Through a series of
laboratory and collaborative site activities, the student will
gain experience usi ng hardware and software tools to
achieve effective digital editing of audio/video clips and
images.
MMT704
Web Publishing
3
This course delves into the intricacies of publishing on the web and what makes a proficient webmaster by
examining areas such as client-server computing, network
operation, intranets and the Internet, advanced HTML,
and server-based support. End-user interaction using web
page elements such as animations, sounds, and video is
emphasized. "Power" tools such as Java/JavaScript,
Active-X, Afterburner, etc. are highlighted. A collaborative site will be used as a real world examination of its
mode of operation, performance and maintenance of that
published Web site.
MMT705
Interactive Design
3
Besides having relevant and organized content,
an effective presentation must engage its target audience.
Such presentations include storybooks, simulations,
tutorials, demos, and kiosks. Techniques employing
multimedia driven scripting and object-oriented tools to
achieve user interaction are centric to this course. This
course and corresponding laboratory activities will assist
the student in applying multimedia tool s to their field of
study.
Graduate Catalog 1998-99
65
00 ACCOUNTING - ACC
Z
0
ACC 601. SURVEY LN ACCOU TING. This course covers the following topics:
accounting cycle, accounting for assets, liabilities and owner's equity,
pannership accounting and corporate accounting. (3 crs.)
~
~ ACC 711. MANAGERIAL ACCOUNT! G. The use of accounting data for
~
corporate financial planning and control. Topics include organization for
control, profit planning, budgeting, relevant costing, return on investment, and
~ administration of controlership functions in business organizations. (3 crs.)
~
U ACC 721. FINANCLAL ACCOUNTING. Introduction to financial accounting
00 theory, the formulation of accounting principles, and the structure of generally
~
accepted accounting principles. (3 crs)
Q ACC 731. TAX PLANNING AND CONCEPTS. This course deals with the broad
r'T"-, recognition of the tax effects of business decisions and a practical approach to
~
tax planning for both individuals and corporations.(3 crs)
00
ADP 760 ELEME TARY/MIDDLE SCHOOLADMLNISTRATION
This course provides pre-service administration theory and training for
elementary/middle school principals. The course progresses from basic
principles of leadership and leadership styles to a review of practical strategies
to help make important decisions more effectively. Effective and innovative
approaches to solving complex issues more efficiently and cooperatively will be
examined and practiced. The course will provide a knowledge of practical
methods for using available resources within the context of an ever changing,
complex job.(YA)
ADP 761-1 SEC01 DARY/MIDDLE SCHOOL ADMINISTRATION
This course provides an introduction to the theory and practice of educational
administration. The course progresses from an overview of leadership and
leadership style to a review of the structures and management systems that can
make good educational leadership possible and finally, focuses on leadership
skills needed by administrators to be effective leaders in education today.
Included are such topics as organizational culture, power in and around schools
and the resolution of confiict, motivation and ethics and moral leadership. (YA)
~ ADMINISTRATION PROGRAM FOR PRINCIPALS - ADP
ADP 720-1 ELEME TARY CURRICULUM AND LNSTRUCTION
~ This course is designed so that students will learn a variety of strategies a
O principal may use in his/her leadership role in curriculum and instruction in
small and large school districts as he/she works with the board, staff, parents,
U students and other community members.(2 crs)
ADP 721-1 SECONDARY AND MIDDLE SCHOOL CURRICULUM
Among the many leadership roles and responsibilities for the PRlNCIPALSHIP,
none is more important than educational program development, administration
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 this complexity in the leadership they provide. A school's
educational program is more than the formally stated curriculum and the
content comprising this curriculum. ln this course students will explore the
spectrum of educational activities of the school that influence teaching and
learning; curricular and cocurricular, formal and informal, intended and
unintended, known and unknown. Primary attention will be given to the
intended and unintended curriculum of the school. (2 crs)
ADP 726-1 LNSTRUCTIONAL STRATEGIES
This course is intended to provide perspective principals with a practical and
theoretical framework to aid them in directing teachers toward more effective
instruction. Students are expected to analyze the elements of effective
instruction including objective, methodology and evaluation. Students
culminate these activities by designing and implementing model replicating
effective instructional strategies.(2 crs)
ADP 731-1 PRINCIPLESOF SCHOOL LAW
The general purpose of the course is to assist the students to 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 education
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 the law that governs his/her daily activities.(2 crs)
ADP 741-1 SCHOOL COMMUNITY SEMINAR
The purpose of this seminar is twofold: to help school administrators develop
an understanding of the conditions and changes that affect school-community
interaction and to help administration develop the performance competencies
needed in order to anticipate and deal with ever-changing school/community
relations issues and demands.(! er)
ADP 746-1ORIE TATIONAND ASSESSMENT SEMlNAR
ADP 746-2 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, oral and written communications. (YA)
66
California University of Pennsylvania
ADP 762 SUPERVISIO
The course is intended to acquaint the perspective 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 not only on the theoretical basis of supervision, but will have practical
application and relevance to teaching. 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
participant's leadership styles, analysis of teaching, practicing supervisor's
perceptions of the supervising function , supervisory models, taxonomy of
instruction and mutual goal-setting process. (2 crs)
ANTHROPOLOGY - ANT
ANT 701 ARCHAEOLOGY FIELD SCHOOL. Acquaints graduate students with
basic prehistoric and historical archaeological field and laboratory techniques.
(3-6 crs.)
ANT 707. CULTURAL RESOURCES MANAGEMENT: HISTORIC PRESERVATION
The need for preservation of cultural resources, the state and federal legislation
supporting such work, the various facets of cultural resources work, and a
practical scheme for cultural resources preservation. Pan of the course involves
doing preservation work. (3 crs.)
ANT 708. HISTORIC SITESARCHAEOLOGY. The techniques, philosophy, work
and aims of that branch of history that studies the American historic past from a
cultural-archaeological perspective, with study of military, domestic, commercial, and industrial sites 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
the relationships of these elements to one another. (3 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 laborato1y exercises that explain the
theoretical and practical implementations of physical therapy modalities in the
care of athletic injuries. The use of therapeutic exercise and testing in the
rehabilitation of sports injurie comprises an equal ponion of this course. (4 crs.)
ATE 730. INTERNSHIP IN SPORTSMEDICINE I. The graduate student intern
practices and enhances clinical skills in athletic training. The student will be
assignee! to off-campus clinical settings for this experience. (3 crs.)
ATE 735. INTERNSHIP IN SPORTSMEDICINE 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 this experience. (3 crs.)
ATE 745. CONTEMPORARY ISSUES IN ATHLETIC TRAlNI G. Administrative
functions, professional relationships, facility design, professional conduct,
management problems, record keeping, medical policies and procedures,
physical examinations, budgetary considerations, certification and licensing. This
course will discuss current trends within the profession of athletic training. In
aclclition, 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.)
ATE 800. RESEARCH METHODSFOR 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 wri ting the research
document. (3 crs.)
ATE 810. THESISSEMINAR. This course is designed to assist graduate level
students in development of the first three chapters of their theises. Students will
defend their proposals in a mock prospectus meeting. (3 crs.)
BIOLOGY - BIO
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 appara tus, 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 stru cture 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:
Organic Chemistry. (4 crs., 3 hr. lab/3 hr. lecture)
BIO 722. BIOCHEMISTRY II. A continuation of Biochemistry I, including fatty
acid biosynthesis, fatty acid metabolism, photosynthesis, protein metabolism,
vitamins, hormones and immunochemistry. The laboratory includes qualitative
and quantitative determination of fats and steroids and work with nucleic acids,
enzymes, and vitamins. Prerequisite: Biochemistry I and/or permission of the
instructor. (4 crs., 2 hr. lab/3 hr. lecture)
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)
BJO 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)
BJO 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, and 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 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: Principles of Biology and
General Zoology. (4 crs., 3 hr. lab/3 hr. lecture)
BIO 738. HERPETOLOGY. A study of the anatomy, physiology, ecology, and
taxonomy of the major groups of amphibians and reptiles. Prerequisite: General
Zoology. (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 areas 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 74 1. 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.)
n
0
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 i given to photomicroscopy, macrophotogra- ~
phy, and field photography. Various other illustrative materials are also prepared, '----;
using selected photographic equipment and/or procedures. (2-4 crs.)
~
BJO 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, clentrification, chemosynthesis, bacterial
and algal photosynthesis, fermentacion , and ancibiosis 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 745. ENTOMOLOGY. Theoretical and field study of the local classes of
insects and related species: taxonomy, collecting and mounting, general and
speci fic morphology, metamorphosis and life cycles, economic importance and
control measures. ot open to those who have already taken Biology 362. (4
crs., 2 hr. lab/3 hr. lecture)
BJO 720. HUMAN GENETICS. A study of various genetic and chromosomal
abnormalities found in humans. Some topics are: sex-linked inheritance,
karyotype 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 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)
n
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.)
BIO 750. TERRESTRlAl ECOLOGY. Selected aspects of terrestrial systems
including various qualities of community dynamics such as structure, composition, succession, phenology, and paleoecology. The biota are intensively
analyzed through field work undertaken in various communities of the Northern
Temperate Forest and Upland regions. Several extended field trips may be
0~
Graduate Catalog 1998-99
67
rJ1
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~
~
rJ1
~
~
~
.Z
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00 required. Prerequisite: one course in ecology. (4 crs., 3 hr. lab/3 hr. lecture)
Z BIO 751. ECONOMIC BOTANY. Human beings' relationships to and economic
0
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interests in plants from the products from plant walls, ex:udates and extractions
to those primarily used as food. (4 crs., 2 hr. lab/3 hr. lecture)
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BIO 757. PIANT SYSTEMATICS. The history of plant classification and its
culmination in present-day taxonomic practices, the evolution of the vascular
~ plants, and a definitive study of their representative modern families. An
~ extensive plant collection is required of each graduate student. Prerequisite:
U General Botany. (4 crs., 3 hr. lab/3 hr. lecture)
~ BIO 758. PIANT ANATOMY AND MORPHOGE
ESIS. Astudy of plant growth
~ and descriptive experimental studies on cells and meristems. How plant
Q correlation, polarity, symmetry, differentiation, regeneration, tissue mixtu res
and abnormal growth are involved in the distinctive phenomena of morphogen-
~ esis. laboratory work consists largely of the growth of representative plants from
00 the seeds in the laborarory. Experiments show the effects of light, temperature,
~ water and various
other physical factors together with chemical substances and
p the various genetic facto rs. (4 crs., 3 hr. lab/3 hr. lecture)
0 BIO 765. DESIG AND ANALYSIS. The theoretical and applied basis of
experimental design, sampling theory and sampling designs, data input and
U 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. Astudy of statistical techniques applied to experimental
design and analysis of biological problems in the field and laboratory, with
emphasis on multivariant situations and on insuring validity of results.
Prerequisite: College Algebra or Statistics. (3 crs.)
BIO 768. TECHNIQUES IN ELECTRON MICROSCOPY. Detailed 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. lectu re)
BIO 778. ORGANIC EVOLUTIO . An intensive study of the impact of evolutionary thought on the various disciplines of biology. Emphasis is on the evolution
oflife from non-life, organic materials and the genetic basis oflife; also on the
elemental forces of evolution, the sources of variation, the role of natural
selection and genetic drifi, and the result of evolution through adaptation.
Evolutionary divergence is studied through an understanding of races and
species, isolating mechanisms, the origin of species, and evolution above the
species level. (3 crs.)
BIO 795. SEMINAR IN BIOLOGY. Library research, class discussion, and repons
by the participants on ropics 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 and interpretation of data, and the
format of scientific writing for the thesis and fo r publication. The AIBS Style
Manual for publishing in primary scientific journals will be used. (2 crs.)
68
California University of Pennsylvania
BUSINESS - BUS
BUS 741. BUSl ESS !AW. The legal aspects of contracts and the results of
contractual obligations, negotiable instruments, agency, partnerships,
corporations, real and personal property and sales. (3 crs.)
BUS 43. BUSINESS, SOClETY, AND GOVERNME T. Asurvey of social control
of industry and business; the course covers government regulation, consumerism, and the role of technological change in society. (3 crs.)
BUS 771. QUANTITATIVE METHODS. Introduces mathematical and statistical
techniques that have applications in management. (3 crs.)
BUS 795. SEMINAR. Seminar in selected theoretical and empirical literature in a
functional area (ta be designated) of business. (3 crs.)
BUS 797. RESEARCH STUDIES IN BUSINESS. Aspecial tutarial arrangement
between a graduate student and a faculty member that permits guided reading and
research in management. The graduate student must submit a proposal ta the
program coordinator containing an outline and a brief discussion of the planned
work and the name of the professor under whom the graduate student wishes to
work. The proposal must be approved by the program coordinaror and the
department chairperson before the graduate student may register for the course.
At the end of the term, the supervising professor will submit the graduate
student's grade and research paper ta the program coordinator. (3 crs.)
BUS 799. STRATEGIC MANAGEME T. 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. ORGAN IZATIONAND DEVELOPMENT OF COUNSELING SERVICES.
This course is the initial and fundamental one in the programs for school and
agency counselors. It examines the rationale, development, scope and nature of
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 course deals with theories, objectives,
principles, and practices of counseling individuals, including children and the
family. These theories are applicable in schools and other human-service
institutions. (3 crs.)
CED 703. CONSULTING THEORY. This course is an advanced level course and
has theoretical and practical components. In the theoretical component process
consultation is highlighted as an applied behavioral science. Emphasis is placed
on the levels of environmental quality within an organization. Specific human
processes of inclusion, membership, leadership, control, communication and
problem-solving are stressed. The practical component deals with initial contact,
organizational diagnosis, process intervention, evaluating progress and closure.
Prerequisites: CED 701 , 702, 710, 714. (3 crs.)
CED 705. DEVELOPME TAL GROUP COU SELING. This course includes the
meaning, fu nction, types, and principles of the group approach ta counseling;
the dynamics of group interaction; leadership; role playing; personal development in groups; and the influence of the group processes on individual
development. Prerequisite: CED 702 or permission of instructor. (3 crs.)
CED 708. SUBSTANCE ABUSE AND ADDICTIO . For graduate students
interested in alcohol and other drug rehabilitation and prevention. Since
substance abuse and addiction are present in all secrors of society, it is
important fo r 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. INDEPENDENT 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 Counselor Education. Prerequisite:
Permission of the adviser. (variable credit)
CED 786. SEMINAR INCAREER INFORMATION. This course provides
knowledge and process about career information and counseling in school and
agency settings. It may also benefit other 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 development; career resources centers;
career and vocational education; systems of career guidance; survey of
contemporary and projected world of work; assessment; and personal or
problem-oriented implications of career development. (3 crs.)
CED 710. COUNSEIJNG SKILl.5 AND TECHNIQUES. Graduate students develop
counseling skills by learning and practicing therapeutic techniques that facilitate the
learning process. In a laboratory setting, the students experience personally the
elements that constitute effective counseling. They learn the importance of nonverbal behavior in a counseling setting and the skills of attending, active listening, 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, 714. (3 crs.)
CED 787. INTEGRATED SEMINAR. Intended for students who have completed
all course requirements in the counseling curriculum, providing the opportunity
to synthesize the graduate student's work and experience in counseling.
Prerequisite: instructor permission. (3 crs.)
CED 711. PRACTICUM I. In this course the student develops effective helping
skills 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. Alist of counseling competencies to be developed may be
obtained from the Counselor Education Department. Prerequisites: CED 701 ,
702, 714, 710, candidacy. (3 crs.)
COMMUNICATION DISORDERS - CMD
CMD 600. RESEARCH AND PROFESSIONAL PRACTICE INSPEECH/LANGUAGE
PATHOLOGY. This course is designed to give the graduate student an
opportunity to examine the total field of Speech Pathology and Audiology and
its relationship with allied 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.)
CED 712. PRACTICUMIl. Acontinuation of Practicum I (CED 711), with emphasis
on group counseling. Graduate students in this course are required to spend two
full days per week under supervision and to attend regularlyscheduled classes.
Prerequisites: all core courses or departmental approval. (3 crs.)
CMD 701. IANGUAGE DISORDERS IN ADULTS. The purpose of this course is to
prepare the student to provide assessment techniques and therapy to manage
the language and speech problems of individuals who have suffered stroke or
head-trauma injuries. Special emphasis is placed on apraxia. (3 crs.)
CED 713. PRACTICUM III. Acontinuation of CED 712, this course serves as a
culmination of practicum experiences. The course is flexible, so that it may meet
individual needs of counselor trainees with varying degrees of skills while
ensuring the maximum standards of competence in counseling. Prerequisite:
CED 712. (3 crs.)
CMD 702. IANGUAGE DISORDERS INCHILDREN. 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.)
CED 714. EXPERIENTIAL GROUP PROCESSES. This course provides a setting for
graduate students to grow in self-awareness and to explore their interpersonal
and intrapersonal concerns. Emphasis is placed on personal and social growth,
improving human relationships, diminishing human distress, improving
communications, problem-solving, and group membership interaction. The
students are given the opportunity to view and assess their behavior by use of
audio and/or video tapes of group process. (2 crs.)
CED 715. ADVANCED COUNSELING THEORY. The initial phase of this course
reviews the theories and the role they play in the counseling process. The
second phase deals with building around the various theoretical approaches to
counseling. Counseling approaches that are considered include: (1) rationale,
(2) learning theory, (3) analytic, (4) phenomenological, and (5) existential. The
final aspect of the course involves graduate students attempting to incorporate a
counseling approach into their own personality and making an attempt to use
this approach through role playi ng. Prerequisite: instructor approval. (3 crs.)
CED 716. ADVANCED CONSULTING THEORY. Acontinuation of CED 703, in
which students function as process consultants in a consulting project. Students
draw up a consulting contact with an actual client or client system, collect and
analyze data using contemporary consulting techniques, perform an agreedupon intervention in the client system, and make a final evaluation of the
project. Prerequisite: instructor approval. (3 crs.)
CED 717. DIAGNOSIS AND TREATMENT IN MENTAL HEALTH. The use and
understanding of treatment terminology and concepts as used by mental health
treatment centers and clinicians. Use of the Diagnostic and Statistical Manual-III
and American Psychological Association codes are emphasized. (3 crs.)
CED 785. RESEARCH SEMINAR INCOUNSELOR EDUCATION. The purpose of
this course is to give the graduate student a comprehensive review of the
research and current literature in counselor education. Critical study and
evaluation of research findings are emphasized. (3 crs.)
CMD 703. FLUENCY DISORDERS. Acomprehensive analysis of the several
theoretical approaches to the causes and treatment of stuttering. Emphasis is
placed on current literature in the application of several techniques to the
modification of disfluent speech. (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 will be presented. (3 crs.)
CMD 705. VOICE DISORDERS. The purpose of this course is to provide
comprehensive academic and clinical training in the etiological factors,
description, and management of organic voice disorders. The teaching of
esophageal speech, the use of the artificial larynx, and the study of tracheaesophageal practice are covered in detail. (3 crs.)
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CMD 708. NEUROLOGY. The graduate student becomes familiar with those
structures and functions of the central and peripheral nervous systems which
appear relevant to the comprehension and production of speech and language.
Brain asymmetry in normal and brain-damaged persons, left- and righthemisphere 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, the effects of aging and
stress, and neurologic endowment are all discussed. The central theme of this
course is brain "governance" over all other body systems. (3 crs.)
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CMD 710. ADVANCED CLINICAL METHODS. Clinical practicum is provided for ~
grad uate students in the campus Speech Clinic as well as in cooperating outside
agencies such as a hospital, nursing home, health center, etc. Graduate students · 'w
gain experience with children and adults with many kinds of speech, language, ~
and auditory problems. (1-12 crs.)
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Graduate Catalog 1998-99
69
00 CMD 718. ADVANCED AUDIOLOGY. This course will provide the student with
Z afornunderstanding
of behavioral and electrophysiologic special audiologic tests
the determination of the location of pathology within the auditory system.
0 The student will be introduced to concepts concerning specification, selection,
CMG 703. DRAMATIC THEORY AND CRJTICISM. 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.)
~ fitting, care, and use of amplification systems. (3 crs.)
~ CMD 725. AURAL REHABIUTATIO . The purpose of this course is to identify
~
the problems of the aurally handicapped in society and methods of alleviation
~ and compensation for the hearing loss. (3 crs.)
U CMD 749. INDEPENDE T STUDY. This course allows students to investigate an
00 area of speech pathology or audiology of interest to them by reviewing the
~ pertinent literature and research repons or by conducting research. (3 crs.)
Q CMD 762.
ONVOCAl COMMUNICATION. The various modes of nonvocal
r.,,.-, 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
0
U 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 thereoO is addressed in depth . (3 crs.)
CMD 764. INSTRUMENTATION IN SPEECH/IANGUAGE PATHOLOGY. This
course is designed to provide the graduate student with a background in the
clinical use of instrumentation. Studen ts will learn how instrumentation has
been and can be used to measure various parameters of the speech signal and
how these measurements can be employed in the assessment and management
of individuals with Speech-Language Disorders. Emphasis is on PC-based
instrumentation. (3 crs.)
CMD 765. DYSPHAGIA. This course addresses the evaluation and management
of children and adults with disordered swallowing secondary to neurologic and
structural abnormalities. The relationship of dysphagia to speech disorders is
discussed. (3 crs.)
CMD 766. TRAUMATIC BRAI 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 (TB!) . When
possible and practical, practitioners from rehabilitation agencies will supplement
the instructor's lectures. (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 organiz.ation of
programs for various pathologies of speech and language are considered. (3 crs.)
COMMUNICATION - CMG
CMG 701. COMMUNICATION PERSPECTIVESAND 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. RHETORJC 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.)
70
California University of Pennsylvania
CMG 04. SEMINAR IN COMMU !CATION. A capstone seminar that develops and
explores themes and issues that reflect the interdisciplinary nature of study in the
communication ftled. Prerequisite: admission to the Communication Graduate
Program or consent of the Coordinating Committee and instructor. (3 crs.)
CMG 710. SOCIAL SCIENTIFIC RESEARCH IN COMMU !CATION. An
introduction to social scientific resea rch and practice in the construction of
research that is appropriate to the student's area of interest in communication.
Prerequisite: admission co 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
COMMU ICATIO THEORY. (3 crs.)
CMG 712. COMMUN ICATIO CRJTICISM. A study of historical and critical
perspectives and methodologies in communication criticism. Analysis of significant
texts from a variety of contexts and genres. Prerequisite: admission to the
Communication Graduate Program or consent of the Coordinating Committee
and instructor. Dual listed with: COM 460 SPEECH CRJTICISM. (3 crs.)
CMG 713. PUBLIC REI.ATIO NS CAMPAIG S. This course seeks to integrate all
the skills required of the professional in designing and executing a complete
public relations campaign. This is a seminar in which team and grou p efforts,
rather than individual productivity, are emphasized. Prerequisite: admission to
the Communication Graduate Program or consent of the Coordinating
Committee and instructor. Dual listed with: COM 483 PUBLIC REI.ATIO S
CASES, PROBLEMS, AND CAM PAIG S. (3 crs.)
CMG 714. MASS MEDIA AND SOCIETY. An examination of the ways current
mass media systems enhance and undermine the ki nds of communication
necessary for an open and democratic society. It provides an advanced
orientation to the history, theory and process of mass communication. Particular
emphasis is given to the relationships among various media and their audiences,
media law and ethics, media and politics, media effects, and emerging trends
and their implications for society. Prerequisite: COM 105 or consent of the
instructor. Dual listed with: COM 445 RADIO AND TELEVISION IN A FREE
SOCIETY. (3 crs.)
CMG 715. I TERNATIO Al BROADCAST SYSTEMS. International broadcasting
presents an overview of world broadcasting syscems. It prepares the student to
function as a person with a world view of the field of electronic mass communication. Prerequisites: COM 355 and COM 105. Dual Listed with: COM 401
INTERNATIONAL BROADCASTING SYSTEMS. (3 crs.)
CMG 716. PROFESSIONAL VIDEO COMMU !CATION. Professional Video
Communication presents to the student the field of business and institutional
video. It prepares the student to function as a corporate writer, producer,
director, and editor of desktop videos, video press releases, video conferences,
training tapes and other business and institutional videos. Prerequisites: COM
100, COM 105 and COM 355. Dual listed with: COM 410 PROFESSIO Al VIDEO
COMMU !CATION. (3 crs.)
CMG 72 1. SEMINAR IN INTERPERSO Al COMMUNICATIO . An examination of
current theory and research in interpersonal communication from different
perspectives with an emphasis on students conducting basic and applied
research in a variety of interpersonal arenas such as personal relationships,
families, superior/subordinate relationships, etc. Prerequisite: admission to the
Communication Graduace Program or consent of the instructor. (3 crs.)
CMG 722. SEMINAR I ORGANIZATIONAL COMMU !CATION. 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
rese-,1rch related to a variety of topics such as issues management, public
opinion processes, persuasion, and social 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. SEMI AR IN I STRUCTIONAL 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:
admi sion to the Communication Graduate Program or con ent 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 that 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 CRITICISM. An examination of the critical
traditions in mass media analysis, with emphasis placed on outside influences
(for example: art, 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 that 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, non-fiction, or drama.
Prerequisite: admission to the Communication Graduate Program or consent of
the Instructor. Dual listed with: ENG 352 STUDIES IN WRITING. (3 crs.)
CMG 731. EWSPAPER REPORTI G. Newspaper Reporting is a professionallevel 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 MAGAZI E. Students in this course publish a
magazine, Flipside. They contribute works of literature and reportage, illustrate
them with original work or with photographs, solicit contributors, finance the
magazine through advertising and establish editorial policy. Prerequisite:
admission to the Communication Graduate Program or consent of the
Instructor. Dual Listed with: ENG 351 PUBLISH! G THE MAGAZINE. (3 crs.)
CMG 733. PRESS LAW AND ETHICS. This course helps student journalists
understand 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 consent of
the 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, magazine 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 PUBUCATIO . (3 crs.)
