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Wed, 03/20/2024 - 15:56
Edited Text
EUP reserves the right to repeal, change, or amend the policies, regulations, and courses contained in this
catalogue at any time. Tuition and fees are also subject to change.
Press date: August 2011
Rev. 7-28-11
Table of Contents
COMMUNICATIONS DIRECTORY ......................................................................................................................................... - 5 GRADUATE PROGRAM HEADS ............................................................................................................................................ - 5 EDINBORO AT A GLANCE .................................................................................................................................................... - 6 GRADUATE PROGRAMS OFFERED....................................................................................................................................... - 7 EDINBORO UNIVERSITY OF PENNSYLVANIA ....................................................................................................................... - 8 ADMISSION POLICIES AND PROCEDURES ......................................................................................................................... - 10 FINANCES .......................................................................................................................................................................... - 13 ACADEMIC STANDARDS AND POLICIES............................................................................................................................. - 18 Academic Resources, Services and Special Programs....................................................................................................... - 24 Student Affairs .................................................................................................................................................................. - 26 MASTER OF ARTS IN ART................................................................................................................................................... - 31 MASTER OF FINE ARTS ...................................................................................................................................................... - 33 MASTER OF SCIENCE IN BIOLOGY ..................................................................................................................................... - 35 MASTER OF ARTS IN COMMUNICATION STUDIES ............................................................................................................ - 37 GRADUATE CERTIFICATE IN CONFLICT MANAGEMENT .................................................................................................... - 39 MASTER OF ART IN COUNSELING ..................................................................................................................................... - 40 MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION .......................................................................................... - 44 MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP ................................................................................................. - 45 PA PRINCIPAL CERTIFICATION (K-12) ................................................................................................................................ - 45 PA SUPERVISOR OF SPECIAL EDUCATION CERTIFICATION................................................................................................ - 46 PA LETTER OF ELIGIBILITY FOR SUPERINTENDENTS.......................................................................................................... - 47 MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY ............................................................................................... - 49 MASTER OF EDUCATION IN MIDDLE & SECONDARY INSTRUCTION ................................................................................. - 51 MASTER OF SCIENCE IN NURSING .................................................................................................................................... - 53 Post Master’s Family Nurse Practitioner Certificate ......................................................................................................... - 54 Post Master’s Certificate in Nursing Education ................................................................................................................ - 54 PALLIATIVE AND END OF LIFE CARE CERTIFICATE ............................................................................................................. - 54 MASTER OF EDUCATION IN READING ............................................................................................................................... - 56 MASTER OF SCIENCE EDUCATIONAL SPECIALIST IN SCHOOL PSYCHOLOGY..................................................................... - 58 MASTER OF ARTS IN SOCIAL SCIENCES ............................................................................................................................. - 60 MASTER OF SOCIAL WORK ................................................................................................................................................ - 61 MASTER OF EDUCATION IN SPECIAL EDUCATION ............................................................................................................ - 63 MASTER OF ARTS IN SPEECH-LANGUAGE PATHOLOGY .................................................................................................... - 64 GRADUATE COURSE DESCRIPTIONS.................................................................................................................................. - 66 -
University Calendar
2011-2012
Fall Semester
Classes Begin
Monday August 29, 2011
Last day for potential December graduates to
submit graduation card
Last day to drop a class on SCOTS
Friday, September 2, 2011
Last day to totally withdraw with 100% tuition
adjustment
Labor Day Holiday (no classes)
Saturday, September 3, 2011
Reading Day (no classes)
Tuesday, October 11, 2011
Thanksgiving Break Begins (at close of classes)
Thanksgiving Break Ends
Tuesday, November 22, 2011
Monday, November 28, 2011
Last Day of Classes
Friday, December 9, 2011
Exam Period Begins
Monday, December 12, 2011
Semester Ends
Saturday, December 17, 2011
Commencement
Saturday, December 17, 2011
Saturday, September 3, 2011
Monday, September 5, 2011
Spring Semester
Classes Begin
Monday, January 23, 2012
Last day for potential May graduates to submit
graduation card
Friday, January 27, 2012
Last day to drop a class on SCOTS
Saturday, January 28, 2012
Last day to totally withdraw with 100% tuition
adjustment
Spring Break Begins (at close of classes)
Saturday, January 28, 2012
Spring Break Ends
Monday, March 19, 2012
Last Day of Classes
Friday, May 4, 2012
Final Exam Period Begins
Monday, May 7, 2012
Semester Ends
Saturday, May 12, 2012
Commencement
Saturday, May 12, 2012
Sunday, March 11, 2012
COMMUNICATIONS DIRECTORY
GRADUATE PROGRAM HEADS
University Switchboard ............................................ (814) 732-2000
Art - Professor Lee Rexrode
East Hall, 111
814-732-2309 / lrexrode@edinboro.edu
President ................................................................................732-2711
Executive Assistant to the President .................................... 732-2711
Provost and Vice President for Academic Affairs ............... 732-2729
Vice President for Financial Operations and
Administration ...................................................... 732-2585
Vice President for Student Affairs ....................................... 732-2313
Dean of Education ................................................................ 732-2752
Dean of College of Arts and Sciences ................................. 732-2477
Art Education – Dr. Penelope Orr
Doucette Hall G2-G
814-732-1684 / porr@edinboro.edu
Biology - Dr. Peter Lindeman
Cooper Hall, 110
814-732-2447 / plindeman@edinboro.edu
Academic Departments
Art ......................................................................................... 732-2406
Biology and Health Services ................................................ 732-2500
Business and Economics ...................................................... 732-2407
Chemistry .............................................................................. 732-2485
Communication and Media Studies ..................................... 732-2444
Early Childhood and Special Education .............................. 732-2750
Elementary, Middle and Secondary Education .................... 732-2830
English and Theatre Arts ...................................................... 732-2736
Foreign Languages ............................................................... 732-2416
Geosciences ...........................................................................732-2529
Health and Physical Education ............................................. 732-2502
History and Anthropology .................................................... 732-2575
Mathematics and Computer Science .................................... 732-2760
Music .................................................................................... 732-2555
Nursing ................................................................................. 732-2900
Organizational Studies .......................................................... 732-2407
Philosophy ............................................................................ 732-2490
Physics and Technology ....................................................... 732-2592
Political Science and Criminal Justice ................................. 732-2409
Psychology ............................................................................ 732-2774
Social Work ...........................................................................732-2013
Sociology .............................................................................. 732-2573
Speech, Language and Hearing Studies ............................... 732-2433
Communication Studies - Dr. Andrew Smith
Compton Hall, 202
814-732-2165 / arsmith@edinboro.edu
Counseling - Dr. Salene Cowher
Butterfield Hall, 314
814-732-1116 / scowher@edinboro.edu
Early Childhood Education - Dr. Maureen Walcavich
Miller Research Center, 130
814-732-2303 / mwalcavich@edinboro.edu
Educational Psychology - Dr. Edward Snyder
Butterfield Hall, 116
814-732-1099 / esnyder@edinboro.edu
Educational Leadership - Dr. Andrew Pushchak
Butterfield Hall, 324
814-732-1548 / apushchak@edinboro.edu
Middle & Secondary Instruction - Dr. Jo Ann Holtz
Miller Research Center, 04
814-732-2794 / jholtz@edinboro.edu
Other Offices
Nursing (MSN)
Admissions ........................................................................... 732-2761
Affirmative Action ............................................................... 732-2167
Alumni .................................................................................. 732-2715
Bookstore .............................................................................. 732-2456
Bursar’s Office ..................................................................... 732-3502
Center for Career Services ................................................... 732-2781
Continuing Education ........................................................... 836-1955
Dining Services ..................................................................... 732-2635
Edinboro University in Erie - The Porreco Center .. ........... 836-1955
Edinboro University in Meadville -The Buba Center. 1-800-337-7791
Financial Aid ........................................................................ 732-3500
Graduate Studies ................................................................... 732-2856
Health Center ........................................................................ 732-2743
International Student Services .............................................. 732-2770
Library ...................................................................................732-2273
Office for Adult Student Services ........................................ 732-2701
Office for Students with Disabilities .................................... 732-2462
Police .....................................................................................732-2921
Public Relations .................................................................... 732-1731
Records and Registration ...................................................... 732-3501
Residence Life and Housing ................................................ 732-2818
ROTC/Military Service ........................................................ 732-2562
Student Government ............................................................. 732-2910
Technology and Communications Center ............................ 732-2111
University Center .................................................................. 732-2842
Reading - Dr. Heather Kenny
Butterfield Hall, 122
814-732-1325 / Zhkenny@edinboro.edu
School Psychology - Dr. Joel Erion
Butterfield Hall, 117
814-732-2287 / jerion@edinboro.edu
Social Sciences - Dr. Ronald Spiller
Hendricks Hall, 119
814-732-2966 / rspiller@edinboro.edu
Social Work - Dr. Rosie Scaggs
Butterfield Hall, 230
814-732-1658 / rscaggs@edinboro.edu
Special Education - Dr. Jeanne Faieta
Miller Research Center, 8 Rm 3
814-732-2766 /
jfaieta@edinboro.edu
Speech/Language Pathology - Dr. Charlotte Molrine
Compton Hall, 115A
814-732-2432 / cmolrine@edinboro.edu
-5-
EDINBORO AT A GLANCE
Edinboro University of Pennsylvania, a multi-purpose institution of
higher learning, is one of the leading educational institutions in
western Pennsylvania. Located in the resort community of Edinboro,
the University is only 18 miles from Erie and within 100 miles of the
educational and major population centers of Buffalo, Cleveland and
Pittsburgh.
professional schools attended by recent Edinboro graduates are
American University, Berkeley, Eastman School of Music,
Georgetown University, Hershey Medical School and the
Massachusetts Institute of Technology. Edinboro graduates have
brought credit to the University in such positions as government
officials, legislators, federal agents, corporate executives and
administrators, and college presidents.
Edinboro University boasts 42 buildings on a spacious 585-acre
campus which includes a five-acre lake, open fields and woods, eight
on-campus residence halls for approximately 2, 500 students, and a
modern seven-story library with more than 480,000 bound volumes
and 1.3 million microform units. In addition, Edinboro University in
Erie - The Porreco Center consists of 27 acres and 11 buildings.
More than one-half of the faculty members at Edinboro University
have earned doctorates or the highest degree attainable in their field.
Many of them have been recognized nationally and internationally
for their outstanding research and scholarly accomplishments. In
addition, a number of faculty members have held state and national
leadership roles in their professional organizations. The studentfaculty ratio is 18:1.
The Office for Students with Disabilities administers support services
dedicated to enhancing the University’s commitment to equal
opportunity for students with disabilities. The University provides the
largest attendant care program of its kind in the Commonwealth of
Pennsylvania making Edinboro University a national leader in
services for students with severe disabilities. Edinboro’s students
with disabilities and many visitors benefit from a campus which is
very accessible, disability friendly, and which celebrates diversity.
Recognizing that classroom learning provides only part of a complete
education, Edinboro University provides off-campus internships in
businesses, industries and offices throughout the tri-state area.
Students have successfully completed internships with such
organizations as General Electric, the Cleveland Browns, CNN, Ford
Motor Company, Disney World, the American Cancer Society, and
the Pennsylvania House of Representatives.
There are more than 100 student-related clubs and organizations
which offer a wide variety of activities. Students are involved with
formal and informal dances, movies, skiing trips, fraternities,
sororities, etc. In addition, there are 16 choral and instrumental
musical groups open to students.
An international education program provides educational
opportunities for students from 40 other countries. Visiting scholars
from around the world serve as resource individuals for area schools,
businesses and industries, in addition to providing special lectures,
seminars and workshops for Edinboro students and faculty.
The Edinboro University Alumni Association has experienced
dramatic growth during the past several years and now has 40,000
members. The alumni have played a major role in fund-raising efforts
for student scholarships, and they continue to be some of the best
ambassadors for Edinboro University. Among the many graduate and
-6-
GRADUATE PROGRAMS OFFERED
COLLEGE OF ARTS & SCIENCES
Art
CERTIFICATION PROGRAMS
Elementary School Guidance Counselor*
Secondary School Guidance Counselor*
Principal K-12 Certification*/**
School Supervision – Special Education*/**
Superintendent/IU Director/ Letter of Eligibility*/**
School Psychology*
Post Master’s Licensure Preparation*
Rehabilitation
Community Counseling
Elementary and Secondary School
Master of Arts: Art
Master of Arts: Art Education**
Master of Fine Arts
Ceramics
Jewelry/Metalsmithing
Painting
Printmaking
Sculpture
History
Master of Arts Social Sciences
Anthropology
History
POST-BACCALAUREATE TEACHER
CERTIFICATION
Art Education
Biology
Chemistry
Comprehensive English
Earth/Space Science
Early Childhood Education
General Science
German
Health and Physical Education
Mathematics
Middle Level - English
Middle Level – Mathematics
Middle Level – Science
Middle Level – Social Studies
Middle Level – English and Mathematics
Middle Level – English and Science
Middle Level – Mathematics and Science
Middle Level – Mathematics and Social Studies
Middle Level – Science and Social Studies
Music
Physics
Social Studies
Spanish
Speech Language Impairment
Social Work
Master of Social Work**
Speech and Communication Studies
Master of Arts Communication Studies**
Master of Arts Speech/Language Pathology
Certificate in Conflict Management**
Biology and Health Services
Master of Science Biology
Nursing
Master of Science Nursing***
Family Nurse Practitioner
Nurse Educator
Certificate in Palliative and End of Life Care**
EDUCATION
Professional Studies
Master of Arts Counseling
Rehabilitation
Student Personnel
Elementary School
Secondary School
Community
Master of Education Educational Leadership**
Master of Education Reading**
Master of Education Educational Psychology**
Master of Science Educational Specialist in School
Psychology
* post master’s program
** program offered online
*** program offered online in consortium with Clarion University
Middle and Secondary Education
Master of Education Middle/Secondary Instruction**
Math/Science Teacher Certification
English
Social Studies
Middle Level
Thesis
Non-Thesis
Early Childhood and Special Education
Master of Education Early Childhood Education**
Master of Education Special Education**
-7-
EDINBORO UNIVERSITY OF PENNSYLVANIA
School of Graduate Studies & Research
marital status, veteran status, or any other protected class status as
defined by applicable federal or state law.” Individuals who live,
learn, and work on campus are strongly encouraged to read and
familiarize themselves with the full content of this policy.
Accreditation
Edinboro University of Pennsylvania is accredited by the
Commission on Higher Education of the Middle States Association
of Colleges and Schools, 3624 Market Street, Philadelphia, Pa.,
19104, 215-662-5606. The Commission on Higher Education is an
institutional accrediting agency recognized by the U.S. Secretary of
Education and the Commission on Recognition of Postsecondary
Accreditation.
University Policy C006 Harassment, Intimidation and Institutional
Vandalism states: The University is committed to creating and
maintaining a campus environment that is free of harassment,
intimidation, and institutional vandalism. University policy prohibits
committed acts that are severe or pervasive enough to have the
impact of unreasonably interfering with an individual’s ability to live,
learn, and work at Edinboro University. Such acts include, but are
not limited to, acts of bullying, including cyber-bullying, intimidation
or danger to the person, criminal mischief, harassment by community
or address and arson.” Individuals who live, learn, and work on
campus are strongly encouraged to read and familiarize themselves
with the full content of this policy.
Other University accreditations and program approvals include: the
Master of Arts in Rehabilitation Counseling by the Council on
Rehabilitation Education, the Master of Arts in Counseling: School
Counseling–Elementary, School Counseling–Secondary, College
Counseling, Student Affairs, and Community Counseling by the
Council for Accreditation of Counseling and Related Educational
Programs; the Master of Arts in Speech-Language Pathology by the
Council on Academic Accreditation (CAA) in Audiology and
Speech-Language Pathology. Master of Fine Arts in Studio Art is
accredited by the National Association of Schools of Art and Design.
The Master of Social Work is accredited by the Council on Social
Work Education. The MSN program is accredited by the National
League for Nursing Accrediting Commission (NLNAC). Teacher
education and school personnel preparation programs are accredited
by the National Council for Accreditation of Teacher Education and
approved by the Pennsylvania Department of Education. The School
Psychology Specialist program is accredited by the National
Association of School Psychologists.
Social Equity and University Ombudsperson
Most students will complete their education at Edinboro University
without the need to pursue a complaint. The Office through its social
equity role, among other things, provides leadership as well as assists
others in the creation of a campus environment that promotes
diversity and values individual differences and similarities, while
resolving concerns and complaints pertaining to employees and
students in regard to prohibited or unlawful harassment and
discrimination. Also, the Office through its ombudsperson role
discusses options to resolve concerns and issues such as information
on University policies and procedures and as appropriate,
intervention, mediation, and referrals to appropriate other individuals
on campus. Additionally, the Office takes and tracks reports from
faculty, students, staff, and administrators that may include, but are
not limited to, troubling or suspicious acts, behavior, or conduct.
Non-Discrimination Statement, Policies, and
Reporting Procedures
Edinboro University of Pennsylvania is an equal opportunity
education institution and employer and will not discriminate on the
basis of race, color, national origin, sex, and disability in its activities,
programs or employment practices as required by Title VI, Title VII,
Title IX, Section 504, and the ADA. For information regarding civil
rights or grievance procedures, contact the Office of Human
Resources and Faculty Relations, Reeder Hall, (814-732-2810) or the
Office of Social Equity (814-732-2167), 219 Meadville Street,
Edinboro, PA 16444.
Mission Statement
The mission of Graduate Studies at Edinboro University is to
maintain and enhance high-quality education by engaging faculty and
students in scholarship and creative activity. Graduate programs will
focus on intellectual growth and professional development that will
enable our students to work and function in a world increasingly
dependent on highly educated individuals with a strong sense of
professional ethics.
For information or assistance regarding services, activities and
facilities that are accessible to and useable by persons with
disabilities, contact Dr. Robert McConnell, Office for Students with
Disabilities (814-732- 2462 V/TTY).
Vision Statement
The vision of Graduate Studies at Edinboro University is to promote
an environment where students and faculty work in a collaborative
atmosphere to help students reach their full potential as scholars and
professionals. This environment will encourage students to obtain the
knowledge necessary to master their area of study, develop habits of
life-long learning and foster a desire to use that knowledge for the
betterment of their professions.
Furthermore, Title IX prohibits discrimination on the basis of sex in
education programs and activities. Complaints or concerns of sex
discrimination and sexual harassment should be reported to the
Director of Social Equity/University Ombudsperson at 814-732-2167
or to the Associate Vice President for Human Resources and Faculty
Relations at 814-732-2810. Reports of sexual violence and sexual
assault should be reported to the University Police at 814-732-2921
and the Title IX Coordinator at 814-732-2167.
University Policy G005 Equal Opportunity/Affirmative
Non-Discrimination states: “Edinboro University
discriminate against individuals or groups because of
sex/gender, color, age, religion, national origin,
organizational affiliation, sexual orientation/gender
action and
does not
their race,
disability,
stereotype,
-8-
Standards of Ethics for Graduate Students
It is expected that graduate students of the University will maintain
the highest standards of ethics in connection with all phases of their
graduate work. Any form of dishonesty, including lying, cheating or
plagiarizing, will not be tolerated.
Plagiarism may be defined as the act of taking the ideas and/or
expression of ideas of another person and representing them as one’s
own. It is nothing less than an act of theft and, as such, is subject to
University disciplinary action. The penalty for plagiarism may range
from a failing grade on the assignment to expulsion from the
University.
Clearly, plagiarism defeats the central purpose of education, namely,
to enable one to think and formulate one’s own ideas. The student
who has doubts about whether or not his/her work may constitute
plagiarism should consult with the course instructor prior to
submitting the work. The instructor can provide clear guidance on
how the student can avoid committing this act of academic
misconduct.
When alleged violations of these standards occur, the following
procedures will be followed:
1.
2.
A faculty member, who has determined to his or her own
satisfaction that a graduate student is guilty of lying,
cheating or plagiarizing, may penalize the student by
adjusting the course grade.
If the faculty member feels a more severe penalty is
warranted than the adjustment of the course grade, he or
she must refer the case to the Student Judicial Affairs
Office.
When a graduate student’s grade has been adjusted because a faculty
member has determined to his or her own satisfaction that the student
was guilty of lying, cheating or plagiarizing, the student may, if he or
she feels unfairly penalized, appeal the grade by following the Grade
Appeal Procedure described elsewhere in this catalogue.
A faculty member who adjusts a student grade because he or she has
determined to his or her own satisfaction that the student was guilty
of lying, cheating or plagiarizing is to immediately notify the
graduate dean of this action.
-9-
ADMISSION POLICIES AND PROCEDURES
The information in this section of the catalog is relevant to all
Edinboro University graduate programs. Additional information
specific to individual programs (e.g., entrance requirements and
application deadlines) is located within the various program
descriptions. However, for all graduate programs, admission requires
a documented bachelor’s degree from a regionally accredited college
or university. Graduate admission policies and procedures are
identical for online and campus-based programs.
6.
7.
An applicant for admission may be admitted on an unconditional,
conditional, special student, non-degree teacher certification, postbaccalaureate certificate, post-master's program basis or denied
admission.
Application Procedures
All post-baccalaureate applicants must apply for admission directly to
the Edinboro University School of Graduate Studies and Research.
Post-baccalaureate applicants are not admitted by individual
administrators, faculty, or the Office of Undergraduate Admissions.
Applicants are encouraged to apply online, although paper
application forms are available in the Graduate Office. Applicants are
also encouraged to apply at least four weeks in advance of programspecific application deadlines or four weeks in advance of the date of
anticipated enrollment in the case of programs with rolling
admissions.
Dispositions. Dispositions are the character traits, attitudes, beliefs,
behaviors, and emotional qualities necessary for specific professions
and graduate study in general. If the faculty believes that an
individual does not have the appropriate dispositions for the field of
study/profession in question, they may recommend to the Dean of
Graduate Studies and Research denial of admission even if
undergraduate grades and admissions test results are exemplary.
Only complete applications will be given full consideration. A
complete application is defined as one in which all materials required
for the admission decision have been received by the Graduate
Office. Applicants must arrange for the Graduate Office to receive an
official transcript from each college or university at which graduate
or undergraduate credit has been earned. Transcripts must be
received directly from the issuing school and will not be accepted if
“issued to student.” Applicants who have not yet earned a bachelor’s
degree may submit a partial transcript at the time the application form
is submitted. This may entitle the applicant to conditional admission
pending receipt of the official transcript with posting of graduation.
Admissions Categories
At the time of admission to graduate study, students are classified as
degree-seeking, non-degree-seeking initial teacher certification,
degree-seeking initial teacher certification, advanced certificate, or
special.
Degree Seeking Student. An applicant who has been admitted to a
master’s degree program is classified as degree-seeking. An
individual who is seeking admission to a master’s degree program but
does not have a completed application, will be permitted to enroll as
a special student. However, no more than nine semester hours of
credit earned prior to official acceptance as a degree-seeking student
will be accepted to meet degree requirements.
Admission Requirements
Admission to the graduate school is based on the academic qualifications of the applicant and is made without regard to race, color, creed,
national origin, ancestry, age, sex or disability. An earned bachelor’s
degree from a regionally accredited or state approved United States
college or university or an education at a foreign college or university
which is judged by the dean to be equivalent to at least a bachelor’s
degree from a regionally accredited United States college or
university is a prerequisite for admission to graduate study. For
admission a student must:
1.
2.
3.
4.
5.
required will be found in the curricular information section
of the listing under admission requirements for the specific
program.
File the Request for Transfer Credit forms if transfer credit
is desired for graduate credit which has been earned.
Additional items may be requested upon a department
review.
Special Student. An individual who wishes to take graduate courses
for purposes of personal or professional development or for transfer
to another institution and who is not seeking a degree, certification,
or certificate through Edinboro University is classified as a special
student. Special students must have a bachelor’s degree from a
regionally accredited institution and may enroll in any graduate
courses for which they have met all the prerequisites. A special
student who later wishes to be considered for admission to a degree,
certification, or certificate program must meet all of the program
requirements. No more than nine credits earned in special student
status may be applied to the program. Special students are not eligible
for federal and state aid programs.
Provide an official transcript from each college or
university at which undergraduate or graduate credit has
been earned. Note: If you have not yet graduated, file a
partial transcript at the time the application is completed
and file a complete transcript as soon as the degree is
awarded. Transcripts must be received directly from issuing
school and will not be accepted if "issued to student."
If required for admission, provide an official record of the
scores earned on either the Miller Analogies Test or the
Graduate Record Examination
Provide a photo copy of teaching certificate(s) if applying
for admission to any of the master of education programs.
Provide letters of recommendations and/or questionnaire
when required by specific programs.
Complete the personal interview if one is required.
Information on whether or not a personal interview is
Non-Degree Seeking Initial Teacher Certification Student. An
applicant who has been admitted into an initial teacher certification
program such as 7-12 Mathematics or Health & Physical Education
and who has not applied for a master’s degree is classified as nondegree-seeking initial teacher certification. Certification by the
Pennsylvania Department of Education allows the successful
candidate to teach in Pennsylvania public and private schools.
Degree Seeking Initial Teacher Certification Student. An
applicant who has been admitted into an initial teacher certification
program such as 7-12 Biology or Early Childhood Education and
who has also been admitted into a master’s degree program is
classified as degree-seeking initial teacher certification.
- 10 -
Advanced Certificate Student. The University awards an advanced
certificate to students who complete the post-master's certification
program in school psychology, school administration, superintendent
/ IU director letter of eligibility, and school counseling. Students
admitted to one of these programs are classified as advanced
certificate students.
As a general rule, applicants who have earned a master’s degree or a
doctorate from a regionally accredited or state approved United
States college or university are not required to take the Miller
Analogies Test or the Aptitude Test of the Graduate Record
Examination.
1.
A cumulative quality point average of 2.50 or better (4
point scale) for the junior and senior year of the bachelor’s
degree or the completion of a master’s degree from a
regionally accredited or state approved United States
college or university. Some programs have established
higher requirements. These requirements are listed under
the curricular information for the specific program.
2.
A recommendation for admission from the program head of
the department of the proposed graduate major and the
Dean of Graduate Studies and Research.
Post-baccalaureate Plans of Study for Teacher
Certification
Both degree and non-degree seeking initial teacher certification
students must have an individually designed plan for meeting
Pennsylvania certification standards. When possible, students should
meet with a Graduate School admissions counselor or the Dean of the
School of Graduate Studies and Research to discuss certification
options. The School of Graduate Studies and Research creates the
initial, tentative plan and sends it to the student and pertinent
graduate program head. The student should meet with the program
head during the first semester of enrollment to discuss the plan and
modifications if any are necessary. Appeals to modify the
certification plan may be submitted to either the Dean of Education
or the Dean of Graduate Studies and Research. The student’s plan of
study is automatically approved at the end of the first semester of
study unless a written request for modification has been submitted to
the Graduate Dean in writing. The certification plan and master’s
degree plan are not one in the same, and students should discuss the
relationship between the two with their academic advisor.
Some programs have established additional admission requirements.
See specific program descriptions. Because some programs have
established maximum enrollment figures, there can be no guarantee
that individuals meeting the admission requirements described above
will be admitted. Final admissions decisions are at the discretion of
the Dean of Graduate Studies and Research.
Conditional. An individual who meets the requirements listed above
for unconditional admission but who is deficient in areas not included
in the regulation for unconditional admission, may, with the approval
of the departmental program head of the proposed major field of
graduate study and the Dean of Graduate Studies and Research, be
admitted on a conditional basis. The admission letter will specifically
list the conditions which the individual must meet to continue in the
degree program and/or be awarded the degree. All post-baccalaureate
initial teacher certification students are admitted on a conditional
basis.
Reactivation and Readmission
Students who have not been enrolled in an Edinboro University
course for one calendar year or more may be deactivated, making it
impossible for the student to register for classes. Typically, a letter or
email from the student to the Graduate Office requesting reactivation
is sufficient. However, if, in the opinion of the graduate dean, too
much time has elapsed since the previous registration or if there have
been curriculum revisions in the program, the student may be
required to meet with the graduate dean and/or reapply to the
Graduate School. Students who have not been enrolled for three or
more consecutive semesters, including summers, must follow the new
curriculum in the event the program has been revised during the
interim.
Denied. An individual who fails to meet the requirements for at least
conditional admission will generally be denied admission as a degree
student. However, the individual may apply for admission as a
special student.
Application Fee
Switching Programs
Graduate students applying for admission to the School of Graduate
Studies, who had not previously paid an application fee to Edinboro
University, are required to pay a $30.00 application fee. Checks for
this fee should be made payable to Edinboro University of
Pennsylvania and should be submitted with the application or can be
paid online with their online application.
Once admitted to a degree or certification program, a student may
wish change programs. The student may make the request by
submitting a Change of Program form to the Graduate Office;
however, there is no guarantee that acceptance into Program A will
automatically translate into acceptance into Program B. Entrance
criteria vary from program to program. Students wishing to change
programs may need to submit additional items for review.
Correspondence Course Fee
Full standard fees are charged for correspondence courses.
Admission Terms
Course Audit Fee
Unconditional. A person admitted on an unconditional basis has no
conditions attached to the admission. The minimum requirements for
unconditional admission are:
1.
Full standard tuition and fees are charged for course audits except for
individuals age 62 or older who are on social security or equivalent
retirement benefits.
A score equal to or better than the 50th percentile on either
the Miller Analogies Test or each area of the aptitude test
of the Graduate Record Examination, if required. Some
programs have established higher requirements. These
requirements are listed under the curricular information for
the specific program.
Credit by Competency Examination Fee
A flat administrative fee of $25.00 per credit hour for each separate
examination taken for credit is charged regardless of the number of
credits.
- 11 -
International students need to provide the School of Graduate Studies
and Research with an official copy of the score earned on each
section of the aptitude test of the Graduate Record Examination if
required in specific program. For an application and information on
testing dates and foreign testing centers, write to:
Late Registration Fee
A late registration fee will be charged for any undergraduate or
graduate registration which occurs after the established registration
date. The late registration fee is $25.00. A $100.00 late fee will also
be charged for internships, practicum or graduation applications that
are submitted after their published due date.
Graduate Record Examination
Educational Testing Service
P.O. Box 6000
Princeton, NJ 0854 1-6000
or visit www.gre.org
Life Experience Credit Charges
Fees for evaluating student life experiences with the goal of granting
academic credit are as follows:
Preliminary Application Fee $ 25.00
Evaluation Fee $100.00
Life Experience Credit Hour Fee $ 25.00
Students who have earned a bachelor’s degree at a college or
university outside the United States must have their credentials
evaluated by an independent organization that specializes in foreign
credential evaluation. Students must select a service that is a member
of the National Association of Credential Evaluation Services
(NACES). The evaluation is a written report that contains both a
description and an interpretation of foreign education qualifications
in United States terms. Many applicants have utilized World
Education Services (www.wes.org).
Senior Citizen Tuition Waiver
All persons age 62 or over and on social security or equivalent
retirement benefits who wish to enroll for credit in, or to audit an
undergraduate or graduate credit-bearing course offered by Edinboro
University of Pennsylvania will be given a full remission of tuition
for classes which have available seats. Individuals interested in
accessing this waiver must provide appropriate documentation to the
coordinator of records in advance of registering for a course.
Consideration for the waiver will be made once the documentation is
received and it is verified that seats are available in the course, as
determined by the University.
All correspondence concerning admission to graduate study should
be sent to the School of Graduate Studies and Research, 148
Meadville Street, Edinboro University of Pennsylvania, Edinboro, PA
16444.
It is important that the application for admission to graduate studies
be submitted several months in advance of the time of expected
departure for the United States. The deadline date for full
consideration is May 1 for the fall term, and the deadline date for
spring admission is September 20.
Entrance Exams
Miller Analogies Examination. The Miller Analogies Examination
is given periodically on the campus of Edinboro University.
Presently, a $65.00 non-refundable fee is charged for this
examination and an advanced registration is required. A copy of the
registration form and a schedule of dates and times may be obtained
at the School of Graduate Studies and Research. A list of the test
centers may be obtained from the Psychological Corporation, 555
Academic Court, San Antonio, TX 78204-2498.
International students are expected to provide the School of Graduate
Studies and Research with assurance that they possess adequate
financial support for the period of graduate studies. Once offered
admission to Edinboro University School of Graduate Studies,
additional documentation will be needed to issue a Certificate of
Eligibility for Non-immigrant (F-1) Student Status, commonly known
as the Form I-20, which is needed to apply for the student visa.
Graduate Record Examination. The general test is given yearround at computer-based testing centers. In Erie, contact the Sylvan
Learning Center at 814-864-6100. For other testing sites see
www.gre.org or call 800-473-2255.
More information for prospective students from abroad is available at
the University website http://cms.edinboro.edu/admissions/index.dot.
International Students
Edinboro University welcomes qualified international students;
however, because of educational and cultural differences, applicants
must present evidence of a record well above average in scholastic
achievement and personality adjustment. The T.O.E.F.L. (Test of
English as a Foreign Language) must be taken prior to admission.
Under no circumstances should the individual depart for the United
States without having first received the I-20 from International
Student Services for a specific semester or summer session. This I-20
will not be released until the advanced tuition deposit is received.
Teacher certification for international students requires that the
students demonstrate their intention to become U.S. citizens. This
involves permanent residency and then application for citizenship.
Any international students intending to return to their home countries
are ineligible for certification. For additional information, contact the
Pennsylvania Department of Education, www.pde.state.pa.us.
A minimum score of 550 on the paper test and 213 on the computer
test is required for admission. The T.O.E.F.L. is not administered at
Edinboro University. Applications for the test, the testing dates and
information on the location of testing centers may be obtained from
www. toefl. org.
- 12 -
FINANCES
All fees and expenses are subject to change without notice
from the residence hall by removing all belongings and/or returning
the room key or the official University withdrawal date, whichever is
later.
Tuition Fees Per Academic Semester
(All fees are per credit hour)
PA Resident
Tuition (On-campus)
416.00
Tuition (On-line)
416.00
University Center Fee*
29.00
Technology Fee
20.00
Instructional Service Fee
65.40
Total withdrawal from the University (All semesters/sessions)
1. Prior to the first scheduled class meeting. Students who totally
withdraw from all classes prior to the meeting of their first scheduled
class are entitled to a 100 percent refund of all fees (except for the
new student application fee and the new student advanced tuition
deposit) for the semester or session from which they are withdrawing.
Fees and Expenses
Non-resident
624.00
457.60
29.00
30.00
98.10
2. Voluntary Total Withdrawal after first scheduled class
meeting. Students officially and totally withdrawing after the first
class meeting may seek refunds for tuition, health center fee,
University Center fee, instructional service fee, room and meals, if
applicable, and student activity fee according to the following
schedule:
*On-line students are not assessed a University Center Fee.
Residency Classification
A graduate student is classified as a Pennsylvania resident for tuition
purposes if he or she has a Pennsylvania domicile. Domicile is
defined as the place where one intends to and does, in fact,
permanently reside. Continuous residence in Pennsylvania for a
period of 12 months prior to the registration for a course is
considered to be one of many factors of evidence for a Pennsylvania
domicile. Students not having a Pennsylvania domicile are
considered to be non-residents of the State and are required to pay the
tuition
and
fees
established
for
non-residents.
The School of Graduate Studies and Research will at the time of
admission establish a residency classification for each student. This
classification will be based on available information on the student’s
domicile.
Refund Period
Refund
(% of Enrollment
Period Completed)
Percentage
(Illustration of Estimated Weeks
in Typical Semester)
Duration
0 - 8.50%
8.51 - 12.50%
12.51 - 19.44%
19.45 - 26.39%
26.40 - 33.33%
>33.33%
100%
80%
60%
50%
40%
0%
Through “drop period” *
Through week 2 *
Through week 3 *
Through week 4 *
Through week 5 *
*Actual dates will be determined each semester/session by the
University and published in the online scheduling book for that
semester/session. Special start and end date program courses will be
adjusted per the published pro-rate policy.
Refund Policy and Procedures
Intent. Edinboro University recognizes the occasional necessity for
students to withdraw, either totally or in part, from course work for a
variety of valid reasons. It further acknowledges that a fee refund
policy must be reasonable and equitable for both the student and the
University. The student, through registration, makes a financial
commitment to the University upon which the University determines
its expenditure patterns and obligations. In most cases, the
University is unable to significantly reduce its costs if a student
partially or totally withdraws. The refund policy includes a
time-related schedule with a reasonable and equitable withdrawal
refund deadline.
All adjustments will be credited to the student account using the
official withdrawal date established by the Registrar with the
exception of room charges (see policy above).
3. Involuntary withdrawal after first scheduled class meeting.
Refunds are not available when a student has been suspended or
expelled from the University for disciplinary reasons or for nonpayment of fees or other financial reasons.
Procedure
The refund policy includes a time-related schedule with a reasonable
and equitable withdrawal refund deadline. Students who withdraw
totally during any enrollment period and have federal financial aid
are subject to having aid returned to federal programs (see Return of
Title IV Aid Policy in the Financial Aid section).
Individuals desiring to withdraw from or drop all courses and leave
the University, will be able to do so via the S.C.O.T.S. system, during
the first 10 weeks of the semester. Students are still encouraged to
carefully consider such an important decision and its impact on their
academic career and financial aid status and to consult with
appropriate faculty or staff prior to submitting their withdrawal
request on S.C.O.T.S. If a student plans to withdraw during the last
five weeks of the semester, the student must meet with the Assistant
Vice President of Financial Aid, the Bursar, or the Registrar, located
in Hamilton Hall, to discuss their request. During the last five weeks
of the semester, or the equivalent period during a summer session,
students will receive grades of WP (withdraw passing) or WF
(withdraw failing). If a student officially withdraws from all courses
and wishes to return to the University at a later date, the student must
then apply for reinstatement through the School of Graduate Studies
and Research.
Policy. Refunded fees or account adjustments are automatically
credited to student accounts. Unless the student submits a written
request to the Accounting Office for a direct refund if they have a
credit balance, the credit balance is carried forward for one year.
Requests for refund which require exceptions to the refund policy
will be forwarded by the vice president for finance and administration
to the president or their designee for their consideration.
The new student application fee, semester payment plan fee, and new
student advanced registration deposit are non-refundable. The official
withdrawal date from room charges is based upon date of departure
- 13 -
All requests for refunds, must be submitted to the Accounting Office
for processing to the vice president for finance and administration for
approval. Requests for cash refunds must be in writing. Exceptions of
appeal to the refund policy will be considered through written request
to the Office of the President of the University or their designee.
Effect of changing major/double major. A change of academic
major or the pursuit of a double major does not automatically extend
eligibility for financial aid.
Effect
of
summer
school
enrollment/cooperative
education/consortium agreement/study abroad. Students who
enroll in summer school will be charged with 0.5 to 1.0 semester of
attendance, depending on enrollment. Credit hours attempted will be
used to determine SAP.
Financial Aid Programs
Edinboro University has a coordinated system of disbursing funds
available for student financial aid. All financial aid programs are
administered by the University’s Financial Aid Office. Further
information regarding the programs described below is available
from that office.
Students enrolled in cooperative education will be treated as a regular
semester student.
If a student is enrolled via a consortium agreement/study abroad, a
transcript will be obtained from the visiting school and the credit
hours will be included as attempts along with the credit hours earned.
The primary goal of the Financial Aid Office is to provide
appropriate financial resources for students to achieve their
educational potential while ensuring compliance with the myriad of
regulations, rules, policies and procedures from the various sources
of financial aid. The University strives to meet the “financial need” of
as many students from as many resources as possible.
Effect of credits by examination, military credits, life experience
credit. Transfer credits that have been accepted, will be used as
attempts and completes and included when determining SAP.
Major funding sources are from the federal and state governments.
For consideration for financial assistance students must complete the
Free Application for Federal Student Aid (FAFSA). The preferred
filing date is March 15 for the next academic year. Edinboro
University’s school code for filing the FAFSA is 003321. Students
who complete the FAFSA will be considered for all aid for which
they may qualify based on the available funds.
Academic credits received via examination, military, or life
experiences are counted as attempts and as earned credits.
Failure to meet SAP requirements – Probation/Suspension. Any
student who fails to meet SAP requirements will be placed on
financial aid warning for one semester if they have not received a
warning or probation period in a prior semester. If at the end of the
warning period the student does not meet the requirements for SAP,
the student will be placed on financial aid suspension. Students who
submit an appeal and academic plan that has been approved are
placed on financial aid probation and regain eligibility for financial
aid. Failure to follow the academic plan as approved will result in
immediate suspension of financial aid without the opportunity to
appeal until the student has met the minimum requirements for
federal financial aid as a graduate student. Students who are on
Financial Aid Warning or Probation must attend a mandatory SAP
meeting.
Academic and/or personal counseling services are
encouraged and can provide the student with additional support to
alleviate obstacles that hinder satisfactory academic progress.
Students on probation are further encouraged to consult with a
financial aid counselor prior to withdrawing from any classes or if
midterm grades are not satisfactory.
Satisfactory Academic Progress (SAP) Policy for
Financial Aid Recipients
Edinboro University of Pennsylvania has developed standards of
Satisfactory Academic Progress (SAP) in accordance with federal
regulations. This Policy measures quantity (number of credits
completed), quality (cumulative quality point average), and
maximum time frames for completion and measures progress
incrementally.
The provisions of the Policy apply to students seeking eligibility for
Federal Title IV Aid (Federal Perkins Loan, Federal Teach Grant,
Federal Stafford Subsidize and Unsubsidized Loans, Federal WorkStudy, Federal Graduate Plus Loans, and Federal Nursing Loans),
and other programs, which require monitoring of academic progress.
Students who fail to meet requirements are placed on Financial Aid
Suspension without an opportunity to appeal.
For financial aid purposes, a student is considered to be making
satisfactory academic progress if he/she maintains a minimum 3.00
QPA and completes at least 75% of hours attempted.
Reinstatement of Aid. Aid is reinstated based on a successful appeal
or meeting the minimum requirements for satisfactory academic
progress for financial aid recipients. Periods of non-enrollment or
enrollment at other schools does not reinstate the student’s aid
eligibility for Edinboro University.
Graduate students who have attempted 46 credits and/or 6 semesters
with or without the benefit of financial assistance are no longer
eligible for financial aid. Programs requiring more than 60 credit
hours will be review individually for maximum time frames.
Appeals. Students who wish to appeal the suspension of financial aid
eligibility based on mitigating circumstances (e.g. severe illness,
death of close family member, severe injury, other traumatic
experiences) may do so by submitting a letter of appeal and
supporting documentation to the Assistant Vice President for
Financial Aid within thirty (30) days of the last date for the most
recent semester or date of the probationary letter or suspension letter,
whichever is earlier.
The number of semesters is based on full time enrollment of 9 credits
or more as full time. An adjustment is made for less than full time
enrollment based on financial aid academic status as follows: 6 – 8
credits = ¾ time enrollment or 75% of a semester enrollment; 3-5
graduate credits = ½ time enrollment or 50% of a semester
enrollment.
Effect of incompletes, withdrawals, failures, and repeats. All
incompletes, withdrawals, failures, and repeats are included as
attempts when determining SAP for financial aid.
- 14 -
All appeals for reinstatement of aid must include:
fees deducted from the loan amount. Interest rates are established
yearly by the federal government,
a. A completed appeal form which identifies the reason for
unsatisfactory progress
b. A completed academic plan noting the courses required for
progress, the required number of credits, and the number of
terms required for satisfactory academic progress signed by
academic personnel (advisor, department chairperson, dean,
registrar).
Graduate students enrolled in a Master’s program have a maximum
subsidized Stafford amount of $8500 and an additional unsubsidized
Stafford amount of $12,000.
Graduate students enrolled in the Teacher Certification program and
not receiving a master’s degree are subject to undergraduate loan
limits of $5,500 Subsidized Stafford and $5,000 Unsubsidized
Stafford.
The Assistant Vice President for Financial Aid will notify the student
of the decision to reinstate or deny aid. If approved, conditions will
apply. If the conditions are not satisfied, aid may be denied in a
subsequent term. As described in the federal regulations, all decisions
at this point are final.
Federal Graduate PLUS Loan. Graduate and Professional students
may borrow up to the cost of attendance less all other financial aid
and available resources. All general requirements for undergraduate
students apply.
All initial and subsequent appeals, supporting documentation and
corrective plans of action must be received within thirty (30) days of
notice. The committee will not review incomplete and/or partial
appeals. All documentation is retained by the Financial Aid Office
for audit purposes.
Federal Perkins Loan. The Perkins Loan Program is awarded to
students with exceptional need based using Edinboro’s criteria and on
completion of the FAFSA. Awards range between $200 and $1,500.
The repayment period and the interest do not begin until nine months
after the student in no longer enrolled at least half time. During
repayment, loans bear interest at the rate of five percent a year, and
repayment of the interest and principal may be extended over a 10year period. There are a number of cancellations available to Federal
Perkins Loan recipients based on certain types of employment and
volunteer activities. Students are required to complete Entrance
Counseling which explains their rights and responsibilities related to
this loan. Students whose enrollment drops to less than half time
status are required to complete exit counseling which serves as a
reminder of rights and responsibilities for the loan/s received.
Scholarships
Edinboro University Scholarships. Edinboro University offers a
wide variety of scholarships with different criteria. Scholarships are
based upon scholastic achievement, major program of study, athletic
prowess, class rank, financial need or a combination of these criteria.
Funds for the various scholarship areas are made available through
donations by private industry, by faculty, staff and community
contributions and through private endowments.
The financial aid office identifies eligible students based on the
criteria and submits the list of eligible students to the selection
committee. For some scholarships, students who meet the general
criteria may be contacted for more information in the event there are
criteria that are not stored on the database or if the scholarship
requires an essay. A full listing of scholarships is available on the
University’s web site by typing in the keyword search “scholarship”.
Nursing Loans. This program is intended to assist students to
achieve careers in nursing by providing long-term, low-interest loans
to help meet the costs of education. The maximum loan is $2,500 for
an academic year or the amount of financial need, whichever is less.
The total amount of a student’s loans for all years may not exceed
$13,000. Loans are interest free during the in-school period
enrollments of at least half time.
External/Miscellaneous Scholarships. The Financial Aid Office
regularly receive scholarship information from external sources.
Students who meet the criteria for these scholarships are sent an
email announcing the scholarship, the criteria, deadline date, and
contact information.
Repayment may be made over a ten-year period which begins nine
months after study has been terminated. Five percent interest accrues
during the repayment period. Payments may be deferred up to three
years during military service, Peace Corps participation or periods of
full-time advanced professional training in nursing.
Loans
Sargent Emergency Student Loan Fund. Emergency 30-day loans
are available to Edinboro University undergraduate and graduate
students. Original funds for this program were contributed in memory
of Gray Norman and Nicholas Rock, former students, in memory of
Dr. Harry Earlley, former acting president, and Dr. L. H. Van
Houten, former president of the College, and by the Alpha Phi
Omega fraternity and by the Edinboro University Alumni
Association. Three alumni donors, Mary Alice (Noxon) Sargent, Dr.
Harold R. Sargent and Millard B. Sargent, have now commemorated
the endowment. Application forms are available at the Office of
Student Financial Support and Services. Awards may not exceed
$250.
Federal Stafford Loans. The federal government provides two
Stafford Loan programs. The Federal Subsidized Stafford Loan
program is based on the students’ calculated unmet need, and
academic level. The federal government will pay the interest for
students who receive the subsidized Stafford loan while the student is
enrolled at least half time. The Federal Unsubsidized Stafford Loan
program is based on the amount needed to meet the student’s cost of
attendance budget (COA) and their academic level. Independent
students and students whose parents are ineligible to borrow on
behalf of the student may be eligible for additional unsubsidized
Stafford loans. The student may pay opt to pay the interest while
enrolled in school or have the interest capitalized (added to the
principal). For both programs students are limited by the total aid
received from all sources and their COA budget. Students must
complete entrance counseling which explains their rights and
responsibilities and a master promissory note before loans are
disbursed. Stafford loans may have origination and/or rebate
Academic Year and Enrollment Requirements. Students are
required to be enrolled in a degree or certificate program in order to
be considered for Federal Title IV student. Grants and loans are
reduced proportionately for part-time students. State grants require
half-time attendance or a minimum of six semester hour credits
- 15 -
attempted each term. Student withdrawals from classes during the
rebate period (first five weeks of the semester) will limit the full-time
or part-time enrollment designation. Full withdrawal from all classes
will result in restricted student aid program eligibility. Withdrawing
students should seek financial aid counseling.
Veterans Affairs Office
The Office of Records and Registration is prepared to assist all
veterans with their questions and to file for the various educational
benefits to which they are entitled. Information and printable forms
regarding Veterans' Education Benefits and the Montgomery GI
Bill are available at the Department of Veterans Affairs website,
http://www.gibill.va.gov/. Mail forms or direct inquiries to: Office of
Records and Registration.
The Return of Title IV Funds Policy as Required by the U. S.
Department of Education. The Financial Aid Office is required by
federal statute to recalculate federal financial aid eligibility for
students who withdraw, drop out, are dismissed, or take a leave of
absence prior to completing 60% of a payment period or term. The
federal Title IV financial aid programs must be recalculated in these
situations.
Change of Address or Name
It is the student’s responsibility to immediately inform the office of
Records and Registration of any change in address or name.
Graduate Assistantships
If a student leaves the institution prior to completing 60% of a
payment period or term, the financial aid office recalculates
eligibility for Title IV funds. Recalculation is based on the percentage
of earned aid using the following Federal Return of Title IV funds
formula:
Percentage of payment period or term completed = the number of
days completed up to the withdrawal date divided by the total days in
the payment period or term. (Any break of five days or more is not
counted as part of the days in the term.) This percentage is also the
percentage of earned aid.
Approximately 120 competitive graduate assistantships are available
each year. Full-time students who have been accepted into a master’s
degree program are eligible. Assistantships are awarded by the
School of Graduate Studies & Research based primarily on the
recommendations of the program faculty. Students who are employed
full-time at the University or elsewhere are ineligible.
Full-time assistantships are for Fall and/or Spring semesters.
Summers are not included. Graduate assistants must be enrolled in a
minimum of 9 semester hours and a maximum of 15. The
assistantship pays for tuition (9 credits) and a stipend of $7.50 per
hour for 270 hours of work each semester. The assistantship does not
cover fees. Assistantships in Residential Life also include waiver of
charges for a private room in one of the residential halls.
Funds are returned to the appropriate federal program based on the
percentage of unearned aid using the following formula:
Aid to be returned = (100% of the aid that could be disbursed minus
the percentage of earned aid) multiplied by the total amount of aid
that could have been disbursed during the payment period or term.
Half-time assistantships are for Fall and/or Spring semesters.
Summers are not included. Graduate assistants must be enrolled, fulltime, in a minimum of 9 semester hours and a maximum of 15. The
assistantship pays for ½ tuition (4.5 credits) and a stipend of $7.50
per hour for 135 hours of work each semester. The assistantship does
not cover fees.
If a student earned less aid than was disbursed, the institution would
be required to return a portion of the funds and the student would be
required to return a portion of the funds. Keep in mind that when
Title IV funds are returned, the student borrower may owe a debit
balance to the institution.
Fall/Spring assistantships are renewable for one additional year based
on satisfactory academic progress, the recommendation of the
student’s site supervisor, and the approval of the Graduate Dean.
Graduate assistants in the Master of Fine Arts, Counseling, and
Social Work are eligible for a third year of assistantship support.
Students who are registered for student teaching or full-time
internships are ineligible for assistantships.
If a student earned more aid than was disbursed to him/her, the
institution would owe the student a post-withdrawal disbursement
which must be paid within 120 days of the student’s withdrawal.
The institution must return the amount of Title IV funds for which it
is responsible no later than 45 days after the date of the determination
of the date of the student’s withdrawal.
Approximately 20 graduate assistantships are available each summer
for graduate assistants who have successfully completed the spring
semester. Assistantships are awarded by the School of Graduate
Studies & Research based primarily on prioritized work site requests.
Summer Graduate assistants must be enrolled for at least 6 semester
hours.
Students receiving all F’s may be subject to return of aid if it cannot
be determined that the student “earned” the F grades.
Refunds are allocated in the following order:
• Unsubsidized Federal Stafford Loans
• Subsidized Federal Stafford Loans
• Unsubsidized Direct Stafford Loans (other than PLUS loans)
• Subsidized Direct Stafford Loans
• Federal Perkins Loans
• Federal Parent (PLUS) Loans
• Direct PLUS Loans, ACG and SMART Grants
• Federal Pell Grants for which a Return of funds is required
• Federal Supplemental Opportunity Grants for which a Return of
funds is required
• Other assistance under this Title for which a Return of funds is
required (e.g., LEAP)
Full-time summer assistantships pay for 6 semester hours of tuition
and require 200 hours of work at $7.50 per hour. Half-time summer
assistantships pay for 3 semester hours of tuition and require 100
hours of work at $7.50 per hour. The assistantship does not cover
fees.
Graduate Assistantships may be revoked at the discretion of the
Graduate Dean under the following conditions:
1. The student’s cumulative graduate GPA falls below 3.0
2. The student ceases to be a full-time graduate student during
any semester in which the assistantship is in effect. In
addition, the student will have to remit to the University the
- 16 -
3.
4.
5.
tuition and fees balance for that term as well as pay FICA
taxes on stipend earnings already paid to them.
The student is found guilty of unethical behavior within the
University community
The student fails to complete assistantship work
assignments in a satisfactory manner.
The student is working more than 37 hours per week
outside the University.
- 17 -
ACADEMIC STANDARDS AND POLICIES
The awarding of a master’s degree by Edinboro University of
Pennsylvania attests that the individual awarded the degree has
satisfactorily completed a coherent program of advanced
specialized study that has been built upon the academic and
professional experiences which the individual possessed at the time
the master’s program was begun.
Registration no later than the end of the “Add Period”
established by the University for each academic session.
Once a written request to withhold information has been
received, it will remain in effect until the student rescinds
the request, in writing, to the Office of Records and
Registration
The decisive factor in qualifying for the master’s degree is the
quality of a student’s performance and level of achievement. While
the number of courses or credits required of individual candidates
may vary depending upon their preparation and graduate
objectives, each candidate will earn 30 or more semester hours of
graduate credit and will have demonstrated achievement of the
objectives established for the specific degree programs.
Academic
Advisement
Responsibility
and
Maximum Number of “C” Grades
No more than six semester hours of C or C+ grades will be accepted
toward meeting degree requirements. If a student earns more than six
credits of C or C+ grades, the usual consequence is termination of the
student’s program. Repeats of C grades are not automatic and require
the permission of the graduate dean.
Cumulative Grade Average
Student
In order to graduate with a master’s degree or earn a recommendation
for a state certification, a student must have a minimum cumulative
grade point average of 3.0 for all courses taken as part of the degree
or certification program. Moreover, students are expected to maintain
a 3.0 grade point average throughout the program of study. If a
student’s GPA falls below 3.0, the student will receive a warning
letter from the School of Graduate Studies & Research and their
programs may be terminated at the Dean’s discretion. Two
consecutive semesters – including summers – of lower than 3.0 GPA
will result in termination of the student’s program.
Upon entering Edinboro University, each student is assigned a faculty
advisor who, by experience, professional background and example,
should be particularly qualified to assist the student in planning the
program of study, in developing successful strategies for academic
success and in providing insight into preparation for a career and the
value of the program of study the student has undertaken. Academic
advisors are available during regularly scheduled office hours or by
appointment to meet with their advisees. The academic advisement
process is a critical element in a university education.
Undergraduate Courses Taken for Graduate
Credit
The student is responsible for ensuring that all requirements for
graduation have been met. It is expected that each student will
discuss, on a regular basis, the development and execution of a plan
of study for his or her academic program with the assigned academic
advisor. However, the final responsibility rests with the student.
A maximum of six credits of undergraduate credit at the 400-500
may be applied to meeting degree requirements, courses need to be
approved by the student’s advisor or department chairperson of the
student’s graduate major and the Dean of Graduate Studies and
Research. Undergraduate courses should not be standard offerings for
post-baccalaureate degree programs.
Confidentiality and Privacy of Student Records
(F.E.R.P.A.)
Transfer of Credit
University policy is in compliance with the Pennsylvania “Right To
Know Law of 1957” and the federal “Family Education Rights and
Privacy Act of 1974” concerning the rights of students to
confidentiality and privacy of their records.
A maximum of nine (9) semester hours of graduate credit earned at a
regionally accredited or state approved college or university will be
accepted for transfer to a student’s graduate program at Edinboro
University of Pennsylvania.
The release of the following “directory information” is permitted
under the law, and it may be released to third persons at the discretion
of the coordinator of records without the prior permission of the
student:
1.
2.
3.
4.
5.
6.
7.
8.
Students in the Master of Fine Arts degree program may transfer a
maximum of 15 semester hours. The Dean of Graduate Studies and
Research must authorize transfer credits. Transfer credit is, as a
general rule, only authorized if the course is not offered by Edinboro
University. If the institution granting the graduate credit has placed
limitations on the use of this credit, these same limitations will be
placed on transfer credit requests.
Student’s name
Campus, local or home address, e-mail address, and
telephone
number
Date, place of birth, weight/height (for members of athletic
teams)
Dates of attendance, most recent or previous educational
institution attended, academic major
Date of graduation and degree/awards received
Student activity participation (including athletics)
Information concerning alumni accomplishments
Each student has the right to prevent the release of
directory information indicated above by notifying the
Office of Records and Registration in writing. Such
notification must be submitted to the Office of Records and
Transfer credit will only be authorized if (1) a grade of “B” or better
has been earned, (2) the credits were completed within a five-year
time period from the date of the semester or session in which the
student earned the first accepted credits of the master’s degree
program, (3) the approval procedures have been followed and (4) the
School of Graduate Studies and Research is provided with an official
transcript for the completed credit.
The Dean of Graduate Studies and Research may deny a student permission to transfer credit when the course is judged to be outdated or
inappropriate, or if the proper procedure has not been followed.
- 18 -
1.
2.
3.
Students seeking admission to the graduate program who
desire acceptance of graduate credit completed at another
institution must apply for the transfer of credit when the
application for admission to the graduate program is
submitted. Copies of the forms needed to request acceptance
of transfer credit may be obtained from the School of
Graduate Studies and Research. When an individual is
notified of his or her acceptance to the graduate program he
or she will also be informed whether or not the request for
acceptance of transfer credit has been approved.
Candidates for the master’s degree must have earned a cumulative
grade average of B or better for their degree program. In addition,
they must meet other standards as determined by the department
offering the program. A student who is unable to meet the standards
of quality of work set by a department may be asked to withdraw at
the end of any semester or session.
Students who have already been admitted to the graduate
program at the University must have submitted a request for
authorization to transfer a course and must have received
written approval of this request in order to receive transfer
credit for a course to be completed at another institution.
This request for transfer credit approval must be submitted
at least four weeks prior to the beginning date of the course.
The request for transfer credit form may be obtained from
the School of Graduate Studies and Research. Transfer
credit will not be authorized if prior written approval for the
transfer credit has not been granted by the graduate dean.
Grading System
A grade of F renders the course involved unacceptable for degree
requirements; however, this grade is included when the grade
average is computed.
A – Excellent
(4 Grade Points)
B+
(3.5 Grade Points)
B – Good
(3 Grade Points)
C+
(2.5 Grade Points)
C – Below Average
(2 Grade Points)
F – Failing
(0 Grade Points)
AU – Audit
(0 Grade Points)
R – Research in Progress
RT – Research Terminated
S – Satisfactory
(0 Grade Points*)
U – Unsatisfactory
W – Withdrawal
I – Incomplete Grade
WP – Withdrawal Passing
WF – Withdrawal Failing
#
– Course Still in Progress
* The “S” grade may be used only in ART700 Seminar in Fine
Arts.
Students who have been admitted to a graduate program and
have a GPA of at least 3.0 may take one or more courses at
another institution and transfer those credits to Edinboro
University with advance approval using the transfer credit
form. The completed form must be date stamped in the
Graduate Office at least four weeks prior to the semester in
which the course begins. After-the-fact requests for transfer
credit will be denied. Transfer credit may not be used to repeat
courses already taken at Edinboro University. The Graduate
Dean is the final point of approval for all transfer credits.
An incomplete grade, I, will be issued when the work is interrupted
because of poor health. An instructor may, in unusual
circumstances other than poor health, assign an incomplete grade.
Incomplete grades must be removed within four weeks of the
beginning of the following semester (fall or spring). It is the
student’s responsibility to see that the work is completed within
this four-week period. The incomplete grade will automatically be
changed to an F grade if the work is not completed during this time
period. If a student has an incomplete grade in the semester of
graduation, he/she must complete the work and have the grade
assigned by the instructor within two weeks after commencement.
Correspondence Courses
No graduate credit is allowed for correspondence courses.
Credit by Competency Examination
Graduate credit is not awarded for competency examinations.
Competency exemption, granted in lieu of a required course in a
student’s degree or graduate certification program, is recorded on the
student’s transcript. Competency exemption requires the approval of
the program head and the graduate dean. In addition, if a required
course is waived, it must be replaced by an elective course approved
by the program head.
A temporary grade of R is issued to indicate that no grade is
presently available because the research/thesis is still in progress.
After the research has been completed, the R is replaced with the
appropriate letter grade. RT is a permanent transcript grade that
automatically replaces the R grade after a period of two calendar
years. In order to complete the thesis, a student must reinitiate the
proposal process, which includes registering and paying for thesis
credits a second time. The satisfactory completion of the thesis
does not result in removal or replacement of the RT grade.
Maximum Credit for Independent Study
A maximum of six semester hours of credit (exclusive of the thesis)
earned in independent study, individualized instruction and/or
independent reading will be accepted in meeting the minimum credit
requirements for the master’s degree.
Time
Limitations
Requirements
on
Meeting
Degree
A grade of W shows that the student withdrew between the 4th and
10th week of the semester or the equivalent time period of a
summer session.
All requirements for the master’s degree must be completed within a
five-year time period beginning with the semester or summer
session in which the individual completed the first accepted credits
of the master’s degree program. If unusual circumstances have
prevented an individual from the normal pursuit of his or her
graduate studies, he or she may apply to the graduate dean for an
extension of the five-year time limit.
A grade of WP shows that the student withdrew from the course
after the 10th week of the semester or the equivalent time period of
a summer session and that he or she was, at the time of withdrawal,
earning a passing grade.
- 19 -
A grade of WF shows that the student withdrew from the course
after the 10th week of the semester or the equivalent time period of
a summer session and that he or she was not earning a passing
grade at the time of withdrawal.
may continue the appeals procedure.
2.
All grade appeals shall be made by the student in writing
directly to the faculty member who gave the grade within
twenty-five (25) calendar days after the beginning of the
semester following the issuance of the grade. A copy of the
appeal must be sent to the chairperson of the department in
which the appeal is made. Summer school shall not constitute
a semester.
3.
Should the faculty member find in favor of the student, the
grade change form, initialed by the department chairperson,
shall be sent within ten (10) University calendar days to the
Coordinator of Records. Should the faculty member find in
favor of the grade as given, the student shall be notified in
writing within ten (10) University calendar days.
4.
Should the student desire, he/she may appeal a negative
decision by the faculty member to the Academic Appeals
Committee of the department in which he/she received the
grade within ten (10) University calendar days after being
notified by the faculty member. The appeal shall be made in
writing to the chairperson of the departmental Academic
Appeals Committee. A copy should be delivered to the
department chairperson.
The grade of AU shows that the student completed the course, but
that no credit was earned because the individual registered for the
course on an audit basis. A student who registers for a course on an
audit basis who fails to complete the course will receive a WP
grade.
Repeating Courses
Courses may be repeated only under extenuating circumstances and
then only with the approval of the Dean of Graduate Studies and
Research. The grade earned when a course has been repeated is
shown on the official transcript along with the original grade. In
computing the cumulative grade average the grade earned when the
course was repeated is substituted for the original grade.
Auditing a Graduate Course
A student possessing a bachelor’s degree from a regionally
accredited college or university may audit a graduate course. This
student will not be responsible for course examinations; however,
the instructor may, as a condition for approving the auditing of the
course, require that the individual be responsible for course
assignments. Although no credit or grade is received when a
student audits a graduate course, regular course fees and special
fees are charged. Students who register on an audit basis may not
change to credit status after the end of the “add” period.
The committee shall hold a hearing within ten (10)
University calendar days following the student appeal. Both
the faculty member and the student involved shall be invited
to attend. The committee shall have the power by simple
majority vote to decide cases involving grades erroneously
calculated or recorded or where prohibited discrimination is
alleged. Should the committee find in favor of the student, a
recommendation of a grade change shall be sent to the dean
of the appropriate school.
Official grade sheets and transcripts will contain the letter “N” to
show that the course was completed. If the individual fails to
complete the course the official grade report and transcripts will
show a “Y” grade.
The student desiring to audit a course shall, prior to his or her
enrollment in the course, complete an application for admission to
graduate study and obtain the written approval of the instructor to
enroll in the course.
The dean shall thereafter submit the grade change form to
the Coordinator of Records after the department chairperson
has initialed the grade change form with a copy to the Dean
of Graduate Studies and Research. A tie vote of the
committee upholds the faculty member’s decision. No
student or faculty member shall sit in judgment if he/she is
involved in the case. With the exception of the grade, no
part of this procedure shall become the part of any
individual’s (faculty or student) University record or file.
Appeal of a Graduate Grade
This policy provides for due process in the rare instance when a
student believes that a final grade assigned in a course is erroneously
calculated or recorded, or is a result of prohibited discrimination by
the course instructor.
5. In cases where the student alleges that the final grade is
based on prohibited discrimination, the student may, within
ten (10) University calendar days after being notified of the
committee’s decision, appeal a negative decision of the
departmental Academic Appeals Committee, in writing, to
the president of the University or his/her designee. The
president or his/her designee shall hold a hearing within ten
(10) University calendar days. The faculty member, the
chairperson of the Academic Appeals Committee, the student involved and the University affirmative action officer
shall be invited to attend. The president shall have the right
to direct the change of the grade where he/she finds that the
grade decision was the result of prohibited discrimination.
Each academic department of the University shall have an Academic
Appeals Committee. Membership of the committee shall consist of
at least three faculty members of the department and at least two
students who are majors in the department’s programs, all of whom
shall be elected by the department faculty.
Students wishing to appeal a final grade must initiate the appeal
within twenty-five (25) calendar days after the beginning of the
semester following the issuance of the grade. Summer school shall
not constitute a semester. With the exception of the grade, no part of
this procedure will become a part of any individual’s University
record or file.
Appeals Procedure
1.
Withdrawal From a Course
A student is not officially withdrawn from a course until he or she
has informed the Graduate Office in writing of the withdrawal.
Graduate students may withdrawal from one or more classes at any
The student should initiate the appeal by consulting on an
informal basis with the faculty member who gave the final
grade. If no satisfactory results are achieved, then the student
- 20 -
point in the semester after the third week of classes. Students who
withdraw from scheduled courses during the first two weeks of a
semester, or an equivalent period during a summer session, will be
permitted to drop their classes without academic penalty; no academic record will be kept for those courses. From the fourth
through the tenth week, students who withdraw from their classes
will receive a W on their academic record for the courses from
which they withdraw. An official withdrawal from all classes after
the first ten weeks of the semester or equivalent session will result
in the student receiving grades of WP (withdrawal/passing) or WF
(withdrawal/failing).
Academic Credit and Course Load
The unit of academic credit is the semester hour which normally
represents 50 minutes of lecture or recitation per credit during each
week of a 15-week semester. Seminars, research courses and
laboratories bear academic credit appropriate to the work expected
of the students in the course.
Students attending on a part-time basis while being employed on a
full- time basis may enroll for no more than six semester hours of
credit a semester. A full-time student may earn 15 semester hours of
credit each semester, but it is recommended that they not enroll for
more than 12 semester hours.
Students planning to withdraw from the University under the
provision of this policy are subject to the current refund policy
stipulated in the University catalogue. There is no provision for a
formal leave of absence.
The policy on course load is designed to permit a student to proceed
in the degree program at his or her own rate and yet protect the
student from registering for more credits than he or she can
reasonably expect to complete satisfactorily in a given semester or
summer session. Degree students admitted on a conditional basis are
advised to carry a light course load.
Graduate students who withdraw from classes, but not from the
University, are not required to be reinstated to the University.
Graduate students have five years to complete a graduate program.
They are not required to attend in consecutive semesters.
Written authorization to carry an academic overload may be granted
only by the dean of the appropriate school and must be submitted at
the time of registration. However, authorization for a student who is
also a graduate assistant must be approved by the Dean of Graduate
Studies and Research to carry an academic overload.
Withdrawal From the University
Enrolled graduate students who wish to completely withdraw from
their courses must inform the staff of the School of Graduate Studies
and Research of their intention to leave school. This office is located
in Biggers House.
Earning a Second Master’s Degree
Individuals who have completed a master’s degree and who desire
to earn another master’s degree while attending Edinboro University
will be permitted to transfer to this new degree no more than a total
of nine semester hours of graduate credit earned as a part of the
previous master’s degree. However, a student is not permitted to be
enrolled in two master’s programs simultaneously.
Students in the master of arts degree programs in counseling may
transfer to a second master’s degree a maximum of 12 semester
hours earned as part of a previous degree. Students in the master of
fine arts degree program may transfer a maximum of 15 semester
hours earned as part of a previous graduate degree.
Attendance
Students are expected to attend classes for which they are registered.
In the case of unavoidable absences the student bears the
responsibility of arranging with the instructor for any necessary
makeup work. In determining the course grade, the instructor will
take into consideration work missed due to absences.
Class Cancellation
It is the policy of the University not to cancel scheduled classes
because of weather conditions. In cases of an emergency which
disrupts transportation facilities or creates personal problems,
students should make decisions as to attendance which appear
appropriate to them in their particular circumstances.
These credits will be accepted for transfer to a student’s degree
program at the University if (1) the credit is approved by the Dean
of Graduate Studies and Research, (2) a grade of B or better has
been earned, (3) the credits were earned at a regionally accredited
college or university and (4) the credits were earned within a fiveyear time period from the date of the semester or session in which
the individual earned the first accepted credits of the new master’s
degree program. The application for admission to a second degree
program should be obtained from the School of Graduate Studies
and Research. The application for admission to a second degree
program will be evaluated by the dean. The dean will inform the
applicant of the disposition of the application for admission to a
second degree program.
Registration Procedures
Information regarding registration is mailed to all active graduate students prior to each semester and summer sessions. Students may
register online using S.C.O.T.S., by fax, mail or by person at the
Office of Records and Registration located in Hamilton Hall. If
registration is processed during the pre-registration interval, payment
can be delayed. Students registering later should be prepared to pay
for tuition and fees. A fee of $25.00 is charged for late registration.
Newly admitted students will be informed of the registration process
at the time of admission.
Enrollment of Undergraduate Students
Adding Courses or Changing Courses
Students enrolled in the undergraduate program of a regionally
accredited college or university may enroll in a limited number of
graduate courses if 60 or more semester hours of credit have been
earned, if their cumulative quality point average is 3.0 or better on
a 4 point scale, and if they have the written approval of the course
instructor, their advisor, the dean of the appropriate school and the
Dean of Graduate Studies and Research. Students must complete
the “Permission to Enroll in a Graduate Course” form.
Students who have completed registration may, prior to the second
scheduled class meeting, add a course to their schedule through the
SCOTS system. Students who have completed registration may,
prior to the end of the add period, change a course on their schedule
through SCOTS.
- 21 -
prepare with this faculty member’s assistance a prospectus for the
independent study and the application requesting authorization to
enroll for independent study; (3) submit the prospectus and the
application to the chairperson of the department for approval and (4)
submit a copy of the prospectus and the application for approval to
enroll for independent study, signed by the departmental
chairperson, to the dean having jurisdiction over the student’s major,
and to the Dean of Graduate Studies at least one week prior to the
established registration day.
Enrolment of Seniors in Graduate Courses for
Graduate Credit
Undergraduate students who are within 12 semester hours of
completing all courses and/or credit requirements for the bachelor’s
degree may enroll in up to a maximum of nine semester hours of
graduate credit provided (1) the student has completed all
requirements for admission to graduate study except the earning of
the bachelor’s degree, (2) the courses are approved by the
individual’s graduate advisor or the chairperson of the department
of his or her graduate major, (3) graduate course fees are paid and
(4) the combination of graduate and undergraduate credits taken in
one semester does not exceed 15 semester hours and the number of
graduate credits does not exceed nine semester hours. Graduate
credit will be granted upon completion of the bachelor’s degree, if
this degree is completed within one calendar year following the
completion of the first course.
The independent study must be designed so that it will be
satisfactorily completed before the end of the semester or summer
session in which registration for the independent study took place.
Upon completion of the independent study, a written report of the
study will be submitted to three faculty readers who will evaluate
the study and recommend the grade to be awarded. The readers are
assigned by the departmental chairperson and includes the faculty
member who supervised the study. A copy of the completed
independent study is filed in the office of the departmental
chairperson.
Faculty Enrolment in Graduate Courses
The continuing education of faculty is recognized as basic to the
vitality of the University. Therefore, faculty are generally
encouraged to enroll in graduate courses which will enhance
professional growth. Faculty are generally expected to pursue graduate degrees and/or courses leading to promotion and/or tenure at
other institutions. It is recognized that retraining of faculty is
essential to meet changing program needs.
1.
As a general rule independent study will not be authorized as a
substitute for a course offered by Edinboro University.
Authorization for independent study is a privilege and not a student
right.
Individualized Instruction
Faculty are encouraged to enroll in graduate courses at the
University to provide for their continuing education and
professional growth. Faculty are particularly encouraged
to enroll in such courses where newly-acquired knowledge
and skills will better enable them to respond to the
instructional needs of the University.
2.
Faculty may not use graduate courses completed at the
University after their employment as a member of the
faculty to qualify for tenure or promotion. Exceptions to
this provision for justifiable reasons may be made with the
recommendation of the appropriate dean and the approval
of the Vice President for Academic Affairs.
3.
Faculty are encouraged to pursue graduate courses and/or
programs as retraining which will increase the flexibility
of faculty use and will enable existing faculty to meet
student needs for courses and programs.