CMG 735. ADVERTISING . An introduction to marketing theories, behavior
patterns, and techniques of advertising campaigns: copywriting, layou t and
production of advertising through working for an actual client. Prerequisites:
ENG 101, 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: Adverti ing or permission of
the instructor based on successful completion of other writing courses. Dual
listed with: ENG 401 COPYWRITI G. (3 crs.)
CMG 737. SEMINAR I 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
professor 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. Prerequisite: admission to the Communication Graduate
Program or consent of the instructor. Dual listed with: ENG 430 ADAPTATIO S
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: course 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 I TEACH! G PROFESSIO AL WRITING. This course is
designed to help prepare graduate professional writing majors for the
classroom. Students will become familiar with various techniques and
Graduate Catalog 1998-99
71
00 approaches to teaching professional writing. Prerequisite: admission to the
Z Communication Graduate Program or consent of the instructor. (3 crs.)
0 CMG 742. ADVERTISINGWORKSHOP. advanced workshop for people
seriously interested in advertising as a profession, this course offers students the
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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 INSlYLE. This course is a comprehensive investigation of
U the matter of style, its definition, history and components. Students will be
00 introduced to, and will be expected to conduct analyses of, the following
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with: THE 304 WORLD DRAMA. (3 crs.)
CMG 759. TOPICS lNMODERN DRAMA. 19th and 20th century plays studied as
blueprints for theatrical presentation. Prerequisite: admission to the Communication Graduate Program or consent of the instructor. Dual listed with: THE 306
MODERN DRAMA. (3 crs.)
CMG 760. SCENOGRAPHIC DESIGN. Advance theory and practice of designing
scenery and lighting with emphasis on designing for various environments.
Prerequisite: SCENEAND LIGHT DESIG I or the consent of the instructor.
Dual listed with : THE 371 SCE E DESIGN II. (3 crs.)
r.....-, elements of style: diction, metaphor, symbolism, allusion, point of view,
i-,.t sentence (type, length, arrangement, rhythm),
irony, and tone. The course
Q concludes with the students own stylistic self-analyses. Prerequisites: students
should have a working knowledge of grammar, professional experience or
~ undergraduate course work in English or professional writing and, if possible,
00 prior publication. (3 crs.)
~
CMG 744. RHETORIC FOR WRITERS. An introductory course in theoretical,
i--,, historical, and technical rhetoric, particularly the theory and practice of social,
O literary, political and pedagogical aspects of rhetoric and writing. Prerequisite:
admission to the Comm unication Graduate Program or consent of the
U instructor. (3 crs.)
CMG 750. STAGE PRODUCTION. Advanced practice and principles of scenery
and property construction. Practical experience with plastics, metals, drafting
and advanced woodwork is stressed. Prerequisite: LJGHTlNG I or consent of the
instructor. Dual listed with : THE 341 STAGECRAFT II. (3 crs.)
CMG 751 LJGHTING FOR THE STAGE. Advanced theory and practice of lighting
design fo r stage and television. Practical experience is stressed. Prerequisites:
LIGHTING I or the consent of the instructor. Dual listed with: THE 304
LIGHTING II. (3 crs.)
CMG 752 HISTORY OF COSTUME. Asurvey of the history of costume in the
western world. Prerequisite: admission to the Communication Graduate
Program or consent of the instructor. Dual listed with : THE308 HISTORY OF
COSTUME. (3 crs.)
CMG 753. TOPICS IN THEATRE HISTORY I. The development of theatre from
its origins to the Baroque, including representative plays. Prerequisite:
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with: THE 302 HISTORY OF THEATRE I. (3 crs.)
CMG 754. TOPICS INTHEATRE HISTORY II. The development of theatre from
the 18th century to present, including representative plays. Prerequisite:
ad mission to the Comm unication Graduate Program or Consent of the
instructor. Dual listed with: THE 312 HISTORYOF THEATRE II. (3 crs.)
CMG 755 TOPICS INAMERICAN THEATRE HISTORY The history of American
theatre from Colonial times to present , including representative plays. Prerequisite: admission to the 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 presenting literature in primarily acoustic methods. Prerequisite:
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with : THE 309 READER'S THEATRE. (3 crs.)
CMG 757. SHAKESPEARE ONSTAGE. Representative histories, comedies and
traged ies, studied as blueprints fo r theatrical presentation. Prerequisite:
admission to the Communication Graduate Program or consent of the
instructor. Dual listed with : THE 305 SHAKESPEARE INTHE THEATRE. (3 crs.)
CMG 758. TOPICS INWORLD DRAMA. Classic to 19th centu ry plays, excluding
Shakespeare, studied as blueprints for theatrical presentation. Prerequisite:
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Cahfornia University of Pennsylvania
CMG 761. COSTUME DESIGN. Basic principles of costume design. Students
complete various design projects for specific plays selected from a variety of
historical periods. Prerequisite: admission to the Communication Graduate
Program or consent of the instructor. Dual listed with: THE 325 COSTUME
DESIGN. (3 crs.)
CMG 762. ADVANC ED ACTING. This course challenges the actor's ability to
demonstrate a personal and useful acting method through a wide range of
textual problems, historical and modern plays, and acting styles. Prerequisite:
LNTERMEDIATE ACTING or consent of the instructor. Dual listed with : THE 331
ADVANCED ACTING. (3 crs.)
CMG 763. SUMMER THEATRE PRACTICUM. Provides the student with practical
experience in the theatre ans. This course is designed for the practicing teacher
who desires more training in the practical aspects of production. The student
will receive assignments in acting, management, directing, technical, and/or
design. Prerequisite: admission to the Communication Graduate Program or
consent of the instructor. Dual listed with THE 358 SUMMER THEATRE
PRACTICUM. (variable credit)
CMG 768. PERFORMANCE AESTHETICS. An introduction to the science of
aesthetics. This course will include the evolution of the field and the application
of the science to selected works of performance an. Prerequisite: admission to
the Communication Graduate Program or consent of the instructor. (3 crs.)
CMG 769. CONTEMPORARY ISSUES IN THEATRE. Acourse exploring current
trends in the United States and Europe covering theatre and related fields. It will
involve the study of play scripts, direction, acting, design, and technology.
Prerequisite: admission to the Communication Graduate Program or consent of
the instructor. (3 crs.)
CMG 770. DIRECTED STUDY INCOMMUNICATIO . The student will work with a
faculty member on a special project designed to enhance the student's understanding of a topic area not covered in another graduate level course. Prior to
registering for directed study credit, the student will develop a learning contract in
consultation with the fac ulty member directing the study. The contract must be
approved by the student's advisor and the Coordinating Committee prior to
registration fo r directed study credit. Prerequisites: admission to the Communication Graduate Program and permission of the Coordinating Committee, the
student's advisor, and the instructor. (up to 6 credits)
CMG 771. COMMUNICATION LNTERNSHIP. The student will complete assigned
duties related to his or her interest area in communication and commensurate
with graduate level work in an organization under the guidance of a facul ty
supervisor and on-site supervisor. Prior to registering for internship credit the
student will develop a learning contract in consultation with the faculty
supervisor and on-site supervisor. The contract must be approved by the
Coordinating Committee prior to registration for internship credit. Prerequi-
sites: admission to the Communication Graduate Program and permission of the
student's advisor and Coordinating Committee. (up to 6 credits)
and physical implementation of database systems. Prerequisite: CSC 782 with
CSC 777 recommended. (3 crs.)
CMG 800. INTRODUCTION TO GRADUATE STUDY IN COMMUNICATION. This
course provides an introduction to the study of communication and to research
methodology and methods from the social sciences and humanities that
contribute to understanding communication. The interdisciplinary nature of
communication research must be emphasized as the course prepares students
for graduate study. The nature of the course as an introductory survey of
research in the Communication field does not predude students completing
additional credits in research methods courses within their programs of study.
Prerequisite: admission to the Communication Graduate Program or permission
of the Coordinating Committee and the instructor. (3 crs.)
CSC 757. HYPER MEDIA PROGRAMMING CAJ. 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 software
authoring package. Prerequisite: Hands-on experience in at least one computerrelated course. (3 crs.)
CMG 890. RESEARCH PROJECT. The student will conduct an independent study
of a significant topic under the guidance of an advisor. The topic may have
either a basic or an applied research focus. The final report on the project will
be presented as a written document that conforms to the most recent version of
the Modern Language Association style or the American Psychological
Association style. Prerequisites: admission to the Communication Graduate
Program and permission of the Coordinating Committee and the student's
advisor. (3 crs.)
CMG 891. THESIS. The student will conduct an independent, original study or
application of a significant topic under the guidance of an advisor and
committee. The thesis will be presented as a written document that conforms to
the most recent version of the American Language Association style or the
American Psychological Association style. Prerequisites: admission to the
Communication Graduate Program and permission of the Coordinating
Committee and the student's advisor. (3 crs.)
COMPUTER SCIENCE - CSC
CSC 700. COMPUTER OPERATIONS Designed for the graduate student who
wishes to study the theory of the operation of the computer, this 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 of the
computer. Prerequisite: CSC 771. (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 of
large 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 highlevel or in Assembly computer languages. (3 crs.)
CSC 755. COMPUTER LANGUAGE AND DESIG . An examination of the various
facets of language design and their implementations. Topics covered include
syntax and semantic 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 taught the application, logical, structure,
CSC 771. COMPUTER AND INFORMATION SCIENCE I. An introduction to such
digital computer concepts as (a) data input, (b) data representation, © data
output, (d) secondary storage devices, (e) fiow charting and program logic, and
(0 operating systems, business systems, and information systems. The course
shows the impact of computers on business, and the graduate student learns
elements of Pascal and programming techniques in that language. Emphasis on
problem solving by means of computer programming. (3 crs.)
CSC 772. COMPUTER AND INFORMATIONSCIENCES II. Graduate students
become acquainted with peripheral devices in programming. This is principally
an advanced course in 'C' language, using the computer to solve problems in a
variety of areas. (3 crs.)
CSC 775. SYSTEMS ANALYSIS. An introduction to the study of computer-based
management information systems. Topics include the analysis, design, and
implementation of management information systems, the operation characteristics of a management informatio n system, and the functional parts 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
Mathematical Structures or CSC 735 and programming experience in one highlevel computer language. (3 crs.)
CSC 778. COMPUTERSYSTEMS' 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 random access files and processing
techniques and development of programs and systems of programs for batch
and interactive environments. Prerequisites: CSC 781. (3 crs.)
CSC 783. ASSEMBLY LANGUAGE. Architecture and instructions, including
~
coding control structures, indexing, indirect addressing, character manipulation, ~
subprograms, and macros. Prerequisites: CSC 771 , CSC 772 and CSC 777. (3 crs.) ~
EARTH SCIENCE COURSES - EAS
EAS 527. TECTONICS. The nature of the earth's tectonic framework. The
following topics are of major concern: the location of tectonic elements,
theories of orogenesis, especially plate tectonics, crustal types and provinces,
magma and plate boundaries, the nature of convergent, divergent, and strikeslip margins, and the Appalachian orogen. (3 crs.)
00
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~
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EAS 528. QUANTITATIVE APPLICATIONS IN EARTH SCIENCES. The application ~
of statistical and other mathematical approaches to the solution of problems in
the earth sciences. The emphasis is on descriptive, univariate and multivariate
inferential statistical analysis, and the graphic presentation of data gathered by
0
z
00
Graduate Catalog 1998-99
73
00 earth scientists. Exercises from both the physical and social sciences will be
z
computed. (3 crs.)
0 EAS 541. ADVANCED ENVIRONMENTAL GEOLOGY. This course deals with the
~
natural environment, particularlygeologic 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 reporrs are an integral part of the course. (3 crs.)
U EAS 547. RESERVOIR EVALUATION. Application of computer solutions to
00 understandi ng of hydrologic realm. Focus is on ground water flow equations
r"T'-,
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and models, water table mapping, water quality, and aquifer testing. laboratory
work and problem solving are emphasized. (3 crs.)
EAS 550. REGIONAL CUMATOLOGY. An advanced course that deals with the
~ application of various analytical methods and classification systems in climatology.
00 The Koppen classification of climates is stressed. The climate patterns of each
~ continent and the factors which produce them are investigated. (3 crs.)
~ EAS 551. INVERTEBRATE PALEONTOLOGY. Adetailed study of fossils
O representative of the various invertebrate phyla as well as a consideration of the
more im portant of these as index fossils. Emphasis is on laboratory exercises
U and problem solving. This course will be of interest to students of biology as
well as to those of geology. (3 crs.)
EAS 713. APPLIED EARTH SCIENCE. Investigation of problems in the earth
sciences that cross the disciplinary boundaries of hydrology, meteorology,
geology, and climatology. Library research, field investigations, and laboratory
work will lead to an extensive research paper. (3 crs.)
EAS 720. HYDROLOGY. Asurvey course relating to the existence of water on
Earth. Topics include the occurrence and movement of water, physical and
chemical characteristics of water, and climatologic and geologic consideration of
water. (3 crs.)
EAS 725. WEATHER ANALYSIS. The course presumes that the student has a
background in Elementary principles of meteorology. It is concerned with the
measurements and predictions of weather. Students present findings to the
class. (3 crs.)
EAS 740. SEDIMENTOLOGY. An adva nced course that deals with the detailed
analysis of sediments and sedimentary rocks. Both qualitative and quantitative
techniques are utilized to derive the maximum information from rock samples.
This information relates to the erosional, transportational and depositional
history of the rocks. To the greatest extent possible, the student works
independently through a complete set of problems. (3 crs.)
EAS 741. STRATIGRAPHY. Astudy of the basic principles governi ng the
interpretation, correlation, classification, and naming of stratified rock units. The
stratigraphy of North America is discussed, with special emphasis placed on
rocks of the Pennsylvanian System. Problem solving and individual investigations
are im portant elements of the course. (3 crs.)
EAS 742. STRUCTURAL GEOLOGY. The primary and secondary structures of
rock masses and their modes of formation are covered in this course. Actual
structures are examined in the field. Geologic maps and cross sections are
utilized. (3 crs.)
EAS 743. MICROPALEONTOLOGY. Alaboratory oriented course in which the
student deals intimately with sample material containing microfossils. Real
problems (similar to those that a micropaleontologist in industry would face) are
posed. Solution generally involves the separation of the fossils from the enclosing
sample, the identification of the individual fossils, and a correct (or at least a
logical) stratigraphic or paleoecologic interpretation based on the data. (3 crs.)
EAS 751. OPTICAL MINERALOGY. An in depth examination of the optical
behavior of mineral crystals in polarized light with emphasis on identification.
The optical theories of Snell and Huygens will be detailed as they relate to the
74
California University of Pennsylvania
transmission oflight through mineral crystals. Microscopic examination of
mineral grai n mounts and thin sections is emphasized. (3 crs.)
EAS 755. GEOCHEMISTRY. The basic chemical principles employed in the
solution of some geologic problems. Geologic dating, sedimentary geochemistry, chemical weathering, colloids, and structural aspects of clay minerals and
soils are covered. (3 crs.)
EAS 760. FIELD PROBLEMS IN EARTH SCIENCE. This course is devoted to field
work and mapping techniques. It also involves visits to field locations of interest
to the eanh scientist and to governmental and private agencies devoted to
various of the earth science disciplines. Amajor written repon and oral
presentation are required. (3 crs.)
EAS 762: FIELD PROBLEMS IN HYDROLOGY. Opportunities for the graduate
student to do practical work concerning water and water budgets. Grad ate
students work with problems concern ing storage of water, stream measurement, evaporation, infiltration and migration, aquifer testing, tracer studies,
mine drainage, and domestic use. (3 crs.)
EAS 764. FIELD COURSE IN EARTH SClE CE. For the student who wants to
learn about his/her environment in situ. With a flexibility to allow for conditions,
the course will include a number of trips to actual sites of meteorologic,
geologic, or oceanographic significance where materials and processes can be
studied. Ajournal of site descriptions and a report on a specific site or process
will be required. (variable credit)
EAS 765. FIELD COURSE lN 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 wi ll reflect different emphases in
geology: mineralogy, petrology, paleontology, geomorphology, or hydrology.
Field trips to a minimum of ten sites of geologic significance will be su pplemented by laboratory exercises; detailed journal entries and a final report that
will enable the student to develop analytical skiHs. (variable credit)
EAS 771. FlELD MAPPING. This is a field course designed for the student to
learn various mapping procedures and the use of mapping instruments.
Problems involve the determination of distance, direction, and evaluation. Plane
table surveying and map making in the field are emphasized. (3 crs.)
EAS 780. READINGS IN EARTH SCIE CE. The course deals with selected
readings in the student's area of interest in earth science. It is designed to
exemplify a sense of earth science problems and to develop abilities of critical
appraisal. (3 crs.)
EAS 781. RESEARCH IN EARTH SCIENCE. The organization of research in an
area selected by the student with the approval of the instructor. This research is
in depth and may be on a micro scale or on a macro scale. (3 crs.)
EAS 792. SEMINAR INGEOLOGY. This course allows graduate students to
consider the latest developments in geology as well as other topics of interest.
Each graduate student completes a research project or library paper and
presents the findings to the class, and each such project or paper is the subject
of class discussion. (3 crs.)
EAS 794. SEMINAR IN METEOROLOGY. The latest developments in the field of
Meteorology and Climatology. Students are required to complete a research
project and present findings to the class. (3 crs.)
EAS 796. SEMINAR INOCEANOGRAPHY. Selected topics in geological,
biological, physical, and chemical oceanography. Students are required to
present a series of eleven short papers and one long paper. Class periods will
involve the students in discussions of oceanographic topics presented. (3 crs.)
EAS 800. METHODS OF RESEARCH IN EARTH SCIENCE. Consideration of
purpose, scope and procedures of earth science research including problem
statement, data collection and data analysis. The course culminates with the
development of a problem which demonstrates research ability. (3 crs.)
EAS 829. RESEARCH PROJECT. Awritten report on a specific topic of investiga-
tion, based on knowledge of the subject, research techniques, and accurate
presentation of the material. (2 crs.)
given opportunities to demonstrate the ability to read and conduct research
relevant to Early Childhood Education. (2 crs.)
EAS 849. MASTER'S THESIS. Awritten report of exhaustive research into a
specific area of investigation, demonstrating thorough knowledge of the
backgrou nd of a subject, the published literature on a subject, and high
standa rds of original research and presentation. (4 crs.)
ECE 728. EARLYCHILDHOOD EDUCATION SEMINAR. The purpose of this
course is to research, discuss, and evaluate critical issues in Early Childhood
today. The student will use problem solving, critical and creative thinking skills
as they reflect and make recommendations on controversial issues im pacting on
you ng children today. Poverty, divorce, child abuse, neglect, health related
issues, developmentally in appropriate programs, play, and current legislation
impacting on children and programs are some of the topics students will
address. Students will work in groups as they deal with the challenges and
professional responsibilities facing Early Childhood teachers today. (2 crs.)
EARLY CHILDHOOD EDUCATION - ECE
ECE 723 EARLYCHILDHOOD MATH & SCIENCE SEMINAR. Emphasis is on
understanding the cognitive development of the child ages birth through eight
years, and applying this knowledge to the interdisciplinary teaching of science and
math. This course will info rm students regarding the history of science and math
curricula for young children, the appropriate math and science content for this
age, and strategies for process-oriented teaching of this content. Students will deal
with relevant affective issues such as le-&rned fear ofscience or math, and
differentiated sexual expectations for the learning of science or math. (3 crs.)
ECE 724. READING & COMMUNICATIVE ARTS SEMINAR. This course prepares
early childhood students to become facilitators of early literacy learnings.
Content stresses a holistic philosophy while integrating the fo ur language
modes of listening, reading, speaking, and writing across curriculum areas.
Lesson planning, micro-teaching, and instructional strategies for teaching and
supporting young readers and writers is emphasized. (3 crs.)
ECE 725. SOC!Al ISSUES/SOC!Al STUDIES STRATEGIES IN EARLY CHILDHOOD EDUCATION . The graduate student will examine society's demographics
as they relate to the social sciences and our social human dilemmas. How
children can effectively grow in our society and develop responsible citizen roles
is the keystone co an im proved environment and quality of life. The graduate
student is expected to bring an already established network of info rmation on
the development of children as well as a working knowledge of normal, social
growth patterns. (2 crs.)
ECE 726. CHILDHOOD FlELD EXPERIENCE. Prerequisites ECE 748. (2 crs.)
ECE 729. I.ANGUAGE DEVELOPMENT & EMERGING LITERACY The graduate
level student is expected to bring a basic understanding of children's language
differences, both familial and regional, and their effect on children's efforts to
learn. How children function in educational settings should be the focus of
students wishing to maximize their information base in language-developmentmethodology. Research efforts in language development will be examined in
order to determine instructional design for young children. (3 crs.)
ELEMENTARY EDUCATION - EDE
EDE 700 HISTORICAL BACKGROUND OF THE ELEMENTARYSCHOOL 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. F (2 crs.)
EDE 705. DEVELOPMENT AND ORGANIZATION OF THE CURRICULUM FOR
THE ELEMENTARY SCHOOL Provides a complete understanding of the history,
organizational patterns and resources available for the development of the
school curriculu m. 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 co
acquire comprehension knowledge through papers and readings. F (3 crs.)
EDE 706. EVALUATION AND MEASUREMENT INTHE ELEMENTARY SCHOOL
To gauge success in the practice of teaching and co explore the science of
learning, educators (and psychologists) need measuring instru ments. We look at
the construction, calibration, and application of those instruments used co
measure achievement, intelligence, and aptitude. We examine the limitations
inherent in such instruments, and take 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 various proced ures for teaching
reading. Through research findings, current literature and discussions, the
student will be able co organize, administer, and evaluate a developmental
reading program. (2 crs.)
EDE 715 RECENT TRENDS IN I.ANGUAGEARTS. Research findings and current
classroom practices in the teaching of language arts. Methods of updating past
teaching practices are considered and evaluated. (3 crs)
ECE 745. INSTRUCTIONAL STRATEGIES. First hand experiences for students in
a reaching/learning situation structured fo r young children (Infa ncy -eight years
of age). The student will plan, implement and evaluate learning situations.
Lectu res with individual and small group activities will enable the student to
make info rmed decisions about life in the early childhood classroom as well as
provide a vehicle fo r professional growth. (2 crs.)
EDE 716. SPECIAL PROBLEMS IN ELEMENTARY SOC!Al STUDIES. Current
problems in teaching social studies, plann ing programs, methods of teaching,
and evaluating materials for use in public schools are discussed. (3 crs.)
ECE748. CHILD GROWTH & DEVELOPMENT. The graduate level student in Early
Childhood Education is expected to bring an info rmal perspective to the study of
young children. The research as well as pragmatic aspects of children's learning/
growing development will be discussed, documented and practiced. (3 crs.)
EDE 718. ARITHMETIC INTHE ELEMENTARY SCHOOL Understanding the
child's perceptions and cognitive development as they relate co mathematics.
Activities appropriate co the developmental and academic levels of elementary
school children are demonstrated. (2 crs.)
ECE 749 PARENT INVOLVEMENT. This course emphasizes the importance of the
parents and the community in the framework of educational planning for the young
child. The graduate student will demonstrate skill in planning and implementing
programs for parents, parent education workshops, adequate interview and
conferencing techniques, and in effectively using parents and community resource
people in planning the child's educational experiences. (2 crs.)
EDE 72 1. 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 that confo rm co the developmental interactionist model of
teaching/learning. (2 crs.)
ECE 759. RESEARCH IN EARLY CHILDHOOD. This is an introd uction to
research with a concentration on the early childhood years. The emphasis will
be on interpretation of research studies and journal articles. Students will
become familiar with the library resources relative to research. The three main
types of research will be analyzed as a means of assisting the student in
acquiring knowledge concerning research techniques. The grad uate student is
EDE 722 RESEARCH AND INSTRUCTION IN ELEMENTARY SCHOOLS. Areview
of current research on instructional practices in elementary schools. There is a
special foc us on analyzing research related to the developmental interactionist
view of teaching and learning. (2 crs.)
EDE 730. TEACHING INKINDERGARTEN AND THE PRIMARY GRADES. The
Graduate Catalog 1998-99
75
00 purpose, direction, curriculum development, materials, and techniques for
Z working with children in kindergarten and the primary grades. (2 crs.)
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EDE 738. CHILDREN'S LITERATURE AND READ I G. This course is a vital segment
total reading program for the elementary school child. Permeating all
~ instruction is the philosophy that children's growth in, and through, reading is
~ dependent upon development skills for, and the lasting interest in, reading, as well
~ as an appreciation of the literature in an effective elementary reading program.
~ Emphasis is on ways teachers can use literature in the classroom to meet children's
~ needs, to extend children's interest, to deepen children's literary insights, and to
heighten children's appreciation of an extensive range of both prose and poetry
00 appropriate to their age and maturity. (2 crs.)
~ of the
U
~ EDE 740. RECE
T TRE DS IN ELEM£ TARY SCHOOL SCIE CE. Representative
Q samples of elementary science curricula. Emphasis is on the inquiry approach to
teaching science, which actively involves children with science materials. The
~ implications of psychological studies are included in relation to the elementary
00 science curricula. Teachers engage in actual laboratory activities appropriate for
of auto correlation, heteroskedasticity, dummy variables, functional forms, and
distribution lags. Computer use is emphasized. (3 crs.)
ECO 741. INDUSTRIAL ORGANIZATION. An analysis of market structure, its
relation to market performance and the problems of public policy; topics
include economies of scale, capital requirements, definition, measurement and
effects of concentration, market structure, technological change, competition,
integration, diversification, merger, oligopolistic behavior and pricing, and a
brief look at regulation. (3 crs.)
ENGLISH - ENG
ENG 701. COMPOSLTION THEORY AND PRACTICE. The study of theories of
writing and approaches to pedagogy, emphasizi ng the latest research and
contemporary practice in the field . (3 crs.)
ENG 705. INTRODUCTION TO OLD E GLISH. An introduction to the earliest
period (c. 600-1100) of the English language, in order to enable the graduate
student to read such works as Beowulf in the original. (3 crs.)
~ elementary science. (3 crs.)
~ EDE 790. INDEPENDENT STUDY. Independent Study allows the graduate
O student the opportunity to research any of a number of topics that lend
themselves to individual investigation and/or design in Elementary and Early
U Childhood Education. (1-3 crs.)
EDE 795. STUDENT TEACHING I TERNSHIP. During this internship the
student is assigned to work in two classrooms in the public schools. Under
supervision, the student observes and participates in all teaching activities
related to the performance of a teacher's work in the elementary grades. Besides
field work, students attend practicum class once a week. Discussions are
centered around the current materials utilized in all subject areas. Pennsylvania
school laws relevant to the work of the classroom teacher are analyzed and
discussed thorough ly. Opportunities are provided to discuss problems
encountered by the students in their student teaching experiences. Teaching
opportunities are identified and discussed on a weekly basis. (9 crs.)
EDE 795. STUDENT TEACHING INTERNSHIP. Student is assigned to work in
two classrooms in the public schools or other appropriate settings. Under
supervision, the student observes and participates in all teaching activities
related to the early childhood or elementary grades. Students attend practicum
class once a week. Discussions cover current materials utilized in all subject
areas. Pennsylvania school laws relevant to the work of an early childhood or
elementary teacher are analyzed and discussed. Opportunities are provided to
discuss problems encountered in their student teaching experiences. Teaching
opportunities are identified and discussed on a weekly basis. (9 crs.)
ECONOMICS - ECO
ECO 601. SURVEY OF ECO OMICS. Aone-semester introduction to the
principles of economics and their applications to the leading economic
problems of society. (3 crs.)
ECO 711. MICRO ECO OMIC ANALYSIS. Analysis of the theories of consumer
behavior, resource allocation, externalities, production and pricing policies of
firms. (3 crs.)
ECO 712. MACROECONOMICANALYSIS. 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 721. MANAGERIAL ECONOMICS. The tools and techniques of economic
analysis are used to analyze and solve busines and industrial decision-making
problems. (3 crs.)
ECO 731. ECONOMETRIC METHODS. An introduction to statistical estimation
in mathematically formulated economic relationships, including the discussion
76
California Unjversity of Pennsylvanja
ENG 706. MIDDLE ENGLISH. The literature and the language of the period
1100-1500, with special emphasis on writers and writings of the fourteenth and
fifteenth centuries, such as Sir Thomas Malory, William Langland, the lyric poem ,
and the romance. (3 crs.)
ENG 707. LINGUISTICS. An introduction to the systematic study of language, by
way of modern American English. The elements of language - sounds, words
and inflections, grammar and syntax, usage - are considered in such a way as to
enable the graduate student to pursue further linguistic studies and to use
linguistic insights in teaching and writing. (3 crs.)
ENG 708. ADVANCED LINGUISTICS. Astudy of selected topics of current
interest and of importance to the teacher and to the community: e.g.,
prescriptive grammar vs. descriptive grammar; bilingualism in the schools, the
courts, and the streets; Black English; psycholinguistics; sociolinguistics;
modern theories of grammar; structuralism and various kinds of generative
grammar. An introductory course in linguistics (for example, E G 707) is
recommended, but not obligatory. (3 crs.)
ENG 710. HISTORY OF THE ENGLISH IANGUAGE. The origins, growth, and
development of the world's most widespread and important language. The
sounds, words, and grammar of English are treated in relation to major historical
events that have affected the structure of modern-day British and American
English. No previous knowledge oflinguistics is assumed. (3 crs.)
ENG 711. PROBLEMS IN THE TEACHING OF WRITING, GRADES K-12. This
course is intended to assist graduate students or in-service teachers to examine
their assumptions about the teaching of writing, by studying current theories of
rhetoric and by writing in various modes for various purposes. Graduate
students also become acquainted with research relating to style and with
theories of writing assessment. (3 crs.)
E G 714. EVALUATING WRITI G, GRADES K-12. Acomprehensive summary of
the best current information describing writing and measuring growth in
writing. The emphasis is on how to use methods of evaluation as a means of
improving writing skills and at the same time minimizing the time devoted by
the teacher to the evaluation of written work. (3 crs.)
ENG 715. CHAUCER. Asurvey of the works of Geoffrey Chaucer, "the father of
English poetry," with special attention to his early poems through Troilus and
Criseyde and to selected Canterbury Tales. The poetry i read in the original
Middle English, and the cultural background is considered, but the emphasis is
on Chaucer's literary artistry. (3 crs.)
ENG 716. MIDDLE E GLISH DRAMA. English plays and playwrights from the
beginnings in the churches and monasteries to the great communal dramas of
the fourteenth and fifteenth centuries, to the new vitality of the Renaissance,
culminating in the works of Christopher Marlowe, Thomas Kyd, and
Shakespeare. (3 crs.)
Barrett Browning, Dance Gabriel Rossetti, Algernon Charles Swinburne, A E.
Housman, Thomas Hardy, Christina Rossetti, and William Morris. (3 crs.)
ENG 717. SHAKESPEARE. An introduction to the history of Shakespeare criticism
and a presentation and discussion of the Elizabethan world-view frame the analysis
of selected plays of Shakespeare. The graduate student is expected to develop an
awareness of the major critical views and apply them to the plays. (3 crs.)
ENG 747. NINETEENTH CENTURY NON-FICTIONAL PROSE. The works of such
writers as Charles Darwin (science), John Stuart Mill (political philosophy), John
Henry Newman (religion), John Ruskin (an and social criticism), Matthew
Arnold (literary and social criticism), Thomas Carlyle (history and social
criticism), Thomas Henry Huxley (science) , Thomas Babington Macaulay
(history), and Walter Pater (art criticism), with attention to the intellectual and
social background of their work and to their rhetorical strategies. (3 crs.)
ENG 718. SIXTEENTH-CENTURY NON-DRAMATIC LITERATURE. Astudy of the
search for literary form and the gradual establishment of English as an
appropriate and effective vehicle for serious literature. Some of the authors
considered may be John Skelton, Thomas Wyatt, the Earl of Surrey, Edmund
Spenser, Philip Sidney, Sir Walter Raleigh, Thomas Lyly, Michael Drayton, and
Thomas Campion, as well as the non-dramatic works ofBen Jonson, Christopher
Marlowe, and William Shakespeare. (3 crs.)
ENG 725. NON-DRAMATIC ENGLISH LITERATURE 1600-1660. Close reading and
discussion of the principle poetic tradition - Metaphysical, Jonsonian, and
Spenserian poetry- and a study of the maturing of English prose style, all
within the context of a society self-consciously aware of shedding the intellectual
trappings of one age and adopting a new, "scientific" view of the world. (3 crs.)
ENG 726. JACOBEAN AND CAROLINE DRAMA. The methods and types of drama
(exclusive of Shakespeare) during the reigns of King James I (the Jacobean
period) and King Charles I (the Caroline period), until the closing of the
theaters by the Puritans in 1642. Among the playwrights considered are Ben
Jonson, Thomas Dekker, Thomas Middleton, Francis Beaumont and John
Fletcher, John Webster, John Ford, John Marston, Philip Massinger, George
Chapman, James Shirley, and Cyril Tourneur. (3 crs.)
ENG 727. MILTON. Acomprehensive survey of the poetry of John Milton (16081674) and his major prose works. Special emphasis is given to the major poems
- Paradise Lost, Paradise Regained, Samson Agonistes, and Lycidas - and to the
major criticism written about these works. (3 crs.)
ENG 735. ENGLISH LITERATURE 1660-1700. The Restoration period and the
beginnings of English neo-classicism in the works of such writers as John
Dryden, John Bunyan, John Milton, John Locke, Samuel Butler, Samuel Pepys,
Andrew Marvell, and Aphra Behn and in such literary genres as drama, the
proto-novel, literary criticism, satire, biography, memoirs, and philosophical and
scientific writing. (3 crs.)
ENG 736. ENGLISH LITERATURE 1700-1744. The age of Jonathan Swift and
Alexander Pope, with special attention to their topical, political, moral and
literary satires. Also considered are such writers as John Gay, Joseph Addison
and Richard Steele, the Earl of Shaftesbury, and Daniel Defoe and such genres as
the essay, the early novel, the letter, and political and social philosophy. (3 crs.)
ENG 737. ENGLISH LITERATURE 1744-1798. The age of Samuel Johnson, with
emphasis on his moral and critical writings and on James Boswell's Life of
Johnson. Changing sensibilities and literary tastes are reflected in the works of
such other writers as James Thomson, Thomas Gray, Thomas Chatterton,
William Collins, William Cowper, Robert Burns, Christopher Smart, George
Crabbe, Oliver Goldsmith, Richard Brinsley Sheridan, and Edward Gibbon, with
particular emphasis on the poetry but some attention to drama, criticism,
history, and other genres. (3 crs.)
ENG 738. THE EIGHTEENTH-CENTURY ENGLISH NOVEL The early novel, and
Daniel Defoe, Henry Fielding, Samuel Richardson, Lawrence Sterne, Tobias
Smollett, Horace Walpole, Fanny Burney, Matthew Gregory ("Monk") Lewis,
Oliver Goldsmith and others. (3 crs.)
ENG 745. ROMANTIC POETRY The works of William Blake, William Wordsworth,
Samuel Taylor Coleridge, George Gordon, Lord Byron, Percy Bysshe Shelley, and
John Keats, with some attention to notable criticism of their work. (3 crs.)
ENG 746. VICTORIAN POETRY The major figures of Alfred, Lord Tennyson,
Robert Browning, and Matthew Arnold, and consideration of such other
important writers as Gerard Manley Hopkins, Edward FitzGerald, Elizabeth
E G 748. THE NINETEENTH-CENTURY ENGLISH NOVEL From Jane Austen to
Joseph Conrad, with representation from such masters of the genre as Austen
and Conrad, Sir Walter Scott, Charles Dickens, William Makepeace Thackeray,
Anne, Charlotte, and Emily Bronte, George Eliot, Walter Pater, Mrs. Elizabeth
Gaskell, George Meredith, Samuel Butler, and Thomas Hardy. (3 crs.)
ENG 755. COLONW. AMERICAN LITERATURE. An investigation of the
developing literature of the American Colonies, 1607-1789, with emphasis on
the intellectual, political, religious, social and economic forces shaping that
literature. Primary readings include the works of Anne Bradstreet, Michael
Wigglesworth, Edward Taylor, the Mathers, Jonathan Edwards, Benjamin
Franklin, Thomas Jefferson, and the Federalists; secondary readings include
works of intellectual history dealing with the period. (3 crs.)
ENG 756. THE AMERICAN RENAISSANCE. Astudy of the heart of American
Romanticism , particularly those writers and works ordinarily associated with the
American Transcendental movement: Ralph Waldo Emerson, Henry David
Thoreau, Walt Whitman, Nathaniel Hawthorne, and Herman Melville. Edgar
Allen Poe and James Fenimore Cooper may also be considered. (3 crs.)
ENG 757. THE RISE OF REALISM. Acritical analysis of literary trends from the
Civil War to the post-World War I era. The course traces the development of
American realistic fiction from Regional Realism (Sarah Orne Jewett, Mary E.
Wilkins Freeman, and Mark Twain) to psychological realism (Henry James,
William Dean Howells, and Edith Wharton). The works of Stephen Crane,
Theodore Dreiser, and Jack London show the influence of Naturalism on the
Realistic Movement. (3 crs.)
ENG 758. MODERN AMERICAN POETRY The trends of twentieth-century
American poetry, especially such seminal figures as Robert Frost, T. S. Eliot, Ezra
Pound, and Wallace Stevens. Readings begin with the post-World War I poets;
contemporary poets are also analyzed and discussed. (3 crs.)
ENG 760. CULTURAL BACKGROUNDS OF AMERICAN LITERATURE. Astudy of
the movements and patterns in American intellectual and cultural history that
have influenced the Amercian literary scene. Emphasis is placed on contemporary authors and writings. Students are encouraged to study theories of cultural
influence as well as to formulate their own theories. (3 crs.)
ENG 765. MODERN AMERICAN NOVEL Representative novels and novelists
from the end of World War I to the present; e.g., Sherwood Anderson, Ernest
Hemingway, F.Scott Fitzgerald, William Faulkner, Willa Cather, Sinclair Lewis,
John Dos Passos, William Steinbeck, Norman Mailer, John Updike, Flannery
O'Connor,Joyce Carol Oates, William Styron, Bernard Malamud, and Saul
Bellow. (3 crs.)
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ENG 766. MODERN BRITISH NOVEL Experiments in both style and language
abound in the twentieth-century British novel, as novelists both expand the
language and explore new realms within the conscious worlds they inhabit. The
course traces these experiments through the works of such artists as James
Joyce, D. H. Lawrence,Joseph Conrad, Virginia Woolf, Samuel Beckett,Joyce
Cary, Elizabeth Bowen, George Orwell, Lawrence Durrell, Malcolm Lowry,
Evelyn Waugh, William Golding, Muriel Spark, Margaret Drabble and Iris
Murdoch. (3 crs.)
ENG 767. HISTORY OF LITERARY CRITICISM. Both historical and practical in its
concerns, this course reviews the large critical trends important to both English
Graduate Catalog 1998-99
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ENG 768. MODERN BRITISH POETRY. This course considers the struggle of the
British poet to hold his place in a world where "things" - including his Empire ~ fall apart, where twice the "blood-dimmed tide is loosed," where "innocence" on
~ both personal and national levels is "drowned." Among those poets studied are W.
~ B. Yeats, D. H. uiwrence, Robert Graves, Wilfrid Owen, W. H. Auden,John
~ Betjeman, Dylan Thomas, Philip uirkin, Ted Hughes, and Seamus Heaney. (3 crs.)
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U ENG 770. MODERN DRAMA. The twentieth century is an age of unprecedented
00 innovation and technical development in the theater and it is also an age in which
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two basic themes - alienation of the individual and illusion vs. reality - hold the
i--1 stage above all others. These innovations and themes are examined in the works of
such playwrights as August Strindberg, Henrik Ibsen, Oscar Wilde, Alfred Jarry,
Maurice Maeterlinck, Maxim Gorki, Bernard Shaw, W. B. Yeats, Luigi Pirandello,
~ Fredrico Garcia Lorca, Eugene O'Neill, Benold Brecht, Clifford Odets, Tennessee
00 Williams, Samuel Beckett,Jean Genet, Eugene Ionesco, Harold Pinter, William
~ Albee, Robert Bolt, Peter Weiss, Tom Stoppard, and Sam Shepard. (3 crs.)
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~ ENG 790. SEMINAR INLITERARY CRITICISM. The study in detail of a particular
O critical theory, its history and development, and of those critics who best
program to their roles as teachers and offers guidance in completing a project
relevant to their particular pedagogical interests. (3 crs.)
SPECIAL EDUCATION - ESP
Certain courses in Special Education which bear numbers in the 500s are open
to both graduate and undergraduate students. Graduate students enrol ed in
these "dual-listed" courses fulfill additional or special requirements.
ESP 501. INTRODUCTIONTO EXCEPTIONAIJTY This course introduces the
student to the physical, social, emotional and educational characteristics;
incidence; prevalence and educational intervention for the major categories of
exceptionality enrolled in public and private educational facilities in the K-12 grade
range. In addition, the course will identify ancillary services and agencies
frequently impacting special populations including the major profession
organizations and those concerned with residential programming and vocational
training. The course will also identify the major litigation and legislation that have
significantly influenced the nature of service to exceptional populations. (3 crs.)
ESP 502. EDUCATION OF THE SEVERELY/PROFOUNDLY HANDICAPPED. This
course teaches/prepares students to work with children and/or adults who
possess severely or profoundly handicapping conditions. Students are required
to do tutoring at facilities for this population. (Variable credits)
exemplify this tradition. Opportunity is given graduate students to show their
U ability to examine literary texts in the light of their study of the theory. (3 crs.)
ENG 7.95. SEMINAR IN ENGLISH LITERATURE. Intensive study of a single major
writer, movement, or genre in English literature, fo r example, Sir Thomas
Malory's Mone Darthur, William Blake, James Joyce, Romanticism, the Gothic
novel, or science fiction. Seminar topics are an nounced in advance, and the
course may be repeated for credit as the topic of the seminar varies. (3 crs.)
ENG 796 SEMINAR INAMERICAN LITERATURE. Intensive study of a single
major writer, movement, or genre in American literature, for example Walt
Whitman, Nathaniel Hawthorne, Ernest Hemingway, Mark Twain, Eugene
O'Neill, the Beat Poets, and the contemporary novel. Seminar topics are
announced in advance, and the course may be repeated for credit as the topic of
the seminar varies. (3 crs.)
ENG 799. I DEPENDE T STUDIES IN ENGLISH. An opportunity for the
grad uate student to do independent study or research in any of the subjects
taught in the graduate English curriculum; the graduate student is advised by a
member of the graduate English faculty. The natu re and scope of the study are
determined individually, with the approval of the graduate English faculty.
(Graduate students who wish to earn credit for a specific course listed in this
catalogue that may not be offered during the semester or summer session when
they wish to take it should register not for this course but for Individualized
Instruction. The graduate English advisers will advise students whether to enroll
for Independent Study or Individualized Instruction.) (3 crs.)
E G 800. METHODS OF RESEARCH. An introduction to the graduate study of
English and of English education and to methods of bibliographical research in
these fields. The course not only acquaints graduate students with standard
reference works, editions, etc. but also provides an overview of some of the
principal methods and preoccupations of the literary scholar and critic and the
teacher of English. This course should be taken as early as possible in the
graduate student's course of study. (3 crs.)
ENG 802. RESEARCH PRACTICUM/RESEARCH PROJECT. The final course in the
curriculum for the Master of Education degree in English, this seminar assists
graduate students in relating the ideas and content of the course work of the
ESP 503. DIAGNOSTIC TESTING AND PRESCRIPTIVE TEACHING. This course
teaches students how to administer, score, and interpret both norm-referenced
and criterion-referenced assessment devices and how to prescribe programs of
remediation based on the results of these devices. (Variable credits)
ESP 504. CURRIC ULUM PLAN ING AND METHODS I. This course is offered to
Special Education majors the semester prior to their student teaching
experience. Curriculum Planning and Methods I is a materials and methodology
course for pre-service special education teachers. An emphasis is placed on
assessment, instructional techniques, and materials necessary to teach reading
and language arts skills and concepts to children with disabilities. The course
stresses: (1) a behavioral diagnosis of communication strengths and weaknesses,
(2) the development and implementation of intervention strategies for various
populations of exceptional children, (3) the selection and/or development of
appropriate materials fo r instructin, and (4) the procedures and techniques for
continuous evaluation for the instructional process. (Variable credits)
ESP 505. CURRICULUM PLANNING AND METHODS U. This course is offered to
Special Education majors the semester prior to their student teaching experience.
Curriculum Planning and Methods 11 is a methods course for Special Education
teachers in training which emphasizes the assessment, instructional skills and
materials necessary to teach arithmetic concepts to children with disabilities. The
course stresses: (1) a behavioral diagnosis of arithmetic strengths and weaknesses,
(2) the development and implementation of intervention strategies for v-.uious
populations of exceptional children, (3) the selection and/or development of
appropriate materials fo r instruction, and (4) the procedures and techniques for
continuous evaluation for the instructional process. (Variable credits)
ESP 506. HABILITATION TRAINING. This course deals with special education
programs for senior high school students as well as those persons who reside in
the community. Emphasis is placed on vocational preparation and training.
Specific techniques for task analysis of jobs, daily living skills, and social
adaptation constitute a major portion of this course. Emphasis is placed on the
development of functional skills that contribute to normalized development.
(Variable credits)
ESP 701. INTROD UCTIONTO BEHAVIOR ANALYSIS. The basic learning
principles of operant and classical conditioning, with the application of these
principles with handicapped individuals. (3 crs.)
ESP 712. SEMI AR ONCO TEMPORARY TRENDS AND ISSUES. Recent
developments in all areas of special education. Sample topics are inclusion,
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California University of Pennsylvania
block cheduling, interactive teaming, al ternative assessment,
deinstitutionalization and curriculum issues. (3 crs.)
alternatives for the use of investment funds and the theory and techniques basic
to control of investment risks and optimization of investment returns. (3 crs.)
ESP 720. SPECIAL EDUCATIO TEACH! G PRACTICUM . Required of all
graduate students. Educational work with handicapped children or adults in a
variety of settings, including special public school classes and classes in
residential treatment centers, special schools, and hospitals. Opportunities for
case conferences, learning seminars, and teaching critiques are offered, as well
as numerous field experiences to observe successful programs. (3-9 crs.)
Fl 73 1. Fl ANCIAL MARKETS AND l STITUTIONS. Survey of financial markets
and institutions and their relationship to the economic process; financial
innovations and current topics in financial markets and insti tu tions. (3 crs.)
ESP732. SEMINAR IN SPECIAL EDUCATION ADMINISTRATION D
SUPERV1SION. 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.)
ESP734. SEMINAR lN 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. SEM INAR 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 gihed.
Students observe classes for the gifted and talented. (3 crs.)
ESP737. SEMINAR ON LEGISIATION AND LITIGATION. Laws and court cases,
both federal and local, that have precipitated the initiation of programs for the
exceptional child and wi th parents' efforts to receive legal support for
opportunities for their children to receive an appropriate education. (3 crs.)
ESP738 SEMINAR ON TEACHERBEHAYIOR 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.)
ESP739. FIELD EXPERI.E CE SEMINAR IN SPECIAL EDUCATION. A means for
graduate students to obtain needed experiences with various groups of
handicapped children, in such settings as an institution, a sheltered workshop,
an activity center, a summer camp, a community MH/M Rfacility, 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. SEM INAR IN ADVANCED BEHAVIOR ANALYSISAND 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 curriculum. (3 crs.)
FINANCE - FIN
FIN 531. BANK MANAGEMENT. Banking environment and an analysis of
operational decisions faced by bank managers in the areas of loans, investmen ts,
deposit management, and capital management. (3 crs.)
FIN 711 FINANCIAL MANAGEMENT. An introduction to the role of financial
manager in executive decision-making. Topics include valuation models,
financial planning, analysis and control, capital budgeting, cost of capital, capital
structure, and dividend policy. (3 crs.)
GEOGRAPHY· GEO
GEO 520. PHYSIOGRAPHY OF THE UNITED STATES. A systematic survey of the
major physiographic provinces in the United States. Emphasis is placed on the
relationship of the underlying geology, geologic history, and climate to the
development of today's landscapes. Laboratory work principally involves
interpretations from air photos and topographic maps. (3 crs.)
GEO 700. PHILOSOPHY OF GEOGRAPHY. Development through oral and
written presentations of the classical and contemporary concepts which define
the field of geography. (3 crs.)
GEO 711 DEMOGRAPHIC ANALYSIS. An analysis of demographic processes,
current situations, and consequences of population trends as they relate to
urban and ru ral distributions.(3 crs.)
GEO 712. GEOGRAPHY AND URBAN POLITICS. The role of the political process
in the development of the American urban environment, stressing locational
influence and political behavior as they relate to housing, neighborhoods,
transportation, poverty, voting, and the law. (3 crs.)
GEO 714. URBAN ENVIRONMENT. An investigation and analysis of cities in
terms of their location, distribution, classification by function and internal
morphology. Geographic aspects of urban planning are emphasized. (3 crs.)
GEO 729. REGIONAL ECONOMIC GEOGRAPHY. The study of the oven results
of economically oriented behavior as they appear in the landscape. Various
frameworks and models are developed and applied to the "core" of economic
geography, the subsystem of agriculture, manufacturing, tertia1y activities, and
tra nsportation. (3 crs.)
GEO 733. LAND USE ANALYSIS. An analysis of the structu re of urban and rural
areas with particular emphasis on the description, patterns and trends in land
use. Methods for defining, representing and evaluating land use are developed.
Explanations of land use patterns are incorporated. (3 crs.)
GEO 734. SITE SELECTIO . The effects of physical features and spatial
economic organization upon the selection of locations for industrial and
commercial activi ties. Attention is given both to regional position and to local
site. (3 crs.)
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GEO 735. MARKETING GEOGRAPHY. The distributive trades of retailing and
related wholesaling and service activities. Spatial patterns of consumer
catchment areas and the business centers within which they are located will be
emphasized. (3 crs.)
GEO 739. REG IO AL PLANNING. A systematic development of regionalism as a
geographic concept emphasizing the regional concept as it evolved from area
studies to regional science particularly as it applies to planning. (3 crs.)
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GEO 751. GEOMORPHOLOGY. Experiences in geomorphology involve the
study of the origin, characteristics, and classification of landforms and the
processes that produce them . 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.)
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GEO 752. CLIMATOLOGY. A study of world climatic patterns with in-depth
investigations of micro-climatic regions. (3 crs.)
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FIN 712. ADVANCED Fl ANCIAL MANAGEME T. Topics include capital
markets, common stock, debt and preferred stock financing, lease financing,
warrants and convertibles, reorganization and bankruptcy, and international
business finance. (3 crs.)
GEO 754. PHYSICAL ENVIRONMENT. The study of the physical aspects of the human
environment including climate, soil, water, vegetation and topography. (3 crs.)
FIN 721. INVESTMENT MANAGEMENT. Evaluation of debt and equity security
GEO 765. FIELD METHODS. Study of techniques used in making geographic
Graduate Catalog 1998-99
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Z landscape features at selected localitie . (3 crs.)
0 GEO 766. FIELD PROBLEMS. Application offield methods to the landscape.
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Microstudies are conducted. (3 crs.)
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TERPRETATIO . The use of maps and
sources of quantitative and qualitative information and the
~ interpretation of the natural and cultural landscapes through identification and
~ measurements. (3 crs.)
infinite series. Sequences and series of functions are covered from the point
wise and uniform convergence aspects. Prerequisite: GMA 701. (3 crs.)
GMA 716. DIFFERE TIAL EQUATIO S. An in- 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 I.aplace transform. (3 crs.)
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GEO 769. COMPUTERCARTOGRAPHY. This laboratory course is designed to
r...,..-, further the student's canographic skills through the preparation of a cano-
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graphic project. (3 crs.)
GEO 770. STATISTICAL CARTOGRAPHY. Astatistical approach to canographic
~ representation. Methods of data manipulation, problems of symbolization, and
00 techniques of presentation are also emphasized. (3 crs.)