Individualized instruction is defined as individual study of a regular
course during an academic semester when the course has not been
regularly scheduled.
Enrollment for individualized instruction is limited to an individual
who has been admitted as a degree student, a non-degree
certification student or an advanced certificate student.
Authorization to enroll in individualized instruction requires the
approval of the department chairperson, the dean having program
jurisdiction over the graduate student’s major, the Dean of Graduate
Studies and Research for final approval.
The individualized instruction must be designed so that it will be
satisfactorily completed before the end of the semester or summer
session in which registration for the individualized instruction
occurred. Authorization for individualized instruction is a privilege
and not a student right.
Graduation Review and Commencement
It is the student’s responsibility to apply for graduation at the
appropriate time. To avoid a late fee your graduation card must be
submitted by the end of the add period for the respective graduation
semester/session. All late fees are $100.
Independent Study Courses
Independent study is designed to provide students with the
opportunity to organize and conduct a piece of research under the
supervision of a faculty member but independent of scheduled class
meetings and regular assignments.
Upon official verification that your degree requirements have been
met and provided you have no holds on your University account,
your diploma will be mailed a few weeks after the graduation date to
your home address unless you request otherwise
Enrollment for independent study is limited to an individual who has
been admitted as a degree student, a non-degree certification student
or an advanced certificate student.
Commencement
A student may earn a maximum of six semester hours of credit in
independent study and/or individualized instruction with no more
than three credits earned in a semester or in a summer session. An
individual who wishes to register for independent study must, well
in advance of the registration period (1) contact his or her advisor to
ask for assistance in identifying a faculty member who might serve
as the supervisor of the independent study; (2) after the faculty
member has been found who will supervise the independent study,
Edinboro University holds commencement ceremonies in December
and May. The dates of commencement are established by the
President. Attendance at commencement is not mandatory.
Individuals who complete degree requirements during the summer
session preceding the December commencement ceremony will
receive their diploma by mail approximately three weeks after the
- 22 -
graduation date. These individuals are also invited to participate in
the December ceremony. Individuals who complete degree
requirements during the first semester will participate in the
December commencement. Individuals who complete degree
requirements at the conclusion of the second semester will
participate in the May commencement ceremony.
Graduate students with 3.95 GPA or higher will be given
recognition in the commencement program. Diplomas will be
mailed to students following official verification of completion of
degree requirements.
- 23 -
ACADEMIC RESOURCES, SERVICES AND SPECIAL PROGRAMS
special collections rooms are staffed and open to the public. A
wireless network in the building ensures ready access to electronic
resources and networked services. A computer lab, seminar rooms,
classrooms, and A-V previewing rooms are also available. Ample
space is provided for individual study with both study tables and
carrels. A coffee bar was recently added.
Performing Arts Series
The mission of the Office of Performing Arts is to promote the live
performance of visual and performing arts. Sponsored by the
Edinboro University Student Government Association and Edinboro
University of Pennsylvania, the Performing Arts Series provides as
diverse a programming schedule allowed by available funds.
Committed to the University’s 21st “Century of Civility,”
Performing Arts provides programs that reflect this motto and
elevate the arts at Edinboro. The Performing Arts Office is located
in the Diebold Center for the Performing Arts, phone 814-732-2518.
Technology and Communications, Ross Hall
With state-of-the-art facilities and services, Edinboro University of
Pennsylvania is sure to meet all of your technology needs. Read on
to discover the many technological resources available to you as an
Edinboro student.
Baron-Forness Library
Baron-Forness Library is a progressive, dynamic resource
committed to supporting the curricular and research needs of
Edinboro University.
Academic Resources
•
Students can access 60 computer labs with a variety of
hardware and software. A number of academic
departments operate their own computer labs in
conjunction with the University-wide Technology and
Communications operations. One lab is available for use
overnight. All computer labs are connected to the campus
network and the Internet.
•
Some of the many resources for students to improve their
computer skills include help sheets, web-based
information, and computer lab assistants.
•
The campus features a $6 million R. Benjamin Wiley Arts
& Sciences Center, which includes cutting-edge teaching
and learning facilities with four auditorium-style
classrooms, three technology-enhanced classrooms and a
distance education classroom. All of the classrooms
include a “smart podium,” a specially equipped desk that
enables faculty members to operate computer and audiovisual equipment from one location. A number of
classrooms across the campus are equipped similarly. The
distance education classroom links to a number of learning
sites in the area, as well as the State System central office
in Harrisburg and other State System universities for
multipurpose videoconferencing.
•
Many courses have web-based supplements, and Edinboro
University offers a growing number of web-based courses
and programs.
As the largest academic library in the region, Baron-Forness
provides information and services to members of the University
community as well as the residents of northwest Pennsylvania, ever
mindful of the challenge of change in an information-driven
environment. University faculty and students are increasingly aware
of the challenges presented by the pace of technological
development and explosion of information. To meet these
challenges, the Library provides access to electronic indexes, books,
journals and reserve materials as well as multimedia materials,
software, and equipment.
Increasing numbers of these resources are available remotely to
meet the growing number of commuting and distance education
students. The Library’s catalog provides a web-based resource for
identifying and locating books, periodicals, media, and other
resident materials. Among other features, this sophisticated tool
enables patrons to check their record for overdue or outstanding
items, or renew materials online. Also, they can now search the
electronic catalogs and request materials from many of the academic
libraries in Pennsylvania. Indexes and databases accessible via the
Internet have largely replaced their counterparts in CD-ROM and
printed formats. In this way, many of the important indexes in
respective fields (e.g. education, psychology) are now accessible to
current students, faculty, and staff of the University from any
networked PC on campus and, in many cases, from off campus as
well. Printing, in black and white or color laser, is
available.
Co-Curricular Resources
StudentNet is the term we use for technology services provided for
students living in the residence halls. We provide internet
connections, cable television service, telephone service, and
technicians who are available to assist students with their technology
needs. Our traditional residence hall rooms are wired for two highspeed data connections, digital satellite cable television service, and
a telephone connection. The telephone features provided include
caller ID, call waiting and three-party calling. The new Highlands
suite housing units are wired for high-speed data connections and
digital satellite cable television service in each bedroom and the
common living area. Additionally, wireless internet service is
available throughout the buildings. Although telephone service is
not available in the units, courtesy phones are provided in each
hallway.
As information becomes increasingly reliant upon delivery by
electronic
means,
the
Library’s
home
page
(http://www.edinboro.edu/departments/library/) is the primary
vehicle for keeping up with the many exciting changes occurring in
the Library. Many traditional printed services are now available in a
web-based format including: interlibrary loan requests, reserves, and
book suggestion forms. To help in the use of all these resources,
library faculty is available seven days a week to provide research
assistance. Library faculty also teaches research techniques through
classroom presentations, library tours and training sessions. A
multimedia lab was recently created to accommodate the needs of
those dealing with non-textual types of information. Workshops on a
variety of topics assist users of productivity software.
Wireless internet access is available in all areas frequented by
students including classroom buildings, the library, student lounges,
dining areas and residence hall lobbies.
The Library is organized to allow students and faculty easy access to
library materials. The open stack plan allows researchers direct
access to the book and journal collection. University archives and
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The Student Technology Help Center is located in the lobby of Ross
Hall. It was created to provide assistance to students in meeting their
technology needs. All students may receive assistance with
technology issues by stopping in, calling, or scheduling an
appointment with one of our trained student technicians to come to
their residence hall room.
leadership development; promote scholarship and encourage
intellectual development; enrich the intellectual environment of
graduate education institutions; and to encourage high standards of
ethical behavior. The Alpha Nu chapter of Alpha Epsilon Lambda
was chartered in June, 2004. Applications for admission are
available in the School of Graduate Studies and Research and on
the Graduate Studies website.
Services available to students include:
•
residence hall internet, cable television, and telephone
assistance network, email, S.C.O.T.S. account help
•
EUPnet wireless connectivity assistance help to ensure your
computer is up-to-date with the latest updates, hot fixes,
patches, antivirus & security
•
computer hardware sales & service
Other Services
The Reading Clinic, offered by the Department of Elementary
Education, is located in the Miller Research Learning Center. The
Clinic’s primary purpose is to train reading specialists at the
graduate level and to introduce clinical concepts to undergraduates.
Operating in a clinical setting under the direct supervision and
guidance of the Reading Clinic director, the University students in
the reading program work with children who have a variety of
reading difficulties.
Student Resources
•
Students are provided e-mail accounts and network storage
space for their academic files. Their e-mail can be accessed via
a web browser at any time and from anywhere in the world.
Their network storage can be accessed from any computer
connected to the campus network.
•
Students can create web pages in their account areas and access
•
these pages via http://users.edinboro.edu/username.
•
Students have access to S.C.O.T.S., our Student-Centered
OnLine Transaction System. With it, students can register, add
and drop classes, view their academic history, grades, and
conduct other University business.
•
Students can access their financial aid and bill via S.C.O.T.S.
and pay their bill with a credit card.
•
Information such as course schedules, course descriptions, and
•
student handbook are available on the University’s web site.
The Miller Educational Technology Center, operated by the
Elementary Education Department, is located in room 136 of the
Miller Research Learning Center. Its primary purpose is to instruct
graduate and undergraduate University students in the use of
computers and educational technology in school classrooms. In
addition, the laboratory is available to education students and faculty
to meet personal computer needs including Live Text work.
The Governor George M. Leader Speech and Hearing Center
provides assessment and treatment services for individuals with
communication disorders. A wide range of services are provided for
children and adults with needs in the areas of
articulation/phonology, accent reduction, augmentative and
alternative communication, fluency, voice, receptive and expressive
language, cognition, and swallowing. Clients are seen on a regular
basis and are accepted from within the University, public and
parochial schools, hospitals, nursing homes, and the community at
large.
We are a fee-for-service clinic providing services at a reasonable
cost. A reduced rate, based on a sliding fee scale, is available for
those with low income and/or extreme financial hardship who meet
the qualifying guidelines.
For more information on technology at Edinboro, please call
Technology and Communications at 814-732-2111.
Graduate Student Organizations
Graduate Student Council
The Graduate Student Council serves as a student council to
graduate studies. Of specific concern are issues related to
responsiveness of graduate programming to student needs and
policies and practices in the presentation of graduate education at
Edinboro University. Membership on the Graduate Student Council
consists of one representative of each graduate program nominated
by the head of each graduate program for a term of office not to
exceed two years. However, all graduate students are invited to
participate in Graduate Student Council. When deemed appropriate,
the president of the Graduate Student Council may be invited to
attend Graduate Council meetings.
All clinical activities are supervised by faculty holding the
Certificate of Clinical Competence in Speech/Language Pathology
or Audiology from the American Speech-Language-Hearing
Association and a Pennsylvania license.
Any interested student or University employee may obtain
additional information by contacting the Leader Speech and Hearing
Center Office at 814-732-2433.
Graduate Professional Development Program
The Graduate Professional Development Program (GPDP) makes
funds available for graduate student professional development
grants. The grants are intended to help students in scholarly
activity, research, and in the presentation of papers at meetings or
conferences. The grants can be used to defray registration,
transportation, lodging, and meal costs. Further information and
application can be found at the School of Graduate Studies and
Research website.
Learning Technology Services, located in the lower level of Ross
Hall, provides a variety of services to students, faculty and staff.
Falling within the framework of the Technology and
Communications Division, the Office provides loan of instructional
technology including camcorders, projectors, audio systems, as well
as technical support of videoconferencing technology. The Office
also provides expertise in the area of audio-visual, and video
equipment recommendations and specifications, and other numerous
services to faculty and staff including technology training and access
to instructional hardware, software, and classroom technology
support.
Alpha Epsilon Lambda
Alpha Epsilon Lambda is the honor society of graduate and
professional school students. The mission of Alpha Epsilon
Lambda is to: confer distinction for high achievement; promote
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Student Affairs
University’s comprehensive student health program. It is centrally
located on campus and is accessible to all students.
The mission of the Division of Student Affairs is to anticipate, plan
for, and respond to the needs of a diverse student body in a
constantly changing world. This is accomplished by providing
programs and services that enhance learning and personal growth.
Collaborative efforts with other campus and community entities are
fostered to establish a supportive and challenging learning
environment, encourage student involvement in shared governance,
and create a community essential to advancing the University’s goal
of excellence.
CAPS is committed to the enhancement of the potential of all
students by helping them to address and resolve concerns that may
interfere with their academic progress, psychological health,
personal effectiveness, and satisfaction with student life. Through
the provision of high quality psychological services and educational
programs that apply knowledge and principles derived from the
social and behavioral sciences, CAPS assists all students to obtain
the most benefit from their educational experiences.
Student Judicial Affairs
Standards of scholarship and conduct are established to maintain
order, to provide for the safety and well-being of all members of the
University community, to support a positive living and learning
environment, and to uphold the good name of the University.
Students are held accountable for their actions and are encouraged to
act as positively contributing members of the University community.
Consistent with the educational mission of the University,
appropriate efforts are made to foster personal and social
development. The Office of Student Judicial Affairs provides the
due process through which allegations of misconduct are
adjudicated. Copies of the Student Code of Conduct and Judicial
Procedures are available at the Office of Student Judicial Affairs in
Lawrence Towers and on the University website.
CAPS provides services to enrolled students without charge on a
short-term basis with a focus on facilitating personal and academic
growth. The faculty includes psychologists who provide counseling
for personal, social, and emotional concerns, as well as brief
psychotherapy, crisis intervention, group programs, personal
development opportunities, consultations, psychological assessment,
and referrals. A listing of the personal development and group
programs being offered is available from CAPS. The Sexual
Violence Victim Advocate and Wellness Peer Educator programs
are coordinated by this office.
Hours are 8:00 a.m.-5:00 p.m., Monday through Friday, during each
semester, except when the University is officially closed.
Appointments are requested and can be made by phone or in person.
At times there may be a waiting list to initiate services, except for
emergencies. All services provided are held strictly confidential. For
additional information, call 814-732-2252 or visit us at
www.edinboro.edu, search: CAPS.
Student Health Services
The University is genuinely concerned that students remain in their
maximum state of health and wellness. Student Health Services is
available to provide health care and health education for students.
The wellness approach to health care is of utmost importance to the
staff of Student Health Services. Maintaining a healthy student
population increases class attendance, and improves overall
academic performance. Student Health Services is staffed by
licensed family physicians, certified registered nurse practitioners,
and registered nurses certified in the college health specialty. In
2007 the Student Health Services was accredited by the
Accreditation Association for Ambulatory Health Care. This
distinction is shared by only eleven student health centers in the
state of Pennsylvania. The goal of the staff is to promote wellness,
healthier lifestyles, provide health education, increase health
consumer awareness, and encourage self-care responsibilities. A
wide referral base is maintained for any expertise needed to treat the
student. Ambulance service is available from the local community
fire department and is utilized at the student’s own expense or
his/her insurance carrier. Extreme confidentiality is maintained and
information will not be released without the student’s written
permission. Students are encouraged to have open communications
with their family or significant other. Short-term observation is
available if the staff feels it would be appropriate. A sample of
services available at the Health Center include: illness and injury
diagnosis and treatment TB testing, allergy injections, physicals,
STD testing, pap tests, birth control, immunizations, domestic
violence counseling, HIV/AIDS counseling and testing, drug and
alcohol counseling, sexual assault counseling, educational programs,
weight management, eating concerns, nutrition, stress management,
and sexual health. For additional information, please call to schedule
an appointment with our professional staff at 814-732-2743.
Student Government Association
The Student Government Association office is located in the Pogue
Student Center. SGA is the official representative body of the
students of Edinboro University. SGA responds to various student
interests and concerns in order to enhance the quality life for
Edinboro University students. SGA officially recognizes student
organizations for funding and allocates an annual budget to the
various organizations on campus. SGA also sponsors campus-wide
programs and activities with funds collected from the Student
Activity Fee.
SGA members have many opportunities to enhance leadership skills
through participation in weekly congress meetings, serving on a
variety of committees, and attending various leadership conferences.
Congress applications are accepted at the beginning of each
semester. A Congress member serves a term of two semesters.
SGA also operates a convenience store in the Pogue Student Center
and provides a shuttle service for on and off campus transportation
needs. All students are encouraged to learn about and participate in
their Student Government Association. We welcome you to attend
our weekly meetings held every Monday at 5:00 pm in the
Zahorchak Seminar Room of the Pogue Student Center.
University Center Information Desk
The University Center information desk is located on the first floor
lobby of the Pogue Student Center. This office provides an
information exchange for faculty, staff, students and the general
university community. The information desk is staffed from 7:30
Counseling and Psychological Services
Counseling and Psychological Services (CAPS) is part of the
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a.m. to 11:00 p.m. while classes are in session. The telephone
number is 814-732-2842. Information that can be obtained at the
information desk includes:
Adaptive Athletic Program
Edinboro University offers a unique opportunity for students with
disabilities. The adaptive athletic program offers students with
disabilities opportunities in athletic competition. The University
offers competition in wheelchair basketball and power lifting.
Edinboro was honored to host the 30th Annual National
Intercollegiate Wheelchair Basketball Tournament in March 2007.
Fitness Center
The Fitness Center is located on the ground floor of the Pogue
Student Center. Two gymnasiums, three racquetball courts,
combative sports room and men’s and women’s locker rooms each
with a sauna and steam room as well as a Climbing Gym, elevated
track, two aerobics rooms, free weights, circuit training machines
and cardio equipment are all available for student use. Also located
within the Fitness Center is an equipment room where students can
check out a variety of sports balls and equipment.
University and student organization meeting information
Phone numbers for offices, faculty and staff
Frequently requested local phone numbers
Events and activities announcements
University Programming Board sponsored events information
Student Government Association updates and information
University concert series information
University Center programs and activities
Edinboro varsity and club sports schedules
Other general University information
Volunteer Service
Volunteer services located in the Campus Life Office works in
conjunction with the Community Outreach Center. Over the years,
Edinboro University of Pennsylvania students have contributed
thousands of dollars and hundreds of service hours to northwest
Pennsylvania. Community service and volunteer work are
expectations of students at Edinboro University. The Campus Life
Office has established a means for students to have opportunities to
get involved in community service projects. If students wish, they
can document their volunteer work on “pink volunteer” cards. This
is one more way the University, students, clubs, and the community
work together to create a more positive living/learning environment
for the greater Edinboro area. Their service hours can be provided
on a transcript, at no charge, to the student for graduate school
applications.
Recreational Sports
The Recreational Sports Program is located in the Fitness Center of
the Pogue Student Center. Looking to participate in a structured
recreational sports activity? Stop by and check out all the action!
Sports are offered in men’s, women’s and coed leagues and
tournament format in the following sports: basketball, flag football,
soccer, tennis, volleyball, racquetball, softball, table tennis and
more.
Campus
(CORE)
Outdoor
Recreational
Experience
CORE provides the campus community with additional outlets for
the expenditure of leisure time. Outdoor recreational trips complete
with equipment rentals include white water rafting, skydiving,
caving, inline skating, mountain hiking, alpine and cross country
skiing, tubing and snowboarding. Interested students may also take
instructional non-credit mini-courses in scuba diving, canoeing,
bicycle repair and backpacking.
Campus Life
The Campus Life Office hosts a number of events throughout the
year that are planned and coordinated by students, for students. The
University Programming Board is the central event planning group
for the campus. This student-run committee provides entertainment
and activities for all students. The purpose of these events is to
enhance the educational, cultural, social, and recreational aspects of
the university experience. Activities include speakers, comedians,
recreation, and a wide variety of other events that are free to
students. The University Programming Board also oversees the
Student Concert Committee, Homecoming Committee, Welcome
Week Committee, and SnowFest Committee.
Athletics
Recognized as one of the top programs in the Pennsylvania State
Athletic Conference, Athletics continues to promote excellence in
and out of the classroom.
Offering 17 intercollegiate sports, seven men’s and ten women’s, the
University has established a rich tradition with its ongoing
accomplishments in the arena of collegiate athletics. The foundation
of the athletic success is an experienced and knowledgeable staff,
consisting of professional coaches and support personnel who have
combined to serve Edinboro University for 300 years. Many of the
coaches are recognized annually for their statewide and national
success.
The Student Concert Committee is an organization funded by
Student Government Association, and is led by a student concert
director, along with a student committee. The series hosts multiple
concerts throughout the school year, bringing in music from all
types of genres for students to enjoy.
Athletic scholarships are awarded to deserving student-athletes with
aid determined by each individual sport coach.
Homecoming is one of the largest events Edinboro University
offers. Led by a student chairperson, Homecoming activities include
Homecoming king and queen elections, and the ever-popular
Homecoming parade.
Overall, it is the goal of the University to provide the best quality
educational and athletic experience possible for its student-athletes.
The program has also enjoyed success in the classroom with
numerous student-athletes earning Academic All-American honors.
The department annually recognizes its scholar-athletes at a
recognition banquet for those students who have earned a
cumulative grade point average of 3.0 or better during their careers.
Generally close to 40 percent of all student-athletes meet this
criterion.
To celebrate the many snowy days in Edinboro, SnowFest is a
weeklong event of fun-filled snow activities that are open to the
entire Edinboro community. This student-run event offers activities
that include a planetarium show, talent show, a snow carnival, and
the snow king and queen pageant. This festival allows all Edinboro
residents to enjoy the wonderful, long winter season.
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Edinboro has enjoyed unprecedented individual and team success in
recent years, and this past year was no exception. Six teams
competed in their respective NCAA championships, including
football; men’s cross country, volleyball, men’s and women’s
swimming and wrestling. The men’s cross country team won the
Atlantic Region championship and the wrestling team won its 11th
PSAC championship in the last 13 years. The wrestling team also
captured its eighth straight Eastern Wrestling League crown and
12th in the last 13 years.
Individually, seven student-athletes earned All-American honors and
Jarrod King was named EWL and PSAC Wrestler of the Year, with
wrestling head coach Tim Flynn named PSAC Coach of the Year.
Edinboro wrestling competes on the NCAA Division I level,
whereas all other remaining sports participate in Division II.
Fighting Scots teams compete as representatives of the Pennsylvania
State Athletic Conference while the wrestling team is also part of the
prestigious Eastern Wrestling League.
cable television services are included in the room fee. Phone service
is provided in traditional halls, and may be selected by those in The
Highlands at an additional fee. All residence halls feature common
lounges with wireless access, recreation areas, television lounges,
vending/snack equipment and coin operated laundry facilities.
Safety and security are among our top concerns. Students living
on-campus will reside in facilities the have smoke and heat detection
systems and sprinklers throughout the facilities. In addition, card
access systems are available in many of the living units. Beyond the
equipment that is available, the halls are staffed by well trained
professional students and employees who work to maintain a safe
and secure environment. Safety education is on-going in the hall
communities. In addition, the university police and fire safety officer
participate in staff and student education programs.
All students with valid IDs are permitted free of charge to all
University regular season athletic events.
Students will see and hear the phrase “BORO Living”, or in long
form “Building Opportunities for Residents On-campus.” The
mission of Residence Life and Housing is to provide quality
residential services that complement the mission of the University
by encouraging civility, personal development and student success.
This is achieved by offering a just and caring community for
everyone. The Residence Life and Housing staff is available to assist
new students in making the transition from home to life on campus
and to assist students in developing knowledge and skills that will
give them a foundation for achieving excellence within and outside
of the classroom. The residence hall staff provides activities and
opportunities for students to become involved in campus life and
community activities. Professional Area Coordinators are assisted
by graduate Residence Hall Coordinators and undergraduate
Resident Assistants in the operation of each community. The
Residence Life and Housing website has suggestions
for things to bring to campus, suggestions for a positive roommate
relationship, and assists you in choosing the best residence hall
community for you. Overall our website has a wealth of information
to assist you along the way. Don’t ever hesitate to e-mail or call our
office if you can’t find an answer to your question.
Students are encouraged to reside on campus throughout their
college career. Living on-campus provides connection to students
and faculty, convenience, and comfort. All residents are required to
participate in a meal plan. Students sign a Housing and Food Service
Agreement for one academic year. Edinboro University makes every
attempt to honor building and roommate preferences; however, it
maintains the right to make housing assignments for the overall
benefit of the students and the institution.
Residence Hall Facilities
Center for Career Development
Edinboro University offers a blend of contemporary housing in
suites as well as traditional residence hall communities. The
Highlands at Edinboro University is the largest single new building
project undertaken in Edinboro’s 150-year history, as well as one of
the largest economic development projects in northwestern
Pennsylvania. Over $110 million is being spent to construct
residential communities that offer students more privacy in their
living options while remaining in close proximity to classes, the
student center, dining area, and all of the campus athletic venues.
The Highlands at Edinboro University is among the most energy
efficient residence halls in the nation, using geothermal energy
technology for its climate control systems; it has been designated as
a silver LEED project. Both The Highlands and traditional housing
offer convenience and commitment from the university community
to promote student success. In all residence hall rooms each student
has individual furnishings that include a bed, dresser, desk, desk
chair and wardrobe/closet. High-speed Internet access and digital
The center for Career Development offers a variety of services to
undergraduate and graduate students, alumni, and prospective
students. Students can meet with professional staff to obtain help
with clarifying goals, interests, strengths and weaknesses in relation
to choosing a major and planning their career path. In addition to
providing counseling and assessment, the center also assists students
with resume writing, interviewing, and job searching. The Center for
Career Development also delivers workshops to classes and student
clubs and organizations on a variety of topics such as career
development and planning, resume writing, interviewing, and job
searching. Students are encouraged to visit the center early and
often.
The University offers varsity competition in the following 17 sports:
men’s basketball, cross country, football, swimming, track and field,
wrestling; women’s basketball, cross country, soccer, softball,
swimming, indoor and outdoor track and field, and volleyball. In
addition, Edinboro’s newest sport, men’s and women’s tennis,
debuted in 2010-11.
The University’s athletic facilities have seen huge makeovers in
recent years. Most notable is the Mike S. Zafirovski Sports &
Recreation Dome, a $5 million air-supported structure which opened
in the fall of 2009. The Zafirovski Dome served as the host of the
2010 PSAC Indoor Track & Field Championships, with the facility
receiving rave reviews.
Sox Harrison Stadium, home of the football, women’s soccer and
women’s lacrosse teams, had SportEx, an artificial surface, installed
in 2007, along with the addition of lights. The facility’s track was
redone the year before.
McComb Fieldhouse, the largest on-campus arena in northwestern
Pennsylvania, has also seen extensive renovation. The basketball
court was refinished in 2007, and a new weight room and aerobics
center opened in the fall of 2007. The facility has also undergone
improvements in locker rooms in recent years.
The Office of Adult Student Services
This office provides special services to assist the adult student.
Adult students are usually beyond the age of traditional
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https://secure.edinboro.edu/Apps/EVR/VehReg.pl or temporary
permit which may be obtained 24/7 from the University Police
located at the 6N main entrance of the University in the Information
Center. Your current University ID and a valid Driver’s License and
Vehicle Registration must be presented when picking up your
parking decal at the University Police Department. To avoid parking
problems, all visitors are requested to stop and obtain a temporary
parking permit and directions from the University Police prior to
parking on campus. Expired University decals may be easily
removed with the application of heat.
undergraduate students who enter the University directly after
graduation from high school. They generally have major obligations
beyond those of college work, such as full-time employment and/or
a household and children for which they are responsible. Services
include priority scheduling and oversight of the accelerated means
of earning credits option.
The Office of Adult Student Services serves as a resource for both
prospective and current adult students.
International Student Services
For additional information or assistance concerning parking on
campus, a copy of the Edinboro University Student Vehicle
Registration and Parking Regulations may be obtained from the
University Police or viewed at any time on the University Police
web site at: http://www.edinboro.edu/departments/police/. The
University Police may be contacted at any time at 732-2700 for
assistance.
International Student Services at Edinboro University is founded
upon a recognition of the diversity of the world in which we live.
The curricular and the co-curricular activities offered by the
University reflect the cultural diversity of the University community
and the commitment to intercultural and international understanding.
Edinboro University provides a comprehensive international
program encompassing a wide variety of programming and services
to international and domestic students. It also provides educational
opportunities in cooperation with colleges and universities abroad.
Students are recruited from around the world. Complete information
for prospective students from abroad is available from the
Undergraduate Admissions Office or on the International Student
Services website at
http://cms.edinboro.edu/departments/international/main.dot?host
Office for Students with Disabilities
Edinboro University has been actively involved in providing
services to students with disabilities since September 1974. The
Office for Students with Disabilities (OSD) provides needed support
services to students with various disabilities attending the
University. These disabilities include, but are not limited to,
physical disabilities, learning disabilities, visual impairments and
hearing impairments. Students are required to provide signed
medical documentation and/or test evaluations to the OSD. Services
are provided based upon documented and expressed need. Services
include personal attendant care, van transportation, wheelchair
maintenance, peer mentors, meal aides, academic aides, readers,
occupational therapy, athletic teams, sign language interpreters,
Braille, tactile drawings, alternative test arrangements, priority
scheduling and adapted computing equipment. The OSD works
closely with disability related agencies including the Office of
Vocational Rehabilitation and the Bureau of Blindness and Visual
Services. Interested persons should contact the Office for Students
with Disabilities.
Multicultural Affairs
The Multicultural Affairs Office is charged with creating a climate
that is sensitive to the needs of its diverse population. The office
achieves these objectives by designing and sponsoring programs that
lead to an increased understanding of diversity and by providing
opportunities to learn, work, and live in a harmonious environment
that is free of discrimination.
The Multicultural Affairs Office supports activities of various
student organizations including but not limited to the Alliance for
Racial Identity and Cultural Acceptance (A.F.R.I.C.A.), Identity,
International Students Affiliation, Iota Iota, Iota, Latino Student
Organization, The United Brothers of Edinboro, the historically
Black Greek Letter Organizations and United Voices of Edinboro.
These organizations are established to celebrate cultural diversity
and to provide support for the special needs of underrepresented
students. Participation on the groups’ activities is open to all
students who are interested.
The Office for Students with Disabilities employs over 200 fulltime, part-time and student employees to provide these services.
Professional staff include the director, assistant director, learning
disabilities coordinator, occupational therapist registered/licensed,
registered nurse supervisor, and assistive technology/writing
specialist.
Off-Campus Facilities
Some students elect to live in off-campus facilities. Edinboro
University assumes no responsibility for the condition of the
housing or the safety and well-being of the student while he/she
resides off campus. While the University does not provide students
with a list of off-campus options, the staff is ready to assist students
in making wise decisions about off-campus accommodations and to
assist them should any conflicts arise.
Identification Cards
Parking on Campus
Identification cards can be obtained at the Dining Services and ID
Office located in the Van Houten Dining Hall lobby Monday
through Friday, 9-11 a.m. and 2-4 p.m. (or other times by
appointment). University policy requires that all students, faculty
and staff carry the Edinboro University ID card at all times while on
campus. ID Cards are required for accessing your meal plan, door
access, fitness center admittance, charging books to Financial Aid at
bookstore, getting parking passes, checking out books at the BaronForness Library, and will provide entry into University athletic
games and cultural events. The ID card can also be used as an ATM
card if you have a PNC bank account. The ID cards are valid as long
as the holder is associated with the University and is in good
standing. Initial card cost is $5.00 and replacement card cost is
$10.00.
Parking on campus is by decal which you apply for on line at
Dining Services
Commuting
Students may wish to commute from the residence of a parent or
relative if located within close proximity to Edinboro University.
Commuting students are encouraged to use the campus dining
services and the facilities of the University Center.
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•
The meal program at Edinboro is designed to exceed our customers’
expectation. The services provided are reflective of today’s active
lifestyles, and anticipates both needs and desires. Locations and
menus are varied enough to provide diversity for the pallet as well
as flexibility for busy schedules. Whether you are returning for
another year or attending Edinboro for the first time, we are glad
that you have joined us. Your dining locations include:
•
Van Houten Dining Hall - the all-you-can-eat residential
dining center. The “Marketplace” layout features spatial
separation of the different menu concepts and is a break from
the traditional straight line cafeteria. Comfort foods, ethnic
cuisine, vegan and vegetarian options, and traditional favorites
are offered daily. Morning Editions offers full breakfast bar,
eggs and bacon to order, and a wide assortment of continental
items, fruit, yogurt, and cereals. Lunch and Dinner feature
varied options at the Fresh Grille, Trattoria, Sandwich
Central, Rice Grains & Veggies, Terra Ve, Menutainment,
& Culinary Table. Whether you are feeling adventurous or
wanting to stick with favorites there is something for every
taste and appetite. We are especially proud of working with
Edinboro Food Bank and helping to feed local area shut-ins on
a daily basis. So take as much as you want, but please be
mindful to eat all you take. A lot of good is done with the
portions left in the pan.
•
The Celtic Court at the Frank G. Pogue Student Center is a
•
convenient space for a quick bite, a study break, or as a
gathering place. Special care and quality ingredients are used at
their Grill Station as well as their Wrap Station. Pazzelli’s fine
house recipe sauces make our pizza and pasta dishes stand
apart. Have your pasta served in a freshly baked bread bowl for
a unique and filling entree. On the run? Grab an Outtakes salad,
sandwich or dessert. Looking to plug in or chill out? Either way
the Cyber Café offers wireless and wired connectivity, a
fitness room view, multiple flat screen televisions, and some of
the best Caribou coffee drinks, smoothies, Panini sandwiches,
and Au Bon Pain soups you could hope to find. Located in the
Frank G. Pogue Student Center.
•
Skipjack’s at Rose Hall is the finest retail food court in the
•
Pennsylvania State System of Higher Education. 2-Mato serves
thin crust pizzas that are a cut above the norm. Mondo’s Subs
combines fresh baked rolls with the freshest ingredients and are
prepared both to order and to individual taste. Hankering for
Mexican food? Habanero’s combines fast food affordability
with family restaurant quality. An added bonus to this location
is a Grill Station with burgers, chicken, fries and more The
front side of this space is home to Edy’s Ice Creamery
featuring hand dipped ice creams, shakes, sundaes and fresh
baked cookies. Seattle’s Best offers up industry leading coffee
drinks, Outtakes, and Scots Chocolates.
•
The Baron-Forness Library houses our flagship Starbucks
location. You can get an Outtakes sandwich or salad as well as
Creamice and teas. Be sure to take advantage of the outdoor
seating area and walk-up window when (if) weather permits!
•
Sandella’s award winning flat bread and specialty sauce
program can be found on the main level of Van Houten Dining
Hall. Whether you are looking for pizza, quesadilla, wraps, or
rice bowls... Sandella’s ingredients can be combined to satisfy.
Hot or cold, meat lover or vegetarian, you can’t go wrong here.
•
Doucette Outtakes wall mall features our prepared daily
Outtakes, Starbuck’s brew program, and Scots Chocolates.
•
•
•
•
•
•
Program Highlights
- 30 -
Five retail locations are operated on an a la carte basis and
feature “meal cash credit” for students enrolled in any of the
meal plans. If food selections are greater than the meal cash
credit value, you may access your flex account or pay cash to
cover additional costs. Daily meal specials are offered to meet
the meal cash credit value in order to provide a complete meal.
The Marketplace will continue to be the “all-you-can-eat”
location allowing students to select additional items without
additional cost.
Plans designed specifically for resident and off-campus
students are available. It is required for all students residing in
the residence halls to participate in the meal plan program.
Underclassmen (students living on campus for two or less
semesters) must participate in one of the following meal plans:
19, 14, 10 meals per week, the Unrestricted plans or the 210,
175, 150 or 125 block plan with or without flex.
Upperclassmen (students living on campus for 3 or more
semesters) must participate in one of the following meal plans:
19, 14, 10, or 5 meals per week, the Unrestricted plans or the
210, 175, 150, 125, 105, 75 or 60 block plan with or without
flex. Off-campus and commuter students can participate in any
meal plan offered. A student ID is required to use your meal
program and flex account. Meal plans run from Monday
breakfast through Sunday dinner. Block plans run per semester.
Meal programs are not transferable.
FLEX DOLLARS - This pre-paid account offers meal plan
members the opportunity to make purchases above the meal
cash credit. Participants in all the meal plans with flex may add
to their flex dollar accounts at any time with a minimum of
$25.
CELTIC COIN ACCOUNTS - A flex only account for offcampus students who buy fewer meals but would still like to
have a pre-paid account. Requires a minimum purchase of
$100.
Off-Campus Students may also choose from all available meal
programs: 19, 14, 10, or 5 meals per week, the Unrestricted
plans or the 210, 175, 150, 125, 105, 75 or 60 block plan with
or without flex.
Students participating in the dining service programs are
required to abide by all relevant dining service rules and
regulations.
MASTER OF ARTS IN ART
The Master of Arts (M.A.) degree in Art will fill specific educational
needs within the northwestern Pennsylvania region, respond to the
mission and goals of the State System of Higher Education and
Edinboro University, and make use of the excellent faculty and
facilities currently available at Edinboro University. The student may
concentrate in art education or studio art.
Advising
The program director will serve as the advisor.
Program Faculty
Dr. Penelope Orr, porr@edinboro.edu
Dr. Jay Hanes, jhanes@edinboro.edu
ART EDUCATION CONCENTRATION
STUDIO ART CONCENTRATION
Program Description
Program Description
The Art Education concentration within the MA Art degree is
oriented towards the teaching of art and the building of leadership in
elementary and secondary schools. The Art Education program is
designed to provide a deeper social and contextual understanding of
the teaching of art and promoting leadership in the schools and within
the field of art education.
The Master of Arts degree is designed to further develop the artistic
competencies for the post baccalaureate student. Students achieve a
depth of study by enrolling in at least 12 credits in a specific
discipline over the course of the degree. Many M.A. degree students
are public school teachers and/or artists seeking to remain current in
their field.
Students who have a baccalaureate degree in art education or other
appropriate baccalaureate, and hold certification to teach art, will
complete 30 semester hours of graduate work. Course work is rooted
in theory and reflects current directions and literature in the field. The
field of art education, in the contemporary world, touches upon many
diverse content areas, such as psychology, humanities, and
interdisciplinary studies, as well as the more traditional content areas
such as studio and art history.
Contact Information
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Lee Rexrode
Phone: 814-732-2309
Email: lrexrode@edinboro.edu
Contact Information
Dr. Penelope Orr
Phone: 814-732-1684
Email: porr@edinboro.edu
Admission Requirements and Procedures
Individuals seeking admission as degree students in this program
must comply with the general admission requirements for graduate
studies at Edinboro University with the following specific admission
requirements for this program:
Admission Requirements and Procedures
1.
2.
3.
4.
5.
Complete the online application
Application fee of $30 (if non EUP student), or $7 (if EUP
student)
Official transcript verifying an earned baccalaureate degree
from an accredited institution
Undergraduate GPA of a 2.80. For students with a GPA
below 2.80 scores from the Miller Analogies Test (MAT)
or Graduate Record Examination (GRE) are required.
Copy of valid teacher certification in art education
1.
2.
3.
4.
5.
Curriculum (30 credits)
ARED 650 Strategies for Art Teachers
ARED 701 Current Issues in Art Education
ARED 705 Aesthetics and Art Criticism for Art Education
ARED 706 Curriculum Development in Art Education
ARED 715 Critical Readings in Art Education
ARED 720 Therapeutic Art Education
ARED 725 Culminating Experience in Art Education (6 credits)
ARED 750 Research in Art Education
EDUC 788 Research in Education
6.
7.
Complete an online application
Pay application fee of $30 (if not a former EUP student), or
$7 (if former EUP student)
Submit an official degree conferred transcript verifying an
earned baccalaureate degree from an accredited
college/university.
Submit a letter of intent (If applying for the studio, please
indicate the main medium of interest; Ceramics,
Metals/Jewelry, Painting, Printmaking or Sculpture)
Three letters of reference. These should include at least two
faculty members the applicant had as instructors for
undergraduate or graduate art courses.
Send a CD with at least 10 images in jpeg format of studio
pieces recently completed. CD’s must be postmarked on or
before the application deadline. Include a sheet that lists
the title, media, size and date of each image. CD’s will not
be returned unless the applicant includes a self-addressed,
stamped envelope with his/her application. Please do not
email images with the online application.
A personal interview if notified by the department.
Degree Requirements
Individuals must comply with the degree requirements of master's
degrees listed under Academic Standards and Policies in this
catalogue. In addition to these requirements the individual must
satisfactorily complete the culminating experience.
NOTE: This program has a limited enrollment; therefore, there is no
guarantee that individuals who meet the admissions requirements
will be accepted into this program.
- 31 -
the Art Office. Under extenuating circumstances, a student may be
unable to meet with his/her advisor before enrolling in classes. In this
case, a student may enroll in classes, but must develop a Plan of
Study with the approval of his/her advisor before enrolling in his/her
twelfth semester hour of degree credit at Edinboro University.
Curriculum
A minimum of 30 semester hours of graduate credit must be earned
as a partial requirement for this degree. Master of Arts students must
take at least 12 hours in one area as a concentration. These credits
need to be earned as follows:
I.
II.
III.
Art Studio/Art Education
Art Theory Courses
Related Elective Courses
Culminating Experience
(Select A or B)
A. Final Exhibition
B. Thesis
Candidacy Proposal: Prior to being accepted for candidacy in the
MA degree program, the student must submit a Candidacy Proposal
for approval by the student's graduate committee. This proposal
should indicate the student's present involvement in the field and
possible future direction and goals.
18-21 credit hours
6 credit hours
3-6 credit hours
3 credit hours
6 credit hours
Candidacy: It is important for students to read and comply with the
Admission to Candidacy section of the University catalogue.
Courses eligible include studio Art Courses, Art Education, or Art
History courses currently offered at the 600 level or above.
MA Project Committee: The MA Project committee shall consist of
three graduate faculty members of the Art Department. The three
members of the committee shall be chosen by the student in
conjunction with the student's advisor. One member of the committee
shall serve as chairperson of the committee. The committee shall
meet at least once each semester and once during the final exhibition.
Degree Requirements
Individuals must comply with the degree requirements of master's
degrees listed under Academic Standards and Policies in this
catalogue. In addition to these requirements the individual must meet
the following requirements:
1.
2.
3.
4.
5.
Special Student Provisions: The MA degree in Art is designed for
full-time as well as part-time students. Therefore, students enrolled as
graduate special students at Edinboro University shall be eligible to
transfer no more than nine semester hours of credit into the MA
program with the approval of their advisor, the program head, and the
graduate dean.
Earn a grade of "B" or better for the course ART 735
Final Exhibit (3 credits)
Satisfactorily complete a one-person show, the site and
duration of which have been pre-approved by the student’s
graduate committee.
Satisfactorily complete an oral examination based on the
exhibition.
Submit a written artist’s statement concerning the work in
ART 735 to be displayed during the exhibition
Submit a CD with one quality image of each piece
documenting the final exhibition and the written artist’s
statement submitted to the student’s Advisor prior to
awarding the degree.
Program Faculty
SUZANNE AMENDOLARA, samendolara@edinboro.edu
LISA AUSTIN, laustin@edinboro.edu
JOHN BAVARO, jbavaro@edinboro.edu
GEOFFREY S. BEADLE, gbeadle@edinboro.edu
RACHAEL J. BURKE, rburke@edinboro.edu
MALCOLM CHRISTHILF, mchristhilf@edinboro.edu
CAPPY COUNARD, ccounard@edinboro.edu
MARK DEKA, mdeka@edinboro.edu
BENEDICT GIBSON, bgibson@edinboro.edu
CHARLES JOHNSON, cjohnson@edinboro.edu
JOHN LYSAK, jlysak@edinboro.edu
DAVID W. MARTIN, dmartin@edinboro.edu
WILLIAM MATHIE, wmathie@edinboro.edu
TERRENCE McKELVEY, tmckelvey@edinboro.edu
JAMES S. PARLIN, jparlin@edinboro.edu
LEE REXRODE, lrexrode@edinboro.edu
FRANZ SPOHN, fspohn@edinboro.edu
MICHELLE VITALI, mvitali@edinboro.edu
DAVID P. WARNER, dwarner@edinboro.edu
DIETRICH WEGNER, dwegner@edinboro.edu
CHARLOTTE WELLMAN, cwellman@edinboro.edu
Advising
Each MA student will be assigned an advisor in the program. The
advisor will be assigned by the Area faculty and by the Chairperson
of the Art Department, selected from the graduate faculty of the
student's major area of study. The student may change advisors at
any time prior to the Candidacy meeting, with the approval of the
department chairperson. The advisor will meet with the student to
develop a plan of study. All course registration by the student must
be done with the approval of the advisor. In conjunction with the
advisor, the MA student will pick a three-person committee to review
the student's ongoing work and final exhibition or thesis.
Plan of Study: Following acceptance into the MA program and prior
to enrolling in classes, the MA student shall meet with the advisor to
complete a plan of study for the degree. Changes for this designated
plan must be approved by the advisor. Copies of the plan must be
kept by the student, the advisor, and provided for the student's file in
- 32 -
MASTER OF FINE ARTS
I. Courses in the major studio area*
30 cr. hrs.
(A minimum of fifteen credits of level I studio courses, and fifteen
credits of level II studio work in the major must be completed – see
Candidacy.)
II. Courses in a complementary studio area*
6 cr. hrs.
III. Courses in Art History, Aesthetics, or Criticism** 9 cr. hrs.
IV. ART 700/701/702 Seminar in Fine Arts
3 cr. hrs.
V. Courses in related electives**
9 cr. hrs.
VI. ART 799 Studio Exhibit
3 cr. hrs.
Program Description
The Master of Fine Arts degree is a terminal degree designed to
develop the technical, aesthetic, and conceptual competencies at the
highest level. Students must fulfill a residency requirement in this
intensive three-year program.
Graduates become studio artists,
university professors, or some work in industry. Graduates are
prepared for life-long research and routinely exhibit and publish their
work in their specific field of study.
Contact Information
*The major studio area courses may be taken only in the following
studio areas: ceramics, painting, printmaking, sculpture and
jewelry/metals. Complementary studio area courses and electives
may be taken in these plus drawing, and weaving/textiles.
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Lee Rexrode
Phone: 814-732-2309
Email: lrexrode@edinboro.edu
**May include credits in ART700/701/702
Degree Requirements
Individuals must comply with the degree requirements of master's
degrees listed under Academic Standards and Policies in this
catalogue. In addition to these requirements the individual must meet
the following requirements:
1. Secure pre-approval from the student’s graduate committee
for the site and duration of the Studio Exhibit;
2. Must satisfactorily complete a thesis exhibition, earning
a grade of "B" or better for the course ART799 Studio
Exhibit; and
3. Must satisfactorily complete a comprehensive verbal
defense of the work in the thesis exhibition as reviewed by
the student’s graduate committee;
4. Submit a CD of images documenting each piece in the final
exhibition and a written artist’s statement, to the student’s
Advisor prior to the awarding of the degree; and
5. Refer to Academic Information section of the Graduate
catalogue for general degree requirements.
Admission Requirements and Procedures
Individuals seeking admission as degree students in this program
must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific
admission requirements for this program:
1. Complete an online application
2. Pay application fee of $30 (if not a former EUP student), or
$7 (if former EUP student)
3. Submit an official degree conferred transcript verifying an
earned baccalaureate degree from an accredited
college/university.
4. Submit a letter of intent (If applying for the studio, please
indicate the main medium of interest; Ceramics,
Metals/Jewelry, Painting, Printmaking or Sculpture)
5. Three letters of reference. At least two of these should be
faculty members the applicant had as instructors for
undergraduate or graduate art courses.
6. Send a CD with at least 20 images in jpeg format of studio
pieces recently completed. CD’s must be postmarked on or
before the application deadline. Include a sheet that lists
the title, media, size and date of each image. CD’s will not
be returned unless the applicant includes a self-addressed,
stamped envelope with his/her application. Please do not
email images with your online application.
7. A personal interview if notified by the department.
Candidacy. Prior to the eighth week of the semester or the third
week of the summer session in which the student is enrolled for his
or her fifteenth semester hour of level I course work in the major
studio area, the student must submit to the School of Graduate
Studies and Research an Application for Admission to Candidacy for
the MFA Degree. This application may be obtained from the School
of Graduate Studies and Research.
Prior to the student's enrollment in level II courses, the student's
MFA Committee will review and evaluate the applicant's progress in
the MFA program. This committee will make one of the following
recommendations:
1. Admission of the student to candidacy for the MFA degree
with authorization given to the student to enroll in the level
II course work in the major studio area.
2. Deny the student's request for admission to candidacy with
authorization for the student to enroll in up to nine
additional semester hours in I level course work in the
major studio area. The student would be required to submit
a new application for admission to candidacy prior to the
eighth week of the semester or the third week of the
summer sessions in which the student is enrolled for the
ninth additional semester hour of I level course work in the
major studio area.
Must have completed by January 15th or October 15th all of the steps
necessary for admission, except the personal interview.
Must be able to enroll in this program as a full-time student for at
least two consecutive semesters excluding summer. If applicable,
submit request for the acceptance of transfer credit.
Note: This program has a limited enrollment; therefore there is no
guarantee that individuals who meet the admissions requirements
will be accepted into this program or that accepted students will be
allowed to enter at a later date.
Curriculum
A minimum of 60 semester hours of graduate credit must be earned
as a partial requirement for this degree. These credits need to be
earned
as
follows:
- 33 -
3.
Deny the student's request for admission to candidacy and
deny the student permission to continue as a student in the
MFA degree program.
meeting, the membership of the student's MFA committee cannot be
changed. After this point, the committee will meet at least once per
semester and at the time of the Studio Exhibit.
Note: To be admitted to candidacy the student must have earned a
cumulative quality point average of 3.00 (four point scale) for the
course work completed as part of the MFA degree program.
Program Faculty
SUZANNE AMENDOLARA, samendolara@edinboro.edu
LISA AUSTIN, laustin@edinboro.edu
JOHN BAVARO, jbavaro@edinboro.edu
GEOFFREY S. BEADLE, gbeadle@edinboro.edu
RACHAEL J. BURKE, rburke@edinboro.edu
MALCOLM CHRISTHILF, mchristhilf@edinboro.edu
CAPPY COUNARD, ccounard@edinboro.edu
MARK DEKA, mdeka@edinboro.edu
BENEDICT GIBSON, bgibson@edinboro.edu
CHARLES JOHNSON, cjohnson@edinboro.edu
JOHN LYSAK, jlysak@edinboro.edu
DAVID W. MARTIN, dmartin@edinboro.edu
WILLIAM MATHIE, wmathie@edinboro.edu
TERRENCE McKELVEY, tmckelvey@edinboro.edu
JAMES S. PARLIN, jparlin@edinboro.edu
LEE REXRODE, lrexrode@edinboro.edu
FRANZ SPOHN, fspohn@edinboro.edu
MICHELLE VITALI, mvitali@edinboro.edu
DAVID P. WARNER, dwarner@edinboro.edu
DIETRICH WEGNER, dwegner@edinboro.edu
CHARLOTTE WELLMAN, cwellman@edinboro.edu
Studio Exhibit. It is the student's responsibility to prepare a
minimum of one quality digital image of each piece included in the
Studio Exhibit. These images on CD must be presented to the
student’s Advisor and are expected to be at a professional quality
prior to receiving a grade for ART799 and subsequently the awarding
of the degree. A written artist’s statement concerning the work in the
Studio Exhibit must be displayed in the exhibition, and included with
the images mentioned above. The department chairperson will
maintain a file of the images and statement from each Studio Exhibit.
Advising
Students in the MFA program will be assigned an advisor from the
MFA faculty of their major studio area. The student may retain this
advisor or choose another from within the faculty of the major area
any time prior to the Candidacy meeting. A student's progress in the
MFA program will be reviewed and evaluated by a three person
MFA Committee on a regular basis. This committee shall include the
student's advisor who shall serve as chairperson. With the advisor's
assent, the student shall select the other two members of the
committee from the MFA faculty within their first semester of study.
One of these individuals must be from the MFA faculty of the
student's studio major providing that more than one member of the
graduate faculty serves that studio area.
This committee will meet with the student at least two times per
semester until candidacy is approved. Following the first candidacy
- 34 -
MASTER OF SCIENCE IN BIOLOGY
experimental design, and submission of a written summary of the
work. The non-thesis option is generally less rigorous, but requires
the design and execution of a laboratory or field experiment.
Program Description
The Master of Science degree in Biology is designed to provide
graduate training in biology for biology teachers, for individuals
preparing for advanced study leading to the earning of a doctorate, or
for individuals who have chosen an industrial vocation. The
curriculum will enable a student to broaden his or her background in
the biological sciences, to specialize in an area of biology and to gain
experience in research. There are three areas of emphasis: General
Biology, Environmental Studies, and Cell/Molecular Biology.
Comprehensive Examination. Students must pass an oral
comprehensive exam administered by the thesis/research committee.
The examination consists of a three parts:
1. Presentation of the thesis/research project, with questioning
by the committee
2. Questions related to the students area of concentration, with
emphasis on courses taken in the M.S. Biology program
3. General questions, with emphasis on foundational concepts
in Biology
Contact information
Biology Department Graduate Program Head:
Dr. Peter V. Lindeman
Phone: (814) 732-2447
Email: plindeman@edinboro.edu
Cumulative Grade Point Average. Students must maintain a
cumulative GPA of 3.0 on a 4.0 scale.
Biology Faculty Directory:
http://www.edinboro.edu/departments/biology/faculty_directory.dot
Advising
Students are assigned an temporary advisor as they enter the
program, then choose an permanent advisor/research supervisor as
they become familiar with the faculty and their interests. The
research committee is selected in consultation with the permanent
advisor.
Admission Requirements and Procedures
1.
2.
3.
4.
5.
Completed graduate application and application fee
Scores from the general aptitude portion of the Graduate
Record Examination (GRE)
Official transcript reflecting a baccalaureate degree from an
accredited institution
Three letters of reference
Statement of purpose (1 paragraph each) on each of the
following 2 questions:
a. What area(s) or topic(s) within biology would
you like to research for the thesis or independent
study project that represents partial fulfillment of
this degree program?
b. What career options within biology are you
considering and how would completion of a
Master of Science in Biology support these
goals?
Program Faculty
John Ashley, Ph.D. Washington State University, 1988
Botany, Phycology
TEL: 814.732.1517 / JASHLEY@EDINBORO.EDU
Matthew Foradori, Ph.D University of New Hampshire, 2003
Invertebrate Biology, Arachnology
TEL: 814.732.1519 / MFORADORI@EDINBORO.EDU
Martin Fox, Ph.D Rutgers University, 1992
Microbiology, Molecular Biology
TEL: 814.732.1515 / MFOX@EDINBORO.EDU
David E. Fulford, Ph.D. Medical College of Virginia, 1985
Pathogenic Microbiology, Immunology
TEL: 814.732.1516 / FULFORD@EDINBORO.EDU
Curriculum
A minimum of 30 semester hours of graduate credit must be earned
for this degree:
Courses in the Area of Concentration
15 credit hours
BIOL 701 Seminar in Biology
3 credit hours
Research Component
0−6 credit hours
BIOL 799 Thesis
6 credit hours or
BIOL 793 Independent Study
3 credit hours
Departmental Electives*
0−12 credit hours
Electives in Sciences and Mathematics
0−6 credit hours
Comprehensive Examination
0 credit hours
Dale M. Hunter, Ph.D. City University of New York, 1987
Botany/Ecology
TEL: 814.732.2499 / DHUNTER@EDINBORO.EDU
Mark S. Kosco, Ph.D.
University of Minnesota, 1986 Mammalian Reproductive Physiology
TEL: 814.732.1520 / MKOSCO@EDINBORO.EDU
Peter V. Lindeman, Ph.D. University of Louisville, 1997
Ecology/Conservation, Herpetology
TEL: 814.732.2447 / PLINDEMAN@EDINBORO.EDU
*Departmental electives may be selected from any biology course
carrying graduate credit, including Pymatuning Laboratory of
Ecology courses.
William Mackay, Ph.D. Carnegie-Mellon University, 1984
Genetics/Development
TEL: 814.732.2458 / WMACKAY@EDINBORO.EDU
Degree Requirements
Research Requirement. Students must complete a research project.
Two options are available: thesis and non-thesis. In each case, the
student works with a faculty supervisor and research committee to
carry out an original project. The thesis option is the most
demanding, requiring the development of a proposal, execution of the
- 35 -
Kiran Misra, Ph.D. Cornell University, 1984
Plant Pathology, Genetics
TEL: 814.732.2232 / KMISRA@EDINBORO.EDU
Ulf Sorhannus, Ph.D. City University of New York, 1989
Molecular Systematics/Evolution
TEL: 814.732.2638 / USORHANNUS@EDINBORO.EDU
Martin J. Mitchell, Ph.D. Bowling Green State University, 1987
Insect Biochemistry/Endocrinology
Cooper Hall 152-A
TEL: 814.732.2938 / MMITCHELL@EDINBORO.EDU
Craig W. Steele, Ph.D. Texas A&M University, 1986
Aquatic/Behavioral Toxicology
TEL: 814.732.2353 / USORHANNUS@EDINBORO.EDU
Nina Thumser, Ph.D. University of Wisconsin-Milwaukee, 1993
Animal Behavior/Conservation
TEL: 814.732.2158 / NTHUMSER@EDINBORO.EDU
Cynthia Rebar, Ph.D. Kansas State University, 1988
Mammalogy/Animal Behavior/Ecology
TEL: 814.732.2561 / CREBAR@EDINBORO.EDU
- 36 -
MASTER OF ARTS IN COMMUNICATION STUDIES
Program
•
Description
The study of communication is important to virtually every
profession that involves working with people – education, public
relations, management, advertising, health, marketing, politics, social
services, and many others. Since 1970, the Department of
Communication and Media Studies has offered courses designed to
provide students with the requisite understanding and skill in a
variety of areas related to human communication. The Master of Arts
in Communication Studies (MACS) program seeks to develop within
students a specialized knowledge of managerial and leadership
communication, integrated marketing communication, intercultural
and international communication, and conflict resolution theories and
practices for application in organizational and institutional contexts
of various kinds. A Master of Communication Studies develops
capabilities to initiate and advance his or her professional career, to
work with and serve others in diverse communities with dignity and
respect, and to understand the complexities associated with learning
and communicating ethical and cultural values. The Master of Arts in
Communication Studies program goals are as follows:
• To provide students with a foundation for successful
performance in communicative and decision-making roles
essential to the operation of human enterprises and
institutions of every description.
• To provide students with a sound understanding of the
diverse forms of communication and information theory,
and how to apply these theories in analysis of and
performance in organizational, institutional and other
relational contexts.
• To enhance students' creative skills, especially in the use of
new communication technologies.
• To introduce students to quantitative, qualitative, and
critical methodologies and procedures of research and
analysis in human communication.
• To prepare students to design, carry out, and evaluate
projects in the communication field.
•
•
Engaging in constructive problem solving individually and
in groups.
Developing conflict management, mediation and resolution
capabilities.
Developing respect for and civility toward clients,
customers and colleagues.
Program Emphases. In conjunction with the Core Courses, and in
addition to the Certificate in Conflict Management, students select
courses to develop expertise in one or more of the following
emphases:
Managerial and Leadership Communication
COMM 630 Interpersonal Communication Strategies
COMM 660 Organizational Communication
COMM 665 Managing Conflict
COMM 740 Communication Consulting
COMM 760 Managerial and Leadership Communication
JOUR 640 Public Relations Management
Integrated Marketing Communication
COMM 605 Communication Strategies in Advertising
COMM 635 Integrated Marketing Communication
COMM 645 Technology of Communication
COMM 665 Organizational Communication
COMM 685 Crisis Management
JOUR 640 Public Relations Management
Cultural and International Communication
COMM 640 Small Group Communication
COMM 675 Intercultural Conflict and Communication
COMM 680 Gender and Communication
COMM 700 Language and Human Conduct
COMM 725 Negotiating Intractable Conflict
COMM 730 Communication and Social Process
Public Communication
COMM 607 Criticism of Mass Media
COMM 645 Technology of Communication
COMM 655 Political Communication
COMM 730 Communication and Social Process
COMM 750 Persuasion and Propaganda
Elective courses available in web design, digital communication
(audio or video), animation, social networking, and cognate
areas with permission of advisor or instructor.
The MACS program provides a solid intellectual and practical
foundation for enhanced research and practice in communication
studies. Students acquire essential communication competencies that
are integral to a cross-section of course offerings:
• Managing diverse persons, groups and interests fairly and
effectively.
• Developing leadership capabilities at all levels of
communication.
• Developing integrated marketing capabilities (public
relations, advertising, marketing).
• Gathering and presenting materials accurately,
systematically and credibly.
• Developing critical thinking and analytical capabilities.
• Working capably with the most recent computer mediated
communication technologies.
• Constructing public images and texts persuasively, through
various mediums.
• Reading, writing, listening, reporting, measuring,
predicting and interpreting accurately.
• Developing linguistic abilities, and knowledge of and
appreciation for diverse cultural groups.
Contact Information
Dr. Andrew R. Smith, Graduate Program Head
Phone: 814-732-2165
Email: arsmith@edinboro.edu
Admission Requirements and Procedures
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7 (if
former EUP student)
3. Submit an official transcript verifying an earned
baccalaureate degree from an accredited institution
4. Scores for the Miller Analogies Test (MAT), or the general
aptitude portion of the Graduate Record Examination (GRE).
If you possess a master’s degree you do not need to
complete the exams listed above.
- 37 -
Applicants with at least a 2.8 undergraduate QPA and two
years of professional experience are not required to submit
MAT/GRE scores, but must submit a writing sample or
samples demonstrating research, analytical and writing
capabilities.
5. Two letters of reference (educational or professional)
6. Statement
of
purpose
(1-2
pages)
COMM 740
COMM 750
COMM 760
COMM 770
COMM 793
COMM 796
COMM 798
COMM 799
JOUR 640
Applicants without full-time professional work experience or at least
one semester of full-time field experience at the undergraduate level
at time of admission into the degree program may be required to
enroll in the internship track and participate in a field experience of at
least 6 credit hours.
Students must take a minimum of three 700-level courses beyond
COMM 710.
Degree Requirements
These credentials will be evaluated by the Departmental Admissions
Committee, which will consider such factors as suitability of previous
course work, undergraduate scholarship, work experience, and
potential for growth as a professional in a communication
management field. Any deficiencies in preparation will be cause for
the prescription of prerequisite work.
Culminating Experience Options. Students select one of the
following three options in the final hours of their programs:
Option A: Comprehensive Examination and Project/Portfolio
Option B: COMM 799 Thesis (3 credit hours)
Curriculum
Option C: COMM 798 Practicum (3 credit hours)
Each student will be required to complete three Core communication
courses. It is recommended that each student complete any three of
the six Foundation courses. All remaining Elective courses will be
selected in consultation with the student's advisor in the development
of the Plan of Study. The program offers the flexibility to
individualize the curriculum to meet the interests of each student.
Students must satisfactorily complete the following:
Students who select comprehensive examination and the non-credit
project option take 18 credits of electives, are required to take
comprehensive examinations, and must submit a portfolio at the end
of the program that illustrates their best applied work.
Students who select the thesis option complete three credits of thesis
research which requires writing a prospectus, conducting systematic
inquiry of a communication phenomenon, and applying pertinent
communication theories and methodologies. Students then orally
defend the thesis to a committee of three faculty.
Students who select the Practicum option must be working
professional who wish to conduct a field study in their respective
workplaces as part of the culmination of their program.
Core Courses (required for all students)
9 credits
COMM 600 Communication Theory
3 cr. hrs.
or
COMM 650 Rhetorical Theory & Criticism
3 cr. hrs.
COMM 610 Communication Research
3 cr. hrs.
or
COMM 620 Qualitative Communication Research
3 cr. hrs.
COMM 710 Communication Ethics
3 cr. hrs.
Candidacy. Admission to candidacy will be considered after
successful completion (3.0 graduate GPA) of 12 credit hours.
Cumulative Grade Point Average. A GPA of 3.0 or better is
required for graduation.
Recommended Foundation Courses (3 courses required) 9 credits
COMM 605 Communication Strategies in Advertising
3 cr. hrs.
COMM 630 Interpersonal Communication Strategies
3 cr. hrs.
COMM 640 Small Group Communication
3 cr. hrs.
COMM 655 Political Communication
3 cr. hrs.
COMM 660 Organizational Communication
3 cr. hrs.
COMM 675 Intercultural Conflict & Communication
3 cr. hrs.
Advising
The program advisor for the Master of Arts in Communication
Studies is Dr. Andrew R. Smith, arsmith@edinboro.edu, 814-7322165. Students are required to contact Dr. Smith soon after
admission to schedule a meeting to review requirements and prepare
a Plan of Study.
Electives
18 credits
Electives may include any Foundation course not taken to fulfill the
Foundation recommendation. Students select electives based on their
chosen area of emphasis, and may fulfill elective requirements
outside of the communication studies curriculum up to 9 credit hours,
in consultation with the MACS program head and the faculty member
teaching the course.
COMM 607
COMM 635
COMM 645
COMM 665
COMM 680
COMM 685
COMM 700
COMM 725
COMM 730
Communication Consulting
Persuasion and Propaganda
Managerial and Leadership Communication
Communication Issues
Independent Study in Communication Studies
Internship in Communication Studies
Practicum in Communication
Thesis
Public Relations Management
Program Faculty
Melissa Gibson Hancox, Ph.D. Ohio University,
mhancox@edinboro.edu
Jean Jones, Ph.D. University of Pittsburgh,
jjones@edinboro.edu
Criticism of Mass Media
Integrated Marketing Communication
Technology of Communication
Managing Conflict
Gender and Communication
Crisis Management
Language and Human Conduct
Negotiating Intractable Conflict
Communication and Social Process
Anthony Peyronel, Ed.D. University of Pittsburgh,
apeyronel@edinboro.edu
Timothy Thompson, Ph.D. Bowling Green University,
tthompson@edinboro.edu
- 38 -
Andrew R. Smith, Ph.D. Southern Illinois University,
arsmith@edinboro.edu
Curriculum
COMM 665 Managing Conflict
•
Honing mediation skills.
•
Analyzing interpersonal and organizational dynamics.
•
Developing aptitude for conflict management theory.
•
Distinguishing between real and perceived conflict.
Terry L. Warburton, Ph.D. University of Denver,
warburton@edinboro.edu
GRADUATE CERTIFICATE IN
CONFLICT MANAGEMENT
COMM 675 Intercultural Conflict and Communication
•
Negotiating conflict between individuals and groups.
•
Recognizing cultural from other forms of conflict.
•
Understanding cultural influences on needs, interests,
values, beliefs.
•
Preventing, mitigating and resolving conflict in
multicultural contexts.
Program Description
The Certificate in Conflict Management is offered under the auspices
of the Master of Arts in Communication Studies program at Edinboro
University of Pennsylvania. Completion of the four course (12 credit
hour) Certificate provides students with the knowledge and skills
necessary for managing conflict that arises and becomes entrenched
in interpersonal, institutional, and intercultural relations. The
Certificate is designed especially for those working in organizations
and institutions where ongoing tensions, crisis events, grievances,
threats, or complaints impede the realization of goals and objectives
and undermine productive relationship development internally and
externally.
COMM 685 Crisis Management
•
Recognizing signs of a crisis situation.
•
Developing crisis management skills.
•
Communicating with external publics.
•
Handling controversial information and messages.
COMM 725 Negotiating Intractable Conflict
•
Understanding how enmity develops.
•
Analyzing intractable conflicts interpersonally,
interculturally, and internationally.
•
Learning how and when to intervene and manage polemical
positions.
•
Promoting practices of hospitality, equity, and
reconciliation.
Contact Information
Dr. Andrew R. Smith, Graduate Program Head
Phone: 814-732-2165
Email: arsmith@edinboro.edu
Admission Requirements and Procedures
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7 (if
former EUP student)
3. Submit an official transcript verifying an earned
baccalaureate degree from an accredited institution
4. Two letters of reference (educational or professional)
5. 2.8 Overall QPA or possess a master’s degree
6. Statement of purpose (1-2 pages)
Advising
The program advisor for the Certificate in Conflict Management is
Dr. Andrew R. Smith, arsmith@edinboro.edu, 814-732-2165.
Students are required to contact Dr. Smith soon after admission to
schedule a meeting to review requirements and prepare a Plan of
Study.
Applicants without full-time professional work experience or at least
one semester of full-time field experience at the undergraduate level
at time of admission into the degree program may be required to
enroll in the internship track and participate in a field experience of at
least 6 credit hours.
Program Faculty
Melissa Gibson Hancox, Ph.D. Ohio University,
mhancox@edinboro.edu
Timothy Thompson, Ph.D. Bowling Green University,
tthompson@edinboro.edu
These credentials will be evaluated by the Departmental Admissions
Committee, which will consider such factors as suitability of previous
course work, undergraduate scholarship, work experience, and
potential for growth as a professional in a communication
management field. Any deficiencies in preparation will be cause for
the prescription of prerequisite work.
Andrew R. Smith, Ph.D. Southern Illinois University,
arsmith@edinboro.edu
Terry L. Warburton, Ph.D. University of Denver,
warburton@edinboro.edu
- 39 -
MASTER OF ART IN COUNSELING
College Counseling will demonstrate:
•
knowledge and application of skills that evidence a solid
foundation in the historical and contemporary significance
of their work in collegiate/academic settings, as well as
fundamental and functional knowledge and application of
developmental theory.
•
functional knowledge and application of processes related
to diagnosis, assessment, treatment planning, and related
psychopharmacology throughout their coursework and
fieldwork experiences.
•
their ability to communicate effectively with and advocate
for diverse populations within a collegiate/academic
environment throughout their coursework and related field
experiences.
•
their ability to plan preventive, interventive, and
postventive processes during coursework, research, and
planning-related activities, as well as within the context of
their field activities.
•
their skill in assessment throughout their coursework
experiences, as well as during their field experiences.
•
functional knowledge of ethical and legal issues impacting
College Counseling, including application of that
knowledge during their coursework activities and at field
sites.
•
advocacy for College Counseling through their class
discussions, field work, and community/professional
activities.
Program Description
The Edinboro University of PA Counseling Programs provide
courses of study leading to a Master of Arts degree in Counseling
with emphases in school counseling (elementary and secondary),
college counseling, student affairs, rehabilitation counseling, and
community counseling. School counseling, student affairs, college
counseling, and community counseling are all CACREP accredited.
Rehabilitation counseling is CORE accredited.
Overarching Mission Statement. The students and faculty of the
Counseling Programs at Edinboro University of Pennsylvania are a
diverse community of learners collaboratively engaged in research,
scholarship, leadership and service. Faculty are committed to
providing developmentally sound academic and clinical experiences
to educate counselors to be effective leader-practitioners in a
pluralistic society. Collectively, our mission is to prepare professional
counselors who embody ethical behavior, provide services to enhance
the mental health and well-being of families, groups, couples, and
individuals, and advocate on behalf of both the counseling profession
and those who are served.
COLLEGE COUNSELING EMPHASIS
College Counseling Program Mission. In addition to addressing the
overall mission for all counseling programs, the College Counseling
program provides a high quality learning experience that prepares
graduate students to work in a variety of collegiate/academic settings.
The program is responsive to changing CACREP standards that
emphasize the significance of fully-credentialed college counselors,
functioning throughout the campus environment. The program is one
of only two fully-accredited College Counseling programs in
Pennsylvania.
REHABILITATION
EMPHASIS
COUNSELING
Rehabilitation Counseling Program Mission. Rehabilitation
counseling is a rewarding profession that assists persons with
physical, mental, developmental, cognitive, and emotional disabilities
to fully develop their personal, social, interpersonal, and vocational
potentials. Rooted in a strength-based, holistic approach, the purpose
of the rehabilitation counseling program is to equip students with the
specialized knowledge and skills to facilitate the independence
integration, and inclusion of persons with disabilities in employment
and the community.
This academic program prepares College Counseling program
graduates to pass national certification and licensure examinations
and serves as a strong precursor for supervised experiences in the
field.
College Counseling Program Goals. The goals of the College
Counseling program include providing students:
•
Functional knowledge of developmental processes
appropriate to college students and the academic
community.
•
Functional knowledge and application of processes related
to the “common language” of diagnosis, assessment,
treatment planning, and relevant psychopharmacology
within the collegiate/academic environment.
•
Ability to communicate effectively with and appropriately
advocate for diverse communities
within
the
collegiate/academic environment.
•
Ability to plan preventive, interventive, and postventive
processes as appropriate for the client and/or the
collegiate/academic environment, including research and
evaluative applications that assist in refining those
processes.
•
Functional knowledge of ethical and legal issues impacting
college counseling, including application of that
knowledge.
Program Objectives. Program-specific objectives center upon core
counseling areas, as well as specific learning outcomes. Students in
Rehabilitation Counseling Program Goals. The Rehabilitation
Counseling Program addresses the knowledge, skills and dispositions
expected of graduates of the master’s program, enabling them to
assess a person’s needs, develop plans to meet the identified needs,
and deliver or arrange for services.
•
The program provides students with Council on Rehabilitation
Education (CORE) standards-based learning experiences in the
following content areas:
•
•
•
•
•
•
•
•
- 40 -
Professional identity
The role of social and cultural diversity
Human growth and development
Employment and career development
Counseling and consultation
Group work
Methods of assessment and use of data
Research and program evaluation
•
•
participation in research, writing and presentation at local
and national conferences.
Medical, functional, and environmental aspects of
disability
Rehabilitation services and resources
SCHOOL COUNSELING EMPHASIS
The program offers students experiences that promote development
of their professional identities as rehabilitation counselors by:
•
•
•
•
•
School Counseling Program Goals. It is expected that graduates of
Edinboro University of Pennsylvania school counseling program
will:
•
Be competent professional counselors.
•
Be knowledgeable about ethics, theory, clinical skills, and
school counselor roles and functions.
•
Promote counselor accountability and professional
credibility.
•
Be psychologically healthy people who use high levels of
self-awareness in their work.
•
Learn how to become advocates and educational leaders
within a pluralistic school and community that will assist in
the academic, career and social development of students.
•
Students will become familiar with ASCA model of School
Counseling.