~ GEO 785. READINGS INGEOGRAPHY. Selected readings in the student's area of
~ interest
in geography, designed to exemplify a sense of geographic problem and
Oto develop abilities of critical appraisal. (3 crs.)
U GEO 786. RESEARCH INGEOGRAPHY. The organization of research in an area
selected by the student with the approval of the instructor. This research is
in-depth and may be on a micro scale or on a macro scale. (3 crs.)
GEO 789. COMPREHE SNE PI.AN I G. Provides students with insights and
experiences in applying academic skills to the planning functions of local
government. Abackground in the many facto rs 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 I REGIONAL PI.AN I G. In depth analysis of topics of
current interest: primarily research and oral presentation of selected topics. (3
crs.)
GEO 798. SEMINAR INGEOGRAPHY. 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 l 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. Awritten repon 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. Awritten repon 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.)
MATHEMATICS - GMA
GMA 701. REAL VARIABLE ANALYSIS I. The course begins with elementary set
theory, relations, functions and cardinality. Continues with the natural numbers,
the completeness axium of the reals, topology of the reals and compactness with
an introductions into metric spaces. Arigorous development of sequences in the
reals follows including Cauchy sequences and subsequences followed by theorems
relative to continous functions, uniform continuity and continuity in metric spaces.
These properties of a real variable are the beginning essential cools of mathematical analysis. Prerequisite: Astrong background in Calculus. (3 crs.)
GMA 702. REAL VARIABLE ANALYSIS Il . Acontinuation of GMA 701 studying the
propenies of real variables which are the essential tools of mathematical analysis
with a rigorous development of the theory of differentiation, integration, and
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California University of Pennsylvania
GMA 725. THEORY OF UMBERS. Atheory 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. LlNEAR ALGEBRA. This course funhers the grad uate 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 PROJECTNE GEOMETRY. Amodern introduction to n-spaces,
emphasizing the interrelationships between projective geometry, fini tedimensional 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: Astrong
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 imponant probability and distribution theory results that form the basis
for commonly used statistical inference procedures. Upon completion the
graduate student will be prepared to take the following course: GMA 672.
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, exman-Pearson
Lemma, likelihood ratio tests, and unbiased minimum variance estimators are
covered. Prerequisite: GMA 671 Mathematical Statistics I or an equivalent
course. (3 crs.)
GMA 785. HISTORY OF MATHEMATICS. An historical summary of the
development of mathematics, with emphasis on the relation of the development
of mathematics to the development of Western culture. The lives and
discoveries of many mathematicians are discussed, and methods of incorporating the history of mathematics into school mathematics courses are considered.
(2 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 ta topics in
secondary school mathematics. (2 crs.)
individuals and groups through motion analysis and principles of motion
economy. (3 crs.)
HISTORY - HIS
HIS 715. 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.)
!MT 765. OPERATIO S RESEARCH. An examination of quantitative methods of
decision-making in production, marketing, and finance. Topics include
inventory, assignment, transportation, and linear programming problems.
Deterministic, stochastic, and games theory models are util ized. (3 crs.)
HIS 717. THE 1930'S INTHE UNITED STATES. Acomprehensive examination of
the cultural, constitutional, political, diplomatic, literary, and economic
developments of the 1930s that made that 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 of World War II; and the varied theories that historians
have drawn from the Thirties in America. (3 crs.)
HIS 718. THE UNITED STATES SINCEWORLD WAR II. Aconsideration of the
major events, problems, and trends in the American experience since the
Second World War, with equal attention to domestic and fo reign problems.
Emphasis on the revolution in Civil Rights, space, learning, and (possibly)
special attention to the role of the United States as a world power. (3 crs.)
!MT 790. MANAGEMENT INTERNSHIP. This program involves integration of
classroom studies with professional work experience. (3 crs.)
MANAGEMENT - MGT
MGT 71 1. GENERAL MANAGEMENT. An analysis of modern complex organizations, with emphasis on those areas of individual and group behavior that are
directly relevant to all levels of management. (3 crs.)
MGT 712. ORGANIZATIONAL BEHAVIOR. Focuses on the behavioral science
concepts and research findings directed toward the understanding and
explanation of human behavior within organizations. Topics covered include
individual processes, group processes, organizational processes, work setting
and change processes. (3 crs.)
MGT 721. PRODUCTION MANAGEMENT. Problems, techniques, and other
topics associated with the management of production in industry. Topics
include fo recasting, inventory control, scheduling, sequencing, and design of
production facilities. (3 crs.)
HIS 725. STUDIES OF THE AFRO-AMERICAN INAMERICAN HlSTORY. Selected
topics from the origins of the slave trade through Emancipation, 'Jim Crow," the
urban experience, the Black revolution of the 1960s, and the age of affirmative
action. Special emphasis may be devoted to economic, social, or cultural aspects
of the Black experience in some specific era. (3 crs.)
MGT 726. MANAGEMENT OF TECHNOLOGICAL INNOVATION. An analysis of
management's role in the process of technological innovation. Course emphasizes
decision making under a high degree of technological uncertainty. (3 crs.)
HIS 727. STUDIES INTHE SOCW.. AND INTELLECTUAL HISTORYOF 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.)
MGT 73 1. INDUSTRIAL RELATIONS. Asurvey 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.)
HIS728. STUDIES IN AMERICAN LABOR HISTORY. Adetailed 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.)
MGT 742 . HUMAN RESOURCE MANAGEMENT. Theory and practice of
personnel management and analysis of personnel problems for managers.
Topics include hu man resource planning, selection, training and development,
performance appraisal, compensation administration and equal employment
opportunity. (3 crs.)
HIS 735. STUDIES INAMERICAN DIPLOMATIC HISTORY. Aprogram of major
themes in the history 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 INAMERICAN 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.)
INDUSTRIAL MANAGEMENT - IMT
!MT 707. INDUSTRIAL SAFE1Y. An overview of occupational accident prevention
programs, covering the techniques of measurement, associated costs, accident
sources, and problems of selective corrective actions. (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 in ternational competition, multinational enterprises, and national institutions. (3 crs.)
MARKETING - MKT
MKT 71 1. MARKETING MANAGEMENT. Description and analysis of the natu re,
strategies, and techniques in marketing management. Includes buyer behavior
and segmentation, product development and policy, product pricing,
advertising and sales promotion, sales management, strategic marketing,
marketing programming, and marketing and society. (3 crs.)
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MKT 721. RESEARCH METHODS INMARKETING. Examines the process of
acquiring, classifying and interpreting primary and secondary marketing data
required for intelligent marketing decisions. (3 crs.)
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MKT 73 1. MARKETING FOR NON-PROFIT ORGANIZATIONS. A marketing
~
course designed for MBA students that differentiates between fo r-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
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!MT 709. TIME AND MOTIONSTUDY. An introduction to methods engineering
in industry, surveying the methods designed to improve performance of both
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Graduate Catalog 1998-99
81
00, policy, distribution and delivery systems, monetary pricing, and communication
methods of policy making and analysis (American with international comparisons) at the national (and state and local government) level. Graduate students
learn to structure policy problems, analyze the assumptions of stake-holders and
~
POS 704. AMERICAN POLJTICAL rDEAS. An advanced political theory; the major
political ideas and controversies that are associated with the development of
American political thought. (3 crs.)
Z strategies) to the non-business entity. (3 crs.)
0 MKT 751. ADVERTISING MANAGEMENT. Adetaile_d analysis of the components
of the advertising mix, reviewing the components in order to determine
~ selection techniques for appropriate media ve_
hicles for various business
.
f"I . advertising demands. The graduate student will analyze and develop a media
~ presentation as a member of an advertising team which will be presented at the
~ end of the term . This process includes basic research, campaign development
~ and media selection. (3 crs.)
~ MKT 761. BUSI ESS MARKETING STRATEGY. This course focuses on the
r.,. :, expanded contemporary marketing strategies that are essenual for businesses to
~ survive in today's competitive global marketplace. Emphasis will be placed on
Q case studies, group presentations, and class interaction to equip the graduate
student with a level of understanding to effectively function with a greater
POS705. HISTORY OF POLITICAL THEORY. A study of early and modern
political theories, their development and application as controlling factors in the
growth of western civilization and American democracy. (3 crs.)
POS 711 . POLITICS OF LATIN AMERICA. A comparative analysis of institutions,
processes, and politics of Latin American countries and how these have been
shaped by the international relations of the region. (3 crs.)
~ comprehension of business marketing while serving in business management.
00, Prerequisite: MKT 301 (3 crs.)
POS 728. POLITICSOF U DERDEVELOPED NATIONS. A comparative study of
emerging political systems and their attempts to achieve modernity. (3 crs.)
~ MULTIMEDIA TECHNOLOGY -
POS740. AMERICAN DEFENSE POLICY. An analysis of the forces influencing
decision-making in the quest for American national security. (3 crs.)
MMT
~ MMT 701. MULTIMEDIA TECHNOLOGY. Introduces the student to the
components and terminology of multimedia technology as a basis for
subsequent courses. Through researc_h and compu ter activities, the student will
experience the role of graphical user interfaces and vanous computer
peripherals used to support multimedia on industry standard platforms. CDROMs, sound and video digitizing and playback, digital cameras, canners, LCD
and projection panels, graphic file formats, animation and digital video,
computer networks and the Internet, hypertext markup language and distance
learning are investigated. (3 crs.)
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MMT 702. MULTIMEDIA SYSTEMS. Focuses on the application of graphic design
and the integration of multimedia components. The organization of visual
elements such as type, color, texture, con trast, perspective, balance and unity
will play an important part in the development of both interactive and noninteractice presentations. Emphasis will be placed on the process of blending
the components using various hardware platforms and software tools. For a
project, the student will create and master a CD-ROM based multimedia
presentation as the basis of a personal digital portfolio. (3 crs.)
MMT 703 DIGITAL EDITING. Presents techniques of achieving strong
components in: audio, imaging and video, generation/acuisition, enhancement,
storage and retrieval of these components in the digital realm are major topics.
Through a series of laboratory and collaborative site activites, the student will
gain experience using hardware and software tools to achieve effective digital
editing of audio/video clips and images. (3 crs.)
MMT 704. WEB PUBLJSHI G. The course delves into the inticacies of publi hing
on the web and what makes a proficient webmaster by examining areas such as
client-server computing, network operation, intranents and the Internet,
advanced HTML and server-based support. End-user interaction using web page
elements such as animations, sounds an videois emphasized. Java/JavaScript,
Active-X and Afterburner are highlighted. A collaborative site will be used as a
real world examination of its mode of operation, performance and maintenance
of that published web site. (3 crs.)
MMT 705. INTERACTIVE DESIG . Besides having relevant and organized
content, an effective presentation mu t engage its audience. Such presentations
include storybooks, simulations, tutorials, demos and kiosks. Techniques
employing multimedia driven scripting and object-oriented tools to achieve user
interaction are centric to this course. This course abd corresponding laboratory
activities will assist the student in applying multimedia tools to their field of
study. (3 crs.)
POLITICAL SCIENCE - POS
POS700. PUBLIC POLJCY. A study of the concepts, frameworks, models and
policy makers and evaluate the impact of public policies. (3 crs.)
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California University of Pennsylvania
POS745. THE LEGISLATIVE PROCESS. An analysis of policy determination in the
American legislative system . (3 crs.)
POS746. AMERICAN CHIEF EXECUTIVES. The role of the presidency in policy
determination in both domestic and foreign affairs. (3 crs.)
POS747. CIVlL LIBERTIES AND JUDICIAL PROCESS. The Supreme Court as the
principal guardian of libertarian principles. (3 crs.)
POS 779. INDEPENDENT STUDIES IN POLJTICAL SCIE CE. The graduate
student has this opportunity to do independent study or research in political
science, under the direction of a member of the political science faculty. The
nature of the research study and the assigned credit hours are determined
individually. (variable credits)
PSYCHOLOGY - PSY
PSY 701. PERSONALITY THEORY. A course designed to provide the student with
an understanding of the development of personality from various theoretical
points of view. The course draws comparisons between various theories. The
role of personality as it affects the behavior of children, adolescents, and adults
is explored. This is a fundamental course in psychology that may become the
basis for further development of the student in applied course and may assist
the student to 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 normality and abnormality are
used to demonstrate the approaches available for assessing behavioral disorders.
Attention is given to understanding and identifying a variety 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 approaches
to treatment or intervention in the schools. Field experiences in settings dealing
with exceptional children are required. (3 crs.)
PSY 721. ADVANCED TESTSAND MEASUREMENTS. This course is designed to
provide the student with an understanding of the use of tests for diagnostic
studies of all types of clients. It explores the way in which tests are constructed,
the questions of validity, reliability, objectivity, 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 evaluation
of themselves and at least 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 practical
experiences in the administration and interpretation of the test and the use of
Bender Visual Matar Gestalt tTest. , with school-aged children are provided.
Extensive supervised practice in administration, scoring, and interpretation
utilizes subjects aged 2 ta adult. Theory and experience with other infant and
child measures of intelligence such as the Cattell, Bayley II, and the K-ABC are
included. Psychological report writing is stressed. Prerequisite: PSY 72 1. (3 crs.)
PSY 723. INDIVIDUAL PSYCHOLOGICAL EVALUATION II WITH PRACTICUM.
Emphasizes theory. This cou rse emphasizes the theoretical underpinnings of
intellectual assessment and the development of and competence in the
administration, scoring, and interpretation of the Wechsler Scales: WISC-Ill,
WPPSI-R, and WAIS-III R. Attention is directed 10 toward the use of these scales
to measure intellectual levels, and in identifying cognitive strengths and
weaknesses. identify and describe learning/adjustment/developmental
problems. Practical experiences are required and the student must demonstrate
involving testing with these scales and demonstration of competency in the
adm inistration, scoring, and interpretation of each scale. Psychological report
writing is also stressed. Prerequisite: PSY 721. (3 crs.)
PSY 724. PRACTICUM IN SCHOOL PSYCHOLOGY. A practicum in
psychoeducational assessment in which students work with clients through the
School Psychology Clinic. Students develop competence in the administration,
scoring, and interpretation of individually administered asse sment rools, with an
emphasis on diagnostic testing and comprehensive report writing. Under faculty
supervision, students conduct comprehensive evaluations of clients, including
gathering background information, test administration, report writing and
consultation with clients. Prerequisites: PSY 721, PSY 722, and PSY 723. (3 crs.)
PSY 734. ASSESSME T OF PERSONALITY AND BEHA VlOR I. An introduction ta
the theory of projective techniques in the study of personality, motivation,
abnormality, and dynamics of behavior. Experience is given in the administration, 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. Students receive extensive supervised practice in administration, scoring and interpretation utilizing subjects aged four ta adult. Experience
in interpreting protocols they obtain from subjects aged four ta adult. Particular
attention is given ta the use of such rests in understanding psychological
disorders and planning for remediation or treatment. Practical experiences
may\will be gained by testing clients of various ages in the School Psychology
Clinic. Prerequisites: PSY 702, PSY 721 , PSY 722, and PSY 723. (3 crs.)
PSY 735. ASSESSMENT OF PERSONALITY AND BEHAVlOR LI. A course on the
theoretical rationale, administration , scoring, and interpretation of the
Rorschach technique as a method of personality assessment. Extensive
supervised experience is provided in the scoring and interpretation of prorocols.
Prerequisites: PSY 72 1, PSY 722, PSY 723, PSY 734. (3 crs.)
PSY 74 1. THEORIES OF COUNSELING AND PSYCHOTHERAPY. This course is
designed to introduce students ta the most common therapeutic approaches in
use roday. Lectures, classroom demonstrations, tapes and role playing are
utilized ta illustrate these various orientations. Student participation is required.
A research paper comparing and contrasting theories is required. A posi tion
paper stating the student's own orientation is required. (3 crs.)
PSY 742. TECHNJQUES OF COUNSELING AND PSYCHOTHERAPY WITH
PRACTICUM. This course is intended to provide both adidactic and an actual
experience in counseling. Students familiarize themselves with the phases,
procedures, and goals of counseling and therapy through assigned readings, tapes,
and group discussion of case presentations. Students are simultaneously required ta
assume responsibility for a minimum of two cases in an approved setting. Students
are generally assigned a caseload of six clients involving volunteers and actual cases as
they become available. Those students currendy working in aschool district may
select cases from that setting. Cases are to be approved by the instructor. Supervision
of all cases is provided both in group sessions and on an individual basis. Students are
seen outside of regularly scheduled group meetings for individual supervision during
the week, when necessary. Prerequisite: PSY 741. (3 crs.)
PSY 746. PSYCHOLOGY OF LEARNJNG DISABIUTIES. This course is designed to
acquaint the student with an understanding of the common types of learning
disabilities. The course explores causes and effects of various 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 learning difficulties is also included in the course. The
course is directed toward the role of the school psychologist in the identification and
the placement educational treatment of the learning-disabled child. (3 crs.)
PSY 752. FUNDAMENTALS OF SCHOOL PSYCHOLOGY. This course is an
introduction to the profession of School Psychology. The 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 consultation techniques utilized by the school
psychologist are introduced. This is accomplished by assigned readings, group
di cussions, 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 760. EXPERIMENTAL METHODSIN PSYCHOLOGY. This course is designed
ta assist the student ta understand how ta 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. (2 crs.)
PSY 765. PSYCHOLOGICAL STATISTICS. This course teaches the student the
fundamentals of statistical design of experiments, statistical analysis of results of
experiments, and the use of statistics as a model in understanding the types of
inference to be drawn from published literature. The power and the limitations
of various statistical methods are explored. (2 crs.)
PSY 773. INTERNSHIP I 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. (12 credits)
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PSY 774. I TERNSHIP lN SCHOOL PSYCHOLOGY: CU !CAL. 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 00
intern will have in-depth, hands on experiences working more directly with
clients including children and parents than the school setting affords. The intern II-if
will develop, integrate, synthesize, and apply acquired knowledge, skills and
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professional competencies in school psychology to such alternative settings,
working with clients of varying ages and varying presenting referral questions. 00
Prerequisites: Required courses in certification program. (1-4 crs.)
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PSY 795. SEMINAR IN BEHAVlOR MODIFICATION WITH PRACTICUM. This
course seeks to establish a basic repertoire of skills necessary for the successful II-if
formu lation, design, implementation, and evaluation of behavioral change
~
procedures derived from operant conditioning principles applicable in the
public school setting. This course provides the student with the knowledge and ~
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skills needed to design, implement, and evaluate a behavioral change
intervention. Students prepare a formal research proposal describing a
behavioral change project, revise the proposal in consultation with the
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Graduate Catalog l 998-99
83
00 instructor, and then implement it. At the conclusion of the project, the student
Z submits a formal research repon project. (3 crs.)
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PSY 796: SEMINAR I 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 undenaken. The student
~ locates, analyzes, summarizes, critiques and orally presents findings of relevant
~ current published research. Amajor component of this course is the develop~ ment, by each student, of either a written research proposal or a paper
summarizing research in an area relevant to school psychology. Prerequisites:
00 EDP 600, RES 800. Awritten proposal for an original research study. (3 crs.)
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~ PSY 798. INTERNSHIP SEMINAR. This course, in conjunction with the
Q internship, is intended to assist the student to understand the role of the school
r....i psychologist and to deal with the problems that arise during the internship
~ experience.
In addition, the student receives a review of such topics as the
00 history and trends in the growth of school psychology, the preparation and
~ training of the school psychologist; the Right to Education and Due Process I.aw;
....-, the psychological and educational assessment of children; the professional
~ responsibilities, ethics and professional afftliations of school psychologists and
the community resources available to children. Field trips and first-hand
observations are stressed. (4 crs.)
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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 829. RESEARCH PROJECT. Astudy 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'STHESIS. The thesis will usuallybe 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
READING SUPERVISOR - RSU
RSP 701. FUNDAMENTALS OF READING INSTRUCTION. The course is designed
to provide students with knowledge, skills, and dispositions that will enable
them to teach reading and literacy skills within a constructivist framework. The
goal of the course is to prepare students for the role of the reading specialist in
the inclusion model. (2 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 701. (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 701 and 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
84
California University of Pennsylvania
reading instruction with other students as well as with the practicing
teacher.Prerequisites: RSP 701, RSP 702, and 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 701 (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 701 and RSP 702. (3 crs.)
RSP 730. PROBLEMS IN SECONDARY READING.This course is designed to
investigate the problems inherent to reading to learn in the content areas at the
secondary level. Theory-based, practical strategies for content area reading
instruction are studied. To help students construct meaning the strategies
examined range from developing frames of reference during prereading, to
constructing and using reading guides and vocabulary activities. The process of
writing to learn and studying along with relevant, meaning based strategies are
also explored. Professional growth and improved reading instruction through
planned and informal staff development programs are discussed. (2 crs.)
RSP 731. SUPERVISION AND ADMINISTRATION OF AREADING 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. READI G CURRICULUM AND INSTRUCTIO AL 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 739. HELD EXPERIENCES IN READING. The course is designed for students
to do an independent study in an area pertinent to each individual's needs and
interests. Projects will be completed in an area mutually agreed upon by the
student and the professor. (1-3 crs.)
RSU 680. IMPROVEMENT OF INSTRUCTION THROUGH SUPERVISION. This
seminar is intended to prepare participants for performing the supervisory
function in schools. The purpose is t by finding ways to help reading specialists and teachers ask questions about
their present and future methods of instruction. ln structure, the seminar deals
with theory, research, practice, and evolving concepts that have realistic
implications for supervision in the school environment. (2 crs.)
SUPERINTENDENTS LEITER OF ELIGIBILI1Y · SLE
SLE 701. ADMINISTRATION THEORY, ORGANIZATION AND OPERATION. This
course offers the panicipant opponunities to gain competencies in and an
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 administration. Along with required course activities, each panicipant
will be 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, contract 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.)
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.)
SLE 703. SCHOOL FINANCE. The pu rpose 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.)
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.)
SLE 704. TECHNOLOGY AND FACILlTIES DEVELOPMENT. This course will offer
the participant an opportunity to learn and demonstrate competencies in
planning, developing and managing technology and facilities in Pennsylvania
school districts. Through classroom activities and on-site visitations, the panicipant
will deal with challenges which are faced by school superintendents. (3 crs.)
SOS 800. SEMINAR IN SOCIAL SCIENCE RESEARCH TECHNIQUES. The
techniques involved in both research and writing on 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.)
SLE 705 CURRICULUM AND INSTRUCTION, LEADERSHIP/SUPERVISIO . This
course is designed so that future superintendents will learn a vari ty 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.)
SOCIAL WORK - SWK
SWK 701. GENERALIST PRACTICE I. Foundation framework fo r generalists social
work practice including the problem solving process, social work values/ethics,
and social work roles as they apply to varying size client systems. Develops
specific intervention skills, such as interviewing, assessment, contracting/goal
setting and evalution fo r diverse client systems with emphasis on rural settings.
Prerequisites: Program admission. (3 crs.)
SLE 706. SCHOOL COMMU ITY PUBLIC REIATIONS/MARKETI G. This course
is designed to familiarize the future school district superintendent with effective
communications strategies for positive school public relations and marketing
techniques. (3 crs.)
SLE 707. STRATEGIC PLANNING, POLICY ANALYSIS, BOARD RELATIONS. Major
concepts and ideas of strategic leadership through strategic planning, policy
making, school board relations, and interpersonal relations will be explored in
this course through traditional and experimental methods. (3 crs.)
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) th rough general University Seminar activities. (1 er.)
SLE 712. UNIVERSITY SEMINAR: CONTRACT LAW, SCHOOL DISTRICTS LEGAL
ISSUES. This seminar is designed to expand and enhance course activities
covered in Contract Law: School District Legal Issues (SLE 702) through general
University Seminar activities. (1 er.)
SLE 713. 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 714 . UNIVERSITY SEMINAR: TECHNOLOGY AND FACILITIES DEVELOPMENT. This seminar is designed to expand and enhance course activities
covered in Technology and Facilities Development (SLE 704) through general
University Seminar activities. (1 er.)
SLE 715. UNIVERSITY SEMINAR: CURRICULUM AND INSTRUCTION, LEADERSHIP/SUPERVISION. This seminar is designed to expand and enhance course
activities covered in Curriculum and Instruction, Leadership/Supervision (SLE
705) 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 717. UNIVERSITY SEMINAR: STRATEGIC PLANNING, POLICY ANAYL5IS,
BOARD REIATIONS. 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
SWK 702. GENERALlST PRACTICE Il. Builds on generalist practice foundation
from SWK 701 and focuses on the community/rural community context of
practice. Explore advocacy, crisis intervention and management. Overview of
practice areas such as agi ng, 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, organizations 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 or approval by the Program Director. (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.
Cultural, rural and regional differences and forms of oppression impacting on
social work practice are explored. (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 713. SOCIAL WORK RESEARCH METHODOLOGY. Examines the logic of
scientific inquiry, the social research process, application of research to social
work and generalist practice in rural environment, problem conceptualization,
measurement options, research design and beginning level analysis of data. (3
crs.)
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SWK 714. QUANTITATIVE RESEARCH METHODS. Use of descriptive and
inferential statistics in analyzing researc_h data, social work and generalist
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practice 111 rural environments, and sooal research data. Quantitative and
qualitative methodoligies along with the development of skills for understanding
and conducting social work research are major aspects. Prerequisites: SWK 713
or Advance Standing. (3 crs.)
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Graduate Catalog 1998-99
85
rJ':J. SWK 730. FIRST YEAR PRACTICUM
Two hundred forty hour MSW supeivised
Z generalist
placement in a supervised social agency setting that provides opportunities for
social work practice for working in rural environments including
0 advocacy with and for varying size client systems. Prerequisites: SWK 701, 705. (6
~
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~ SWK 801. ADVANCED GE
ERALIST PRACTICE. Use of individual, group and
organizational skills within the community agency setting. Addresses practice
~ con_cerns, certification, supeivision, and making referrals. Working with
md1V1duals and groups to meet community needs. Prerequisites: SWK 702, 705
or Advanced Standing. (3 crs.)
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~ SWK 803
ASSESSMENT OF DIFFERENTIAL CLI ENT FU CTIO ING. Examinauon of human Mferences and community systems and their relationship co
client fu ncuomng. Understanding psychosocial aspects, within a framework of
~ levels of functioning, as it relates co communi ty resource systems, particularly in
the ru ral environment. Person-in-environment perspective, including personal,
~ family, cultural and regional influences on client fu nctioning. Prerequisites: SWK
~ 705, 707 or Advanced Standing. (3 crs.)
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~ SWK 806. FAMILY AND COMMUNITY POLICY. Explores the design, function and
of community and fa mily policies. Historical development of specific
0 impact
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policies and the effects of the policy on family and community institutions and
orgamzauons. Skills m analyzing and synthesizing policy are applied co rural
situations and change strategies. Prerequisites: SWK705, 709, 713 or advanced
standing, SWK 710. (3 crs.)
SWK 808. ADVANCED PRACTICE RESEARCH. Use of research to evaluate
practice and programs, includes single system design and outcomes evaluation.
Skills developed for assessing and adding co the knowledge base of social work
practice in rural environments. Prerequisites: SWK 714. (3 crs.)
SWK 811. PRACTICE WITH AGING. lntegration of knowledge about aging, rura l
aging, services for the aging and related principles of social work practice in
rural environments. Prerequisites: 2nd year standing or instructor permission. (3
crs.)
SWK 812. PRACTICE IN SUPERVISIONAND ADMJ ISTRATION. Supervision,
management and control in human services organizations. Theoretical and
functional models to assist staff to grow and function competentlyas 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. Oveiview of health care delivery systems,
social work strategies fo r working from within or outside these systems co 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.)
SWK 814. PRACTICE IN MH/M R. Overviews of MH/MRpolicies and services;
issues of rehabilitation, advocacy and case management; and treatment
approaches (crisis, behavioral, chemical) are related co social work roles and
values in the context of rural community needs. Prerequisites: 2nd year standing
SWK 815. CRJMINAL AND JUVENILEJUSTICE PRACTICE. Overview of the
juvenile and adult justice systems; the day-co-day philosophy of these systems;
and social work strategies for working with varied clients, and their families, who
are involved with these systems, including ru ral clients. Prerequisites: 2nd year
standing or instructor permission. (3 crs.)
SWK 816. PRACTICE WITH CHILDRENAND YOUTH. Examines the major
problems, legal and clinical issues encountered when working with children.
Special concern for victimized and at risk children in the rural setting.
Prerequisites: 2nd year standing or instructor permission. (3 crs.)
86
California University of Pennsylvania
SWK821. DRUG AN DALCOHOL ABUSE. Explores the bio-psycho-social
processes which influence substance use and abu e, as well as service provision
and regulations in this region and treatment modalities and issues fo r varied
client groups, including women, youth, minorities and the elderly. Special
attention will be examined in respect co ru ral practice. Prerequisites: 2nd year
standing or instructor permission. (3 crs.)
S\VK 829. ADVANCED FIELD PRACTICUM. Two semester consecutive MSW
supeivised placement in social agency setting for three days a week (th ree
hundred & sixty hours Cal Usemester), providing opportunity for advanced
generalist practice with varyi ng size client systems for working in rural
environments. Prerequisites: 2nd year standing, concurren t S\VK 830 & 832. (4
crs.)
SWK 830. ADVANCED FlELD PRACTICUM. Two semester consecutive MSW
supervised placement in social agency setting for three days a week (three
hundred & sixty hours Cal Usemester), providing opportunity fo r adva nced
generalist practice wi th varying size client systems for working in rural
environments. Prerequisites: 2nd year standing, concurrent SWK 829 & 832. (4
crs.)
SWK 832 . LNTEGRATIVE SEMINAR. Integration of theory and generalist practice
in rural environment within the context of professionalism and social work
ethics. Prerequisites: concurrent with S\VK 830. (1 er.)
SWK 840. SPECIAL TOPICS. Study of selected copies of significance or current
im portance and interest to the social work profession. Prerequisites: Progra m
Director permission. (variable credits)
TECHNOLOGY EDUCATION - TED
TED 700. FOUNDATIO S 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 ans 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 co redirect
their reaching methods currently used in grades K-1 2. (3 crs.)
TED 710. ORGANIZATION ANDADMINISTRATIONOF TECHNOLOGY
EDUCATIO . Acritical analysis of the administrative and organizational
problems related to the various types of technology education problem and the
role of the administrator and reacher in developing, organizing, and evaluating
these efforts as an integral pan of the coral 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 EDUCATIO . Acourse to assist inservice industrial arts teachers in understanding and implementing technology
education. Presentations will focus on historical perspectives, contemporary
content, reaching 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. COMMUNICATIONSYSTEMS. 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 co classroom teaching. (3 crs.)
TED 735. ADVANCED STUDIES I COMMUNICATION. Acourse 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 inducted.
Students also develop and te t 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
grad uate student with the opportunities to experience and research various
technologies and methods in the areas 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, (b) conducting research in the field of transportation, and (c)
creating and testing tra nsportation curriculum and instructional materials. .
Students will design transportation-related curricular materials based on their
research while developing the laboratory skills necessary to teach courses/units
in transportation technology education. (3 crs.)
TED 755. ADVANCED STUDlES 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 I DUSTRlAL 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 opera tion of a variety of
industries and the incorporation of the information into selected teaching
technique for technology education classes. (1-3 crs.)
TED 765. SPECIAL PROBLEMSIt TECH OLOGY 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 reporti ng the findings
effectively. (1-3 crs.)
TED 766. SPECIAL PROBLEMS IN TECHNOLOGY EDUCATIO . 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 finding
effectively. (1-3 crs.)
TES 781. IMPROVEMENT OF INSTRUCTION THROUGH TECHNOLOGY
EDUCATIO SUPERVISION. The writing and development of new materials to be
utilized in the improvement of cechnology education. The structuring and
demonstration of modern teaching techniques for technology education. The
potential supervisor will need to take into consideration che many new teaching
methods and techniques. Experiences are provided so that those materials can be
utilized in actual instructional situations. Prerequisites: TED 700 & TED 710. (2 crs.)
TES 791. PRACTICUM I: TECHNOLOGY EDUCATION SUPERVISION. Supervised
school experiences that provide the prospective supervisor with the opportu nity
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 i made in the
supervisory plan.) (2 crs.)
TED 792. PRACTICUM 11: TECH OLOGY EDUCATIONSUPERVISIO . A continuation of supervisory experiences from Practicum I, 1vith more emphasis placed on the
supervisory candidate playing the role of a technology education supervisor. The
candidate demonstrates supervisory competenci through the development,
planning, and conducting of an in- ervice 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 Cenificate and TES 791. (2 crs.)
General Education Courses (GEE)
GEE 505: GREAT WORKS IN DRAMA (2 credits) Study and comparison of a
number of plays by authors of various nationalities (for instance Aeschylus,
Plautus, Calderon, Racine, Goethe, Ibsen, Chekhov, Shakespeare, Shaw,
O'Neill), for the values they represent in themselves and also as a basis for
comparisons in aesthetics, philosoph y and culture.
GEE 506: PHILOSOPHY AND PHJLOSOPHERS (2 credits) This course
proposes to consider the basic problems of philosophy through the writings of
Plato, Aristotle, Kant, Schopenhauer, Bergson, James, Dewey and other thinkers.
The guiding aim will be to present diverse views from primary sources. Lecture
and discussion will be used.
GEE 507: COMPARATIVE MUSIC (Variable) This elective course is open to any
student in the Graduate School and focuses on American music. Lectu res about
the development of music in America from 1620 to the present are reinforced
with guided listenings to representative recordings, audio and video tapes, and
films.
GEE 508: SClENCE AND TECHNOLOGY (2 credits) In a consideration of the
interaction of technology with both the individual and the social institution,
current socio-technological problem are used to introd uce the major concepts
of technology. The concepts include modeling, deci ion-making, feed-back,
stability and dynamics. Particular areas include energy, noise and health delive,y
with emphasis on the human-technology interaction. The major objective is to
improve the technological literacy of the student to give a broad understanding
of modern technology (its capabilities, characteristics, and limitations) which is
so important as we cope with the problems of the interaction of technology and
society.
GEE 510: HISTORY OF MATHEMATICS (2 credits) A study of the origin and
the development of our number system. The development of the fundamental
operations of mathematics is stressed. The importance of mathematics to the
various stages of civilization is emphasized.
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GEE 520: LANGUAGE AND SOCIETY (2 credits) The course approaches the
traditional goals of the swd y of language by the methods of modern semanucs,
i.e., through an understanding of the role of language m human hfe and through
an understanding of the different uses of language. The course also shows that
the language of each nation is its most distinctive cultural pattern as well as its ~
strongest unifying force.
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GEE 525: COMMUNITY PROBLEMS OF HEALTH AND SAFETY (3 credits) The tf_j
physical, social and emotional dimensions of the health and safety problems
prevalent in our society. These issue are perceived in terms of our lifestyle and ~
concepts of personal and community health_. Epidemiology, prevenuon,.
tr'.j
treatment, rehabilitation, legislation, educauon, and the role or community
OO
agencies are presented. The purpose is to enable counselors within a school or
community setting to help clients deal more effectively with their problems.
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GEE 526: MASS COMM UNICATIO S (2 credits) The history, development,
~
function and problems of mass media in America, considering various theories
~
of mass communication in the organization of authoritarian, libertarian and
communist societies and the theories of social responsibility and their effects in ~
~
these societies.
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Graduate Catalog 1998-99
87
00 GEE 528:
EARLY CHILDHOOD AND THE EXPRESSIVE ARTS (3 credits) A
general experimental course which, first, provides encounters stimulating the
students to discover that the ans can be modes of personal expression and
communication; second, provides experiences to evoke fluency, flexibility and
~ originality; and third, is an integrauve expenence as a hohsuc approach to
~ learning involving the cognitive, affective and psychrometer domains.
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~ GEE 529:
DEATH, DYI G AND IMMORTAIJTY (2 credits) The phenomenon
~ of death and dying in the areas of anthropology, psychology, philosophy,
~ education, literature, religion
and song.
?_;5 GEE 536: ARCHAEOLOGY FlELD SCHOOL (Variable) Scientific archaeology
r..,...-, field and laboratory techniques. The basic orientation is that of research. It is
~ assumed that students have little or no background in archaeology or
Q anthropology.
~ GEE 537: COMPUTER SCIE CE (2 credits) Ageneral course in computer
00 science for the grad uate majoring in any field in education. Topics include the
,_.,, early history and development of computers, simple programming concepts,
~ and the use and application of the compurer in industry and education. Major
ii,.., emphasis is on the educational application of the computer in such areas as
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computer-assisted inmuction (CAI), _pre-prngrammed statistical packages,
optical-scanning devices for test sconng, simple anthmeuc computauon,
information retrieval, etc. The course combines lecture, demonstration and
laboratory experiences in the Computer Center at the university. There are no
prerequisites for this course, which is intended primarily for the nonmathematically oriented graduate student but is open to all students.
GEE 538: CONSERVATION OF BIOLOGICAL RESOURCES (4 credits; 3 hours
lecture, 2 hours field experiences/laboratory) An exposure to the water and
soil problems of Western Pennsylvania by going directly to the environment.
The inner-relations of plants and animals are studied to develop an awareness
of the natural scheme of biological successions. The observations and direct
contacts with natu re are pursued on weekly field trips.
GEE 545: E ERGY, POWER AND THE ENVIRONMENT (3 credits) Surveys
energy use and the social and economic guidelines that govern it. The course
analyzes both the difficult compromises that people must inevitably face and
the technologies that, if properly manages, can help realize material well-being
for all human cultures. This course focuses on established patterns of energy
use and how these can be altered for greater efficiency, effectiveness and
safety. How do man's decisions concerning energy utilization impact upon
viable ecosystems throughout the biosphere?
GEE 565: SURVEY OF THE HUMANITIES AND REI.ATED ARTS (2 credits)
This course is intended to relate some aspects of the human ities-namely,
music, an , and literature-through the perceiving of experiences presented in
auditory, visual and verbal forms. Through these an forms, a search is made to
better understand man' wanderings, problems, experiences with beauty and a
myriad of life's experiences. A review of representative an works is used to
evoke experiences and to understand them in a humanistic light.
GEE 584: BASIC CARE OF Pl.ANTS (3 credits) General introduction to the
care of plants. Students are introduced to the suggestions and techniques that
make the growing and caring for plants, indoors and out, less complicated and
more enjoyable. o prerequisites.
GEE 586: STUDYIN HUMAN CREATIVITY (3 credits) The primary purpose of
this course is to formally introduce the student to the study of human creativity
as an academic endeavor. It is specifically designed to establish each person's
competence as a creative problem-solving facilitator (a teacher, one who is
knowledgeable and skilled at applying creative problem-solving methodologies) . Individual, managerial and technical types of problem-solving activities
wi ll be engaged. Each student will conduct (facilitate) several problem-solving
skills. Students may evaluate themselves, others or both. This is a learning
laboratory, action oriented course, intended to stimulate real world creative
problem-solving techniques.
88
Californi a University of Pennsylvania
PROFESSIONAL EDUCATION COURSES (EDP)
EDP 600: STATISTICAL METHODS (2 credits) Intended to increase graduate
students' knowledge of statistics and especially prepare them to work on a
Master's Thesis or Research Project. Develops an understanding of the
application and meaning of descriptive statistics as they apply to educational
problems.
EDP 605: PHILOSOPHY OF EDUCATION (2 credits) An introduction to the
discipline of philosophy and the significant contribution that this discipline
makes to education. Major schools of traditional and contemporary philosophy
are examined, with particular emphasis on the influence these philosophies
have had on educational theory and practice over the years.
EDP 606: GENERAL HISTORY OF EDUCATION (2 credits) The course is
designed to develop an historical awareness, appreciation and understanding of
the people and of the major cultural and educational events that have shaped
education in Western culture. The significance and relevance of these people
and events fo r contemporary American culture are stressed.
EDP 607: ADVANCED EDUCATIO Al PSYCHOLOGY (2 credits) Current issues
and recent evidence in the areas of educational psychology including growth,
personality, heredity, and environment, intelligence, learning, transfer of
learning, emotion, motivation, and teaching methods.
EDP 608: COMPARATIVE EDUCATION (3 credits) This course centers on the
province of Quebec. Students are introduced to basic rules of educational
comparison followed by readings aimed at investigating the traditions, social
organization and political and economic conditions that have determined the
development of Quebec. Source reading is brought into special perspective by a
one-week program of school visitations in Quebec where students can observe
classes and interview educational personnel.
EDP 610: EDUCATIO Al SOCIOLOGY (2 credits) The role of the school in
child socialization, intergroup education, the integration of school and
comm unity, group processes and the teacher, teacher problems in human
relations, and educating for leadership.
EDP 611: HISTORY OF AMERICAN EDUCATIO (2 credits) 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 fo r contemporary American education are stressed.
EDP 615: TEACHER AWARENESS (3 credits) Apractical approach to the
solution of daily problems arising from action and interaction with students,
other facu lty members, admi nistrators, school board members, parents and the
community. The course is experience oriented and focuses on student rights,
duties and responsibilities and the legal rights of teachers; evaluations;
classroom procedures and lesson planning.
EDP 616: GUIDANCE AND COUNSELING (3 credits) This course is intended
primarily for teachers, administrators and other non-specialists in counseling in
order to help them in their counseling-related work and responsibilities. Course
emphases include history, development and place of guidance/counseling
programs; counseling theory and application; professional journals and
materials; public and parent suppon and activities; and problem solving in
individual and group contexts for educational, vocational and emotional
reasons.
EDP 617: PSYCHOLOGY OF GROWTH AND DEVELOPME T (2 credits) 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, community and home.
EDP 619: STUDENT TEACHlNG SUPERVISION (Variable) For teachers who are
acting as cooperating teachers and for those interested in serving in this capacity
in the future. Aprerequisite for admission to this workshop is three years'
teaching experience. The course provides an opportunity to strengthen, clarify,
re-think, and revitalize one's approach to student-teaching supervision.
EDP 685 SEMINAR INAUDIO-VISUAL TECHNIQ UES (2 credits) This course is
designed to bring together the recent research on teacher behavior with the
theories and research of social psychology and group dynamics. It aims to give
the student some personal experience helpful in developing a repertoire of
ideas and behaviors that will be pertinent in supervision and in the classroom.
EDP 620: CURRICULUM AND METHODS OF TEACHING BIOLOGY INTHE
HIGH SCHOOL (2 credits) The BSCS courses of study and how and why they
were developed, along with a critical analysis of each of the three versions in
light of various school backgrounds. laboratory projects will be pursued that
can serve as a source of material in a teacher's classroom. Two hours of lecture
and two hours of laboratory. Prerequisite: Certification to teach biology
EDP 625: ADVANCED MENTAL HYGIENE (2 credits) The study of disorders
due to psychological causes, whether the symptoms are somatic, psychological
or behavioral. Preventive and psychological adjustment of children in a
deprived society are analyzed in order to improve their group relationships and
development.
EDP 628: PSYCHOLOGY OF THE DISADVANTAGED CHILD (2 credits)
Analysis of research, direct experimentation, and observation are used as
methods for compensating for deficiencies in a child's environment.
EDP 636: ADVANCED PSYCHOLOGYOF LEARNING (2 credits) Atreatment of
selected, well-known theories, related to the learning process, derived from
rational and empirical sources, with the object of showing the relationships to
teaching and clarifying the developmental processes in conceptual and
perceptual areas.
EDP 638: SELECTIONAND USE OF INSTRUCTIONAL MATERIALS INTHE
CIASSROOM (2 credits) Designed for the teacher and for instructional material
specialists. Major emphasis is on the improvement of instruction through the
info rmed selection and effective use of instructional material and equipment.
Deals with a broad range in the evaluation of materials including motion picture
films, filmstrips, slides, transparencies, flat pictures, recordings, audio tapes,
feltboard materials and study displays.
EDP 640: IMPROVEMENT OF INSTRUCTIONTHROUGH SUPERVISION (2
credits) Astudy of the theory, research, practice and evolving concepts that
have practical implications for supervision in the school with the purpose of
im proving student progress.
EDP 648: PENNSYLVANIA PUBLIC SCHOOL LAW (3 credits) Court decisions,
state and federal, that have brought about changes in the typical role of
secondary-school teachers. Major topics include student rights, teachers' rights,
tenure problems, legality of negotiations, and related problems.
EDP 650: PERCEPTIONAND MOTOR DEVELOPMENT INCHILDREN ( 2
credits) Provides the teachers with fundamental knowledge, through practical
program demonstrations and readings, of the role of the motor cortex in
learning.
EDP 656: COMPUTERORIENTED RESEARCH (2 credits) This course is
intended to provide students with an opportunity to explore issues in the
present and future uses of the computer in education and educational research.
EDP 663: COMPUTER-ASSISTED INSTRUCTION (3 credits) The development
of computer applications in education provides a significant new resource in
teacher education. This course is designed to include both theory and practice.
This course serves to acquaint the learners with computers and their uses as
instructional tools. laboratory assignments are designed to provide generalizable and transferable competencies using the programming language BASIC. No
previous computer related knowledge is assumed.
Graduate Catalog 1998-99
89
UNIVERSITY SERVICES
00
~
u
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~Louis L. Manderino Library
~ At the entrance to the uni versity, the Loui s L. Manderino
00 Library is one of the most pro minent and most important
~ buildings on campus. With more than a quarter milli on books
~ in open stacks, subscri_
pti ons to 1450 n~wsp~pers, magazines,
~ journals, and other sen al publ1 cat10ns, 1t 1s firs t of all the
~ chi ef and most accessible source of"nf
. on any
1 ormat10n
[J'J
~ subj ect. With a seating capac ity of more than 1500, 1t 1s also
~ a place to study and to read, whether the reading is required
>---::.... fo r a course or a term paper, or fo r browsing or recreat10nal
~ reading. During the fall and spnng semesters the library 1s
open 15 hours a day during the week and 9- 10 hours a day
~ on weekends. The library is open unti l midni ght the last
~ week of each term. Hours in the summer are dependent upon
student enrollment.
Z
VULCAT
Computerized info rm ati on retrieval has made library
research faster, more thorough, and more efficient at Manderino Library. VULCAT, the on-line public access catalog,
enables the student to sit at any of a dozen or more terminals
and , by means of an easy series of commands, not only
qui ckl y locate any books, audi ovisual materials, or government documents in the library's coll ecti on, but also pnnt out
automati call y the titles, call numbers, and circul ation status
of those materials. VULCAT can also be accessed fro m
various on-campus per onal computers and, by means of a
telephone modem, by anyone who has a home computer.
INFOTRACSEARCHBANK
INFOTRAC SEARCHB ANK, is an Internet resource that
students can use to access 1000 fu ll-text magazine and
journal articl es. This resource is also accessible via telephone
modem. In addition, the library also has a local area CDROM network that provides access to PSYCLIT, CUMULATIVE INDEX TO NURSING AND ALLIED HEALTH
LITERATURE, NEWSPAPER AB STRACTS , MODERN
LANGUAGE ASS OCIATION BIBLIOGRAPHY, EDUCATION INDEX, ERIC, APPLIED SCIENCE AND TECHNOLOGY INDEX, BOOKS IN PRINT PLUS, and BUSINESS PERIODICALS INDEX. Other specialized sources on
di sc include GROLIER MULTIMEDIA ENCYCLOPEDIA,
PC GLOBE, and PC USA. Brief tutorial sessions, on-line
help, and indivi dual assistance fro m reference librarians ai d
the student who may need additional guidance.
The library also offers such services as a large reference
coll ecti on, etscape access to the World Wide Web, photocopiers, a pamphlet file, syllabi for courses offered at the
uni versity, computer software, a collection of ait slides, a
curriculum library fo r teacher education students, and a
media services center with equipment and audiovisual
materi als plu s laminati on and binding services. In addition,
Mande1ino Library is an official Federal Government
Documents Depository and regularly receives, in hard copy,
microform, or CD-ROM format, large number of govern ment
documents, such a census data, reports, maps, and the
CONGRESSIO AL RECORD . The Documents Librarian
will assist with the use of these important resources.
The staff of the Louis L. Manderino Library are "userfrie ndly" and welcome any suggestions not only fo r materials to add to the collection but for improvement of services
as well.
90
Califo rnia University of Pennsylvani a
Technology On Campus
Computing Services Center
The University Computing Services Center is located in the
basement ofManderino Library. Staff offices are open Monday
through Friday from 8:00 A.M. until 4:00 P.M. User facilities in
the World Culture Building are available for student use.
The computer facilities at the university are separated into
two distinct functional areas. One area deals with providing
computer resources to 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.
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 classroom. 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.
Computer Accounts
Instructional Applications
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.
The university maintains many applications packages in
support of instructional computing which are served to the
university community from a central location. These applications
include statistical packages, word processing systems, spreadsheet
and database applications, and computer aided design and
drafting. In addition, the university provides World Wide Web
browsers for both graphical and text-based Web access.
User Information Resources
An Introductory Users' Manual for VMS Users is
available for a nominal charge at the information desk in the
lobby of the Student Union. This manual is a must for all new
or infrequent VMS users. It describes some of the basics to
effectively utilize the VMS computers on campus. Included in
the guide are instructions on how to log on to the systems, how
to use the file editor, and how to compile programs.
There is also an Introductory Internet Guide available at the
information desk in the Student Union for a nominal charge.
This guide contains the basics to assist the user in getting started
in accessing the resources available on the Internet.
In addition, there are several handouts on specific topics
available in the Instructional Computing Facility to assist in
the use of the computer systems.
Other Campus Facilities
Additional campus microcomputer laboratories are
located in and operated by various departments on campus
including; Industry and Technology, Business and Economics,
and Mathematics and Computer Science. The Office of
Lifelong Learning developed a microcomputer laboratory.
The Southpointe Center provides a laboratory for instructional
use. Contact individual departments for specific information
about laboratory facilities available for student use.
Campus Network
University VMS computers and PC laboratories and many
campus buildings are connected together via a high-speed
local area network. The fiber optic network is comprised of
ATM, FDDI and Ethernet technologies. This state-of-the-art
network enables system users to share and more easily access
computing resources from buildings on campus and the
Southpointe Center. The network also provides the capability
for distance learning programs.
Computing Services Center Facilities
The VMS computers which service the campus are
maintained by the Computing Services Center. The computer
system is a VMS-Cluster with a total of L, 172 Megabyte of
Memory and approximately 43 Gigabytes of disk storage.
Tape processing for system backups and restores is managed
using a tape cartridge system. A magnetic tape drive is also
available. Printing is accomplished with high speed Line
printers and laser printers with PostScript capability.
Graduate Catalog 1998-99
91
rJ'J Teacher Education Computer Lab
Student Access Center 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 support their teaching and
~ instructional management roles.
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.
~
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Equipment includes 16 teaching stations, each consisting of
of the Apple Macintosh family of computers with one hard
,......, drive, one floppy dri ve, and a color monitor. In addition, each
~ station is part of an AppleTalk Network linked to a Macintosh
~ IIsi. Each position is linked to a laser printer or one of several
jllwllll dot matrix printers. There are more than 100 titles of instruc~ tional 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.
~ one
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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 Dixon Hall, 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 avai lable 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 PCcompatible computers facilitate word processing through
WordPerfect 5.1 and MS Word 7.0. The Macintosh computers are have MacWrite II and Pro, Claris Works, 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 .
92
California University of Pennsylvania
Campus Learning Labs
Mathematics Lab
The following services and resources are offered free in
the Mathematics Laboratory in 115 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--minute
appointment. They should bring attempted homework with them.
The Lab's video tape tutorial s 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.
The Math Lab is located in 115 Noss Hall , the telephone
number is 938-5893.
Reading Clinic
Writing Center
The Writing Center 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 di scipline
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 trained 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.
Located on the first floor of Dixon Hall adjacent to the
English Department Computer Lab, the Center is open during
the regular academic year from 9:00 a. m. to 9:00 p.m.,
Monday through Thursday, 9:00 a.m. to noon on Friday, and
4:00 p.m. to 9:00 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: http://www.english.cup.edu/wcenter/
wcenter.htrnl
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 online tutoring assistance with their writing via the OWL (Online Writing Lab). The OWL allows a writer to electronically
pose a question about her writing, or to electronically send a
portion of her writing, to which she will receive an e-mail
answer or response from one of the Writing Center tutors.