•
Students will be provided learning experiences in the
following CACREP identified general content areas:
o professional identity
o social and cultural diversity
o human growth and development
o helping relationships
o group work
o assessment
o research and program evaluation
providing the necessary knowledge and skills to work
effectively as a counselor
facilitating an understanding of the Scope of Practice
for rehabilitation counseling
fostering participation in professional counseling
organizations
encouraging advocacy activities for persons with
disabilities
meeting criteria for professional credentialing,
certification and licensure
COMMUNITY COUNSELING
EMPHASIS
Community Counseling Program Mission. The students and
faculty of the Community Counseling Program at Edinboro
University of Pennsylvania are a diverse community of learners
collaboratively engaged in research, scholarship, leadership and
service. Faculty are committed to providing didactic and experiential
learning experiences to educate counselors to be effective clinical
practitioners in a pluralistic community. Collectively, our mission is
to prepare professional counselors who embody ethical behavior,
provide services to enhance the mental health and well-being of
families, groups, couples, and individuals, and advocate on behalf of
both the counseling profession and those we serve.
School Counseling Program Objectives. Demonstrate knowledge
of the history, philosophy, and trends in school counseling.
•
Development of a “Plan of Study” for each student
including 60 graduate credits that meet the educational
requirements for certification as a school counselor and
counselor licensure in the state of Pennsylvania.
•
Demonstrate knowledge of the school setting and
curriculum.
•
Demonstrate an understanding of the ethical standards and
guidelines of the American School Counselor Association
(ASCA), of policies, laws, and legislation relevant to
school counseling.
•
Demonstrate methods of planning and presenting guidancerelated educational programs for school personnel and
parents.
•
Use surveys, interviews, and needs assessments and data to
improve the school environment.
•
Design, implement, and evaluate a comprehensive
developmental school program.
•
Implement and evaluate specific strategies designed to
meet program goals and objectives.
•
Design appropriate developmental structured activities for
small groups, peer helper groups, classroom guidance, and
programs for a pluralistic school community.
•
Demonstrate knowledge of issues which may affect the
development and functioning of children and adolescents
(e.g., abuse, eating disorders, and attention deficit
hyperactivity disorders).
•
Demonstrate methods of consulting with parents, teachers,
administrators, support staff and community agency
personnel.
•
Encourage students’ involvement in professional
Community Counseling Program Goals. To provide students with
an understanding of the various roles and responsibilities of
community counselors in various settings.
•
To provide students with the knowledge to design,
implement and evaluate psychoeducational programs and
clinical interventions to effectively facilitate change in the
community.
•
To foster enthusiasm and commitment for ongoing
professional development and integration of theory,
research and practice.
•
To promote ethical and legal considerations specifically
related to the practice of community counseling.
•
To encourage the understanding and use of a
biopsychosocial perspective when working with families,
groups, couples and individuals.
•
To provide a high quality program that enhances the
professional identity of the community counselor.
Community Counseling Program Objectives. To provide
networking opportunities for community counseling students with
mental health professionals in the field of counseling.
•
To provide diverse training experiences for community
counseling students with experts on a variety of mental
health topics via video conferencing.
•
To increase awareness of, and facilitate critical thinking
related to, new treatment interventions, current trends and
controversial issues related to community counseling.
•
To demonstrate an enthusiasm for learning, ongoing
professional development and scholarly work via faculty
- 41 -
counseling organizations (e.g., Counseling Club, Chi Sigma
Iota Fraternity Inc., Pennsylvania Counseling Association,
Pennsylvania School Counseling Association, American
School Counseling Association, American Counseling
Association, National Rehabilitation Association) by
discussing the benefits of such involvement and providing
students with membership application material.
Admissions Requirements and Procedures
Individuals seeking admission as degree students in the counseling
programs must comply with the general admission requirements for
graduate students at Edinboro University of Pennsylvania and with
the following specific requirements for these programs:
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
3. Submit an official degree conferred transcript verifying an
earned baccalaureate degree from an accredited institution
4. Scores from either the Miller Analogies Test (MAT) or
Graduate Record Examination (GRE)
5. Three letters of reference
6. Writing sample (500 words) addressing one of the
following topics:
b. Why you chose to be a counselor
c. The most important characteristics of a counselor
7. A personal interview, if notified by the department
STUDENT AFFAIRS EMPHASIS
Student Affairs Mission. Predicated on the belief that higher
education can enhance the quality of life for a diverse community of
learners, the Student Affairs Program prepares graduate students for
careers in postsecondary education. Our mission is to provide a high
quality learning experience that emphasizes standards of professional
practice, ethical and informed decision making, developmental
programming and leadership in a pluralistic environment.
Student Affairs Program Goals. To provide learning experiences in
the following CACREP identified general content areas:
o Professional identity
o Social and cultural diversity
o Human growth and development
o Helping relationships
o Group work
o Assessment
o Research and program evaluation
•
To equip graduates to effectively work in higher education
positions by ensuring that they have standards’ based
learning experiences in the following specific areas:
o Foundations of student affairs (history and
philosophy)
o Contextual dimensions of student affairs (student
characteristics, college environment, student
development theory)
o Knowledge and skills (leadership, planning and
evaluating, legal and ethical issues)
•
To encourage a professional identity as both a counselor
and a professional in student affairs through pursuit of
personal and professional development
Curriculum
All Counseling Programs Required Core
42 cr. hrs.
COUN 705 Group Processes
COUN 710 Appraisal Techniques in the Helping
Professions
COUN 712 Human Development Across the Lifespan
COUN 715 Career Development and Life Planning
COUN 720 Counseling and Consultation Theories
COUN 725 Organization and Development of Programs in
the Helping Professions
COUN 730 Supervised Counseling Practice
COUN 735 Counseling Practicum
COUN 745 Multicultural Counseling
COUN 795 Internship in Counseling
EDUC 788 Research in Education
A. College Counseling Specialized Courses
18 cr. hrs.
COUN 700 Introduction to the Helping Professions
COUN 750 Study of the Individual in Higher Education
COUN 752 Law in Postsecondary Higher Education
COUN 756 Counseling the College Student
Elective
Elective
Contact Information
Counseling Programs – Program Head
Dr. Salene Cowher
Phone: (814) 732-1116
E-mail: scowher@edinboro.edu
B. Rehabilitation Counseling Specialized Courses
18 cr. hrs.
COUN 702 Introduction to Rehabilitation Counseling
COUN 780 Medical Information for the Helping
Professions
COUN 782 Vocational Development, Services and
Resources in Rehabilitation
COUN 784 Psychosocial Aspects of Disabilities
COUN 788 Special Evaluation Techniques
Elective
Counseling Program Coordinators and
Graduate Faculty
College Counseling:
Dr. Salene Cowher, scowher@edinboro.edu
Community Counseling:
Dr. Tammy Mitten, tmitten@edinboro.edu
Dr. Gary Connell, gconnell@edinboro.edu
Rehabilitation Counseling:
Dr. Susan Packard, spackard@edinboro.edu
School Counseling:
Dr. Salene Cowher, scowher@edinboro.edu
Student Affairs:
Dr. Sue Norton, scnorton@edinboro.edu
C. Community Counseling Specialized Courses
18 cr. hrs.
COUN 704 Introduction to Community Counseling
COUN 754 Family Counseling
COUN 755 Diagnosis and Assessment
COUN 791 Counseling for Substance Abuse and
Addictions
Elective
Elective
- 42 -
D. School Counseling Specialized Courses
18 cr. hrs.
COUN 700 Introduction to the Helping Professions
COUN 740 Individual Development: Childhood through
Adolescence
COUN 742 Developmental Counseling in Schools
COUN 744 Techniques for Counseling the Student with a
Disability
Elective
Elective
Accepted students will be assigned a faculty advisor. It is expected
that the student will make an appointment with the advisor and will
develop a Plan of Study within the first semester of attendance.
Group advising meetings are also held each semester.
Faculty
Gary Connell, Associate Professor, N.C.C., L.P.C.
B.A. Political Science - University of Maine, 1972
M.Ed. Counselor Education - University of Maine, 1975
Ph. D. Counseling and Human Development - University of Georgia,
1979
Special Interests: Symbolic experiential family therapy, childhood
disorders, and techniques of change in therapy.
Published: Dr. Connell has written numerous articles in the field of
family therapy and has recently co-authored two books on family
relationships and counseling.
E. Student Affairs Specialized Courses
18 cr. hrs.
COUN 700 Introduction to the Helping Professions
COUN 750 Study of the Individual in Higher Education
COUN 752 Law in Postsecondary Higher Education
COUN 753 Student Affairs Practice & Administration
Elective
Elective
Salene J. Cowher, Professor, N.C.C., L.P.C.
B.S. English (Secondary), Psychology minor, Slippery Rock
University, 1975;
M.A. Student Personnel and Counseling Services, Slippery Rock
University, 1980;
Ph.D. Counselor Education majors in individual psychotherapy and
program development University of Pittsburgh, 1984.
Special Interests:
Ego development, gender issues, program
development, individual counseling, psychotherapy, rural issues,
conflict resolution, dreamwork in counseling and psychotherapy
NCE Coordinator
Degree Requirements
Candidacy- Because of the nature of the role of the professional
counselor, degree candidates of the programs must demonstrate such
qualities as genuineness, warmth, empathy, ethics, professionalism,
and interpersonal skills. Students will be evaluated on Knowledge,
Skills and Dispositions necessary for professionals at various
transition points through the program. Candidacy is the first point
where these qualities will be formally evaluated. Both the individual
student and faculty will have input into this evaluation. Review of the
Application for Admission to Candidacy is seen as very important
and this review will include interpersonal skills as well as academic
progress. The advisor presents the candidacy application for program
staff recommendation. A degree student may not be admitted to
Candidacy until (1) at least 12 semester hours of degree credit have
been completed, (2) an Application for Admission to Candidacy has
been filed with the advisor, and (3) the student has made satisfactory
progress in her or his degree program (minimum of a 3.0 QPA).
Tammy Mitten, Assistant Professor, Licensed Psychologist
B.A. Psychology, Indiana University of Pennsylvania, 1982;
M.A. Clinical Psychology, Edinboro University of Pennsylvania
1986;
Ph. D. Marriage and Family Therapy, Purdue University, 1996
Licensed clinical psychologist with small private practice,
specializing in marital/family therapy.
Academic interest: symbolic experiential family therapy, childhood
mood disorders, qualitative methodology, and the process of change
in therapy.
Publishing: Dr. Mitten has written several articles in the field of
family therapy and has recently co-authored “Re-shaping Family
Relationships.”
Comprehensive Exams- The student must satisfactorily complete a
comprehensive examination. Specific requirements for the
comprehensive exams are outline in the Counseling Advisement
Guide, which will be made available to each student.
Culminating Project- A Master’s Project or Thesis is required for
graduation. Additional information concerning this requirement can
be found in the Counseling Advisement Guide.
Susan C. Norton, Professor, N.C.C, L.P.C.
B.A. Psychology, Baldwin-Wallace College, 1971;
M.Ed. Counselor Education, University of Dayton, 1984;
Ph.D. Professional Studies in Higher Education, Iowa State
University, 1992.
Special Interests: MBTI, college student development, assessment,
systemic change, diversity issues.
Internship- All degree seeking students must complete an internship.
All students must have completed all core required courses in the
area of specialty unless otherwise approved by the advisor and
instructor. COUN 730 and COUN 735 must be completed before
enrolling for internship. The internship is a twelve (12) credit
internship requiring 600 clock hours of on-site experience. Generally
speaking, the internship hours must be completed within the time
frame of the 15 week semester. Thus, the interns would be on-site 40
hours per week (15 x 40=600). The student must make the necessary
plans and arrangements in order to complete an internship. The
Internship Manual contains more information regarding the
internship experience. NOTE: Graduate assistantships are NOT
available during internship. NOTE: Students may opt to divide the
internship into two six (6) credit hour segments (300 clock hours
each) over two semesters. Students should discuss this option with
their advisors. Additional information on 300 hours internships can
be found in the Internship Manual.
Susan H. Packard, Associate Professor, C.R.C., N.C.C., M.A.C,
L.P.C., Licensed psychologist
B.A. Social Science with a focus in Criminal Justice, Edinboro
University, 1975;
M.A. Rehabilitation Counseling, Edinboro University, 1977;
Ph. D. Counselor Education, specialization in Rehabilitation
Counseling, State University of New York at Buffalo, 1994
Special interests: Rehabilitation counseling, community-based mental
health counseling, addictions treatment, integration of rehabilitation
counseling with work in the corrections field, and the professional
development of counselor education students.
Advising
- 43 -
MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION
Elective Choices (3 CREDITS)
ECED 705 A Comparison of Early Childhood Education Models in
Europe and the United States
ECED 760 Kindergarten Education
SPED 760 Early Intervention and Working with Families
Program Description
The Department of Early Childhood and Special Education offers an
online graduate program enabling students to obtain a Master of
Education in Early Childhood Education. The program qualifies
individuals certified in Elementary Education for the additional
certification in Early Childhood Education (Pre-K-3).
Degree Requirements
Individuals must comply with the degree requirements for the
Master’s Degrees listed under Academic Standards and Policies in
this catalogue. In addition to these requirements, the individual must
meet the following requirements:
The online Master’s program in Early Childhood Education is
designed to be completed by students in less than two years of parttime study. Students may enroll in one course per semester if they
desire and may also begin the program in the summer or spring,
although the sequence of course offerings is optimal with a fall start.
A one-week summer residency is completed during the first summer
of the program.
Research Requirements. Candidates for the Master of Education
Degree in Early Childhood must conduct an independent study
related to their major field. This action research project is conducted
while enrolled in ECED 750 Play, Research and Advocacy.
Contact Information
Early Childhood Graduate Program Head:
Dr. Maureen Walcavich
Phone: (814) 732-2303
Email: mwalcavich@edinboro.edu
There are two requirements that you need to fulfill before being
cleared to graduate: 1) Complete the Knowledge, skills and
dispositions survey on Live text and 2) Complete a brief exit
interview and email it back to the program head.
Department Chairperson:
Dr. Mary Jo Melvin
Phone: (814) 732-2154
Email: mmelvin@edinboro.edu
Certification procedures in the Commonwealth of Pennsylvania
require that if candidates have taken and passed the Fundamental
Subjects Praxis test within the last ten years of when you finish
taking the required ECE courses, you do not need to take another
Praxis exam. If you have not taken this Praxis exam or took it longer
than 10 years ago, you will need to pass it to get your PA
certification.
Assistant Chairperson:
Dr. Lisa Brightman
Phone (814) 732-1328
Email: lbrightman@edinboro.edu
Comprehensive Examination. Prior to the granting of the Master’s
Degree, the degree candidate must satisfactorily complete a
comprehensive examination. The comprehensive examination will be
developed and administered by faculty of the student’s graduate
major and may be written, oral, or both written and oral.
Admission Requirements and Procedures
1.
2.
3.
4.
5.
Completed online application
Application Fee: $30.00 for new students, and $7.00 for
Edinboro Alumni
Official transcript: Submit an official transcript reflecting
baccalaureate degree from an accredited institution.
Verification of possession of a valid elementary education
or early childhood teaching certificate
Minimum undergraduate GPA of 2.8 or satisfactory scores
on the Miller Analogies Test (MAT) or Graduate Record
Examination (GRE)
It is the student’s responsibility to schedule the comprehensive
examination. This must be done through the program director of the
department of the student’s major. It is the responsibility of the
department program director to inform the student, the advisor, and
the Dean of Graduate Studies and Research as to whether or not a
student satisfactorily completed the required comprehensive
examination.
Curriculum
Cumulative Grade Point Average. A candidate for a degree must
have achieved a cumulative grade average of “B” or better for all of
the credits earned as part of the degree program. Students with a
grade point average of less than 3.0 are subject to dismissal at the
discretion of the Dean of Graduate Studies and Research.
Required Courses (27 CREDITS)
ECED 700 Development of Young Learners
ECED 710 Issues and Trends in Early Literacy Development
ECED 715 Curriculums in Early Childhood Education
ECED 720 Math and Science for Young Children **
Advising
ECED 730 Observation, Documentation, and Assessment in Early
Childhood **
ECED 740 Family, School and Community: Partnerships in Early
Childhood Education
ECED 750 Play, Research and Advocacy
EDUC 788 Research in Education
SPED 710 Seminar in Exceptionalities
**Completed during summer residency
The program director will serve as the advisor.
Program Faculty
Dr. Lisa Brightman, lbrightman@edinboro.edu
Dr. Virginia McGinnis, vmcginnis@edinboro.edu
Dr. Mary Jo Melvin, mmelvin@edinboro.edu
Dr. Rosemary Omniewski, romniewski@edinboro.edu
Dr. Sandra Waite-Stupiansky, swaite@edinboro.edu
Dr. Maureen Walcavich, mwalcavich@edinboro.edu
- 44 -
MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP
Program Description
Advising
The coursework and related experiences prepare the M.Ed. candidate
to promote the success of all students by being a leader within their
classroom, school, or district. Emphasis is placed on determining
candidate’s own personal leadership vision and leadership style while
at the same time learning to lead others. Common educational
leadership threads throughout the program include: (a) Research and
Scholarship, (b) Use of Data, and (c) Operational Language.
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
Program Faculty
Contact Information
Dr. Janet Baker, jbaker@edinboro.edu
Dr. Susan Curtin, scurtin@edinboro.edu
Dr. Mary Desmone, mdesmone@edinboro.edu
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Dawn Snodgrass, dsnodgrass@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
Dr. Andrew J. Pushchak, Program Head
Department of Professional Studies
324 Butterfield Hall
Phone: 814-732-2548
Fax: 814-732-2233
Email: apushchak@edinboro.edu
Admission Requirements and Procedures
PA PRINCIPAL CERTIFICATION
(K-12)
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University. In addition, the applicant must:
1. Complete an application for admission to the M.Ed. in
Educational Leadership program
2. Have earned an undergraduate cumulative quality point
average of 3.0
3. Complete the required writing sample (500 word) answering
the question. Why have you chosen to be an educational
leader?
4. Submit a copy of valid teaching certificate. If not certified
submit letter stating access to a school building/leader or
educational agency.
5. If applicable, apply for the acceptance of transfer credit prior
to the beginning of the program (when possible)
Program Description
Option 1: For individuals who have an M.Ed. in Educational
Leadership from Edinboro University of PA
Option 2: For individuals who have a master’s degree OTHER
THAN the M.Ed. in Educational Leadership from Edinboro
University of PA
The coursework and related experiences prepare the candidate to
promote the success of all students by becoming a building level
leader within the K-12 school system. “Leadership for Student
Achievement” is the common thread throughout the program. Upon
successful completion of the program, individuals will make
application for PA Principal K-12 certification. Individuals who have
successfully completed another master’s degree program may also be
eligible to receive the M.Ed. in Educational Leadership from
Edinboro University of PA along with the PA Principal K-12
certification.
Curriculum
30 semester hours of prescribed graduate credit is required as a
partial requirement for the degree. These required graduate credits
should be earned as follows:
SCHA 700 Introduction to Educational Leadership
SCHA 711 Educational Leadership in a Pluralistic Society
SCHA 716 Educational Leadership from a Global Perspective
SCHA 720 Dynamics and Processes for Leading Change
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 745 Instructional Leadership
SCHA 775 Educational Leadership Theory and Practice
SCHA 795 Technology Standards for Educational Leaders
EDUC 788 Research in Education
Contact Information
Dr. Andrew J. Pushchak, Program Head
Department of Professional Studies
324 Butterfield Hall
Edinboro, PA 16444
Phone: 814-732-2548
Fax: 814-732-2233
Email: apushchak@edinboro.edu
Admission Requirements and Procedures
Degree Requirements
Individuals seeking admission as students in this curriculum must
comply with the general admission requirements for graduate studies
at Edinboro University. In addition, the applicant must:
In addition to successful completion of the prescribed 30 graduate
credits of course work for the M.Ed. in Educational Leadership, the
individual will be required to satisfactorily complete a comprehensive
exam administered in the final semester of their program. No more
than six semester hours of "C" grade will be accepted toward meeting
the 30 semester hours of credit required for the M.Ed. in Educational
Leadership.
1.
2.
3.
- 45 -
Complete the online application
Application fee of $30 (if non EUP graduate), or $7 (if
EUP graduate)
Submit official transcripts verifying an earned
baccalaureate and masters degree from an accredited
4.
5.
6.
7.
8.
institution.
Writing sample, reflecting your understanding on how
educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
Completed mentor form
Submit copy of professional certificate
Proof of five years of satisfactory, professional, certificated
experience.
If applicable, apply for the acceptance of transfer credit
prior to the beginning of the program (when possible)
Program Faculty
Dr. Janet Baker, jbaker@edinboro.edu
Dr. Susan Curtin, scurtin@edinboro.edu
Dr. Mary Desmone, mdesmone@edinboro.edu
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Dawn Snodgrass, dsnodgrass@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
Curriculum
PA SUPERVISOR OF SPECIAL
EDUCATION CERTIFICATION
Option 1. Individuals who have satisfactorily completed the 30
semester hours of Master of Education in Educational Leadership
degree program offered by Edinboro University may complete 15
additional semester hours of prescribed graduate credit as a partial
requirement for the PA Principal K-12 certification program. These
additional required graduate credits should be earned as follows:
The coursework and related experiences prepare the candidate to
promote the success of all students by becoming a district level leader
for Special Education within the K-12 school system. “Leadership for
Student Achievement” is the common thread throughout the program.
Upon successful completion of the program, individuals will make
application for PA Supervisor of Special Education certification.
Individuals who have successfully completed another master’s degree
program may also be eligible to receive the M.Ed. in Educational
Leadership from Edinboro University of PA along with the PA
Supervisor of Special Education certification.
SCHA 721 Collaborative Leadership for Evaluation
SCHA 760 Legal Aspects of Educational Leadership
SCHA 765 Financial Aspects of Educational Leadership
SCHA 789 Elementary Principal Internship
SCHA 794 Secondary Principal Internship
Option 2. 27 semester hours of prescribed graduate credit is required
as a partial requirement for the PA Principal K-12 certification
program. These required graduate credits should be earned as
follows:
Contact Information
Dr. Andrew J. Pushchak, Program Head
Department of Professional Studies
324 Butterfield Hall
Edinboro, PA 16444
Phone: 814-732-2548
Fax: 814-732-2233
Email: apushchak@edinboro.edu
SCHA 700 Introduction to Educational Leadership
SCHA 721 Collaborative Leadership for Evaluation
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 760 Legal Aspects of Educational Leadership
SCHA 765 Financial Aspects of Educational Leadership
SCHA 775 Educational Leadership Theory and Practice
SCHA 789 Elementary Principal Internship
SCHA 794 Secondary Principal Internship
Admission Requirements and Procedures
Individuals seeking admission as students in this curriculum must
comply with the general admission requirements for graduate studies
at Edinboro University. In addition, the applicant must:
Additional Requirements. In addition to successful completion of
the prescribed 15-27 graduate credits of course work for the PA
Principal K-12 certification, the individual will be required to:
conduct and present a focus project on student achievement in each
of the two required internships and meet the cut off score for the
PRAXIS 0410 Educational Leadership: Administration and
Supervision. No more than three semester hours of "C" grade will be
accepted toward meeting the 15 semester hours of credit required for
the PA Principal K-12 certification.
1.
2.
3.
4.
5.
6.
7.
Student Responsibility. It is the responsibility of individuals
completing requirements for PA Principal K-12 certification to
submit the appropriate forms needed to obtain the certification from
the Commonwealth of Pennsylvania to the Dean of Education as soon
as the certification requirements have been completed.
Complete the online application
Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
Submit official transcripts verifying an earned
baccalaureate and master’s degree from an accredited
institution.
Writing sample, reflecting your understanding on how
educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
Completed mentor form
Submit copy of professional certificate
Proof of five years of satisfactory, professional, certificate
experience in Special Education on a Special Education
certificate.
Curriculum
Advising
Individuals pursuing the PA Supervisor of Special Education
certification follow the same program, curriculum, and certification
requirements as either PA Principal K-12 certification – Option 1 or
PA Principal K-12 certification – Option 2 programs with the
following exceptions:
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
1.
- 46 -
Individuals must possess a current and valid teaching
certificate in Special Education.
Individuals must demonstrate five years of satisfactory,
professional, certificated service in Special Education
on a Special Education certificate
3.
Individuals complete SCHA792 School Supervision
Internship (6 credits) and not SCHA789 Elementary
Principal
Internship
and
SCHA794
Secondary
Principal Internship
4. Individuals not possessing an M.Ed. in Special
Education must demonstrate previous graduate course
work in Special Education or take additional graduate
course work in Special education as prescribed by the
Program Head for Educational Leadership as part of
their Supervisor of Special Education certification
program.
PA LETTER OF ELIGIBILITY FOR
SUPERINTENDENTS
2.
The coursework and related experiences prepare the candidate to
promote the success of all students by becoming a district level leader
within the K-12 school system and the Intermediate Unit.
“Leadership for Student Achievement” is the common thread
throughout the program. Upon successful completion of the program,
individuals will make application for PA Superintendent’s Letter of
Eligibility.
Contact Information
Dr. Michael Vetere
Department of Professional Studies
324 Butterfield Hall
Edinboro, PA 16444
Phone: 814-732-1468
Fax: 814-732-2233
Email: mvetere@edinboro.edu
SCHA 700 Introduction to Educational Leadership
SCHA 721 Collaborative Leadership for Evaluation
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 760 Legal Aspects of Educational Leadership.
SCHA 765 Financial Aspects of Educational Leadership
SCHA 775 Educational Leadership Theory and Practice
SCHA 792 School Supervision Internship
Admission Requirements and Procedures
Student Responsibility. It is the responsibility of individuals
completing requirements for PA Supervisor of Special Education
certification to submit the appropriate forms needed to obtain the
certification from the Commonwealth of Pennsylvania to the Dean of
Education as soon as the certification requirements have been
completed.
Individuals seeking admission as students in this curriculum must
comply with the general admission requirements for graduate studies
at Edinboro University. In addition, the applicant must:
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
3. Submit official transcripts verify an earned baccalaureate
and masters degree from an accredited institution
4. Writing sample, reflecting your understanding on how
educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
5. Completed mentor form
6. Completion of a masters of education program
7. Submit professional administrative and /or supervisory
certificate
8. Six years of satisfactory professionally certified service of
which three of the six years must have been in a certificated
supervisory or administrative capacity.
Advising
Curriculum
Additional Requirements and Procedures. In addition to
successful completion of the prescribed 27 graduate credits of course
work for the PA Supervisor of Special Education certification, the
individual will be required to: conduct and present a focus project on
student achievement in the required internship and meet the cut off
score for the PRAXIS 0410 Educational Leadership: Administration
and Supervision. No more than three semester hours of "C" grade
will be accepted toward meeting the 27 semester hours of credit
required for the PA Supervisor of Special Education certification.
30 semester hours of prescribed graduate credit is required as a
partial requirement for the PA Superintendent’s Letter of Eligibility
program. These required graduate credits should be earned as
follows:
SCHA 785 Personnel Leadership and Labor Relations
SCHA 796 The Superintendency
SCHA 797 Educational Technologies and Facilities
SCHA 798 Strategic Planning and Policy Analysis
SCHA 799 Superintendent’s Internship
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
Program Faculty
Dr. Janet Baker, jbaker@edinboro.edu
Dr. Susan Curtin, scurtin@edinboro.edu
Dr. Mary Desmone, mdesmone@edinboro.edu
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Dawn Snodgrass, dsnodgrass@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
Individuals must also complete or provide documentation of prior
completion of the following courses:
SCHA 716 Educational Leadership from a Global Perspective
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 765 Financial Aspects of Educational Leadership
SCHA 775 Educational Leadership Theory and Practice
- 47 -
Additional Requirements. In addition to successful completion of
the prescribed 30 graduate credits of course work for the PA
Superintendent’s Letter of Eligibility, the individual will be required
to conduct and present a focus project on student achievement during
the required internship. No more than three semester hours of "C"
grade will be accepted toward meeting the 30 semester hours of
credit required for the PA Superintendent’s Letter of Eligibility.
Advising
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
Student Responsibility. It is the responsibility of individuals
completing requirements for PA Superintendent’s Letter of Eligibility
to submit the appropriate forms needed to obtain the certification
from the Commonwealth of Pennsylvania to the Dean of Education
as soon as the certification requirements have been completed.
Program Faculty
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
- 48 -
MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY
SPED 710 Seminar in Exceptionalities
Program Description
The master of education degree in educational psychology has been
designed to give the interested student a broad theoretical and
practical background in the areas of education and psychology. The
program will be of interest to those planning to pursue certification in
school psychology after the master’s degree, those wishing to
broaden their understanding of human development and learning, and
those wishing to learn more about evaluation and research.
Elective Course (9 credits; 6 with APSY or SPED prefix)
APSY 615 Introduction to School Psychology (for school psychology
certification students)
APSY 721 Biological, Social, and Cultural Bases of Personality
APSY 724 Psychoeducational Assessment of Behavioral and
Developmental Disabilities
COUN 740 Individual Development: Childhood through
Adolescence
EDUC 781 Statistical Methods in Education
READ 706 Foundations of Literacy: Theory and Instruction
SPED 628 Classroom and School-wide Behavior Management
Strategies for Inclusive Settings
SPED 720 Advanced Assessment
SPED 725 Seminar in Mild to Moderate Disabilities
SPED 785 Applied Behavior Analysis
Respect for diversity among individuals, groups, and communities
are emphasized throughout the curriculum. The goal of our program
is to help each candidate to identify and apply his/her unique talents
while utilizing problem-solving, data-based approaches that allow
him/her to work with children and families having a broad range of
needs. The focus of our program is on the application of empirically
supported approaches to assist all children in achieving academic
success, social competence, and emotional and physical health. This
program is a fall start only program.
Degree Requirements
The master’s degree in Educational Psychology will be awarded to
candidates who satisfactorily complete the previously described
curricula, have a cumulative grade point average of 3.5 or better for
the credits earned as part of the program and satisfactorily complete
the comprehensive examination.
Contact Information
Dr. Edward Snyder
Program Head, Educational Psychology
Phone: 814-732-1099
Email: esnyder@edinboro.edu
Comprehensive Examination. All students must take the written
comprehensive examination and receive a score of 70% correct or
higher.
Admission Requirements
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University. In addition, the applicant must:
1. Complete the online graduate application
2. Application Fee: $30. (if not former EUP student); $7 (if
former EUP student)
3. An official transcript verifying an earned baccalaureate
degree from an accredited institution.
4. Applicants should obtain scores averaging at or above the
30th percentile for verbal, quantitative, and analytical
writing sections of the Graduate Record Examination
(GRE). Edinboro University’s GRE code is 003321.
5. Minimum 3.0 QPA for junior and senior year of bachelor’s
degree
6. Three letters of reference
7. Professional resume
8. Submit an essay (1-2 pages) answering the following
questions:
a. What attracted you to the field of
educational/school psychology?
b. What attributes do you posses that will enable
you to succeed as a graduate student and
ultimately as a practitioner?
c. What are your professional goals?
The Educational Psychology comprehensive examination is available
online. Students must contact the program head and request to take
the examination. Requests can be made by phone (814 732-1099) or
by e-mail (esnyder@edinboro.edu). The exam should be taken during
the last semester before graduation. Once the request for taking the
comprehensive exam is approved, student will find access to the
examination via D2L.
The comprehensive exam covers 5 key courses (APSY 625, APSY
720, APSY 727, APSY 789, and APSY 796). There are 25 questions
related to each course. The format of the exam is multiple-choice for
questions. Students have 2 hours to complete the examination. To
pass the examination, students must receive a cumulative percentage
of correct responses at 70% or higher. If a student fails to pass the
exam, they must discuss the results of the exam with the program
head. They may be allowed to retake a second version of the exam
after discussion with the program head. Students will be notified of
their results immediately after taking the online exam.
Advising
Upon acceptance into the program, candidates will be assigned an
advisor. Candidates are strongly encouraged to contact their advisor
prior to the start of each semester to discuss course, field, and
examination requirements.
Curriculum
Required Courses (21 credits)
APSY 625 Collaborative Consultation in Educational Settings
APSY 720 Learning Theories
APSY 727 Psychoeducational Counseling and Interviewing
APSY 789 Seminar in Educational and Psychological Research
APSY 796 Crisis Management and Violence Prevention in Schools
EDUC 788 Research in Education
- 49 -
Program Faculty
The following faculty are most active in teaching classes, supervising
field experiences, and providing advising.
Joel Erion, Associate Professor
B.S. Elementary Education, Clarion University of Pennsylvania
M.Ed. Educational Psychology, Indiana University of Pennsylvania
School Psychology Certification, Indiana University of Pennsylvania
Ed.D School Psychology, Indiana University of Pennsylvania
Professional interests: Parent involvement, response to intervention,
and program assessment.
Edward P. Snyder, Professor
B.A. History, minor: education, Bucknell University
M.S. Education, Bucknell University
School Psychology Certification, Bucknell University
Ph.D. School Psychology, Lehigh University
Professional interests: Behavior disorders, functional assessments,
self-determination, goal setting, and school-based intervention
- 50 -
MASTER OF EDUCATION IN MIDDLE & SECONDARY INSTRUCTION
3.
Program Description
There are several options for students wishing to obtain Master of
Education in Middle and Secondary Instruction.
4.
Students not holding teacher certification may obtain this master’s
degree along with teacher certification in a wide variety of areas.
The purpose of this program is to provide candidates with
development of pedagogy and professional skills that will enable
them to gain classroom proficiency. The program is structured for
non-education majors who wish to pursue an advanced degree and to
secure certification as a teacher. For the future educator, the program
is designed to prepare candidates to practice the art of teaching in
accordance with the ethical principles of educators as they strive to
educate the nation's children.
Curriculum
I. CORE CONTENT (15 semester hours)
EDUC 788 Research in Education
SEDU 702 Teaching in the Contemporary Multicultural
Classroom
SEDU 731 Applications of Technology Integration in Education
SEDU 786 Secondary and Middle School Curriculum
SPED 710 Seminar in Exceptionalities
For students already holding teacher certification, several options,
including foci in social studies, middle level and English, exist. The
purpose of this program is to provide further development of content
knowledge through the academic strands while also increasing
practitioners' professional skills that will enable them to gain
increased classroom proficiency. The program is also structured for
education majors who wish to pursue an advanced degree. For the
practitioner, the program is designed to prepare candidates to practice
the art of teaching in accordance with the ethical principles of
educators as they strive to educate the nation's children.
II. STUDENTS SEEKING TEACHER CERTIFICATION
Classes for students seeking teacher certification in the areas
listed below* (18 semester hours)
SEDU 607 Content Literacy in the Middle and Secondary
School
SEDU 692 Seminar on Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle
and Secondary Schools
SEDU 774 Issues in American Education
SEDU 797 Action Research
SPED 725 Seminar in Mild to Moderate Disabilities
Students who are currently teaching math and/or science with an
emergency certificate or have a bachelor's degree in math or the
sciences may use this program to obtain a master’s degree and
certification in math or science. By passing the Praxis II in the
content areas of math or science (Mathematics, Physics, Earth Space
Science, Biology, Chemistry, and General Science) and meeting
university and state requirements, students are offered the
opportunity to earn their Pennsylvania teaching certificate. Students
may need to take an undergraduate course in composition and/or
literature to meet state requirements for certification.
Field
experience and student teaching must be completed in area schools
associated with Edinboro University’s student teaching placement
options.
The following courses are required for teacher certification
(9 semester hours)
(1) SEDU 475 Field Experience for Middle and Secondary
Education OR
SEDU 575 Secondary Education Field Experience
(2) SEDU 675 Teaching Methods for Middle and Secondary
Classrooms
(3) SEDU 495 Student Teaching OR
SEDU 695 Student Teaching
Additional courses in content area as needed.
Contact Information
Middle and Secondary Education Department Graduate Program
Head:
Dr. Jo Holtz
(814) 732-2794
jholtz@edinboro.edu
Classes for students seeking math/science teacher
certification (21-27 semester hours)
SEDU 607 Content Literacy in the Middle and Secondary
School
SEDU 675 Teaching Methods for Middle and Secondary
Classrooms
SEDU 695 Student Teaching (6-12 hours)
SEDU 700 Educational Assessment of Students in the Middle
and Secondary Schools
SEDU 774 Issues in American Education
SPED 725 Seminar in Mild to Moderate Disabilities
For information or assistance regarding services, activities and
facilities that are accessible to and usable by persons with a disability,
contact Dr. Robert McConnell, Office for Students with Disabilities
(OSD), at (814) 732-2462 t/tty or mcconnell@edinboro.edu. For
additional information, visit the OSD web page.
Admission Requirements and Procedures
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University. In addition, the applicant must:
1.
2.
Have a minimum 2.8 overall undergraduate QPA. The
MAT or GRE and/or Praxis I tests are required for
undergraduate QPA lower than 2.8
Copy of teaching certificate (for students holding teacher
certification)
Submit a completed Graduate Application
Submit an official transcript reflecting baccalaureate degree
- 51 -
8132 Mid Level – Math and Social Studies
8133 Mid Level – Science and English/Language Arts/Reading
8134 Mid Level – Science and Social Studies
III. STUDENTS NOT SEEKING TEACHER CERTIFICATION
Non-thesis Option (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 797 Action Research
Electives (9 SH)
Degree Requirements
Individuals must comply with the degree requirements established by
Edinboro University for the Master of Education Degree. A degree
will not be awarded solely on the basis of credit earned. Noneducation candidates for the degree will be required to earn teaching
certification before the master's degree is awarded. Students in this
program
must
also
complete
the
following:
Social Studies Focus (non-thesis) (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 797 Action Research
Electives (Graduate level ANTH or HIST courses; 9 SH)
Middle Level Focus (non-thesis) (15 credits)
SEDU 607 Content Literacy in the Middle and Secondary
School
SEDU 675 Teaching Methods for Middle and Secondary
Classrooms
SEDU 692 Seminar on Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle
and Secondary Schools
SEDU 774 Issues in American Education
Candidacy. Those completing certification need Teacher Candidacy
as required by the state.
Comprehensive Exams. Required if graduate QPA is below 3.25.
Cumulative Grade Point Average. Students must maintain 3.0.
Teacher Certification. Required for master’s in Middle and
Secondary Instruction.
English Focus (non-thesis) (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 797 Action Research
Electives (Graduate level ENGL courses; 9 SH)
Research Requirement (Thesis Option). Students taking the thesis
option must select a thesis advisor from among the graduate faculty
members in the Department of Middle and Secondary Education,
register for 3 credits of SEDU 799, and select a committee with the
assistance of the thesis advisor. The master’s thesis must conform to
the style of the most recent edition of the American Psychological
Association Manual. Any student planning for doctoral study in the
future is strongly encouraged to take the Thesis option.
Thesis Option (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 799 Thesis
Electives (9 SH)
Advising
*Certification programs available in the following areas:
8112 Comprehensive English
8115 Earth and Space Science
8116 Mathematics
8119 Biology
8120 Chemistry
8121 General Science
8123 Physics
8124 Social Studies
8126 Mid Level – English/Language Arts/Reading
8127 Mid Level – Mathematics
8128 Mid Level – Science
8129 Mid Level – Social Studies
8130 Mid Level – Math and English/Language Arts/Reading
8131 Mid Level – Math and Science
Students pursuing Teacher’s Certification along with their Master’s
Degree should meet with their advisor or co-advisor every semester,
at least until certification is earned.
Advisors: Dr. Kathleen Benson, Dr. Jo Holtz
Program Faculty
Dr. Kathleen Benson
Dr. Dennis Buckwalter
Dr. Charles Cross
Dr. Jo Holtz
Dr. Gwen Price
Dr. Thomas Roden
Dr. Stacey Wolbert
- 52 -
kbenson@edinboro.edu
dbuckwalter@edinboro.edu
ccross@edinboro.edu
jholtz@edinboro.edu
gprice@edinboro.edu
troden@edinboro.edu
swolbert@edinboro.edu
MASTER OF SCIENCE IN NURSING
Clarion and Edinboro Universities
Program Description
Contact Information
The Master of Science in Nursing program is sponsored jointly by
Clarion and Edinboro Universities. There are two concentration
areas: family nurse practitioner (FNP) and nurse educator (NE). The
FNP concentration is 45 semester hours in length and includes 600
hours of clinical practice. FNP graduates are prepared to provide
primary care in medically under-served areas in Western
Pennsylvania and are eligible to apply to the Pennsylvania State
Board of Nursing for legal certification as certified registered nurse
practitioners (CRNP) in family health after passing professional
certification exams through either the American Nurses Credentialing
Center (ANCC) or the American Academy of Nurse Practitioners
(AANP). The NE concentration is 36 semester hours in length and
includes 135 hours of mentored teaching experience. NE graduates
learn to design, implement, and evaluate instruction and are prepared
to teach in diploma and associate degree programs as well as to fill
clinical education and staff development position in hospitals and
other health care institutions. NE graduates meet the educational
requirements to sit for the National League for Nursing Certified
Nurse Educator exam. Courses for both program concentrations are
delivered online with the exception of clinical practica and a limited
number of skill labs and workshops. Graduates of the program
receive a joint degree granted by both universities. Students may
select one university site for advisement and may utilize facilities and
services of both universities. The MSN program is accredited by the
National League for Nursing Accrediting Commission (NLNAC).
Students should check the program Website for the most up-to-date
program information: http://www.clarion.edu/msn/ Information about
program requirements and administrative matters is also available at
both universities.
Debbie Ciesielka, DEd, MSN, ANP-BC
MSN Program Coordinator
Clarion University–Pittsburgh Site
4900 Friendship Ave.
Pittsburgh, PA 15224
Telephone: 412-578-7277
E-mail: dciesielka@clarion.edu
Admission Requirements and Procedures
The admission requirements for both MSN concentrations are the
following:
1. Payment of the application fee.
2. Evidence of an earned baccalaureate degree in nursing from
an accredited program.
3. Licensure as a registered nurse in the state where they plan
to complete clinical practicum.
4. An undergraduate grade point average of 2.75 on a 4.0
scale or
5. A graduate grade-point average of 3.0 on a 4.0 scale (if
seeking second MSN degree)
6. One year of recent full-time clinical practice or two years
of part-time clinical practice (2,000 hours)
7. Evidence of completion of a college level statistics course
with a 'C' or better.
Application Deadlines. Early admission deadline is November 1.
All completed applications received by November 1 will be reviewed
and considered for early admission into the MSN program for the
upcoming fall term. Students meeting the criteria for early admission
will be notified by December 15.
Program Objectives. The Master of Science in Nursing program
affords advanced practice nurses the opportunity to develop as expert
clinicians or nurse educators, participate in shaping health policy, and
contribute to research that improves patient care or nursing education.
The nursing program provides the foundation for a life-long process
of personal and professional growth as well as for doctoral education.
Specifically designed for the working professional, all didactic
courses are taught via the internet. Most students study on a part-time
basis.
Regular admission deadline is April 1. All completed applications
received by April 1 will be reviewed and considered for regular
admission into the MSN program for the upcoming fall term.
Students meeting the criteria for admission will be notified by May
15. In addition to meeting the criteria for admission, students will be
accepted on a 'seat available' basis.
An applicant may be placed on a waiting list for the upcoming fall
admission or for the following fall admission. All students will be
notified by May 15 of their admission status.
Program Outcomes. Graduates will:
1.
2.
3.
4.
5.
6.
7.
8.
Synthesize knowledge from nursing, the sciences, and
humanities into advanced nursing practice.
Demonstrate critical thinking and diagnostic reasoning in
decision-making activities.
Use theoretical knowledge and research findings as a
foundation for advanced nursing practice.
Incorporate professional/legal standards and moral/ethical
values into a culturally sensitive practice.
Apply nursing knowledge and related theories to nursing
and health through nursing education and advanced clinical
practice.
Build a professional system that includes interdisciplinary
communication, collaboration, and teamwork.
Participate in legislative and policy-making endeavors that
influence health care services and practices.
Contribute to nursing knowledge through advanced clinical
practice and/or education and research.
For detailed instructions and to request an application, please visit:
http://www.clarion.edu/16475/
Curriculum
The following core courses are required of all students graduating
with a Master of Science in Nursing:
NURS 601: Advanced Concepts in Pathophysiology*
NURS 602: Pharmacologic Applications
NURS 605: Evolution of Nursing Theory**
NURS 610: Advanced Concepts in Nursing Research
NURS 614: Health Promotion: Family and Community
Perspectives***
NURS 615: Advanced Health Assessment
- 53 -
NURS 616: Advanced Health Assessment Practicum
NURS 645: Nursing and Public Policy
NURS 800: Scholarly Project/Thesis
earned, graduate students must successfully complete a minimum of
30 hours of credit in the Clarion and Edinboro Universities Program
beyond the first master’s degree and meet program requirements with
respect to the required semester hours of credit and courses for the
major. Second master’s degree students would typically have transfer
credits in nursing theory and research that could apply to the
requirements of NURS 605: Evolution of Nursing Theory, NURS
610: Advanced Concepts in Research, and NURS 800: Scholarly
Project/Thesis. Students may petition for life experience credits for
NURS 614: Health Promotion: Family and Community Perspectives
and NURS 645: Nursing and Public Policy. Clinical courses and the
internship are required of all degree students regardless of prior
advanced education.
* NURS 601 is a prerequisite to NURS 602 and is a prerequisite or
co-requisite to NURS 615 and NURS616.
** NURS 605 is a prerequisite to NURS 610.
*** NURS 614 is a prerequisite to the clinical courses and is a
prerequisite to NURS 620 and 621
Students in the family nurse practitioner concentration take the
following additional courses:
NURS 620: Clinical Decision Making
NURS 621: Clinical Decision Making I Practicum
NURS 630: Clinical Decision Making II
NURS 631: Clinical Decision Making II Role Seminar
NURS 632: Clinical Decision Making II Practicum
NURS 640: Clinical Decision Making III
NURS 641: Clinical Decision Making III Role Seminar
NURS 642: Clinical Decision Making III Practicum
NURS 750: Family Nurse Practitioner Internship
POST MASTER’S FAMILY NURSE
PRACTITIONER CERTIFICATE
A Post-Master’s Family Nurse Practitioner Certificate option is
available to Master of Science in Nursing graduates. A program of
study that meets all requirements to sit for national certifying exams
will be tailored to the needs of the individual.
Students in the nurse educator concentration take the following
additional courses:
NURS 675: Nursing Curriculum Development
NURS 676: Educational Strategies in Nursing
NURS 677: Evaluation and Assessment in Nursing
NURS 751: Nurse Educator Internship
POST MASTER’S CERTIFICATE IN
NURSING EDUCATION
A post-master’s certificate is available to individuals who hold a
master’s degree in nursing from an accredited program. This includes
nurses who have graduate degrees as nurse practitioners. The purpose
of this certificate program is to prepare nurses for teaching positions
in nursing in both academic and non-academic settings. A minimum
of 15 credits is required to earn a certificate.
Degree Requirements
To fulfill degree requirements for graduation, the student must
complete 45 semester hours or required course work for the family
nurse practitioner concentration and 36 semester hours of required
course work for the nurse educator concentration. The student must
maintain a QPA of 3.0 or better on a 4.0 scale. Successful completion
of a comprehensive assessment in the form of a professional portfolio
is required. A scholarly project/thesis is also required for graduation.
All degree requirements must be completed within six years of the
first date of enrollment.
PALLIATIVE AND END OF LIFE
CARE CERTIFICATE
Program Description
Advising
This multidisciplinary certificate program in palliative and end-of-life
care is designed to prepare healthcare professionals across multiple
disciplines to assume leadership roles within a variety of agencies to
incorporate and improve palliative and end-of-life care to patients
and families.
Upon admission to the MSN Program, students are assigned a faculty
advisor at the university closest to their home. Before beginning the
first course, successful applicants should meet with the graduate
advisor for orientation and assistance in planning their program of
studies. This can be accomplished face-to-face, by phone, email, or
desktop conferencing.
The 15-credit multidisciplinary certificate in Palliative and End-ofLife care consists of three theory-based courses and a six-credit
clinical practicum that can be completed in the student's workplace.
Program Faculty
Professors: A. Conway (EUP), D. Kubinski (EUP)
Associate Professors: D. Carlson (EUP), D. Ciesielka (CUP), L.
Reiser (CUP)
Assistant Professors: A. McClune (EUP), C. Stiller (EUP)
At the completion of the multidisciplinary certificate in palliative and
end-of-life care the graduate will be prepared to:
1)
Second Master’s Degree
Family Nurse Practitioner
2)
3)
Individuals holding a graduate degree in nursing may earn a second
masters in nursing degree in the Clarion and Edinboro Universities
Family Nurse Practitioner concentration. In order to qualify for a
second master’s degree, regardless of where the first degree was
4)
5)
- 54 -
Assume leadership roles within healthcare agencies in order to
provide quality palliative and end-of-life care.
Synthesize data and evidence-based practice guidelines to
address issues within the delivery of palliative and
end-of-life care.
Be multiculturally sensitive, competent, and ethically aware in
palliative and end-of-life care.
Collaborate with interdisciplinary team members in the
provision of palliative and end-of-life care.
Identify legal and ethical principles in the analysis of complex
6)
7)
8)
issues in palliative and end-of-life care.
Assess multiple dimensions including physical, psychological,
social, and spiritual needs to improve palliative
and end-of-life care.
Communicate effectively and sensitively with the patient,
family and healthcare team about palliative and end-of-life
issues.
Explore the experience of suffering, grief, loss and
bereavement for the patient, family and healthcare provider.
Students who do not currently hold a baccalaureate degree will
register for NUHL 560, NUHL 561, NUHL 562 and NUHL 563.
Students who have previously earned a baccalaureate degree will
enroll in NUHL 760, NUHL 761, NUHL 762, and NUHL 763.
Differences in 500 level courses and 700 level courses include
learning objectives, course assignments and evaluation methods.
Dr. Patricia Nosel
Chairperson, Nursing Department,
Health & Human Services Building
(814) 732-1127 / (814) 732-2900
nosel@edinboro.edu
Admission Requirements
3.
4.
Curriculum
Faculty from nursing, social work, counseling and speech/language
will be teaching and supervising students within their disciplines
within this multidisciplinary certificate program.
Dr. Patricia Nosel
Chairperson, Nursing Department,
Health & Human Services Building
(814) 732-1127 / (814) 732-2900
nosel@edinboro.edu
2.
Resume
Three letters of recommendation
Program Faculty
Contact Information
1.
5.
6.
A completed Edinboro University application
(online.edinboro.edu)
Application fee: $30.00 for new students, $7.00 for
returning Edinboro students
Official transcripts (GPA of a 2.75 is required)
Personal statement as to why the applicant wishes to pursue
this certificate and how it will benefit her/him as
professionals and the people for whom she/he cares.
Dr. Roselle Scaggs
Social Work Department, Butterfield Hall 230
(814) 732-1658
rscaggs@edinboro.edu
- 55 -
MASTER OF EDUCATION IN READING
The proposal must be submitted prior to graduation.
Program Description
This program will enable students to obtain a Master's Degree in
Reading and will qualify them for certification as a reading specialist
(upon passing the PRAXIS exam). This professional training is
essential in diagnosing and helping children overcome reading
disabilities, as well as in promoting developmental and interventional
reading practices in schools.
Form and Style to be Used in Writing Graduate Papers. There is
not a thesis requirement in the Master’s in Reading Program.
However, specialized courses offered by the University are designed
in part to develop skills in written expression with specific emphasis
placed on a review of the style and format considered by the
academic community to be the appropriate style and format for
course papers, research projects, independent study and thesis.
Students enrolled in graduate courses should also assume that correct
style format, spelling and grammar will be considered in evaluating
the quality of written material submitted. Course requirements in the
Masters in Reading Program shall conform to the style and form as
found in The Publication Manual of the American Psychological
Association [APA].
Contact information
Masters in Reading and Reading Specialist Certification
The Graduate Program Head
Dr. Heather Kenny hkenny@edinboro.edu
Graduate Programs in Reading Office
120 Butterfield Hall,
Edinboro University of PA
Edinboro, PA 16444.
814-732-1325
Candidacy: Graduate Requirements in Progress [GRIP].
Admission to graduate study as a degree candidate does not
automatically mean that the student will meet all requirements and
complete the Masters in Education: Reading at Edinboro University.
Admission Requirements and Procedures
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University.
1.
2.
3.
4.
5.
The academic record of each Masters in Education: Reading degree
candidate is reviewed at the conclusion of the semester or summer
session in which the candidate is enrolled for his or her 15th credit at
the University. Students who have made satisfactory progress in the
degree program will be approved for continuation. This approval
includes the satisfactory completion of 15 hours of course work, a
cumulative average of “B” or better, and appropriate Dispositions.
After this approval, a student may be removed from the program
based on the recommendations of the graduate faculty, Program Head
with supporting evidence, and approved by the Dean of Education
and the Dean of Graduate Studies and Research.
Completed graduate application
Application fee: $30.00 (if not former EUP student),$7.00
(if former EUP student)
Official transcript reflecting a baccalaureate degree from an
accredited institution
Minimum 3.0 overall QPA
Copy of valid teaching certificate or complete a program of
study approved by the Dean of Education, leading to
certification as an elementary or secondary school teacher
prior to completion of the program
It is the student’s responsibility to submit the GRIP Form to the
Graduate Program Head of Reading.
Curriculum
Comprehensive Exit Exam. The Reading Specialist PRAXIS exam
is the exit exam requirement for all students in the Master’s in
Reading Program. It is the student’s responsibility to register for the
PRAXIS exam. Students who are completing the M.Ed. in Reading,
but do not desire the Reading Specialist Certification and cannot
provide evidence of a passing score on the Reading Specialist
PRAXIS exam, must assume responsibility to schedule the
Comprehensive Examination with the Graduate Program Head of
Reading.
A minimum of 30 semester hours of graduate credit is required to
complete the degree. These credits should be earned as follows:
READ 702 Literacy Interventions for Striving Readers
READ 704 Comprehensive Literacy Curriculum: Design and
Implementation
READ 706 Foundations of Literacy: Theory and Instruction
READ 707 Literacy Instruction for the Content Area
Professional
READ 708 English Language Learners in the Literacy
Curriculum
READ 709 Literacy Difficulties: Assessment and Intervention
READ 710 Organization, Supervision and Administration of
Reading Programs
READ 712 Reading Clinic
READ 717 Language Arts Instruction: Design and
Implementation
READ 794 Research Design in Reading
Cumulative Grade Point Average. Students must satisfactorily
complete the course requirements of this program. To do so, the
student must earn a cumulative average of "B" (3.00) or better.
Students must not earn more than 6 semester hours of credit with a
grade of "C".
Certification: PRAXIS II: Reading Specialist Exam 0300.
The Master of Reading program prepares students for certification as
a Reading Specialist. It is the student’s responsibility to register for
the Reading Specialist PRAXIS exam and to apply for Reading
Specialist Certification. For students seeking certification outside of
the Commonwealth of PA, it is the responsibility of the student to
know the certification requirements for that state so that their state
requirements are met.
Degree Requirements
Degree candidates must comply with the degree requirements for the
Master of Education degree listed in the Graduate Catalogue.
Research Requirement. The graduate student will demonstrate
evidence of research competency by creating a viable research
proposal which articulates a well-conceived design and methodology.
- 56 -
Exit Survey. Each candidate will complete a survey prior to or
shortly after graduation. This survey helps in providing constant
review and evaluation of program requirements as an avenue of
updating and improving the program on a consistent basis.
Advising
Students in the online program will follow a prescribed sequence that
is shared through a Plan of Study.
Faculty
Information Shell. Candidates should access the Information Shell
in D2L for detailed information about the Graduate Reading
Program.
Dr. Scott Baldwin sbaldwin@edinboro.edu
Dr. Marian S. Beckman mbeckman@edinboro.edu
Dr. Linda Best lbest@edinboro.edu
Dr. Kathleen Dailey dailey@edinboro.edu
Dr. Heather Kenny hkenny@edinboro.edu
Dr. Lisa Tong ltong@edinboro.edu
- 57 -
MASTER OF SCIENCE
EDUCATIONAL SPECIALIST IN SCHOOL PSYCHOLOGY
Program Description
The Educational Specialist Degree in School Psychology is a 75
credit program of study that in conjunction with passing scores on the
National School Psychology Exam leads to Pennsylvania School
Psychologist Certification and recognition as a Nationally Certified
School Psychologist.
6.
Upon receipt of all application materials you will be contacted for an
interview. Materials should be received by February 15 for an
applicant to be considered for a graduate assistantship. Application
materials may be considered after this date for enrollment in the
program.
The School Psychology Program prepares its graduates for the
professional practice of psychology in the schools by emphasizing a
scientist-practitioner model of training. The mission of the program is
to prepare school psychologists who are capable of providing high
quality, ethical psychological services. The program provides a solid
foundation of instruction, research, and field experience, which
reflects current, empirically supported methods in psychology and
education. These experiences prepare graduates to provide assistance
and expertise in the assessment and treatment of problems
experienced
by
children,
schools,
and
communities.
In order to obtain certification, you must be a U.S. citizen. If you are
not a U.S. citizen you must have a permanent immigrant visa which
permits you to seek employment within the United States.
Additionally, you must intend to become a citizen and file a notarized
form titled, “Declaration of Intent to Become a Citizen of the United
States” (part of Foreign Supplement Package available from the
Bureau of Teacher Certification and Preparation).
Respect for diversity among individuals, groups, and community is
emphasized throughout the curriculum. The goal of our program is to
help each candidate to identify and apply his/her unique talents while
utilizing problem-solving, data-based approaches that allow him/her
to work with children and families having a broad range of needs.
The focus of our program is on the application of empirically
supported approaches to assist all children in achieving academic
success, social competence, and emotional and physical health.
Curriculum
Fall Year One
APSY 615 Introduction to School Psychology
(15 days of practicum included)
APSY 720 Learning Theories*
EDUC 781 Statistics in Education
SPED 710 Seminar in Special Education and Exceptionalities*
Spring Year One
APSY 724 Psychoeducational Assessment of Behavioral and
Developmental Disabilities (15 days of practicum
included)
APSY 727 Psychoeducational Counseling and Interviewing*
COUN 740 Individual Development through Adolescence*
SPED 725 Seminar in Mild to Moderate Disabilities*
Contact Information
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Dr. Joel Erion
Coordinator, School Psychology Program
814-732-2287
jerion@edinboro.edu
Summer Year One
APSY 721 Cultural, Social, and Biological Bases of Personality
Development
APSY 796 Crisis Management and Violence Prevention
(Contains one week residency.)*
Admission Requirements
1.
2.
3.
4.
5.
bachelor’s degree. For those who have earned a master’s
degree a grade point average of 3.5 or better is required.
Passing scores for the Praxis I reading, writing, and math
exams are required for Pennsylvania certification.
Applicants must submit an ETS (R) Personal Potential
Index (ETS PPI) Evaluation Report by going to
www.ets.org/ppi/ and setting up an account. Current GRE
Applicants and those who took the GRE General Test after
5/1/2009 can send the report for free. The evaluation report
should include feedback from three or evaluators, one of
whom must be a supervisor. Find evaluators who know you
well.
A one-two page essay answering the following questions:
a. What attracted you to the field of school
psychology?
b. What attributes do you possess that will enable
you to succeed as a graduate student and ultimately as
a practitioner?
c. What are your professional goals?
A professional resume.
GRE results (Scores averaging the 30th percentile or above
for the verbal, quantitative, and analytical writing sections
are preferred.)
Transcripts showing a grade point average of 3.0 or better
(4 point scale) for the junior and senior year of the
Fall Year Two
APSY 625 Collaborative Consultation in Educational Settings*
APSY 722 Individual Psychological Assessment I
APSY 725 Clinical Practicum in School Psychology
EDUC 788 Research in Education*
Spring Year Two
APSY 723 Individual Psychological Assessment II
APSY 735 Advanced Clinical Practicum in School Psychology
APSY 789 Research II: Seminar in Ed. /Psych. Research*
READ 706 Foundations of Literacy*
Explore M. Ed. eligibility with your advisor
Education Psychology comprehensive exam
Summer Year Two
APSY 790 Seminar in School Psychology
Year Three
APSY 795 Internship in School Psychology (18 credits)
- 58 -
1200 hour minimum
Take and pass Praxis II exam
*Required courses for the master’s degree in educational psychology
and are offered online.
National School Psychology Exam. A product of Educational
Testing Service, this instrument is designed for use by school
psychology candidates and should be taken toward the end of the
program. Questions focus on content and process issues relevant to
the school setting. The main content areas include data-based
decision making; research-based academic practices; research-based
behavioral and mental health practices; consultation and
collaboration; applied psychological foundations; and ethical, legal,
and professional foundations. Qualifying scores vary by state.
Degree Requirements
The Educational Specialist Degree in School Psychology will be
awarded to candidates who satisfactorily complete the previously
described curricula, have a cumulative grade point average of 3.5 or
better for the credits earned as part of the program, satisfactorily
complete the comprehensive examination, successfully complete
internship, and pass the National School Psychology Examination.
Advising
Upon acceptance into the program, candidates will be assigned an
advisor. Candidates are strongly encouraged to contact their advisor
prior to the start of each semester to discuss course, field, and
examination requirements.
Comprehensive Examination. Toward the end of the internship
students are required to complete a comprehensive examination
designed to assess their mastery of knowledge in areas relevant to the
practice of school psychology and the objectives of this program. The
exam requires a written response to questions tied to each program
objective followed by an oral defense and review of a case study
completed during internship. Students who do not pass the
comprehensive examination after two attempts will be asked to
withdraw from the program.
Program Faculty
The following faculty are most active in teaching classes, supervising
field experiences, and providing advising.
Joel Erion, Associate Professor
B.S. Elementary Education, Clarion University of Pennsylvania
M.Ed. Educational Psychology, Indiana University of Pennsylvania
School Psychology Certification, Indiana University of Pennsylvania
Ed.D School Psychology, Indiana University of Pennsylvania
Professional interests: Parent involvement, response to intervention,
and program assessment.
Internship. APSY795 Internship in School Psychology is a fieldbased experience, which is completed on a full-time basis during one
academic year. The internship is the culminating experience of the
program. It is a two-semester (1200 clock hour minimum) field
placement during which the student functions under the direct
supervision of a certified school psychologist. Students must
complete at least 600 hours of the internship in an approved school
setting. In non-school settings, supervisory personnel hold an
appropriate credential for that setting. Where employed, a rationale
specifies its appropriate relationship to the practice of school
psychology. The student functions in a carefully supervised, but
relatively independent manner. During this time the student
progressively assumes the role and functions of a psychologist in the
schools. Students are placed in urban, rural, and/or suburban settings
but must be exposed to the fullest extent possible to children and
families with diverse backgrounds.
Edward P. Snyder, Professor
B.A. History, minor: education, Bucknell University
M.S. Education, Bucknell University
School Psychology Certification, Bucknell University
Ph.D. School Psychology, Lehigh University
Professional interests: Behavior disorders, functional assessments,
self-determination, goal setting, and school-based intervention
- 59 -
MASTER OF ARTS IN SOCIAL SCIENCES
Program Description
The History Department offers a program which results in the earning
of a master of arts degree with a major in social sciences. The
department also offers graduate courses in history which may be
taken by students enrolled in the master of arts degree program with a
major in social sciences.
6.
* Students will complete a 15-18 credit concentration in one of
following disciplines (15 if writing a thesis and 18 if taking
Comprehensive Exam): History, Anthropology, Sociology,
Political Science. Because of faculty teaching loads, not
disciplines may be available as a program concentration.
This degree is designed to be multi-disciplinary, giving men and
women in education, business and government the opportunity to
develop their own program of study. Options and flexibility are kept
at the maximum level possible. This allows the professional in education, urban affairs, criminal justice, gerontology, international trade
and commerce, etc. to attain a graduate degree in his or her career.
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Degree Requirements
Students must comply with the degree requirements for the Master of
Arts degree listed in the Graduate Catalogue.
Dr. Ronald Spiller
Coordinator, Social Sciences Program
814-732-2287
rspiller@edinboro.edu
Students registering for thesis must submit, with their registration
materials, an application for authorization to enroll for Thesis which
has been signed by the advisor. This application form may be
obtained at the School of Graduate Studies and Research.
Admission Requirements and Procedures
3.
4.
5.
6.
7.
the
the
or
all
**Students will complete 6 credits in one of the aforementioned
disciplines. In consultation with the Program Director, other
disciplines may also be used in this category, including Economics,
Communications, Psychology, and Counseling.
Contact Information
1.
2.
Comprehensive Written Exam and Historiographical Essay
or Literature Review (0 credits)
Final Oral Examination and Thesis Defense
OR
Oral Defense of the Comprehensive Exam and
Historiographical Essay or Literature Review
Complete the online application
Application fee of $30 (if not a former EUP student), or $7
(if former EUP student)
Official degree conferred transcript reflecting baccalaureate
degree from an accreditated institution
Test scores from either the Miller Analogies Test (MAT) or
Graduate Record Examination (GRE)
Three letters of reference; forms are available at the forms
link on the School of Graduate Studies and Research
homepage.
Professional Resume
Typed essay (2-3 pages) answering the following
questions:
a. What attracted you to the profession of social
sciences?
b. What professional goals do you have for the next
10 years, and how will the Master of Arts in
Social Sciences help you attain those goals?
c. What attributes do you possess that suggest
success in graduate school and as a practicing
social scientist?
Students not completing the thesis must complete a Comprehensive
Examination.
Advising
Upon acceptance into the program, candidates will be assigned an
advisor. Candidates are strongly encouraged to contact their advisor
prior to the start of each semester to discuss course, field, and
examination requirements.
Faculty
The following faculty are most active in teaching classes and
providing advising.
Max Azicri,
Political Science
Lenore Barbian,
Anthropology
Ihor Bemko
History
Xin-zhu Chen
History
Ivan Chompalov
Sociology
Martha Donkor
History
Irene Fiala
Sociology
Dennis Hickey
History
Jerra Jenrette
History
Werner Lange
Sociology
Joseph Laythe
History
Rhonda Matthews
Sociology
Nazir A. Mughal
History
Steven R. Nachman
Anthropology
David Obringer
Library
Ronald L. Spiller
History
Lee Williams
Sociology
Renata B. Wolynec
Anthropology
Curriculum
This curriculum contains both a thesis track and a comprehensive
examination track. Both tracks require the earning of 36 semester
hours of graduate credit as a partial requirement of the degree. These
credits must be earned as follows:
1. Multidisciplinary
Research
Course
(3
credits)
Recommended Course Options: HIST 660, SOC 500, POLI
770, HIST 700, HIST 793, ANTH 795
2. Primary Social Science Field (15-18 credits)*
3. Secondary Social Science Field (6 credits)**
4. Free Electives (9 credits)
5. Thesis, ANTH 799, HIST 799 or SSCI 799 (3-6 credits)
OR
- 60 -
MASTER OF SOCIAL WORK
Program Description
The Social Work Department offers a program leading to a Master of
Social Work (MSW) degree. Social work is a profession dedicated to
enhancing the quality of life, the pursuit of social justice, and helping
a wide range of individuals to reach their full potential.
5.
Admission to Advanced Standing program. Eligibility for the
Advanced Standing tract requires a completed baccalaureate degree
in social work received within the last five years from a program
accredited by the Council on Social Work Education, a minimum
GPA of 3.0, references that indicate readiness for advanced social
work practice, copies of field internship evaluations, a supportive
letter from the applicant's undergraduate field and a professional
resume. At the bottom of the resume, please include a statement of
professional goals and how earning an MSW will help you reach
these goals.
The MSW program at Edinboro University of Pennsylvania (EUP)
prepares students for advanced social work practice providing
services to all system levels with an emphasis on families. The
program is fully accredited by the Council on Social Work Education
(CSWE) through 2017.
Upon completion of the MSW program, new graduates may apply to
the licensure board to take the exam to get their LSW (Licensed
Social Worker) license. Licenses are granted for graduates of
accredited programs who apply and pass a national examination
developed by the Association of Social Work Boards (ASWB). After
two years of full-time clinical work under the supervision of a
Licensed Clinical Social Worker (LCSW), LSWs may apply to take
the exam for the next level of licensure, the LCSW.
Curriculum
The Master of Social Work degree requires a minimum of 60
semester hours of professional training and a minimum of 900 clock
hours of supervised internship. The program has only one
concentration, advanced social work practice providing services to all
system levels with an emphasis on families. The curriculum is
divided into two levels, the foundation year and the concentration
year.
The MSW program is a 60 credit hour program consisting of 16
classes and 2 internship experiences. Students enrolled full time in
the program complete requirements in two academic years (four
semesters). Students enrolled part time in the program complete the
requirements in four academic years (eight semesters).
The foundation year and the concentration year each requires
completion of 30 semester hours of credit. The curriculum provides a
carefully designed sequence of courses which build upon prior
learning. Courses must be taken in sequence. Practice and Field
courses (SOWK 612, 613, 622, 623, 717, 719, 722, and 723) are only
available to students who have been formally admitted to the degree
program.
An accelerated advanced standing tract is available for qualified
students who have completed (within the last five years) an
undergraduate degree in social work from a CSWE accredited
program with a minimum 3.0 GPA. The entire MSW program is also
delivered online and can be completed on a part-time basis only.
Contact
MSW Program Director
Roselle Scaggs, Ph.D
(814)732-1658
Admission
Requirements
and
I.
Foundation Year
SOWK 600 HBSE I
SOWK 602 HBSE II
SOWK 604 Social Welfare, Social Policy, & Social Work
SOWK 606 Social Policy and Social Policy Practice
SOWK 608 Social Work Research I
SOWK 609 Social Work Research II
SOWK 612 Social Work Practice I
SOWK 613 Social Work Practice II
SOWK 622 Field Education Internship I
SOWK 623 Field Education Internship II
II.
Concentration Year
SOWK 717 Social Work Practice with Families I
SOWK 719 Social Work Practice with Families II
SOWK 722 Field Education Internship III
SOWK 723 Field Education Internship IV
SOWK 740 Family Diversity
SOWK 744 Administration and Supervision
SOWK 798 Integrative Seminar I
SOWK 799 Integrative Seminar II
Electives (6 SH)
Procedures
All admissions materials should be sent to: Edinboro University
School of Graduate Studies and Research, Biggers House, 148
Meadville Street, Edinboro, PA 16444 or via email:
gradstudies@edinboror.edu or via fax: 814-732-2611
1.
2.
3.
4.
Record Examination (GRE). Required scores are related
to the applicant’s GPA level.
A professional resume. At the bottom of the resume,
please include a statement of professional goals and how
earning an MSW will help you reach these goals.
Complete
the
online
graduate
application
(www.edinboro.edu/departments/graduate_studies/Admiss
ions/)
Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
Official transcript reflecting a baccalaureate degree from
an accredited institution. This should include one course
evidencing significant content in human biology, as well
as a minimum of 21 semester hours of credit (or
equivalent) distributed within a liberal arts curriculum in
humanities, mathematics, physical and biological sciences,
social and behavioral sciences, and fine arts.
Minimum GPA of 2.8 (3.0 for Advanced Standing
applicants). Applicants with an overall GPA of less than
2.80 must produce scores from the Miller Analogies Test
(MAT) or the general aptitude portion of the Graduate
Advanced Standing. Through the advanced standing tract, students
can generally receive a waiver for the first semester of MSW study
(12 credits). Further course waivers are dependent on the specific
course equivalency to the required MSW courses at EUP.
- 61 -
Admission to Advanced Standing is competitive and the amount of
course credit waived is dependent on equivalency to courses at
Edinboro University. Course syllabi may be requested. No credit
will be given for life or work experience or by examination. Students
admitted to Advanced Standing must complete all of the prerequisite
courses with a grade of B or better: two semesters of Social Welfare
History and Policy, two semesters of Human Behavior in Social
Environment, two semesters of Research, two semesters of Social
Work Practice (macro and micro), and a minimum of 400 clock hours
of field instruction. In addition, students must complete SOWK699:
Introduction to Principles of Advanced Social Work Practice with
Families with a grade of B or better. This three-credit course is
offered during the summer preceding fall entry into the program.
Students may be admitted to the Advanced Standing tract on either a
full-time or part-time basis.
Students are expected to comply with the Code of Ethics for the
National Association of Social Workers and to demonstrate
appropriate professional behavior. Failure to do so may result in
termination from the program.
Advising
Students will be assigned an advisor from the MSW faculty.
Students are expected to consult with their advisor as their program
progresses.
Program Faculty
MSW Program Director
Roselle Scaggs, Ph.D rscaggs@edinboro.edu
MSW Faculty:
Suzanne McDevitt, Ph.D. smcdevitt@edinboro.edu
David Pugh, Ph.D. dpugh@edinboro.edu
Hillary Copp, Ph.D. hcopp@edinboro.edu
Degree Requirements
Students must maintain a cumulative quality point average of 3.00 or
better to remain in good standing in the program. A maximum of six
semester hours of "C" grades will be accepted. Only one "C" grade
will be accepted for any field internship (SOWK 622, 623, 722 or
723).
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MASTER OF EDUCATION IN SPECIAL EDUCATION
OPTION 2 (30 cr. hrs.)
M. Ed. in Special Education (currently certified in Special
Education)
18 Credit Core:
APSY 789 Research in Education II
EDUC 788 Research in Education
SPED 610 Secondary Transition
SPED 628 Classroom and School-wide Behavior Management
Strategies for Inclusive Settings
SPED 760 Early Intervention and Working with Families
SPED 765 Response to Intervention, Progress Monitoring and Data
Management
Program Description
There are two options available for students wishing to pursue Master
of Education Degrees in Special Education.
OPTION 1 Individuals who hold undergraduate certification in
Elementary Education (K-6, P-4 or 4-8) from an accredited
institution may enroll in the M.Ed. in Special Education with
certification. The courses are designed to meet all Pennsylvania
Department of Education Special Education guidelines and Council
for Exception Children standards. The program is 36 credits and
requires a one-week residency on campus during the first summer of
your program.
12 Credit Specializations (choose one area to specialize)
OPTION 2 The Master of Education degree program for students
who are currently certified in Special Education is designed to
develop and improve knowledge of and performance in core
professional competencies related to the field of special education.
Additionally, students develop expertise in a chosen area of
specialization, (mild/high incidence disabilities, autism, or behavior
management). The program is 30 credits and requires a one-week
residency on campus during the first summer of your program.