~
.Z
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.
A completely free serv ice, anyone is welcome to walk
in , call for an appointment (938-4336), or visit via the Virtual~
Writing Center.
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.
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The Reading Clinic is housed in the Keystone Building,
Room 200A and is open from 9:00 a.m . to 4:00 p.m.,
Monday through Friday.
Graduate Catalog 1998-99
93
~CARE Project
U Services for Students with Learning Disabilities
~
The CARE Project is the designated provider of services to
>, students with learning disabiJjties who are enroUed in Califorrua
~ University of Pennsylvania. The uni versity is cornrrutted to
~ providing services for trus population which will increase the
00. prospects for success. Students with learning disabilities have
~ two different levels of service available to them.
~ Specialized Support Service Program (SSSP)
~
The Specialjzed Support Service Program (SSSP) serves
Additional Information
1. It is the responsibility of the student to se lf-identify to the
CARE Project office regarding the di sability.
2. It is the responsibility of the student to provide appropriate documentation to the CARE Project office.
3. Students follow the same Cali fornia University admission
procedures and standards required by the Adrrussion s
office. Question regarding California Unjversity's admi ssion procedures should be directed to that office at 724938-4404.
~
a maximum of 40 participants each semester on a fee-for~ service basis. A comrrutment by the student to the required
~ responsibilities and procedures of the SSSP is carried out
>,through a contractual agreement with the participants,
~zparents and CARE staff. All SSSP students mu st participate
in Structured Academic Management Seminars. First
~ semester students attend seminars for a minimum of eight
hours per week. Subsequent levels of participation are based
on the student's acaderruc performance. The SSSP provides:
* mandatory, supervised study/seminar sessions;
* daily monitoring of academic performance ;
* training in recording assignments and grades;
* assistance in task management for immedi ate and
long-term course ass ignments;
* individual and small group training in implementation
of appropriate study skill s;
* guidance and training as needed for skill s related to
independence and self-advocacy
(legal and academic responsibilities, accountability,
organization);
* word process ing equipment and appropriate software;
* progress reports to parents; and
* referral to/li aison with other campus support facilities
and departments.
Non-fee accommodations are provided upon request
from the student and when supported by the documentation
on file with the CARE Project office.
Modified Basic Support Program (MBSP)
The MBSP in sures the avai lability of basic services for
all students with learning di sabilities enrolled in the university. Non-fee accommodations are provided upon request
from the student and when supported by the documentation
on file with the CARE Project office.
MBSP participants general ly function independently within
the university system. The CARE Project staff is available to
assist these students in the development of self-advocacy skills
as required by the learning disability, e.g., providing assistance
with accommodation requests and university procedures and
providing information regarding available tutorial centers.
Participants may meet with a member of the CARE Project staff
in a conference setting if requested.
94
California University of Pennsylvanja
4. Determjnation of eligibi lity of services from the CARE
Project is a separate procedure. Questions regarding
CARE Project application, required documentation and
subsequent follow-up commu nications should be directed
to the CARE office at Keystone Education Building Room 110, phone 724-938-578 l.
Applicants may also write to:
CARE Proj ect
California University of Pennsy lvania
250 University Avenue - Box 66
California, Pennsy lvania 15419-1 394
5. Applicants are encouraged to begin correspondence with
the CARE Project as soon as possible.
To facilitate the provision of services, applicants may
begin procedures with the CARE Project office at the
same time as they begin the admissions procedures with
the Admissions office.
Career Services
Cooperative Education
The primary purpose of Career Services 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 and job search strategies.
Cooperative Education allows students to be employed-whether in bu siness, industry, government, education or service organjzations-in paid positions directly
related to their academic majors or career plans. Cooperative
Education positions are pre-professional , monitored by
faculty members, and coordinated by the university. Students
may be employed part or full-time, and may choose to work
during the fall, spring and/or summer semester. Undergraduates, as well as graduate students, in all academic majors are
encouraged to participate provided they meet the eligibility
requirements. It is expected that the student's cooperative
education experience(s) will span two semesters or summers
wrule enrolled at California.
On-campus interviews and informational sessions are
scheduled for students interested in meeting with representatives from business firms, government agencies, industries,
and school di stricts seeking candidates for employment. The
"career center" houses career plannjng and company
literature as well as information on current job opportunities.
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Students are encouraged to visit Career Services to:
schedule a session on the computerized guidance sys
tern ;
use the career center media, including: videos, auruo
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 alumni who will discuss their careers;
investigate cooperative education, internships, and
community service opportunjties;
register for undergraduate one-credit JOB READINESS
course;
register for graduate one-credit
CAREER TRANSITION SEMINAR course
make an appointment for a "mock" interview;
access "Career Connections" Job Hot Line for full-time,
part-time, co-op, internships, and seasonal jobs ;
enroll in di sc management;
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.
CO-OP Requirements
•
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An undergraduate student must first complete 30 credjts
(Associate's 15; Master's 6).
Student must have at least a 2.0 overall quality grade
point average (3.0 for Master's).
Students must register for I credit Job Readiness
Course.
Cooperative Education positions are advertised on the
Job Hotline. 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.
Graduate Catalog 1998-99
95
~Public Safety
U The Department of Public Safety and University Police at
California University is a fully recognized law enforcement
>, agency as authorized by 7 I P.S. 646, the Administrative Code of
~
1929 as amended and Title 18 of the Pennsylvania Consolidated
(Crime and Offenses) and 24 P.S. 20-1006-A(l4) 20~ 20 I0A (5) of the State System of Higher Education Act.
,-Jj
~ Statutes,
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Character Education Institute
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.
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The Character Education Institute has two broad goals:
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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.
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.
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.
Z
Additional services offered to university students, faculty,
and staff consist of parking and traffic management, criminal
investigations, health, fire, and safety surveys, special event
planning, accident investigation, and crime prevention information and presentations.
Pursuant to the Pennsylvania College and University
Security Act, and the Federal Crime Awareness and Campus
Security Act of 1990, post-secondary institutions, including
colleges and universities, must 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, and the Office of Public
Safety.
Goals of the Institute
•
To provide an outreach to local school districts and
parents as they influence the moral development of their
children.
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 di stri cts.
•
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 development.
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
96
California University of Pennsylvania
University AdvanceDient
The Office of University Advancement develops programs
and undertakes activities that promote understanding of, and
support for the university's goals. It provides information and
services for students, parents of students, alumni, fac ulty, the
business community, regional citizens, the media and donors to
the university and the Foundation for California University of
Pennsylvania. University Advancement is responsible for
alumni relations, public relations, development and public
service.
Alumni Relations
The Office of Alumni Relations, located in Old Main
under the twin towers, is the liai son between the uni versity
and its 37,000 living alumni , who receive copies of The Cal
U Review (alumni magazine), The University Viewbook (the
uni versity 's annual report), and notices about various special
events. The office arranges Move In Day, Homecomi ng,
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 to the Student
Ambassadors Program and maintains a toll-free telephone
hotline with information changing daily (1-800-4-CALNEWS or 938-4507 locally) .
Foundation for California University of
Pennsylvania
The Foundation for California University of Pennsylvania, located on the third floor of South Hall, raises funds
from foundations, businesses, alumni, staff, faculty and
friends to benefit the univers ity. It undertakes annual fund
campaigns, deferred or planned giving programs and capital
campaigns. It also administers a fund which loans money to
students for travel in the event of family emergency.
Mon Valley Renaissance
Mon Valley Renai ssance, located on the first floor of
South Hall and various other sites, is the university 's unique
public service agency which helps foster regional economic
development. It helps individuals and busi nesses through
counseling, training, business consulting services and
government contracting/export assistance.
Alumni Association
The Californi a University Alumni Association serves
California University and its alumni by fostering beneficial
relationships among alumni, students and the university. By
awarding scholarships, it also encourages outstanding
academic and extracurricular achievement by undergraduate
and graduate students.
Public Relations
The Office of Public Relations, located on the first floor
of Dixon Hall, informs the campus community and public at
large of the university 's activities and news. For example,
this department notifies hometown newspapers of student
accomplishments. The department also manages university
advertising, information on the university web site, produces
numerous publications and acts as the media contact.
The university 's alumni have been organized since 1939.
Today, nearly 37,000 graduates and numerous former
students are members of the Association. A board comprised
of three classes of alumni directors is elected for three-year
terms. The board officers work closely with the university 's
President and the Office of Alumni Relations.
Graduate Catalog 1997-98
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Student DevelopIUent and Services
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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
OO president for Student Development and Services, is administratively responsible for the implementation of this commitment.
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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.
Z
~ For additional information and regulations governing
~ student life and conduct besides what is given below, students
~ should refer to the current edition of The Vulcan Adventure
student handbook.
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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. Thi can be
an opportunity to enhance curriculum studies.
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A direct01y of Student Development and Services staff may
~ be found at the end of said department's listings in this catalog.
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Student Development and Services provides services to
students in the following areas:
Adult Learners
00 Activities
Athletics
Bookstore
Campus Ministry
Co-curricular courses
Counseling Center
Commuter Center
Disabled Student Services
Dining Service
Drug/Alcohol Program (CHOICES) Greek Life
Health Center
Herron Rec and Fitness Center
Hou ing
International Students
Judical Affairs
Leadership Development
Media/Publications
Minority Affairs
Residence Hall Programming
Student Association, Inc.
Student Government
Study Around The World
Women 's Center
Summer Camps/Conferencing
~
Veterans Affair
Wellness/ Awareness
Student Association, Inc.
The Student Association , Inc. (SAl) is a non-profit
corporation financed in part by the Student Association Fee,
which is paid each term by every student. The executive
director is a university employee, who directs the affairs of
SAl, and serves as the liaison between SAl and the university.
Programs provided by the Student Association, Inc., are
determined by the student congress and by the Student
Association, Inc. , board of directors. 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, Roadman 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 parti ally funded by SAI. In
addition, SAl coordinates the activities of student clubs and
organizations. The student handbook provides a complete
li sting of active student clubs and organizations.
Publications coordinated by SAl include a student
handbook, an organizational handbook, The California
Times (the student newspaper), Monocal (the yearbook) , and
a number of brochures and pamphlets.
SAl is responsible for the development and maintenance
of the George H . Roadman University Park, a 104-acre area
located one mil e from campus on Route 88 South. Facilities
include tennis courts, baseball, football, soccer, softball, rugby,
and intramural fields ; picnic areas and Adamson Stadium.
Co-curricular Courses
Student Development and Services and the Student
Association, Inc . are responsible for the administration of a
number of co-curricular (CCU) courses. Check the course
descriptions in this catalog for more information.
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. Student congress may
be taken as a co-curricular (CCU) course.
98
California University of Pennsylvania
Student Activities Board (SAB)
Man y di verse for ms of cultural and contemporary
entertainment are offered to our students primarily through
the Student Acti vities Board (SAB .) This organization is
composed entirely of full-tim e students who meet weekl y to
view and di scuss the possibilities of hosting different
entertainment acts on thi s campus. The type of acts that SAB
sponsors or co-sponsors with other uni versity organizations
incl ude: the weekly movies shown in the Vulcan Theatre,
the series of events surrounding our Homecoming Theme,
the spring "Jazz Expe1ience" celebration, The Reed Arts
Center Gallery Exhibits and many others. In addition, SAB
sponsors and co-sponsors several off-campus trips to several
Pittsburgh spotting events, performances at the Pittsburgh
Publi c theatre and opportunities to see national and local
recording artists in concert venues in the Pittsburgh area.
To fi nd out more about SAB , the types of entertainment
they provide, and how yo u can become a member call 9384303 or stop by their office located on the third floor of the
Natali Student Center.
Housing
The uni versity provides residence hall accommodations for
approxi mately 1300 students in six separate facilities.
Women reside in Clyde Hall and Stanley Hall ; men reside
in Longanecker Hall and McCloskey Hall. Men and women are
accommodated on separate floors of Binns Hall and Johnson
Hall. Johnson has been designated the "Cal Hall" honors hall.
Application for Housing
First-time fres hman students are required by the uni versity to li ve in the residence halls fo r the firs t two semesters of
their college career with the fo llowing general exceptions:
1. students commuting fro m the residence of their
parents or legal guardi ans,
2. married students,
3. students who are 2 1 years of age or o lder by the date of
registration.
Freshmen and transfers who indicate the need for oncampu s housing receive application for ms with thei r acceptance letter. On-campus housing is at a premium and there
are a limited number of spaces avail abl e. Freshmen are
given priority as long as avai labl e space exists. Students are
encouraged to apply no later th an May I .
Upper- class students interested in on-campus housing
should contact the housing office in Johnson Residence Hall.
Mai ling address is:
Residential Facilitie Office
Johnson Residence Hall - Box 39
250 University Avenue
California University of Pennsy lvania
California, PA 1541 9-1 394
Upper-class students are given specifi c in structions fo r
securing a space in the residence halls for the fall semester.
The instructions and the contract are distributed in the halls
during the spring semester. An upper-cl ass housing fair is
conducted in April. The university retains the right to assign
all students to certain residence halls, floors and roo mmates
in the best interests of the uni versi ty.
Housing contracts are for one academic year, September
through May. The housing contract commits the student to
uni versity housing for both the Fall and Spring semesters.
Contracting fo r a room for an academic year or Spring
semester does not guarantee that housing will be provided in
subsequent years .
Room Deposit
An advance roo m depos it of $ 100* is required with the
housing contract in order to reserve a room fo r the fo ll ow ing
academic year. The depo it is held in the student's accoun t
and applied toward the spring semester. First-year students
who wish to res ide in a residence hall will rece ive a housing
contract with their admis ions packet. The contract and card
mu st be signed and returned to the Bursar 's Office, 250
University Avenue, Californi a University of Pennsy lvania,
with the $ 100 deposit.
Upper-cl as students will receive specific instructions
on obtaining a housing contract are avail abl e fro m the
Director of Housing, Residential Facilities Office, Jo hnson
Residence Hall. Schedules and deadlines fo r housing
contracts are posted fo r each academic year. Withdrawal
fro m the contract will resul t in parti al or total fo rfeiture of
the deposit. In addition, the student may be held liable fo r
that semester 's roo m and board charges.
*Student who ex perience diffic ulty paying thi s advance
deposit should contact the Housing offi ce.
Damage Charges
Students are held responsible for the cost of dam age,
breakage, or loss and/or the return of uni versity pro perty.
Residence Life
Each uni versity res idence hall is supervised by a staff
which is headed by a residence hall director who li ves in the
residence hall. Residence hall directors are readil y avai lable
OO
to students who may request direction or assistance. The
director, with the assistance of graduate assista nts and
~
undergraduate resident ass istants, has charge of the residence ~
fac ility, including programming activities. A detailed
~
description of the uni versity's residence life program,
~
residence facilities, and residence hall rul es and regulations (j
is included in the Residence Life Handbook.
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Graduate Catalog 1998-99
99
OOSpecialty Housing
~
Residence Life offers students the option to li ve in a
U wellness community made up of students who philosophi-
>
~ call y
share a concern for personal health issue . Although
possession or consumption of alcohol and drugs on state
~ property is not permitted, students who abstain from the use
~ of tobacco, alcohol or other chemical substances may request
00 a space in one of these areas. Please check the front of the
housing card to make this request and return all information
as early as possible to ensure the best chance of your request
being honored .
An academic leadership area is also avail able in Johnson
~ Residence Hall . This area is offered to students who have
c:--, completed 24 semester hours at California Unjversity, have
maintained a minimum grade point average of 3.0 or better
~ and demonstrate leadership potential. Selection for resi~ dency in thi s area is competitive and depends on the number
~ of students who qualify. In add iti on to the grade point
average requirement, other eligibility criteria will be used
including a poss ible interview. All rooms are wired with
~ fiber optic computer hookup and each fl oor in Johnson Hall
~ has a computer lab.
Residence Life also offers students the opportunity to
~ live in other designated specialty housing. Those requesting
an assignment to a specialty housing area would reside in a
community of students who share a common interest in a
~ variety of student organjzations such as Greek letter affiliations, athletics, band, choir or clubs and organi zations. Any
~ group of students interested in li vi ng together can follow a
simple procedure to secure a location in the residence halls.
- , Please indicate your desire to Live in a special housing area
Ii-" on the front of the housing card under the special interest
~ section. All contracts received by the Apri l deadline will be
OOreviewed and those groups and organizations that have
shown a desire to live together will be contacted for further
details concerning their specific housing needs.
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Fiber Optics
Residence Life is in the process of having each residence
room wired for direct access to the university mainframe
system via fiber optic connections. This will allow residence
hall students to access e-mail, library information and the
internet from their rooms. There are hardware requirements
and special instructions for requesting an interface card to be
installed in computers to gain access to the system. Residents
of buildings not yet wired with fiber optic connections may
still access the system via modem. Contact the Residence Life
office in Johnson Hall for further details .
Evening Tutoring Program
In cooperation with the Academic Services department,
an evening tutoring program is available in three of the
residence hall s. This program is available to all students. A
detailed schedule of evening tutor sites and hours is posted
throughout the campus each semester.
100
California University of Pennsylvania
Residence Life Support Services Program
The initial objective of the Residence Life Support
Services Program is to assist new students with the transition
from home to college. The voluntary "Buddy Program"
matches a new student with a well-adjusted upper-class
resident student in the same residence hall in order to assist in
the transition. The upper-class mentor is avail able to guide,
direct, encourage and support the new student throughout the
first year. The Residence Life Support Services Center in
Stanley Hall is available to a sist students in finding university
support programs suited for the individual's needs.
Off-campus Housing
The primary consideration of off-campus housing is to
help the student secure safe, appropriate housing and to
educate the student about thi s endeavor.
The principle goals of the off-campus housing office are:
• to provide a "base of operation" for securing off-campus
housing.
• to assist in securing off-campus housing and to promote
responsible landlord/tenant/community relations.
• to promote the safety and welfare of all students residing in
off-campus housing.
• to ensure that students have useful resource materials at their
disposal.
• to provide effective communication between the university,
area officials and the community about off-campus housing
issues.
• to expand programs to include campus/community/civic
service and volunteerism within the off-campus student
community.
• to ensure that the rights of individuals with disabilities are
upheld in relation to off-campus living and accommodations.
Our on-going objective is to educate and promote the
safety and welfare of all students residing in off-campus
housing faci lities.
University Off-Campus Housing Disclaimer
The information contained in the off-campus housing
li st 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 housi ng and is not to be taken as approved or
sanctioned off-campus housing. This does not create an
enforceable obligation to any party from California University of Pennsylvania, the Pennsylvania State System of
Higher Education, or the students of California University.
CalCard -The 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, preprogrammed with
basic services, and then enhanced based on your needs. To
begin using the deposit accounts, simply make an initial deposit
at the Bursar's Office.
CalCard Services
Manderino Library - The CalCard is the key to checking out
materials at Manderino Library. This basic service is included
on every CalCard.
Tickets* - Cal U students receive free admission to all home
intercollegiate sporting events. Faculty, staff and Southpointe
students who purchase season tickets will use their Ca!Card to
gain admission to these events.
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,
will 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 will provide free admission to the
Vulcan Theater, Comedy Roundup, Underground Cafe, as well
as dozens of other events each semester.
AAA - Part of the basic service of each student CalCard is the
AAA - roadside assistance program. Under this program, Cal U
students can receive free Limited roadside assistance from AAA.
To use this feature, simply call the toll free number on the back
of your Ca!Card.
*Students matriculated at Cal U Southpointe Center must
purchase membership or tickets for recreational and entertainment events on campus .
CalCard Accounts
CalCard works like a credit card in that 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.
Meal - Everyone enrolled in a meal plan will use the CalCard to pay
for their meals. Whether eating at Gallagher Dining Hall, or using
the meal equivalency at the Patio Grille, 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 or
$200 depending on the meal plan purchased.
Dine - Opening a declining balance Dine account is as simple as
making a deposit or transferring funds from your master Shop
account. This expands eating options to include the Bag It convenience store. Your Dine account can be used to pay for food at
Gallagher Dining Hall, Patio Grille, the Gold Rush Room, and the
Washington Food Court.
Shop - A CalCard Shop account is your master debit account and it
allows for the purchase of items and services. This debit account is
opened by making an initial deposit. Use your Shop account to
purchase textbooks and other merchandise in the Cal U Bookstore,
food from any campus location including Gallagher Dining Hall, and
snacks from vending machines. You can also use your CalCard to
operate laundry and copy machines, pay parking tickets, purchase
postage stamps and pay overdue book fines and lab fees.
Vend - Once you have deposited money in your Shop account, you
can begin to make purchases from various machines located on
campus. These machines include most food vending and beverage
machines, Manderino Library copy machines and circulation
printers, and all laundry machines.
Dining Services
The goal of University Dining Services is to provide a
quality, cost effective, innovative dining program for students
r:,;_
living on and off campus. The university encourages student
involvement and awareness to help provide quality, nutritious
.....:i
meals at a reasonable cost. The dining halls provide an important ~
environment for student interaction and socialization.
y
Do you want an all-you-can-eat, one-price-at-the-door
~
option? Gallagher Dining Hall offers something for everyone, and ..i
even provides take-out. Are you looking for fast food with friends ~
between classes? The staff at Herron Patio and the Washington
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Food Court aim to please. What about an early morning bagel,
~
gourmet coffee or late night munchie? The convenience store
provides those items, and much more. Interested in a formal lunch ~
with faculty and staff? Try the dining room buffet in the Gold
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Rush Room, Natali Student Center. Need advice on special
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dietary concerns? The management team at Gallagher Dining
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Hall provides dietary services 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.
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Plan B: 14 meal plan with $100 Dine dollars.
Plan C: 10 meal plan with $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 D : 5 meal plan with $200 Dine dollars.
.....:i
Plan E: Dine dollars-only plan, with initial minimum balance
l""""'.J
of $50 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
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may not be terminated. Dine dollars are included in each
rl'I
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,
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(724) 938-4303 , ext. 202.
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Graduate Catalog 1998-99
101
~Commuter Center and Services
Commuter students comp1ise nearly two-thirds of the total
U student population. The commuter center has been established as a
~ "home base" for these students. Located on the second level of the
~
Natali Student Center, a number of services and opportunities can be
~ found and are made available with the assistance of the staff assigned
~
to this area.
In addition to the professional support staff, the center is staffed
by members of the Commuter Council. Students will find a
comfortable place to relax away from the classroom. The center
7 provides a lounge, general university information, travel information,
~ a food preparation area including a microwave oven and refrigerator,
television and lockers. A telephone is available for essential calls.
c....i
The Commuter Council also provides leadership, socialization
~ and support for commuter students. All members of the university
~ community are encouraged to take part in activities associated with
~ the center.
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~ Student Service Access Center
Located on the first level of the Natali Student Center, the access
center houses a Macintosh Computer Lab, the Community Service
~ Information Outlet, and Study Around the World program resources.
~
The computer lab permits student access to a number of
i--...,.__ 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 "final s" week. The Student Association, Inc., supports
and maintains the computer lab.
Students can obtain information regarding opportunities in
~ community service by volunteering through the Community Service
Inf01mation Outlet. Information regarding a number of organizations
r.,...-, which enlist volunteers in a wide variety of activities is provided
through the Guidebook to Community Service Opportunity.
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~Re-Entry Students
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The university has a long-standing tradition of servin g our
region by providing educational opportunities to re-entry
students. Re-entry students are generally identified as individuals who l) seek a degree following a hi atus from schooling; 2)
seek a second degree; 3) seek career skill s enhancement; or 4)
take non-degree, or continuing education courses.
Californi a University continuall y strives to plan and deliver
programs to enhance re-entry student services.
Contac t the Commuter Center Office, located on the second
floor of the Natali Student Center, for furth er details or assistance. 938-4439 Ext. 243.
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.
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.
102
California University of Pennsylvania
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, info1mation, 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 8:00 a. m. to 4:00 p.m.
Veterans Affairs
The Office of Veterans Affairs, (ext. 4076/4077), is open from
8 a.m. to 4 p.m., Monday through Friday. Evening hours may be
arranged by appointment.
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.
AU 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
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 Veteran 's Scholarship Fund. Two $1,000 scholarships are
currently awarded.
Campus Ministry
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.
The Campus Ministry of California University of Pennsylvania is located in the Natali Student Center, Room 143. Office hours
are from JO a. m. until 4 p.m. on weekdays while the university is in
session. Campus ministers are on call twenty-four 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 cosponsors a variety of religious or 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 938-4573. 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.
Cal U Student Bookstore
The Cal U Student Bookstore, located on the second
level of the Natali Student Center, offers a variety of services
for all students, fac ulty and staff. Students can purchase new
or used textbooks fo r their classes , with used books representing a 25 % savi ngs. A textbook reservation serv ice is also
avai lable, allowing students to pre-order books before the
first week of class .
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 ai ds are
also available. We offer free special orders for any book that
is not in stock.
Conveni ent 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.
CUTV (California University
Television)
CUTV, Cali fornia University Television, is the
university's cab le TV station. It is owned and operated by the
Student Association, Inc. CUTV is received by over 50,000
homes, 24 hours a day, via the Helicon and Armstrong cable
systems.
The mission of CUTV is to produce and provide
programmi ng of regional com munity interest whil e also
providing valuable hands-on educational experience for
interested students. At CUTV, students may learn a variety of
technical jobs such as camera work, editing, direction and
other production roles, and on-air talent positions.
The station has broadcast severa l regional distance
learning courses, allowing viewers to earn coll ege credit
from the comfort of their homes. CUTV covers collegiate
and high schoo l sports and local government meetings and
also produces a weekly news show, a news magazine for
Fayette Cou nty, a skit-oriented horror movie show and a new
movie preview/review program.
Become part of the award-winning team by dropping in
at the CUTV studios located in the Natali Student Center or
by calling the director of media services at 938-4303 (room
343).
CUTV may be taken as a CCU course.
WVCS (California Radio Station)
WVCS is a 3,300-watt radio station located in the Natali
Student Center. It is owned and operated by the Student
Association, Inc.