Mild/High Incidence
SPED 725 Seminar on Mild Disabilities
SPED 750 Behavior Disorders and Positive Behavior Supports
SPED 775 Instructional Techniques for Students with Mild/High
Incidence Disabilities
SPED 795 Graduate Internship in Special Education
Autism
SHLD 708 Autism Spectrum Disorders and Augmentative and
Alternative Communication
SPED 770 Autism Spectrum Disorders
SPED 785 Applied Behavior Analysis
SPED 795 Graduate Internship in Special Education
Contact Information
Dr. Mary Jo Melvin, Department Chair of Early Childhood and
Special Education
Office Phone: 814-732-2154
Email (Preferred Contact): mmelvin@edinboro.edu
Admissions Requirements and Procedures
1.
2.
3.
4.
5.
Behavior Management
(SPED 628, SPED 765, and APSY 789 taken in core)
APSY 796 Crisis Management and Violence Prevention in Schools
SPED 750 Behavior Disorders and Positive Behavior Supports
SPED 785 Applied Behavior Analysis
SPED 795 Graduate Internship in Special Education
Complete the online application
Application fee of $30 9if not former EUP student), or $7
(if former EUP student)
Submit an official transcript verifying an earned
baccalaureate degree from an accredited institution
Undergraduate GPA of a 2.80 is required for admission.
Students with a GPA below 2.80, scores form the Miller
Analogies Test (MAT) or Graduate Record Examination
(GRE) are required.
Copy of valid teacher certification
NOTE: Additional areas of specialization may be developed in the
future.
Degree Requirements
Students in these programs must comply with the course
requirements for the master of education degree. In addition, students
must satisfactorily complete a non-credit master's project using
Applied Behavior. This project is typically developed and completed
during the two research courses.
Curriculum
OPTION 1 (36 cr. hrs.)
M. Ed. Special Education Seeking Certification
Required Courses
APSY 789 Research in Education II
EDUC 788 Research in Education
SPED 695 Graduate Field Experience in Special Education
SPED 710 Seminar in Exceptionalities
SPED 715 Creating Inclusive Classrooms
SPED 720 Advanced Assessment
SPED 725 Seminar in Mild to Moderate Disabilities
SPED 735 Explicit Instructional Strategies in Special Education
SPED 740 Issues Effecting Individuals with Severe Disabilities
SPED 745 Language and Literacy-based Instruction in Special
Education
SPED 750 Behavior Disorders and Positive Behavior Supports
SPED 755 Collaboration, Partnerships, and IEP Development
Note: Students who enter the Special Education M.Ed. program
seeking teacher certification in special education must also meet the
requirements for such certification, (including PRAXIS exams)
before the M.Ed. will be conferred.
Advising
Faculty advisors are assigned to students at the time of admission.
Program Faculty
Dr. Juanita Kasper, jkasper@edinboro.edu
Dr. Jeanne Faieta, jfaieta@edinboro.edu
Dr. Donna Murphy, dmurphy@edinboro.edu
- 63 -
MASTER OF ARTS IN SPEECH-LANGUAGE PATHOLOGY
SHLD 340 Managing Language Disorders
SHLD 350 Speech and Hearing Science
SHLD 420 Clinical Observation
SHLD 500 Neuroanatomy
SHLD 515 Audiologic Rehabilitation
Minimum of 25 hours of approved clinical observation.
At least one math course.
At least one biological and one physical science course.
At least six hours in behavioral/social sciences.
Program Description
Edinboro University of Pennsylvania's Master of Arts program in
Speech-Language Pathology provides students with the academic
knowledge and clinical experience for careers in a variety of
professional settings. Our alumni are employed in hospitals, regular
schools, special schools, rehabilitation facilities, clinics, and private
practice. They provide services to people of all ages who have
communicative, cognitive, and/or swallowing disorders. By engaging
students in the acquisition and application of knowledge, Edinboro
University faculty members encourage students to become thoughtful
and insightful decision makers. Students work closely with faculty
and supervisors as they learn to make informed professional
judgments and use contemporary approaches to diagnosis and
remediation of communicative, cognitive, and/or swallowing
disorders. Students must complete all academic courses and clinical
practicum required for clinical certification by the American SpeechLanguage-Hearing Association. The Speech-Language Pathology
program is accredited by the Council on Academic Accreditation in
Audiology and Speech-Language Pathology and the Pennsylvania
Department of Education.
Curriculum
The Master of Arts curriculum is designed to maximize learning in an
efficient and appropriately sequenced manner. It is ultimately
designed to prepare students to meet the needs of today's
clients/patients and employers, and to be eligible for ASHA
certification and state licensure. A minimum of 54 semester hours of
graduate credit (non-thesis track) is required as a partial requirement
of this degree. These credits should be earned as follows:
I. Core Courses (36 cr. hrs.)
SHLD 605 AAC Assessment and Intervention
SHLD 611 Seminar in Clinical Methods
SHLD 616 Audiology for the Speech Language Pathologist
SHLD 630 Fluency Disorders
SHLD 635 Phonological Disorders
SHLD 640 Language Disorders
SHLD 650 Aphasia/Neurological Disorders
SHLD 655 Swallowing Disorders
SHLD 706 Professional Issues in Speech-Language
Pathology/Audiology
SHLD 740 Voice Disorders
SHLD 772 Research Methods in Communication Disorders
SHLD 790 Communication Disorders in the Educational Setting
Admission Requirements and Procedures
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University and with the special admission
requirements of this curriculum listed below:
1. Completed graduation application through CSDCAS or through
CollegeNet.
2. Application fee of $25.00 (if you have never applied to Edinboro
before) and are doing so through CollegeNet.
3. An official transcript reflecting a baccalaureate degree in "speech
and hearing disorders" from an accredited institution with an overall
3.0 QPA or be prepared to complete prerequisite course material.*
4. A copy of Graduate Record Examination (GRE) or Miller
Analogies Test (MAT) scores.
5. Three letters of reference, preferably from CSD faculty.
6. Typed essay (1-2 pages) answering the following questions: a.
What was the best advice you have ever been given? b. How have
you applied it in your life choices? c. How has this advice influenced
your approach to learning?
II. SLP Program Electives (3 cr. hrs.)
SHLD 675 Topics in Communication Disorders
SHLD 745 Early Intervention in Speech-Language Pathology
SHLD 793 Independent Study
III. Clinical Education (15 cr. hrs.)
SHLD 711 Advanced Clinical Practice--on campus
SHLD 711 Advanced Clinical Practice--off campus
SHLD 711 Advanced Clinical Practice--on campus
SHLD 711 Advanced Clinical Practice--Pediatric
SHLD 711 Advanced Clinical Practice--Adult
Note: All materials must be received at CSDCAS by February 1 or
at the School of Graduate Studies and Research by March 1 to be
considered.
Undergraduate Prerequisite Courses and Requirements
Undergraduate courses equivalent to the Edinboro University courses
listed below are required for admission to the MA in SpeechLanguage Pathology program. Students with insufficient
undergraduate preparation will be required to complete
undergraduate prerequisite courses prior to fulfilling course
requirements for the master's program.
IV Thesis (optional)
SHLD 799 Thesis
Certification. To be recommended for Pennsylvania Instructional I
Certification in Speech Language Impaired, the student must:
1.
SHLD 125 Psychology of Communication
SHLD 230 Intro to Audiology
SHLD 300 Normal Communication Development Across the
Lifespan
SHLD 355 Anatomy and Physiology of the Speech/Hearing
Mechanism
SHLD 375 Acoustical Phonetics and Phonetic Analysis
SHLD 320 Managing Articulation and Phonological Disorders
2.
3.
- 64 -
Complete all requirements for the Master of Arts degree in
Speech-Language Pathology.
Demonstrate transcript evidence of two math courses, one
English composition course, and one English literature
course.
Meet all other requirements, such as the Praxis I and II tests
(including the National Examination in Speech Pathology)
currently stipulated by the Pennsylvania Department of
Education.
Susan Hegel, PhD, CCC-SLP is an assistant professor with a degree
from the University of Oregon. She teaches in the areas of advanced
language development/literacy and school-based service delivery.
She also conducts clinical supervision.
Human Services 241
814.732.2192 / shegel@edinboro.edu
ASHA #01027610 / PA SL: 005633-L
Degree Requirements
Individuals must comply with the degree requirements for the Master
of Arts degree listed in this catalogue. Either a thesis or a noncredit
master's project must be completed. The student must also complete
the National Examination for Speech Pathology (NESP). It is the
student's responsibility to schedule this test through ETS prior to
completion of the graduate program.
Patricia Leigh, PhD, CCC-SLP is an assistant professor with a PhD
in Communicative Disorders and Sciences and Cognitive Science
from the State University of New York at Buffalo. She teaches in the
areas of early intervention, phonology, language, and
alternative/augmentative communication. She also conducts clinical
supervision.
Human Services 237
814.732.1287 / pleigh@edinboro.edu
ASHA# 09137670 / PA SL: 009032-L
Advising
Students will be assigned an advisor from the Speech/Language
Pathology faculty. Students are expected to consult with their
advisor as their program progresses.
Program Faculty
Program Director
Char Molrine, PhD, CCC-SLP is a professor with a degree from
Kent State University. She is chair of the Speech, Language and
Hearing Department and graduate program head of the MASLP
Program. She teaches courses in the areas of aphasia/neurologic
disorders, dysphagia, and neuroanatomy. She also provides clinical
supervision.
Human Services 221
814.732.2432 / cmolrine@edinboro.edu
ASHA# 00999979 / PA SL: 000572-L
Dennis Lutz, M.A., CCC-SLP is an Instructor with a degree in
speech-language pathology from Edinboro University. He teaches in
the areas of psycholinguistics, acoustical phonetics, speech and
hearing science, and computer applications. He also conducts clinical
supervision.
Human Services 248
814.732.1440 / dlutz@edinboro.edu
ASHA# 01087613 / PA SL: 003052-L
Faculty
Cindy Grazio, MS, CCC-SLP is the director of the Governor George
Leader Speech and Hearing Center. She is the advisor for the
NSSLHA chapter and teaches courses in clinical methods and clinical
observation.
She
also
conducts
clinical
supervision.
Human Services 215
814.732.2164 / cgrazio@edinboro.edu
ASHA # 09135089 / PA SL: 005113-L
Roy Shinn, PhD, CCC-A is a professor with a degree from the
University of Oklahoma. He is the coordinator of the BASHD
Program. He teaches courses in audiology, audiologic rehabilitation,
and professional issues. He also conducts clinical supervision.
Human Services 240
814.732.2730 / shinn@edinboro.edu
ASHA# 00000281-02 / PA AT: 000581-L
- 65 -
GRADUATE COURSE DESCRIPTIONS
ANTH 601 Introduction to Museums (3 credit hours)
This course introduces students to museum work, covering all facets of museum operations, from collections care and
utilization to Board responsibility and financial management. Students will have the opportunity to visit regional
museums to learn first-hand about daily operations and administration.
ANTH 602 Introduction to Historic Preservation and Cultural Resource Management (3 credit hours)
This course examines public history and archaeology as they pertain to historic preservation and cultural resource
management. Knowledge and applications of federal and state historic preservation laws to specific situations prepare the
student to deal with real issues in the local, regional, state, federal, and tribal workplace. Assessing site significance,
nominating a site for the national Register of Historic Places, and Federal planning related to the Section 106 process are
among the topics to be examined by the class.
ANTH 615 Ritual, Magic and Myth (3 credit hours)
This course examines religious belief and ritual in non-literate societies as well as popular movements among followers of
world religions. It focuses on religion as an aspect of culture that offers people a means to understand and adapt to a
changing world. Topics include theories of religious origins, magic and divination; witchcraft and sorcery; ghosts, spirits,
and gods; mythology; and religious movements. Graduate students will demonstrate a deeper understanding of the
complexities of the anthropology of religion (Ritual, Magic, and Myth) as determined by the instructor.
ANTH 664 Culture, Illness and Curing (3 credit hours)
This course offers a cross-cultural understanding of health and illness beliefs and practices. It examines the impact of
modern biomedicine upon traditional peoples and cultures, problems of communication between health practitioners and
patients of other cultures, as well as the confrontation in the United States between biomedicine and alternative systems of
healing. Graduate students will demonstrate a deeper understanding of the complexities of medical anthropology (Culture,
Illness and Curing) as determined by the instructor.
ANTH 671 Introduction to Archeology (3 credit hours)
This course provides an introduction to the field of archaeology, a sub-discipline of anthropology, which systematically
studies man's prehistoric and historic past from the remains of human behavior given certain specified objectives. The
course will introduce students to a diversity of research problems, data gathering techniques, analyses, and conceptual
frameworks which form an intrinsic part of modern day archaeology. Graduate students will demonstrate a deeper
understanding of the complexities of archaeology.
ANTH 672 Cultures of the World (3 credit hours)
This course surveys world cultures and describes the methods anthropologists use to study them. It explores in crosscultural perspective such topics as adaptation to the environment, language, art, values, politics, law, marriage and the
family, as well as culture change and the impact of the West upon traditional societies.
ANTH 673 Archeological Field Study (3 -12 credit hours)
This course has two complementary aspects. During the summer and fall sessions archaeological field techniques are
applied to the excavation of actual sites. During the spring semesters archaeological laboratory techniques are applied to
the preparation and analysis of archaeological data. Graduate students will demonstrate a deeper understanding of the
complexities of archeological field studies.
ANTH 674 Indians of North America (3 credit hours)
This course looks at the traditional and contemporary cultures of Eskimos and North American Indians. It examines
Native American adaptations to the environment, social and political organization, religion, life styles and values,
histories of contact with outsiders, and problems of survival in the modern world. Graduate students will demonstrate a
deeper understanding of the complexities of Native North American societies and cultures as determined by the instructor.
- 66 -
ANTH 678 Native America Before Columbus (3 credit hours)
This course surveys the development of Native American cultures, as revealed in the archeological record, for the first
20,000 year before European contact. Models are examined which describe and explain the interrelationships between
pre-Columbian cultural systems and their respective cultural and physical environments. Special emphasis is placed upon
examining interrelationships among the technological sociological and ideological subsystems of individual preColumbian Native American cultural systems. Prerequisite: Sophomore standing or permission of instructor.
ANTH 795 Internship in Anthropology (3-12 credit hours)
This internship in anthropology provides practical, on the job experience and enables students to apply concepts and
theories to the work environment. Further, it enhances student employability.
APSY 615 Introduction to School Psychology (3 credit hours)
This course offers students an introductory overview of the roles and functions of the school psychologist. The historical
and legal foundations of the field as well as contemporary demographics and issues of professional identity are reviewed
in detail.
APSY 625 Collaborative Consultation in Educational Settings (3 credit hours)
This course prepares the student to participate in collaborative consultation services for students experiencing learning
and/or behavior problems. It emphasizes enhancing communications skills, interactive teaming, problem solving, case
management skills, systems level consultation, and implementation with culturally diverse students. It also reviews multitiered service delivery systems, including response-to-intervention.
APSY 720 Learning Theories (3 credit hours)
This course examines classic and contemporary theories of learning, particularly in regard to the learning and behavior of
children and adolescents. It explores the research base of the major theoretical models and examines the implications of
those models for the education and treatment of children and adolescents.
APSY 721 Cultural, Social, and Biological Bases of Personality Development (3 credit hours)
Reviews theories on how social and cultural factors influence personality development in children and adolescents.
Additionally, drugs commonly prescribed to school-aged children are reviewed. Information on intended effects, sideeffects, and monitoring procedures of these medications are discussed in-depth.
APSY 722 Individual Psychological Assessment I (3 credit hours)
Develops competence in administering, scoring, and interpreting an intellectual/achievement assessment system and the
use of informal assessment to include curriculum-based measurement and curriculum-based assessment. The statistical
and psychometric underpinnings of the instruments are examined. The course emphasizes practical application of the
results in school settings including report writing, definitional guidelines, progress monitoring, program evaluation, and
legal provisions. Closed to non-majors.
APSY 723 Individual Psychological Assessment II (3 credit hours)
Develops competence in administering, scoring, and interpreting a variety of norm-referenced and informal psychological
and educational assessment instruments. Integrating data from the Wechsler Scales into psychoeducational reports is
central. Test construction theory is emphasized. Alternatives to classic psychometric theory and emerging trends are
discussed. Guidelines for ethically sound and culturally fair testing are reviewed in detail. Prerequisite: APSY722.
APSY 724 Psychoeducational Assessment of Behavioral and Developmental Disabilities (3 credit hours)
Presents an overview of individual psychoeducational instruments commonly used in school settings. These include
behavior rating scales, observation systems, measures of adaptive behavior, interview procedures, and some projective
techniques. Students will develop skills for the administration and interpretation of these techniques as well as
incorporation of obtained information into written reports.
- 67 -
APSY 725 Clinical Practicum in School Psychology (3 credit hours)
Provides advanced school psychology students with supervised practical experiences in a university clinic and
supplemental experiences in school settings. Students are given opportunities to practice assessment and intervention
skills. Prerequisite: APSY722 or permission of instructor.
APSY 727 Psychoeducational Counseling and Interviewing (3 credit hours)
This course introduces the various points of view in psychological counseling and interviewing. Readings, discussion, role
playing, and actual counseling and interviewing encourage students to develop a theory of therapeutic interaction which is
consistent with their views of human nature and their own natural inclinations.
APSY 735 Advanced Clinical Practicum in School Psychology (3 credit hours)
This course provides advanced school psychology students with supervised practical experiences in schools and other
educational and mental health settings. Students are given enhanced opportunities to practice assessment and intervention
skills. Prerequisite: APSY725 or permission of instructor.
APSY 789 Research II: Seminar in Educational/Psychological Research: (3 credit hours)
This course teaches skills required for completing data collection for research, evaluating the validity of research results,
and presenting research to the public. Single-case design is emphasized. Students are required to complete a manuscript of
publishable quality. Pre-requisite: EDUC 788.
APSY 790 Seminar in School Psychology (3 credit hours)
Focuses primarily on current issues and problems graduate students face during the internship and the early years of their
school practice. It includes legal and ethical issues, common professional problems, and the organization of psychological
services in the school setting. Prerequisite: permission of instructor.
APSY 795 Internship in School Psychology (3-9 credit hours)
The internship provides advanced school psychology students with opportunities for supervised experiences delivering a
broad range of school psychological services. Services include, but are not limited to, assessments and direct and indirect
intervention design and implementation. Interns work with children across developmental levels from varied backgrounds
that experience educational and behavioral difficulties.
APSY 796 Crisis Management and Violence Prevention (3 credit hours)
This course develops an understanding of techniques and issues related to preventing and managing crises situations in
schools. It trains students in non-violent interventions for handling aggressive and disruptive school-age individuals. This
course is the third and final course in the sequence of courses for the Behavior management Specialist Certificate.
ARED 650 Strategies for Art Teachers (3 credit hours)
This course is devoted to specific, current issues in teaching and learning related to Art Education. This course requires
each student to undertake an in-depth study and research of issues provided by the instructor in light of its practical
application to one's own art teaching situation or context.
ARED 701 Current Issues in Art Education (3 credit hours)
This course is devoted to the examination of current issues in art education. The student will develop a professional
awareness of global, national, state, and local issues as they apply to their teaching situation. The course will cover an
overview of current issues in the field with emphasis on specific issues as determined by the instructor and the needs of
the students.
ARED 704 Art Education Graduate Field II (3 credit hours)
This course provides graduate level teacher certification students in art education with a variety of activities and
experiences in actual school art programs. Serving as art teacher aides, the students devote two half-days per week to this
supervised pre-student teaching field experience. Pre-req. ARED 305.
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ARED 705 Aesthetics and Art Criticism for Art Education (3 credit hours)
This course examines the nature of the aesthetic experience as it relates to the artist, the art object/event, and the observer.
Included are topics on the function and methods of art criticism. Questions are raised concerning the creative act, theories
of art, context, interpretation, and evaluation, which are particular significance to the art educator in contemporary
schools.
ARED 706 Curriculum Development in Art Education (3 credit hours)
This course is devoted to the examination of curriculum in art education. An overview of past theory as well as
contemporary trends in curriculum will be studied. The development and evaluation of art education curriculums will be
the major emphasis of the course.
ARED 710 Graduate Student Teaching (12 credit hours)
This course is a culminating experience for graduate level teacher certification in art education. Art education faculty in
the art department supervises this course. This student teaching assignment provides the opportunity for the student to
display competency in a K-12 public school setting under the direct daily supervision of a qualified cooperating teacher.
Prerequisite: ARED704.
ARED 715 Critical Readings in Art Education (3 credit hours)
This course will provide foundational reading of critical literature in the field of art education. Students will gain
knowledge of the concepts, theories, and developmental history of art education through readings in art education,
education, policy, psychology and other related areas that have shaped the field of art education.
ARED 720 Therapeutic Art Education (3 credit hours)
On a master’s level, art educators need to expand on the foundational courses they took in their pre-service training. This
course was created to further the master art teacher’s understanding of working with students who have special needs.
This course will provide students with the theories and strategies of therapeutic art education and art therapy.
ARED 725 Culminating Experience in Art (6 credit hours)
The culminating Experience in Art Education Seminar provides an opportunity for students to demonstrate their
proficiency in the field of art education before completing their MA with a concentration in Art Education. This entails
the completion of a manuscript in which students synthesize previous theory and practice and extend their learning in their
chosen area of interest.
ARED 750 Research in Art Education (3 credit hours)
This course explores current research methodology in art education. Research designs studied will be qualitative,
quantitative and mixed-methods. Topics will cover historical, philosophical, case study, survey, experimental design,
feminist, ethnographic, and action research. Pre-requisite EDUC 788.
ARHI 730 Special Topics in Art History (3 to 9 credit hours)
This course will focus on a specific topic in Art History suitable for graduate students in the M.F.A. program, other
graduate students with permission of the instructor. The content will vary from semester to semester according to the
interests of the students and faculty. May be repeated up to three times for credit.
ART 700 Seminar in Fine Arts (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the
class. The seminar will include a summary of current trends as cross-field experiences related to the study areas of those
involved, i.e., Ceramics, Painting, Sculpture, Etc. The course is designed to rely on a number of possible approaches to a
study of contemporary trends in the fine arts and in professional preparation. The course instructor will assign readings or
activities to further these goals. This course is required of MFA students and must be taken during the first year of
residence.
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ART 701 Seminar in Fine Arts (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the
class. The seminar will include a summary of current trends as cross-field experiences related to the study areas of those
involved, i.e., Ceramics, Painting, Sculpture, Etc. The course is designed to rely on a number of possible approaches to a
study of contemporary trends in the fine arts and in professional preparation. The course instructor will assign readings or
activities to further these goals. This course is required of MFA students and must be taken during the first year of
residence.
ART 702 Seminar in Fine Arts (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the
class. The seminar will include a summary of current trends as cross-field experiences related to the study areas of those
involved, i.e., Ceramics, Painting, Sculpture, Etc. The course is designed to rely on a number of possible approaches to a
study of contemporary trends in the fine arts and in professional preparation. The course instructor will assign readings or
activities to further these goals. This course is required of MFA students and must be taken during the first year of
residence.
ART 703 Book Arts (3-9 credit hours)
This course introduces book arts as a medium of creative expression. Lectures, demonstrations, and studio work will
explore various approaches to book design. Studio exploration will focus on each student’s area of experience. Diverse
approaches to book design will be supported, including, graphic design, typography, photography, digital-imaging,
painting, drawing, and printmaking. Prerequisite: Graduate status.
ART 735 Final Exhibit (3 credit hours)
During the last semester of their degree work, students enrolled in the Master of Arts in Art program with an emphasis in
studio must mount a one-person exhibition demonstrating growth, maturity, and proficiency in one or more studio areas.
Prerequisite: Candidacy and approval of the student’s graduate committee chairperson/advisor.
ART 740 Studio Problems in Painting (3 credit hours)
A course designed to allow the student to work with the individual instructor in selection of problems suitable to the
development of the particular student in painting.
ART 741 Painting I (3-24 credit hours)
This graduate course is for the first year MFA student with a major in Painting. Emphasis is on individual development
and execution of pictorial problems. The student will work with an instructor on an individual basis. A minimum of 15
semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: MFA degree student
in Art or approval of the Painting area MFA faculty.
ART 742 Painting II (3-24 credit hours)
This graduate course is designed for the second year MFA student with a major in Painting. Continued individual growth
in the development and execution of pictorial problems is expected. The student will continue to work with an instructor
on an individual basis. A minimum of 15 semester hours must be completed in this course to meet MFA graduate
requirements. Prerequisite: completion of at least 15 hours of ART741 and a positive review by the Painting area MFA
faculty.
ART 743 Drawing(3-12 credit hours)
This course emphasizes drawing as an aesthetic experience. Exploration and development of drawing as an independent
discipline is expected. Students explore a variety of media, technical processes and conceptual approaches to drawing.
Prerequisite: Must be a graduate student in Art.
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ART 750 Studio Problems in Sculpture (3 credit hours)
This course is designed to allow the student to work with the individual instructor in selection of problems suitable to the
development of the particular student in sculpture.
ART 751 Sculpture I (3-24 credit hours)
This course concentrates on developing, intensifying and enhancing expressional processes as they relate to sculpture.
Emphasis is on individual initiative in both the development and the execution of sculptural problems. The student will
work with an instructor on an individual basis. A minimum of 15 semester hours must be completed in this course to meet
MFA graduate requirements. Prerequisite: MFA degree student in Art or approval of the Sculpture area MFA faculty.
ART 752 Sculpture II (3-24 credit hours)
This course is designed to allow the sculpture major to develop artistic, technical and professional competence. The
student will work with a member of the Sculpture area MFA faculty on an individual basis. A minimum of 15 semester
hours must be completed in this course to meet MFA graduate requirements. Prerequisite: completion of at least 15
semester hours in ART751 and positive review by the Sculpture area MFA faculty.
ART 760 Studio Problems in Ceramics (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to
the particular student's interest in Ceramics.
ART 761 Ceramics I (3-24 credit hours)
This studio course concentrates on developing the artistic, technical and professional competence of the first year MFA
student. The student will work with a member of the MFA Ceramic faculty to develop and explore most fully the
potentials of both the student and medium in terms of a plastic visual expression. A minimum of 15 semester hours must
be completed in this course to meet MFA graduate requirements. Prerequisite: MFA degree student or approval of
Ceramic area MFA faculty.
ART 762 Ceramics II (3-24 credit hours)
This studio course concentrates on developing the artistic, technical and professional competence of the second year MFA
student. The student will work with a member of the MFA Ceramic faculty to develop and explore most fully the
potentials of both the student and the medium in terms of a plastic visual expression. Continued growth in the student's
vision and competence is expected. A minimum of 15 semester hours must be completed in this course to meet MFA
graduate requirements. Prerequisite: completion of at least 15 semester hours of ART761 and positive review by the
Ceramic area MFA faculty.
ART 770 Studio Problems in Graphics (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to
the development of the particular student in Graphics.
ART 771 Printmaking I (3-24 credit hours)
This is a beginning graduate course in Lithography, Intaglio, Relief or Serigraphy. The student will work on an individual
basis with an instructor of the student's choice in pursuit of experimental imagery research and technical control. A
minimum of 15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: MFA
degree student in Art or approval of the Printmaking area MFA faculty.
ART 772 Printmaking II (3-24 credit hours)
In this advanced course emphasis is placed on refining and developing personal imagery as well as developing the
technical proficiency required of the professional printmaker. Student will work on an individual basis with an instructor
of the student's choice. A minimum of 15 semester hours must be completed in this course to meet MFA graduate
requirements. Prerequisite: completion of at least 15 semester hours of ART771 and positive review by the Printmaking
area MFA faculty.
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ART 775 Studio Problems in Photography (3-24 credit hours)
This graduate course is designed for Master of Arts in Art students with a focus in photography, and is offered as an
elective to other graduate students. Students will concentrate on personal visions in photography and will approach their
studies with increasing depth. Students will work with an instructor on an individual basis.
ART 780 Studio Problems in Crafts (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to
the particular student in either fiber or wood crafts. The student works with the instructor in developing his or her
competence in all phases of the media processes. The emphasis is on the development of the student's artistic capabilities
and all around competence in the studio.
ART 791 Jewelry/Metalsmithing I (3-24 credit hours)
In this course the student selects problems in Jewelry/Metalsmithing suitable for varying levels of experience. A
minimum of 15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: MFA
degree student in Art or approval of the Jewelry/Metalsmithing area MFA faculty.
ART 792 Jewelry / Metalsmithing II (3-24 credit hours)
This advanced course is designed to allow the second year Jewelry/Metalsmithing major to develop and extend his or her
techniques and visual capabilities. A minimum of 15 semester hours must be completed in this course to meet MFA
graduate requirements. Prerequisite: completion of at least 15 semester hours of ART791 and positive review by the
Jewelry/Metalsmithing area MFA faculty.
ART 793 Independent Study in Art (3 credit hours)
This course is devised to meet the needs of students who wish to prepare, under the direction of a member of the graduate
faculty, individual studies or projects in art history or art studio.
ART 799 Studio Exhibit (2 credit hours)
Registration for ART799 provides credit for the preparation of the studio exhibit required of all MFA degree candidates.
The studio exhibit is presented in the form of a "one person" show expressing the culmination of experiences and
achievements of the student's total grduate program. A written statement concerning the work of the exhibition must be
exhibited along with the work.
BIOL 600 Ecology (3 credit hours)
This course presents a study of plants and animals in relation to their physical and biological environments. Special topics
include distribution factors, life zones, food chains and adaptations. Special attention is given to animal and plant
communities in Northwestern Pennsylvania. Class consists of lectures, laboratory exercises, and field trips. Prerequisite:
BIOL230 and BIOL240.
BIOL 603 Organic Evolution (3 credit hours)
The evolution of the modern synthesis and the ability of this theory to explain the genetic structure of populations,
molecular evolution, adaptations and speciation will be discussed and investigated through laboratory exercises. Modern
methods in phylogenetic systematic/taxonomy will also be presented and implemented through various projects.
Prerequisite: BIOL103 and BIOL300. 2 hours lecture and 3 hours of lab
BIOL 609 Molecular Biology and Genomics (4 credit hours)
This course will inculcate concepts in molecular biology and genomics and develop laboratory skills in molecular
biology/biotechnology and computer skills in genomics, proteomics, and related areas. Three hours lecture and three
hours laboratory. Prerequisites: BIOL103 and either BIOL300 or BIOL305, or equivalent.
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BIOL 637 Conservation Biology (3 credit hours)
This course provides an overview of the history and current status of species extinction and global loss of biodiversity.
The course surveys methods used to conserve animal and plant life and wildlife habitat in the United States and around
the world, and discusses conservation activities and needs in societal, cultural, economic, and political contexts.
Prerequisite: BIOL230 or BIOL 240 or permission of the instructor.
BIOL 640 Ichthyology (3 credit hours)
This course studies the taxonomy, ecology, anatomy, physiology, behavior, breeding habits, and growth and development
of fishes. A taxonomic and evolutionary approach examines both the diversity and the relationships existing among the
major groups of fishes. Laboratory and field work emphasizes fishes of the area. There is a three-hour laboratory each
week. Prerequisite: BIOL140 or BIOL309, or equivalent, or permission of instructor.
BIOL 642 Ornithology (3 credit hours)
This course will include the identification, classification, and natural history of birds with emphasis on those of
Pennsylvania and nearby states. It will involve laboratory, lectures, and much field study. Prerequisite: BIOL240, with
lab. 2 hours lecture and 3 hours lab.
BIOL 643 Mammalogy (3 credit hours)
This course provides for a study of taxonomy, adaptations, life histories, ecology and distribution of mammals with
emphasis on those in this general region of the country. Prerequisite: BIOL140. 2 hours lecture, 3 hours lab.
BIOL 647 Field Zoology and Systematics (3 credit hours)
This course is devoted to concepts and procedures of systematics, and to classifying and identifying fauna collected on
field trips. Prerequisite: BIOL240 with lab. 2 hours lecture, 3 hours lab.
BIOL 657 Biological Study Design and Data Analysis (3 credit hours)
This course examines the design and use of research hypotheses, controlled experiments, and data collection and analysis,
as they apply to research in the biological sciences. Emphasis is on the role of statistical inference in the hypotheticodeductive approach to studying living organisms. Prerequisite: BIOL103 and either MATH260 or MATH350.
BIOL 664 Introduction to Pathology (3 credit hours)
This course involves the study of abnormal function and structure at the tissue level. Topics covered are inflammation,
necrosis, tissue repair, neoplasia and autoimmunity. A detailed unit on blood and electrolyte imbalances is also included.
Lecture and demonstrations, no lab. Prerequisite: a course in Human or Animal Physiology or consent of the instructor.
BIOL 672 Biology of the Higher Invertebrates (3 credit hours)
Biology of Higher Invertebrates is an exploration of the life styles of the many animals without backbones, including
form, function, and taxonomy. Lectures will focus on the unique features of different invertebrate phyla and the
interesting ways animals interact with each other and their environments. We will cover topics in animal classification,
life history and various types of human-invertebrate interactions. The laboratory section of this course will be composed
of field work on campus and at Presque Isle, and labortory work that examines invertebrate diversity and animal structure
and function. Prerequisites: BIOL103 and BIOL 240. 2 hours lecture, 3 hours lab.
BIOL 682 Behavioral Ecology (4 credit hours)
Behavior is studied from an evolutionary perspective. Current models of foraging, mating and social behavior are
evaluated through classroom and field work.
BIOL 701 Seminar in Biology (3 credit hours)
The emphasis in this course is on the presentation and discussion, by students, of topics and research pertinent to the field
of biology at the present time. Required of all biology graduate students (M.S. and M.Ed.). Prerequisite: graduate
standing.
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BIOL 793 Independent Study in Biological Science (3 credit hours)
This experience is devised to meet the needs of students who wish to prepare, under the direction of a member of the
graduate faculty, individual studies or projects in the field of biological science.
BIOL 799 Thesis (3-6 credit hours)
Research for the Master's thesis is conducted under the supervision of the advisor.
COMM 600 Communication Theories (3 credit hours)
This course is designed as a general introduction to communication theory. It surveys the major approaches, processes and
communication contexts of theory building in the human sciences, and examines the primary movements that have
influenced thinking about communication as a discipline.
COMM 605 Communication Strategies in Advertising (3 credit hours)
This course teaches dynamics of communication in the creation, implementation, and criticism of advertising. Students
learn to analyze communication research, message strategies, execution of advertisements, and client-media-consumer
relationships from theoretical, critical and applied perspectives. Pre-requisites: Junior status or Permission of Instructor;
Graduate status for 600 level enrollment.
COMM 607 Criticism of Mass Media (3 credit hours)
This course examines methods for the critical analysis of mass media messages generated through radio, television, film,
and newspapers. Students gain insight into the effect of media on society with particular focus on news bias, mediated
politics, advertising, censorship, television violence, economic support systems, and media stereotyping. Prerequisites:
JOUR364 or Permission of Instructor. Graduate status for 600 level enrollment.
COMM 610 Communication Research (3 credit hours)
This course introduces research methods and tools in communication studies. Students become proficient in
communication design and analysis using quantitative measures, with particular emphasis databases, constructing and
applying measurement instruments, and conducting statistical analyses.
COMM 620 Qualitative Communication Research (3 credit hours)
This course provides students with the requisite knowledge and skills to design and carry out qualitative research on
communicative practices, interactions and events. Students learn principles of and applications for participant-observation
research and how interpretive analysis can serve as the basis for hypothesis generation and quantitative design.
COMM 630 Interpersonal Communication Strategies (3 credit hours)
This course reviews recent theories of interpersonal interaction and introduces methods for analyzing communication
between persons in significant relationships. Students examine how relationships develop and deteriorate through
communication practices, and how differences in gender, ethnicity, age, class and race affect interpersonal perception.
COMM 635 Integrated Marketing Communication (3 credit hours)
This course is concerned with the creation and implementation of communication campaigns using a mix of promotional
methods including public relations, advertising, and related concepts. Goals and objectives, audience analysis, message
strategies, tactics, and evaluation research are presented in an applied communication context with particular emphasis on
the non-profit sector.
COMM 640 Small Group Communication (3 credit hours)
This course examines the theory and practice of small group communication, with a focus on developing productive
interaction in teams, meetings, negotiations, and other group settings. Students take up issues of consensus-building,
group leadership and effective decision-making through communication practices.
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COMM 645 Technology of Communication (3 credit hours)
This course examines how technology is used as a medium of communication, with a particular focus on Computer
Mediated Communication (CMC), Group Decision Support Systems (GDSS), and net meetings. It takes up how
communication technology structures perceptions and interactions through web pages, digital stories and multimedia
texts.
COMM 650 Rhetorical Theory and Criticism (3 credit hours)
This course surveys selected theories of rhetoric from the classical to the postmodern, and examines methods for the
critical analysis of discourse and texts of various genres.
COMM 655 Political Communication (3 credit hours)
This course examines communicative aspects of national political campaigns and related decision-making processes. The
role of mass media in political processes is of particular concern, but interpersonal, group, and organizational practices as
they pertain to electoral procedures are also examined.
COMM 660 Organizational Communication (3 credit hours)
This course examines the major theories, both classical and contemporary, that drive research in organizational
communication, with a focus on systems theory, technological development, organizational climate, information
networks, management style, and human relations skills.
COMM 665 Managing Conflict (3 credit hours)
This course addresses problems of managing conflict in interpersonal, group and institutional contexts. Students learn
theories of conflict and strategies for negotiation and mediation. The course takes up social and psychological factors of
conflict, conflict management styles, anger management practices, assertive behavior, attitude adjustment, and meanings
of peace.
COMM 675 Intercultural Conflict & Communication (3 credit hours)
This course focuses on conflict in institutional and organizational contexts between persons and groups with varying
histories, ethnicities, interests and needs. Emphasis is on developing, asymmetrical power relations, and perceived threats
in order to promote productive working relationships.
COMM 680 Gender and Communication (3 credit hours)
This course considers the intersection of communication, culture, and gender. It examines the implications of socially
constructed gender roles, identifying and challenging communication practices that create inequities for both men and
women. Emphasis is placed on how such knowledge aids in solving communication problems.
COMM 685 Crisis Management (3 credit hours)
The purpose of the course is to develop a conceptual understanding of the process of communication and crisis
management for application in institutional and organizational contexts. Students explore issues of planning,
development, and execution of crisis management plans including risk assessment, media relationships, image restoration,
and crisis response strategies.
COMM 697 Studies in Communication (3 credit hours)
These topics represent a variety of courses in specialized areas beyond the content of regular courses. Examples include
general semantics, creativity and communication, leadership communication, and topics relevant to select to study abroad
courses. Specific areas will be developed based on needs and abilities of students in conjunction with available faculty.
COMM 700 Language and Human Conduct (3 credit hours)
This course investigates the relation between language and human conduct, as the understanding of this relation has
developed in Western thought during the 20th century.
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COMM 710 Communication Ethics (3 credit hours)
This course focuses on the analysis and interpretation of communicative conduct from ethical points of view. Students
examine ethical issues relevant to a variety of interests in interpersonal, corporate, international, mediated and other forms
of communication, and interrogate the extent to which a universal communicative ethics is possible.
COMM 725 Negotiating Intractable Conflict (3 credit hours)
This course addresses the roles that communication and culture play in the development, management and potential
resolution of intractable international and institutional conflicts. Students research issues such as group and cultural
identity, nationalism and historicity, institutional interests, power relations, mediation strategies, the rhetoric of
reconciliation, and transitional justice.
COMM 730 Communication and Social Process (3 credit hours)
This course examines the role of communication in the constitution of institutional and organizational ‘realities.’ The
ways in which persons internalize, legitimate and alter existing social structures through discursive practices are
emphasized. Issues of leadership, agency, power, change, positioning and problem resolution in small group contexts are
also addressed.
COMM 740 Communication Consulting (3 credit hours)
This course presents consulting strategies as solutions to communication problems with a focus on research and
intervention in the organizational communication situation. Communication theory is applied in the study of consultantclient relationships, organizational communication audits, and the design and implementation of communication change
programs. Legal issues related to consulting such as privacy, liability and property are addressed.
COMM 750 Persuasion and Propaganda (3 credit hours)
This course focuses on the communicative aspects of persuasion and the persuasive aspects of propaganda. Students
engage in advanced theoretical and critical consideration of the persuasive functions of media, especially television,
through an analysis of the rhetoric of popular trials and other media events.
COMM 760 Managerial and Leadership Communication (3 credit hours)
This course focuses on the characteristics and practices of management and leadership as communication-based
phenomena within the organizational setting. It addresses the demands of management and leadership in business, nonprofit, social service, and educational organizations, with emphasis on issues of control and change.
COMM 770 Communication Issues (3 credit hours)
This course examines, analyzes, and interprets contemporary communication issues as they
relate to a broad spectrum of personal, social and organizational concerns. It explores topics in public relations,
management, business, government, the media, international areas, and other communication concentrations.
COMM 793 Independent Study in Communication Studies (3 credit hours)
This experience meets the needs of students who wish to prepare, under the direction of a member of the graduate faculty,
individual studies or projects in the field of communication studies.
Prerequisites: consent of the department chairperson, COMM601, research course, admission to candidacy.
COMM 796 Internship in Communication Studies (12 credit hours)
The internship provides an integrating experience, one which allows the graduate student to observe how specific
components of the communication process work together and to test conceptual knowledge and skills against the reality of
the work place.
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COMM 798 Practicum in Communication (3 credit hours)
The Practicum in Communication provides students with the opportunity to conduct audits, develop crises management
plans, or other communication and conflict case studies in an organization where they currently are employed, or in an
institution that they determine has interest in developing such audits, plans or studies. Prerequisite: Candidacy and
completion of 24 hours of coursework.
COMM 799 Thesis (3 credit hours)
Written under the direction of a graduate faculty member, the thesis is a major piece of scholarship that defines a problem
in communication, reviews the relevant literature, explores a specific topic, and offers conclusions using quantitative or
qualitative research methods. The final document makes a coherent, cogent, and sustained argument about communication
processes, theories, or practices. Prerequisites: consent of the department chairperson.
COUN 700 Introduction to the Helping Professions (3 credit hours)
This introductory class is a core experience for students enrolled in the MA Counseling program. It exposes students to
the generic components of counseling across settings and enables students to examine in-depth their personal fitness for
pursuing a career as a professional helper. It also provides a background for specialized study in each curriculum.
COUN 702 Introduction to Rehabilitation Counseling (3 credit hours)
This course is designed to introduce students to the field of rehabilitation with an emphasis on history, legislation,
psychosocial aspects of disability and the rehabilitation process.
COUN 704 Introduction to Community Counseling (3 credit hours)
This course will provide students with an overview of the historical development and theoretical foundations of the
counseling profession. Students will become knowledgeable about the CACREP model and the process of attaining
licensure and certification. In addition, the course will provide an understanding of the role of community counselors,
types of settings for employment and issues specific to community counseling.
COUN 705 Group Processes (3 credit hours)
This course teaches students to understand group processes and their application. Instruction uses both a didactic
approach and a laboratory approach wherein students learn through observing their own group experience.
COUN 710 Appraisal Techniques in the Helping Professions (3 credit hours)
This course is designed as an overview of assessing individual differences through the usage of group tests and
measurements. Competencies will be developed in the areas of selecting, administering, and interpreting group
intelligence, aptitude, achievement, interest and personality instruments. Current research involving assessment relative
to educational, social, and industrial settings will be examined.
COUN 712 Human Development Across the Lifespan (3 credit hours)
This graduate level course traces human development over the life span. Issues for each stage of development in the
arenas of physical, cognitive and psychosocial growth are explored. Culture and systemic influences on development are
emphasized. Theories and research that have applicability to the counseling profession are examined.
COUN 715 Career Development and Life Planning (3 credit hours)
This course allows graduate counseling students to explore, in depth, selected aspects related to vocational psychology,
occupational sociology, career development, career choice, career decision making, career counseling and guidance, and
other career-related issues and behaviors. The course is designed to acquaint students with the basic theories and
constructs that are essential to the understanding and implementation of career development through the life span.
Systems of career education, occupational information, decision-making strategies, and life-work planning for special
populations are examined.
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COUN 720 Counseling and Consultation Theories (3 credit hours)
This course involves the study of selected theories and techniques of individual counseling. Also covered are various
models of the consultation process focusing on the rationale of why consultation has emerged as an important adjunct to
personal counseling.
COUN 725 Organization and Development of Programs in the Helping Professions (3 credit hours)
This course prepares students to function productively in entry level and mid-level supervisory positions within
institutions/organizations which serve the needs of a specified group of persons. It stresses both theory and application as
students experience the cyclical process of program development and modification. It also teaches selected leadership and
management roles and functions in organizational settings.
COUN 730 Supervised Counseling Practice (3 credit hours)
This course assists students in identifying and developing skills of an effective helper. Students participate in counseling
experiences using role-playing and “real life” clients and critique in class audio and video tapes of counseling sessions
conducted by students.
Prerequisite: COUN720 Counseling and Consultation Theories.
COUN 735 Counseling Practicum (3 credit hours)
The practicum provides an arranged, supervised experience in a specialized area of counseling. It requires prerequisite
training and sufficient experience to allow the beginning of autonomous functioning.
Prerequisite: COUN730
Supervised Counseling Practice.
COUN 740 Individual Development: Childhood Through Adolescence (3 credit hours)
This course enables significant adults (primarily persons whose professions involve them directly in formal education) to
base their interactions/interventions with children, adolescents and parents on an understanding of the process of growth
and development. Students have the opportunity to engage in a use-oriented project related to their individual
interests/needs.
COUN 742 Developmental Counseling in Schools (3 credit hours)
This course prepares students to apply the basic counseling skills in a school setting. It emphasizes the various roles of
the elementary and secondary school counselor, tools and strategies appropriate in those settings, and in consulting and
collaboration with other school personnel.
COUN 744 Techniques for Counseling the Student with a Disability (3 credit hours)
This course provides a foundation for graduate students in school guidance to effectively counsel the student with a
disability. It emphasizes cultural, historical, and socio-economic issues facing the adjustment of this student, as well as
specific counseling procedures for assisting him/her in a school setting.
COUN 745 Multicultural Counseling (3 credit hours)
This course enables students to develop knowledge and understanding regarding characteristics and concerns of
multiculturally diverse groups, the attitudes and behaviors affected by dominant group membership, and individual and
group approaches/interventions appropriate with diverse populations.
COUN 750 Study of the Individual in Higher Education (3 credit hours)
This course reviews major theoretical models of student and adult development, developmental aspects of college
students, and the effects of the college experience on individuals. Student personnel practitioners learn to design
programs to effect positive developmental changes within college/university students.
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COUN 752 Law in Postsecondary Higher Education (3 credit hours)
This course serves as a legal foundation for graduate students in counseling student personnel services, or related
professions in higher education. It emphasizes the legal history in higher education, institutional relationship with
administrators, students, faculty, the community; procedural processes; and basic concepts of civil rights, criminal, tort,
and contractual law.
COUN 753 Student Affairs Practice and Administration (3 credit hours)
This course prepares graduate students for entry level and mid-level student personnel services positions in higher
education. It emphasizes the history and philosophy of higher education, student affairs purposes and functional areas,
and professional management/leadership issues relevant to higher education institutions.
COUN 754 Family Counseling Theory and Practice (3 credit hours)
This course prepares students to counsel families. Students also learn how to use the Diagnostic and Statistical Manual of
Mental Disorders for diagnosing and planning treatment with families and individuals.
COUN 755 Diagnosis and Assessment (3 credit hours).
This course enables students to recognize the diagnostic features of major mental disorders such as anxiety disorders,
mood disorders, schizophrenia, personality disorders and disorders of childhood and adolescence. Students will be able to
demonstrate knowledge of medications and therapeutic interventions used in the treatment of specific mental disorders.
Students will become familiar with cognitive and personality assessments utilized in diagnosis.
COUN 756 Counseling the College Student (3 credit hours)
This course provides a historical perspective and overview of contemporary issues impacting counseling services for
postsecondary students in postsecondary higher education. College counselors will learn about factors that place
postsecondary students at-risk, including related DSM-IV-TR diagnoses and psychopharmacology. Challenges associated
with application of developmental theories within a diagnostic framework will be addressed, as well as issues related to
accreditation, credentialing, evaluation, and future directions in college counseling.
COUN 780 Medical Information for the Helping Profession (3 credit hours)
This course is designed to provide students with a working knowledge of disabilities and an understanding of basic
medical terminology associated with a variety of disorders found in general rehabilitation settings. Areas of focus
include: types of disorders, diagnostic and treatment methods, functional issues, arranging physical restoration services,
psychosocial and vocational implications of various disorders and the role of the rehabilitation counselor.
COUN 782 Vocational Development, Services, and Resources in Rehabilitation (3 credit hours)
This course is designed to equip students with knowledge to assist rehabilitation clients in achieving their vocational
potential and independent living objectives. Students develop an understanding of the services and resources utilized to
help rehabilitation clients in their vocational development. Emphasis is placed on: (a) legislation affecting employment for
persons with disabilities, (b) career development theories for people with disabilities, (c) workplace accommodations and
the use of assistive technology, (d) occupational and labor market information, (e) career counseling with diverse
populations, (f) employer and job development, (g) supported employment, (h) job placement strategies, (i) disability
benefits systems, (j) ways to overcome environmental and attitudinal barriers to employment, (k) case management, (l)
ethical considerations, (m) issues related to transition from school to work, and (n) independent living services.
COUN 784 Psychosocial Aspects of Disability (3 credit hours)
This course explores the psychological and social aspects of disabilities. Interpersonal as well as intrapersonal issues are
examined. Emphasis is placed on the impact of illness, disability, and deviance on the individual and her or his family.
The course presents many of the issues and challenges encountered by the rehabilitation professional, including attitudes
toward individuals with disabilities and the perspectives of families and professionals. The primary objective is to expand
students’ perspectives regarding disability and disability-related issues.
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COUN 788 Special Evaluation Techniques (3 credit hours)
This course is designed to aid students in developing an understanding of the techniques used to evaluate persons with
disabilities, including vocational assessment and work adjustment. Students examine a variety of instruments used in
vocational assessment. Emphasis is placed on the application of procedures and practices in vocational evaluation,
applying job development and placement strategies and procedures, and the importance of empowering people with
disabilities in the job search and placement process.
COUN 790 Topics in Counselor Education (3 credit hours)
Students in this course will explore in depth specific counselor education topics.
COUN 791 Counseling for Substance Abuse and Addictions (3 credit hours)
This course is designed to provide the counselor with an awareness of various types of addictions, treatment modalities,
and an understanding of the addictive personality.
COUN 793 Independent Study in Guidance and Counseling (3 credit hours)
This experience is designed to meet the needs of students who wish to prepare, under the direction of a member of the
graduate faculty, individual studies or projects in the field of guidance and counseling.
Prerequisite: consent of the Departmental Chairperson.
COUN 794 Research Seminar in Guidance and Counseling (3 credit hours)
This course provides the opportunity for all students enrolled in Counseling programs to apply the knowledge and skills
acquired in the beginning research course. Each student is expected to demonstrate the ability to complete a research
project in an area of importance to their degree program. The course allows for students to broaden their understanding of
important issues within the field of guidance and counseling in addition to the application of research methodology.
COUN 795 Internship in Counseling (6-24 credit hours)
The purpose of the internship is to provide the student with one or more experiential approaches in an area of
specialization. Basically the approach(es) will be through (a) parallel program(s) - one(s) in which the student is enrolled
in academic courses while spending a limited period of time at the internship site and (b) simulated job experience where
the intern performs appropriate job tasks/duties which an employee would do. This course will be graded
satisfactory/unsatisfactory. Prerequisites: must have completed all core required courses in the area of specialty unless
otherwise approved by the advisor and instructor. COUN 730 and COUN 735 must be completed before enrolling for
internship. Students must complete 12 credit hours of internship for graduation.
COUN 796 Thesis (3 credit hours)
The thesis in counseling is the capstone experience in the master’s level study of the art of counseling. Under the
supervision of the academic advisor, students prepare a major scholarly paper within the framework of current research
methods. A three-member committee is established for each student’s thesis. The student’s academic advisor serves as
the committee chair and assumes primary responsibility for reviewing drafts of the thesis and providing feedback to the
student. The other two committee members review the thesis and, when indicated, offer suggestions.
ECED 700 Development of Young Learners (3 credit hours)
This course examines characteristics and needs of children prenatal through ten years by studying theories of physical,
cognitive, language, social, and emotional development. Emphasis is placed on influences of development and learning
as applied to education. Observation techniques are used to collect and analyze data to formulate healthy, respectful,
supportive, and challenging learning environments. Includes 10-40 hours of observation.
ECED 705 A Comparison of Early Childhood Education Models in Europe and the United States (3 credit hours)
This course explores the historical, cultural, and philosophical foundations of early childhood education in the United
States and Europe. It analyzes curriculum concepts, principles, and organizational patterns. Students will travel to
Europe to examine, compare, and contrast their early childhood models with those in the United States.
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ECED 710 Issues and Trends in Early Literacy Development (3 credit hours)
This course provides an in-depth study of current issues and trends relating to literacy acquisition and development in
young children. The psychological and sociological factors underlying the development of language and literacy, the
identification of best practices, and the evaluation and assessment of literacy environments and materials are examined.
ECED 715 Curriculum in Early Childhood Education (3 credit hours)
This course investigates the nature and scope of curriculum development for children, from birth through the primary
grades, and analyzes various curriculum concepts, principles, and organizational patterns. It addresses historical
foundations, philosophies, learning theories, and contemporary influences on early childhood curriculum.
ECED 720 Math and Science Experiences for Young Children (3 credit hours)
This course is designed to provide students with knowledge of the integration of science and mathematics concepts and
appropriate teaching pedagogy. This course incorporates the integration of text, lecture, and threaded discussions as
students integrate science and mathematics concepts through the utilization of children’s literature, creation of a
mathematics/science center, and development of web resources for cross curricular study.
ECED 730 Observation, Documentation, and Assessment in Early Childhood Education (3 credit hours)
This course identifies appropriate assessment strategies used to evaluate cognitive, physical, and psychosocial
development of children and considers implications for curriculum planning. It explores the use of systematic
observations, documentation, diagnostics and formative assessment. Candidates use Pennsylvania’s Standards Aligned
System as an informative source in planning and meeting the standards. A one week residency is required for this course.
ECED 740 Family, School, and Community: Partnerships in Early Childhood Education (3 credit hours)
This course investigates the importance of the families’ involvement in children’s education, the necessity of
collaboration between home and school, as well as the role of the school in promoting families’ involvement in their
children’s education. Topics such as family structures, family involvement, effective home-school-community
relationships, support services, advocacy, and school-based, home-based and family education programs are examined.
ECED 750 Play, Research, and Advocacy (3 credit hours)
This course examines the rationale, value, dynamics, and categories of children’s play as defined by classical and
contemporary theories. Candidates explore motor skills, cognitive abilities, creativity, social-emotional factors and issues
influencing children's play, and develop strategies for curriculum integration. Candidates plan and carry out action
research projects and advocacy plans based on their research. Prerequisites: EDUC788.
ECED 760 Kindergarten Education (3 credit hours)
This course explores the nature of five- and six-year-olds’ learning and development. It investigates specific aspects of
the child’s social, emotional, cognitive, and physical needs and develops a rationale for kindergarten. It explores
curriculum planning and implications of laws and issues, including applicable kindergarten standards.
EDUC 781 Statistical Methods in Education (3 credit hours)
This course examines statistical tools used in educational and behavioral research including descriptive measures of
central tendency, variation, and relationship. It also covers inferential techniques for evaluation measures and allies (test,
analysis of variance, chi-square), employing the hand calculator and computer system to do computations.
EDUC 788 Research in Education
This course develops the point of view and skills which enable students to apply research procedures to professional
problems. Students gain the expertise necessary to be critical consumers of research and to carry out completed research
projects.
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ENGL 675 Study of American Literature (3 credit hours)
While specific content in "Studies" courses will vary from semester to semester, each course will address an issue of
breadth and significance in American Literature. More concentrated in focus than a "survey,? such courses will
nonetheless engage the work of a number of authors and may extend across a range of genres and/or historical periods. In
addition to close reading of primary texts, each course will also involve contextual reading in variety of critical,
theoretical, and/or historical texts.
ENGL 709 Methods for Graduate Literature Study (3 credit hours)
This course provides graduate students with advanced theory and practice of literary study. It includes forms and readings
of the genres of poetry, fiction and drama. It also reinforces and expands theoretical approaches and research methods for
this discipline. Prerequisite: None
ENGL 782 Poetry (3 credit hours)
This course introduces graduate literature students to forms and techniques of poetry, both Anglophone and nonAnglophone, across time periods.
HIST 600 Public History (3 credit hours)
This course offers an examination of public history, that is history practically applied. It is a set of theories, methods,
assumptions, and practices guiding the identification, preservation, interpretation, and presentation of historical artifacts,
texts, structures, and landscapes for the public. Students will learn the principles and issues and the role of official public
policy in public history. They will examine critically the public presentation of history and gain an awareness of the role
of public history in contemporary culture as well as its use in the past.
HIST 605 China, Past and Present (3 credit hours)
This course briefly examines dynastic changes, philosophy and religions, and family and society of traditional China, but
greater emphasis will be placed on contemporary history of China since the Opium War. Graduate students will be
required to demonstrate a deeper understanding of Chinese history.
HIST 609 Japan, Past and Present (3 credit hours)
This course briefly introduces traditional Japan but focuses on contemporary Japan since the creation of the Tokugawa
Shogunate in the 17th century. Graduate students will be required to demonstrate a deeper understanding of Japanese
history.
HIST 610 Oral History (3 credit hours)
This course offers a detailed examination of oral histories. It introduces the student to oral history as a historical source
and the complications of planning, development and operation of oral history projects for colleges, libraries, museums,
corporations, professioanl organizations and public schools. The course will further emphasize finding interview subjects,
research and preparation for interviewing, interviewing techniques, post-interview procedures, transcription, legal aspects,
management of oral history collections, and the uses of oral history. Prerequisite: Undergraduate degree or completion of
HIST200 and HIST400.
HIST 613 The Middle East: 20th Century (3 credit hours)
The course will cover the history and politics of the contemporary Middle Eastern Countries – Turkey, Iran, Israel,
Jordan, Egypt, Saudi Arabia, Syria, Kuwait, Yemen, and Persian Gulf States, from the First World War until the present
time. Special emphasis will be on international factors which contribute to the emergence of the National State System in
the area and to the rise of nationalism. The factors leading to Arab-Israeli Dilemma and its impact on the foreign policies
of the major powers will be fully examined.
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HIST 614 History of Women in Europe (3 credit hours)
This course studies the political, social, and economic history of women in Europe from antiquity to the present. It
examines and analyzes traditional assumptions about women, but gives particular emphasis to the roles/contributions of
women since the Renaissance. Graduate students will demonstrate a deeper understanding of the complexities of women
in European history.
HIST 615 History of Women in the U.S. (3 credit hours)
This course studies the political, economic, and social history of women in the United States from colonization to the
present. Graduate students will demonstrate a deeper understanding of the complexities of U.S. women's history as
determined by the instructor.
HIST 616 History of Women in Global Societies (3 credit hours)
This course studies the history of women in a global context. It examines their status in precolonial times but concentrates
on women since the beginning of the independence movements, analyzing their roles in the struggles for liberation.
Graduate students will demonstrate a deeper understanding of the complexities of women’s history in global societies as
determined by the instructor.
HIST 623 Readings in Latin American History and Politics (3 credit hours)
This course provides students the opportunity to do individual readings and study primary sources and secondary
materials in colonial and modern Latin American history and politics. The reading will be directed by a faculty member.
Readings and topics will vary depending on the interests of student and faculty. Students may register for history or political science credit.
HIST 624 Seminar in Latin American History and Politics (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of the course is the
preparation of a scholarly paper. Topics and periods will vary, depending upon the faculty member. Students may register
for history or political science credit.
HIST 632 Medieval Europe (3 credit hours)
This course stresses the development of European civilization and culture from the 5th century A.D. to about the middle
of the 15th century A.D. Emphasis is placed on major social and economic attainments, on the work of the church, on
political developments, and on intellectual movements. Gradute students will demonstrate a deeper understanding of the
complexities of Medieval European history.
HIST 634 History of Christianity (3 credit hours)
This course studies the political, social, and economic history of Christianity. It also examines the causes and results of
Christianity's geographic expansion, and draws comparisons between its various forms and expressions. Graduate students
will demonstrate a deeper understanding of the complexities of the history of Christianity.
HIST 639 History of Modern Germany (3 credit hours)
This course examines modern German history beginning with the growth of the nation state, influence of the French
Revolution, revolution and counter-revolution, World Wars I and II, rise of Hitler, and reconstruction after 1945. It also
analyzes the impact of the Cold War and its conclusion on Modern Germany. Graduate students enrolled in this course
will be required to demonstrate a deeper understanding of the complexities of Modern German history.
HIST 642 History of Nazi Germany (3 credit hours)
This course surveys the origins and development of the NSDAP (National Socialist German Workers Party, or Nazi)
which held power in Germany from 1933-1945. It concentrates on the major political leaders and processes, the goals and
appeal of the Nazis, and their impact upon Germans and Europeans. Graduate students will demonstrate a deeper understanding of the complexities of history of Nazi Germany as determined by the instructor.
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HIST 652 History of Eastern Europe: 19th and 20th Centuries (3 credit hours)
This course provides a wide and deep coverage – by lectures, reading, papers, reports – of the political, economic, social,
and cultural developments of Eastern Europe with emphasis on the areas of the Hapsburg Empire and the forces that
foreshadowed its destruction, and on the impact of new ideologies of the 20th century on the successors of the Empire.
HIST 655 History of Russia since 1825 (3 credit hours)
This course examines Russia from 1825 through the present. It covers the Russian Empire, U.S.S.R., and the Russian
Federation. Emphases include relationships of economic development, politics, competing ideologies and foreign policies.
HIST 660 US Historiography (3 credit hours)
Students in this course will explore the development of the historical theories and schools of the major historians from William Bradford to Allan
Nevins. Availability and use of the major source collections will be discussed. The students will prepare a major paper dealing with a controversial
problem in American History.
HIST 664 The Jacksonian Era: United States 1828-2848 (3 credit hours)
In this course, the background, precursors, philosophy, and ideals of the Jacksonian Era are studied through detailed
readings, research, lectures, and discussions. Emphases in this course will be placed on the economic, political, and social
changes in the United States which brought about Jacksonian democracy and its inherent influences on our society.
HIST 675 U.S. Military History (3 credit hours)
This course is a study of the development of the American colonial and United States military and naval establishments.
Emphases are placed on the evolution, growth, and problems of military and naval policy rather than on specific wars.
Graduate students will demonstrate a deeper understanding of the complexities of military history.
HIST 669 History of the New Deal (3 credit hours)
This course provides an in-depth study of the maze of the shifting and contrary interpretations of this complex era in order
for the student to develop a framework of understanding that will provide him/her with the proper perspective to evaluate
the social, economic and political significance and legacy of the New Deal.
HIST 672 U.S. Social and Intellectual History II (3 credit hours)
The origins and developments of ideas, ideals, and philosophies which led to social movements and the establishment of
cultural patterns in the United States will be studied in these courses. This course begins with 1876.
HIST 697 Africa: Culture and People (3 credit hours)
This course centers upon the social, political, and economic changes in modern Africa south of the Sahara. Special
emphasis is devoted to the impact of European civilization upon traditional African societies, the independence
movements, and the role of African states in world affairs.
HIST 700 Methods of Historical Research (3 credit hours)
This course introduces students to the scope of history and historical research. It also stresses historiography and a variety
of historical interpretations, with emphasis on newer methodologies used by historians. Students will utilize computers
and advances in the social sciences. Graduate students will demonstrate a greater understanding of the major sources and
historiography of their respective areas of study and produce the first chapter of their thesis or project paper.
HIST 713 History of Witchcraft (3 credit hours)
This course examines the history of witchcraft, and allegations of, in Europe and the United States from the early Middle
Ages to the present. Its analyzes the role women played in the "witchcraze" through the 17th century in Europe and New
England. Special attention focuses on the reaction of Christianity to the real and imagined practice of witchcraft. Graduate
students will demonstrate a deeper understanding of the complexities of the history of witchcraft.
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HIST 714 History of African American Women (3 credit hours)
This course examines the experiences of African-American women from the colonial period to the present. It analyzes the
West African heritage, and African-American women's struggle and contributions to the political, economic, and social
history of the United States. An important component is an examination of the intersection of race, class, and gender.
HIST 715 Seminar in Women’s History (3 credit hours)
This course provides an in-depth examination of the political, economic, social and cultural developments of women in
history. Students read, research, write, and report on selected problems in women’s history.
HIST 730 Readings in European History (3 credit hours)
Students registering for this experience will do individual reading and study of sources and secondary materials on
specific problems or areas in European history. These readings will be directed by a faculty member. Prerequisite: consent
of the chairperson of the History Department.
HIST 739 Seminar in European History (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of this course is the
preparation of a scholarly paper. Topics and periods will vary, depending upon the faculty member present¬ing the
course.
HIST 760 Readings in United States History (3 credit hours)
Students registering for this experience will do individual readings and study sources and secondary materials on specific
problems or areas in United States history. The reading will be directed by a faculty member. Prerequisite: consent of the
chairperson of the History Department.
HIST 769 Seminar in U.S. History (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of this course is the
preparation of a scholarly paper. Topics and periods will vary depending upon the faculty member presenting the course.
HIST 793 Independent Study (3 credit hours)
This experience is designed to meet the needs of the students who wish to prepare, under the direction of a member of the
graduate faculty, individual studies or projects in the field of history. Prerequisite: consent of the department chairperson.
HIST 795 Internship in History (3-12 credit hours)
This internship gives students the opportunity to apply, improve, and develop historical skills in a variety of settings,
including historic sites, archives, and other locations where institutional histories are being developed. Graduate students
will develop a deeper understanding of the skills acquired through internships in history as determined by the instructor
and site supervisor.
HIST 799 Thesis (3 or 6 credit hours)
Research for the Master's thesis is conducted under the supervision of the advisor. Prerequisite: consent of the department
chairperson.
JOUR 640 Public Relations Management (3 credit hours)
This course provides in-depth study of how organizations manage media, consumer, government, investor, employee, and
community relations. It focuses on successful program development through the knowledge and application of public
relations management principles and communication techniques. Prerequisite: JOUR425 or Permission of Instructor,
Graduate status for 600 level enrollment.
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NUHL 560/760 Introduction to Palliative and End-of-Life Care (3 credit hours)
This introductory course will provide a foundation for the understanding of a multidisciplinary approach to palliative and
end-of-life care. Participants will explore their own attitudes, feelings, values and beliefs about end-of-life issues as they
assess multiple dimensions of care, including physical, psychological, social and spiritual aspects. National, ethical and
legal issues concerning palliative and end-of-life will be explored.
NUHL 561/ 761 Clinical Issues in Palliative Care Throughout the Life Span (3 credit hours)
In lecture and seminar format, participants will focus on aspects of multidisciplinary advanced practice in palliative and
end-of-life care, including symptom management, pain control, and therapeutic communication skills. Specific disease
trajectories will be explored. Evidence-based practice guidelines will be included.
NUHL 562/762 End of Life, Bereavement, Grief and Beyond (3 credit hours)
Theory and seminar format will focus on the act of dying across the life span with different illness trajectories.
Communication with families, cultural and spiritual rites around dying will be explored. The use of the multidisciplinary
team in this end phase of life into the active grief and grieving phase will be emphasized. Plans for moving beyond the
individual death into healing for the family will be formulated.
NUHL 563/763 Clinical Management of the Patients and Families in Palliative and End of Life Care (6 credit
hours)
This clinical practice course is designed for student participants to develop skills in palliative and end-of-life care of
patients and families. Emphasis will be on collaborative and multidisciplinary practice. A variety of clinical and home
care settings will be utilized depending on the student's professional discipline. A two-hour seminar every two weeks is
included to discuss progress.
NURS 601 Advanced Concepts in Pathophysiology (3 credit hours)
This course is devoted to the study of the physiological process of disease and the body's response to this process. It is the
goal of the course to present broad physiological principles that advanced practice nurses can apply to their clinical
experiences. Specific diseases will be used to exemplify pathophysiological concepts, and treatment is examined at the
molecular level as response to the pathophysiology. The course investigates exogenous causes of diseases, emphasizing
infection, inflammation and the immune response, as well as endogenous diseases of the nervous, endocrine,
cardiovascular, hepatic pulmonary, and renal systems. Offered fall annually.
NURS 602 Pharmacologic Applications (3 credit hours)
Covers principles of pharmacology as applied to advanced nursing practice. This includes drug effectiveness, mechanism
and interaction. Emphasis will be on the pharmacological action of drugs on specific organ systems and the clinical use of
drugs in treatment of disease conditions. Emphasis will be on critical decision-making skills in the selection of drug
therapy, doses of drugs, routes of administration and preferred therapy. This course focuses upon pharmacologic
implications for the family nurse practitioner in working with individuals across the life span. Pre-requisite: NURS 601.
Offered spring annually.
NURS 605 Evolution of Nursing Theory (3 credit hours)
Focuses on selected aspects of theory development in nursing science. Emphasis is given to the study of epistemological
issues related to the evolution of theory in nursing. Varying levels and components of theories are explored. Major
strategies for theory development including concept analysis, synthesis, and theory derivation are analyzed. Students gain
experience in critically examining major existing theoretical models. Offered fall annually.
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NURS 610 Advanced Concepts in Nursing Research (3 credit hours)
Examines the relationship and contribution of nursing research to the development of nursing science. The growth of
research will be traced over the course of the last century, with particular emphasis on the evolution which has occurred
since mid-century. Students will be assisted to increase their ability to critically evaluate published research and to make
decisions concerning its application to practice. Additionally, students will develop a proposal for an individual or group
research project which may become the foundational work for the scholarly project. Pre-requisite: NURS 605 or by
permission of instructor. Offered spring annually and as needed.
NURS 614 Health Promotion: Family & Community Perspectives (3 credit hours)
Introduces the advanced practice nurse student to health promotion and disease prevention strategies for families and
communities. Students will explore principles of family theory, established models of family development, epidemiology,
and demography. An opportunity will be given to develop intervention plans to improve wellness based risk assessment
and knowledge of national standards of clinical preventive services. This course is a pre-requisite to all other clinical
nursing courses in the nurse practitioner concentration. Offered fall annually.
NURS 615 Advanced Health Assessment (2 credit hours)
This course builds upon the basic assessment skills of the nurse. It prepares the advanced practice nurse to conduct
focused and comprehensive health assessments of clients across the lifespan. The process of diagnostic reasoning is
emphasized as the primary means of collecting and analyzing data obtained from the client history, physical examination,
and diagnostic procedures. Two hours lecture weekly. Must be taken concurrently with NURS 616. Pre- or Corequisite:
NURS 601. Offered fall annually and as needed.
NURS 616 Advanced Health Assessment Practicum (1 credit hour)
Provides an opportunity for the student to implement the objectives identified in NURS 615. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course
must be taken concurrently with NURS 615. Pre-requisite: NURS 601. Offered fall annually and as needed.
NURS 620 Clinical Decision Making (2 credit hours)
The focus of this course is clinical data gathering skills, diagnostic reasoning, and clinical problem-solving in the
management of common health problems of clients throughout the lifespan. Critical thinking skills are emphasized and
honed and are used to amplify common sense, intuition, and simple reasoning. Emphasis is placed upon the analysis and
synthesis of client data for diagnosis and for identification of appropriate nursing and other therapeutic interventions to be
used by the advanced practice nurse. This course is required as a prerequisite to all other clinical nursing courses and is to
be taken concurrently with NURS 621. Prerequisite: NURS 615/616. Spring, annually and as needed.
NURS 621 Clinical Decision Making I Practicum (1 credit hour)
Provides an opportunity for the student to implement the objectives identified in NURS 620. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course
must be taken concurrently with NURS 620.Pre-requisite: NURS 615. Offered spring annually and as needed.
NURS 630 Clinical Decision Making II (3 credit hours)
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of
acute illness, and support for management and self-care during chronic conditions of children (birth through adolescence)
and childbearing women. All dimensions of development and the total health of the family are considered. Collaboration
with other healthcare providers is fostered. Three lecture hours weekly. Must be taken concurrently with NURS 631 and
NURS 632. Pre-requisites: NURS 601, 602 and 614 and minimum grade of “B” in 615 and 620. Offered fall annually.
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NURS 631 Clinical Decision Making II: Role Seminar (1 credit hour)
Focus of this seminar will be clinical based research questions, client presentation, and effective treatment interventions
for children (birth through adolescence) and childbearing women. Students are given an opportunity to discuss alternative
approaches to diagnosis, advanced nursing, medical, or collaborative management in a controlled environment. Two
laboratory hours weekly. Must be taken concurrently with NURS 630 and NURS 632. Pre-requisites: NURS 601, 602,
and 614; Minimum grade of “B’ in NURS 615 and 620. Offered fall annually.
NURS 632 Clinical Decision Making II Practicum (2 credit hours)
Provides an opportunity for the student to implement the objectives identified in NURS 630. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken
concurrently with NURS 630 and NURS 631. Pre-requisite: NURS 601, 602, and 614; Minimum grade of “B’ in NURS
615 and 620. Offered fall annually.
NURS 640 Clinical Decision Making III (3 credit hours)
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of
acute illness, and support for management and self-care during chronic conditions of young, middle aged, and older
adults. All dimensions of development and the total health of the family are considered. Collaboration with other health
care providers is fostered with emphasis upon the coordination and continuity of client care. Three lecture hours weekly.
Must be taken concurrently with NURS 641 and NURS 642. Pre-requisites: NURS 601, 602, and 614 and minimum grade
of “B” in 615, 620, and 630. Offered fall annually.
NURS 641 Clinical Decision Making III: Role Seminar (1 credit hour)
Focus of this seminar will be clinical based research questions, client presentation, and effective treatment interventions
for young, middle-aged, and older adults. Students are given an opportunity to discuss alternative approaches to diagnosis,
advanced nursing, medical, or collaborative management in a controlled environment. Two laboratory hours weekly. Must
be taken concurrently with NURS 640 and NURS 642. Pre-requisite: NURS 601, 602, and 614; Minimum grade of “B’ in
NURS 615, 620, and 630. Offered spring annually.
NURS 642 Clinical Decision Making III Practicum (2 credit hours)
Provides an opportunity for the student to implement the objectives identified in NURS 640. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken
concurrently with NURS 640 and NURS 641. Pre-requisites: NURS 601, 602, and 614; Minimum grade of “B’ in NURS
615, 620, and 630. Offered spring annually.
NURS 645 Nursing and Public Policy (3 credit hours)
This course examines the implications of health care financing, structuring, labor market trends, and current health care
reform proposals for nursing in general and for advanced practice nursing specifically. Additionally, the student will be
stimulated to appreciate the critical need for nurses to engage in activities, individually and as members of professional
organizations that will enhance the position of nursing in influencing health care policy and legislation at all levels–local,
state, and federal. A pervasive theme throughout the course is the ultimate goal of improving the health care of our
citizens. Offered spring annually.
NUR 675 Nursing Curriculum Development (3 credit hours)
Examines curriculum development in post secondary nursing programs. Focuses on philosophical issues, learning
theories, learner needs assessment, and curriculum design for target populations in various nursing education programs.
Enables advanced practice nursing students to develop and evaluate curriculum for selected nursing education programs.
Offered fall, every other year and/or as needed.
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NURS 676 Educational Strategies in Nursing (3 credit hours)
Provides a comprehensive overview of educational strategies for students who desire to function as advanced practice
nurses in the educational arena. Provides the necessary theory to implement the instructional process with various
populations. Examines issues relevant to educational strategies and their evaluation. Students design and implement a
lesson plan. Self-evaluation and critique of others are used as a method to improve teaching. Offered fall, every other year
and as needed.
NURS 677 Evaluation and Assessment in Nursing (3 credit hours)
Provides a comprehensive overview of evaluation and assessment in learning for students who desire to function as
advanced practice nurses in the educational arena. Emphasizes current issues in assessment, establishment and
measurement of learning outcomes, and the development and utilization of assessment tools. Students design and use
evaluation tools for clinical and classroom application in nursing and health education. Offered spring, every other year
and/or as needed.
NURS 750 Family Nurse Practitioner Internship (3-6 credit hours)
Provides the opportunity to gain competency in the multifaceted role of nurse practitioner through supervised clinical
experience under the guidance of certified nurse practitioners, physician assistants, or licensed physicians approved by the
department as preceptors. Prerequisites: All program course work, including completion of NURS 800. Spring, annually
and as needed.
NURS 751 Nurse Educator Internship (3-6 credit hours)
Provides the opportunity to gain competency in the multifaceted role of nurse practitioner through supervised clinical
experience under the guidance of certified nurse practitioners, physician assistants, or licensed physicians approved by the
department as preceptors. Prerequisites: All program course work, including completion of NURS 800. Spring, annually
and as needed.
NURS 800 Scholarly Project/Thesis (3 credit hours)
Students will engage in group research related to an aspect of care relevant to the nurse practitioner or nurse educator
professions. The scholarly project is supervised by a research advisor and committee. Prerequisites: NURS 605 and 610.
READ 702 Literacy Interventions for Striving Readers (3 credit hours)
Candidates will understand cognitive research on human learning associated with diverse needs of striving readers.
Candidates will utilize research validated literacy interventions and evidence-based instructional practices and
assessments to meet the needs of diverse learners. Candidates will demonstrate professional learning by observing and
investigating reading challenges and planning differentiated instruction for students with reading, writing, speaking and
listening disabilities. This course addresses supplemental technology use in educational settings. Prerequisite: READ 706
or permission of instructor.
READ 704 Comprehensive Literacy Curriculum: Design and Implementation (3 credit hours)
This course investigates the nature and scope of reading curriculum design and implementation in Pre K – 12 diverse
educational settings. Curriculum concepts, principles and organizational patterns are analyzed with specific focus on the
integration of literacy components. Development of curriculum aligned with national and state standards is emphasized.
This course prepares the reading professional to design and implement literate environments through integrated and
differentiated curriculum development. Graduate Reading Majors only OR Permission of Instructor.
READ 706 Foundations of Literacy: Theory and Instruction (3 credit hours)
This course develops learning theory and best practice for diverse learners and striving readers at the elementary and
middle level. Emphasis is given to the scope and sequence of literacy instruction, instructional strategies, materials, and
assessment, used in creating a literate environment to engage students in meaningful ways. An observational field
component integrates foundational knowledge for professional leaning and leadership.
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READ 707 Literacy Instruction for the Content Area (3 credit hours)
Candidate explores methods and materials for content area literacy instruction and assessment in middle and secondary
educational settings. Designed for specialized reading teachers and content professionals creating a literate environment.
The course promotes research based knowledge reflecting effective practice in content literacy instruction including
striving readers. Foundational knowledge for professional learning and leadership are evidenced within an observational
field component. Prerequisite: READ 706 or permission of instructor.
READ 708 English Language Learners in the Literacy Curriculum (3 credit hours)
Through this course, candidates will develop knowledge of an inclusive, comprehensive, and standards-based literacy
curriculum for English Language Learners by investigating literacy theories, research and best instructional practices.
Instructional and assessment tools will be analyzed to plan, implement, and evaluate effective ELL literacy instruction
taking into consideration learner diversity, instructional development, instructional materials, physical space, technology,
and home-community connections. As reading educational professionals, candidates will demonstrate and reflect
leadership in culturally diverse environments.
READ 709 Literacy Difficulties: Assessment and Intervention (3 credit hours)
This course emphasizes diagnosing and providing instructional intervention for students with literacy difficulties.
Emphasis will be placed on appropriate diagnostic techniques, and the development of practical intervention strategies.
The candidate will demonstrate effective professional knowledge in analyzing data and communicating finding to
appropriate audiences. Foundational knowledge and experience in field is evidenced through the preparation of a detailed
case study. Prerequisite: READ 706 or permission of instructor.
READ 710 Organization, Supervision and Administration of Reading Programs (3 credit hours)
This course emphasizes organization, supervision and administration of reading programs from kindergarten through high
school. Specific focus is given to the role of reading specialist in program development and implementation,
organizational patterns in reading programs, communication, and designing and operating professional development
programs. Prerequisite: READ 706 or READ 704 or permission of instructor.
READ 712 Reading Clinic (3 credit hours)
This course will provide the prospective Reading Specialist with the opportunity to apply the theoretical and instructional
constructs of reading. Graduate candidate will administer and analyze assessment data to develop a literate environment
which optimizes student learning. Candidates will use their foundational knowledge about literacy to design and
implement a comprehensive literacy curriculum responsive to the needs of diverse learners. Prerequisite: READ 709.
READ 717 Language Arts Instruction: Design and Implementation (3 credit hours)
This course examines current standards, research-based techniques and materials used in teaching language arts in Pre-K
educational settings. Language arts curricular programs, concepts, instructional techniques and assessment functions that
positively impact reading and learning are examined. Emphasis is given to the integration of literacy components as
aligned with state, district and classroom assessment practices.
READ 794 Research Design in Reading (3 credit hours)
This course is designed to develop skills for understanding, analyzing, evaluating, and conceptualizing reading research.
Candidates will gain knowledge and skills that promote the critical analysis of reading research and the ability to
conceptualize literacy-based investigations in a classroom, school, or district setting. Candidates will learn quantitative,
qualitative, and mixed methods designs that are appropriate to investigating reading as a complex, cognitive, and social
process. Candidates will develop skills to conduct a review of the literature, explore reading-related research publications,
synthesize reading research, and apply research principles to create a research proposal to inform effective reading
practices.
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SCHA 700 Introduction to Educational Leadership (3 credit hours)
This introductory educational leadership graduate course is designed for prospective leaders at all levels of the school
organization. Elements of effective leadership, standards informing educational leadership, role conceptions, and persoanl
leadership vision will be presented. Emphasis is placed on the knowledge, skills and abilities necessary to becoming an
innovative educational leader.
SCHA 711 Educational Leadership in a Pluralistic Society (3 credit hours)
This course is designed to lead prospective educational leaders in critical analysis of their roles in contemporary education
in a diverse society. Examination of the historical, philosophical, social/cultural, and political forces on institutions of
learning will be conducted through self-reflection stimulated by cognitive dissonance, constructive controversy, and
ethical decision-making. Students in this course will engage in personal, professional, and organizational discovery of
what is required of educational leaders in an increasingly diverse and connected world.
SCHA 716 Educational Leadership from a Global Perspective (3 credit hours)
This course is designed to study the comparative aspects of international education and its link to school leadership,
cultural understanding, and critical problems related to a global society. A focus is on the preparation of administrators to
transform schools by understanding theoretical, sociological, political, and historical elements as they relate to ethnicity,
race, socioeconomic status, gender, exceptionality, language, religion, sexual orientation, and geographic area
SCHA 720 Dynamics and Processes for Leading Change (3 credit hours)
This educational leadership graduate course studies the principles, themes, and patterns for implementing educational
change. Tools, techniques, and strategies for leading effective change are presented. The educational leader as change
facilitator is emphasized.
SCHA 721 Collaborative Leadership for Evaluation (3 credit hours)
This course provides the framework for collaborative leadership in order to enhance professional practice through school
personnel evaluation. It emphasizes the linkage between evaluation and student achievement. The integration of
evaluative tools, methods, and state requirements into the evaluation system is present.
SCHA 731 School and Community Relations (3 credit hours)
This course examines the leadership roles of supervisors, principals, and superintendents to communicate effectively
within the school and community. It emphasizes the importance of designing school and community relations programs
around the needs and issues of the school and the school district. Particular attention is given to communication with, and
involvement of, internal and external publics in the school system.
SCHA 741 Curriculum Leadership (3 credit hours)
This course studies the leadership and processes required to align course content, academic standards, and assessments of
elementary, middle, and secondary schools curricula. It emphasizes the changing nature of curriculum, the essential
elements and processes of curriculum development, and the principal as the curriculum leader. Resources will include
Pennsylvania’s Standards Aligned System (SAS) and the research base underlying its six components.
SCHA 745 Instructional Leadership (3 credit hours)
This educational leadership graduate course is designed to guide the prospective educational leaders through knowledge
and practice related to instructional leadership. Learning theories and the latest research will be investigated. Utilizing
student assessment data to inform practice and evaluate programs will be emphasized. Resources will include
Pennsylvania’s Standards Aligned System (SAS) and the research base underlying its six components.
SCHA 760 Legal Aspects of Educational Leadership (3 credit hours)
This course familiarizes the educational leadership graduate student with local, state and federal laws governing schools.
Legal frameworks affecting public schools are presented. Particular attention is given to leadership for Special Education
law. Application of school law at various levels of education leadership is emphasized.
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SCHA 765 Financial Aspects of Educational Leadership (3 credit hours)
This course includes a study of factors governing financial policies and practices in public schools. Sources of revenue,
budgeting, dispersal of funds, school plant operations, school business operations and record keeping are major topics
presented. Financial leadership and responsibility at the district and building level is emphasized.
SCHA 775 Educational Leadership Theory and Practice (3 credit hours)
This educational leadership graduate course will focus on theoretical foundations useful to the educational leader.
Organizational theories relevant to schools and leadership processes essential to school effectiveness will be presented.
Aspects of personal leadership style and capacity will be examined.
SCHA 785 Personnel Leadership and Labor Relations (3 credit hours)
This educational leadership graduate course is designed for prospective superintendents and I.U. executive directors. It
prepares the educational leader to understand, develop and implement strategies for issues pertaining to personnel, labor
relations, and negotiations.
SCHA789 Elementary Principal Internship (3 credit hours)
This on-site experience at the elementary school level (grades K-6) provides the opportunity, under the direct supervision
of university staff personnel and public or private school principals, for practical experiences during one semester.
SCHA792 School Supervision Internship (6 credit hours)
This internship provides individualized learning programs for each intern. Programs are to be of value to the school
district, the university, and the individual intern, and to provide the intern with a learning experience that contains both
depth and breadth.
SCHA794 Secondary Principal Internship (3 credit hours)
This on-site experience at the secondary school level (grades 7-12) provides the opportunity, under the direct supervision
of university staff personnel and public or private school principals, for practical experiences during one semester.
SCHA 795 Technology Standards for Educational Leaders (3 credit hours)
This course will address the Technology Standards for School Administrators (TSSA) as developed by the International
Society for Technology Education (ISTE). The students will examine the integration, management, planning, policy, and
use of technology to improve student achievement from a strategic perspective. The student will develop technology skills
that will help the strategic implementation of all aspects of effective technology integration. Included will be the ability to
present and communicate effective, to manage and use data effectively as well as develop resources that will be useful in
the implementation of true technology integration.
SCHA 796 The Superintendency (3 credit hours)
This course examines the role and function of the superintendent as the chief educational officer of a public school
system. It emphasizes the general operations of the school system, the essential responsibilities, practices, and processes
for effective educational administration and organizational leadership.
SCHA 797 Educational Technologies and Facilities (3 credit hours)
This course examines the knowledge the superintendent needs for the effective maintenance, renovation, and construction
of facilities. Issues addressed will include, regulations and processes need to conduct the building process including
planning, financing, state and local regulations, current technologies, and the construction team.
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SCHA 798 Strategic Planning and Policy Analysis (3 credit hours)
This course examines the role and function of the superintendent in development, implementation, and evaluation of the
strategic plan and school district policy. It presents the guidelines and requirements set forth by the Pennsylvania
Department of Education. Emphasis is placed on leadership for educational planning as well as school district policy and
regulation development.
SCHA 799 Superintendent’s Internship (3 credit hours)
This on-site internship experience at the school district level provides individualized learning programs for each intern.
Programs are to be of value to the school district, the university, and the individual intern, and to provide the intern with a
learning experience that contains both depth and breadth. Emphasis is placed on the Superintendent as the Chief
Educational Officer of the School District.
SEDU 607 Content Literacy in the Middle and Secondary School (3 credit hours)
This course explores research relative to the literacy crises. Participants will learn methods for teaching adolescents to
read, write, think, and learn in ways that allow them to master subject matter and meaningfully apply their understanding.
Differentiating instruction to meet reading needs and building supportive literacy environment will be explored. This
course provides a Stage 2 Field experience.
SEDU 675 Teaching Methods for Middle and Secondary Classrooms (3 credit hours)
This course prepares prospective middle and secondary teachers to make informed decisions about theories and strategies
used in all middle and secondary content classrooms. It addresses such topics as instruction, planning, standards, and a
diverse student population including English language learners (ELL) and students with special needs. This course
includes a field component.
SEDU 692 Seminar on Teaching Adolescents (3 credit hours)
This course provides information about the historical development, goals, philosophy, and mission of middle and
secondary education. Information relative to the characteristics of effective middle and secondary teachers, teaching
diverse populations including students with special needs and English language learners (ELL), school climate, and
professional development will also be part of the course focus. This course contains a field experience.
SEDU 695 Student Teaching (6-12 credit hours)
This culminating experience is coordinated and supervised by University faculty and provides opportunities for teacher
candidates to display competency in teaching grades 7-12 under the direct daily supervision of a qualified cooperating
teacher. This course provides the Stage 4 Field Experience. Prerequisite: Candidacy.
SEDU 700 Educational Assessment of Students in the Middle and Secondary Schools (3 credit hours)
This course provides techniques in choosing and developing appropriate assessment methods. It emphasizes skills in
administering, scoring, and interpreting results of assessment methods for all students including English Language
Learners (ELL) and those with special needs. The course contains the use of Standards Aligned Systems.
SEDU 702 Teaching in the Contemporary Multicultural Classroom (3 credit hours)
This course examines contemporary themes related to teaching in the multicultural classroom. Students will examine
historical, philosophical, legal, and societal influences that impact contemporary teaching. Each student will also
determine a path for professional development which will include developing a portfolio. This course contains the use of
Standards Aligned Systems.
SEDU 731 Applied Technological Integration in Education (3 credit hours)
This course assists students in the discovery of systematic approaches to mediate teaching and learning through the
selection, utilization, evaluation, and production of instructional media. Focus will be on practical, constructivist approach
that involves students directly in developing technologically centered curriculum through the use of current technology
resources. This course uses Standard Aligned Systems.
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SEDU 774 Issues in American Classrooms (3 credit hours)
This course critically examines complex issues confronting American classrooms. Issues include: laws and regulations;
academic relationships with adolescents; the social context for teaching; teaching students with special needs and English
Language Learners (ELL) and realities of teaching and managing a classroom during an era of educational and political
reform. Solutions and strategies to the issues presented in the course are described. This course contains a field
component.
SEDU 786 Secondary and Middle School Curriculum Improvement and Development (3 credit hours)
This course investigates current issues and procedures in the development and improvement of curriculum for middle and
secondary schools. The initial focus is upon conventional methods for curriculum analysis and design, followed by
contemporary curriculum developments and trends with emphasis on understanding issues and implementing change. This
course includes the use of Standard Aligned Systems.
SEDU 797 Action Research (3 credit hours)
This course explains and facilitates action research to enable teacher - researchers to participate in their own inquiries; to
gather, analyze, and report information; and to effect positive change. Prerequisite: EDUC788.
SEDU 799 Thesis (3 credit hours)
The thesis is a scholarly paper written by the students within the framework of current research methods in education.
Under the supervision of faculty members of their advisement team, the student prepares a document that presents
research findings and is submitted in support of the candidate for a master’s degree in education. Prerequisite: EDUC788.
SHLD 605 Augmentative and Alternative Communication (3 credit hours)
This course develops knowledge and skills to provide augmentative and alternative communication (AAC) clinical
services to individuals with complex communication needs. The course emphasizes the use of evidence-based practice
and performance measurement to support the assessment, intervention, and funding processes. It presents a range of AAC
options and strategies based on the three language representation methods used to generate communication.
SHLD 611 Seminar in Clinical Methods (3 credit hours)
This course is designed to familiarize students with procedures, methods, and materials used in clinical service delivery to
clients with communication disorders. Hands-on training with screening and assessment procedures, treatment elicitation
and behavioral management techniques, clinical documentation and record keeping will be provided. Best practice
standards for ethical service delivery to multicultural clients and clients across the lifespan are discussed.
SHLD 616 Audiology for the Speech Language Pathologist (3 credit hours)
This course provides students with an array of audiological issues relevant to the practice of speech language pathologists.
Along with a review of basic audiometric procedures are discussions about issues in screening, central auditory processing
disorders, otitis media with effusion, and contemporary technologies.
SHLD 630 Fluency Disorders (3 credit hours)
This course studies the development of fluency, disfluency, and stuttering. Etiology identification, assessment, and
treatment strategies are emphasized.
SHLD 635 Phonological Disorders (3 credit hours)
This course provides an in-depth study of theory and practice in the area of phonological disorders in children. Specific
strategies and techniques for assessment and intervention are emphasized.
SHLD 640 Language Disorders (3 credit hours)
This course integrates theory and research in the evaluation and treatment of language dis- orders in school-aged children
and adolescents. It emphasizes current issues related to the assessment of language behavior and intervention strategies.
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SHLD 650 Aphasia/Neurological Disorders (3 credit hours)
This course familiarizes students with the structural and dynamic neuropathology of cerebral injury from cerebrovascular
accidents (CVA), traumatic brain injury (TBI), and dementia. Identifying, evaluating, and treating constellation
symptomatology of speech, language, and memory impairments are emphasized.
SHLD 655 Swallowing Disorders in Infants, Children and Adults (3 credit hours)
This course acquaints students with the normal developmental physiology of the swallowing mechanism. Dysphagia
etiologies resulting from abnormal or acquired structural, neurological, or mechanical impairments are discussed across
life span. Hands-on training with radiographic/video-fluoroscopic diagnosis, oral-facial massage stimulation, and feeding
techniques is provided. Interdisciplinary program planning and role delineation is emphasized.
SHLD 675 Topics in Communication Disorders (3 credit hours)
In this course an in-depth study is made of a specialized topic in the field of communication disorders.
SHLD 706 Professional Issues in Speech Language Pathology and Audiology (3 credit hours)
This course introduces students to professional issues that currently define the field of speech language pathology. It
further identifies the administrative and clinical responsibilities expected of the speech-language pathologist and prepares
students to recognize and cope with the potentially explosive issues of the future.
SHLD 708 Autistic Spectrum Disorders and Augmentative/Alternative Communication (3 credit hours)
This course introduces strategies for enhancing functional communication skills of individuals with Autistic Spectrum
Disorders. The use of aided and non-aided augmentative communication systems are addressed as well as alternative
communication systems with an emphasis on using a multi-modality approach. FOR NON-MAJORS. Prerequisite:
SPED770.
SHLD 711 Advanced Clinical Practice in Speech Pathology (3-6 credit hours)
This course will provide the graduate speech-language pathology student with varied clinical experience, in both on- and
off-campus settings, aimed at sharpening clinical skills, providing a greater breadth and depth of clinical involvements
and generally increasing clinical independence and clinical competency.
SHLD 740 Voice/Resonance Disorders (3 credit hours)
This course examines the histology and physiology of the vocal mechanism and tract, as well as the organic, neurogenic,
psychogenic, iatrogenic, and idiopathic etiologies of dysphonia. Pre- and post-surgical management of cleft palate,
laryngeal carcinoma, and respiratory etiologies is discussed. Hands-on training with acoustic and instrumental diagnostic
and treatment techniques is provided. The role of the therapeutic relationship is explored.
SHLD 745 Early Intervention in Speech Language Pathology (3 credit hours)
This course addresses issues encountered by speech-language pathologists when working with children ages birth through
five years. Factors placing children at risk for communication disorders will be discussed. Issues include the role of the
speech-language pathologist as a team member, the nature and delivery of family-centered services, public law, and
culturally sensitive assessment and intervention approaches.
SHLD 772 Research Methods in Communication Disorders (3 credit hours)
This course will explore various research designs and problems in speech-language pathology and audiology. It assists
students in understanding, evaluating, and designing research projects in the field of communication disorders. Focus is on
critically evaluating current research and understanding research methodology for clinical applications.
SHLD 790 Communication Disorders in the Educational Setting (3 credit hours)
The course examines current issues of school management, federal and Pennsylvania special education law, and literacy
disorders. It provides hands-on experience in the assessment and treatment of children with communication disorders in
school settings. Prerequisite: SHLD 635, SHLD 640, SHLD 793.
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SHLD 793 Independent Study (3 credit hours)
This experience will meet the needs of students who wish to prepare, under the direction of a member of the graduate
faculty, individual studies or projects in the field of speech-language pathology or audiology. Prerequisite: consent of the
department chairperson.
SHLD 799 Thesis (3-6 credit hours)
Research for the Master's thesis is conducted under the supervision of an advisor. Prerequisite: consent of the
departmental chairperson.
SOC 600 Victimology (3 credit hours)
This course will examine the current theory and research regarding victims of crime, which include intimate violence,
stranger violence, workplace violence, and school violence. The patterns of crime, patterns of victim-offender
relationships, the process and consequences of victimization, victim vulnerability and victim culpability will also be
examined. In addition, victim restitution, compensation and mediation will be addressed.
SOC 605 Urban Sociology (3 credit hours)
This course is the study of the urban community and the role that it plays in the social, cultural, economic and political
aspects of American society. Included will be the historical development of the city in other parts of the world and the
impact of urban values and attitudes on the American way of life. Graduate students will demonstrate a deeper understanding of social stratification as determined by the instructor. Prerequisite: SOC100 or permission of the instructor.
SOC 610 Population and Ecology (3 credit hours)
An analysis of the composition and distribution of human population and their impact on the ecological system. Study of
fertility, morality and migration, the theory of demographic transition and the changing ecological bases of social
organization. Current problems with emphasis on the relationship between population pressure, life style and environmental deterioration. Prerequisite: SOC100 or permission of instructor.
SOC 633 Methods of Policy Evaluation in Social Science (3 credit hours)
An application of social scientific methods and concepts to critically analyze and comprehensively evaluate
contemporary public policy in America and its impact upon society. Case studies include reform proposals and policy on
health care, poverty, housing, education, criminal justice, taxes, childcare, and the environment. Prerequisite: SOC100 or
permission of the instructor.
SOC 640 The Family as a Social Institution (3 credit hours)
This course presents the family as a major social institution within the American social system. Functional
interdependencies between the family and other institutions, particularly education will be emphasized. Family patterns of
some prominent subcultural groups will be included.
SOC 643 Sociology of Religion (3 credit hours)
This course emphasizes the scientific study of religion based on an examination of religious belief and practices in literate
and non-literate cultures. The course also focuses upon the relationship of religion to economic and political structures as
well as upon other aspects of life in an industrialized society. Students who complete this course will have a better understanding of the interaction between society and religion. Prerequisite: SOC100 or permission of instructor.
SOC 647 Work and Society (3 credit hours)
This course acquaints the student with work organizations in contemporary societies. The social significance of industrial
and service employment is treated with regard to leisure, social control, value systems and social structures. The
relationship of the work place to the community in pre- and post-industrialized societies will be discussed from both a
practical and theoretical point of view. Prerequisite: SOC100 or permission of the instructor.
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SOC 664 Race and Ethnic Relations (3 credit hours)
This course acquaints the student with the major racial and ethnic groups in contemporary America. Various sociological
approaches, both past and present, are used to critically examine ethnicity, racism, discrimination, and interethnic
relations. Graduate students will demonstrate a deeper understanding of social stratification as determined by the
instructor. Prerequisite: SOC100 or permission of the instructor.
SOC 670 Social Gerontology (3 credit hours)
The intent of this course is to provide a brief but comprehensive introduction to the field of human aging, with particular
emphasis on the social dimension. A brief summary of the impact of aging on biological and psychological functioning is
included as useful information enabling the student to better put the social aspects of aging into a realistic context.
Graduate students will demonstrate a deeper understanding of the social dimensions of aging as determined by the
instructor. Prerequisite: SOC100 or permission of the instructor.
SOC 675 Social Principals of Religion and Myth (3 credit hours)
A thorough review and comprehensive analysis of social principles contained within the sacred literature of world
religions and mythology with an emphasis upon the social justice traditions of Christianity and the social impact of
applied creeds as expressed in liberation theology, creation spirituality and the social gospel. Prerequisite: SOC100 or permission of instructor.
SOC 700 Advanced Research Methods (3 credit hours)
Students in the course will study the methodology and techniques of social research. The focus is on research design,
execution, and data analysis. The course is designed for sociology majors, but other graduate students may enroll.
Prerequisite: SOC500.
SOC 730 Seminar in Qualitative Research Methods (3 credit hours)
This course introduces students to the research methods and strategies used by qualitative researchers in the social
sciences. Emphasis is placed on the qualitative study of human behavior and society. Topics addressed include the design
of qualitative research, ethical concerns, interviewing, focus groups, ethnographic field strategies, action research,
archival strategies, case studies, and content analysis. This course will be useful for sociology majors, and majors from a
variety of other disciplines, who expect to work in the area of human service. Prerequisite: Principles of Sociology (SOC
100) or permission of the instructor.
SOC 757 Social Stratification (3 credit hours)
This course is designed to acquaint prospective students with types and forms of systems of differential ranking within
societies and their various subsystems. Emphasis is placed on theories and methods in this area, as well as on substantive
findings. The theories of class division, problem of mobility, and the source of power-elites, oligarchies, and ruling
minorities, bureaucracy, and social power. The sociological framework will focus on social class, social mobility and
caste. Graduate students will demonstrate a deeper understanding of social stratification as determined by the instructor.
Prerequisite: SOC100 or permission of the instructor.
SOC 790 Independent Study (2-5 credit hours)
The independent study program aims to serve those students whose scholarly bend seems most clearly adapted to
independent work. Students are permitted, with faculty supervision, to undertake an advanced research project and earn
credit for work performed outside the classroom requirement of any specific course in the curriculum. Students
completing independent studies are encouraged to present their papers or research at professional conferences.
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SOWK 600 Human Behavior and the Social Environment I (3 credit hours)
This foundation course presents an overview of human behavior and social environment theories in relation to social work
ethics, values, diversity, populations-at-risk, and culturally competent practice utilizing a strengths perspective. Students
learn a social systems framework and employ selected ecological concepts for integrating theories and under-standing the
complexity of human behavior within environmental and societal contexts, taking note of traditional and alternative
paradigms. Individual development will be examined with attention to life course theory, and socio-cultural factors.
SOWK 602 Human Behavior and Social Environment II (3 credit hours)
This course builds on the framework, theories, and perspectives introduced in SOWK600. It focuses on human behavior
and the social environment from the perspective of families, small groups, organizations, and communities.
It explains traditional and alternative paradigms. Connections to generalist social work practice and interventions are
made. Students consider the linkages and applicability of the learning to the population of their specialized interest.
Prerequisite: SOWK600.
SOWK 604 Social Welfare, Social Policy, and Social Work (3 credit hours)
This course provides a knowledge base for understanding the social welfare system and its relationship to the history and
development of social work as a profession. It examines the economic, social, political forces and trends, as well as the
philosophy, values and beliefs which shape public and private social policies and programs, and impact social work
practice. Special attention is paid to inequities and deficiencies in the institutional policies and socioeconomic structures
impacting on various population groups. Students examine current federal policies and consider their impact on family
life.
SOWK 606 Social Policy and Social Policy Practice (3 credit hours)
This course builds on the knowledge base for understanding the social welfare system and its relationship to the social
work profession provided in SOWK604. Students explore the connection between social problem and policies, obtain
concepts and frameworks for analysis of social policies, and develop skills in assessing, analyzing, formulating,
influencing, and promulgating social policies which promote well-being, and economic and social justice. The ethical
base for policy practice is explored. Special attention is paid to family-policy issues. Prerequisite: SOWK604.
SOWK 608 Social Work Research I (3 credit hours)
This foundation course focuses on qualitative and quantitative research methods used by social workers. It emphasizes
hypothesis formulation, research designs, ethical considerations, measurement, sampling, data collection, and data
analysis needed for building knowledge for practice and for evaluating service delivery in all areas of practice.
SOWK 609 Social Work Research II (3 credit hours)
This course builds on SOWK608 and focuses on needs assessment and program evaluation. It emphasizes program
accountability in social services. Students learn to determine needs of client populations and to determine the
effectiveness of programs in achieving outcomes. They also apply needs assessment strategies and program evaluation
techniques to their field of interest. Prerequisite: SOWK 608.
SOWK 612 Social Work Practice I (3 credit hours)
This course orients students to the helping processes in social work, using systems and ecological perspectives, strengths
orientation, and problem solving and interactional approaches. It delineates the generic core, knowledge, ethics, value, and
skills of the profession and integrates systems levels, cultural competency, and economic and social justice. It emphasizes
the professional use of self, self-awareness, communication, observation, documentation, relationship building, and
interviewing skills. Open only to majors.
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SOWK 613 Social Work Practice II (3 credit hours)
This course builds on the foundation of Social Work Practice I for an in-depth look at modern social work practice skills.
A central focus is the relationship of theory and research to social work micro, mezzo and macro practice, highlighting its
political dimensions as well as social and cultural context. Social work practice decisions are underpinned by a theoretical
and research perspective and delivered with sensitivity to diverse populations. Prerequisite: SOWK612. Open only to
students formally admitted to the program.
SOWK 622 Field Education Internship I (3 credit hours)
This practicum provides a structured learning opportunity for students to experience and internalize generalist social work
knowledge, values, ethics and skills within an agency setting. It requires a minimum of 200 hours of practice in an agency
each semester, for two semesters. Practicum students receive professional instruction and supervision from a qualified
agency based field instructor. Open only to students formally admitted to the program.
SOWK 623 Field Education Internship II (3 credit hours)
This practicum is a continuation of SOWK622, and provides a structured learning opportunity for students to experience
and internalize generalist social work knowledge, values, ethics and skills within an agency setting. It requires a minimum
of 200 hours of practice in an agency each semester, for two semesters. Practicum students receive professional
instruction and supervision from a qualified agency based field instructor. Open only to students formally admitted to the
program.
SOWK 699 Principles of Advanced Social Work Practice with Families (3 credit hours)
This is a three-credit course that prepares the student for entry into the advanced year of the Master of Social Work
Program. The course provides the student with a review of important theories, concepts, principles, knowledge, values and
skills of generalist practice. The course prepares the student for entry into the concentration of advanced social work
practice with a focus on families. Only students who have been admitted to the advanced standing program may enroll in
this course. The prerequisite for this course is a degree with a major in social work from a baccalaureate social work
program accredited by the Council on Social Work Education (or international program approved by CSWE as
equivalent).
SOWK 717 Family Social Work Practice I (3 credit hours)
This course builds on the foundation of social work principles, theories and techniques in understanding the dynamics of
the family and family intervention. Students will begin the process of creating an integrative family practice framework
by demonstrating an understanding of the constructs associated with the family, theories associated with family practice
and assessment processes utilized in working with families in multiple, family social work practice settings. Prerequisites:
SOWK612, SOWK613, SOWK622, SOWK623. Open only to majors.
SOWK 719 Family Social Work Practice II (3 credit hours)
This course synthesizes the broad context of family practice learned in Family Practice I into a focused, integrative family
practice framework. During this course, students will learn to effectively engage, assess and provide intervention for
families within the context of family environments commonly encountered by social work practitioners. An emphasis is
placed on implementing the social work process with vulnerable families that confront issues related to social injustice,
poverty, discrimination and physical and emotional challenges. Prerequisite: SOWK717.
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SOWK 722 Field Education Internship III (3 credit hours)
The advanced practicum provides a structured learning opportunity for students to apply and internalize family social
work practice knowledge and skills within an agency setting. It is based on a liberal arts perspective and builds upon the
experience of the core field practicum. This field practicum requires a minimum of 250 hours of practice in an agency
each semester, for two semesters. Advanced practicum students receive professional instruction and educationally directed
supervision from a qualified agency based field instructor. The concurrent Field Seminar focuses on the synthesis of
classroom and field learning. A structured format includes discussion of relevant field issues and enables students to
compare their practice experiences. It provides an opportunity for students to engage in mutual support and problem
solving. Open only to majors who completed the foundation year.
SOWK 723 Field Education Internship IV (3 credit hours)
The advanced practicum provides a structured learning opportunity for students to apply and internalize family social
work practice knowledge and skills within an agency setting. It is based on a liberal arts perspective and builds upon the
experience of the core field practicum. This field practicum requires a minimum of 250 hours of practice in an agency
each semester, for two semesters. Advanced practicum students receive professional instruction and educationally directed
supervision from a qualified agency based field instructor. The concurrent Field Seminar focuses on the synthesis of
classroom and field learning. A structured format includes discussion of relevant field issues and enables students to
compare their practice experiences. It provides an opportunity for students to engage in mutual support and problem
solving. The seminar meets weekly. Open only to majors who have completed the foundation year.
SOWK 740 Family Diversity I (3 credit hours)
This course provides students with a deepened understanding of cultural diversity, an expanded knowledge of human and
social environment theory, and information on practice models and strategies, that respond to the needs of oppressed
population groups and populations-at-risk and promote economic and social justice. A systems and ecological framework
is maintained, allowing for the incorporation of multi-theoretical models and applications. Focus is on multi-level systems
interventions, with attention to policy and research consideration. Prerequisite: SOWK602.
SOWK741 Practice for Families and Children in Child Welfare (3 credit hours)
This course focuses on the characteristics, strengths and service needs of families and children in the Child Welfare
system. It examines and builds policy and practice skills related to family preservation services, child maltreatment,
substitute care and permanency planning. The course considers family events within an ecological systems approach and
works to build appreciation and sensitivity to various family forms and cultural patterns.
SOWK 742 Mental Health Practice in Social Work with Individuals and Families (3 credit hours)
This course is offered as an elective. It builds upon courses in family-based practice, research, policy, human behavior and
the social environment, and differential assessment. Mental health policies as well as ethical and diversity issues in mental
health are examined. Current best practices for specific disorders of adults, children, and adolescents, which may be
exhibited across fields of practice are presented. Special issues of unique contexts and client types are addressed.
Emerging best practices of recovery in mental health are presented, which fit well with the empowerment of mental health
consumers and strengths-based practice.
SOWK 743 Alcohol, Tobacco, and Other Drug (ATOD) Interventions with Families (3 credit hours)
This course presents an orientation to working with families in social work practice, with special attention to interventions
with ATOD misusing families. In approaching interventions for ATOD misusers, it is essential to address their problems
within the context of their larger social environment, specifically, the family. Family focused clinicians seek to understand
the ATOD misuser from an ecological perspective. This means understanding the subtle complexities identifying
reciprocal relationships, and pinpointing the influences between the ATOD misuser and others within his or her
environment. This ecological approach assists the family clinician in establishing the influences and interactions that may
contribute to ATOD misuse patterns and ultimately guide family interventions in a direction that addresses the
relationships between the ATOD misuser and his or her environment.
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SOWK 744 Administrative Social Work Practice (3 credit hours)
This course prepares individuals to develop the skills necessary to manage human service organizations in an increasingly
complex environment of competing values and demands. Topics covered include: organizational theory, strategic
planning, board development, basic skills for managers, supervision and personnel management, budgeting and financial
management, public relations and lobbying, organizational growth, change, crisis and decline, the problems of women and
minorities as managers, cultural diversity and resolving ethical problems.
SOWK 798 Family Practice Integrative Seminar I (3 credit hours)
This seminar focuses on the integration of the knowledge, value, and learning experiences of the total MSW program. It
prepares and provides the framework for the student's completion of a major competency paper in the following semester,
inclusive of content from all social work courses, and centering on a specific population group in a family context.
Students have the opportunity to dialogue on professional issues through topical discussions, and examination of students'
research activities. Completion of the foundation courses is required.
SOWK 799 Family Practice Integrative Seminar II (3 credit hours)
This seminar is a continuation of SOWK798, promoting the integration and synthesis of the knowledge, values, and skills
of the social work profession, and the total learning of the MSW program. Students complete their research and write their
competency paper, centering on a specific population group in a family context, demonstrating theoretical preparation for
advanced family practice. There is opportunity to dialogue on social and contemporary practice, and to present their
practice frameworks and findings. Completion of foundation courses is required.
SPED 610 Secondary Transition (3 credit hours)
This course introduces the secondary transition process for individuals with disabilities. It includes transition-related:
legislation, assessment, planning, and research based instructional strategies designed to teach self-determination and
adult independence. Prerequisite: SPED210 and teacher candidacy. Undergraduate students must also have 90 credit hours
and permission from instructor or enrollment in the Masters of Special Education program.
SPED 628 Classroom and School-wide Behavior Management Strategies for Inclusive Settings (3 credit hours)
This is an advanced course that examines school-wide and classroom approaches to managing disruptive behaviors in
inclusive settings. It emphasizes current research and effective practice on a continuum from proactive strategies through
interventions for managing classroom behavior. Effective elements of school-wide models of classrooms management are
examined. This course is designed for students in special education, or school psychology who are interested in
developing a repertoire of classroom and school-wide behavior management strategies.
SPED 695 Graduate Field Experience in Special Education (3 to 6 credit hours)
This graduate field experience provides students with an intensive experience in the instruction of students with
disabilities in a public school or alternative setting. Students are responsible for the assessment, planning, instruction, and
classroom management of students under the supervision of a certified special educator. Prerequisites: Enrollment in the
Masters of Special Education Program, minimum of 18 credits of graduate courses completed, meets PDE clearance
requirements.
SPED 710 Seminar in Exceptionalities (3 credit hours)
This course provides advanced study in the identification, prevalence, and learning characteristics of students with
exceptionalities, and in legal mandates as well as models for collaborating and coordinating with professionals and
families. Appropriate classroom adaptations and accommodations across academic, behavioral, and social areas are
identified for each student with a disability.
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SPED 715 Creating Inclusive Classrooms (3 credit hours)
This course provides advanced study of classroom approaches to managing disruptive behaviors in inclusive settings. It
emphasizes current research and effective practice on a continuum from proactive through intervention strategies. The
course addresses issues of physical environment, daily routines, rules and appropriate consequences both natural and
logical, Prerequisite: SPED 710 or permission of instructor.
SPED 720 Advanced Assessment (3 credit hours)
This course examines formal and informal assessment instruments commonly utilized in Special Education. It provides
supervised practice in administering instruments associated with the identification programming process and in
developing and using curriculum-based measures for progress monitoring. It enables Special Education teacher-candidates
to develop skills in performing relevant assessments and in interpreting and communicating the results. Prerequisites:
SPED710.
SPED 725 Seminar in Mild to Moderate Disabilities (3 credit hours)
This course provides study in the identification, learning characteristics, and instructional and behavioral needs of students
with mild to moderate disabilities. It allows special education teacher candidates to develop a repertoire of evidence-based
individualization instructional strategies. Prerequisite: SPED710 or permission of instructor.
SPED 735 Explicit Instructional Strategies in Special Education (3 credit hours)
This course examines in depth research-validated strategies, and their underlying theories, for planning and implementing
instruction appropriate for students with special needs, including English Language Learners. It enables special education
graduate students to develop expertise in selecting and designing effective curriculum materials and in planning and
delivering specialized explicit instructional strategies. Prerequisites: SPED710 Seminar in Exceptionalities.
SPED 740 Issues Affecting Individuals with Severe Disabilities (3 credit hours)
This course focuses on low-incidence disabilities that include individuals with: physical disabilities, health impairments,
cognitive disabilities, pervasive developmental disorder, traumatic brain injury and multiple disabilities. Topics include:
conditions, characteristics, education, social and ethical issues.
SPED 745 Language and Literacy-based Instruction in Special Education (3 credit hours)
This course explores atypical development in oral and written language, and the implications for assessment and
instruction. It examines the implications of cultural differences for identifying and treating language and literacy
problems. It emphasizes the selection of materials and the application of empirically-validated strategies such as direct
instruction for teaching reading and written expression to exceptional students. Prerequisite: SPED710.
SPED 750 Behavior Disorders and Positive Behavior Supports (3 credit hours)
This course increases understanding of emotional and behavioral problems in children and adolescents, and explores
diverse electronic, text based, and community-based management techniques. It enables Special Education teachercandidates to develop skills in assessing and analyzing serious behavior problems, in designing and implementing
empirically-validated intervention, and in accessing relevant resources. Prerequisite: SPED 710 or permission of
instructor.
SPED 755 Collaboration, Partnerships, and IEP Development (3 credit hours)
This course examines the procedures and processes involved in developing Individualized Educational Plans (IEPs) for
students with exceptionalities. It emphasizes the critical role of families in the process, and it provides strategies for
encouraging active participation by the student, the parents, and relevant school personnel. Through instruction and
supervised practice, the course enables Special Education teacher candidates to develop skills in designing and
implementing appropriate IEPs. Prerequisite: SPED710, SPED720 or permission of instructor.
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SPED 760 Early Intervention and Working with Families (3 credit hours)
This course introduces the field of Early Intervention with a focus on the young child with disabilities and their families;
emphasizing the role of family in the collaborative process of early intervention. It includes all aspects of early
intervention from history, legislation, service delivery, advocacy, curriculum and evaluation.
SPED 765 Response to Intervention, Progress Monitoring, and Data Management (3 credit hours)
This course provides information and supervised practice in using the Response to intervention model commonly used in
Special Education. It addresses multi-level instruction which includes the use of several levels of intervention that
increase in duration and intensity over time and is based on individual student’s needs. It enables Special Education
teacher candidates to develop skills in designing and implementing multi-tiered instructional models.
SPED 770 Autism Spectrum Disorders (3 credit hours)
This course focuses on autism spectrum disorders that include individuals with: autism disorder, Asperger's disorder,
Rett's disorder, childhood disintegrative disorder, and pervasive development disorder-not otherwise specified. Topics
include: conditions, characteristics, and educational, social and ethical issues. Prerequisite: None.
SPED 775 Instructional Techniques for Students with Mild/High Incidence Disabilities (3 credit hours)
This course constitutes an in-depth inter-disciplinary approach to both diagnostic and remedial procedures necessary for
teaching students who manifest a significant discrepancy between their estimated intellectual potential and demonstrated
achievement. The course explores the topics of neuropsychology, affective behaviors and educational alternatives.
SPED 785 Applied Behavior Analysis (3 credit hours)
This advanced course provides theoretical, legal, and practical foundations for the applications of established behavior
management techniques with children and adolescents in schools and other settings. It emphasizes the assessment and
analysis of empirically validated interventions for serious problems.
SPED 795 Graduate Internship in Special Education (3 credit hours)
This graduate internship provides students with an intensive experience in their area of specialization: High Incidence,
Behavior Management or Autism. The internship is project based and may take place at a public school, agency, or home
based, and supervised by university faculty with expertise in the area of specialization. Prerequisites: Enrollment in the
Masters of Special Education Program, certified in Special Education, minimum of 18 credits of graduate courses
completed, meets PDE clearance requirements.
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catalogue at any time. Tuition and fees are also subject to change.
Press date: August 2011
Rev. 7-28-11
Table of Contents
COMMUNICATIONS DIRECTORY ......................................................................................................................................... - 5 GRADUATE PROGRAM HEADS ............................................................................................................................................ - 5 EDINBORO AT A GLANCE .................................................................................................................................................... - 6 GRADUATE PROGRAMS OFFERED....................................................................................................................................... - 7 EDINBORO UNIVERSITY OF PENNSYLVANIA ....................................................................................................................... - 8 ADMISSION POLICIES AND PROCEDURES ......................................................................................................................... - 10 FINANCES .......................................................................................................................................................................... - 13 ACADEMIC STANDARDS AND POLICIES............................................................................................................................. - 18 Academic Resources, Services and Special Programs....................................................................................................... - 24 Student Affairs .................................................................................................................................................................. - 26 MASTER OF ARTS IN ART................................................................................................................................................... - 31 MASTER OF FINE ARTS ...................................................................................................................................................... - 33 MASTER OF SCIENCE IN BIOLOGY ..................................................................................................................................... - 35 MASTER OF ARTS IN COMMUNICATION STUDIES ............................................................................................................ - 37 GRADUATE CERTIFICATE IN CONFLICT MANAGEMENT .................................................................................................... - 39 MASTER OF ART IN COUNSELING ..................................................................................................................................... - 40 MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION .......................................................................................... - 44 MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP ................................................................................................. - 45 PA PRINCIPAL CERTIFICATION (K-12) ................................................................................................................................ - 45 PA SUPERVISOR OF SPECIAL EDUCATION CERTIFICATION................................................................................................ - 46 PA LETTER OF ELIGIBILITY FOR SUPERINTENDENTS.......................................................................................................... - 47 MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY ............................................................................................... - 49 MASTER OF EDUCATION IN MIDDLE & SECONDARY INSTRUCTION ................................................................................. - 51 MASTER OF SCIENCE IN NURSING .................................................................................................................................... - 53 Post Master’s Family Nurse Practitioner Certificate ......................................................................................................... - 54 Post Master’s Certificate in Nursing Education ................................................................................................................ - 54 PALLIATIVE AND END OF LIFE CARE CERTIFICATE ............................................................................................................. - 54 MASTER OF EDUCATION IN READING ............................................................................................................................... - 56 MASTER OF SCIENCE EDUCATIONAL SPECIALIST IN SCHOOL PSYCHOLOGY..................................................................... - 58 MASTER OF ARTS IN SOCIAL SCIENCES ............................................................................................................................. - 60 MASTER OF SOCIAL WORK ................................................................................................................................................ - 61 MASTER OF EDUCATION IN SPECIAL EDUCATION ............................................................................................................ - 63 MASTER OF ARTS IN SPEECH-LANGUAGE PATHOLOGY .................................................................................................... - 64 GRADUATE COURSE DESCRIPTIONS.................................................................................................................................. - 66 -
University Calendar
2011-2012
Fall Semester
Classes Begin
Monday August 29, 2011
Last day for potential December graduates to
submit graduation card
Last day to drop a class on SCOTS
Friday, September 2, 2011
Last day to totally withdraw with 100% tuition
adjustment
Labor Day Holiday (no classes)
Saturday, September 3, 2011
Reading Day (no classes)
Tuesday, October 11, 2011
Thanksgiving Break Begins (at close of classes)
Thanksgiving Break Ends
Tuesday, November 22, 2011
Monday, November 28, 2011
Last Day of Classes
Friday, December 9, 2011
Exam Period Begins
Monday, December 12, 2011
Semester Ends
Saturday, December 17, 2011
Commencement
Saturday, December 17, 2011
Saturday, September 3, 2011
Monday, September 5, 2011
Spring Semester
Classes Begin
Monday, January 23, 2012
Last day for potential May graduates to submit
graduation card
Friday, January 27, 2012
Last day to drop a class on SCOTS
Saturday, January 28, 2012
Last day to totally withdraw with 100% tuition
adjustment
Spring Break Begins (at close of classes)
Saturday, January 28, 2012
Spring Break Ends
Monday, March 19, 2012
Last Day of Classes
Friday, May 4, 2012
Final Exam Period Begins
Monday, May 7, 2012
Semester Ends
Saturday, May 12, 2012
Commencement
Saturday, May 12, 2012
Sunday, March 11, 2012
COMMUNICATIONS DIRECTORY
GRADUATE PROGRAM HEADS
University Switchboard ............................................ (814) 732-2000
Art - Professor Lee Rexrode
East Hall, 111
814-732-2309 / lrexrode@edinboro.edu
President ................................................................................732-2711
Executive Assistant to the President .................................... 732-2711
Provost and Vice President for Academic Affairs ............... 732-2729
Vice President for Financial Operations and
Administration ...................................................... 732-2585
Vice President for Student Affairs ....................................... 732-2313
Dean of Education ................................................................ 732-2752
Dean of College of Arts and Sciences ................................. 732-2477
Art Education – Dr. Penelope Orr
Doucette Hall G2-G
814-732-1684 / porr@edinboro.edu
Biology - Dr. Peter Lindeman
Cooper Hall, 110
814-732-2447 / plindeman@edinboro.edu
Academic Departments
Art ......................................................................................... 732-2406
Biology and Health Services ................................................ 732-2500
Business and Economics ...................................................... 732-2407
Chemistry .............................................................................. 732-2485
Communication and Media Studies ..................................... 732-2444
Early Childhood and Special Education .............................. 732-2750
Elementary, Middle and Secondary Education .................... 732-2830
English and Theatre Arts ...................................................... 732-2736
Foreign Languages ............................................................... 732-2416
Geosciences ...........................................................................732-2529
Health and Physical Education ............................................. 732-2502
History and Anthropology .................................................... 732-2575
Mathematics and Computer Science .................................... 732-2760
Music .................................................................................... 732-2555
Nursing ................................................................................. 732-2900
Organizational Studies .......................................................... 732-2407
Philosophy ............................................................................ 732-2490
Physics and Technology ....................................................... 732-2592
Political Science and Criminal Justice ................................. 732-2409
Psychology ............................................................................ 732-2774
Social Work ...........................................................................732-2013
Sociology .............................................................................. 732-2573
Speech, Language and Hearing Studies ............................... 732-2433
Communication Studies - Dr. Andrew Smith
Compton Hall, 202
814-732-2165 / arsmith@edinboro.edu
Counseling - Dr. Salene Cowher
Butterfield Hall, 314
814-732-1116 / scowher@edinboro.edu
Early Childhood Education - Dr. Maureen Walcavich
Miller Research Center, 130
814-732-2303 / mwalcavich@edinboro.edu
Educational Psychology - Dr. Edward Snyder
Butterfield Hall, 116
814-732-1099 / esnyder@edinboro.edu
Educational Leadership - Dr. Andrew Pushchak
Butterfield Hall, 324
814-732-1548 / apushchak@edinboro.edu
Middle & Secondary Instruction - Dr. Jo Ann Holtz
Miller Research Center, 04
814-732-2794 / jholtz@edinboro.edu
Other Offices
Nursing (MSN)
Admissions ........................................................................... 732-2761
Affirmative Action ............................................................... 732-2167
Alumni .................................................................................. 732-2715
Bookstore .............................................................................. 732-2456
Bursar’s Office ..................................................................... 732-3502
Center for Career Services ................................................... 732-2781
Continuing Education ........................................................... 836-1955
Dining Services ..................................................................... 732-2635
Edinboro University in Erie - The Porreco Center .. ........... 836-1955
Edinboro University in Meadville -The Buba Center. 1-800-337-7791
Financial Aid ........................................................................ 732-3500
Graduate Studies ................................................................... 732-2856
Health Center ........................................................................ 732-2743
International Student Services .............................................. 732-2770
Library ...................................................................................732-2273
Office for Adult Student Services ........................................ 732-2701
Office for Students with Disabilities .................................... 732-2462
Police .....................................................................................732-2921
Public Relations .................................................................... 732-1731
Records and Registration ...................................................... 732-3501
Residence Life and Housing ................................................ 732-2818
ROTC/Military Service ........................................................ 732-2562
Student Government ............................................................. 732-2910
Technology and Communications Center ............................ 732-2111
University Center .................................................................. 732-2842
Reading - Dr. Heather Kenny
Butterfield Hall, 122
814-732-1325 / Zhkenny@edinboro.edu
School Psychology - Dr. Joel Erion
Butterfield Hall, 117
814-732-2287 / jerion@edinboro.edu
Social Sciences - Dr. Ronald Spiller
Hendricks Hall, 119
814-732-2966 / rspiller@edinboro.edu
Social Work - Dr. Rosie Scaggs
Butterfield Hall, 230
814-732-1658 / rscaggs@edinboro.edu
Special Education - Dr. Jeanne Faieta
Miller Research Center, 8 Rm 3
814-732-2766 /
jfaieta@edinboro.edu
Speech/Language Pathology - Dr. Charlotte Molrine
Compton Hall, 115A
814-732-2432 / cmolrine@edinboro.edu
-5-
EDINBORO AT A GLANCE
Edinboro University of Pennsylvania, a multi-purpose institution of
higher learning, is one of the leading educational institutions in
western Pennsylvania. Located in the resort community of Edinboro,
the University is only 18 miles from Erie and within 100 miles of the
educational and major population centers of Buffalo, Cleveland and
Pittsburgh.
professional schools attended by recent Edinboro graduates are
American University, Berkeley, Eastman School of Music,
Georgetown University, Hershey Medical School and the
Massachusetts Institute of Technology. Edinboro graduates have
brought credit to the University in such positions as government
officials, legislators, federal agents, corporate executives and
administrators, and college presidents.
Edinboro University boasts 42 buildings on a spacious 585-acre
campus which includes a five-acre lake, open fields and woods, eight
on-campus residence halls for approximately 2, 500 students, and a
modern seven-story library with more than 480,000 bound volumes
and 1.3 million microform units. In addition, Edinboro University in
Erie - The Porreco Center consists of 27 acres and 11 buildings.
More than one-half of the faculty members at Edinboro University
have earned doctorates or the highest degree attainable in their field.
Many of them have been recognized nationally and internationally
for their outstanding research and scholarly accomplishments. In
addition, a number of faculty members have held state and national
leadership roles in their professional organizations. The studentfaculty ratio is 18:1.
The Office for Students with Disabilities administers support services
dedicated to enhancing the University’s commitment to equal
opportunity for students with disabilities. The University provides the
largest attendant care program of its kind in the Commonwealth of
Pennsylvania making Edinboro University a national leader in
services for students with severe disabilities. Edinboro’s students
with disabilities and many visitors benefit from a campus which is
very accessible, disability friendly, and which celebrates diversity.
Recognizing that classroom learning provides only part of a complete
education, Edinboro University provides off-campus internships in
businesses, industries and offices throughout the tri-state area.
Students have successfully completed internships with such
organizations as General Electric, the Cleveland Browns, CNN, Ford
Motor Company, Disney World, the American Cancer Society, and
the Pennsylvania House of Representatives.
There are more than 100 student-related clubs and organizations
which offer a wide variety of activities. Students are involved with
formal and informal dances, movies, skiing trips, fraternities,
sororities, etc. In addition, there are 16 choral and instrumental
musical groups open to students.
An international education program provides educational
opportunities for students from 40 other countries. Visiting scholars
from around the world serve as resource individuals for area schools,
businesses and industries, in addition to providing special lectures,
seminars and workshops for Edinboro students and faculty.
The Edinboro University Alumni Association has experienced
dramatic growth during the past several years and now has 40,000
members. The alumni have played a major role in fund-raising efforts
for student scholarships, and they continue to be some of the best
ambassadors for Edinboro University. Among the many graduate and
-6-
GRADUATE PROGRAMS OFFERED
COLLEGE OF ARTS & SCIENCES
Art
CERTIFICATION PROGRAMS
Elementary School Guidance Counselor*
Secondary School Guidance Counselor*
Principal K-12 Certification*/**
School Supervision – Special Education*/**
Superintendent/IU Director/ Letter of Eligibility*/**
School Psychology*
Post Master’s Licensure Preparation*
Rehabilitation
Community Counseling
Elementary and Secondary School
Master of Arts: Art
Master of Arts: Art Education**
Master of Fine Arts
Ceramics
Jewelry/Metalsmithing
Painting
Printmaking
Sculpture
History
Master of Arts Social Sciences
Anthropology
History
POST-BACCALAUREATE TEACHER
CERTIFICATION
Art Education
Biology
Chemistry
Comprehensive English
Earth/Space Science
Early Childhood Education
General Science
German
Health and Physical Education
Mathematics
Middle Level - English
Middle Level – Mathematics
Middle Level – Science
Middle Level – Social Studies
Middle Level – English and Mathematics
Middle Level – English and Science
Middle Level – Mathematics and Science
Middle Level – Mathematics and Social Studies
Middle Level – Science and Social Studies
Music
Physics
Social Studies
Spanish
Speech Language Impairment
Social Work
Master of Social Work**
Speech and Communication Studies
Master of Arts Communication Studies**
Master of Arts Speech/Language Pathology
Certificate in Conflict Management**
Biology and Health Services
Master of Science Biology
Nursing
Master of Science Nursing***
Family Nurse Practitioner
Nurse Educator
Certificate in Palliative and End of Life Care**
EDUCATION
Professional Studies
Master of Arts Counseling
Rehabilitation
Student Personnel
Elementary School
Secondary School
Community
Master of Education Educational Leadership**
Master of Education Reading**
Master of Education Educational Psychology**
Master of Science Educational Specialist in School
Psychology
* post master’s program
** program offered online
*** program offered online in consortium with Clarion University
Middle and Secondary Education
Master of Education Middle/Secondary Instruction**
Math/Science Teacher Certification
English
Social Studies
Middle Level
Thesis
Non-Thesis
Early Childhood and Special Education
Master of Education Early Childhood Education**
Master of Education Special Education**
-7-
EDINBORO UNIVERSITY OF PENNSYLVANIA
School of Graduate Studies & Research
marital status, veteran status, or any other protected class status as
defined by applicable federal or state law.” Individuals who live,
learn, and work on campus are strongly encouraged to read and
familiarize themselves with the full content of this policy.
Accreditation
Edinboro University of Pennsylvania is accredited by the
Commission on Higher Education of the Middle States Association
of Colleges and Schools, 3624 Market Street, Philadelphia, Pa.,
19104, 215-662-5606. The Commission on Higher Education is an
institutional accrediting agency recognized by the U.S. Secretary of
Education and the Commission on Recognition of Postsecondary
Accreditation.
University Policy C006 Harassment, Intimidation and Institutional
Vandalism states: The University is committed to creating and
maintaining a campus environment that is free of harassment,
intimidation, and institutional vandalism. University policy prohibits
committed acts that are severe or pervasive enough to have the
impact of unreasonably interfering with an individual’s ability to live,
learn, and work at Edinboro University. Such acts include, but are
not limited to, acts of bullying, including cyber-bullying, intimidation
or danger to the person, criminal mischief, harassment by community
or address and arson.” Individuals who live, learn, and work on
campus are strongly encouraged to read and familiarize themselves
with the full content of this policy.
Other University accreditations and program approvals include: the
Master of Arts in Rehabilitation Counseling by the Council on
Rehabilitation Education, the Master of Arts in Counseling: School
Counseling–Elementary, School Counseling–Secondary, College
Counseling, Student Affairs, and Community Counseling by the
Council for Accreditation of Counseling and Related Educational
Programs; the Master of Arts in Speech-Language Pathology by the
Council on Academic Accreditation (CAA) in Audiology and
Speech-Language Pathology. Master of Fine Arts in Studio Art is
accredited by the National Association of Schools of Art and Design.
The Master of Social Work is accredited by the Council on Social
Work Education. The MSN program is accredited by the National
League for Nursing Accrediting Commission (NLNAC). Teacher
education and school personnel preparation programs are accredited
by the National Council for Accreditation of Teacher Education and
approved by the Pennsylvania Department of Education. The School
Psychology Specialist program is accredited by the National
Association of School Psychologists.
Social Equity and University Ombudsperson
Most students will complete their education at Edinboro University
without the need to pursue a complaint. The Office through its social
equity role, among other things, provides leadership as well as assists
others in the creation of a campus environment that promotes
diversity and values individual differences and similarities, while
resolving concerns and complaints pertaining to employees and
students in regard to prohibited or unlawful harassment and
discrimination. Also, the Office through its ombudsperson role
discusses options to resolve concerns and issues such as information
on University policies and procedures and as appropriate,
intervention, mediation, and referrals to appropriate other individuals
on campus. Additionally, the Office takes and tracks reports from
faculty, students, staff, and administrators that may include, but are
not limited to, troubling or suspicious acts, behavior, or conduct.
Non-Discrimination Statement, Policies, and
Reporting Procedures
Edinboro University of Pennsylvania is an equal opportunity
education institution and employer and will not discriminate on the
basis of race, color, national origin, sex, and disability in its activities,
programs or employment practices as required by Title VI, Title VII,
Title IX, Section 504, and the ADA. For information regarding civil
rights or grievance procedures, contact the Office of Human
Resources and Faculty Relations, Reeder Hall, (814-732-2810) or the
Office of Social Equity (814-732-2167), 219 Meadville Street,
Edinboro, PA 16444.
Mission Statement
The mission of Graduate Studies at Edinboro University is to
maintain and enhance high-quality education by engaging faculty and
students in scholarship and creative activity. Graduate programs will
focus on intellectual growth and professional development that will
enable our students to work and function in a world increasingly
dependent on highly educated individuals with a strong sense of
professional ethics.
For information or assistance regarding services, activities and
facilities that are accessible to and useable by persons with
disabilities, contact Dr. Robert McConnell, Office for Students with
Disabilities (814-732- 2462 V/TTY).
Vision Statement
The vision of Graduate Studies at Edinboro University is to promote
an environment where students and faculty work in a collaborative
atmosphere to help students reach their full potential as scholars and
professionals. This environment will encourage students to obtain the
knowledge necessary to master their area of study, develop habits of
life-long learning and foster a desire to use that knowledge for the
betterment of their professions.
Furthermore, Title IX prohibits discrimination on the basis of sex in
education programs and activities. Complaints or concerns of sex
discrimination and sexual harassment should be reported to the
Director of Social Equity/University Ombudsperson at 814-732-2167
or to the Associate Vice President for Human Resources and Faculty
Relations at 814-732-2810. Reports of sexual violence and sexual
assault should be reported to the University Police at 814-732-2921
and the Title IX Coordinator at 814-732-2167.
University Policy G005 Equal Opportunity/Affirmative
Non-Discrimination states: “Edinboro University
discriminate against individuals or groups because of
sex/gender, color, age, religion, national origin,
organizational affiliation, sexual orientation/gender
action and
does not
their race,
disability,
stereotype,
-8-
Standards of Ethics for Graduate Students
It is expected that graduate students of the University will maintain
the highest standards of ethics in connection with all phases of their
graduate work. Any form of dishonesty, including lying, cheating or
plagiarizing, will not be tolerated.
Plagiarism may be defined as the act of taking the ideas and/or
expression of ideas of another person and representing them as one’s
own. It is nothing less than an act of theft and, as such, is subject to
University disciplinary action. The penalty for plagiarism may range
from a failing grade on the assignment to expulsion from the
University.
Clearly, plagiarism defeats the central purpose of education, namely,
to enable one to think and formulate one’s own ideas. The student
who has doubts about whether or not his/her work may constitute
plagiarism should consult with the course instructor prior to
submitting the work. The instructor can provide clear guidance on
how the student can avoid committing this act of academic
misconduct.
When alleged violations of these standards occur, the following
procedures will be followed:
1.
2.
A faculty member, who has determined to his or her own
satisfaction that a graduate student is guilty of lying,
cheating or plagiarizing, may penalize the student by
adjusting the course grade.
If the faculty member feels a more severe penalty is
warranted than the adjustment of the course grade, he or
she must refer the case to the Student Judicial Affairs
Office.
When a graduate student’s grade has been adjusted because a faculty
member has determined to his or her own satisfaction that the student
was guilty of lying, cheating or plagiarizing, the student may, if he or
she feels unfairly penalized, appeal the grade by following the Grade
Appeal Procedure described elsewhere in this catalogue.
A faculty member who adjusts a student grade because he or she has
determined to his or her own satisfaction that the student was guilty
of lying, cheating or plagiarizing is to immediately notify the
graduate dean of this action.
-9-
ADMISSION POLICIES AND PROCEDURES
The information in this section of the catalog is relevant to all
Edinboro University graduate programs. Additional information
specific to individual programs (e.g., entrance requirements and
application deadlines) is located within the various program
descriptions. However, for all graduate programs, admission requires
a documented bachelor’s degree from a regionally accredited college
or university. Graduate admission policies and procedures are
identical for online and campus-based programs.
6.
7.
An applicant for admission may be admitted on an unconditional,
conditional, special student, non-degree teacher certification, postbaccalaureate certificate, post-master's program basis or denied
admission.
Application Procedures
All post-baccalaureate applicants must apply for admission directly to
the Edinboro University School of Graduate Studies and Research.
Post-baccalaureate applicants are not admitted by individual
administrators, faculty, or the Office of Undergraduate Admissions.
Applicants are encouraged to apply online, although paper
application forms are available in the Graduate Office. Applicants are
also encouraged to apply at least four weeks in advance of programspecific application deadlines or four weeks in advance of the date of
anticipated enrollment in the case of programs with rolling
admissions.
Dispositions. Dispositions are the character traits, attitudes, beliefs,
behaviors, and emotional qualities necessary for specific professions
and graduate study in general. If the faculty believes that an
individual does not have the appropriate dispositions for the field of
study/profession in question, they may recommend to the Dean of
Graduate Studies and Research denial of admission even if
undergraduate grades and admissions test results are exemplary.
Only complete applications will be given full consideration. A
complete application is defined as one in which all materials required
for the admission decision have been received by the Graduate
Office. Applicants must arrange for the Graduate Office to receive an
official transcript from each college or university at which graduate
or undergraduate credit has been earned. Transcripts must be
received directly from the issuing school and will not be accepted if
“issued to student.” Applicants who have not yet earned a bachelor’s
degree may submit a partial transcript at the time the application form
is submitted. This may entitle the applicant to conditional admission
pending receipt of the official transcript with posting of graduation.
Admissions Categories
At the time of admission to graduate study, students are classified as
degree-seeking, non-degree-seeking initial teacher certification,
degree-seeking initial teacher certification, advanced certificate, or
special.
Degree Seeking Student. An applicant who has been admitted to a
master’s degree program is classified as degree-seeking. An
individual who is seeking admission to a master’s degree program but
does not have a completed application, will be permitted to enroll as
a special student. However, no more than nine semester hours of
credit earned prior to official acceptance as a degree-seeking student
will be accepted to meet degree requirements.
Admission Requirements
Admission to the graduate school is based on the academic qualifications of the applicant and is made without regard to race, color, creed,
national origin, ancestry, age, sex or disability. An earned bachelor’s
degree from a regionally accredited or state approved United States
college or university or an education at a foreign college or university
which is judged by the dean to be equivalent to at least a bachelor’s
degree from a regionally accredited United States college or
university is a prerequisite for admission to graduate study. For
admission a student must:
1.
2.
3.
4.
5.
required will be found in the curricular information section
of the listing under admission requirements for the specific
program.
File the Request for Transfer Credit forms if transfer credit
is desired for graduate credit which has been earned.
Additional items may be requested upon a department
review.
Special Student. An individual who wishes to take graduate courses
for purposes of personal or professional development or for transfer
to another institution and who is not seeking a degree, certification,
or certificate through Edinboro University is classified as a special
student. Special students must have a bachelor’s degree from a
regionally accredited institution and may enroll in any graduate
courses for which they have met all the prerequisites. A special
student who later wishes to be considered for admission to a degree,
certification, or certificate program must meet all of the program
requirements. No more than nine credits earned in special student
status may be applied to the program. Special students are not eligible
for federal and state aid programs.
Provide an official transcript from each college or
university at which undergraduate or graduate credit has
been earned. Note: If you have not yet graduated, file a
partial transcript at the time the application is completed
and file a complete transcript as soon as the degree is
awarded. Transcripts must be received directly from issuing
school and will not be accepted if "issued to student."
If required for admission, provide an official record of the
scores earned on either the Miller Analogies Test or the
Graduate Record Examination
Provide a photo copy of teaching certificate(s) if applying
for admission to any of the master of education programs.
Provide letters of recommendations and/or questionnaire
when required by specific programs.
Complete the personal interview if one is required.
Information on whether or not a personal interview is
Non-Degree Seeking Initial Teacher Certification Student. An
applicant who has been admitted into an initial teacher certification
program such as 7-12 Mathematics or Health & Physical Education
and who has not applied for a master’s degree is classified as nondegree-seeking initial teacher certification. Certification by the
Pennsylvania Department of Education allows the successful
candidate to teach in Pennsylvania public and private schools.
Degree Seeking Initial Teacher Certification Student. An
applicant who has been admitted into an initial teacher certification
program such as 7-12 Biology or Early Childhood Education and
who has also been admitted into a master’s degree program is
classified as degree-seeking initial teacher certification.
- 10 -
Advanced Certificate Student. The University awards an advanced
certificate to students who complete the post-master's certification
program in school psychology, school administration, superintendent
/ IU director letter of eligibility, and school counseling. Students
admitted to one of these programs are classified as advanced
certificate students.
As a general rule, applicants who have earned a master’s degree or a
doctorate from a regionally accredited or state approved United
States college or university are not required to take the Miller
Analogies Test or the Aptitude Test of the Graduate Record
Examination.
1.
A cumulative quality point average of 2.50 or better (4
point scale) for the junior and senior year of the bachelor’s
degree or the completion of a master’s degree from a
regionally accredited or state approved United States
college or university. Some programs have established
higher requirements. These requirements are listed under
the curricular information for the specific program.
2.
A recommendation for admission from the program head of
the department of the proposed graduate major and the
Dean of Graduate Studies and Research.
Post-baccalaureate Plans of Study for Teacher
Certification
Both degree and non-degree seeking initial teacher certification
students must have an individually designed plan for meeting
Pennsylvania certification standards. When possible, students should
meet with a Graduate School admissions counselor or the Dean of the
School of Graduate Studies and Research to discuss certification
options. The School of Graduate Studies and Research creates the
initial, tentative plan and sends it to the student and pertinent
graduate program head. The student should meet with the program
head during the first semester of enrollment to discuss the plan and
modifications if any are necessary. Appeals to modify the
certification plan may be submitted to either the Dean of Education
or the Dean of Graduate Studies and Research. The student’s plan of
study is automatically approved at the end of the first semester of
study unless a written request for modification has been submitted to
the Graduate Dean in writing. The certification plan and master’s
degree plan are not one in the same, and students should discuss the
relationship between the two with their academic advisor.
Some programs have established additional admission requirements.
See specific program descriptions. Because some programs have
established maximum enrollment figures, there can be no guarantee
that individuals meeting the admission requirements described above
will be admitted. Final admissions decisions are at the discretion of
the Dean of Graduate Studies and Research.
Conditional. An individual who meets the requirements listed above
for unconditional admission but who is deficient in areas not included
in the regulation for unconditional admission, may, with the approval
of the departmental program head of the proposed major field of
graduate study and the Dean of Graduate Studies and Research, be
admitted on a conditional basis. The admission letter will specifically
list the conditions which the individual must meet to continue in the
degree program and/or be awarded the degree. All post-baccalaureate
initial teacher certification students are admitted on a conditional
basis.
Reactivation and Readmission
Students who have not been enrolled in an Edinboro University
course for one calendar year or more may be deactivated, making it
impossible for the student to register for classes. Typically, a letter or
email from the student to the Graduate Office requesting reactivation
is sufficient. However, if, in the opinion of the graduate dean, too
much time has elapsed since the previous registration or if there have
been curriculum revisions in the program, the student may be
required to meet with the graduate dean and/or reapply to the
Graduate School. Students who have not been enrolled for three or
more consecutive semesters, including summers, must follow the new
curriculum in the event the program has been revised during the
interim.
Denied. An individual who fails to meet the requirements for at least
conditional admission will generally be denied admission as a degree
student. However, the individual may apply for admission as a
special student.
Application Fee
Switching Programs
Graduate students applying for admission to the School of Graduate
Studies, who had not previously paid an application fee to Edinboro
University, are required to pay a $30.00 application fee. Checks for
this fee should be made payable to Edinboro University of
Pennsylvania and should be submitted with the application or can be
paid online with their online application.
Once admitted to a degree or certification program, a student may
wish change programs. The student may make the request by
submitting a Change of Program form to the Graduate Office;
however, there is no guarantee that acceptance into Program A will
automatically translate into acceptance into Program B. Entrance
criteria vary from program to program. Students wishing to change
programs may need to submit additional items for review.
Correspondence Course Fee
Full standard fees are charged for correspondence courses.
Admission Terms
Course Audit Fee
Unconditional. A person admitted on an unconditional basis has no
conditions attached to the admission. The minimum requirements for
unconditional admission are:
1.
Full standard tuition and fees are charged for course audits except for
individuals age 62 or older who are on social security or equivalent
retirement benefits.
A score equal to or better than the 50th percentile on either
the Miller Analogies Test or each area of the aptitude test
of the Graduate Record Examination, if required. Some
programs have established higher requirements. These
requirements are listed under the curricular information for
the specific program.
Credit by Competency Examination Fee
A flat administrative fee of $25.00 per credit hour for each separate
examination taken for credit is charged regardless of the number of
credits.