Students become familiar with on-air skills and they also
learn how to operate the radio station equipment.
WVCS may qualify for CCU course credit.
The California Times
(California Student Newspaper)
The California Times introduces students to the basic
newspaper publication process. The newspaper is published on
a weekly basis dwing the fall and spring semester, and four
times during the summer. Students learn production skills
using the computers avai lable for production and students also
learn writing and editing skills.
The California Times may qualify for CCU course credit.
Intercollegiate Athletics
The university sponsors a comprehensive athletic
program for both men and women. The athletic program is
regulated by the policies of the athletic council and admini stered by the director of athletics. It is governed by the Office
of Student Development and Services with the vice president
as the senior administrative officer.
00
Thirteen varsity sports are available to students who
desire to participate in intercollegiate athletics and who meet ~
the academic standards of the university, the PSAC and the
NCAA. Freshman students must apply to the NCAA
~
Cleari nghouse to be eli gible to compete in intercollegiate
_,.
athletics during their fres hman year. Specific requirements ~
may be obtained from the high school counselor, the univer- .L...,
sity athletic director or the Dean for Enrollment Management ~
and Academic Services.
Academic progress for athletes is monitored and a
~
professional staff of athletic trainers is always available.
Many assistant coaches and graduate assistants help to
coordinate the varsity sports program.
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Thirteen vars ity sports are available to students: for men , l ........J
basebal l, basketba ll, footba ll , soccer; for women , basketball, ~
softbal l, tennis, soccer and volleyball. Cross-country and
track and field are avai lable for both men and women.
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Multicultural Student
Programming
~
The Office of Multicultural Student Programming
provides programs and activities which support the ideals of
a culturall y diverse student population. It serves as an
advocate for students from various backgrounds and offers
consultation to other members of the university comm unity
when they plan 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.
Graduate Catalog 1998-99
103
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~Health Services
U The mission of the University Health Services is to
that effect in writing, notification to this effect will be sent to
the student's professo rs.
~ provide high quality health care for our students, to direct
;;, students to other health care providers when appropriate, to
~ provide emergency care for all members of the university
~ community, to address the specific health needs of those
~ members of the student population with special problems, and
00 to conceive, develop and implement relevant health education
programs for the university community.
(3) If a student is confined for longer treatment or care at the
infirmary section of the Health Center, verification of the
confinement will be sent to the student's professors. If a
student is hospitalized elsewhere or requires extended recovery with bed rest, written notification should be sent from the
attending physician to the Health Center, which will notify the
student's professors.
Q
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The Downey-Garofalo Health Center is open 24 hours a
"< day, seven days a week while the university is in session. A
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staff of full-time registered nurses is on duty at all hours. A
qualified physician is on duty for four hours a day, Monday
through Friday, during specified hours.
~
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 emer~ gency occurs on the university campus. For the most part, the
~ University Health Center is an out-patient facility. However,
~ from time to time, emergencies may be accommodated
jllll""'" overnight. In some cases, short-time confinement of students
~ corning from homes located a great distance from the university is also approved. One of the university physicians will
~ determine when a student should return home for treatment
and recovery. 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,
~ hospital bills or prescription costs accrued by the students for
c::.......i treatment beyond capabilities of the University Health Center.
~ In cases of emergency, Brownsville General Hospital will
""~ usually be used for primary care. The final deci sion in
hospital selection is the student's.
0
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Medical Absences
Students who are unable to attend classes because of
illness should contact their professors, explain their absences, and arrange completion of any work that may have
been mi ssed. The Health Center does not issue medical
excuses, but will send written notification to professors only
in the following circumstances, provided that the student
initiate the request:
( 1) If a student consults a health care professional at the
Health Center, and the health care professional determines
that the student has or had sufficient medical reason not to
attend class (or to fulfill other academic obligations),
notification will be sent to the student's professors but only if
the student makes a request at that time.
(2) If a student has consulted a private physician , who has
determined that the student has or had sufficient medical
reason not to attend class (or to fulfill other academic
obligations), and the physician notifies the Health Center to
In addition, interest, intelligence, aptitude and personality
104
California University of Pennsylvania
Upon notification from the Health Center or any other
health care professional, the professor may decide whether to
consider the notification as a valid excuse from class or other
academic obligations.
A professor may call the nurse supervisor of the Health
Center for verification of a student's visit, but a visit can be
verified only if a student was actually seen by a health
professional.
The delivery of high quality health care is the heart of
the Health Center. All areas of the Health 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 the information is necessary to protect
the health and safety of the student and other individuals.
Counseling and Psychological
Services
The Counseling Center staff provides personal, social,
psychological and career choice services to students with
problems that 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, social worker or psychologist at the Counseling Center.
Students can call the Center at 938-4191, or contact the
receptioni st in the Center's office in the Downey-Garofalo
Health Center 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 that the discussion will remain confidential. Most
appointments are of an individual nature, but special interest
groups can be organized. The special interest groups may
meet on a weekly basis dealing with stress, test anxiety, selfdisclosure, interpersonal relationships, parents, occupational
choice, depression, sex or other topics of interest to all
members in the group.
tests and questionnaires may be used to gather more information. Through counseling a student will learn how to interpret
this information and make better choices in university life.
The professional counselors have extended their services
by developing a strong referral system locally on campus and
off campus. Referral s can be made to any department or office
on campus for financial aid, student work-study programs,
tutoring, academic advising, and other matters. Further, there
is a close liaison with the Student Development Office,
residence hall directors, the Health Center, the Speech and
Hearing Clinic, the Rehabilitation Office, the Veterans Affairs
Office, the Women 's Center, the Campus Ministry, and other
divisions of the university.
BACCHUS (Boost Alcohol Consciousness Concerning
the Health of University Students) is a student organization
developed under the guidance of advisors from the office.
BACCHUS strives to help individuals explore their attitudes
and behavior regarding alcohol and drug use. BACCHUS is
an educational component focusing on self- responsibility and
conscientious decision making.
Assessment and Intervention is designed to assist those
whose behavior may be harmful to themselves or others
because of alcohol or drug abuse. 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 others.
A formal agreement between Southwestern Pennsylvania Human Services, Inc. (SPHS) and California University
of Pennsylvania provides di versified counseling services
beyond the scope of the Counseling Center.
Under this agreement SPHS and its affiliated corporations
provide certain rehabilitative and therapeutic treatment
services to students and employees of California University
upon referral to the agencies by the university, its agents and
associates or the students or employees themselves. These
services include drug and alcohol assessment and treatment,
mental health services, and primary health care services. Also,
other health and social services which are requested by the
university and are within the scope of SPHS and its affiliates
may be provided. For further information on the drug and
alcohol program on campus, see the section on CHOICES .
Please call 938-4191 or drop in at the Health Center.
Office hours: 8:00 a.m. to 4:00 p.m. daily, Monday through
Friday. Weekend and evening sessions are by appointment.
CHOICES
CHOICES is the drug and alcohol education and prevention program located in Downey-Garofalo Health Center. It is
one approach by California University of Pennsylvania to
provide a drug free community. CHOICES provides programs
for the university and surrounding communities aimed at
increasing awareness of alcohol and drug related issues.
The e programs include consultation, counseling, education,
self-development, substance-free activities, and support
groups for co-dependency and Adult Children of Alcoholics.
CHOICES is made up of three primary components: the
Consortium, BACCHUS, and the Assessment and Intervention
Program. Each of these is an integral member of the
program's development and expansion within the campus
community.
The Consortium is a combined effort by California and
eight neighboring universities to provide a forum for discussion of relevant and current issues in drug and alcohol
prevention and education as well as the sharing of developmental programming ideas. The Consortium offers California
and other universities access to a resource library consisting of
videos, books, pamphlets, and other information related to
drug and alcohol use and abuse.
Graduate Catalog 1998-99
~Services For Students With
U Disabilities
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Students with disabilities are provided an equal opportunity to participate in student services and activities conducted
by the unjversity. No qualified student is, on the basis of
~ di sability, excluded from participation in , denjed the benefits
00, of, or otherwise subjected to discrimination under any
academic, research, occupational trairung, housing, health,
insurance, counseling, financial aid, physical education ,
athletics, recreation , transportation , other extracurricular, or
other post-secondary program or activity offered or spon~ sored by trus university. Students with di sabilities must
provide official documentation of di sabiljties.
Uruversity programs and facilities are accessible to
~ students with djsabilities, and special needs of students are
~ recognjzed. The Office of Services for Students with
~ Di sabilities, Room 114, Clyde Hall, provides individualized
assistance to those in need. Information on disabled students
services may be obtained through the coordjnator of Services
~ for Students with Di sabilities.
~
Students in need of attendant services should contact the
coordinator at the earliest practicable date.
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Parking for Students with Disabilities
Numerous parking spaces have been reserved for the
exclusive use of persons with di sabilities who have mobility
or other physical problems. These spaces are reserved for
such use at all 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 in the Office of Services for Students with Di sabi li ties and the Office of Public Safety.
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~ Office for Students with Disabilities' Assistive
~
Technology Laboratory
The Office for Students with Di sabilities' Assistive
Technology Laboratory provides students with severe disabilj~ ties experiential contact with state-of-the-art technology to
augment their abilities to identify resources and to bridge the
~ gap between their educational tenure and their preparation for
~ gainful employment. The goals of the Assistive Technology
00, Lab are to provide:
• a comprehensive resource base, and
• accessibility and support services.
The Lab is multi-purpose, and the equipment is designed
to provide structured learning opporturuties for students with
severe disabilities. It helps students establish their learrung and
information gathering goals for assistive technology, and
focuses on (1) what needs to be accomplished, and (2) what
needs to be learned. It helps students with severe disabilities to
define their needs.
Z
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The Lab provides assessment, evaluation and individual
initiatives for assistive technology. It provides students with
severe disabilities the opportunjty to learn about and use
various assistive technology devices and equipment. In
addition, students have an opportunity to use these specialized devices on a temporary loan basis.
The Assistive Technology Laboratory hours are 9 a.m. to 4 p.m.,
although additional hours may be negotiated. For more information, contact the Office for Students with Disabilities at
(724) 938-4012, or stop in 114 Clyde Hall .
106
California Uruversity of Pennsylvarua
General Code of Conduct
The responsibility for admjnjstering student discipline at
the university is vested in the Division of Student Development. Staff in the di vision investigate cases of misconduct,
meet with students to di scuss their rights and responsibilities
and refer the case to the appropriate hearing body. Conduct
rules, disciplinary penalties and complete hearing procedures
are contained in the Rules of Conduct and Judicial Procedures handbook.
The university reserves the right, in the interest of a)] its
students, to decline admission, to suspend, or to requjre the
withdrawal of a student from uni versity housing and/or the
university after a)] appropriate unjversity procedures have
been followed.
Registration at the uruversity assumes the student's
acceptance of responsibility for compliance with all regulations published in the catalog, as well as any rules found in
any official publication.
Student Judicial System
The Dean of Student Development is responsible for
administration of the judicial system and the conduct
regulations. His 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
di sciplinary action in certain cases, conducts student/faculty
judicial board hearings, maintains all uruversity 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 Vulcan Adventure student handbook and the
Rules of Conduct and Judicial Procedures handbook.
FACULTY
(Date of first ap pointment to California University of
Pennsylvania.)
Holiday Eve Adair. ( 1997) Associate Professor, Psychology.
B .A., University of Akron ; M.A. , University of Akron;
Ph.D., University of Akron
Randalle Adkins. (J 998) Assistant Professor, Political
Science. B.A., Marshall University; M.A. , Miami University ; Ph.D., Miami University
Dencil K. Backus. (1983) Assistant Professor, Communication Studie . A.B., Glenville State College; M.A. , West
Virgi nia University
William F. Blose!. (1976) Associate Professor, Business and
Economics. B.S. , Pennsylvania State University; M .B.A.,
University of Pittsburgh ; C.P.A.
Dav id F. Boehm. (1989) Associate Professor and Chair,
Biological and Environmental Sciences. B.S., West Liberty
State College; M .S., West Virginia University; Ph.D., West
Virginia University
Barbara H. Bontanti . (1994) Associate Professor, Communication Disorders. B.S., Indiana University of Pennsylvania;
M.S., St. Francis College of Illinois; M.Ed ., California
University of Pennsylvania; Ph.D. , University of Pittsburgh
Rollin M . Barber. ( 1976) Professor, Social Science. B.S. ,
Ohi o State University; M.S. , Ohi o State University ; Ph.D. ,
Ohio State University
Kaddour Boukaabar. (1997) Associate Professor, Mathematics and Computer Science. B .S., University of Wahran,
Algeria; M .S., Florida Institure of Technology; Ph.D. ,
Bowling Green State University
Bruce D. Barnhart. (l984) Professor, Health and Sport
Science. B.S., California University of Pennsylvania; M .Ed.,
California University of Penn sy lvan ia; ATC, Ed.D., West
Virginia University
Burrell A. Brown. (1989) Associate Professor and Chair,
Business and Economics. B.S ., California University of
Pennsylvania; MBA. , University of Pittsburgh; J.D., University of Pittsburgh
John F. Bauman. (1969) Professor, History. B.A., Ursinus
College; M.A. , Temple University; Ph.D., Rutgers University
Ed Brown. ( l967) Associate Professor, Socia] Work and
Gerontology. B.S., University of Pittsburgh; M .L.S.,
Carnegie Mellon University; M.S.W., University of Pittsburgh.
Robert A. Bauman. (1968) Professor, Special Education.
B.S. , Geneseo College; M .S., Indiana University; Ed.D.,
Indiana University
Peter J. Bel ch. (1968) Professor and Coordinator of 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 and Chair, Health
and Sport Science. B.S., West Virginia University; M.S.,
West Virginia University; A.TC.; Ed. D., West Virginia
University
Foster E. Billheimer. (1969) Professor, Biological and
Environmental Sciences. B.S., Pennsylvania State University ; M .A., University of Texas; Ph.D., Rutgers University
Robert A. Brown. (1969) Professor, Counselor Education and
Services. B.A., University Of New Hampshire; M .Ed. ,
University of Pittsburgh; Ph.D. , University of Pittsburgh
Gloria Brusoski . (1997) Associate Professor, Counselor
Education and Services. B.A., Duquense University; M.Ed. ,
Gannon University; Ph.D., University of Pittsburgh.
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. B.S., California University of Pennsylvania; M .F.A., Southern Illinois
University
Jerry M . Bl ackmon. (1985) Associate Professor and Assistant Chair, Mathemati cs and Computer Science; B.S. ,
Oklahoma State University ; M.S. , Oklahoma State University; Registered Professional Engineer (Electrical) P.E.
David N. Campbell. (1988) Professor and Chair, Educational
Studies. B. Ed ., Southeastern Louisiana University; M.S. ,
University of Illinois; Ph.D ., University of Illinois
William F. Blank. (1965) Associate Professor, Mathematics
and Computer Science. B.S ., Indiana University of Pennsy lvania; M.A.T., Duke University
Dorothy M. Campbell. (1973) Professor, Elementary
Education. B.S ., Indiana University of Pennsylvania; M.S.,
Bucknell University; Ph.D. , University of Pittsburgh
Graduate Catalog 1998-99
107
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~James 0 . Carter. (1990) As i tant Professor, Communication
~Studies. B.A. , Marshall Univer ity; M.A. , Ohi o University
§Richard Cavasina. ( 1992) Associate Profe sor, P ychology,
UB.S., Duquense University; M.S ., Duquesne Univer ity ;
~Ph.D ., West Virginia University
~Ronald A. Christ. (1970) Professor, Elementary Education.
B.S., University of Pittsburgh; M.Ed., Univer ity of Pittsburgh; Ed.D., Pennsylvania State University
Edward J. Chute. (1990) Director of Honor Program,
Professor, English. B.A., St. Vincent College; M.A., University of Minnesota; Ph.D., University of Minnesota.
Pamela B. Cignetti (1990) Professor, Elementary Education;
Director, Reading Clinic. B.S ., California U niver ity of
Pennsylvania; M.Ed., California University of Pennsylvan ia ;
Ed.D , University of Pittsburgh
Elwin Dicker on. (1989) Profes or and Assistant Chair,
Elementary Education. B.S. , California University of
Pennsylvania; M.S., California University of Pennsylvania;
Ed.D., West Virginia Univer ity
Robert F. Dickie. (1966) Profe sor, Special Education. B.S.,
Bridgewater State College; M .A. , Michigan State University ;
Ed.D., Michigan State University
Robert W. Dillon, Sr. (1970) Professor, English. A.B. ,
Fairfield University; M.A. , Ohio University; Ph.D., Ohio
University
Gail S. Ditkoff. (1986) Professor, Psychology. B.A. , State
University of New York at Binghamton ; M.S., State University of New York at Albany ; Ph.D. , State University of New
York at Albany
Debra M. Clingerman. (1984) Associate Profe or, Business
and Economics. B.A., California University of Pennsylvania;
M.B.A., West Virginia University
Dilawar Mumby Edward . ( 1972) Professor, Educational
Studies. I.Sc ., St. Aloysiu ' College, Jabalpur, India; B.E.
(Hons.), Govt. Engineering College, Jabalpur, India; M.E.(I),
Indian Institute of Science, Bangalore, India; M.Sc. in Ed. ,
Indiana University ; Ph .D., Indiana University
Ismail Cole. (1984) Professor, Business and Economics.
B.A. , Harvard College; M.A. , Tufts Univer ity; Ph.D. ,
University of Pittsburgh
R. Michael Feldman. ( 1969) Professor, Communication
Disorders. B.A. , University of Pittsburgh; M .A., University
of Iowa; Ph.D., Northwestern University; CCC Audiology
Donald J. Conte. (1968) Associate Professor, Earth Sciences.
B.S., California University of Pennsylvania; M.A ., Indiana
University of Pennsylvania; M.S. , California University of
Pennsylvania
Audrey-Beth Fitch. (1995) Assistant Professor, History. B.A.,
University of Calgary; M.A. , University of Toronto ; Ph.D.,
University of Glasgow
Joni L. Cramer-Roh. (1991) Assistant Professor, Health and
Sport Science. B.S., West Virginia University; M.A., University of North Carolina at Chapel Hill; A.TC.
Rick Allen Cumings. (1992) Associate Professor, Communication Studies. B.A., University of Illinoi s; B.A. , Moody
Bible Institute; M.A. , Marquette University; Ph.D. , Penn ylvania State University
Robert David. (1998) Associate Professor, Elementary
Education. B.S ., California University of Penn sy lvania;
M .Ed., California University of Pennsylvania; Ph.D.,
University of Pittsburgh
Bernard J. DeFilippo. (1990) Associate Professor, English.
B.S., California University of Pennsylvania; M .A., California
University of Pennsylvania; D.A., Carnegie Mellon University
Anette M. DeNardo. (1985) Professor, Mathematics and
Computer Science. B.S., California University of Pennsylvania; M .Ed. , California University of Pennsylvania; Ed.D.,
West Virginia University
108
California University of Pennsylvania
Sylvia L. Foil. (1990) Associate Professor and Director of
Television Studio, Communication Studies. B.S.S., Northwestern University ; M.A. , Northwestern University; Ph.D. ,
Northwestern University
J. K. Folmar. (1969) Professor, History. B.A. , Samford
University; M .A., Birmingham-Southern College; Ph.D. ,
University of Alabama (Tuscaloosa)
icholas S. Ford. (1992) Associate Professor, Mathematics
and Computer Science. B.S. , Michigan State University ;
M.S., West Virginia University; Ph.D., Michigan State
University
John S. Gibson, Jr. (1967) Associate Professor, Mathematics
and Computer Science. B.A., Washington and Jefferson
College; M.A., Michigan State University
Lizbeth A. Gillette. ( 1986) Professor, Educational Studies.
B.S., Carnegie Mellon University; M.Ed. , University of
Pittsburgh; M.Pub.Mgmt. , Carnegie Mellon University;
Ed.D ., University of Pittsburgh
Charles A. Gismondi . (1969) Associate Professor, Communication Disorders; B.S., California University of Pennsylva-
nia; M.S. , West Virginia University; CCC Speech Pathology
William M. Giuliano. (1998) Assistant Professor, Biological
and Environmental Sciences. B.S., University of New
Hampshire; M.S., Eastern Kentucky University; Ph.D., Texas
Tech University
Jack D. Goodstein . (1967) Professor, English. B.A., Queens
College; M.A., New York University; Ph.D. , New York
University
William A. Gustin. ( 1988) Associate Professor, Earth
Sciences. B.S., Indiana State University; M.A., Indi ana State
University
Judith I. Hall. (1984) Associate Professor, Mathematics and
Computer Science. B.S., University of Pennsylvania; M.S.,
University of Pittsburgh
John M . Hanchin. (1967) Professor, English. B.A. , Duquesne
University; M.Ed. , California University of Pennsylvania;
Ph.D. , Indiana University of Pennsylvania
Patricia L. Hartman. (1989) Professor, English; Director,
Women 's Studies. B.A., Abilene Christian University;
M.A.T., Johns Hopkins University; M.A., Ohio University;
Ph.D., Ohio University
Wilburn Hayden, Jr. (1998) Associate Professor, Social
Work. B.A., St. Andrews College; M.S.W., University of
North Carolina; Ph.D., University of Toronto
Joseph C. Heim. (1990) Associate Professor, Social 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
Richard James Helldobler. (1988) Associate Professor and
Chair, Theatre. B.B.A., University of Toledo; M.A., Bowling
Green State University, Ph.D. , Bowling Green State University
William Hendricks. (1990) Professor and Director of
Composition Program, English. B.A., Case Western Reserve
University ; M.A., University of Pittsburgh; Ph.D., University
of Pittsburgh
Nancy Hepting. ( 1997) Associate Professor, Communication
Disorders. B.S., Clarion University; 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
Karla A. Hoffman. (1990) Professor, Mathematics and
Computer Science. B.S. , Towson State University; M.Ed.,
University of Massachusetts; CAGS University of Massachusetts
Larry D. Horath. (1990) Associate Professor, Applied
Engineering and Technology. B.S., Eastern Illinois University; M .S., Eastern Illinois University; Ph.D. , Texas A&M
University
Rene L. Horath. (1989) Professor, Applied Engineering and
Technology. B.S ., Peru State College; M.S., Texas A&M
University; Ph.D., Texas A&M 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.
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
Madelon Jacoba. (1988) Professor, English. B.A., Albion
College; M.A. , Purdue University; Ph.D., Purdue University
Kirk R. John. (1990) Associate Professor, Psychology. B.A.,
California University of Pennsylvania; M .Ed., Indiana
University of Pennsylvania ; Ed.D., Indiana University of
Pennsylvania; NCSP; Pennsylvania Certified School Psychologist; Pennsy lvania Licensed Psychologi st
David T. Jones. (1985) Associate Professor, Business and
Economics. B.S., Waynesburg College; M.S., West Virginia
University; C.P.A.
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. Kani s. (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 and Sport
Science. B.S., University of Connecticut; M .S ., University of
Southern Maine; P.T. ; A.T.C. ; Ed.D., West Virginia University
Gary W. Kennedy. ( 1962) Professor, Elementary Education.
B.S., California University of Pennsylvania; M .A., West
Virginia University; Ph.D., University of Pittsburgh
Graduate Catalog 1998-99
109
~ William
G. Kimmel. (1976) Professor, Biological and
~Environmental Sciences. B.A., Wilkes College; M.S. ,
~Pennsylvania State University; Ph.D., Pennsy lvania State
~ University
Virginia Majewski. ( 1991 ) Assistant Professor and Chair,
Social Work and Gerontology. Ph.D. , University of Pittsburgh
~Stanley A. Komacek. ( 1987) Professor, Applied Engineering
~and Technology. B.S. , California University of Pennsylvania;
M.Ed., Miami University; Ed.D., West Virginia University
F. Mel Madden. (1976) Professor, Social Work and Gerontology. S.T.B ., St. Anthony-on-the Hudson (w ith Catholic
University) ; M.A., Montclair State College; Ed.D., University of North Dakota
Robert J. Kopko. ( 1979) Associate Professor, Busi ness and
Economics. B.S., Elon College; M.S. , Pennsylvania State
University ; C.P.A.
Sean C. Madden. (1989) Professor and Chair, Hi story. B.A.,
Xavier University; M .A., University of Notre Dame; D.A. ,
Carnegie Mellon University
Robert A. Korcheck. (I 967) Professor, Engli h. B.A. , St.
Bonaventure University; M.A ., West Virginia University;
Ph.D., West Virginia University
J. Gregory Martin. (1969) Professor, Elementary Education .
B.A., Miami University; M.A.T., Cornell University; Ph.D. ,
Cornell University
Paul L. Lancaster. ( 1969) Associate Professor and Chair,
Special Education. B.S., California University of Pennsylvania; M.S ., California University of Pennsylvania
Elizabeth Mason. (I 987) Profes or and Chair, Psychology ;
Supervisor, School Psychology Clinic. B.S., Indiana University of Pennsylvania; M.Ed. , Indiana University of Pennsy lvania; Ph.D., Ball State University ; NCSP ; Pennsylvania
Certified School Psychologi st; Licensed Psychologist
Frederick S. Lapisardi. (1968) Professor, English. A.B.,
Niagara University ; M.A. , Niagara University ; Ph.D. , New
York University
Regis Lazor. ( 1972) Associate Professor, Special Education.