- 11 -
International students need to provide the School of Graduate Studies
and Research with an official copy of the score earned on each
section of the aptitude test of the Graduate Record Examination if
required in specific program. For an application and information on
testing dates and foreign testing centers, write to:
Late Registration Fee
A late registration fee will be charged for any undergraduate or
graduate registration which occurs after the established registration
date. The late registration fee is $25.00. A $100.00 late fee will also
be charged for internships, practicum or graduation applications that
are submitted after their published due date.
Graduate Record Examination
Educational Testing Service
P.O. Box 6000
Princeton, NJ 0854 1-6000
or visit www.gre.org
Life Experience Credit Charges
Fees for evaluating student life experiences with the goal of granting
academic credit are as follows:
Preliminary Application Fee $ 25.00
Evaluation Fee $100.00
Life Experience Credit Hour Fee $ 25.00
Students who have earned a bachelor’s degree at a college or
university outside the United States must have their credentials
evaluated by an independent organization that specializes in foreign
credential evaluation. Students must select a service that is a member
of the National Association of Credential Evaluation Services
(NACES). The evaluation is a written report that contains both a
description and an interpretation of foreign education qualifications
in United States terms. Many applicants have utilized World
Education Services (www.wes.org).
Senior Citizen Tuition Waiver
All persons age 62 or over and on social security or equivalent
retirement benefits who wish to enroll for credit in, or to audit an
undergraduate or graduate credit-bearing course offered by Edinboro
University of Pennsylvania will be given a full remission of tuition
for classes which have available seats. Individuals interested in
accessing this waiver must provide appropriate documentation to the
coordinator of records in advance of registering for a course.
Consideration for the waiver will be made once the documentation is
received and it is verified that seats are available in the course, as
determined by the University.
All correspondence concerning admission to graduate study should
be sent to the School of Graduate Studies and Research, 148
Meadville Street, Edinboro University of Pennsylvania, Edinboro, PA
16444.
It is important that the application for admission to graduate studies
be submitted several months in advance of the time of expected
departure for the United States. The deadline date for full
consideration is May 1 for the fall term, and the deadline date for
spring admission is September 20.
Entrance Exams
Miller Analogies Examination. The Miller Analogies Examination
is given periodically on the campus of Edinboro University.
Presently, a $65.00 non-refundable fee is charged for this
examination and an advanced registration is required. A copy of the
registration form and a schedule of dates and times may be obtained
at the School of Graduate Studies and Research. A list of the test
centers may be obtained from the Psychological Corporation, 555
Academic Court, San Antonio, TX 78204-2498.
International students are expected to provide the School of Graduate
Studies and Research with assurance that they possess adequate
financial support for the period of graduate studies. Once offered
admission to Edinboro University School of Graduate Studies,
additional documentation will be needed to issue a Certificate of
Eligibility for Non-immigrant (F-1) Student Status, commonly known
as the Form I-20, which is needed to apply for the student visa.
Graduate Record Examination. The general test is given yearround at computer-based testing centers. In Erie, contact the Sylvan
Learning Center at 814-864-6100. For other testing sites see
www.gre.org or call 800-473-2255.
More information for prospective students from abroad is available at
the University website http://cms.edinboro.edu/admissions/index.dot.
International Students
Edinboro University welcomes qualified international students;
however, because of educational and cultural differences, applicants
must present evidence of a record well above average in scholastic
achievement and personality adjustment. The T.O.E.F.L. (Test of
English as a Foreign Language) must be taken prior to admission.
Under no circumstances should the individual depart for the United
States without having first received the I-20 from International
Student Services for a specific semester or summer session. This I-20
will not be released until the advanced tuition deposit is received.
Teacher certification for international students requires that the
students demonstrate their intention to become U.S. citizens. This
involves permanent residency and then application for citizenship.
Any international students intending to return to their home countries
are ineligible for certification. For additional information, contact the
Pennsylvania Department of Education, www.pde.state.pa.us.
A minimum score of 550 on the paper test and 213 on the computer
test is required for admission. The T.O.E.F.L. is not administered at
Edinboro University. Applications for the test, the testing dates and
information on the location of testing centers may be obtained from
www. toefl. org.
- 12 -
FINANCES
All fees and expenses are subject to change without notice
from the residence hall by removing all belongings and/or returning
the room key or the official University withdrawal date, whichever is
later.
Tuition Fees Per Academic Semester
(All fees are per credit hour)
PA Resident
Tuition (On-campus)
416.00
Tuition (On-line)
416.00
University Center Fee*
29.00
Technology Fee
20.00
Instructional Service Fee
65.40
Total withdrawal from the University (All semesters/sessions)
1. Prior to the first scheduled class meeting. Students who totally
withdraw from all classes prior to the meeting of their first scheduled
class are entitled to a 100 percent refund of all fees (except for the
new student application fee and the new student advanced tuition
deposit) for the semester or session from which they are withdrawing.
Fees and Expenses
Non-resident
624.00
457.60
29.00
30.00
98.10
2. Voluntary Total Withdrawal after first scheduled class
meeting. Students officially and totally withdrawing after the first
class meeting may seek refunds for tuition, health center fee,
University Center fee, instructional service fee, room and meals, if
applicable, and student activity fee according to the following
schedule:
*On-line students are not assessed a University Center Fee.
Residency Classification
A graduate student is classified as a Pennsylvania resident for tuition
purposes if he or she has a Pennsylvania domicile. Domicile is
defined as the place where one intends to and does, in fact,
permanently reside. Continuous residence in Pennsylvania for a
period of 12 months prior to the registration for a course is
considered to be one of many factors of evidence for a Pennsylvania
domicile. Students not having a Pennsylvania domicile are
considered to be non-residents of the State and are required to pay the
tuition
and
fees
established
for
non-residents.
The School of Graduate Studies and Research will at the time of
admission establish a residency classification for each student. This
classification will be based on available information on the student’s
domicile.
Refund Period
Refund
(% of Enrollment
Period Completed)
Percentage
(Illustration of Estimated Weeks
in Typical Semester)
Duration
0 - 8.50%
8.51 - 12.50%
12.51 - 19.44%
19.45 - 26.39%
26.40 - 33.33%
>33.33%
100%
80%
60%
50%
40%
0%
Through “drop period” *
Through week 2 *
Through week 3 *
Through week 4 *
Through week 5 *
*Actual dates will be determined each semester/session by the
University and published in the online scheduling book for that
semester/session. Special start and end date program courses will be
adjusted per the published pro-rate policy.
Refund Policy and Procedures
Intent. Edinboro University recognizes the occasional necessity for
students to withdraw, either totally or in part, from course work for a
variety of valid reasons. It further acknowledges that a fee refund
policy must be reasonable and equitable for both the student and the
University. The student, through registration, makes a financial
commitment to the University upon which the University determines
its expenditure patterns and obligations. In most cases, the
University is unable to significantly reduce its costs if a student
partially or totally withdraws. The refund policy includes a
time-related schedule with a reasonable and equitable withdrawal
refund deadline.
All adjustments will be credited to the student account using the
official withdrawal date established by the Registrar with the
exception of room charges (see policy above).
3. Involuntary withdrawal after first scheduled class meeting.
Refunds are not available when a student has been suspended or
expelled from the University for disciplinary reasons or for nonpayment of fees or other financial reasons.
Procedure
The refund policy includes a time-related schedule with a reasonable
and equitable withdrawal refund deadline. Students who withdraw
totally during any enrollment period and have federal financial aid
are subject to having aid returned to federal programs (see Return of
Title IV Aid Policy in the Financial Aid section).
Individuals desiring to withdraw from or drop all courses and leave
the University, will be able to do so via the S.C.O.T.S. system, during
the first 10 weeks of the semester. Students are still encouraged to
carefully consider such an important decision and its impact on their
academic career and financial aid status and to consult with
appropriate faculty or staff prior to submitting their withdrawal
request on S.C.O.T.S. If a student plans to withdraw during the last
five weeks of the semester, the student must meet with the Assistant
Vice President of Financial Aid, the Bursar, or the Registrar, located
in Hamilton Hall, to discuss their request. During the last five weeks
of the semester, or the equivalent period during a summer session,
students will receive grades of WP (withdraw passing) or WF
(withdraw failing). If a student officially withdraws from all courses
and wishes to return to the University at a later date, the student must
then apply for reinstatement through the School of Graduate Studies
and Research.
Policy. Refunded fees or account adjustments are automatically
credited to student accounts. Unless the student submits a written
request to the Accounting Office for a direct refund if they have a
credit balance, the credit balance is carried forward for one year.
Requests for refund which require exceptions to the refund policy
will be forwarded by the vice president for finance and administration
to the president or their designee for their consideration.
The new student application fee, semester payment plan fee, and new
student advanced registration deposit are non-refundable. The official
withdrawal date from room charges is based upon date of departure
- 13 -
All requests for refunds, must be submitted to the Accounting Office
for processing to the vice president for finance and administration for
approval. Requests for cash refunds must be in writing. Exceptions of
appeal to the refund policy will be considered through written request
to the Office of the President of the University or their designee.
Effect of changing major/double major. A change of academic
major or the pursuit of a double major does not automatically extend
eligibility for financial aid.
Effect
of
summer
school
enrollment/cooperative
education/consortium agreement/study abroad. Students who
enroll in summer school will be charged with 0.5 to 1.0 semester of
attendance, depending on enrollment. Credit hours attempted will be
used to determine SAP.
Financial Aid Programs
Edinboro University has a coordinated system of disbursing funds
available for student financial aid. All financial aid programs are
administered by the University’s Financial Aid Office. Further
information regarding the programs described below is available
from that office.
Students enrolled in cooperative education will be treated as a regular
semester student.
If a student is enrolled via a consortium agreement/study abroad, a
transcript will be obtained from the visiting school and the credit
hours will be included as attempts along with the credit hours earned.
The primary goal of the Financial Aid Office is to provide
appropriate financial resources for students to achieve their
educational potential while ensuring compliance with the myriad of
regulations, rules, policies and procedures from the various sources
of financial aid. The University strives to meet the “financial need” of
as many students from as many resources as possible.
Effect of credits by examination, military credits, life experience
credit. Transfer credits that have been accepted, will be used as
attempts and completes and included when determining SAP.
Major funding sources are from the federal and state governments.
For consideration for financial assistance students must complete the
Free Application for Federal Student Aid (FAFSA). The preferred
filing date is March 15 for the next academic year. Edinboro
University’s school code for filing the FAFSA is 003321. Students
who complete the FAFSA will be considered for all aid for which
they may qualify based on the available funds.
Academic credits received via examination, military, or life
experiences are counted as attempts and as earned credits.
Failure to meet SAP requirements – Probation/Suspension. Any
student who fails to meet SAP requirements will be placed on
financial aid warning for one semester if they have not received a
warning or probation period in a prior semester. If at the end of the
warning period the student does not meet the requirements for SAP,
the student will be placed on financial aid suspension. Students who
submit an appeal and academic plan that has been approved are
placed on financial aid probation and regain eligibility for financial
aid. Failure to follow the academic plan as approved will result in
immediate suspension of financial aid without the opportunity to
appeal until the student has met the minimum requirements for
federal financial aid as a graduate student. Students who are on
Financial Aid Warning or Probation must attend a mandatory SAP
meeting.
Academic and/or personal counseling services are
encouraged and can provide the student with additional support to
alleviate obstacles that hinder satisfactory academic progress.
Students on probation are further encouraged to consult with a
financial aid counselor prior to withdrawing from any classes or if
midterm grades are not satisfactory.
Satisfactory Academic Progress (SAP) Policy for
Financial Aid Recipients
Edinboro University of Pennsylvania has developed standards of
Satisfactory Academic Progress (SAP) in accordance with federal
regulations. This Policy measures quantity (number of credits
completed), quality (cumulative quality point average), and
maximum time frames for completion and measures progress
incrementally.
The provisions of the Policy apply to students seeking eligibility for
Federal Title IV Aid (Federal Perkins Loan, Federal Teach Grant,
Federal Stafford Subsidize and Unsubsidized Loans, Federal WorkStudy, Federal Graduate Plus Loans, and Federal Nursing Loans),
and other programs, which require monitoring of academic progress.
Students who fail to meet requirements are placed on Financial Aid
Suspension without an opportunity to appeal.
For financial aid purposes, a student is considered to be making
satisfactory academic progress if he/she maintains a minimum 3.00
QPA and completes at least 75% of hours attempted.
Reinstatement of Aid. Aid is reinstated based on a successful appeal
or meeting the minimum requirements for satisfactory academic
progress for financial aid recipients. Periods of non-enrollment or
enrollment at other schools does not reinstate the student’s aid
eligibility for Edinboro University.
Graduate students who have attempted 46 credits and/or 6 semesters
with or without the benefit of financial assistance are no longer
eligible for financial aid. Programs requiring more than 60 credit
hours will be review individually for maximum time frames.
Appeals. Students who wish to appeal the suspension of financial aid
eligibility based on mitigating circumstances (e.g. severe illness,
death of close family member, severe injury, other traumatic
experiences) may do so by submitting a letter of appeal and
supporting documentation to the Assistant Vice President for
Financial Aid within thirty (30) days of the last date for the most
recent semester or date of the probationary letter or suspension letter,
whichever is earlier.
The number of semesters is based on full time enrollment of 9 credits
or more as full time. An adjustment is made for less than full time
enrollment based on financial aid academic status as follows: 6 – 8
credits = ¾ time enrollment or 75% of a semester enrollment; 3-5
graduate credits = ½ time enrollment or 50% of a semester
enrollment.
Effect of incompletes, withdrawals, failures, and repeats. All
incompletes, withdrawals, failures, and repeats are included as
attempts when determining SAP for financial aid.
- 14 -
All appeals for reinstatement of aid must include:
fees deducted from the loan amount. Interest rates are established
yearly by the federal government,
a. A completed appeal form which identifies the reason for
unsatisfactory progress
b. A completed academic plan noting the courses required for
progress, the required number of credits, and the number of
terms required for satisfactory academic progress signed by
academic personnel (advisor, department chairperson, dean,
registrar).
Graduate students enrolled in a Master’s program have a maximum
subsidized Stafford amount of $8500 and an additional unsubsidized
Stafford amount of $12,000.
Graduate students enrolled in the Teacher Certification program and
not receiving a master’s degree are subject to undergraduate loan
limits of $5,500 Subsidized Stafford and $5,000 Unsubsidized
Stafford.
The Assistant Vice President for Financial Aid will notify the student
of the decision to reinstate or deny aid. If approved, conditions will
apply. If the conditions are not satisfied, aid may be denied in a
subsequent term. As described in the federal regulations, all decisions
at this point are final.
Federal Graduate PLUS Loan. Graduate and Professional students
may borrow up to the cost of attendance less all other financial aid
and available resources. All general requirements for undergraduate
students apply.
All initial and subsequent appeals, supporting documentation and
corrective plans of action must be received within thirty (30) days of
notice. The committee will not review incomplete and/or partial
appeals. All documentation is retained by the Financial Aid Office
for audit purposes.
Federal Perkins Loan. The Perkins Loan Program is awarded to
students with exceptional need based using Edinboro’s criteria and on
completion of the FAFSA. Awards range between $200 and $1,500.
The repayment period and the interest do not begin until nine months
after the student in no longer enrolled at least half time. During
repayment, loans bear interest at the rate of five percent a year, and
repayment of the interest and principal may be extended over a 10year period. There are a number of cancellations available to Federal
Perkins Loan recipients based on certain types of employment and
volunteer activities. Students are required to complete Entrance
Counseling which explains their rights and responsibilities related to
this loan. Students whose enrollment drops to less than half time
status are required to complete exit counseling which serves as a
reminder of rights and responsibilities for the loan/s received.
Scholarships
Edinboro University Scholarships. Edinboro University offers a
wide variety of scholarships with different criteria. Scholarships are
based upon scholastic achievement, major program of study, athletic
prowess, class rank, financial need or a combination of these criteria.
Funds for the various scholarship areas are made available through
donations by private industry, by faculty, staff and community
contributions and through private endowments.
The financial aid office identifies eligible students based on the
criteria and submits the list of eligible students to the selection
committee. For some scholarships, students who meet the general
criteria may be contacted for more information in the event there are
criteria that are not stored on the database or if the scholarship
requires an essay. A full listing of scholarships is available on the
University’s web site by typing in the keyword search “scholarship”.
Nursing Loans. This program is intended to assist students to
achieve careers in nursing by providing long-term, low-interest loans
to help meet the costs of education. The maximum loan is $2,500 for
an academic year or the amount of financial need, whichever is less.
The total amount of a student’s loans for all years may not exceed
$13,000. Loans are interest free during the in-school period
enrollments of at least half time.
External/Miscellaneous Scholarships. The Financial Aid Office
regularly receive scholarship information from external sources.
Students who meet the criteria for these scholarships are sent an
email announcing the scholarship, the criteria, deadline date, and
contact information.
Repayment may be made over a ten-year period which begins nine
months after study has been terminated. Five percent interest accrues
during the repayment period. Payments may be deferred up to three
years during military service, Peace Corps participation or periods of
full-time advanced professional training in nursing.
Loans
Sargent Emergency Student Loan Fund. Emergency 30-day loans
are available to Edinboro University undergraduate and graduate
students. Original funds for this program were contributed in memory
of Gray Norman and Nicholas Rock, former students, in memory of
Dr. Harry Earlley, former acting president, and Dr. L. H. Van
Houten, former president of the College, and by the Alpha Phi
Omega fraternity and by the Edinboro University Alumni
Association. Three alumni donors, Mary Alice (Noxon) Sargent, Dr.
Harold R. Sargent and Millard B. Sargent, have now commemorated
the endowment. Application forms are available at the Office of
Student Financial Support and Services. Awards may not exceed
$250.
Federal Stafford Loans. The federal government provides two
Stafford Loan programs. The Federal Subsidized Stafford Loan
program is based on the students’ calculated unmet need, and
academic level. The federal government will pay the interest for
students who receive the subsidized Stafford loan while the student is
enrolled at least half time. The Federal Unsubsidized Stafford Loan
program is based on the amount needed to meet the student’s cost of
attendance budget (COA) and their academic level. Independent
students and students whose parents are ineligible to borrow on
behalf of the student may be eligible for additional unsubsidized
Stafford loans. The student may pay opt to pay the interest while
enrolled in school or have the interest capitalized (added to the
principal). For both programs students are limited by the total aid
received from all sources and their COA budget. Students must
complete entrance counseling which explains their rights and
responsibilities and a master promissory note before loans are
disbursed. Stafford loans may have origination and/or rebate
Academic Year and Enrollment Requirements. Students are
required to be enrolled in a degree or certificate program in order to
be considered for Federal Title IV student. Grants and loans are
reduced proportionately for part-time students. State grants require
half-time attendance or a minimum of six semester hour credits
- 15 -
attempted each term. Student withdrawals from classes during the
rebate period (first five weeks of the semester) will limit the full-time
or part-time enrollment designation. Full withdrawal from all classes
will result in restricted student aid program eligibility. Withdrawing
students should seek financial aid counseling.
Veterans Affairs Office
The Office of Records and Registration is prepared to assist all
veterans with their questions and to file for the various educational
benefits to which they are entitled. Information and printable forms
regarding Veterans' Education Benefits and the Montgomery GI
Bill are available at the Department of Veterans Affairs website,
http://www.gibill.va.gov/. Mail forms or direct inquiries to: Office of
Records and Registration.
The Return of Title IV Funds Policy as Required by the U. S.
Department of Education. The Financial Aid Office is required by
federal statute to recalculate federal financial aid eligibility for
students who withdraw, drop out, are dismissed, or take a leave of
absence prior to completing 60% of a payment period or term. The
federal Title IV financial aid programs must be recalculated in these
situations.
Change of Address or Name
It is the student’s responsibility to immediately inform the office of
Records and Registration of any change in address or name.
Graduate Assistantships
If a student leaves the institution prior to completing 60% of a
payment period or term, the financial aid office recalculates
eligibility for Title IV funds. Recalculation is based on the percentage
of earned aid using the following Federal Return of Title IV funds
formula:
Percentage of payment period or term completed = the number of
days completed up to the withdrawal date divided by the total days in
the payment period or term. (Any break of five days or more is not
counted as part of the days in the term.) This percentage is also the
percentage of earned aid.
Approximately 120 competitive graduate assistantships are available
each year. Full-time students who have been accepted into a master’s
degree program are eligible. Assistantships are awarded by the
School of Graduate Studies & Research based primarily on the
recommendations of the program faculty. Students who are employed
full-time at the University or elsewhere are ineligible.
Full-time assistantships are for Fall and/or Spring semesters.
Summers are not included. Graduate assistants must be enrolled in a
minimum of 9 semester hours and a maximum of 15. The
assistantship pays for tuition (9 credits) and a stipend of $7.50 per
hour for 270 hours of work each semester. The assistantship does not
cover fees. Assistantships in Residential Life also include waiver of
charges for a private room in one of the residential halls.
Funds are returned to the appropriate federal program based on the
percentage of unearned aid using the following formula:
Aid to be returned = (100% of the aid that could be disbursed minus
the percentage of earned aid) multiplied by the total amount of aid
that could have been disbursed during the payment period or term.
Half-time assistantships are for Fall and/or Spring semesters.
Summers are not included. Graduate assistants must be enrolled, fulltime, in a minimum of 9 semester hours and a maximum of 15. The
assistantship pays for ½ tuition (4.5 credits) and a stipend of $7.50
per hour for 135 hours of work each semester. The assistantship does
not cover fees.
If a student earned less aid than was disbursed, the institution would
be required to return a portion of the funds and the student would be
required to return a portion of the funds. Keep in mind that when
Title IV funds are returned, the student borrower may owe a debit
balance to the institution.
Fall/Spring assistantships are renewable for one additional year based
on satisfactory academic progress, the recommendation of the
student’s site supervisor, and the approval of the Graduate Dean.
Graduate assistants in the Master of Fine Arts, Counseling, and
Social Work are eligible for a third year of assistantship support.
Students who are registered for student teaching or full-time
internships are ineligible for assistantships.
If a student earned more aid than was disbursed to him/her, the
institution would owe the student a post-withdrawal disbursement
which must be paid within 120 days of the student’s withdrawal.
The institution must return the amount of Title IV funds for which it
is responsible no later than 45 days after the date of the determination
of the date of the student’s withdrawal.
Approximately 20 graduate assistantships are available each summer
for graduate assistants who have successfully completed the spring
semester. Assistantships are awarded by the School of Graduate
Studies & Research based primarily on prioritized work site requests.
Summer Graduate assistants must be enrolled for at least 6 semester
hours.
Students receiving all F’s may be subject to return of aid if it cannot
be determined that the student “earned” the F grades.
Refunds are allocated in the following order:
• Unsubsidized Federal Stafford Loans
• Subsidized Federal Stafford Loans
• Unsubsidized Direct Stafford Loans (other than PLUS loans)
• Subsidized Direct Stafford Loans
• Federal Perkins Loans
• Federal Parent (PLUS) Loans
• Direct PLUS Loans, ACG and SMART Grants
• Federal Pell Grants for which a Return of funds is required
• Federal Supplemental Opportunity Grants for which a Return of
funds is required
• Other assistance under this Title for which a Return of funds is
required (e.g., LEAP)
Full-time summer assistantships pay for 6 semester hours of tuition
and require 200 hours of work at $7.50 per hour. Half-time summer
assistantships pay for 3 semester hours of tuition and require 100
hours of work at $7.50 per hour. The assistantship does not cover
fees.
Graduate Assistantships may be revoked at the discretion of the
Graduate Dean under the following conditions:
1. The student’s cumulative graduate GPA falls below 3.0
2. The student ceases to be a full-time graduate student during
any semester in which the assistantship is in effect. In
addition, the student will have to remit to the University the
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3.
4.
5.
tuition and fees balance for that term as well as pay FICA
taxes on stipend earnings already paid to them.
The student is found guilty of unethical behavior within the
University community
The student fails to complete assistantship work
assignments in a satisfactory manner.
The student is working more than 37 hours per week
outside the University.
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ACADEMIC STANDARDS AND POLICIES
The awarding of a master’s degree by Edinboro University of
Pennsylvania attests that the individual awarded the degree has
satisfactorily completed a coherent program of advanced
specialized study that has been built upon the academic and
professional experiences which the individual possessed at the time
the master’s program was begun.
Registration no later than the end of the “Add Period”
established by the University for each academic session.
Once a written request to withhold information has been
received, it will remain in effect until the student rescinds
the request, in writing, to the Office of Records and
Registration
The decisive factor in qualifying for the master’s degree is the
quality of a student’s performance and level of achievement. While
the number of courses or credits required of individual candidates
may vary depending upon their preparation and graduate
objectives, each candidate will earn 30 or more semester hours of
graduate credit and will have demonstrated achievement of the
objectives established for the specific degree programs.
Academic
Advisement
Responsibility
and
Maximum Number of “C” Grades
No more than six semester hours of C or C+ grades will be accepted
toward meeting degree requirements. If a student earns more than six
credits of C or C+ grades, the usual consequence is termination of the
student’s program. Repeats of C grades are not automatic and require
the permission of the graduate dean.
Cumulative Grade Average
Student
In order to graduate with a master’s degree or earn a recommendation
for a state certification, a student must have a minimum cumulative
grade point average of 3.0 for all courses taken as part of the degree
or certification program. Moreover, students are expected to maintain
a 3.0 grade point average throughout the program of study. If a
student’s GPA falls below 3.0, the student will receive a warning
letter from the School of Graduate Studies & Research and their
programs may be terminated at the Dean’s discretion. Two
consecutive semesters – including summers – of lower than 3.0 GPA
will result in termination of the student’s program.
Upon entering Edinboro University, each student is assigned a faculty
advisor who, by experience, professional background and example,
should be particularly qualified to assist the student in planning the
program of study, in developing successful strategies for academic
success and in providing insight into preparation for a career and the
value of the program of study the student has undertaken. Academic
advisors are available during regularly scheduled office hours or by
appointment to meet with their advisees. The academic advisement
process is a critical element in a university education.
Undergraduate Courses Taken for Graduate
Credit
The student is responsible for ensuring that all requirements for
graduation have been met. It is expected that each student will
discuss, on a regular basis, the development and execution of a plan
of study for his or her academic program with the assigned academic
advisor. However, the final responsibility rests with the student.
A maximum of six credits of undergraduate credit at the 400-500
may be applied to meeting degree requirements, courses need to be
approved by the student’s advisor or department chairperson of the
student’s graduate major and the Dean of Graduate Studies and
Research. Undergraduate courses should not be standard offerings for
post-baccalaureate degree programs.
Confidentiality and Privacy of Student Records
(F.E.R.P.A.)
Transfer of Credit
University policy is in compliance with the Pennsylvania “Right To
Know Law of 1957” and the federal “Family Education Rights and
Privacy Act of 1974” concerning the rights of students to
confidentiality and privacy of their records.
A maximum of nine (9) semester hours of graduate credit earned at a
regionally accredited or state approved college or university will be
accepted for transfer to a student’s graduate program at Edinboro
University of Pennsylvania.
The release of the following “directory information” is permitted
under the law, and it may be released to third persons at the discretion
of the coordinator of records without the prior permission of the
student:
1.
2.
3.
4.
5.
6.
7.
8.
Students in the Master of Fine Arts degree program may transfer a
maximum of 15 semester hours. The Dean of Graduate Studies and
Research must authorize transfer credits. Transfer credit is, as a
general rule, only authorized if the course is not offered by Edinboro
University. If the institution granting the graduate credit has placed
limitations on the use of this credit, these same limitations will be
placed on transfer credit requests.
Student’s name
Campus, local or home address, e-mail address, and
telephone
number
Date, place of birth, weight/height (for members of athletic
teams)
Dates of attendance, most recent or previous educational
institution attended, academic major
Date of graduation and degree/awards received
Student activity participation (including athletics)
Information concerning alumni accomplishments
Each student has the right to prevent the release of
directory information indicated above by notifying the
Office of Records and Registration in writing. Such
notification must be submitted to the Office of Records and
Transfer credit will only be authorized if (1) a grade of “B” or better
has been earned, (2) the credits were completed within a five-year
time period from the date of the semester or session in which the
student earned the first accepted credits of the master’s degree
program, (3) the approval procedures have been followed and (4) the
School of Graduate Studies and Research is provided with an official
transcript for the completed credit.
The Dean of Graduate Studies and Research may deny a student permission to transfer credit when the course is judged to be outdated or
inappropriate, or if the proper procedure has not been followed.
- 18 -
1.
2.
3.
Students seeking admission to the graduate program who
desire acceptance of graduate credit completed at another
institution must apply for the transfer of credit when the
application for admission to the graduate program is
submitted. Copies of the forms needed to request acceptance
of transfer credit may be obtained from the School of
Graduate Studies and Research. When an individual is
notified of his or her acceptance to the graduate program he
or she will also be informed whether or not the request for
acceptance of transfer credit has been approved.
Candidates for the master’s degree must have earned a cumulative
grade average of B or better for their degree program. In addition,
they must meet other standards as determined by the department
offering the program. A student who is unable to meet the standards
of quality of work set by a department may be asked to withdraw at
the end of any semester or session.
Students who have already been admitted to the graduate
program at the University must have submitted a request for
authorization to transfer a course and must have received
written approval of this request in order to receive transfer
credit for a course to be completed at another institution.
This request for transfer credit approval must be submitted
at least four weeks prior to the beginning date of the course.
The request for transfer credit form may be obtained from
the School of Graduate Studies and Research. Transfer
credit will not be authorized if prior written approval for the
transfer credit has not been granted by the graduate dean.
Grading System
A grade of F renders the course involved unacceptable for degree
requirements; however, this grade is included when the grade
average is computed.
A – Excellent
(4 Grade Points)
B+
(3.5 Grade Points)
B – Good
(3 Grade Points)
C+
(2.5 Grade Points)
C – Below Average
(2 Grade Points)
F – Failing
(0 Grade Points)
AU – Audit
(0 Grade Points)
R – Research in Progress
RT – Research Terminated
S – Satisfactory
(0 Grade Points*)
U – Unsatisfactory
W – Withdrawal
I – Incomplete Grade
WP – Withdrawal Passing
WF – Withdrawal Failing
#
– Course Still in Progress
* The “S” grade may be used only in ART700 Seminar in Fine
Arts.
Students who have been admitted to a graduate program and
have a GPA of at least 3.0 may take one or more courses at
another institution and transfer those credits to Edinboro
University with advance approval using the transfer credit
form. The completed form must be date stamped in the
Graduate Office at least four weeks prior to the semester in
which the course begins. After-the-fact requests for transfer
credit will be denied. Transfer credit may not be used to repeat
courses already taken at Edinboro University. The Graduate
Dean is the final point of approval for all transfer credits.
An incomplete grade, I, will be issued when the work is interrupted
because of poor health. An instructor may, in unusual
circumstances other than poor health, assign an incomplete grade.
Incomplete grades must be removed within four weeks of the
beginning of the following semester (fall or spring). It is the
student’s responsibility to see that the work is completed within
this four-week period. The incomplete grade will automatically be
changed to an F grade if the work is not completed during this time
period. If a student has an incomplete grade in the semester of
graduation, he/she must complete the work and have the grade
assigned by the instructor within two weeks after commencement.
Correspondence Courses
No graduate credit is allowed for correspondence courses.
Credit by Competency Examination
Graduate credit is not awarded for competency examinations.
Competency exemption, granted in lieu of a required course in a
student’s degree or graduate certification program, is recorded on the
student’s transcript. Competency exemption requires the approval of
the program head and the graduate dean. In addition, if a required
course is waived, it must be replaced by an elective course approved
by the program head.
A temporary grade of R is issued to indicate that no grade is
presently available because the research/thesis is still in progress.
After the research has been completed, the R is replaced with the
appropriate letter grade. RT is a permanent transcript grade that
automatically replaces the R grade after a period of two calendar
years. In order to complete the thesis, a student must reinitiate the
proposal process, which includes registering and paying for thesis
credits a second time. The satisfactory completion of the thesis
does not result in removal or replacement of the RT grade.
Maximum Credit for Independent Study
A maximum of six semester hours of credit (exclusive of the thesis)
earned in independent study, individualized instruction and/or
independent reading will be accepted in meeting the minimum credit
requirements for the master’s degree.
Time
Limitations
Requirements
on
Meeting
Degree
A grade of W shows that the student withdrew between the 4th and
10th week of the semester or the equivalent time period of a
summer session.
All requirements for the master’s degree must be completed within a
five-year time period beginning with the semester or summer
session in which the individual completed the first accepted credits
of the master’s degree program. If unusual circumstances have
prevented an individual from the normal pursuit of his or her
graduate studies, he or she may apply to the graduate dean for an
extension of the five-year time limit.
A grade of WP shows that the student withdrew from the course
after the 10th week of the semester or the equivalent time period of
a summer session and that he or she was, at the time of withdrawal,
earning a passing grade.
- 19 -
A grade of WF shows that the student withdrew from the course
after the 10th week of the semester or the equivalent time period of
a summer session and that he or she was not earning a passing
grade at the time of withdrawal.
may continue the appeals procedure.
2.
All grade appeals shall be made by the student in writing
directly to the faculty member who gave the grade within
twenty-five (25) calendar days after the beginning of the
semester following the issuance of the grade. A copy of the
appeal must be sent to the chairperson of the department in
which the appeal is made. Summer school shall not constitute
a semester.
3.
Should the faculty member find in favor of the student, the
grade change form, initialed by the department chairperson,
shall be sent within ten (10) University calendar days to the
Coordinator of Records. Should the faculty member find in
favor of the grade as given, the student shall be notified in
writing within ten (10) University calendar days.
4.
Should the student desire, he/she may appeal a negative
decision by the faculty member to the Academic Appeals
Committee of the department in which he/she received the
grade within ten (10) University calendar days after being
notified by the faculty member. The appeal shall be made in
writing to the chairperson of the departmental Academic
Appeals Committee. A copy should be delivered to the
department chairperson.
The grade of AU shows that the student completed the course, but
that no credit was earned because the individual registered for the
course on an audit basis. A student who registers for a course on an
audit basis who fails to complete the course will receive a WP
grade.
Repeating Courses
Courses may be repeated only under extenuating circumstances and
then only with the approval of the Dean of Graduate Studies and
Research. The grade earned when a course has been repeated is
shown on the official transcript along with the original grade. In
computing the cumulative grade average the grade earned when the
course was repeated is substituted for the original grade.
Auditing a Graduate Course
A student possessing a bachelor’s degree from a regionally
accredited college or university may audit a graduate course. This
student will not be responsible for course examinations; however,
the instructor may, as a condition for approving the auditing of the
course, require that the individual be responsible for course
assignments. Although no credit or grade is received when a
student audits a graduate course, regular course fees and special
fees are charged. Students who register on an audit basis may not
change to credit status after the end of the “add” period.
The committee shall hold a hearing within ten (10)
University calendar days following the student appeal. Both
the faculty member and the student involved shall be invited
to attend. The committee shall have the power by simple
majority vote to decide cases involving grades erroneously
calculated or recorded or where prohibited discrimination is
alleged. Should the committee find in favor of the student, a
recommendation of a grade change shall be sent to the dean
of the appropriate school.
Official grade sheets and transcripts will contain the letter “N” to
show that the course was completed. If the individual fails to
complete the course the official grade report and transcripts will
show a “Y” grade.
The student desiring to audit a course shall, prior to his or her
enrollment in the course, complete an application for admission to
graduate study and obtain the written approval of the instructor to
enroll in the course.
The dean shall thereafter submit the grade change form to
the Coordinator of Records after the department chairperson
has initialed the grade change form with a copy to the Dean
of Graduate Studies and Research. A tie vote of the
committee upholds the faculty member’s decision. No
student or faculty member shall sit in judgment if he/she is
involved in the case. With the exception of the grade, no
part of this procedure shall become the part of any
individual’s (faculty or student) University record or file.
Appeal of a Graduate Grade
This policy provides for due process in the rare instance when a
student believes that a final grade assigned in a course is erroneously
calculated or recorded, or is a result of prohibited discrimination by
the course instructor.
5. In cases where the student alleges that the final grade is
based on prohibited discrimination, the student may, within
ten (10) University calendar days after being notified of the
committee’s decision, appeal a negative decision of the
departmental Academic Appeals Committee, in writing, to
the president of the University or his/her designee. The
president or his/her designee shall hold a hearing within ten
(10) University calendar days. The faculty member, the
chairperson of the Academic Appeals Committee, the student involved and the University affirmative action officer
shall be invited to attend. The president shall have the right
to direct the change of the grade where he/she finds that the
grade decision was the result of prohibited discrimination.
Each academic department of the University shall have an Academic
Appeals Committee. Membership of the committee shall consist of
at least three faculty members of the department and at least two
students who are majors in the department’s programs, all of whom
shall be elected by the department faculty.
Students wishing to appeal a final grade must initiate the appeal
within twenty-five (25) calendar days after the beginning of the
semester following the issuance of the grade. Summer school shall
not constitute a semester. With the exception of the grade, no part of
this procedure will become a part of any individual’s University
record or file.
Appeals Procedure
1.
Withdrawal From a Course
A student is not officially withdrawn from a course until he or she
has informed the Graduate Office in writing of the withdrawal.
Graduate students may withdrawal from one or more classes at any
The student should initiate the appeal by consulting on an
informal basis with the faculty member who gave the final
grade. If no satisfactory results are achieved, then the student
- 20 -
point in the semester after the third week of classes. Students who
withdraw from scheduled courses during the first two weeks of a
semester, or an equivalent period during a summer session, will be
permitted to drop their classes without academic penalty; no academic record will be kept for those courses. From the fourth
through the tenth week, students who withdraw from their classes
will receive a W on their academic record for the courses from
which they withdraw. An official withdrawal from all classes after
the first ten weeks of the semester or equivalent session will result
in the student receiving grades of WP (withdrawal/passing) or WF
(withdrawal/failing).
Academic Credit and Course Load
The unit of academic credit is the semester hour which normally
represents 50 minutes of lecture or recitation per credit during each
week of a 15-week semester. Seminars, research courses and
laboratories bear academic credit appropriate to the work expected
of the students in the course.
Students attending on a part-time basis while being employed on a
full- time basis may enroll for no more than six semester hours of
credit a semester. A full-time student may earn 15 semester hours of
credit each semester, but it is recommended that they not enroll for
more than 12 semester hours.
Students planning to withdraw from the University under the
provision of this policy are subject to the current refund policy
stipulated in the University catalogue. There is no provision for a
formal leave of absence.
The policy on course load is designed to permit a student to proceed
in the degree program at his or her own rate and yet protect the
student from registering for more credits than he or she can
reasonably expect to complete satisfactorily in a given semester or
summer session. Degree students admitted on a conditional basis are
advised to carry a light course load.
Graduate students who withdraw from classes, but not from the
University, are not required to be reinstated to the University.
Graduate students have five years to complete a graduate program.
They are not required to attend in consecutive semesters.
Written authorization to carry an academic overload may be granted
only by the dean of the appropriate school and must be submitted at
the time of registration. However, authorization for a student who is
also a graduate assistant must be approved by the Dean of Graduate
Studies and Research to carry an academic overload.
Withdrawal From the University
Enrolled graduate students who wish to completely withdraw from
their courses must inform the staff of the School of Graduate Studies
and Research of their intention to leave school. This office is located
in Biggers House.
Earning a Second Master’s Degree
Individuals who have completed a master’s degree and who desire
to earn another master’s degree while attending Edinboro University
will be permitted to transfer to this new degree no more than a total
of nine semester hours of graduate credit earned as a part of the
previous master’s degree. However, a student is not permitted to be
enrolled in two master’s programs simultaneously.
Students in the master of arts degree programs in counseling may
transfer to a second master’s degree a maximum of 12 semester
hours earned as part of a previous degree. Students in the master of
fine arts degree program may transfer a maximum of 15 semester
hours earned as part of a previous graduate degree.
Attendance
Students are expected to attend classes for which they are registered.
In the case of unavoidable absences the student bears the
responsibility of arranging with the instructor for any necessary
makeup work. In determining the course grade, the instructor will
take into consideration work missed due to absences.
Class Cancellation
It is the policy of the University not to cancel scheduled classes
because of weather conditions. In cases of an emergency which
disrupts transportation facilities or creates personal problems,
students should make decisions as to attendance which appear
appropriate to them in their particular circumstances.
These credits will be accepted for transfer to a student’s degree
program at the University if (1) the credit is approved by the Dean
of Graduate Studies and Research, (2) a grade of B or better has
been earned, (3) the credits were earned at a regionally accredited
college or university and (4) the credits were earned within a fiveyear time period from the date of the semester or session in which
the individual earned the first accepted credits of the new master’s
degree program. The application for admission to a second degree
program should be obtained from the School of Graduate Studies
and Research. The application for admission to a second degree
program will be evaluated by the dean. The dean will inform the
applicant of the disposition of the application for admission to a
second degree program.
Registration Procedures
Information regarding registration is mailed to all active graduate students prior to each semester and summer sessions. Students may
register online using S.C.O.T.S., by fax, mail or by person at the
Office of Records and Registration located in Hamilton Hall. If
registration is processed during the pre-registration interval, payment
can be delayed. Students registering later should be prepared to pay
for tuition and fees. A fee of $25.00 is charged for late registration.
Newly admitted students will be informed of the registration process
at the time of admission.
Enrollment of Undergraduate Students
Adding Courses or Changing Courses
Students enrolled in the undergraduate program of a regionally
accredited college or university may enroll in a limited number of
graduate courses if 60 or more semester hours of credit have been
earned, if their cumulative quality point average is 3.0 or better on
a 4 point scale, and if they have the written approval of the course
instructor, their advisor, the dean of the appropriate school and the
Dean of Graduate Studies and Research. Students must complete
the “Permission to Enroll in a Graduate Course” form.
Students who have completed registration may, prior to the second
scheduled class meeting, add a course to their schedule through the
SCOTS system. Students who have completed registration may,
prior to the end of the add period, change a course on their schedule
through SCOTS.
- 21 -
prepare with this faculty member’s assistance a prospectus for the
independent study and the application requesting authorization to
enroll for independent study; (3) submit the prospectus and the
application to the chairperson of the department for approval and (4)
submit a copy of the prospectus and the application for approval to
enroll for independent study, signed by the departmental
chairperson, to the dean having jurisdiction over the student’s major,
and to the Dean of Graduate Studies at least one week prior to the
established registration day.
Enrolment of Seniors in Graduate Courses for
Graduate Credit
Undergraduate students who are within 12 semester hours of
completing all courses and/or credit requirements for the bachelor’s
degree may enroll in up to a maximum of nine semester hours of
graduate credit provided (1) the student has completed all
requirements for admission to graduate study except the earning of
the bachelor’s degree, (2) the courses are approved by the
individual’s graduate advisor or the chairperson of the department
of his or her graduate major, (3) graduate course fees are paid and
(4) the combination of graduate and undergraduate credits taken in
one semester does not exceed 15 semester hours and the number of
graduate credits does not exceed nine semester hours. Graduate
credit will be granted upon completion of the bachelor’s degree, if
this degree is completed within one calendar year following the
completion of the first course.
The independent study must be designed so that it will be
satisfactorily completed before the end of the semester or summer
session in which registration for the independent study took place.
Upon completion of the independent study, a written report of the
study will be submitted to three faculty readers who will evaluate
the study and recommend the grade to be awarded. The readers are
assigned by the departmental chairperson and includes the faculty
member who supervised the study. A copy of the completed
independent study is filed in the office of the departmental
chairperson.
Faculty Enrolment in Graduate Courses
The continuing education of faculty is recognized as basic to the
vitality of the University. Therefore, faculty are generally
encouraged to enroll in graduate courses which will enhance
professional growth. Faculty are generally expected to pursue graduate degrees and/or courses leading to promotion and/or tenure at
other institutions. It is recognized that retraining of faculty is
essential to meet changing program needs.
1.
As a general rule independent study will not be authorized as a
substitute for a course offered by Edinboro University.
Authorization for independent study is a privilege and not a student
right.
Individualized Instruction
Faculty are encouraged to enroll in graduate courses at the
University to provide for their continuing education and
professional growth. Faculty are particularly encouraged
to enroll in such courses where newly-acquired knowledge
and skills will better enable them to respond to the
instructional needs of the University.
2.
Faculty may not use graduate courses completed at the
University after their employment as a member of the
faculty to qualify for tenure or promotion. Exceptions to
this provision for justifiable reasons may be made with the
recommendation of the appropriate dean and the approval
of the Vice President for Academic Affairs.
3.
Faculty are encouraged to pursue graduate courses and/or
programs as retraining which will increase the flexibility
of faculty use and will enable existing faculty to meet
student needs for courses and programs.
Individualized instruction is defined as individual study of a regular
course during an academic semester when the course has not been
regularly scheduled.
Enrollment for individualized instruction is limited to an individual
who has been admitted as a degree student, a non-degree
certification student or an advanced certificate student.
Authorization to enroll in individualized instruction requires the
approval of the department chairperson, the dean having program
jurisdiction over the graduate student’s major, the Dean of Graduate
Studies and Research for final approval.
The individualized instruction must be designed so that it will be
satisfactorily completed before the end of the semester or summer
session in which registration for the individualized instruction
occurred. Authorization for individualized instruction is a privilege
and not a student right.
Graduation Review and Commencement
It is the student’s responsibility to apply for graduation at the
appropriate time. To avoid a late fee your graduation card must be
submitted by the end of the add period for the respective graduation
semester/session. All late fees are $100.
Independent Study Courses
Independent study is designed to provide students with the
opportunity to organize and conduct a piece of research under the
supervision of a faculty member but independent of scheduled class
meetings and regular assignments.
Upon official verification that your degree requirements have been
met and provided you have no holds on your University account,
your diploma will be mailed a few weeks after the graduation date to
your home address unless you request otherwise
Enrollment for independent study is limited to an individual who has
been admitted as a degree student, a non-degree certification student
or an advanced certificate student.
Commencement
A student may earn a maximum of six semester hours of credit in
independent study and/or individualized instruction with no more
than three credits earned in a semester or in a summer session. An
individual who wishes to register for independent study must, well
in advance of the registration period (1) contact his or her advisor to
ask for assistance in identifying a faculty member who might serve
as the supervisor of the independent study; (2) after the faculty
member has been found who will supervise the independent study,
Edinboro University holds commencement ceremonies in December
and May. The dates of commencement are established by the
President. Attendance at commencement is not mandatory.
Individuals who complete degree requirements during the summer
session preceding the December commencement ceremony will
receive their diploma by mail approximately three weeks after the
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graduation date. These individuals are also invited to participate in
the December ceremony. Individuals who complete degree
requirements during the first semester will participate in the
December commencement. Individuals who complete degree
requirements at the conclusion of the second semester will
participate in the May commencement ceremony.
Graduate students with 3.95 GPA or higher will be given
recognition in the commencement program. Diplomas will be
mailed to students following official verification of completion of
degree requirements.
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ACADEMIC RESOURCES, SERVICES AND SPECIAL PROGRAMS
special collections rooms are staffed and open to the public. A
wireless network in the building ensures ready access to electronic
resources and networked services. A computer lab, seminar rooms,
classrooms, and A-V previewing rooms are also available. Ample
space is provided for individual study with both study tables and
carrels. A coffee bar was recently added.
Performing Arts Series
The mission of the Office of Performing Arts is to promote the live
performance of visual and performing arts. Sponsored by the
Edinboro University Student Government Association and Edinboro
University of Pennsylvania, the Performing Arts Series provides as
diverse a programming schedule allowed by available funds.
Committed to the University’s 21st “Century of Civility,”
Performing Arts provides programs that reflect this motto and
elevate the arts at Edinboro. The Performing Arts Office is located
in the Diebold Center for the Performing Arts, phone 814-732-2518.
Technology and Communications, Ross Hall
With state-of-the-art facilities and services, Edinboro University of
Pennsylvania is sure to meet all of your technology needs. Read on
to discover the many technological resources available to you as an
Edinboro student.
Baron-Forness Library
Baron-Forness Library is a progressive, dynamic resource
committed to supporting the curricular and research needs of
Edinboro University.
Academic Resources
•
Students can access 60 computer labs with a variety of
hardware and software. A number of academic
departments operate their own computer labs in
conjunction with the University-wide Technology and
Communications operations. One lab is available for use
overnight. All computer labs are connected to the campus
network and the Internet.
•
Some of the many resources for students to improve their
computer skills include help sheets, web-based
information, and computer lab assistants.
•
The campus features a $6 million R. Benjamin Wiley Arts
& Sciences Center, which includes cutting-edge teaching
and learning facilities with four auditorium-style
classrooms, three technology-enhanced classrooms and a
distance education classroom. All of the classrooms
include a “smart podium,” a specially equipped desk that
enables faculty members to operate computer and audiovisual equipment from one location. A number of
classrooms across the campus are equipped similarly. The
distance education classroom links to a number of learning
sites in the area, as well as the State System central office
in Harrisburg and other State System universities for
multipurpose videoconferencing.
•
Many courses have web-based supplements, and Edinboro
University offers a growing number of web-based courses
and programs.
As the largest academic library in the region, Baron-Forness
provides information and services to members of the University
community as well as the residents of northwest Pennsylvania, ever
mindful of the challenge of change in an information-driven
environment. University faculty and students are increasingly aware
of the challenges presented by the pace of technological
development and explosion of information. To meet these
challenges, the Library provides access to electronic indexes, books,
journals and reserve materials as well as multimedia materials,
software, and equipment.
Increasing numbers of these resources are available remotely to
meet the growing number of commuting and distance education
students. The Library’s catalog provides a web-based resource for
identifying and locating books, periodicals, media, and other
resident materials. Among other features, this sophisticated tool
enables patrons to check their record for overdue or outstanding
items, or renew materials online. Also, they can now search the
electronic catalogs and request materials from many of the academic
libraries in Pennsylvania. Indexes and databases accessible via the
Internet have largely replaced their counterparts in CD-ROM and
printed formats. In this way, many of the important indexes in
respective fields (e.g. education, psychology) are now accessible to
current students, faculty, and staff of the University from any
networked PC on campus and, in many cases, from off campus as
well. Printing, in black and white or color laser, is
available.
Co-Curricular Resources
StudentNet is the term we use for technology services provided for
students living in the residence halls. We provide internet
connections, cable television service, telephone service, and
technicians who are available to assist students with their technology
needs. Our traditional residence hall rooms are wired for two highspeed data connections, digital satellite cable television service, and
a telephone connection. The telephone features provided include
caller ID, call waiting and three-party calling. The new Highlands
suite housing units are wired for high-speed data connections and
digital satellite cable television service in each bedroom and the
common living area. Additionally, wireless internet service is
available throughout the buildings. Although telephone service is
not available in the units, courtesy phones are provided in each
hallway.
As information becomes increasingly reliant upon delivery by
electronic
means,
the
Library’s
home
page
(http://www.edinboro.edu/departments/library/) is the primary
vehicle for keeping up with the many exciting changes occurring in
the Library. Many traditional printed services are now available in a
web-based format including: interlibrary loan requests, reserves, and
book suggestion forms. To help in the use of all these resources,
library faculty is available seven days a week to provide research
assistance. Library faculty also teaches research techniques through
classroom presentations, library tours and training sessions. A
multimedia lab was recently created to accommodate the needs of
those dealing with non-textual types of information. Workshops on a
variety of topics assist users of productivity software.
Wireless internet access is available in all areas frequented by
students including classroom buildings, the library, student lounges,
dining areas and residence hall lobbies.
The Library is organized to allow students and faculty easy access to
library materials. The open stack plan allows researchers direct
access to the book and journal collection. University archives and
- 24 -
The Student Technology Help Center is located in the lobby of Ross
Hall. It was created to provide assistance to students in meeting their
technology needs. All students may receive assistance with
technology issues by stopping in, calling, or scheduling an
appointment with one of our trained student technicians to come to
their residence hall room.
leadership development; promote scholarship and encourage
intellectual development; enrich the intellectual environment of
graduate education institutions; and to encourage high standards of
ethical behavior. The Alpha Nu chapter of Alpha Epsilon Lambda
was chartered in June, 2004. Applications for admission are
available in the School of Graduate Studies and Research and on
the Graduate Studies website.
Services available to students include:
•
residence hall internet, cable television, and telephone
assistance network, email, S.C.O.T.S. account help
•
EUPnet wireless connectivity assistance help to ensure your
computer is up-to-date with the latest updates, hot fixes,
patches, antivirus & security
•
computer hardware sales & service
Other Services
The Reading Clinic, offered by the Department of Elementary
Education, is located in the Miller Research Learning Center. The
Clinic’s primary purpose is to train reading specialists at the
graduate level and to introduce clinical concepts to undergraduates.
Operating in a clinical setting under the direct supervision and
guidance of the Reading Clinic director, the University students in
the reading program work with children who have a variety of
reading difficulties.
Student Resources
•
Students are provided e-mail accounts and network storage
space for their academic files. Their e-mail can be accessed via
a web browser at any time and from anywhere in the world.
Their network storage can be accessed from any computer
connected to the campus network.
•
Students can create web pages in their account areas and access
•
these pages via http://users.edinboro.edu/username.
•
Students have access to S.C.O.T.S., our Student-Centered
OnLine Transaction System. With it, students can register, add
and drop classes, view their academic history, grades, and
conduct other University business.
•
Students can access their financial aid and bill via S.C.O.T.S.
and pay their bill with a credit card.
•
Information such as course schedules, course descriptions, and
•
student handbook are available on the University’s web site.
The Miller Educational Technology Center, operated by the
Elementary Education Department, is located in room 136 of the
Miller Research Learning Center. Its primary purpose is to instruct
graduate and undergraduate University students in the use of
computers and educational technology in school classrooms. In
addition, the laboratory is available to education students and faculty
to meet personal computer needs including Live Text work.
The Governor George M. Leader Speech and Hearing Center
provides assessment and treatment services for individuals with
communication disorders. A wide range of services are provided for
children and adults with needs in the areas of
articulation/phonology, accent reduction, augmentative and
alternative communication, fluency, voice, receptive and expressive
language, cognition, and swallowing. Clients are seen on a regular
basis and are accepted from within the University, public and
parochial schools, hospitals, nursing homes, and the community at
large.
We are a fee-for-service clinic providing services at a reasonable
cost. A reduced rate, based on a sliding fee scale, is available for
those with low income and/or extreme financial hardship who meet
the qualifying guidelines.
For more information on technology at Edinboro, please call
Technology and Communications at 814-732-2111.
Graduate Student Organizations
Graduate Student Council
The Graduate Student Council serves as a student council to
graduate studies. Of specific concern are issues related to
responsiveness of graduate programming to student needs and
policies and practices in the presentation of graduate education at
Edinboro University. Membership on the Graduate Student Council
consists of one representative of each graduate program nominated
by the head of each graduate program for a term of office not to
exceed two years. However, all graduate students are invited to
participate in Graduate Student Council. When deemed appropriate,
the president of the Graduate Student Council may be invited to
attend Graduate Council meetings.
All clinical activities are supervised by faculty holding the
Certificate of Clinical Competence in Speech/Language Pathology
or Audiology from the American Speech-Language-Hearing
Association and a Pennsylvania license.
Any interested student or University employee may obtain
additional information by contacting the Leader Speech and Hearing
Center Office at 814-732-2433.
Graduate Professional Development Program
The Graduate Professional Development Program (GPDP) makes
funds available for graduate student professional development
grants. The grants are intended to help students in scholarly
activity, research, and in the presentation of papers at meetings or
conferences. The grants can be used to defray registration,
transportation, lodging, and meal costs. Further information and
application can be found at the School of Graduate Studies and
Research website.
Learning Technology Services, located in the lower level of Ross
Hall, provides a variety of services to students, faculty and staff.
Falling within the framework of the Technology and
Communications Division, the Office provides loan of instructional
technology including camcorders, projectors, audio systems, as well
as technical support of videoconferencing technology. The Office
also provides expertise in the area of audio-visual, and video
equipment recommendations and specifications, and other numerous
services to faculty and staff including technology training and access
to instructional hardware, software, and classroom technology
support.
Alpha Epsilon Lambda
Alpha Epsilon Lambda is the honor society of graduate and
professional school students. The mission of Alpha Epsilon
Lambda is to: confer distinction for high achievement; promote
- 25 -
Student Affairs
University’s comprehensive student health program. It is centrally
located on campus and is accessible to all students.
The mission of the Division of Student Affairs is to anticipate, plan
for, and respond to the needs of a diverse student body in a
constantly changing world. This is accomplished by providing
programs and services that enhance learning and personal growth.
Collaborative efforts with other campus and community entities are
fostered to establish a supportive and challenging learning
environment, encourage student involvement in shared governance,
and create a community essential to advancing the University’s goal
of excellence.
CAPS is committed to the enhancement of the potential of all
students by helping them to address and resolve concerns that may
interfere with their academic progress, psychological health,
personal effectiveness, and satisfaction with student life. Through
the provision of high quality psychological services and educational
programs that apply knowledge and principles derived from the
social and behavioral sciences, CAPS assists all students to obtain
the most benefit from their educational experiences.
Student Judicial Affairs
Standards of scholarship and conduct are established to maintain
order, to provide for the safety and well-being of all members of the
University community, to support a positive living and learning
environment, and to uphold the good name of the University.
Students are held accountable for their actions and are encouraged to
act as positively contributing members of the University community.
Consistent with the educational mission of the University,
appropriate efforts are made to foster personal and social
development. The Office of Student Judicial Affairs provides the
due process through which allegations of misconduct are
adjudicated. Copies of the Student Code of Conduct and Judicial
Procedures are available at the Office of Student Judicial Affairs in
Lawrence Towers and on the University website.
CAPS provides services to enrolled students without charge on a
short-term basis with a focus on facilitating personal and academic
growth. The faculty includes psychologists who provide counseling
for personal, social, and emotional concerns, as well as brief
psychotherapy, crisis intervention, group programs, personal
development opportunities, consultations, psychological assessment,
and referrals. A listing of the personal development and group
programs being offered is available from CAPS. The Sexual
Violence Victim Advocate and Wellness Peer Educator programs
are coordinated by this office.
Hours are 8:00 a.m.-5:00 p.m., Monday through Friday, during each
semester, except when the University is officially closed.
Appointments are requested and can be made by phone or in person.
At times there may be a waiting list to initiate services, except for
emergencies. All services provided are held strictly confidential. For
additional information, call 814-732-2252 or visit us at
www.edinboro.edu, search: CAPS.
Student Health Services
The University is genuinely concerned that students remain in their
maximum state of health and wellness. Student Health Services is
available to provide health care and health education for students.
The wellness approach to health care is of utmost importance to the
staff of Student Health Services. Maintaining a healthy student
population increases class attendance, and improves overall
academic performance. Student Health Services is staffed by
licensed family physicians, certified registered nurse practitioners,
and registered nurses certified in the college health specialty. In
2007 the Student Health Services was accredited by the
Accreditation Association for Ambulatory Health Care. This
distinction is shared by only eleven student health centers in the
state of Pennsylvania. The goal of the staff is to promote wellness,
healthier lifestyles, provide health education, increase health
consumer awareness, and encourage self-care responsibilities. A
wide referral base is maintained for any expertise needed to treat the
student. Ambulance service is available from the local community
fire department and is utilized at the student’s own expense or
his/her insurance carrier. Extreme confidentiality is maintained and
information will not be released without the student’s written
permission. Students are encouraged to have open communications
with their family or significant other. Short-term observation is
available if the staff feels it would be appropriate. A sample of
services available at the Health Center include: illness and injury
diagnosis and treatment TB testing, allergy injections, physicals,
STD testing, pap tests, birth control, immunizations, domestic
violence counseling, HIV/AIDS counseling and testing, drug and
alcohol counseling, sexual assault counseling, educational programs,
weight management, eating concerns, nutrition, stress management,
and sexual health. For additional information, please call to schedule
an appointment with our professional staff at 814-732-2743.
Student Government Association
The Student Government Association office is located in the Pogue
Student Center. SGA is the official representative body of the
students of Edinboro University. SGA responds to various student
interests and concerns in order to enhance the quality life for
Edinboro University students. SGA officially recognizes student
organizations for funding and allocates an annual budget to the
various organizations on campus. SGA also sponsors campus-wide
programs and activities with funds collected from the Student
Activity Fee.
SGA members have many opportunities to enhance leadership skills
through participation in weekly congress meetings, serving on a
variety of committees, and attending various leadership conferences.
Congress applications are accepted at the beginning of each
semester. A Congress member serves a term of two semesters.
SGA also operates a convenience store in the Pogue Student Center
and provides a shuttle service for on and off campus transportation
needs. All students are encouraged to learn about and participate in
their Student Government Association. We welcome you to attend
our weekly meetings held every Monday at 5:00 pm in the
Zahorchak Seminar Room of the Pogue Student Center.
University Center Information Desk
The University Center information desk is located on the first floor
lobby of the Pogue Student Center. This office provides an
information exchange for faculty, staff, students and the general
university community. The information desk is staffed from 7:30
Counseling and Psychological Services
Counseling and Psychological Services (CAPS) is part of the
- 26 -
a.m. to 11:00 p.m. while classes are in session. The telephone
number is 814-732-2842. Information that can be obtained at the
information desk includes:
Adaptive Athletic Program
Edinboro University offers a unique opportunity for students with
disabilities. The adaptive athletic program offers students with
disabilities opportunities in athletic competition. The University
offers competition in wheelchair basketball and power lifting.
Edinboro was honored to host the 30th Annual National
Intercollegiate Wheelchair Basketball Tournament in March 2007.
Fitness Center
The Fitness Center is located on the ground floor of the Pogue
Student Center. Two gymnasiums, three racquetball courts,
combative sports room and men’s and women’s locker rooms each
with a sauna and steam room as well as a Climbing Gym, elevated
track, two aerobics rooms, free weights, circuit training machines
and cardio equipment are all available for student use. Also located
within the Fitness Center is an equipment room where students can
check out a variety of sports balls and equipment.
University and student organization meeting information
Phone numbers for offices, faculty and staff
Frequently requested local phone numbers
Events and activities announcements
University Programming Board sponsored events information
Student Government Association updates and information
University concert series information
University Center programs and activities
Edinboro varsity and club sports schedules
Other general University information
Volunteer Service
Volunteer services located in the Campus Life Office works in
conjunction with the Community Outreach Center. Over the years,
Edinboro University of Pennsylvania students have contributed
thousands of dollars and hundreds of service hours to northwest
Pennsylvania. Community service and volunteer work are
expectations of students at Edinboro University. The Campus Life
Office has established a means for students to have opportunities to
get involved in community service projects. If students wish, they
can document their volunteer work on “pink volunteer” cards. This
is one more way the University, students, clubs, and the community
work together to create a more positive living/learning environment
for the greater Edinboro area. Their service hours can be provided
on a transcript, at no charge, to the student for graduate school
applications.
Recreational Sports
The Recreational Sports Program is located in the Fitness Center of
the Pogue Student Center. Looking to participate in a structured
recreational sports activity? Stop by and check out all the action!
Sports are offered in men’s, women’s and coed leagues and
tournament format in the following sports: basketball, flag football,
soccer, tennis, volleyball, racquetball, softball, table tennis and
more.
Campus
(CORE)
Outdoor
Recreational
Experience
CORE provides the campus community with additional outlets for
the expenditure of leisure time. Outdoor recreational trips complete
with equipment rentals include white water rafting, skydiving,
caving, inline skating, mountain hiking, alpine and cross country
skiing, tubing and snowboarding. Interested students may also take
instructional non-credit mini-courses in scuba diving, canoeing,
bicycle repair and backpacking.
Campus Life
The Campus Life Office hosts a number of events throughout the
year that are planned and coordinated by students, for students. The
University Programming Board is the central event planning group
for the campus. This student-run committee provides entertainment
and activities for all students. The purpose of these events is to
enhance the educational, cultural, social, and recreational aspects of
the university experience. Activities include speakers, comedians,
recreation, and a wide variety of other events that are free to
students. The University Programming Board also oversees the
Student Concert Committee, Homecoming Committee, Welcome
Week Committee, and SnowFest Committee.
Athletics
Recognized as one of the top programs in the Pennsylvania State
Athletic Conference, Athletics continues to promote excellence in
and out of the classroom.
Offering 17 intercollegiate sports, seven men’s and ten women’s, the
University has established a rich tradition with its ongoing
accomplishments in the arena of collegiate athletics. The foundation
of the athletic success is an experienced and knowledgeable staff,
consisting of professional coaches and support personnel who have
combined to serve Edinboro University for 300 years. Many of the
coaches are recognized annually for their statewide and national
success.
The Student Concert Committee is an organization funded by
Student Government Association, and is led by a student concert
director, along with a student committee. The series hosts multiple
concerts throughout the school year, bringing in music from all
types of genres for students to enjoy.
Athletic scholarships are awarded to deserving student-athletes with
aid determined by each individual sport coach.
Homecoming is one of the largest events Edinboro University
offers. Led by a student chairperson, Homecoming activities include
Homecoming king and queen elections, and the ever-popular
Homecoming parade.
Overall, it is the goal of the University to provide the best quality
educational and athletic experience possible for its student-athletes.
The program has also enjoyed success in the classroom with
numerous student-athletes earning Academic All-American honors.
The department annually recognizes its scholar-athletes at a
recognition banquet for those students who have earned a
cumulative grade point average of 3.0 or better during their careers.
Generally close to 40 percent of all student-athletes meet this
criterion.
To celebrate the many snowy days in Edinboro, SnowFest is a
weeklong event of fun-filled snow activities that are open to the
entire Edinboro community. This student-run event offers activities
that include a planetarium show, talent show, a snow carnival, and
the snow king and queen pageant. This festival allows all Edinboro
residents to enjoy the wonderful, long winter season.
- 27 -
Edinboro has enjoyed unprecedented individual and team success in
recent years, and this past year was no exception. Six teams
competed in their respective NCAA championships, including
football; men’s cross country, volleyball, men’s and women’s
swimming and wrestling. The men’s cross country team won the
Atlantic Region championship and the wrestling team won its 11th
PSAC championship in the last 13 years. The wrestling team also
captured its eighth straight Eastern Wrestling League crown and
12th in the last 13 years.
Individually, seven student-athletes earned All-American honors and
Jarrod King was named EWL and PSAC Wrestler of the Year, with
wrestling head coach Tim Flynn named PSAC Coach of the Year.
Edinboro wrestling competes on the NCAA Division I level,
whereas all other remaining sports participate in Division II.
Fighting Scots teams compete as representatives of the Pennsylvania
State Athletic Conference while the wrestling team is also part of the
prestigious Eastern Wrestling League.
cable television services are included in the room fee. Phone service
is provided in traditional halls, and may be selected by those in The
Highlands at an additional fee. All residence halls feature common
lounges with wireless access, recreation areas, television lounges,
vending/snack equipment and coin operated laundry facilities.
Safety and security are among our top concerns. Students living
on-campus will reside in facilities the have smoke and heat detection
systems and sprinklers throughout the facilities. In addition, card
access systems are available in many of the living units. Beyond the
equipment that is available, the halls are staffed by well trained
professional students and employees who work to maintain a safe
and secure environment. Safety education is on-going in the hall
communities. In addition, the university police and fire safety officer
participate in staff and student education programs.
All students with valid IDs are permitted free of charge to all
University regular season athletic events.
Students will see and hear the phrase “BORO Living”, or in long
form “Building Opportunities for Residents On-campus.” The
mission of Residence Life and Housing is to provide quality
residential services that complement the mission of the University
by encouraging civility, personal development and student success.
This is achieved by offering a just and caring community for
everyone. The Residence Life and Housing staff is available to assist
new students in making the transition from home to life on campus
and to assist students in developing knowledge and skills that will
give them a foundation for achieving excellence within and outside
of the classroom. The residence hall staff provides activities and
opportunities for students to become involved in campus life and
community activities. Professional Area Coordinators are assisted
by graduate Residence Hall Coordinators and undergraduate
Resident Assistants in the operation of each community. The
Residence Life and Housing website has suggestions
for things to bring to campus, suggestions for a positive roommate
relationship, and assists you in choosing the best residence hall
community for you. Overall our website has a wealth of information
to assist you along the way. Don’t ever hesitate to e-mail or call our
office if you can’t find an answer to your question.
Students are encouraged to reside on campus throughout their
college career. Living on-campus provides connection to students
and faculty, convenience, and comfort. All residents are required to
participate in a meal plan. Students sign a Housing and Food Service
Agreement for one academic year. Edinboro University makes every
attempt to honor building and roommate preferences; however, it
maintains the right to make housing assignments for the overall
benefit of the students and the institution.
Residence Hall Facilities
Center for Career Development
Edinboro University offers a blend of contemporary housing in
suites as well as traditional residence hall communities. The
Highlands at Edinboro University is the largest single new building
project undertaken in Edinboro’s 150-year history, as well as one of
the largest economic development projects in northwestern
Pennsylvania. Over $110 million is being spent to construct
residential communities that offer students more privacy in their
living options while remaining in close proximity to classes, the
student center, dining area, and all of the campus athletic venues.
The Highlands at Edinboro University is among the most energy
efficient residence halls in the nation, using geothermal energy
technology for its climate control systems; it has been designated as
a silver LEED project. Both The Highlands and traditional housing
offer convenience and commitment from the university community
to promote student success. In all residence hall rooms each student
has individual furnishings that include a bed, dresser, desk, desk
chair and wardrobe/closet. High-speed Internet access and digital
The center for Career Development offers a variety of services to
undergraduate and graduate students, alumni, and prospective
students. Students can meet with professional staff to obtain help
with clarifying goals, interests, strengths and weaknesses in relation
to choosing a major and planning their career path. In addition to
providing counseling and assessment, the center also assists students
with resume writing, interviewing, and job searching. The Center for
Career Development also delivers workshops to classes and student
clubs and organizations on a variety of topics such as career
development and planning, resume writing, interviewing, and job
searching. Students are encouraged to visit the center early and
often.
The University offers varsity competition in the following 17 sports:
men’s basketball, cross country, football, swimming, track and field,
wrestling; women’s basketball, cross country, soccer, softball,
swimming, indoor and outdoor track and field, and volleyball. In
addition, Edinboro’s newest sport, men’s and women’s tennis,
debuted in 2010-11.
The University’s athletic facilities have seen huge makeovers in
recent years. Most notable is the Mike S. Zafirovski Sports &
Recreation Dome, a $5 million air-supported structure which opened
in the fall of 2009. The Zafirovski Dome served as the host of the
2010 PSAC Indoor Track & Field Championships, with the facility
receiving rave reviews.
Sox Harrison Stadium, home of the football, women’s soccer and
women’s lacrosse teams, had SportEx, an artificial surface, installed
in 2007, along with the addition of lights. The facility’s track was
redone the year before.
McComb Fieldhouse, the largest on-campus arena in northwestern
Pennsylvania, has also seen extensive renovation. The basketball
court was refinished in 2007, and a new weight room and aerobics
center opened in the fall of 2007. The facility has also undergone
improvements in locker rooms in recent years.
The Office of Adult Student Services
This office provides special services to assist the adult student.
Adult students are usually beyond the age of traditional
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https://secure.edinboro.edu/Apps/EVR/VehReg.pl or temporary
permit which may be obtained 24/7 from the University Police
located at the 6N main entrance of the University in the Information
Center. Your current University ID and a valid Driver’s License and
Vehicle Registration must be presented when picking up your
parking decal at the University Police Department. To avoid parking
problems, all visitors are requested to stop and obtain a temporary
parking permit and directions from the University Police prior to
parking on campus. Expired University decals may be easily
removed with the application of heat.
undergraduate students who enter the University directly after
graduation from high school. They generally have major obligations
beyond those of college work, such as full-time employment and/or
a household and children for which they are responsible. Services
include priority scheduling and oversight of the accelerated means
of earning credits option.
The Office of Adult Student Services serves as a resource for both
prospective and current adult students.
International Student Services
For additional information or assistance concerning parking on
campus, a copy of the Edinboro University Student Vehicle
Registration and Parking Regulations may be obtained from the
University Police or viewed at any time on the University Police
web site at: http://www.edinboro.edu/departments/police/. The
University Police may be contacted at any time at 732-2700 for
assistance.
International Student Services at Edinboro University is founded
upon a recognition of the diversity of the world in which we live.
The curricular and the co-curricular activities offered by the
University reflect the cultural diversity of the University community
and the commitment to intercultural and international understanding.
Edinboro University provides a comprehensive international
program encompassing a wide variety of programming and services
to international and domestic students. It also provides educational
opportunities in cooperation with colleges and universities abroad.
Students are recruited from around the world. Complete information
for prospective students from abroad is available from the
Undergraduate Admissions Office or on the International Student
Services website at
http://cms.edinboro.edu/departments/international/main.dot?host
Office for Students with Disabilities
Edinboro University has been actively involved in providing
services to students with disabilities since September 1974. The
Office for Students with Disabilities (OSD) provides needed support
services to students with various disabilities attending the
University. These disabilities include, but are not limited to,
physical disabilities, learning disabilities, visual impairments and
hearing impairments. Students are required to provide signed
medical documentation and/or test evaluations to the OSD. Services
are provided based upon documented and expressed need. Services
include personal attendant care, van transportation, wheelchair
maintenance, peer mentors, meal aides, academic aides, readers,
occupational therapy, athletic teams, sign language interpreters,
Braille, tactile drawings, alternative test arrangements, priority
scheduling and adapted computing equipment. The OSD works
closely with disability related agencies including the Office of
Vocational Rehabilitation and the Bureau of Blindness and Visual
Services. Interested persons should contact the Office for Students
with Disabilities.
Multicultural Affairs
The Multicultural Affairs Office is charged with creating a climate
that is sensitive to the needs of its diverse population. The office
achieves these objectives by designing and sponsoring programs that
lead to an increased understanding of diversity and by providing
opportunities to learn, work, and live in a harmonious environment
that is free of discrimination.
The Multicultural Affairs Office supports activities of various
student organizations including but not limited to the Alliance for
Racial Identity and Cultural Acceptance (A.F.R.I.C.A.), Identity,
International Students Affiliation, Iota Iota, Iota, Latino Student
Organization, The United Brothers of Edinboro, the historically
Black Greek Letter Organizations and United Voices of Edinboro.
These organizations are established to celebrate cultural diversity
and to provide support for the special needs of underrepresented
students. Participation on the groups’ activities is open to all
students who are interested.