B.S., California University of Pennsylvania; M.Ed. , University of Delaware
Karen L. LeMasters. (1986) Professor, Busine sand Economics. B.S. , West Virginia University; M.B.A., West
Virginia University ; Ph.D. , University of Pittsburgh
Robert T. Little. (1970) Professor, Mathematics and Computer Science. B.S., California University of Pennsylvania;
M.Ed. , California University of Pennsy lvania; Ed.D., West
Virginia University
Sam P. Lonich. (1989) Assistant Professor, Psychology. B.S.,
California University of Pennsylvania; M.S., California
University of Pennsy lvania; Pennsylvania Certified School
Psychologist, Licensed Psychologi st
John H. Lucy. (1972) Professor, Applied Engineering and
Technology. B.S ., California University of Pennsylvania;
M.A. , West Virginia University; Ph.D., The Ohio State
University
Andrew J. Machusko. (1970) Professor and Chair, Mathematics and Computer Science. B.S., California University
of Pennsylvania; M.A. , University of Georgia; Ph.D.,
University of Georgia
110
California University of Pennsylvania
Anthony P. McGrew. ( 1968) Associate Professor, Earth
Sciences. B.S., Brigham Young University; M.A., Brigham
Young University
Phyllis S. Mcilwain. (1969) Professor, Elementary Education. B.S. , Slippery Rock University of Pennsy lvania; M .Ed.,
Indiana University of Pennsylvania; Ph.D. , University of
Pittsburgh
Beverly J. Melenyzer. (1991) Professor, Elementary Education. B.S., California University of Pennsy lvania; M.Ed.,
California University of Pennsy lvani a; Ed.D. , Indiana
University of Pennsylvani a
Edward Mendola. (1989) Assistant Professor, Business and
Economics. M.S., Waynesburg College; M.S., Robert Morri s
College; C.P.A.
Ronald L. Michael. (1969) Professor, Social Science. B.S.,
Jamestown College; M.A. , University of North Dakota;
Ed.D. , Ball State University
Patricia Milford. ( 1989) Associate Professor, Communication
Studies. B.A ., George Mason University ; M .A., Eastern
Michigan University; Ph.D., Pennsylvania State University
C. AIJan Miller. ( 1976) Professor, Biological and Environmental Sciences. B.S., Buena Vista College; M .A., Mankato
State College; Ph.D., North Dakota State University
Patrick L. MilJer. (1967) Assistant Professor, Communication
Studies. B.S ., Dickinson State University; M.A ., Colorado
State University
Susan J. Mongell. ( 1990) Associate Professor, Business and
Economics. B.A., Seton Hill College; M.A. , University of
Pittsburgh; Ph.D., University of Pittsburgh
Thomas C. Moon. (l 969) Professor, Biological and Environmental Sciences. B.A., Kalamazoo College; M.A.T. , Oberlin
College; Ph .D., Mi chigan State University
Lawrence L. Moses. ( 1969) Professor and Chair, Earth
Sciences. B.S ., Edinboro University of Pennsy lvania; M.Ed .,
Pennsylvania State Uni vers ity; Ph.D. , University of Pittsburgh
Ben A. Mule. (1972) Assoc iate Professor, Special Education.
B.S., State University of New York at Geneseo; M.Ed. ,
University of Rochester
William M. Murdick. (1969) Professor, English. B.A. , State
University of New York; M.F.A., University oflowa; Ph.D.,
Indiana University of Pennsylvania
Pratul C. Pathak. (1990) Professor. English. B.A. , University
of Delhi, India; M.A. , University of Delhi, India; L.L.B. ,
University of Delhi, India; M .A., University of WisconsinMilwaukee; Ph.D. , University of Wisconsin- Milwaukee
Brian K. Paul son. ( 1989) Associate Professor and Assistant
Chair, Biological and Environmental Science. B.A.,
Gustavus Adolphus College; M.S., Michigan Technological
University; Ph.D., University of Oklahoma
Joseph E. Pecosh. (1967) Professor, Applied Engineering and
Technology. B.S. , California University of Pennsy lvania;
M.A., West Virginia University; Ph.D., University of
Pittsburgh
William J. Procasky. (1965) Professor, Earth Sciences. B.S.,
California University of Pennsylvania; M.A. , University of
Nebraska; Ph.D. , University of Pittsburgh
Anthony S. Pyzdrowski . (l 990) Professor, Mathematics and
Computer Science. A.S. , Pennsylvania State University ; B.S.,
West Virginia University ; M.S. , West Virginia University;
Ph.D. , West Virginia University; E.I.T.
Richard R. Ne mec. (1967) Associate Professor, Communication Disorders. B.S ., California University of Pennsylvania;
M.S. , West Virginia University; CCC Speech Pathology
Clyde A. Roberts. ( 1992) Associate Professor and Assistant
Chair, Business and Economics. B.S., Marshall University;
M.B .A. , Marshall University; D.D.A., University of Kentucky
Diane H. Nettles. (1989) Professor, Elementary Education.
B.A., University of South Florida; M.A. , University of South
Florida; Ph.D. , University of South Florida
Horace S. Rockwood, III. ( 1969) Professor, English. A.B.,
Boston University; M.A. , University of Michigan ; Ph.D.,
University of Michigan
George D. Novak. ( I 959) Associate Professor, Mathematics
and Computer Science. B.S., California University of
Pennsylvania; M.Litt. , University of Pittsburgh
Lawrence D. Romboski. (1969) Professor, Mathematics and
Computer Science. B.A. , Washington and Jefferson College;
M.A. , Rutgers University ; M .S., Rutgers University; Ph.D. ,
Rutgers University
Mark L. Nowak. (1985) Professor, Applied Engineering and
Technology. B.S ., University of Wi sconsin, Stout; M .S.,
Texas A&M University; Ed .D. , Texas A&M University ;
C.P.R.
Mahmood A. K. Omarzai. (1979) Professor, Business and
Economics. B.A., YD. College, India; M.A. , Karachi
University, Pakistan; M .A., Indiana University; Ph.D. ,
Indiana University
Young J. Park. (1977) Professor, Business and Economics.
B.P.A., Korea University; M.A., Temple University; Ph.D.,
Temple University
William G. Parnell. (1968) Professor and Chair, Counselor
Education and Services. B.S ., California University of
Pennsylvania; M .A., Eastern Michigan University; Ed.D.,
West Virginia University
John Rybczyk (1997) Assistant Professor. Biological and
Environmental Sciences. B.S., Michigan State University ;
M.S ., Eastern Michigan University; Ph.D. , Louisiana State
University
Anthony J. Saludis. (1969) Professor, Elementary Education .
B.S ., Duquesne University; M .Ed., Duquesne University ;
Ph.D. , University of Pittsburgh
Joseph A. Sanfilippo. (1965) Professor, Applied Engineering
~
and Technology. B.S., California University of Pennsylvania ; M .S., Ball State University; Ed.D., West Virginia
,,......
University
n
~
Elwyn M. Schmidt. (1966) Assoc iate Professor, Mathematics
and Computer Science. B.S., Pennsylvania State University; ~
M.S ., West Virginia University
~
Graduate Catalog 1998-99
111
~Li sa M . Schwerdt. (1990) Associate Professor, Engljsh. B.S.,
~Florida International Uni versity; B.A. , Florida International
~ University; M.A. , Purdue University; Ph.D., Purdue Univer~ sity
Marc A. Sylvester. ( I 973) Professor, Biological and Environmental Sciences. B.A. , Washington and Jefferson College;
M.S ., West Virginia Unjver ity; Ph.D. , West Virginia University
~Richard D. Scott. (1971 ) Professor, Psychology. B.A.,
~Pennsylvania State University; M.S ., University of Massachusetts; Ph .D., University of Tennessee
James Syphers. (1993) Assistant Professor, Social Work and
Gerontology. B.A., Unjversity of New Hampshire; M.S.W. ,
University of Pittsburgh; Ph.D., Walden University
Loui se E. Serafin. (199 l) Associate Professor, Business and
Economics. B.S., California University of Pennsylvanja;
E.M.B .A. , University of Pittsburgh; Ph.D.
P. Ronald Tarullo. ( 1978) Professo r, Business and Economics. B.A., Marietta College; M.A. , University of Pittsburgh;
Ph.D. , University of Pittsburgh
Caryl Sheffield. (1991) Professor, Elementary Education.
B.S., California University of Pennsylvania; M.Ed. , Slippery
Rock University; Ph.D., University of Pittsburgh
Virginia Rider Valentino. (1994) Associate Professor,
Mathematics and Computer Science. B.A., West Virginja
University ; M.S ., West Virgini a University; Ed.D., West
Virginia University
John W. Shirnkanin. (1990) Professor, Elementary Education . B.S., Moravian College; M.S. , Clarion University of
Pennsy lvania; Ph.D. , Penn State University
Sylvia E. Sholar. (1995) Assistant Professor, Communication
Studies. B.A., Georgia Southern Uni versity; M.A., University of Georgia; Ph.D. , Temple University
John S. Skocik, Jr. (1967) Associate Professor, Mathematics
and Computer Science. B.S., Ca]jfornia University of
Pennsylvania; M .S., West Virginia Unjversity
Nancy H. Skocik. ( 1990) Associate Professor, Mathematics
and Computer Science. B.S., California University of
Pennsy lvania; M.Ed., California University of Pennsylvania
Michael D. Slaven. (1995) Associate Professor, History.
B.A., West Virginia University; M.A. , West Virgini a Unjversity; Ph.D., West Virginia University
Michael J. Slavin. (1989) Associate Professor, Theatre. B.S.,
California University of Pennslvania; M.A. , West Virginia
Unjversity; Ph.D., Bowling Green State Unjversity.
Madeline C. Smith. (1990) Associate Professo r and Assistant
Chair, English. B.A ., Mt. St. Mary College; M.A., SUNYNew Paltz; Ph.D., West Virginja Unjversity
Jannene MacIntyre-Southworth. ( 1988) Professo r, Elementary Education. B.S ., Ball State University; M.A., Ball State
University; Ed.D ., University of Pittsburgh
Margaret A. Spratt. (I 988) Associate Professor, History.
B.A., Transylvania University; M.A ., Duke University;
Ph.D., University of Kentucky
Dennis C. Sweeney. ( 1991 ) Associate Professor, Psychology.
B.S., University of North Carolina; M.A., Bowling Green
State University; Ph.D., Bowling Green State Unjversity
112
California University of Pennsy lvania
John R. Vargo. (1970) Associate Professor, Elementary
Education. B.S., California Uni versity of Pennsylvania;
M.A., West Virginia University
Robert A Vargo. (1984) Professor, Earth Sciences. B.S .,
Californi a Unjversity of Pennsylvanja; M.S ., Syracuse
University; Ph.D. , Syracuse University
Carole A. Waterhouse. ( 1986) Associate Professor, English.
B.A., University of Pittsburgh; M.F.A. , University of
Pittsburgh; Ph.D., Ohio Uni versity
Thomas Wilkinson. ( 1991 ) Adjunct Associate Professor,
Educational Studies; Coordinator, Program fo r
Superintendent's Letter of Eligibility. B.S., California
University of Pennsylvania; M.A ., West Virginia University;
Ph.D., University of Pittsburgh
Paul D. Williams. ( 1986) Professo r and Director of Math
Lab, Mathematics and Computer Science. B.S. , California
University of Pennsylvanja; M .S., Clarkson University;
Ed.D. , University of Pittsburgh
Sylvia S. Willjams. (1965) Associate Professor, Psychology;
Coordinator, Graduate Program; Director, School Psychology Clinic. B.A., Pennsy lvania State University; M.A., West
Virginia University; Pennsylvania Certified School Psychologist; Licensed Psychologist; NCSP
Beverly Willison. (1978) Professor, Social Work and
Gerontology. B.A. , Duquesne University; M .S.W., University
of Pittsburgh ; Ed.D. , West Virginia University; N.C.C. ,
L.S .W. , A.C.S.W.
James Wood . (1987) Professor, Social Science. B.A.,
Colorado State Uni versity; M.A., Arizona State University;
Ph.D., Arizona State University
Richard M. Wyman. (1992) Professor and Chair, Elementary
Education. B.A., Franklin and Marshall College; M.Ed.,
Tufts University; Ed.D., University of Washington
William A. Yahner. (1989) Associate Professor and Coordinator, Writing Center, English. B.S, Edinboro University of
PA; M.A., Edinboro University of PA; Ph.D., Indiana
University of PA
Mohamed Yamba. ( 1989) Assistant Professor, Social
Science. B.A., University of Ghana; M.A.I.A. , Ohio University; M.A., Ohio University; Ph.D., University of Pittsburgh
Albert E. Yates. (1964) Associate Professor and Chair,
Communication Di sorders. B.S ., California University of
Pennsylvania; M.A., West Virginia University; CCC Speech
Pathology
George Yochum. (1989) Associate Professor, Communication
Studies. B.A., University of Pittsburgh; M.A. , University of
Pittsburgh ; Ph.D., University of Pittsburgh
Jerzy Zderkowski. (1992) Associate Professor, Business and
Economics. B.A., Krakow; M.B.A., Krakow ; M.B .A.,
University of Pitsburgh
Edwin M. Zuchelkowski. (1985) Professor, Biological and
Environmental Sciences. B.S., California University of
Pennsylvania; Ph.D., West Virginia University
Graduate Catalog 1998-99
113
Where is California University of Pennsylvania?
California Unjversjty of Pennsylvarua is nestled in a bend of the Monongahela River in Washington County.
Located just 30 rrules south of Pittsburgh, the campus contains 38 bui ldings on 80 acres . The 104-acre Roadman Park,
located 1 rrule 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 of Interstate 79.
How to get to California Uruversity of Pennsylvania
Regional Map
Local Area Map
Campus Map
Cal U Southpointe Center Map
Driving Directions to Cal U
114
California Uruversity of Pennsylvania
Cal U Southpointe Center
Located in the Bailey Engineers II Building, just off 1-79 in the Southpointe Technology Center
to Pittsburgh
t
North
Southpointe
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Golf Course
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Follow 1-79 to Exit lOA, follow Southpointe Blvd. to the second intersection of
Technology Drive and tum right.
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Southpointe Center
135 Technology Drive
Canonsburg, PA 15317
724-873-27 60
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Southpointe
Center
to Exit 1O
to Washington
Graduate Catalog 1998-99
115
CAMPUS MAP
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116
California University of Pennsylvania
BUILDING
1. Azorsky Administration Building
2. Frich Biological Science Bldg. (BSC)
3. Carter - Black Culture Center
4. Coover Hall (COO)
5. Dixon Hall (DIX)
6. Gallagher Dining Hall
7. Hamer Hall (HAM)
8. Downey-Garofalo Health Services Bldg.
Student Growth and Development Center
9. Herron Fitness Center (HER)
10. Industrial Arts Building (IAR)
11. Keystone Education (EDU)
12. Morgan Leaming and Research Center (LRC)
13. Main Hall (MAI)
14. Manderino Library (LML)
15. Military Science Building
16. Natali Student Center
17. New Science Building (NSC)
18. Noss Annex
19. Noss Hall (NOS)
20. Public Safety
21. Reed Arts Center
22. South Hall
23. Steele Auditorium
24. Student Development Annex
25. Vulcan Hall
26. Duda World Culture Building (WCU)
27. Watkins Academic Building (WAC)
DIRECTORY
RESIDENCE HALLS
28. Binns Hall (Men's Dorm)
29. Longanecker Hall (Men's Dorm)
30. Stanley Hall (Women's Dorm)
31. Clyde Hall (Women's Dorm)
32. Johnson Hall (Cal Hall Honor 's Dorm)
33. McCloskey Hall (Men's Dorm)
OTHER BUILDINGS
34. Maintenance Building
35. Maintenance Building
36. Maintenance Building
PARKING AREAS
B - Faculty and Staff
C - Faculty and Staff
D - Faculty and Staff
E - Faculty and Staff
J - Faculty and Staff
L - Faculty and Staff
M- Faculty and Staff
S - Student
X - Faculty and Staff
Graduate Catalog 1998-99
117
TENTATIVE ACADEMIC CALENDAR
1998-99
F all S emester 1998
Move-In Day for Residence Hall
Students
March 2
Last Day to Drop a Course or Withdraw from the University without
Academic or Financial Aid Penalty
August 31September 1
Orientation & Registration
March 15-20
Spring Break (no classes)
September 2
Classes Begin
March 23
Last Day for Fee Adjustments for
Returning Students
August 31September 5
Add Period
March 30
Last Day for Fee Adjustments for
New Students
September 7
Labor Day (no classes)
April 2-3
Easter Break (no classes)
April 16
Last Day to Drop a Course or Withdraw from the University
May 8
Semester Ends
May 8
Commencement
May 10
Grades Due from Faculty
August 30
Last Day to Drop a Course or Withdraw from the University without
Academic or Financial Aid Penalty
October 6
Last Day for Fee Adjustments for
Returning Students
October 20
Last Day for Fee Adjustments for
New Students
October 27
November 24
Last Day to Drop a Course or Withdraw from the University
November 25-29
Thanksgiving Break (no classes)
December 19
Semester Ends
December 21
Grades Due From Faculty
Spring Semester 1999
January 17
Orientation
January 18-19
Orientation & Registration
January 20
Classes Begin
January 18-23
Add Period
118
California University of Pennsylvania
Summer S essions 1999
May 10
May Session Classes Begin
May 31
Memorial Day (no classes)
June 7
First Five Week/fen Week Summer
Sessions Begin
July 5
Fourth of July Holiday (no classes)
July 10
First Five Week Summer Sessions End
July 12
Second Five Week Summer Sessions
Begin
August 14
Second Five Week/fen Week Summer
Sessions End
INDEX
Absences ....................... .. ......... ................... .. ................... 26
Academic Calendar .................. ... .......................... ....... ... 118
Academic Policies ........................................................... 26
Accounting Courses (ACC) ...................... .. ..................... 66
Administration Program for Principals ........................... 51
Asmini strative Program for Principals Courses ............. 6
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 cadidacy for a degree .......... .. ... ................................ 12
Alumni Association ............... ... ......... .................. .. .......... 97
Anthropology Courses (ANT) ..................................... .. .. 66
Approval for Degree .... .................................... ... .... ......... 15
Appeals .... ....... ................................................................. 10
---for exceptions to regulations ........................................ 10
---on grades .................................... ............................... ... 14
Applications and Schedules ................ .. ........................... 10
Assitantships ..... .. .. ....... .. ........................................ ...... .... 20
Athletic Training, Master of Science Degree in .......... .. .. 29
Audiology: See Communication Disorders .............. ..... .. 66
Biology Degree Programs .... .......... ... ..... .... .... .... .. ........... 30
Biology Courses (BIO) ............................................. ....... 67
Business Administration Degree Program .. ..................... 33
Business Management Courses (BUS) ......... .......... ..... .... 68
Industrial Management Courses (IMT) ................. .. ... 81
Cal-Card ................. .............. ................................. .......... IO I
Calendar, Academic ........ ................................................. 118
CARE Project .................................................................. 94
Career Services ........................... ................ .. ... .... ..... ....... 95
Candidacy ........................... .. .. ..... .... ................. .. ............. 12
Certification ...... .. ............ .............. ... .. ... ...................... ..... 11
Cheating and Plagiarism .................. ...... ......... .. ... .. .. .. ...... 13
Commencement .......... ..................................................... 16
Communication Degree Program ........ ......... ....... ............ 35
Communication Courses (CMG) .... .. .... ........................... 70
Communication Disorders .................. .... ............... ... ...... . 34
Communication Disorders Courses (CMD) .......... ......... . 69
Completion of Degree: time granted for ........ ..... .... ..... .. .. 14
Comprehensive Examinations ......................................... 14
Computer Center ........ .... ........ ......................................... 91
Computer Lab, Teacher Education ...... .. .. ... ........ ..... ........ 92
Computer Science Program ..... .............. .................. ... .... . 47
Computer Science Courses (CSC) ................................... 73
Conferring of Degrees .............................................. ....... 15
Confidentiality of Student Records ......................... .. ...... 27
Cooperative Education .......... ............. ...... ....................... 95
Counseling Services ........ .................... .......... ............ ...... 104
Counselor Education Degree Programs ........................... 36
Counselor Education Courses (CED) ..... ............... ..... .... . 68
Course Load ........................................ .......... .... ... ... ......... 12
Credit Options for the Master 's Degree
---application for ......................... ............... ............... ....... 15
---approval ..... .. ........... ................ ..... ......... .... ... ......... .. ..... 15
---when conferred .. .................. .. ..... .. ... .................... ........ 15
Disabled: services and parking for .......................... ........ 106
Disclosure of Student Records .... .... ...... .. ............ ... .. ....... 27
Drop/Add .............. ..................................... ..... ... ... ..... .... .. 13
Early Childhood Education Degree Program .................. 38
Early Childhood Courses(ECE) .......... .. .......................... 75
Earth Science Degree Program ......................... ..... .......... 40
Earth Science Courses (EAS) ................................ ... ....... 73
Economics Courses(ECO) ............................................... 76
Elementary Education Degree Program ........ .. ................ 43
Elementary Education Courses (EDE) .... ........... ............. 75
English Degree Programs ............ .................................... 45
English Courses (ENG) ....................... .... ........ ..... ........... 76
English Dept. Computer Center (EDCC) ........... ............. 92
Equality of Opportunity ...... .. ........... ................................ 2
Faculty ....... ........... .... .......... .......... ...... .... .................. .... ... 107
Fees ........ ... ............ ........ ........................................... ........ 16
Financial Aid ......... ........ .. ...... ... ...... ....... ................. .... .... . 18
Finance Courses (FIN) .................... ......................... ....... 79
General Education Courses (GEE) .................................. 87
Geography and Regional Planning
Degree Programs ...... ..... .. ........................ ... .. .............. 41
Geography Courses (GEO) ............................ ..... ............. 79
Goals .... ... .... ... .... .. ....... ... ............... ...... ... ...... ...... ... .. ........ . 6
Grade Appeal ........ ............................ .................... .. ....... .. 14
Grading System ............ .................................. ...... .. ......... 13
Graduate Assistantships .... ........................ .. .......... .. ..... .... 20
Graduate Credit for Seniors ............................. ............. ... 15
Guidance Programs: See Counselor Education ............... 68
Health Center .......................................................... ......... 104
History Courses (HIS) .............. ... .. ......... .. ....................... 81
Housing ............................. ............. .......... ..... ............... .... 99
International Students ...................................................... 9
Library .... ...... .. .... .... ..... ......... ..... ........ ........ .. .. .... .............. 90
Mail, Rigistration by .. ...................................................... 10
Maps: Campus, California, Southpointe ..................... .. .. 114
Management: See Business Administration ............. ... .... 33
Management Courses (MGT) ...................... ............. ....... 81
Marketing Courses (MKT) .............. .. ........ .. ............ ........ 81
Graduate Catalog 1998-99
119
Mathematics Degree Programs ... ..... .. ..... ....... .... .. ... .... ..... 47
Mathematics Courses (GMA) ....... .... ... ........ .... .... ............ 80
Mathematics Lab ..... .. ........ ..... ..... ...... .... ...... ... ................. 93
Multimedia Technology Certificate Program ... ........ .. ..... 64
Multimedia Technology Courses (MMT) ... ... ... ........ .. .. ... 82
Objectives ............... ... .... ........ .................. ... ..... .... ............ 6
Payment of Fees .... ........ ...... .... .... ... ... ...... .... ... ...... .. ..... .... 17
PA Certification for Teaching: See
Certification ........................... ..... .. .............................. 1I
Plagiarism ... ............... .............. .. .. .................................... 13
Political Science Courses (POS) .. ......................... ...... .... 82
Profess ional Education Courses (EDP) .................... ....... 88
Psychology Degree and Certification Programs:
See School Psychology Programs .......... ................. ... 57
Psychology Course (PSY) ...................... .. ............... ...... .. 82
Public Safety ............................... .. .............. ...... ............... 96
Reading Clinic .. .. .............................. ..... ........................ .. 93
Readi ng, Master of Education .................... ... ........ .......... 53
Reading Specialjst Certification Program .... ......... .. .. ...... 53
Reading Specialist Courses (RSP) ............... .. .......... ...... .. 84
Reading Supervisor Courses (RSU) ........ ..... .................. . 84
Refund of Fees ..... ....... .... .. ......................... .. ........ ............ 17
Registration, By Mail or in Person ........................ .. .. ...... 10
Regul ations, responsibility fo r ................................... ...... I 0
Research Courses (RES) .................... .. ................ ... .... ..... 84
"Residency" Requirement ........................................ ...... . 12
School Psychologi st Degree Program .... .................... ... .. 57
School Psychologist Supervisory Program .................. ... 57
School Psychologist Courses:
See Psychology Courses (PSY) ........... ....................... 82
Social Science Degree Program .... .... .. ...... ... ................... 55
Social Science Courses (SOS) .................................. ....... 85
Social Work Degree Program ............................. .... ......... 59
Social Work Courses (SWK) .... ................... ............. ....... 85
Srecial Education Degree Programs ................................ 60
Special Education Courses (ESP) .................................... 78
Special Grades .... ............ ........ .................. .................. ..... 22
Style Manuals ................ .... .................. ...... ... ............ ... .. .. 10
Student Access Center Computer Lab ....... .. .......... ..... ... .. 92
Superintendent's Letter of Eligibility,
Certification Program .... ..... ........................... ............. 62
Superintendent's Letter of Eligibility
Courses (SLE) .............................................. .... .......... 84
Teacher Education Computer Lab ................................... 92
Technology Education Courses (TED) ...... .. ................ .. .. 86
Technology Education Degree Program .......................... 63
Technology Education Supervision Certificate ........ ... ... . 63
Time Limit ...... ..... .. ..... ... ..... ... ...... ............... ........... ....... ... 14
120
Califo rnia Uruversity of Pennsylvarua
Transcripts ......... .... ... ......... ....... ........ .. .. ........ .......... .... ..... 11
Tuition ... .... ........ ....... ..... ..... .. ..... ....... .. .................... ......... 16
Undergraduate Enrollment for Graduate Credit ............ .. 15
University Advancement ..... ........... ... .. ................... ..... .... 97
University: Some History ........ ....... .. .............. .. ... .. .......... 7
University Fees ......... ............ ........................... .. ... .. .. ....... 11
Veterans Affairs ................................... ... .......... .... .......... . 106
Vulcat .... .... .......... ..... ......... .......... .... .. ............... ....... ......... 90
Withdrawals: From Some or All Courses .... .... ........... ..... 13
Withdrawal s: Administrative .................................... .. .... . 13
Withdrawals: Refunds ...... .... ........... .......... .......... .... ... ..... 17
Women 's Center .. ................. .... .. ................................. .. .. 106
Writing Center ....................... ...................... .. .... .. ...... ...... 93
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CALIFORNIA UNIVERSI1Y OF PA
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School of Graduate Studies, Box 91
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California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
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California University of Pennsylvania
250 University Avenue
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California
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phone: 724.93~.4187
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