The Office for Students with Disabilities employs over 200 fulltime, part-time and student employees to provide these services.
Professional staff include the director, assistant director, learning
disabilities coordinator, occupational therapist registered/licensed,
registered nurse supervisor, and assistive technology/writing
specialist.
Off-Campus Facilities
Some students elect to live in off-campus facilities. Edinboro
University assumes no responsibility for the condition of the
housing or the safety and well-being of the student while he/she
resides off campus. While the University does not provide students
with a list of off-campus options, the staff is ready to assist students
in making wise decisions about off-campus accommodations and to
assist them should any conflicts arise.
Identification Cards
Parking on Campus
Identification cards can be obtained at the Dining Services and ID
Office located in the Van Houten Dining Hall lobby Monday
through Friday, 9-11 a.m. and 2-4 p.m. (or other times by
appointment). University policy requires that all students, faculty
and staff carry the Edinboro University ID card at all times while on
campus. ID Cards are required for accessing your meal plan, door
access, fitness center admittance, charging books to Financial Aid at
bookstore, getting parking passes, checking out books at the BaronForness Library, and will provide entry into University athletic
games and cultural events. The ID card can also be used as an ATM
card if you have a PNC bank account. The ID cards are valid as long
as the holder is associated with the University and is in good
standing. Initial card cost is $5.00 and replacement card cost is
$10.00.
Parking on campus is by decal which you apply for on line at
Dining Services
Commuting
Students may wish to commute from the residence of a parent or
relative if located within close proximity to Edinboro University.
Commuting students are encouraged to use the campus dining
services and the facilities of the University Center.
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•
The meal program at Edinboro is designed to exceed our customers’
expectation. The services provided are reflective of today’s active
lifestyles, and anticipates both needs and desires. Locations and
menus are varied enough to provide diversity for the pallet as well
as flexibility for busy schedules. Whether you are returning for
another year or attending Edinboro for the first time, we are glad
that you have joined us. Your dining locations include:
•
Van Houten Dining Hall - the all-you-can-eat residential
dining center. The “Marketplace” layout features spatial
separation of the different menu concepts and is a break from
the traditional straight line cafeteria. Comfort foods, ethnic
cuisine, vegan and vegetarian options, and traditional favorites
are offered daily. Morning Editions offers full breakfast bar,
eggs and bacon to order, and a wide assortment of continental
items, fruit, yogurt, and cereals. Lunch and Dinner feature
varied options at the Fresh Grille, Trattoria, Sandwich
Central, Rice Grains & Veggies, Terra Ve, Menutainment,
& Culinary Table. Whether you are feeling adventurous or
wanting to stick with favorites there is something for every
taste and appetite. We are especially proud of working with
Edinboro Food Bank and helping to feed local area shut-ins on
a daily basis. So take as much as you want, but please be
mindful to eat all you take. A lot of good is done with the
portions left in the pan.
•
The Celtic Court at the Frank G. Pogue Student Center is a
•
convenient space for a quick bite, a study break, or as a
gathering place. Special care and quality ingredients are used at
their Grill Station as well as their Wrap Station. Pazzelli’s fine
house recipe sauces make our pizza and pasta dishes stand
apart. Have your pasta served in a freshly baked bread bowl for
a unique and filling entree. On the run? Grab an Outtakes salad,
sandwich or dessert. Looking to plug in or chill out? Either way
the Cyber Café offers wireless and wired connectivity, a
fitness room view, multiple flat screen televisions, and some of
the best Caribou coffee drinks, smoothies, Panini sandwiches,
and Au Bon Pain soups you could hope to find. Located in the
Frank G. Pogue Student Center.
•
Skipjack’s at Rose Hall is the finest retail food court in the
•
Pennsylvania State System of Higher Education. 2-Mato serves
thin crust pizzas that are a cut above the norm. Mondo’s Subs
combines fresh baked rolls with the freshest ingredients and are
prepared both to order and to individual taste. Hankering for
Mexican food? Habanero’s combines fast food affordability
with family restaurant quality. An added bonus to this location
is a Grill Station with burgers, chicken, fries and more The
front side of this space is home to Edy’s Ice Creamery
featuring hand dipped ice creams, shakes, sundaes and fresh
baked cookies. Seattle’s Best offers up industry leading coffee
drinks, Outtakes, and Scots Chocolates.
•
The Baron-Forness Library houses our flagship Starbucks
location. You can get an Outtakes sandwich or salad as well as
Creamice and teas. Be sure to take advantage of the outdoor
seating area and walk-up window when (if) weather permits!
•
Sandella’s award winning flat bread and specialty sauce
program can be found on the main level of Van Houten Dining
Hall. Whether you are looking for pizza, quesadilla, wraps, or
rice bowls... Sandella’s ingredients can be combined to satisfy.
Hot or cold, meat lover or vegetarian, you can’t go wrong here.
•
Doucette Outtakes wall mall features our prepared daily
Outtakes, Starbuck’s brew program, and Scots Chocolates.
•
•
•
•
•
•
Program Highlights
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Five retail locations are operated on an a la carte basis and
feature “meal cash credit” for students enrolled in any of the
meal plans. If food selections are greater than the meal cash
credit value, you may access your flex account or pay cash to
cover additional costs. Daily meal specials are offered to meet
the meal cash credit value in order to provide a complete meal.
The Marketplace will continue to be the “all-you-can-eat”
location allowing students to select additional items without
additional cost.
Plans designed specifically for resident and off-campus
students are available. It is required for all students residing in
the residence halls to participate in the meal plan program.
Underclassmen (students living on campus for two or less
semesters) must participate in one of the following meal plans:
19, 14, 10 meals per week, the Unrestricted plans or the 210,
175, 150 or 125 block plan with or without flex.
Upperclassmen (students living on campus for 3 or more
semesters) must participate in one of the following meal plans:
19, 14, 10, or 5 meals per week, the Unrestricted plans or the
210, 175, 150, 125, 105, 75 or 60 block plan with or without
flex. Off-campus and commuter students can participate in any
meal plan offered. A student ID is required to use your meal
program and flex account. Meal plans run from Monday
breakfast through Sunday dinner. Block plans run per semester.
Meal programs are not transferable.
FLEX DOLLARS - This pre-paid account offers meal plan
members the opportunity to make purchases above the meal
cash credit. Participants in all the meal plans with flex may add
to their flex dollar accounts at any time with a minimum of
$25.
CELTIC COIN ACCOUNTS - A flex only account for offcampus students who buy fewer meals but would still like to
have a pre-paid account. Requires a minimum purchase of
$100.
Off-Campus Students may also choose from all available meal
programs: 19, 14, 10, or 5 meals per week, the Unrestricted
plans or the 210, 175, 150, 125, 105, 75 or 60 block plan with
or without flex.
Students participating in the dining service programs are
required to abide by all relevant dining service rules and
regulations.
MASTER OF ARTS IN ART
The Master of Arts (M.A.) degree in Art will fill specific educational
needs within the northwestern Pennsylvania region, respond to the
mission and goals of the State System of Higher Education and
Edinboro University, and make use of the excellent faculty and
facilities currently available at Edinboro University. The student may
concentrate in art education or studio art.
Advising
The program director will serve as the advisor.
Program Faculty
Dr. Penelope Orr, porr@edinboro.edu
Dr. Jay Hanes, jhanes@edinboro.edu
ART EDUCATION CONCENTRATION
STUDIO ART CONCENTRATION
Program Description
Program Description
The Art Education concentration within the MA Art degree is
oriented towards the teaching of art and the building of leadership in
elementary and secondary schools. The Art Education program is
designed to provide a deeper social and contextual understanding of
the teaching of art and promoting leadership in the schools and within
the field of art education.
The Master of Arts degree is designed to further develop the artistic
competencies for the post baccalaureate student. Students achieve a
depth of study by enrolling in at least 12 credits in a specific
discipline over the course of the degree. Many M.A. degree students
are public school teachers and/or artists seeking to remain current in
their field.
Students who have a baccalaureate degree in art education or other
appropriate baccalaureate, and hold certification to teach art, will
complete 30 semester hours of graduate work. Course work is rooted
in theory and reflects current directions and literature in the field. The
field of art education, in the contemporary world, touches upon many
diverse content areas, such as psychology, humanities, and
interdisciplinary studies, as well as the more traditional content areas
such as studio and art history.
Contact Information
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Lee Rexrode
Phone: 814-732-2309
Email: lrexrode@edinboro.edu
Contact Information
Dr. Penelope Orr
Phone: 814-732-1684
Email: porr@edinboro.edu
Admission Requirements and Procedures
Individuals seeking admission as degree students in this program
must comply with the general admission requirements for graduate
studies at Edinboro University with the following specific admission
requirements for this program:
Admission Requirements and Procedures
1.
2.
3.
4.
5.
Complete the online application
Application fee of $30 (if non EUP student), or $7 (if EUP
student)
Official transcript verifying an earned baccalaureate degree
from an accredited institution
Undergraduate GPA of a 2.80. For students with a GPA
below 2.80 scores from the Miller Analogies Test (MAT)
or Graduate Record Examination (GRE) are required.
Copy of valid teacher certification in art education
1.
2.
3.
4.
5.
Curriculum (30 credits)
ARED 650 Strategies for Art Teachers
ARED 701 Current Issues in Art Education
ARED 705 Aesthetics and Art Criticism for Art Education
ARED 706 Curriculum Development in Art Education
ARED 715 Critical Readings in Art Education
ARED 720 Therapeutic Art Education
ARED 725 Culminating Experience in Art Education (6 credits)
ARED 750 Research in Art Education
EDUC 788 Research in Education
6.
7.
Complete an online application
Pay application fee of $30 (if not a former EUP student), or
$7 (if former EUP student)
Submit an official degree conferred transcript verifying an
earned baccalaureate degree from an accredited
college/university.
Submit a letter of intent (If applying for the studio, please
indicate the main medium of interest; Ceramics,
Metals/Jewelry, Painting, Printmaking or Sculpture)
Three letters of reference. These should include at least two
faculty members the applicant had as instructors for
undergraduate or graduate art courses.
Send a CD with at least 10 images in jpeg format of studio
pieces recently completed. CD’s must be postmarked on or
before the application deadline. Include a sheet that lists
the title, media, size and date of each image. CD’s will not
be returned unless the applicant includes a self-addressed,
stamped envelope with his/her application. Please do not
email images with the online application.
A personal interview if notified by the department.
Degree Requirements
Individuals must comply with the degree requirements of master's
degrees listed under Academic Standards and Policies in this
catalogue. In addition to these requirements the individual must
satisfactorily complete the culminating experience.
NOTE: This program has a limited enrollment; therefore, there is no
guarantee that individuals who meet the admissions requirements
will be accepted into this program.
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the Art Office. Under extenuating circumstances, a student may be
unable to meet with his/her advisor before enrolling in classes. In this
case, a student may enroll in classes, but must develop a Plan of
Study with the approval of his/her advisor before enrolling in his/her
twelfth semester hour of degree credit at Edinboro University.
Curriculum
A minimum of 30 semester hours of graduate credit must be earned
as a partial requirement for this degree. Master of Arts students must
take at least 12 hours in one area as a concentration. These credits
need to be earned as follows:
I.
II.
III.
Art Studio/Art Education
Art Theory Courses
Related Elective Courses
Culminating Experience
(Select A or B)
A. Final Exhibition
B. Thesis
Candidacy Proposal: Prior to being accepted for candidacy in the
MA degree program, the student must submit a Candidacy Proposal
for approval by the student's graduate committee. This proposal
should indicate the student's present involvement in the field and
possible future direction and goals.
18-21 credit hours
6 credit hours
3-6 credit hours
3 credit hours
6 credit hours
Candidacy: It is important for students to read and comply with the
Admission to Candidacy section of the University catalogue.
Courses eligible include studio Art Courses, Art Education, or Art
History courses currently offered at the 600 level or above.
MA Project Committee: The MA Project committee shall consist of
three graduate faculty members of the Art Department. The three
members of the committee shall be chosen by the student in
conjunction with the student's advisor. One member of the committee
shall serve as chairperson of the committee. The committee shall
meet at least once each semester and once during the final exhibition.
Degree Requirements
Individuals must comply with the degree requirements of master's
degrees listed under Academic Standards and Policies in this
catalogue. In addition to these requirements the individual must meet
the following requirements:
1.
2.
3.
4.
5.
Special Student Provisions: The MA degree in Art is designed for
full-time as well as part-time students. Therefore, students enrolled as
graduate special students at Edinboro University shall be eligible to
transfer no more than nine semester hours of credit into the MA
program with the approval of their advisor, the program head, and the
graduate dean.
Earn a grade of "B" or better for the course ART 735
Final Exhibit (3 credits)
Satisfactorily complete a one-person show, the site and
duration of which have been pre-approved by the student’s
graduate committee.
Satisfactorily complete an oral examination based on the
exhibition.
Submit a written artist’s statement concerning the work in
ART 735 to be displayed during the exhibition
Submit a CD with one quality image of each piece
documenting the final exhibition and the written artist’s
statement submitted to the student’s Advisor prior to
awarding the degree.
Program Faculty
SUZANNE AMENDOLARA, samendolara@edinboro.edu
LISA AUSTIN, laustin@edinboro.edu
JOHN BAVARO, jbavaro@edinboro.edu
GEOFFREY S. BEADLE, gbeadle@edinboro.edu
RACHAEL J. BURKE, rburke@edinboro.edu
MALCOLM CHRISTHILF, mchristhilf@edinboro.edu
CAPPY COUNARD, ccounard@edinboro.edu
MARK DEKA, mdeka@edinboro.edu
BENEDICT GIBSON, bgibson@edinboro.edu
CHARLES JOHNSON, cjohnson@edinboro.edu
JOHN LYSAK, jlysak@edinboro.edu
DAVID W. MARTIN, dmartin@edinboro.edu
WILLIAM MATHIE, wmathie@edinboro.edu
TERRENCE McKELVEY, tmckelvey@edinboro.edu
JAMES S. PARLIN, jparlin@edinboro.edu
LEE REXRODE, lrexrode@edinboro.edu
FRANZ SPOHN, fspohn@edinboro.edu
MICHELLE VITALI, mvitali@edinboro.edu
DAVID P. WARNER, dwarner@edinboro.edu
DIETRICH WEGNER, dwegner@edinboro.edu
CHARLOTTE WELLMAN, cwellman@edinboro.edu
Advising
Each MA student will be assigned an advisor in the program. The
advisor will be assigned by the Area faculty and by the Chairperson
of the Art Department, selected from the graduate faculty of the
student's major area of study. The student may change advisors at
any time prior to the Candidacy meeting, with the approval of the
department chairperson. The advisor will meet with the student to
develop a plan of study. All course registration by the student must
be done with the approval of the advisor. In conjunction with the
advisor, the MA student will pick a three-person committee to review
the student's ongoing work and final exhibition or thesis.
Plan of Study: Following acceptance into the MA program and prior
to enrolling in classes, the MA student shall meet with the advisor to
complete a plan of study for the degree. Changes for this designated
plan must be approved by the advisor. Copies of the plan must be
kept by the student, the advisor, and provided for the student's file in
- 32 -
MASTER OF FINE ARTS
I. Courses in the major studio area*
30 cr. hrs.
(A minimum of fifteen credits of level I studio courses, and fifteen
credits of level II studio work in the major must be completed – see
Candidacy.)
II. Courses in a complementary studio area*
6 cr. hrs.
III. Courses in Art History, Aesthetics, or Criticism** 9 cr. hrs.
IV. ART 700/701/702 Seminar in Fine Arts
3 cr. hrs.
V. Courses in related electives**
9 cr. hrs.
VI. ART 799 Studio Exhibit
3 cr. hrs.
Program Description
The Master of Fine Arts degree is a terminal degree designed to
develop the technical, aesthetic, and conceptual competencies at the
highest level. Students must fulfill a residency requirement in this
intensive three-year program.
Graduates become studio artists,
university professors, or some work in industry. Graduates are
prepared for life-long research and routinely exhibit and publish their
work in their specific field of study.
Contact Information
*The major studio area courses may be taken only in the following
studio areas: ceramics, painting, printmaking, sculpture and
jewelry/metals. Complementary studio area courses and electives
may be taken in these plus drawing, and weaving/textiles.
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Lee Rexrode
Phone: 814-732-2309
Email: lrexrode@edinboro.edu
**May include credits in ART700/701/702
Degree Requirements
Individuals must comply with the degree requirements of master's
degrees listed under Academic Standards and Policies in this
catalogue. In addition to these requirements the individual must meet
the following requirements:
1. Secure pre-approval from the student’s graduate committee
for the site and duration of the Studio Exhibit;
2. Must satisfactorily complete a thesis exhibition, earning
a grade of "B" or better for the course ART799 Studio
Exhibit; and
3. Must satisfactorily complete a comprehensive verbal
defense of the work in the thesis exhibition as reviewed by
the student’s graduate committee;
4. Submit a CD of images documenting each piece in the final
exhibition and a written artist’s statement, to the student’s
Advisor prior to the awarding of the degree; and
5. Refer to Academic Information section of the Graduate
catalogue for general degree requirements.
Admission Requirements and Procedures
Individuals seeking admission as degree students in this program
must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific
admission requirements for this program:
1. Complete an online application
2. Pay application fee of $30 (if not a former EUP student), or
$7 (if former EUP student)
3. Submit an official degree conferred transcript verifying an
earned baccalaureate degree from an accredited
college/university.
4. Submit a letter of intent (If applying for the studio, please
indicate the main medium of interest; Ceramics,
Metals/Jewelry, Painting, Printmaking or Sculpture)
5. Three letters of reference. At least two of these should be
faculty members the applicant had as instructors for
undergraduate or graduate art courses.
6. Send a CD with at least 20 images in jpeg format of studio
pieces recently completed. CD’s must be postmarked on or
before the application deadline. Include a sheet that lists
the title, media, size and date of each image. CD’s will not
be returned unless the applicant includes a self-addressed,
stamped envelope with his/her application. Please do not
email images with your online application.
7. A personal interview if notified by the department.
Candidacy. Prior to the eighth week of the semester or the third
week of the summer session in which the student is enrolled for his
or her fifteenth semester hour of level I course work in the major
studio area, the student must submit to the School of Graduate
Studies and Research an Application for Admission to Candidacy for
the MFA Degree. This application may be obtained from the School
of Graduate Studies and Research.
Prior to the student's enrollment in level II courses, the student's
MFA Committee will review and evaluate the applicant's progress in
the MFA program. This committee will make one of the following
recommendations:
1. Admission of the student to candidacy for the MFA degree
with authorization given to the student to enroll in the level
II course work in the major studio area.
2. Deny the student's request for admission to candidacy with
authorization for the student to enroll in up to nine
additional semester hours in I level course work in the
major studio area. The student would be required to submit
a new application for admission to candidacy prior to the
eighth week of the semester or the third week of the
summer sessions in which the student is enrolled for the
ninth additional semester hour of I level course work in the
major studio area.
Must have completed by January 15th or October 15th all of the steps
necessary for admission, except the personal interview.
Must be able to enroll in this program as a full-time student for at
least two consecutive semesters excluding summer. If applicable,
submit request for the acceptance of transfer credit.
Note: This program has a limited enrollment; therefore there is no
guarantee that individuals who meet the admissions requirements
will be accepted into this program or that accepted students will be
allowed to enter at a later date.
Curriculum
A minimum of 60 semester hours of graduate credit must be earned
as a partial requirement for this degree. These credits need to be
earned
as
follows:
- 33 -
3.
Deny the student's request for admission to candidacy and
deny the student permission to continue as a student in the
MFA degree program.
meeting, the membership of the student's MFA committee cannot be
changed. After this point, the committee will meet at least once per
semester and at the time of the Studio Exhibit.
Note: To be admitted to candidacy the student must have earned a
cumulative quality point average of 3.00 (four point scale) for the
course work completed as part of the MFA degree program.
Program Faculty
SUZANNE AMENDOLARA, samendolara@edinboro.edu
LISA AUSTIN, laustin@edinboro.edu
JOHN BAVARO, jbavaro@edinboro.edu
GEOFFREY S. BEADLE, gbeadle@edinboro.edu
RACHAEL J. BURKE, rburke@edinboro.edu
MALCOLM CHRISTHILF, mchristhilf@edinboro.edu
CAPPY COUNARD, ccounard@edinboro.edu
MARK DEKA, mdeka@edinboro.edu
BENEDICT GIBSON, bgibson@edinboro.edu
CHARLES JOHNSON, cjohnson@edinboro.edu
JOHN LYSAK, jlysak@edinboro.edu
DAVID W. MARTIN, dmartin@edinboro.edu
WILLIAM MATHIE, wmathie@edinboro.edu
TERRENCE McKELVEY, tmckelvey@edinboro.edu
JAMES S. PARLIN, jparlin@edinboro.edu
LEE REXRODE, lrexrode@edinboro.edu
FRANZ SPOHN, fspohn@edinboro.edu
MICHELLE VITALI, mvitali@edinboro.edu
DAVID P. WARNER, dwarner@edinboro.edu
DIETRICH WEGNER, dwegner@edinboro.edu
CHARLOTTE WELLMAN, cwellman@edinboro.edu
Studio Exhibit. It is the student's responsibility to prepare a
minimum of one quality digital image of each piece included in the
Studio Exhibit. These images on CD must be presented to the
student’s Advisor and are expected to be at a professional quality
prior to receiving a grade for ART799 and subsequently the awarding
of the degree. A written artist’s statement concerning the work in the
Studio Exhibit must be displayed in the exhibition, and included with
the images mentioned above. The department chairperson will
maintain a file of the images and statement from each Studio Exhibit.
Advising
Students in the MFA program will be assigned an advisor from the
MFA faculty of their major studio area. The student may retain this
advisor or choose another from within the faculty of the major area
any time prior to the Candidacy meeting. A student's progress in the
MFA program will be reviewed and evaluated by a three person
MFA Committee on a regular basis. This committee shall include the
student's advisor who shall serve as chairperson. With the advisor's
assent, the student shall select the other two members of the
committee from the MFA faculty within their first semester of study.
One of these individuals must be from the MFA faculty of the
student's studio major providing that more than one member of the
graduate faculty serves that studio area.
This committee will meet with the student at least two times per
semester until candidacy is approved. Following the first candidacy
- 34 -
MASTER OF SCIENCE IN BIOLOGY
experimental design, and submission of a written summary of the
work. The non-thesis option is generally less rigorous, but requires
the design and execution of a laboratory or field experiment.
Program Description
The Master of Science degree in Biology is designed to provide
graduate training in biology for biology teachers, for individuals
preparing for advanced study leading to the earning of a doctorate, or
for individuals who have chosen an industrial vocation. The
curriculum will enable a student to broaden his or her background in
the biological sciences, to specialize in an area of biology and to gain
experience in research. There are three areas of emphasis: General
Biology, Environmental Studies, and Cell/Molecular Biology.
Comprehensive Examination. Students must pass an oral
comprehensive exam administered by the thesis/research committee.
The examination consists of a three parts:
1. Presentation of the thesis/research project, with questioning
by the committee
2. Questions related to the students area of concentration, with
emphasis on courses taken in the M.S. Biology program
3. General questions, with emphasis on foundational concepts
in Biology
Contact information
Biology Department Graduate Program Head:
Dr. Peter V. Lindeman
Phone: (814) 732-2447
Email: plindeman@edinboro.edu
Cumulative Grade Point Average. Students must maintain a
cumulative GPA of 3.0 on a 4.0 scale.
Biology Faculty Directory:
http://www.edinboro.edu/departments/biology/faculty_directory.dot
Advising
Students are assigned an temporary advisor as they enter the
program, then choose an permanent advisor/research supervisor as
they become familiar with the faculty and their interests. The
research committee is selected in consultation with the permanent
advisor.
Admission Requirements and Procedures
1.
2.
3.
4.
5.
Completed graduate application and application fee
Scores from the general aptitude portion of the Graduate
Record Examination (GRE)
Official transcript reflecting a baccalaureate degree from an
accredited institution
Three letters of reference
Statement of purpose (1 paragraph each) on each of the
following 2 questions:
a. What area(s) or topic(s) within biology would
you like to research for the thesis or independent
study project that represents partial fulfillment of
this degree program?
b. What career options within biology are you
considering and how would completion of a
Master of Science in Biology support these
goals?
Program Faculty
John Ashley, Ph.D. Washington State University, 1988
Botany, Phycology
TEL: 814.732.1517 / JASHLEY@EDINBORO.EDU
Matthew Foradori, Ph.D University of New Hampshire, 2003
Invertebrate Biology, Arachnology
TEL: 814.732.1519 / MFORADORI@EDINBORO.EDU
Martin Fox, Ph.D Rutgers University, 1992
Microbiology, Molecular Biology
TEL: 814.732.1515 / MFOX@EDINBORO.EDU
David E. Fulford, Ph.D. Medical College of Virginia, 1985
Pathogenic Microbiology, Immunology
TEL: 814.732.1516 / FULFORD@EDINBORO.EDU
Curriculum
A minimum of 30 semester hours of graduate credit must be earned
for this degree:
Courses in the Area of Concentration
15 credit hours
BIOL 701 Seminar in Biology
3 credit hours
Research Component
0−6 credit hours
BIOL 799 Thesis
6 credit hours or
BIOL 793 Independent Study
3 credit hours
Departmental Electives*
0−12 credit hours
Electives in Sciences and Mathematics
0−6 credit hours
Comprehensive Examination
0 credit hours
Dale M. Hunter, Ph.D. City University of New York, 1987
Botany/Ecology
TEL: 814.732.2499 / DHUNTER@EDINBORO.EDU
Mark S. Kosco, Ph.D.
University of Minnesota, 1986 Mammalian Reproductive Physiology
TEL: 814.732.1520 / MKOSCO@EDINBORO.EDU
Peter V. Lindeman, Ph.D. University of Louisville, 1997
Ecology/Conservation, Herpetology
TEL: 814.732.2447 / PLINDEMAN@EDINBORO.EDU
*Departmental electives may be selected from any biology course
carrying graduate credit, including Pymatuning Laboratory of
Ecology courses.
William Mackay, Ph.D. Carnegie-Mellon University, 1984
Genetics/Development
TEL: 814.732.2458 / WMACKAY@EDINBORO.EDU
Degree Requirements
Research Requirement. Students must complete a research project.
Two options are available: thesis and non-thesis. In each case, the
student works with a faculty supervisor and research committee to
carry out an original project. The thesis option is the most
demanding, requiring the development of a proposal, execution of the
- 35 -
Kiran Misra, Ph.D. Cornell University, 1984
Plant Pathology, Genetics
TEL: 814.732.2232 / KMISRA@EDINBORO.EDU
Ulf Sorhannus, Ph.D. City University of New York, 1989
Molecular Systematics/Evolution
TEL: 814.732.2638 / USORHANNUS@EDINBORO.EDU
Martin J. Mitchell, Ph.D. Bowling Green State University, 1987
Insect Biochemistry/Endocrinology
Cooper Hall 152-A
TEL: 814.732.2938 / MMITCHELL@EDINBORO.EDU
Craig W. Steele, Ph.D. Texas A&M University, 1986
Aquatic/Behavioral Toxicology
TEL: 814.732.2353 / USORHANNUS@EDINBORO.EDU
Nina Thumser, Ph.D. University of Wisconsin-Milwaukee, 1993
Animal Behavior/Conservation
TEL: 814.732.2158 / NTHUMSER@EDINBORO.EDU
Cynthia Rebar, Ph.D. Kansas State University, 1988
Mammalogy/Animal Behavior/Ecology
TEL: 814.732.2561 / CREBAR@EDINBORO.EDU
- 36 -
MASTER OF ARTS IN COMMUNICATION STUDIES
Program
•
Description
The study of communication is important to virtually every
profession that involves working with people – education, public
relations, management, advertising, health, marketing, politics, social
services, and many others. Since 1970, the Department of
Communication and Media Studies has offered courses designed to
provide students with the requisite understanding and skill in a
variety of areas related to human communication. The Master of Arts
in Communication Studies (MACS) program seeks to develop within
students a specialized knowledge of managerial and leadership
communication, integrated marketing communication, intercultural
and international communication, and conflict resolution theories and
practices for application in organizational and institutional contexts
of various kinds. A Master of Communication Studies develops
capabilities to initiate and advance his or her professional career, to
work with and serve others in diverse communities with dignity and
respect, and to understand the complexities associated with learning
and communicating ethical and cultural values. The Master of Arts in
Communication Studies program goals are as follows:
• To provide students with a foundation for successful
performance in communicative and decision-making roles
essential to the operation of human enterprises and
institutions of every description.
• To provide students with a sound understanding of the
diverse forms of communication and information theory,
and how to apply these theories in analysis of and
performance in organizational, institutional and other
relational contexts.
• To enhance students' creative skills, especially in the use of
new communication technologies.
• To introduce students to quantitative, qualitative, and
critical methodologies and procedures of research and
analysis in human communication.
• To prepare students to design, carry out, and evaluate
projects in the communication field.
•
•
Engaging in constructive problem solving individually and
in groups.
Developing conflict management, mediation and resolution
capabilities.
Developing respect for and civility toward clients,
customers and colleagues.
Program Emphases. In conjunction with the Core Courses, and in
addition to the Certificate in Conflict Management, students select
courses to develop expertise in one or more of the following
emphases:
Managerial and Leadership Communication
COMM 630 Interpersonal Communication Strategies
COMM 660 Organizational Communication
COMM 665 Managing Conflict
COMM 740 Communication Consulting
COMM 760 Managerial and Leadership Communication
JOUR 640 Public Relations Management
Integrated Marketing Communication
COMM 605 Communication Strategies in Advertising
COMM 635 Integrated Marketing Communication
COMM 645 Technology of Communication
COMM 665 Organizational Communication
COMM 685 Crisis Management
JOUR 640 Public Relations Management
Cultural and International Communication
COMM 640 Small Group Communication
COMM 675 Intercultural Conflict and Communication
COMM 680 Gender and Communication
COMM 700 Language and Human Conduct
COMM 725 Negotiating Intractable Conflict
COMM 730 Communication and Social Process
Public Communication
COMM 607 Criticism of Mass Media
COMM 645 Technology of Communication
COMM 655 Political Communication
COMM 730 Communication and Social Process
COMM 750 Persuasion and Propaganda
Elective courses available in web design, digital communication
(audio or video), animation, social networking, and cognate
areas with permission of advisor or instructor.
The MACS program provides a solid intellectual and practical
foundation for enhanced research and practice in communication
studies. Students acquire essential communication competencies that
are integral to a cross-section of course offerings:
• Managing diverse persons, groups and interests fairly and
effectively.
• Developing leadership capabilities at all levels of
communication.
• Developing integrated marketing capabilities (public
relations, advertising, marketing).
• Gathering and presenting materials accurately,
systematically and credibly.
• Developing critical thinking and analytical capabilities.
• Working capably with the most recent computer mediated
communication technologies.
• Constructing public images and texts persuasively, through
various mediums.
• Reading, writing, listening, reporting, measuring,
predicting and interpreting accurately.
• Developing linguistic abilities, and knowledge of and
appreciation for diverse cultural groups.
Contact Information
Dr. Andrew R. Smith, Graduate Program Head
Phone: 814-732-2165
Email: arsmith@edinboro.edu
Admission Requirements and Procedures
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7 (if
former EUP student)
3. Submit an official transcript verifying an earned
baccalaureate degree from an accredited institution
4. Scores for the Miller Analogies Test (MAT), or the general
aptitude portion of the Graduate Record Examination (GRE).
If you possess a master’s degree you do not need to
complete the exams listed above.
- 37 -
Applicants with at least a 2.8 undergraduate QPA and two
years of professional experience are not required to submit
MAT/GRE scores, but must submit a writing sample or
samples demonstrating research, analytical and writing
capabilities.
5. Two letters of reference (educational or professional)
6. Statement
of
purpose
(1-2
pages)
COMM 740
COMM 750
COMM 760
COMM 770
COMM 793
COMM 796
COMM 798
COMM 799
JOUR 640
Applicants without full-time professional work experience or at least
one semester of full-time field experience at the undergraduate level
at time of admission into the degree program may be required to
enroll in the internship track and participate in a field experience of at
least 6 credit hours.
Students must take a minimum of three 700-level courses beyond
COMM 710.
Degree Requirements
These credentials will be evaluated by the Departmental Admissions
Committee, which will consider such factors as suitability of previous
course work, undergraduate scholarship, work experience, and
potential for growth as a professional in a communication
management field. Any deficiencies in preparation will be cause for
the prescription of prerequisite work.
Culminating Experience Options. Students select one of the
following three options in the final hours of their programs:
Option A: Comprehensive Examination and Project/Portfolio
Option B: COMM 799 Thesis (3 credit hours)
Curriculum
Option C: COMM 798 Practicum (3 credit hours)
Each student will be required to complete three Core communication
courses. It is recommended that each student complete any three of
the six Foundation courses. All remaining Elective courses will be
selected in consultation with the student's advisor in the development
of the Plan of Study. The program offers the flexibility to
individualize the curriculum to meet the interests of each student.
Students must satisfactorily complete the following:
Students who select comprehensive examination and the non-credit
project option take 18 credits of electives, are required to take
comprehensive examinations, and must submit a portfolio at the end
of the program that illustrates their best applied work.
Students who select the thesis option complete three credits of thesis
research which requires writing a prospectus, conducting systematic
inquiry of a communication phenomenon, and applying pertinent
communication theories and methodologies. Students then orally
defend the thesis to a committee of three faculty.
Students who select the Practicum option must be working
professional who wish to conduct a field study in their respective
workplaces as part of the culmination of their program.
Core Courses (required for all students)
9 credits
COMM 600 Communication Theory
3 cr. hrs.
or
COMM 650 Rhetorical Theory & Criticism
3 cr. hrs.
COMM 610 Communication Research
3 cr. hrs.
or
COMM 620 Qualitative Communication Research
3 cr. hrs.
COMM 710 Communication Ethics
3 cr. hrs.
Candidacy. Admission to candidacy will be considered after
successful completion (3.0 graduate GPA) of 12 credit hours.
Cumulative Grade Point Average. A GPA of 3.0 or better is
required for graduation.
Recommended Foundation Courses (3 courses required) 9 credits
COMM 605 Communication Strategies in Advertising
3 cr. hrs.
COMM 630 Interpersonal Communication Strategies
3 cr. hrs.
COMM 640 Small Group Communication
3 cr. hrs.
COMM 655 Political Communication
3 cr. hrs.
COMM 660 Organizational Communication
3 cr. hrs.
COMM 675 Intercultural Conflict & Communication
3 cr. hrs.
Advising
The program advisor for the Master of Arts in Communication
Studies is Dr. Andrew R. Smith, arsmith@edinboro.edu, 814-7322165. Students are required to contact Dr. Smith soon after
admission to schedule a meeting to review requirements and prepare
a Plan of Study.
Electives
18 credits
Electives may include any Foundation course not taken to fulfill the
Foundation recommendation. Students select electives based on their
chosen area of emphasis, and may fulfill elective requirements
outside of the communication studies curriculum up to 9 credit hours,
in consultation with the MACS program head and the faculty member
teaching the course.
COMM 607
COMM 635
COMM 645
COMM 665
COMM 680
COMM 685
COMM 700
COMM 725
COMM 730
Communication Consulting
Persuasion and Propaganda
Managerial and Leadership Communication
Communication Issues
Independent Study in Communication Studies
Internship in Communication Studies
Practicum in Communication
Thesis
Public Relations Management
Program Faculty
Melissa Gibson Hancox, Ph.D. Ohio University,
mhancox@edinboro.edu
Jean Jones, Ph.D. University of Pittsburgh,
jjones@edinboro.edu
Criticism of Mass Media
Integrated Marketing Communication
Technology of Communication
Managing Conflict
Gender and Communication
Crisis Management
Language and Human Conduct
Negotiating Intractable Conflict
Communication and Social Process
Anthony Peyronel, Ed.D. University of Pittsburgh,
apeyronel@edinboro.edu
Timothy Thompson, Ph.D. Bowling Green University,
tthompson@edinboro.edu
- 38 -
Andrew R. Smith, Ph.D. Southern Illinois University,
arsmith@edinboro.edu
Curriculum
COMM 665 Managing Conflict
•
Honing mediation skills.
•
Analyzing interpersonal and organizational dynamics.
•
Developing aptitude for conflict management theory.
•
Distinguishing between real and perceived conflict.
Terry L. Warburton, Ph.D. University of Denver,
warburton@edinboro.edu
GRADUATE CERTIFICATE IN
CONFLICT MANAGEMENT
COMM 675 Intercultural Conflict and Communication
•
Negotiating conflict between individuals and groups.
•
Recognizing cultural from other forms of conflict.
•
Understanding cultural influences on needs, interests,
values, beliefs.
•
Preventing, mitigating and resolving conflict in
multicultural contexts.
Program Description
The Certificate in Conflict Management is offered under the auspices
of the Master of Arts in Communication Studies program at Edinboro
University of Pennsylvania. Completion of the four course (12 credit
hour) Certificate provides students with the knowledge and skills
necessary for managing conflict that arises and becomes entrenched
in interpersonal, institutional, and intercultural relations. The
Certificate is designed especially for those working in organizations
and institutions where ongoing tensions, crisis events, grievances,
threats, or complaints impede the realization of goals and objectives
and undermine productive relationship development internally and
externally.
COMM 685 Crisis Management
•
Recognizing signs of a crisis situation.
•
Developing crisis management skills.
•
Communicating with external publics.
•
Handling controversial information and messages.
COMM 725 Negotiating Intractable Conflict
•
Understanding how enmity develops.
•
Analyzing intractable conflicts interpersonally,
interculturally, and internationally.
•
Learning how and when to intervene and manage polemical
positions.
•
Promoting practices of hospitality, equity, and
reconciliation.
Contact Information
Dr. Andrew R. Smith, Graduate Program Head
Phone: 814-732-2165
Email: arsmith@edinboro.edu
Admission Requirements and Procedures
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7 (if
former EUP student)
3. Submit an official transcript verifying an earned
baccalaureate degree from an accredited institution
4. Two letters of reference (educational or professional)
5. 2.8 Overall QPA or possess a master’s degree
6. Statement of purpose (1-2 pages)
Advising
The program advisor for the Certificate in Conflict Management is
Dr. Andrew R. Smith, arsmith@edinboro.edu, 814-732-2165.
Students are required to contact Dr. Smith soon after admission to
schedule a meeting to review requirements and prepare a Plan of
Study.
Applicants without full-time professional work experience or at least
one semester of full-time field experience at the undergraduate level
at time of admission into the degree program may be required to
enroll in the internship track and participate in a field experience of at
least 6 credit hours.
Program Faculty
Melissa Gibson Hancox, Ph.D. Ohio University,
mhancox@edinboro.edu
Timothy Thompson, Ph.D. Bowling Green University,
tthompson@edinboro.edu
These credentials will be evaluated by the Departmental Admissions
Committee, which will consider such factors as suitability of previous
course work, undergraduate scholarship, work experience, and
potential for growth as a professional in a communication
management field. Any deficiencies in preparation will be cause for
the prescription of prerequisite work.
Andrew R. Smith, Ph.D. Southern Illinois University,
arsmith@edinboro.edu
Terry L. Warburton, Ph.D. University of Denver,
warburton@edinboro.edu
- 39 -
MASTER OF ART IN COUNSELING
College Counseling will demonstrate:
•
knowledge and application of skills that evidence a solid
foundation in the historical and contemporary significance
of their work in collegiate/academic settings, as well as
fundamental and functional knowledge and application of
developmental theory.
•
functional knowledge and application of processes related
to diagnosis, assessment, treatment planning, and related
psychopharmacology throughout their coursework and
fieldwork experiences.
•
their ability to communicate effectively with and advocate
for diverse populations within a collegiate/academic
environment throughout their coursework and related field
experiences.
•
their ability to plan preventive, interventive, and
postventive processes during coursework, research, and
planning-related activities, as well as within the context of
their field activities.
•
their skill in assessment throughout their coursework
experiences, as well as during their field experiences.
•
functional knowledge of ethical and legal issues impacting
College Counseling, including application of that
knowledge during their coursework activities and at field
sites.
•
advocacy for College Counseling through their class
discussions, field work, and community/professional
activities.
Program Description
The Edinboro University of PA Counseling Programs provide
courses of study leading to a Master of Arts degree in Counseling
with emphases in school counseling (elementary and secondary),
college counseling, student affairs, rehabilitation counseling, and
community counseling. School counseling, student affairs, college
counseling, and community counseling are all CACREP accredited.
Rehabilitation counseling is CORE accredited.
Overarching Mission Statement. The students and faculty of the
Counseling Programs at Edinboro University of Pennsylvania are a
diverse community of learners collaboratively engaged in research,
scholarship, leadership and service. Faculty are committed to
providing developmentally sound academic and clinical experiences
to educate counselors to be effective leader-practitioners in a
pluralistic society. Collectively, our mission is to prepare professional
counselors who embody ethical behavior, provide services to enhance
the mental health and well-being of families, groups, couples, and
individuals, and advocate on behalf of both the counseling profession
and those who are served.
COLLEGE COUNSELING EMPHASIS
College Counseling Program Mission. In addition to addressing the
overall mission for all counseling programs, the College Counseling
program provides a high quality learning experience that prepares
graduate students to work in a variety of collegiate/academic settings.
The program is responsive to changing CACREP standards that
emphasize the significance of fully-credentialed college counselors,
functioning throughout the campus environment. The program is one
of only two fully-accredited College Counseling programs in
Pennsylvania.
REHABILITATION
EMPHASIS
COUNSELING
Rehabilitation Counseling Program Mission. Rehabilitation
counseling is a rewarding profession that assists persons with
physical, mental, developmental, cognitive, and emotional disabilities
to fully develop their personal, social, interpersonal, and vocational
potentials. Rooted in a strength-based, holistic approach, the purpose
of the rehabilitation counseling program is to equip students with the
specialized knowledge and skills to facilitate the independence
integration, and inclusion of persons with disabilities in employment
and the community.
This academic program prepares College Counseling program
graduates to pass national certification and licensure examinations
and serves as a strong precursor for supervised experiences in the
field.
College Counseling Program Goals. The goals of the College
Counseling program include providing students:
•
Functional knowledge of developmental processes
appropriate to college students and the academic
community.
•
Functional knowledge and application of processes related
to the “common language” of diagnosis, assessment,
treatment planning, and relevant psychopharmacology
within the collegiate/academic environment.
•
Ability to communicate effectively with and appropriately
advocate for diverse communities
within
the
collegiate/academic environment.
•
Ability to plan preventive, interventive, and postventive
processes as appropriate for the client and/or the
collegiate/academic environment, including research and
evaluative applications that assist in refining those
processes.
•
Functional knowledge of ethical and legal issues impacting
college counseling, including application of that
knowledge.
Program Objectives. Program-specific objectives center upon core
counseling areas, as well as specific learning outcomes. Students in
Rehabilitation Counseling Program Goals. The Rehabilitation
Counseling Program addresses the knowledge, skills and dispositions
expected of graduates of the master’s program, enabling them to
assess a person’s needs, develop plans to meet the identified needs,
and deliver or arrange for services.
•
The program provides students with Council on Rehabilitation
Education (CORE) standards-based learning experiences in the
following content areas:
•
•
•
•
•
•
•
•
- 40 -
Professional identity
The role of social and cultural diversity
Human growth and development
Employment and career development
Counseling and consultation
Group work
Methods of assessment and use of data
Research and program evaluation
•
•
participation in research, writing and presentation at local
and national conferences.
Medical, functional, and environmental aspects of
disability
Rehabilitation services and resources
SCHOOL COUNSELING EMPHASIS
The program offers students experiences that promote development
of their professional identities as rehabilitation counselors by:
•
•
•
•
•
School Counseling Program Goals. It is expected that graduates of
Edinboro University of Pennsylvania school counseling program
will:
•
Be competent professional counselors.
•
Be knowledgeable about ethics, theory, clinical skills, and
school counselor roles and functions.
•
Promote counselor accountability and professional
credibility.
•
Be psychologically healthy people who use high levels of
self-awareness in their work.
•
Learn how to become advocates and educational leaders
within a pluralistic school and community that will assist in
the academic, career and social development of students.
•
Students will become familiar with ASCA model of School
Counseling.
•
Students will be provided learning experiences in the
following CACREP identified general content areas:
o professional identity
o social and cultural diversity
o human growth and development
o helping relationships
o group work
o assessment
o research and program evaluation
providing the necessary knowledge and skills to work
effectively as a counselor
facilitating an understanding of the Scope of Practice
for rehabilitation counseling
fostering participation in professional counseling
organizations
encouraging advocacy activities for persons with
disabilities
meeting criteria for professional credentialing,
certification and licensure
COMMUNITY COUNSELING
EMPHASIS
Community Counseling Program Mission. The students and
faculty of the Community Counseling Program at Edinboro
University of Pennsylvania are a diverse community of learners
collaboratively engaged in research, scholarship, leadership and
service. Faculty are committed to providing didactic and experiential
learning experiences to educate counselors to be effective clinical
practitioners in a pluralistic community. Collectively, our mission is
to prepare professional counselors who embody ethical behavior,
provide services to enhance the mental health and well-being of
families, groups, couples, and individuals, and advocate on behalf of
both the counseling profession and those we serve.
School Counseling Program Objectives. Demonstrate knowledge
of the history, philosophy, and trends in school counseling.
•
Development of a “Plan of Study” for each student
including 60 graduate credits that meet the educational
requirements for certification as a school counselor and
counselor licensure in the state of Pennsylvania.
•
Demonstrate knowledge of the school setting and
curriculum.
•
Demonstrate an understanding of the ethical standards and
guidelines of the American School Counselor Association
(ASCA), of policies, laws, and legislation relevant to
school counseling.
•
Demonstrate methods of planning and presenting guidancerelated educational programs for school personnel and
parents.
•
Use surveys, interviews, and needs assessments and data to
improve the school environment.
•
Design, implement, and evaluate a comprehensive
developmental school program.
•
Implement and evaluate specific strategies designed to
meet program goals and objectives.
•
Design appropriate developmental structured activities for
small groups, peer helper groups, classroom guidance, and
programs for a pluralistic school community.
•
Demonstrate knowledge of issues which may affect the
development and functioning of children and adolescents
(e.g., abuse, eating disorders, and attention deficit
hyperactivity disorders).
•
Demonstrate methods of consulting with parents, teachers,
administrators, support staff and community agency
personnel.
•
Encourage students’ involvement in professional
Community Counseling Program Goals. To provide students with
an understanding of the various roles and responsibilities of
community counselors in various settings.
•
To provide students with the knowledge to design,
implement and evaluate psychoeducational programs and
clinical interventions to effectively facilitate change in the
community.
•
To foster enthusiasm and commitment for ongoing
professional development and integration of theory,
research and practice.
•
To promote ethical and legal considerations specifically
related to the practice of community counseling.
•
To encourage the understanding and use of a
biopsychosocial perspective when working with families,
groups, couples and individuals.
•
To provide a high quality program that enhances the
professional identity of the community counselor.
Community Counseling Program Objectives. To provide
networking opportunities for community counseling students with
mental health professionals in the field of counseling.
•
To provide diverse training experiences for community
counseling students with experts on a variety of mental
health topics via video conferencing.
•
To increase awareness of, and facilitate critical thinking
related to, new treatment interventions, current trends and
controversial issues related to community counseling.
•
To demonstrate an enthusiasm for learning, ongoing
professional development and scholarly work via faculty
- 41 -
counseling organizations (e.g., Counseling Club, Chi Sigma
Iota Fraternity Inc., Pennsylvania Counseling Association,
Pennsylvania School Counseling Association, American
School Counseling Association, American Counseling
Association, National Rehabilitation Association) by
discussing the benefits of such involvement and providing
students with membership application material.
Admissions Requirements and Procedures
Individuals seeking admission as degree students in the counseling
programs must comply with the general admission requirements for
graduate students at Edinboro University of Pennsylvania and with
the following specific requirements for these programs:
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
3. Submit an official degree conferred transcript verifying an
earned baccalaureate degree from an accredited institution
4. Scores from either the Miller Analogies Test (MAT) or
Graduate Record Examination (GRE)
5. Three letters of reference
6. Writing sample (500 words) addressing one of the
following topics:
b. Why you chose to be a counselor
c. The most important characteristics of a counselor
7. A personal interview, if notified by the department
STUDENT AFFAIRS EMPHASIS
Student Affairs Mission. Predicated on the belief that higher
education can enhance the quality of life for a diverse community of
learners, the Student Affairs Program prepares graduate students for
careers in postsecondary education. Our mission is to provide a high
quality learning experience that emphasizes standards of professional
practice, ethical and informed decision making, developmental
programming and leadership in a pluralistic environment.
Student Affairs Program Goals. To provide learning experiences in
the following CACREP identified general content areas:
o Professional identity
o Social and cultural diversity
o Human growth and development
o Helping relationships
o Group work
o Assessment
o Research and program evaluation
•
To equip graduates to effectively work in higher education
positions by ensuring that they have standards’ based
learning experiences in the following specific areas:
o Foundations of student affairs (history and
philosophy)
o Contextual dimensions of student affairs (student
characteristics, college environment, student
development theory)
o Knowledge and skills (leadership, planning and
evaluating, legal and ethical issues)
•
To encourage a professional identity as both a counselor
and a professional in student affairs through pursuit of
personal and professional development
Curriculum
All Counseling Programs Required Core
42 cr. hrs.
COUN 705 Group Processes
COUN 710 Appraisal Techniques in the Helping
Professions
COUN 712 Human Development Across the Lifespan
COUN 715 Career Development and Life Planning
COUN 720 Counseling and Consultation Theories
COUN 725 Organization and Development of Programs in
the Helping Professions
COUN 730 Supervised Counseling Practice
COUN 735 Counseling Practicum
COUN 745 Multicultural Counseling
COUN 795 Internship in Counseling
EDUC 788 Research in Education
A. College Counseling Specialized Courses
18 cr. hrs.
COUN 700 Introduction to the Helping Professions
COUN 750 Study of the Individual in Higher Education
COUN 752 Law in Postsecondary Higher Education
COUN 756 Counseling the College Student
Elective
Elective
Contact Information
Counseling Programs – Program Head
Dr. Salene Cowher
Phone: (814) 732-1116
E-mail: scowher@edinboro.edu
B. Rehabilitation Counseling Specialized Courses
18 cr. hrs.
COUN 702 Introduction to Rehabilitation Counseling
COUN 780 Medical Information for the Helping
Professions
COUN 782 Vocational Development, Services and
Resources in Rehabilitation
COUN 784 Psychosocial Aspects of Disabilities
COUN 788 Special Evaluation Techniques
Elective
Counseling Program Coordinators and
Graduate Faculty
College Counseling:
Dr. Salene Cowher, scowher@edinboro.edu
Community Counseling:
Dr. Tammy Mitten, tmitten@edinboro.edu
Dr. Gary Connell, gconnell@edinboro.edu
Rehabilitation Counseling:
Dr. Susan Packard, spackard@edinboro.edu
School Counseling:
Dr. Salene Cowher, scowher@edinboro.edu
Student Affairs:
Dr. Sue Norton, scnorton@edinboro.edu
C. Community Counseling Specialized Courses
18 cr. hrs.
COUN 704 Introduction to Community Counseling
COUN 754 Family Counseling
COUN 755 Diagnosis and Assessment
COUN 791 Counseling for Substance Abuse and
Addictions
Elective
Elective
- 42 -
D. School Counseling Specialized Courses
18 cr. hrs.
COUN 700 Introduction to the Helping Professions
COUN 740 Individual Development: Childhood through
Adolescence
COUN 742 Developmental Counseling in Schools
COUN 744 Techniques for Counseling the Student with a
Disability
Elective
Elective
Accepted students will be assigned a faculty advisor. It is expected
that the student will make an appointment with the advisor and will
develop a Plan of Study within the first semester of attendance.
Group advising meetings are also held each semester.
Faculty
Gary Connell, Associate Professor, N.C.C., L.P.C.
B.A. Political Science - University of Maine, 1972
M.Ed. Counselor Education - University of Maine, 1975
Ph. D. Counseling and Human Development - University of Georgia,
1979
Special Interests: Symbolic experiential family therapy, childhood
disorders, and techniques of change in therapy.
Published: Dr. Connell has written numerous articles in the field of
family therapy and has recently co-authored two books on family
relationships and counseling.
E. Student Affairs Specialized Courses
18 cr. hrs.
COUN 700 Introduction to the Helping Professions
COUN 750 Study of the Individual in Higher Education
COUN 752 Law in Postsecondary Higher Education
COUN 753 Student Affairs Practice & Administration
Elective
Elective
Salene J. Cowher, Professor, N.C.C., L.P.C.
B.S. English (Secondary), Psychology minor, Slippery Rock
University, 1975;
M.A. Student Personnel and Counseling Services, Slippery Rock
University, 1980;
Ph.D. Counselor Education majors in individual psychotherapy and
program development University of Pittsburgh, 1984.
Special Interests:
Ego development, gender issues, program
development, individual counseling, psychotherapy, rural issues,
conflict resolution, dreamwork in counseling and psychotherapy
NCE Coordinator
Degree Requirements
Candidacy- Because of the nature of the role of the professional
counselor, degree candidates of the programs must demonstrate such
qualities as genuineness, warmth, empathy, ethics, professionalism,
and interpersonal skills. Students will be evaluated on Knowledge,
Skills and Dispositions necessary for professionals at various
transition points through the program. Candidacy is the first point
where these qualities will be formally evaluated. Both the individual
student and faculty will have input into this evaluation. Review of the
Application for Admission to Candidacy is seen as very important
and this review will include interpersonal skills as well as academic
progress. The advisor presents the candidacy application for program
staff recommendation. A degree student may not be admitted to
Candidacy until (1) at least 12 semester hours of degree credit have
been completed, (2) an Application for Admission to Candidacy has
been filed with the advisor, and (3) the student has made satisfactory
progress in her or his degree program (minimum of a 3.0 QPA).
Tammy Mitten, Assistant Professor, Licensed Psychologist
B.A. Psychology, Indiana University of Pennsylvania, 1982;
M.A. Clinical Psychology, Edinboro University of Pennsylvania
1986;
Ph. D. Marriage and Family Therapy, Purdue University, 1996
Licensed clinical psychologist with small private practice,
specializing in marital/family therapy.
Academic interest: symbolic experiential family therapy, childhood
mood disorders, qualitative methodology, and the process of change
in therapy.
Publishing: Dr. Mitten has written several articles in the field of
family therapy and has recently co-authored “Re-shaping Family
Relationships.”
Comprehensive Exams- The student must satisfactorily complete a
comprehensive examination. Specific requirements for the
comprehensive exams are outline in the Counseling Advisement
Guide, which will be made available to each student.
Culminating Project- A Master’s Project or Thesis is required for
graduation. Additional information concerning this requirement can
be found in the Counseling Advisement Guide.
Susan C. Norton, Professor, N.C.C, L.P.C.
B.A. Psychology, Baldwin-Wallace College, 1971;
M.Ed. Counselor Education, University of Dayton, 1984;
Ph.D. Professional Studies in Higher Education, Iowa State
University, 1992.
Special Interests: MBTI, college student development, assessment,
systemic change, diversity issues.
Internship- All degree seeking students must complete an internship.
All students must have completed all core required courses in the
area of specialty unless otherwise approved by the advisor and
instructor. COUN 730 and COUN 735 must be completed before
enrolling for internship. The internship is a twelve (12) credit
internship requiring 600 clock hours of on-site experience. Generally
speaking, the internship hours must be completed within the time
frame of the 15 week semester. Thus, the interns would be on-site 40
hours per week (15 x 40=600). The student must make the necessary
plans and arrangements in order to complete an internship. The
Internship Manual contains more information regarding the
internship experience. NOTE: Graduate assistantships are NOT
available during internship. NOTE: Students may opt to divide the
internship into two six (6) credit hour segments (300 clock hours
each) over two semesters. Students should discuss this option with
their advisors. Additional information on 300 hours internships can
be found in the Internship Manual.
Susan H. Packard, Associate Professor, C.R.C., N.C.C., M.A.C,
L.P.C., Licensed psychologist
B.A. Social Science with a focus in Criminal Justice, Edinboro
University, 1975;
M.A. Rehabilitation Counseling, Edinboro University, 1977;
Ph. D. Counselor Education, specialization in Rehabilitation
Counseling, State University of New York at Buffalo, 1994
Special interests: Rehabilitation counseling, community-based mental
health counseling, addictions treatment, integration of rehabilitation
counseling with work in the corrections field, and the professional
development of counselor education students.
Advising
- 43 -
MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION
Elective Choices (3 CREDITS)
ECED 705 A Comparison of Early Childhood Education Models in
Europe and the United States
ECED 760 Kindergarten Education
SPED 760 Early Intervention and Working with Families
Program Description
The Department of Early Childhood and Special Education offers an
online graduate program enabling students to obtain a Master of
Education in Early Childhood Education. The program qualifies
individuals certified in Elementary Education for the additional
certification in Early Childhood Education (Pre-K-3).
Degree Requirements
Individuals must comply with the degree requirements for the
Master’s Degrees listed under Academic Standards and Policies in
this catalogue. In addition to these requirements, the individual must
meet the following requirements:
The online Master’s program in Early Childhood Education is
designed to be completed by students in less than two years of parttime study. Students may enroll in one course per semester if they
desire and may also begin the program in the summer or spring,
although the sequence of course offerings is optimal with a fall start.
A one-week summer residency is completed during the first summer
of the program.
Research Requirements. Candidates for the Master of Education
Degree in Early Childhood must conduct an independent study
related to their major field. This action research project is conducted
while enrolled in ECED 750 Play, Research and Advocacy.
Contact Information
Early Childhood Graduate Program Head:
Dr. Maureen Walcavich
Phone: (814) 732-2303
Email: mwalcavich@edinboro.edu
There are two requirements that you need to fulfill before being
cleared to graduate: 1) Complete the Knowledge, skills and
dispositions survey on Live text and 2) Complete a brief exit
interview and email it back to the program head.
Department Chairperson:
Dr. Mary Jo Melvin
Phone: (814) 732-2154
Email: mmelvin@edinboro.edu
Certification procedures in the Commonwealth of Pennsylvania
require that if candidates have taken and passed the Fundamental
Subjects Praxis test within the last ten years of when you finish
taking the required ECE courses, you do not need to take another
Praxis exam. If you have not taken this Praxis exam or took it longer
than 10 years ago, you will need to pass it to get your PA
certification.
Assistant Chairperson:
Dr. Lisa Brightman
Phone (814) 732-1328
Email: lbrightman@edinboro.edu
Comprehensive Examination. Prior to the granting of the Master’s
Degree, the degree candidate must satisfactorily complete a
comprehensive examination. The comprehensive examination will be
developed and administered by faculty of the student’s graduate
major and may be written, oral, or both written and oral.
Admission Requirements and Procedures
1.
2.
3.
4.
5.
Completed online application
Application Fee: $30.00 for new students, and $7.00 for
Edinboro Alumni
Official transcript: Submit an official transcript reflecting
baccalaureate degree from an accredited institution.
Verification of possession of a valid elementary education
or early childhood teaching certificate
Minimum undergraduate GPA of 2.8 or satisfactory scores
on the Miller Analogies Test (MAT) or Graduate Record
Examination (GRE)
It is the student’s responsibility to schedule the comprehensive
examination. This must be done through the program director of the
department of the student’s major. It is the responsibility of the
department program director to inform the student, the advisor, and
the Dean of Graduate Studies and Research as to whether or not a
student satisfactorily completed the required comprehensive
examination.
Curriculum
Cumulative Grade Point Average. A candidate for a degree must
have achieved a cumulative grade average of “B” or better for all of
the credits earned as part of the degree program. Students with a
grade point average of less than 3.0 are subject to dismissal at the
discretion of the Dean of Graduate Studies and Research.
Required Courses (27 CREDITS)
ECED 700 Development of Young Learners
ECED 710 Issues and Trends in Early Literacy Development
ECED 715 Curriculums in Early Childhood Education
ECED 720 Math and Science for Young Children **
Advising
ECED 730 Observation, Documentation, and Assessment in Early
Childhood **
ECED 740 Family, School and Community: Partnerships in Early
Childhood Education
ECED 750 Play, Research and Advocacy
EDUC 788 Research in Education
SPED 710 Seminar in Exceptionalities
**Completed during summer residency
The program director will serve as the advisor.
Program Faculty
Dr. Lisa Brightman, lbrightman@edinboro.edu
Dr. Virginia McGinnis, vmcginnis@edinboro.edu
Dr. Mary Jo Melvin, mmelvin@edinboro.edu
Dr. Rosemary Omniewski, romniewski@edinboro.edu
Dr. Sandra Waite-Stupiansky, swaite@edinboro.edu
Dr. Maureen Walcavich, mwalcavich@edinboro.edu
- 44 -
MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP
Program Description
Advising
The coursework and related experiences prepare the M.Ed. candidate
to promote the success of all students by being a leader within their
classroom, school, or district. Emphasis is placed on determining
candidate’s own personal leadership vision and leadership style while
at the same time learning to lead others. Common educational
leadership threads throughout the program include: (a) Research and
Scholarship, (b) Use of Data, and (c) Operational Language.
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
Program Faculty
Contact Information
Dr. Janet Baker, jbaker@edinboro.edu
Dr. Susan Curtin, scurtin@edinboro.edu
Dr. Mary Desmone, mdesmone@edinboro.edu
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Dawn Snodgrass, dsnodgrass@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
Dr. Andrew J. Pushchak, Program Head
Department of Professional Studies
324 Butterfield Hall
Phone: 814-732-2548
Fax: 814-732-2233
Email: apushchak@edinboro.edu
Admission Requirements and Procedures
PA PRINCIPAL CERTIFICATION
(K-12)
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University. In addition, the applicant must:
1. Complete an application for admission to the M.Ed. in
Educational Leadership program
2. Have earned an undergraduate cumulative quality point
average of 3.0
3. Complete the required writing sample (500 word) answering
the question. Why have you chosen to be an educational
leader?
4. Submit a copy of valid teaching certificate. If not certified
submit letter stating access to a school building/leader or
educational agency.
5. If applicable, apply for the acceptance of transfer credit prior
to the beginning of the program (when possible)
Program Description
Option 1: For individuals who have an M.Ed. in Educational
Leadership from Edinboro University of PA
Option 2: For individuals who have a master’s degree OTHER
THAN the M.Ed. in Educational Leadership from Edinboro
University of PA
The coursework and related experiences prepare the candidate to
promote the success of all students by becoming a building level
leader within the K-12 school system. “Leadership for Student
Achievement” is the common thread throughout the program. Upon
successful completion of the program, individuals will make
application for PA Principal K-12 certification. Individuals who have
successfully completed another master’s degree program may also be
eligible to receive the M.Ed. in Educational Leadership from
Edinboro University of PA along with the PA Principal K-12
certification.
Curriculum
30 semester hours of prescribed graduate credit is required as a
partial requirement for the degree. These required graduate credits
should be earned as follows:
SCHA 700 Introduction to Educational Leadership
SCHA 711 Educational Leadership in a Pluralistic Society
SCHA 716 Educational Leadership from a Global Perspective
SCHA 720 Dynamics and Processes for Leading Change
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 745 Instructional Leadership
SCHA 775 Educational Leadership Theory and Practice
SCHA 795 Technology Standards for Educational Leaders
EDUC 788 Research in Education
Contact Information
Dr. Andrew J. Pushchak, Program Head
Department of Professional Studies
324 Butterfield Hall
Edinboro, PA 16444
Phone: 814-732-2548
Fax: 814-732-2233
Email: apushchak@edinboro.edu
Admission Requirements and Procedures
Degree Requirements
Individuals seeking admission as students in this curriculum must
comply with the general admission requirements for graduate studies
at Edinboro University. In addition, the applicant must:
In addition to successful completion of the prescribed 30 graduate
credits of course work for the M.Ed. in Educational Leadership, the
individual will be required to satisfactorily complete a comprehensive
exam administered in the final semester of their program. No more
than six semester hours of "C" grade will be accepted toward meeting
the 30 semester hours of credit required for the M.Ed. in Educational
Leadership.
1.
2.
3.
- 45 -
Complete the online application
Application fee of $30 (if non EUP graduate), or $7 (if
EUP graduate)
Submit official transcripts verifying an earned
baccalaureate and masters degree from an accredited
4.
5.
6.
7.
8.
institution.
Writing sample, reflecting your understanding on how
educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
Completed mentor form
Submit copy of professional certificate
Proof of five years of satisfactory, professional, certificated
experience.
If applicable, apply for the acceptance of transfer credit
prior to the beginning of the program (when possible)
Program Faculty
Dr. Janet Baker, jbaker@edinboro.edu
Dr. Susan Curtin, scurtin@edinboro.edu
Dr. Mary Desmone, mdesmone@edinboro.edu
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Dawn Snodgrass, dsnodgrass@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
Curriculum
PA SUPERVISOR OF SPECIAL
EDUCATION CERTIFICATION
Option 1. Individuals who have satisfactorily completed the 30
semester hours of Master of Education in Educational Leadership
degree program offered by Edinboro University may complete 15
additional semester hours of prescribed graduate credit as a partial
requirement for the PA Principal K-12 certification program. These
additional required graduate credits should be earned as follows:
The coursework and related experiences prepare the candidate to
promote the success of all students by becoming a district level leader
for Special Education within the K-12 school system. “Leadership for
Student Achievement” is the common thread throughout the program.
Upon successful completion of the program, individuals will make
application for PA Supervisor of Special Education certification.
Individuals who have successfully completed another master’s degree
program may also be eligible to receive the M.Ed. in Educational
Leadership from Edinboro University of PA along with the PA
Supervisor of Special Education certification.
SCHA 721 Collaborative Leadership for Evaluation
SCHA 760 Legal Aspects of Educational Leadership
SCHA 765 Financial Aspects of Educational Leadership
SCHA 789 Elementary Principal Internship
SCHA 794 Secondary Principal Internship
Option 2. 27 semester hours of prescribed graduate credit is required
as a partial requirement for the PA Principal K-12 certification
program. These required graduate credits should be earned as
follows:
Contact Information
Dr. Andrew J. Pushchak, Program Head
Department of Professional Studies
324 Butterfield Hall
Edinboro, PA 16444
Phone: 814-732-2548
Fax: 814-732-2233
Email: apushchak@edinboro.edu
SCHA 700 Introduction to Educational Leadership
SCHA 721 Collaborative Leadership for Evaluation
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 760 Legal Aspects of Educational Leadership
SCHA 765 Financial Aspects of Educational Leadership
SCHA 775 Educational Leadership Theory and Practice
SCHA 789 Elementary Principal Internship
SCHA 794 Secondary Principal Internship
Admission Requirements and Procedures
Individuals seeking admission as students in this curriculum must
comply with the general admission requirements for graduate studies
at Edinboro University. In addition, the applicant must:
Additional Requirements. In addition to successful completion of
the prescribed 15-27 graduate credits of course work for the PA
Principal K-12 certification, the individual will be required to:
conduct and present a focus project on student achievement in each
of the two required internships and meet the cut off score for the
PRAXIS 0410 Educational Leadership: Administration and
Supervision. No more than three semester hours of "C" grade will be
accepted toward meeting the 15 semester hours of credit required for
the PA Principal K-12 certification.
1.
2.
3.
4.
5.
6.
7.
Student Responsibility. It is the responsibility of individuals
completing requirements for PA Principal K-12 certification to
submit the appropriate forms needed to obtain the certification from
the Commonwealth of Pennsylvania to the Dean of Education as soon
as the certification requirements have been completed.
Complete the online application
Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
Submit official transcripts verifying an earned
baccalaureate and master’s degree from an accredited
institution.
Writing sample, reflecting your understanding on how
educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
Completed mentor form
Submit copy of professional certificate
Proof of five years of satisfactory, professional, certificate
experience in Special Education on a Special Education
certificate.
Curriculum
Advising
Individuals pursuing the PA Supervisor of Special Education
certification follow the same program, curriculum, and certification
requirements as either PA Principal K-12 certification – Option 1 or
PA Principal K-12 certification – Option 2 programs with the
following exceptions:
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
1.
- 46 -
Individuals must possess a current and valid teaching
certificate in Special Education.
Individuals must demonstrate five years of satisfactory,
professional, certificated service in Special Education
on a Special Education certificate
3.
Individuals complete SCHA792 School Supervision
Internship (6 credits) and not SCHA789 Elementary
Principal
Internship
and
SCHA794
Secondary
Principal Internship
4. Individuals not possessing an M.Ed. in Special
Education must demonstrate previous graduate course
work in Special Education or take additional graduate
course work in Special education as prescribed by the
Program Head for Educational Leadership as part of
their Supervisor of Special Education certification
program.
PA LETTER OF ELIGIBILITY FOR
SUPERINTENDENTS
2.
The coursework and related experiences prepare the candidate to
promote the success of all students by becoming a district level leader
within the K-12 school system and the Intermediate Unit.
“Leadership for Student Achievement” is the common thread
throughout the program. Upon successful completion of the program,
individuals will make application for PA Superintendent’s Letter of
Eligibility.
Contact Information
Dr. Michael Vetere
Department of Professional Studies
324 Butterfield Hall
Edinboro, PA 16444
Phone: 814-732-1468
Fax: 814-732-2233
Email: mvetere@edinboro.edu
SCHA 700 Introduction to Educational Leadership
SCHA 721 Collaborative Leadership for Evaluation
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 760 Legal Aspects of Educational Leadership.
SCHA 765 Financial Aspects of Educational Leadership
SCHA 775 Educational Leadership Theory and Practice
SCHA 792 School Supervision Internship
Admission Requirements and Procedures
Student Responsibility. It is the responsibility of individuals
completing requirements for PA Supervisor of Special Education
certification to submit the appropriate forms needed to obtain the
certification from the Commonwealth of Pennsylvania to the Dean of
Education as soon as the certification requirements have been
completed.
Individuals seeking admission as students in this curriculum must
comply with the general admission requirements for graduate studies
at Edinboro University. In addition, the applicant must:
1. Complete the online application
2. Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
3. Submit official transcripts verify an earned baccalaureate
and masters degree from an accredited institution
4. Writing sample, reflecting your understanding on how
educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
5. Completed mentor form
6. Completion of a masters of education program
7. Submit professional administrative and /or supervisory
certificate
8. Six years of satisfactory professionally certified service of
which three of the six years must have been in a certificated
supervisory or administrative capacity.
Advising
Curriculum
Additional Requirements and Procedures. In addition to
successful completion of the prescribed 27 graduate credits of course
work for the PA Supervisor of Special Education certification, the
individual will be required to: conduct and present a focus project on
student achievement in the required internship and meet the cut off
score for the PRAXIS 0410 Educational Leadership: Administration
and Supervision. No more than three semester hours of "C" grade
will be accepted toward meeting the 27 semester hours of credit
required for the PA Supervisor of Special Education certification.
30 semester hours of prescribed graduate credit is required as a
partial requirement for the PA Superintendent’s Letter of Eligibility
program. These required graduate credits should be earned as
follows:
SCHA 785 Personnel Leadership and Labor Relations
SCHA 796 The Superintendency
SCHA 797 Educational Technologies and Facilities
SCHA 798 Strategic Planning and Policy Analysis
SCHA 799 Superintendent’s Internship
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
Program Faculty
Dr. Janet Baker, jbaker@edinboro.edu
Dr. Susan Curtin, scurtin@edinboro.edu
Dr. Mary Desmone, mdesmone@edinboro.edu
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Dawn Snodgrass, dsnodgrass@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
Individuals must also complete or provide documentation of prior
completion of the following courses:
SCHA 716 Educational Leadership from a Global Perspective
SCHA 731 School and Community Relations
SCHA 741 Curriculum Leadership
SCHA 765 Financial Aspects of Educational Leadership
SCHA 775 Educational Leadership Theory and Practice
- 47 -
Additional Requirements. In addition to successful completion of
the prescribed 30 graduate credits of course work for the PA
Superintendent’s Letter of Eligibility, the individual will be required
to conduct and present a focus project on student achievement during
the required internship. No more than three semester hours of "C"
grade will be accepted toward meeting the 30 semester hours of
credit required for the PA Superintendent’s Letter of Eligibility.
Advising
All Educational Leadership graduate students will be assigned a
program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for
the graduate student, all program faculty may provide assistance
to Educational Leadership graduate students throughout their
programs.
Student Responsibility. It is the responsibility of individuals
completing requirements for PA Superintendent’s Letter of Eligibility
to submit the appropriate forms needed to obtain the certification
from the Commonwealth of Pennsylvania to the Dean of Education
as soon as the certification requirements have been completed.
Program Faculty
Dr. Barbara Miller, bjmiller@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Michael Vetere, mvetere@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
- 48 -
MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY
SPED 710 Seminar in Exceptionalities
Program Description
The master of education degree in educational psychology has been
designed to give the interested student a broad theoretical and
practical background in the areas of education and psychology. The
program will be of interest to those planning to pursue certification in
school psychology after the master’s degree, those wishing to
broaden their understanding of human development and learning, and
those wishing to learn more about evaluation and research.
Elective Course (9 credits; 6 with APSY or SPED prefix)
APSY 615 Introduction to School Psychology (for school psychology
certification students)
APSY 721 Biological, Social, and Cultural Bases of Personality
APSY 724 Psychoeducational Assessment of Behavioral and
Developmental Disabilities
COUN 740 Individual Development: Childhood through
Adolescence
EDUC 781 Statistical Methods in Education
READ 706 Foundations of Literacy: Theory and Instruction
SPED 628 Classroom and School-wide Behavior Management
Strategies for Inclusive Settings
SPED 720 Advanced Assessment
SPED 725 Seminar in Mild to Moderate Disabilities
SPED 785 Applied Behavior Analysis
Respect for diversity among individuals, groups, and communities
are emphasized throughout the curriculum. The goal of our program
is to help each candidate to identify and apply his/her unique talents
while utilizing problem-solving, data-based approaches that allow
him/her to work with children and families having a broad range of
needs. The focus of our program is on the application of empirically
supported approaches to assist all children in achieving academic
success, social competence, and emotional and physical health. This
program is a fall start only program.
Degree Requirements
The master’s degree in Educational Psychology will be awarded to
candidates who satisfactorily complete the previously described
curricula, have a cumulative grade point average of 3.5 or better for
the credits earned as part of the program and satisfactorily complete
the comprehensive examination.
Contact Information
Dr. Edward Snyder
Program Head, Educational Psychology
Phone: 814-732-1099
Email: esnyder@edinboro.edu
Comprehensive Examination. All students must take the written
comprehensive examination and receive a score of 70% correct or
higher.
Admission Requirements
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University. In addition, the applicant must:
1. Complete the online graduate application
2. Application Fee: $30. (if not former EUP student); $7 (if
former EUP student)
3. An official transcript verifying an earned baccalaureate
degree from an accredited institution.
4. Applicants should obtain scores averaging at or above the
30th percentile for verbal, quantitative, and analytical
writing sections of the Graduate Record Examination
(GRE). Edinboro University’s GRE code is 003321.
5. Minimum 3.0 QPA for junior and senior year of bachelor’s
degree
6. Three letters of reference
7. Professional resume
8. Submit an essay (1-2 pages) answering the following
questions:
a. What attracted you to the field of
educational/school psychology?
b. What attributes do you posses that will enable
you to succeed as a graduate student and
ultimately as a practitioner?
c. What are your professional goals?
The Educational Psychology comprehensive examination is available
online. Students must contact the program head and request to take
the examination. Requests can be made by phone (814 732-1099) or
by e-mail (esnyder@edinboro.edu). The exam should be taken during
the last semester before graduation. Once the request for taking the
comprehensive exam is approved, student will find access to the
examination via D2L.
The comprehensive exam covers 5 key courses (APSY 625, APSY
720, APSY 727, APSY 789, and APSY 796). There are 25 questions
related to each course. The format of the exam is multiple-choice for
questions. Students have 2 hours to complete the examination. To
pass the examination, students must receive a cumulative percentage
of correct responses at 70% or higher. If a student fails to pass the
exam, they must discuss the results of the exam with the program
head. They may be allowed to retake a second version of the exam
after discussion with the program head. Students will be notified of
their results immediately after taking the online exam.
Advising
Upon acceptance into the program, candidates will be assigned an
advisor. Candidates are strongly encouraged to contact their advisor
prior to the start of each semester to discuss course, field, and
examination requirements.
Curriculum
Required Courses (21 credits)
APSY 625 Collaborative Consultation in Educational Settings
APSY 720 Learning Theories
APSY 727 Psychoeducational Counseling and Interviewing
APSY 789 Seminar in Educational and Psychological Research
APSY 796 Crisis Management and Violence Prevention in Schools
EDUC 788 Research in Education
- 49 -
Program Faculty
The following faculty are most active in teaching classes, supervising
field experiences, and providing advising.
Joel Erion, Associate Professor
B.S. Elementary Education, Clarion University of Pennsylvania
M.Ed. Educational Psychology, Indiana University of Pennsylvania
School Psychology Certification, Indiana University of Pennsylvania
Ed.D School Psychology, Indiana University of Pennsylvania
Professional interests: Parent involvement, response to intervention,
and program assessment.
Edward P. Snyder, Professor
B.A. History, minor: education, Bucknell University
M.S. Education, Bucknell University
School Psychology Certification, Bucknell University
Ph.D. School Psychology, Lehigh University
Professional interests: Behavior disorders, functional assessments,
self-determination, goal setting, and school-based intervention
- 50 -
MASTER OF EDUCATION IN MIDDLE & SECONDARY INSTRUCTION
3.
Program Description
There are several options for students wishing to obtain Master of
Education in Middle and Secondary Instruction.
4.
Students not holding teacher certification may obtain this master’s
degree along with teacher certification in a wide variety of areas.
The purpose of this program is to provide candidates with
development of pedagogy and professional skills that will enable
them to gain classroom proficiency. The program is structured for
non-education majors who wish to pursue an advanced degree and to
secure certification as a teacher. For the future educator, the program
is designed to prepare candidates to practice the art of teaching in
accordance with the ethical principles of educators as they strive to
educate the nation's children.
Curriculum
I. CORE CONTENT (15 semester hours)
EDUC 788 Research in Education
SEDU 702 Teaching in the Contemporary Multicultural
Classroom
SEDU 731 Applications of Technology Integration in Education
SEDU 786 Secondary and Middle School Curriculum
SPED 710 Seminar in Exceptionalities
For students already holding teacher certification, several options,
including foci in social studies, middle level and English, exist. The
purpose of this program is to provide further development of content
knowledge through the academic strands while also increasing
practitioners' professional skills that will enable them to gain
increased classroom proficiency. The program is also structured for
education majors who wish to pursue an advanced degree. For the
practitioner, the program is designed to prepare candidates to practice
the art of teaching in accordance with the ethical principles of
educators as they strive to educate the nation's children.
II. STUDENTS SEEKING TEACHER CERTIFICATION
Classes for students seeking teacher certification in the areas
listed below* (18 semester hours)
SEDU 607 Content Literacy in the Middle and Secondary
School
SEDU 692 Seminar on Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle
and Secondary Schools
SEDU 774 Issues in American Education
SEDU 797 Action Research
SPED 725 Seminar in Mild to Moderate Disabilities
Students who are currently teaching math and/or science with an
emergency certificate or have a bachelor's degree in math or the
sciences may use this program to obtain a master’s degree and
certification in math or science. By passing the Praxis II in the
content areas of math or science (Mathematics, Physics, Earth Space
Science, Biology, Chemistry, and General Science) and meeting
university and state requirements, students are offered the
opportunity to earn their Pennsylvania teaching certificate. Students
may need to take an undergraduate course in composition and/or
literature to meet state requirements for certification.
Field
experience and student teaching must be completed in area schools
associated with Edinboro University’s student teaching placement
options.
The following courses are required for teacher certification
(9 semester hours)
(1) SEDU 475 Field Experience for Middle and Secondary
Education OR
SEDU 575 Secondary Education Field Experience
(2) SEDU 675 Teaching Methods for Middle and Secondary
Classrooms
(3) SEDU 495 Student Teaching OR
SEDU 695 Student Teaching
Additional courses in content area as needed.
Contact Information
Middle and Secondary Education Department Graduate Program
Head:
Dr. Jo Holtz
(814) 732-2794
jholtz@edinboro.edu
Classes for students seeking math/science teacher
certification (21-27 semester hours)
SEDU 607 Content Literacy in the Middle and Secondary
School
SEDU 675 Teaching Methods for Middle and Secondary
Classrooms
SEDU 695 Student Teaching (6-12 hours)
SEDU 700 Educational Assessment of Students in the Middle
and Secondary Schools
SEDU 774 Issues in American Education
SPED 725 Seminar in Mild to Moderate Disabilities
For information or assistance regarding services, activities and
facilities that are accessible to and usable by persons with a disability,
contact Dr. Robert McConnell, Office for Students with Disabilities
(OSD), at (814) 732-2462 t/tty or mcconnell@edinboro.edu. For
additional information, visit the OSD web page.
Admission Requirements and Procedures
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University. In addition, the applicant must:
1.
2.
Have a minimum 2.8 overall undergraduate QPA. The
MAT or GRE and/or Praxis I tests are required for
undergraduate QPA lower than 2.8
Copy of teaching certificate (for students holding teacher
certification)
Submit a completed Graduate Application
Submit an official transcript reflecting baccalaureate degree
- 51 -
8132 Mid Level – Math and Social Studies
8133 Mid Level – Science and English/Language Arts/Reading
8134 Mid Level – Science and Social Studies
III. STUDENTS NOT SEEKING TEACHER CERTIFICATION
Non-thesis Option (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 797 Action Research
Electives (9 SH)
Degree Requirements
Individuals must comply with the degree requirements established by
Edinboro University for the Master of Education Degree. A degree
will not be awarded solely on the basis of credit earned. Noneducation candidates for the degree will be required to earn teaching
certification before the master's degree is awarded. Students in this
program
must
also
complete
the
following:
Social Studies Focus (non-thesis) (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 797 Action Research
Electives (Graduate level ANTH or HIST courses; 9 SH)
Middle Level Focus (non-thesis) (15 credits)
SEDU 607 Content Literacy in the Middle and Secondary
School
SEDU 675 Teaching Methods for Middle and Secondary
Classrooms
SEDU 692 Seminar on Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle
and Secondary Schools
SEDU 774 Issues in American Education
Candidacy. Those completing certification need Teacher Candidacy
as required by the state.
Comprehensive Exams. Required if graduate QPA is below 3.25.
Cumulative Grade Point Average. Students must maintain 3.0.
Teacher Certification. Required for master’s in Middle and
Secondary Instruction.
English Focus (non-thesis) (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 797 Action Research
Electives (Graduate level ENGL courses; 9 SH)
Research Requirement (Thesis Option). Students taking the thesis
option must select a thesis advisor from among the graduate faculty
members in the Department of Middle and Secondary Education,
register for 3 credits of SEDU 799, and select a committee with the
assistance of the thesis advisor. The master’s thesis must conform to
the style of the most recent edition of the American Psychological
Association Manual. Any student planning for doctoral study in the
future is strongly encouraged to take the Thesis option.
Thesis Option (15 credits)
SEDU 692 Seminar on Teaching Adolescents
SEDU 799 Thesis
Electives (9 SH)
Advising
*Certification programs available in the following areas:
8112 Comprehensive English
8115 Earth and Space Science
8116 Mathematics
8119 Biology
8120 Chemistry
8121 General Science
8123 Physics
8124 Social Studies
8126 Mid Level – English/Language Arts/Reading
8127 Mid Level – Mathematics
8128 Mid Level – Science
8129 Mid Level – Social Studies
8130 Mid Level – Math and English/Language Arts/Reading
8131 Mid Level – Math and Science
Students pursuing Teacher’s Certification along with their Master’s
Degree should meet with their advisor or co-advisor every semester,
at least until certification is earned.
Advisors: Dr. Kathleen Benson, Dr. Jo Holtz
Program Faculty
Dr. Kathleen Benson
Dr. Dennis Buckwalter
Dr. Charles Cross
Dr. Jo Holtz
Dr. Gwen Price
Dr. Thomas Roden
Dr. Stacey Wolbert
- 52 -
kbenson@edinboro.edu
dbuckwalter@edinboro.edu
ccross@edinboro.edu
jholtz@edinboro.edu
gprice@edinboro.edu
troden@edinboro.edu
swolbert@edinboro.edu
MASTER OF SCIENCE IN NURSING
Clarion and Edinboro Universities
Program Description
Contact Information
The Master of Science in Nursing program is sponsored jointly by
Clarion and Edinboro Universities. There are two concentration
areas: family nurse practitioner (FNP) and nurse educator (NE). The
FNP concentration is 45 semester hours in length and includes 600
hours of clinical practice. FNP graduates are prepared to provide
primary care in medically under-served areas in Western
Pennsylvania and are eligible to apply to the Pennsylvania State
Board of Nursing for legal certification as certified registered nurse
practitioners (CRNP) in family health after passing professional
certification exams through either the American Nurses Credentialing
Center (ANCC) or the American Academy of Nurse Practitioners
(AANP). The NE concentration is 36 semester hours in length and
includes 135 hours of mentored teaching experience. NE graduates
learn to design, implement, and evaluate instruction and are prepared
to teach in diploma and associate degree programs as well as to fill
clinical education and staff development position in hospitals and
other health care institutions. NE graduates meet the educational
requirements to sit for the National League for Nursing Certified
Nurse Educator exam. Courses for both program concentrations are
delivered online with the exception of clinical practica and a limited
number of skill labs and workshops. Graduates of the program
receive a joint degree granted by both universities. Students may
select one university site for advisement and may utilize facilities and
services of both universities. The MSN program is accredited by the
National League for Nursing Accrediting Commission (NLNAC).
Students should check the program Website for the most up-to-date
program information: http://www.clarion.edu/msn/ Information about
program requirements and administrative matters is also available at
both universities.
Debbie Ciesielka, DEd, MSN, ANP-BC
MSN Program Coordinator
Clarion University–Pittsburgh Site
4900 Friendship Ave.
Pittsburgh, PA 15224
Telephone: 412-578-7277
E-mail: dciesielka@clarion.edu
Admission Requirements and Procedures
The admission requirements for both MSN concentrations are the
following:
1. Payment of the application fee.
2. Evidence of an earned baccalaureate degree in nursing from
an accredited program.
3. Licensure as a registered nurse in the state where they plan
to complete clinical practicum.
4. An undergraduate grade point average of 2.75 on a 4.0
scale or
5. A graduate grade-point average of 3.0 on a 4.0 scale (if
seeking second MSN degree)
6. One year of recent full-time clinical practice or two years
of part-time clinical practice (2,000 hours)
7. Evidence of completion of a college level statistics course
with a 'C' or better.
Application Deadlines. Early admission deadline is November 1.
All completed applications received by November 1 will be reviewed
and considered for early admission into the MSN program for the
upcoming fall term. Students meeting the criteria for early admission
will be notified by December 15.
Program Objectives. The Master of Science in Nursing program
affords advanced practice nurses the opportunity to develop as expert
clinicians or nurse educators, participate in shaping health policy, and
contribute to research that improves patient care or nursing education.
The nursing program provides the foundation for a life-long process
of personal and professional growth as well as for doctoral education.
Specifically designed for the working professional, all didactic
courses are taught via the internet. Most students study on a part-time
basis.
Regular admission deadline is April 1. All completed applications
received by April 1 will be reviewed and considered for regular
admission into the MSN program for the upcoming fall term.
Students meeting the criteria for admission will be notified by May
15. In addition to meeting the criteria for admission, students will be
accepted on a 'seat available' basis.
An applicant may be placed on a waiting list for the upcoming fall
admission or for the following fall admission. All students will be
notified by May 15 of their admission status.
Program Outcomes. Graduates will:
1.
2.
3.
4.
5.
6.
7.
8.
Synthesize knowledge from nursing, the sciences, and
humanities into advanced nursing practice.
Demonstrate critical thinking and diagnostic reasoning in
decision-making activities.
Use theoretical knowledge and research findings as a
foundation for advanced nursing practice.
Incorporate professional/legal standards and moral/ethical
values into a culturally sensitive practice.
Apply nursing knowledge and related theories to nursing
and health through nursing education and advanced clinical
practice.
Build a professional system that includes interdisciplinary
communication, collaboration, and teamwork.
Participate in legislative and policy-making endeavors that
influence health care services and practices.
Contribute to nursing knowledge through advanced clinical
practice and/or education and research.
For detailed instructions and to request an application, please visit:
http://www.clarion.edu/16475/
Curriculum
The following core courses are required of all students graduating
with a Master of Science in Nursing:
NURS 601: Advanced Concepts in Pathophysiology*
NURS 602: Pharmacologic Applications
NURS 605: Evolution of Nursing Theory**
NURS 610: Advanced Concepts in Nursing Research
NURS 614: Health Promotion: Family and Community
Perspectives***
NURS 615: Advanced Health Assessment
- 53 -
NURS 616: Advanced Health Assessment Practicum
NURS 645: Nursing and Public Policy
NURS 800: Scholarly Project/Thesis
earned, graduate students must successfully complete a minimum of
30 hours of credit in the Clarion and Edinboro Universities Program
beyond the first master’s degree and meet program requirements with
respect to the required semester hours of credit and courses for the
major. Second master’s degree students would typically have transfer
credits in nursing theory and research that could apply to the
requirements of NURS 605: Evolution of Nursing Theory, NURS
610: Advanced Concepts in Research, and NURS 800: Scholarly
Project/Thesis. Students may petition for life experience credits for
NURS 614: Health Promotion: Family and Community Perspectives
and NURS 645: Nursing and Public Policy. Clinical courses and the
internship are required of all degree students regardless of prior
advanced education.
* NURS 601 is a prerequisite to NURS 602 and is a prerequisite or
co-requisite to NURS 615 and NURS616.
** NURS 605 is a prerequisite to NURS 610.
*** NURS 614 is a prerequisite to the clinical courses and is a
prerequisite to NURS 620 and 621
Students in the family nurse practitioner concentration take the
following additional courses:
NURS 620: Clinical Decision Making
NURS 621: Clinical Decision Making I Practicum
NURS 630: Clinical Decision Making II
NURS 631: Clinical Decision Making II Role Seminar
NURS 632: Clinical Decision Making II Practicum
NURS 640: Clinical Decision Making III
NURS 641: Clinical Decision Making III Role Seminar
NURS 642: Clinical Decision Making III Practicum
NURS 750: Family Nurse Practitioner Internship
POST MASTER’S FAMILY NURSE
PRACTITIONER CERTIFICATE
A Post-Master’s Family Nurse Practitioner Certificate option is
available to Master of Science in Nursing graduates. A program of
study that meets all requirements to sit for national certifying exams
will be tailored to the needs of the individual.
Students in the nurse educator concentration take the following
additional courses:
NURS 675: Nursing Curriculum Development
NURS 676: Educational Strategies in Nursing
NURS 677: Evaluation and Assessment in Nursing
NURS 751: Nurse Educator Internship
POST MASTER’S CERTIFICATE IN
NURSING EDUCATION
A post-master’s certificate is available to individuals who hold a
master’s degree in nursing from an accredited program. This includes
nurses who have graduate degrees as nurse practitioners. The purpose
of this certificate program is to prepare nurses for teaching positions
in nursing in both academic and non-academic settings. A minimum
of 15 credits is required to earn a certificate.
Degree Requirements
To fulfill degree requirements for graduation, the student must
complete 45 semester hours or required course work for the family
nurse practitioner concentration and 36 semester hours of required
course work for the nurse educator concentration. The student must
maintain a QPA of 3.0 or better on a 4.0 scale. Successful completion
of a comprehensive assessment in the form of a professional portfolio
is required. A scholarly project/thesis is also required for graduation.
All degree requirements must be completed within six years of the
first date of enrollment.
PALLIATIVE AND END OF LIFE
CARE CERTIFICATE
Program Description
Advising
This multidisciplinary certificate program in palliative and end-of-life
care is designed to prepare healthcare professionals across multiple
disciplines to assume leadership roles within a variety of agencies to
incorporate and improve palliative and end-of-life care to patients
and families.
Upon admission to the MSN Program, students are assigned a faculty
advisor at the university closest to their home. Before beginning the
first course, successful applicants should meet with the graduate
advisor for orientation and assistance in planning their program of
studies. This can be accomplished face-to-face, by phone, email, or
desktop conferencing.
The 15-credit multidisciplinary certificate in Palliative and End-ofLife care consists of three theory-based courses and a six-credit
clinical practicum that can be completed in the student's workplace.
Program Faculty
Professors: A. Conway (EUP), D. Kubinski (EUP)
Associate Professors: D. Carlson (EUP), D. Ciesielka (CUP), L.
Reiser (CUP)
Assistant Professors: A. McClune (EUP), C. Stiller (EUP)
At the completion of the multidisciplinary certificate in palliative and
end-of-life care the graduate will be prepared to:
1)
Second Master’s Degree
Family Nurse Practitioner
2)
3)
Individuals holding a graduate degree in nursing may earn a second
masters in nursing degree in the Clarion and Edinboro Universities
Family Nurse Practitioner concentration. In order to qualify for a
second master’s degree, regardless of where the first degree was
4)
5)
- 54 -
Assume leadership roles within healthcare agencies in order to
provide quality palliative and end-of-life care.
Synthesize data and evidence-based practice guidelines to
address issues within the delivery of palliative and
end-of-life care.
Be multiculturally sensitive, competent, and ethically aware in
palliative and end-of-life care.
Collaborate with interdisciplinary team members in the
provision of palliative and end-of-life care.
Identify legal and ethical principles in the analysis of complex
6)
7)
8)
issues in palliative and end-of-life care.
Assess multiple dimensions including physical, psychological,
social, and spiritual needs to improve palliative
and end-of-life care.
Communicate effectively and sensitively with the patient,
family and healthcare team about palliative and end-of-life
issues.
Explore the experience of suffering, grief, loss and
bereavement for the patient, family and healthcare provider.
Students who do not currently hold a baccalaureate degree will
register for NUHL 560, NUHL 561, NUHL 562 and NUHL 563.
Students who have previously earned a baccalaureate degree will
enroll in NUHL 760, NUHL 761, NUHL 762, and NUHL 763.
Differences in 500 level courses and 700 level courses include
learning objectives, course assignments and evaluation methods.
Dr. Patricia Nosel
Chairperson, Nursing Department,
Health & Human Services Building
(814) 732-1127 / (814) 732-2900
nosel@edinboro.edu
Admission Requirements
3.
4.
Curriculum
Faculty from nursing, social work, counseling and speech/language
will be teaching and supervising students within their disciplines
within this multidisciplinary certificate program.
Dr. Patricia Nosel
Chairperson, Nursing Department,
Health & Human Services Building
(814) 732-1127 / (814) 732-2900
nosel@edinboro.edu
2.
Resume
Three letters of recommendation
Program Faculty
Contact Information
1.
5.
6.
A completed Edinboro University application
(online.edinboro.edu)
Application fee: $30.00 for new students, $7.00 for
returning Edinboro students
Official transcripts (GPA of a 2.75 is required)
Personal statement as to why the applicant wishes to pursue
this certificate and how it will benefit her/him as
professionals and the people for whom she/he cares.
Dr. Roselle Scaggs
Social Work Department, Butterfield Hall 230
(814) 732-1658
rscaggs@edinboro.edu
- 55 -
MASTER OF EDUCATION IN READING
The proposal must be submitted prior to graduation.
Program Description
This program will enable students to obtain a Master's Degree in
Reading and will qualify them for certification as a reading specialist
(upon passing the PRAXIS exam). This professional training is
essential in diagnosing and helping children overcome reading
disabilities, as well as in promoting developmental and interventional
reading practices in schools.
Form and Style to be Used in Writing Graduate Papers. There is
not a thesis requirement in the Master’s in Reading Program.
However, specialized courses offered by the University are designed
in part to develop skills in written expression with specific emphasis
placed on a review of the style and format considered by the
academic community to be the appropriate style and format for
course papers, research projects, independent study and thesis.
Students enrolled in graduate courses should also assume that correct
style format, spelling and grammar will be considered in evaluating
the quality of written material submitted. Course requirements in the
Masters in Reading Program shall conform to the style and form as
found in The Publication Manual of the American Psychological
Association [APA].
Contact information
Masters in Reading and Reading Specialist Certification
The Graduate Program Head
Dr. Heather Kenny hkenny@edinboro.edu
Graduate Programs in Reading Office
120 Butterfield Hall,
Edinboro University of PA
Edinboro, PA 16444.
814-732-1325
Candidacy: Graduate Requirements in Progress [GRIP].
Admission to graduate study as a degree candidate does not
automatically mean that the student will meet all requirements and
complete the Masters in Education: Reading at Edinboro University.
Admission Requirements and Procedures
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University.
1.
2.
3.
4.
5.
The academic record of each Masters in Education: Reading degree
candidate is reviewed at the conclusion of the semester or summer
session in which the candidate is enrolled for his or her 15th credit at
the University. Students who have made satisfactory progress in the
degree program will be approved for continuation. This approval
includes the satisfactory completion of 15 hours of course work, a
cumulative average of “B” or better, and appropriate Dispositions.
After this approval, a student may be removed from the program
based on the recommendations of the graduate faculty, Program Head
with supporting evidence, and approved by the Dean of Education
and the Dean of Graduate Studies and Research.
Completed graduate application
Application fee: $30.00 (if not former EUP student),$7.00
(if former EUP student)
Official transcript reflecting a baccalaureate degree from an
accredited institution
Minimum 3.0 overall QPA
Copy of valid teaching certificate or complete a program of
study approved by the Dean of Education, leading to
certification as an elementary or secondary school teacher
prior to completion of the program
It is the student’s responsibility to submit the GRIP Form to the
Graduate Program Head of Reading.
Curriculum
Comprehensive Exit Exam. The Reading Specialist PRAXIS exam
is the exit exam requirement for all students in the Master’s in
Reading Program. It is the student’s responsibility to register for the
PRAXIS exam. Students who are completing the M.Ed. in Reading,
but do not desire the Reading Specialist Certification and cannot
provide evidence of a passing score on the Reading Specialist
PRAXIS exam, must assume responsibility to schedule the
Comprehensive Examination with the Graduate Program Head of
Reading.
A minimum of 30 semester hours of graduate credit is required to
complete the degree. These credits should be earned as follows:
READ 702 Literacy Interventions for Striving Readers
READ 704 Comprehensive Literacy Curriculum: Design and
Implementation
READ 706 Foundations of Literacy: Theory and Instruction
READ 707 Literacy Instruction for the Content Area
Professional
READ 708 English Language Learners in the Literacy
Curriculum
READ 709 Literacy Difficulties: Assessment and Intervention
READ 710 Organization, Supervision and Administration of
Reading Programs
READ 712 Reading Clinic
READ 717 Language Arts Instruction: Design and
Implementation
READ 794 Research Design in Reading
Cumulative Grade Point Average. Students must satisfactorily
complete the course requirements of this program. To do so, the
student must earn a cumulative average of "B" (3.00) or better.
Students must not earn more than 6 semester hours of credit with a
grade of "C".
Certification: PRAXIS II: Reading Specialist Exam 0300.
The Master of Reading program prepares students for certification as
a Reading Specialist. It is the student’s responsibility to register for
the Reading Specialist PRAXIS exam and to apply for Reading
Specialist Certification. For students seeking certification outside of
the Commonwealth of PA, it is the responsibility of the student to
know the certification requirements for that state so that their state
requirements are met.
Degree Requirements
Degree candidates must comply with the degree requirements for the
Master of Education degree listed in the Graduate Catalogue.
Research Requirement. The graduate student will demonstrate
evidence of research competency by creating a viable research
proposal which articulates a well-conceived design and methodology.
- 56 -
Exit Survey. Each candidate will complete a survey prior to or
shortly after graduation. This survey helps in providing constant
review and evaluation of program requirements as an avenue of
updating and improving the program on a consistent basis.
Advising
Students in the online program will follow a prescribed sequence that
is shared through a Plan of Study.
Faculty
Information Shell. Candidates should access the Information Shell
in D2L for detailed information about the Graduate Reading
Program.
Dr. Scott Baldwin sbaldwin@edinboro.edu
Dr. Marian S. Beckman mbeckman@edinboro.edu
Dr. Linda Best lbest@edinboro.edu
Dr. Kathleen Dailey dailey@edinboro.edu
Dr. Heather Kenny hkenny@edinboro.edu
Dr. Lisa Tong ltong@edinboro.edu
- 57 -
MASTER OF SCIENCE
EDUCATIONAL SPECIALIST IN SCHOOL PSYCHOLOGY
Program Description
The Educational Specialist Degree in School Psychology is a 75
credit program of study that in conjunction with passing scores on the
National School Psychology Exam leads to Pennsylvania School
Psychologist Certification and recognition as a Nationally Certified
School Psychologist.
6.
Upon receipt of all application materials you will be contacted for an
interview. Materials should be received by February 15 for an
applicant to be considered for a graduate assistantship. Application
materials may be considered after this date for enrollment in the
program.
The School Psychology Program prepares its graduates for the
professional practice of psychology in the schools by emphasizing a
scientist-practitioner model of training. The mission of the program is
to prepare school psychologists who are capable of providing high
quality, ethical psychological services. The program provides a solid
foundation of instruction, research, and field experience, which
reflects current, empirically supported methods in psychology and
education. These experiences prepare graduates to provide assistance
and expertise in the assessment and treatment of problems
experienced
by
children,
schools,
and
communities.
In order to obtain certification, you must be a U.S. citizen. If you are
not a U.S. citizen you must have a permanent immigrant visa which
permits you to seek employment within the United States.
Additionally, you must intend to become a citizen and file a notarized
form titled, “Declaration of Intent to Become a Citizen of the United
States” (part of Foreign Supplement Package available from the
Bureau of Teacher Certification and Preparation).
Respect for diversity among individuals, groups, and community is
emphasized throughout the curriculum. The goal of our program is to
help each candidate to identify and apply his/her unique talents while
utilizing problem-solving, data-based approaches that allow him/her
to work with children and families having a broad range of needs.
The focus of our program is on the application of empirically
supported approaches to assist all children in achieving academic
success, social competence, and emotional and physical health.
Curriculum
Fall Year One
APSY 615 Introduction to School Psychology
(15 days of practicum included)
APSY 720 Learning Theories*
EDUC 781 Statistics in Education
SPED 710 Seminar in Special Education and Exceptionalities*
Spring Year One
APSY 724 Psychoeducational Assessment of Behavioral and
Developmental Disabilities (15 days of practicum
included)
APSY 727 Psychoeducational Counseling and Interviewing*
COUN 740 Individual Development through Adolescence*
SPED 725 Seminar in Mild to Moderate Disabilities*
Contact Information
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Dr. Joel Erion
Coordinator, School Psychology Program
814-732-2287
jerion@edinboro.edu
Summer Year One
APSY 721 Cultural, Social, and Biological Bases of Personality
Development
APSY 796 Crisis Management and Violence Prevention
(Contains one week residency.)*
Admission Requirements
1.
2.
3.
4.
5.
bachelor’s degree. For those who have earned a master’s
degree a grade point average of 3.5 or better is required.
Passing scores for the Praxis I reading, writing, and math
exams are required for Pennsylvania certification.
Applicants must submit an ETS (R) Personal Potential
Index (ETS PPI) Evaluation Report by going to
www.ets.org/ppi/ and setting up an account. Current GRE
Applicants and those who took the GRE General Test after
5/1/2009 can send the report for free. The evaluation report
should include feedback from three or evaluators, one of
whom must be a supervisor. Find evaluators who know you
well.
A one-two page essay answering the following questions:
a. What attracted you to the field of school
psychology?
b. What attributes do you possess that will enable
you to succeed as a graduate student and ultimately as
a practitioner?
c. What are your professional goals?
A professional resume.
GRE results (Scores averaging the 30th percentile or above
for the verbal, quantitative, and analytical writing sections
are preferred.)
Transcripts showing a grade point average of 3.0 or better
(4 point scale) for the junior and senior year of the
Fall Year Two
APSY 625 Collaborative Consultation in Educational Settings*
APSY 722 Individual Psychological Assessment I
APSY 725 Clinical Practicum in School Psychology
EDUC 788 Research in Education*
Spring Year Two
APSY 723 Individual Psychological Assessment II
APSY 735 Advanced Clinical Practicum in School Psychology
APSY 789 Research II: Seminar in Ed. /Psych. Research*
READ 706 Foundations of Literacy*
Explore M. Ed. eligibility with your advisor
Education Psychology comprehensive exam
Summer Year Two
APSY 790 Seminar in School Psychology
Year Three
APSY 795 Internship in School Psychology (18 credits)
- 58 -
1200 hour minimum
Take and pass Praxis II exam
*Required courses for the master’s degree in educational psychology
and are offered online.
National School Psychology Exam. A product of Educational
Testing Service, this instrument is designed for use by school
psychology candidates and should be taken toward the end of the
program. Questions focus on content and process issues relevant to
the school setting. The main content areas include data-based
decision making; research-based academic practices; research-based
behavioral and mental health practices; consultation and
collaboration; applied psychological foundations; and ethical, legal,
and professional foundations. Qualifying scores vary by state.
Degree Requirements
The Educational Specialist Degree in School Psychology will be
awarded to candidates who satisfactorily complete the previously
described curricula, have a cumulative grade point average of 3.5 or
better for the credits earned as part of the program, satisfactorily
complete the comprehensive examination, successfully complete
internship, and pass the National School Psychology Examination.
Advising
Upon acceptance into the program, candidates will be assigned an
advisor. Candidates are strongly encouraged to contact their advisor
prior to the start of each semester to discuss course, field, and
examination requirements.
Comprehensive Examination. Toward the end of the internship
students are required to complete a comprehensive examination
designed to assess their mastery of knowledge in areas relevant to the
practice of school psychology and the objectives of this program. The
exam requires a written response to questions tied to each program
objective followed by an oral defense and review of a case study
completed during internship. Students who do not pass the
comprehensive examination after two attempts will be asked to
withdraw from the program.
Program Faculty
The following faculty are most active in teaching classes, supervising
field experiences, and providing advising.
Joel Erion, Associate Professor
B.S. Elementary Education, Clarion University of Pennsylvania
M.Ed. Educational Psychology, Indiana University of Pennsylvania
School Psychology Certification, Indiana University of Pennsylvania
Ed.D School Psychology, Indiana University of Pennsylvania
Professional interests: Parent involvement, response to intervention,
and program assessment.
Internship. APSY795 Internship in School Psychology is a fieldbased experience, which is completed on a full-time basis during one
academic year. The internship is the culminating experience of the
program. It is a two-semester (1200 clock hour minimum) field
placement during which the student functions under the direct
supervision of a certified school psychologist. Students must
complete at least 600 hours of the internship in an approved school
setting. In non-school settings, supervisory personnel hold an
appropriate credential for that setting. Where employed, a rationale
specifies its appropriate relationship to the practice of school
psychology. The student functions in a carefully supervised, but
relatively independent manner. During this time the student
progressively assumes the role and functions of a psychologist in the
schools. Students are placed in urban, rural, and/or suburban settings
but must be exposed to the fullest extent possible to children and
families with diverse backgrounds.
Edward P. Snyder, Professor
B.A. History, minor: education, Bucknell University
M.S. Education, Bucknell University
School Psychology Certification, Bucknell University
Ph.D. School Psychology, Lehigh University
Professional interests: Behavior disorders, functional assessments,
self-determination, goal setting, and school-based intervention
- 59 -
MASTER OF ARTS IN SOCIAL SCIENCES
Program Description
The History Department offers a program which results in the earning
of a master of arts degree with a major in social sciences. The
department also offers graduate courses in history which may be
taken by students enrolled in the master of arts degree program with a
major in social sciences.
6.
* Students will complete a 15-18 credit concentration in one of
following disciplines (15 if writing a thesis and 18 if taking
Comprehensive Exam): History, Anthropology, Sociology,
Political Science. Because of faculty teaching loads, not
disciplines may be available as a program concentration.
This degree is designed to be multi-disciplinary, giving men and
women in education, business and government the opportunity to
develop their own program of study. Options and flexibility are kept
at the maximum level possible. This allows the professional in education, urban affairs, criminal justice, gerontology, international trade
and commerce, etc. to attain a graduate degree in his or her career.
Please feel free to contact us to schedule a visit, meet with current
students, tour campus, attend an open house, and/or answer any
questions you may have.
Degree Requirements
Students must comply with the degree requirements for the Master of
Arts degree listed in the Graduate Catalogue.
Dr. Ronald Spiller
Coordinator, Social Sciences Program
814-732-2287
rspiller@edinboro.edu
Students registering for thesis must submit, with their registration
materials, an application for authorization to enroll for Thesis which
has been signed by the advisor. This application form may be
obtained at the School of Graduate Studies and Research.
Admission Requirements and Procedures
3.
4.
5.
6.
7.
the
the
or
all
**Students will complete 6 credits in one of the aforementioned
disciplines. In consultation with the Program Director, other
disciplines may also be used in this category, including Economics,
Communications, Psychology, and Counseling.
Contact Information
1.
2.
Comprehensive Written Exam and Historiographical Essay
or Literature Review (0 credits)
Final Oral Examination and Thesis Defense
OR
Oral Defense of the Comprehensive Exam and
Historiographical Essay or Literature Review
Complete the online application
Application fee of $30 (if not a former EUP student), or $7
(if former EUP student)
Official degree conferred transcript reflecting baccalaureate
degree from an accreditated institution
Test scores from either the Miller Analogies Test (MAT) or
Graduate Record Examination (GRE)
Three letters of reference; forms are available at the forms
link on the School of Graduate Studies and Research
homepage.
Professional Resume
Typed essay (2-3 pages) answering the following
questions:
a. What attracted you to the profession of social
sciences?
b. What professional goals do you have for the next
10 years, and how will the Master of Arts in
Social Sciences help you attain those goals?
c. What attributes do you possess that suggest
success in graduate school and as a practicing
social scientist?
Students not completing the thesis must complete a Comprehensive
Examination.
Advising
Upon acceptance into the program, candidates will be assigned an
advisor. Candidates are strongly encouraged to contact their advisor
prior to the start of each semester to discuss course, field, and
examination requirements.
Faculty
The following faculty are most active in teaching classes and
providing advising.
Max Azicri,
Political Science
Lenore Barbian,
Anthropology
Ihor Bemko
History
Xin-zhu Chen
History
Ivan Chompalov
Sociology
Martha Donkor
History
Irene Fiala
Sociology
Dennis Hickey
History
Jerra Jenrette
History
Werner Lange
Sociology
Joseph Laythe
History
Rhonda Matthews
Sociology
Nazir A. Mughal
History
Steven R. Nachman
Anthropology
David Obringer
Library
Ronald L. Spiller
History
Lee Williams
Sociology
Renata B. Wolynec
Anthropology
Curriculum
This curriculum contains both a thesis track and a comprehensive
examination track. Both tracks require the earning of 36 semester
hours of graduate credit as a partial requirement of the degree. These
credits must be earned as follows:
1. Multidisciplinary
Research
Course
(3
credits)
Recommended Course Options: HIST 660, SOC 500, POLI
770, HIST 700, HIST 793, ANTH 795
2. Primary Social Science Field (15-18 credits)*
3. Secondary Social Science Field (6 credits)**
4. Free Electives (9 credits)
5. Thesis, ANTH 799, HIST 799 or SSCI 799 (3-6 credits)
OR
- 60 -
MASTER OF SOCIAL WORK
Program Description
The Social Work Department offers a program leading to a Master of
Social Work (MSW) degree. Social work is a profession dedicated to
enhancing the quality of life, the pursuit of social justice, and helping
a wide range of individuals to reach their full potential.
5.
Admission to Advanced Standing program. Eligibility for the
Advanced Standing tract requires a completed baccalaureate degree
in social work received within the last five years from a program
accredited by the Council on Social Work Education, a minimum
GPA of 3.0, references that indicate readiness for advanced social
work practice, copies of field internship evaluations, a supportive
letter from the applicant's undergraduate field and a professional
resume. At the bottom of the resume, please include a statement of
professional goals and how earning an MSW will help you reach
these goals.
The MSW program at Edinboro University of Pennsylvania (EUP)
prepares students for advanced social work practice providing
services to all system levels with an emphasis on families. The
program is fully accredited by the Council on Social Work Education
(CSWE) through 2017.
Upon completion of the MSW program, new graduates may apply to
the licensure board to take the exam to get their LSW (Licensed
Social Worker) license. Licenses are granted for graduates of
accredited programs who apply and pass a national examination
developed by the Association of Social Work Boards (ASWB). After
two years of full-time clinical work under the supervision of a
Licensed Clinical Social Worker (LCSW), LSWs may apply to take
the exam for the next level of licensure, the LCSW.
Curriculum
The Master of Social Work degree requires a minimum of 60
semester hours of professional training and a minimum of 900 clock
hours of supervised internship. The program has only one
concentration, advanced social work practice providing services to all
system levels with an emphasis on families. The curriculum is
divided into two levels, the foundation year and the concentration
year.
The MSW program is a 60 credit hour program consisting of 16
classes and 2 internship experiences. Students enrolled full time in
the program complete requirements in two academic years (four
semesters). Students enrolled part time in the program complete the
requirements in four academic years (eight semesters).
The foundation year and the concentration year each requires
completion of 30 semester hours of credit. The curriculum provides a
carefully designed sequence of courses which build upon prior
learning. Courses must be taken in sequence. Practice and Field
courses (SOWK 612, 613, 622, 623, 717, 719, 722, and 723) are only
available to students who have been formally admitted to the degree
program.
An accelerated advanced standing tract is available for qualified
students who have completed (within the last five years) an
undergraduate degree in social work from a CSWE accredited
program with a minimum 3.0 GPA. The entire MSW program is also
delivered online and can be completed on a part-time basis only.
Contact
MSW Program Director
Roselle Scaggs, Ph.D
(814)732-1658
Admission
Requirements
and
I.
Foundation Year
SOWK 600 HBSE I
SOWK 602 HBSE II
SOWK 604 Social Welfare, Social Policy, & Social Work
SOWK 606 Social Policy and Social Policy Practice
SOWK 608 Social Work Research I
SOWK 609 Social Work Research II
SOWK 612 Social Work Practice I
SOWK 613 Social Work Practice II
SOWK 622 Field Education Internship I
SOWK 623 Field Education Internship II
II.
Concentration Year
SOWK 717 Social Work Practice with Families I
SOWK 719 Social Work Practice with Families II
SOWK 722 Field Education Internship III
SOWK 723 Field Education Internship IV
SOWK 740 Family Diversity
SOWK 744 Administration and Supervision
SOWK 798 Integrative Seminar I
SOWK 799 Integrative Seminar II
Electives (6 SH)
Procedures
All admissions materials should be sent to: Edinboro University
School of Graduate Studies and Research, Biggers House, 148
Meadville Street, Edinboro, PA 16444 or via email:
gradstudies@edinboror.edu or via fax: 814-732-2611
1.
2.
3.
4.
Record Examination (GRE). Required scores are related
to the applicant’s GPA level.
A professional resume. At the bottom of the resume,
please include a statement of professional goals and how
earning an MSW will help you reach these goals.
Complete
the
online
graduate
application
(www.edinboro.edu/departments/graduate_studies/Admiss
ions/)
Application fee of $30 (if not former EUP student), or $7
(if former EUP student)
Official transcript reflecting a baccalaureate degree from
an accredited institution. This should include one course
evidencing significant content in human biology, as well
as a minimum of 21 semester hours of credit (or
equivalent) distributed within a liberal arts curriculum in
humanities, mathematics, physical and biological sciences,
social and behavioral sciences, and fine arts.
Minimum GPA of 2.8 (3.0 for Advanced Standing
applicants). Applicants with an overall GPA of less than
2.80 must produce scores from the Miller Analogies Test
(MAT) or the general aptitude portion of the Graduate
Advanced Standing. Through the advanced standing tract, students
can generally receive a waiver for the first semester of MSW study
(12 credits). Further course waivers are dependent on the specific
course equivalency to the required MSW courses at EUP.
- 61 -
Admission to Advanced Standing is competitive and the amount of
course credit waived is dependent on equivalency to courses at
Edinboro University. Course syllabi may be requested. No credit
will be given for life or work experience or by examination. Students
admitted to Advanced Standing must complete all of the prerequisite
courses with a grade of B or better: two semesters of Social Welfare
History and Policy, two semesters of Human Behavior in Social
Environment, two semesters of Research, two semesters of Social
Work Practice (macro and micro), and a minimum of 400 clock hours
of field instruction. In addition, students must complete SOWK699:
Introduction to Principles of Advanced Social Work Practice with
Families with a grade of B or better. This three-credit course is
offered during the summer preceding fall entry into the program.
Students may be admitted to the Advanced Standing tract on either a
full-time or part-time basis.
Students are expected to comply with the Code of Ethics for the
National Association of Social Workers and to demonstrate
appropriate professional behavior. Failure to do so may result in
termination from the program.
Advising
Students will be assigned an advisor from the MSW faculty.
Students are expected to consult with their advisor as their program
progresses.
Program Faculty
MSW Program Director
Roselle Scaggs, Ph.D rscaggs@edinboro.edu
MSW Faculty:
Suzanne McDevitt, Ph.D. smcdevitt@edinboro.edu
David Pugh, Ph.D. dpugh@edinboro.edu
Hillary Copp, Ph.D. hcopp@edinboro.edu
Degree Requirements
Students must maintain a cumulative quality point average of 3.00 or
better to remain in good standing in the program. A maximum of six
semester hours of "C" grades will be accepted. Only one "C" grade
will be accepted for any field internship (SOWK 622, 623, 722 or
723).
- 62 -
MASTER OF EDUCATION IN SPECIAL EDUCATION
OPTION 2 (30 cr. hrs.)
M. Ed. in Special Education (currently certified in Special
Education)
18 Credit Core:
APSY 789 Research in Education II
EDUC 788 Research in Education
SPED 610 Secondary Transition
SPED 628 Classroom and School-wide Behavior Management
Strategies for Inclusive Settings
SPED 760 Early Intervention and Working with Families
SPED 765 Response to Intervention, Progress Monitoring and Data
Management
Program Description
There are two options available for students wishing to pursue Master
of Education Degrees in Special Education.
OPTION 1 Individuals who hold undergraduate certification in
Elementary Education (K-6, P-4 or 4-8) from an accredited
institution may enroll in the M.Ed. in Special Education with
certification. The courses are designed to meet all Pennsylvania
Department of Education Special Education guidelines and Council
for Exception Children standards. The program is 36 credits and
requires a one-week residency on campus during the first summer of
your program.
12 Credit Specializations (choose one area to specialize)
OPTION 2 The Master of Education degree program for students
who are currently certified in Special Education is designed to
develop and improve knowledge of and performance in core
professional competencies related to the field of special education.
Additionally, students develop expertise in a chosen area of
specialization, (mild/high incidence disabilities, autism, or behavior
management). The program is 30 credits and requires a one-week
residency on campus during the first summer of your program.
Mild/High Incidence
SPED 725 Seminar on Mild Disabilities
SPED 750 Behavior Disorders and Positive Behavior Supports
SPED 775 Instructional Techniques for Students with Mild/High
Incidence Disabilities
SPED 795 Graduate Internship in Special Education
Autism
SHLD 708 Autism Spectrum Disorders and Augmentative and
Alternative Communication
SPED 770 Autism Spectrum Disorders
SPED 785 Applied Behavior Analysis
SPED 795 Graduate Internship in Special Education
Contact Information
Dr. Mary Jo Melvin, Department Chair of Early Childhood and
Special Education
Office Phone: 814-732-2154
Email (Preferred Contact): mmelvin@edinboro.edu
Admissions Requirements and Procedures
1.
2.
3.
4.
5.
Behavior Management
(SPED 628, SPED 765, and APSY 789 taken in core)
APSY 796 Crisis Management and Violence Prevention in Schools
SPED 750 Behavior Disorders and Positive Behavior Supports
SPED 785 Applied Behavior Analysis
SPED 795 Graduate Internship in Special Education
Complete the online application
Application fee of $30 9if not former EUP student), or $7
(if former EUP student)
Submit an official transcript verifying an earned
baccalaureate degree from an accredited institution
Undergraduate GPA of a 2.80 is required for admission.
Students with a GPA below 2.80, scores form the Miller
Analogies Test (MAT) or Graduate Record Examination
(GRE) are required.
Copy of valid teacher certification
NOTE: Additional areas of specialization may be developed in the
future.
Degree Requirements
Students in these programs must comply with the course
requirements for the master of education degree. In addition, students
must satisfactorily complete a non-credit master's project using
Applied Behavior. This project is typically developed and completed
during the two research courses.
Curriculum
OPTION 1 (36 cr. hrs.)
M. Ed. Special Education Seeking Certification
Required Courses
APSY 789 Research in Education II
EDUC 788 Research in Education
SPED 695 Graduate Field Experience in Special Education
SPED 710 Seminar in Exceptionalities
SPED 715 Creating Inclusive Classrooms
SPED 720 Advanced Assessment
SPED 725 Seminar in Mild to Moderate Disabilities
SPED 735 Explicit Instructional Strategies in Special Education
SPED 740 Issues Effecting Individuals with Severe Disabilities
SPED 745 Language and Literacy-based Instruction in Special
Education
SPED 750 Behavior Disorders and Positive Behavior Supports
SPED 755 Collaboration, Partnerships, and IEP Development
Note: Students who enter the Special Education M.Ed. program
seeking teacher certification in special education must also meet the
requirements for such certification, (including PRAXIS exams)
before the M.Ed. will be conferred.
Advising
Faculty advisors are assigned to students at the time of admission.
Program Faculty
Dr. Juanita Kasper, jkasper@edinboro.edu
Dr. Jeanne Faieta, jfaieta@edinboro.edu
Dr. Donna Murphy, dmurphy@edinboro.edu
- 63 -
MASTER OF ARTS IN SPEECH-LANGUAGE PATHOLOGY
SHLD 340 Managing Language Disorders
SHLD 350 Speech and Hearing Science
SHLD 420 Clinical Observation
SHLD 500 Neuroanatomy
SHLD 515 Audiologic Rehabilitation
Minimum of 25 hours of approved clinical observation.
At least one math course.
At least one biological and one physical science course.
At least six hours in behavioral/social sciences.
Program Description
Edinboro University of Pennsylvania's Master of Arts program in
Speech-Language Pathology provides students with the academic
knowledge and clinical experience for careers in a variety of
professional settings. Our alumni are employed in hospitals, regular
schools, special schools, rehabilitation facilities, clinics, and private
practice. They provide services to people of all ages who have
communicative, cognitive, and/or swallowing disorders. By engaging
students in the acquisition and application of knowledge, Edinboro
University faculty members encourage students to become thoughtful
and insightful decision makers. Students work closely with faculty
and supervisors as they learn to make informed professional
judgments and use contemporary approaches to diagnosis and
remediation of communicative, cognitive, and/or swallowing
disorders. Students must complete all academic courses and clinical
practicum required for clinical certification by the American SpeechLanguage-Hearing Association. The Speech-Language Pathology
program is accredited by the Council on Academic Accreditation in
Audiology and Speech-Language Pathology and the Pennsylvania
Department of Education.
Curriculum
The Master of Arts curriculum is designed to maximize learning in an
efficient and appropriately sequenced manner. It is ultimately
designed to prepare students to meet the needs of today's
clients/patients and employers, and to be eligible for ASHA
certification and state licensure. A minimum of 54 semester hours of
graduate credit (non-thesis track) is required as a partial requirement
of this degree. These credits should be earned as follows:
I. Core Courses (36 cr. hrs.)
SHLD 605 AAC Assessment and Intervention
SHLD 611 Seminar in Clinical Methods
SHLD 616 Audiology for the Speech Language Pathologist
SHLD 630 Fluency Disorders
SHLD 635 Phonological Disorders
SHLD 640 Language Disorders
SHLD 650 Aphasia/Neurological Disorders
SHLD 655 Swallowing Disorders
SHLD 706 Professional Issues in Speech-Language
Pathology/Audiology
SHLD 740 Voice Disorders
SHLD 772 Research Methods in Communication Disorders
SHLD 790 Communication Disorders in the Educational Setting
Admission Requirements and Procedures
Individuals seeking admission as degree students in this curriculum
must comply with the general admission requirements for graduate
studies at Edinboro University and with the special admission
requirements of this curriculum listed below:
1. Completed graduation application through CSDCAS or through
CollegeNet.
2. Application fee of $25.00 (if you have never applied to Edinboro
before) and are doing so through CollegeNet.
3. An official transcript reflecting a baccalaureate degree in "speech
and hearing disorders" from an accredited institution with an overall
3.0 QPA or be prepared to complete prerequisite course material.*
4. A copy of Graduate Record Examination (GRE) or Miller
Analogies Test (MAT) scores.
5. Three letters of reference, preferably from CSD faculty.
6. Typed essay (1-2 pages) answering the following questions: a.
What was the best advice you have ever been given? b. How have
you applied it in your life choices? c. How has this advice influenced
your approach to learning?
II. SLP Program Electives (3 cr. hrs.)
SHLD 675 Topics in Communication Disorders
SHLD 745 Early Intervention in Speech-Language Pathology
SHLD 793 Independent Study
III. Clinical Education (15 cr. hrs.)
SHLD 711 Advanced Clinical Practice--on campus
SHLD 711 Advanced Clinical Practice--off campus
SHLD 711 Advanced Clinical Practice--on campus
SHLD 711 Advanced Clinical Practice--Pediatric
SHLD 711 Advanced Clinical Practice--Adult
Note: All materials must be received at CSDCAS by February 1 or
at the School of Graduate Studies and Research by March 1 to be
considered.
Undergraduate Prerequisite Courses and Requirements
Undergraduate courses equivalent to the Edinboro University courses
listed below are required for admission to the MA in SpeechLanguage Pathology program. Students with insufficient
undergraduate preparation will be required to complete
undergraduate prerequisite courses prior to fulfilling course
requirements for the master's program.
IV Thesis (optional)
SHLD 799 Thesis
Certification. To be recommended for Pennsylvania Instructional I
Certification in Speech Language Impaired, the student must:
1.
SHLD 125 Psychology of Communication
SHLD 230 Intro to Audiology
SHLD 300 Normal Communication Development Across the
Lifespan
SHLD 355 Anatomy and Physiology of the Speech/Hearing
Mechanism
SHLD 375 Acoustical Phonetics and Phonetic Analysis
SHLD 320 Managing Articulation and Phonological Disorders
2.
3.
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Complete all requirements for the Master of Arts degree in
Speech-Language Pathology.
Demonstrate transcript evidence of two math courses, one
English composition course, and one English literature
course.
Meet all other requirements, such as the Praxis I and II tests
(including the National Examination in Speech Pathology)
currently stipulated by the Pennsylvania Department of
Education.
Susan Hegel, PhD, CCC-SLP is an assistant professor with a degree
from the University of Oregon. She teaches in the areas of advanced
language development/literacy and school-based service delivery.
She also conducts clinical supervision.
Human Services 241
814.732.2192 / shegel@edinboro.edu
ASHA #01027610 / PA SL: 005633-L
Degree Requirements
Individuals must comply with the degree requirements for the Master
of Arts degree listed in this catalogue. Either a thesis or a noncredit
master's project must be completed. The student must also complete
the National Examination for Speech Pathology (NESP). It is the
student's responsibility to schedule this test through ETS prior to
completion of the graduate program.
Patricia Leigh, PhD, CCC-SLP is an assistant professor with a PhD
in Communicative Disorders and Sciences and Cognitive Science
from the State University of New York at Buffalo. She teaches in the
areas of early intervention, phonology, language, and
alternative/augmentative communication. She also conducts clinical
supervision.
Human Services 237
814.732.1287 / pleigh@edinboro.edu
ASHA# 09137670 / PA SL: 009032-L
Advising
Students will be assigned an advisor from the Speech/Language
Pathology faculty. Students are expected to consult with their
advisor as their program progresses.
Program Faculty
Program Director
Char Molrine, PhD, CCC-SLP is a professor with a degree from
Kent State University. She is chair of the Speech, Language and
Hearing Department and graduate program head of the MASLP
Program. She teaches courses in the areas of aphasia/neurologic
disorders, dysphagia, and neuroanatomy. She also provides clinical
supervision.
Human Services 221
814.732.2432 / cmolrine@edinboro.edu
ASHA# 00999979 / PA SL: 000572-L
Dennis Lutz, M.A., CCC-SLP is an Instructor with a degree in
speech-language pathology from Edinboro University. He teaches in
the areas of psycholinguistics, acoustical phonetics, speech and
hearing science, and computer applications. He also conducts clinical
supervision.
Human Services 248
814.732.1440 / dlutz@edinboro.edu
ASHA# 01087613 / PA SL: 003052-L
Faculty
Cindy Grazio, MS, CCC-SLP is the director of the Governor George
Leader Speech and Hearing Center. She is the advisor for the
NSSLHA chapter and teaches courses in clinical methods and clinical
observation.
She
also
conducts
clinical
supervision.
Human Services 215
814.732.2164 / cgrazio@edinboro.edu
ASHA # 09135089 / PA SL: 005113-L
Roy Shinn, PhD, CCC-A is a professor with a degree from the
University of Oklahoma. He is the coordinator of the BASHD
Program. He teaches courses in audiology, audiologic rehabilitation,
and professional issues. He also conducts clinical supervision.
Human Services 240
814.732.2730 / shinn@edinboro.edu
ASHA# 00000281-02 / PA AT: 000581-L
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GRADUATE COURSE DESCRIPTIONS
ANTH 601 Introduction to Museums (3 credit hours)
This course introduces students to museum work, covering all facets of museum operations, from collections care and
utilization to Board responsibility and financial management. Students will have the opportunity to visit regional
museums to learn first-hand about daily operations and administration.
ANTH 602 Introduction to Historic Preservation and Cultural Resource Management (3 credit hours)
This course examines public history and archaeology as they pertain to historic preservation and cultural resource
management. Knowledge and applications of federal and state historic preservation laws to specific situations prepare the
student to deal with real issues in the local, regional, state, federal, and tribal workplace. Assessing site significance,
nominating a site for the national Register of Historic Places, and Federal planning related to the Section 106 process are
among the topics to be examined by the class.
ANTH 615 Ritual, Magic and Myth (3 credit hours)
This course examines religious belief and ritual in non-literate societies as well as popular movements among followers of
world religions. It focuses on religion as an aspect of culture that offers people a means to understand and adapt to a
changing world. Topics include theories of religious origins, magic and divination; witchcraft and sorcery; ghosts, spirits,
and gods; mythology; and religious movements. Graduate students will demonstrate a deeper understanding of the
complexities of the anthropology of religion (Ritual, Magic, and Myth) as determined by the instructor.
ANTH 664 Culture, Illness and Curing (3 credit hours)
This course offers a cross-cultural understanding of health and illness beliefs and practices. It examines the impact of
modern biomedicine upon traditional peoples and cultures, problems of communication between health practitioners and
patients of other cultures, as well as the confrontation in the United States between biomedicine and alternative systems of
healing. Graduate students will demonstrate a deeper understanding of the complexities of medical anthropology (Culture,
Illness and Curing) as determined by the instructor.
ANTH 671 Introduction to Archeology (3 credit hours)
This course provides an introduction to the field of archaeology, a sub-discipline of anthropology, which systematically
studies man's prehistoric and historic past from the remains of human behavior given certain specified objectives. The
course will introduce students to a diversity of research problems, data gathering techniques, analyses, and conceptual
frameworks which form an intrinsic part of modern day archaeology. Graduate students will demonstrate a deeper
understanding of the complexities of archaeology.
ANTH 672 Cultures of the World (3 credit hours)
This course surveys world cultures and describes the methods anthropologists use to study them. It explores in crosscultural perspective such topics as adaptation to the environment, language, art, values, politics, law, marriage and the
family, as well as culture change and the impact of the West upon traditional societies.
ANTH 673 Archeological Field Study (3 -12 credit hours)
This course has two complementary aspects. During the summer and fall sessions archaeological field techniques are
applied to the excavation of actual sites. During the spring semesters archaeological laboratory techniques are applied to
the preparation and analysis of archaeological data. Graduate students will demonstrate a deeper understanding of the
complexities of archeological field studies.
ANTH 674 Indians of North America (3 credit hours)
This course looks at the traditional and contemporary cultures of Eskimos and North American Indians. It examines
Native American adaptations to the environment, social and political organization, religion, life styles and values,
histories of contact with outsiders, and problems of survival in the modern world. Graduate students will demonstrate a
deeper understanding of the complexities of Native North American societies and cultures as determined by the instructor.
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ANTH 678 Native America Before Columbus (3 credit hours)
This course surveys the development of Native American cultures, as revealed in the archeological record, for the first
20,000 year before European contact. Models are examined which describe and explain the interrelationships between
pre-Columbian cultural systems and their respective cultural and physical environments. Special emphasis is placed upon
examining interrelationships among the technological sociological and ideological subsystems of individual preColumbian Native American cultural systems. Prerequisite: Sophomore standing or permission of instructor.
ANTH 795 Internship in Anthropology (3-12 credit hours)
This internship in anthropology provides practical, on the job experience and enables students to apply concepts and
theories to the work environment. Further, it enhances student employability.
APSY 615 Introduction to School Psychology (3 credit hours)
This course offers students an introductory overview of the roles and functions of the school psychologist. The historical
and legal foundations of the field as well as contemporary demographics and issues of professional identity are reviewed
in detail.
APSY 625 Collaborative Consultation in Educational Settings (3 credit hours)
This course prepares the student to participate in collaborative consultation services for students experiencing learning
and/or behavior problems. It emphasizes enhancing communications skills, interactive teaming, problem solving, case
management skills, systems level consultation, and implementation with culturally diverse students. It also reviews multitiered service delivery systems, including response-to-intervention.
APSY 720 Learning Theories (3 credit hours)
This course examines classic and contemporary theories of learning, particularly in regard to the learning and behavior of
children and adolescents. It explores the research base of the major theoretical models and examines the implications of
those models for the education and treatment of children and adolescents.
APSY 721 Cultural, Social, and Biological Bases of Personality Development (3 credit hours)
Reviews theories on how social and cultural factors influence personality development in children and adolescents.
Additionally, drugs commonly prescribed to school-aged children are reviewed. Information on intended effects, sideeffects, and monitoring procedures of these medications are discussed in-depth.
APSY 722 Individual Psychological Assessment I (3 credit hours)
Develops competence in administering, scoring, and interpreting an intellectual/achievement assessment system and the
use of informal assessment to include curriculum-based measurement and curriculum-based assessment. The statistical
and psychometric underpinnings of the instruments are examined. The course emphasizes practical application of the
results in school settings including report writing, definitional guidelines, progress monitoring, program evaluation, and
legal provisions. Closed to non-majors.
APSY 723 Individual Psychological Assessment II (3 credit hours)
Develops competence in administering, scoring, and interpreting a variety of norm-referenced and informal psychological
and educational assessment instruments. Integrating data from the Wechsler Scales into psychoeducational reports is
central. Test construction theory is emphasized. Alternatives to classic psychometric theory and emerging trends are
discussed. Guidelines for ethically sound and culturally fair testing are reviewed in detail. Prerequisite: APSY722.
APSY 724 Psychoeducational Assessment of Behavioral and Developmental Disabilities (3 credit hours)
Presents an overview of individual psychoeducational instruments commonly used in school settings. These include
behavior rating scales, observation systems, measures of adaptive behavior, interview procedures, and some projective
techniques. Students will develop skills for the administration and interpretation of these techniques as well as
incorporation of obtained information into written reports.
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APSY 725 Clinical Practicum in School Psychology (3 credit hours)
Provides advanced school psychology students with supervised practical experiences in a university clinic and
supplemental experiences in school settings. Students are given opportunities to practice assessment and intervention
skills. Prerequisite: APSY722 or permission of instructor.
APSY 727 Psychoeducational Counseling and Interviewing (3 credit hours)
This course introduces the various points of view in psychological counseling and interviewing. Readings, discussion, role
playing, and actual counseling and interviewing encourage students to develop a theory of therapeutic interaction which is
consistent with their views of human nature and their own natural inclinations.
APSY 735 Advanced Clinical Practicum in School Psychology (3 credit hours)
This course provides advanced school psychology students with supervised practical experiences in schools and other
educational and mental health settings. Students are given enhanced opportunities to practice assessment and intervention
skills. Prerequisite: APSY725 or permission of instructor.
APSY 789 Research II: Seminar in Educational/Psychological Research: (3 credit hours)
This course teaches skills required for completing data collection for research, evaluating the validity of research results,
and presenting research to the public. Single-case design is emphasized. Students are required to complete a manuscript of
publishable quality. Pre-requisite: EDUC 788.
APSY 790 Seminar in School Psychology (3 credit hours)
Focuses primarily on current issues and problems graduate students face during the internship and the early years of their
school practice. It includes legal and ethical issues, common professional problems, and the organization of psychological
services in the school setting. Prerequisite: permission of instructor.
APSY 795 Internship in School Psychology (3-9 credit hours)
The internship provides advanced school psychology students with opportunities for supervised experiences delivering a
broad range of school psychological services. Services include, but are not limited to, assessments and direct and indirect
intervention design and implementation. Interns work with children across developmental levels from varied backgrounds
that experience educational and behavioral difficulties.
APSY 796 Crisis Management and Violence Prevention (3 credit hours)
This course develops an understanding of techniques and issues related to preventing and managing crises situations in
schools. It trains students in non-violent interventions for handling aggressive and disruptive school-age individuals. This
course is the third and final course in the sequence of courses for the Behavior management Specialist Certificate.
ARED 650 Strategies for Art Teachers (3 credit hours)
This course is devoted to specific, current issues in teaching and learning related to Art Education. This course requires
each student to undertake an in-depth study and research of issues provided by the instructor in light of its practical
application to one's own art teaching situation or context.
ARED 701 Current Issues in Art Education (3 credit hours)
This course is devoted to the examination of current issues in art education. The student will develop a professional
awareness of global, national, state, and local issues as they apply to their teaching situation. The course will cover an
overview of current issues in the field with emphasis on specific issues as determined by the instructor and the needs of
the students.
ARED 704 Art Education Graduate Field II (3 credit hours)
This course provides graduate level teacher certification students in art education with a variety of activities and
experiences in actual school art programs. Serving as art teacher aides, the students devote two half-days per week to this
supervised pre-student teaching field experience. Pre-req. ARED 305.
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ARED 705 Aesthetics and Art Criticism for Art Education (3 credit hours)
This course examines the nature of the aesthetic experience as it relates to the artist, the art object/event, and the observer.
Included are topics on the function and methods of art criticism. Questions are raised concerning the creative act, theories
of art, context, interpretation, and evaluation, which are particular significance to the art educator in contemporary
schools.
ARED 706 Curriculum Development in Art Education (3 credit hours)
This course is devoted to the examination of curriculum in art education. An overview of past theory as well as
contemporary trends in curriculum will be studied. The development and evaluation of art education curriculums will be
the major emphasis of the course.
ARED 710 Graduate Student Teaching (12 credit hours)
This course is a culminating experience for graduate level teacher certification in art education. Art education faculty in
the art department supervises this course. This student teaching assignment provides the opportunity for the student to
display competency in a K-12 public school setting under the direct daily supervision of a qualified cooperating teacher.
Prerequisite: ARED704.
ARED 715 Critical Readings in Art Education (3 credit hours)
This course will provide foundational reading of critical literature in the field of art education. Students will gain
knowledge of the concepts, theories, and developmental history of art education through readings in art education,
education, policy, psychology and other related areas that have shaped the field of art education.
ARED 720 Therapeutic Art Education (3 credit hours)
On a master’s level, art educators need to expand on the foundational courses they took in their pre-service training. This
course was created to further the master art teacher’s understanding of working with students who have special needs.
This course will provide students with the theories and strategies of therapeutic art education and art therapy.
ARED 725 Culminating Experience in Art (6 credit hours)
The culminating Experience in Art Education Seminar provides an opportunity for students to demonstrate their
proficiency in the field of art education before completing their MA with a concentration in Art Education. This entails
the completion of a manuscript in which students synthesize previous theory and practice and extend their learning in their
chosen area of interest.
ARED 750 Research in Art Education (3 credit hours)
This course explores current research methodology in art education. Research designs studied will be qualitative,
quantitative and mixed-methods. Topics will cover historical, philosophical, case study, survey, experimental design,
feminist, ethnographic, and action research. Pre-requisite EDUC 788.
ARHI 730 Special Topics in Art History (3 to 9 credit hours)
This course will focus on a specific topic in Art History suitable for graduate students in the M.F.A. program, other
graduate students with permission of the instructor. The content will vary from semester to semester according to the
interests of the students and faculty. May be repeated up to three times for credit.
ART 700 Seminar in Fine Arts (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the
class. The seminar will include a summary of current trends as cross-field experiences related to the study areas of those
involved, i.e., Ceramics, Painting, Sculpture, Etc. The course is designed to rely on a number of possible approaches to a
study of contemporary trends in the fine arts and in professional preparation. The course instructor will assign readings or
activities to further these goals. This course is required of MFA students and must be taken during the first year of
residence.
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ART 701 Seminar in Fine Arts (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the
class. The seminar will include a summary of current trends as cross-field experiences related to the study areas of those
involved, i.e., Ceramics, Painting, Sculpture, Etc. The course is designed to rely on a number of possible approaches to a
study of contemporary trends in the fine arts and in professional preparation. The course instructor will assign readings or
activities to further these goals. This course is required of MFA students and must be taken during the first year of
residence.
ART 702 Seminar in Fine Arts (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the
class. The seminar will include a summary of current trends as cross-field experiences related to the study areas of those
involved, i.e., Ceramics, Painting, Sculpture, Etc. The course is designed to rely on a number of possible approaches to a
study of contemporary trends in the fine arts and in professional preparation. The course instructor will assign readings or
activities to further these goals. This course is required of MFA students and must be taken during the first year of
residence.
ART 703 Book Arts (3-9 credit hours)
This course introduces book arts as a medium of creative expression. Lectures, demonstrations, and studio work will
explore various approaches to book design. Studio exploration will focus on each student’s area of experience. Diverse
approaches to book design will be supported, including, graphic design, typography, photography, digital-imaging,
painting, drawing, and printmaking. Prerequisite: Graduate status.
ART 735 Final Exhibit (3 credit hours)
During the last semester of their degree work, students enrolled in the Master of Arts in Art program with an emphasis in
studio must mount a one-person exhibition demonstrating growth, maturity, and proficiency in one or more studio areas.
Prerequisite: Candidacy and approval of the student’s graduate committee chairperson/advisor.
ART 740 Studio Problems in Painting (3 credit hours)
A course designed to allow the student to work with the individual instructor in selection of problems suitable to the
development of the particular student in painting.
ART 741 Painting I (3-24 credit hours)
This graduate course is for the first year MFA student with a major in Painting. Emphasis is on individual development
and execution of pictorial problems. The student will work with an instructor on an individual basis. A minimum of 15
semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: MFA degree student
in Art or approval of the Painting area MFA faculty.
ART 742 Painting II (3-24 credit hours)
This graduate course is designed for the second year MFA student with a major in Painting. Continued individual growth
in the development and execution of pictorial problems is expected. The student will continue to work with an instructor
on an individual basis. A minimum of 15 semester hours must be completed in this course to meet MFA graduate
requirements. Prerequisite: completion of at least 15 hours of ART741 and a positive review by the Painting area MFA
faculty.
ART 743 Drawing(3-12 credit hours)
This course emphasizes drawing as an aesthetic experience. Exploration and development of drawing as an independent
discipline is expected. Students explore a variety of media, technical processes and conceptual approaches to drawing.
Prerequisite: Must be a graduate student in Art.
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ART 750 Studio Problems in Sculpture (3 credit hours)
This course is designed to allow the student to work with the individual instructor in selection of problems suitable to the
development of the particular student in sculpture.
ART 751 Sculpture I (3-24 credit hours)
This course concentrates on developing, intensifying and enhancing expressional processes as they relate to sculpture.
Emphasis is on individual initiative in both the development and the execution of sculptural problems. The student will
work with an instructor on an individual basis. A minimum of 15 semester hours must be completed in this course to meet
MFA graduate requirements. Prerequisite: MFA degree student in Art or approval of the Sculpture area MFA faculty.
ART 752 Sculpture II (3-24 credit hours)
This course is designed to allow the sculpture major to develop artistic, technical and professional competence. The
student will work with a member of the Sculpture area MFA faculty on an individual basis. A minimum of 15 semester
hours must be completed in this course to meet MFA graduate requirements. Prerequisite: completion of at least 15
semester hours in ART751 and positive review by the Sculpture area MFA faculty.
ART 760 Studio Problems in Ceramics (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to
the particular student's interest in Ceramics.
ART 761 Ceramics I (3-24 credit hours)
This studio course concentrates on developing the artistic, technical and professional competence of the first year MFA
student. The student will work with a member of the MFA Ceramic faculty to develop and explore most fully the
potentials of both the student and medium in terms of a plastic visual expression. A minimum of 15 semester hours must
be completed in this course to meet MFA graduate requirements. Prerequisite: MFA degree student or approval of
Ceramic area MFA faculty.
ART 762 Ceramics II (3-24 credit hours)
This studio course concentrates on developing the artistic, technical and professional competence of the second year MFA
student. The student will work with a member of the MFA Ceramic faculty to develop and explore most fully the
potentials of both the student and the medium in terms of a plastic visual expression. Continued growth in the student's
vision and competence is expected. A minimum of 15 semester hours must be completed in this course to meet MFA
graduate requirements. Prerequisite: completion of at least 15 semester hours of ART761 and positive review by the
Ceramic area MFA faculty.
ART 770 Studio Problems in Graphics (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to
the development of the particular student in Graphics.
ART 771 Printmaking I (3-24 credit hours)
This is a beginning graduate course in Lithography, Intaglio, Relief or Serigraphy. The student will work on an individual
basis with an instructor of the student's choice in pursuit of experimental imagery research and technical control. A
minimum of 15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: MFA
degree student in Art or approval of the Printmaking area MFA faculty.
ART 772 Printmaking II (3-24 credit hours)
In this advanced course emphasis is placed on refining and developing personal imagery as well as developing the
technical proficiency required of the professional printmaker. Student will work on an individual basis with an instructor
of the student's choice. A minimum of 15 semester hours must be completed in this course to meet MFA graduate
requirements. Prerequisite: completion of at least 15 semester hours of ART771 and positive review by the Printmaking
area MFA faculty.
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ART 775 Studio Problems in Photography (3-24 credit hours)
This graduate course is designed for Master of Arts in Art students with a focus in photography, and is offered as an
elective to other graduate students. Students will concentrate on personal visions in photography and will approach their
studies with increasing depth. Students will work with an instructor on an individual basis.
ART 780 Studio Problems in Crafts (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to
the particular student in either fiber or wood crafts. The student works with the instructor in developing his or her
competence in all phases of the media processes. The emphasis is on the development of the student's artistic capabilities
and all around competence in the studio.
ART 791 Jewelry/Metalsmithing I (3-24 credit hours)
In this course the student selects problems in Jewelry/Metalsmithing suitable for varying levels of experience. A
minimum of 15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: MFA
degree student in Art or approval of the Jewelry/Metalsmithing area MFA faculty.
ART 792 Jewelry / Metalsmithing II (3-24 credit hours)
This advanced course is designed to allow the second year Jewelry/Metalsmithing major to develop and extend his or her
techniques and visual capabilities. A minimum of 15 semester hours must be completed in this course to meet MFA
graduate requirements. Prerequisite: completion of at least 15 semester hours of ART791 and positive review by the
Jewelry/Metalsmithing area MFA faculty.
ART 793 Independent Study in Art (3 credit hours)
This course is devised to meet the needs of students who wish to prepare, under the direction of a member of the graduate
faculty, individual studies or projects in art history or art studio.
ART 799 Studio Exhibit (2 credit hours)
Registration for ART799 provides credit for the preparation of the studio exhibit required of all MFA degree candidates.
The studio exhibit is presented in the form of a "one person" show expressing the culmination of experiences and
achievements of the student's total grduate program. A written statement concerning the work of the exhibition must be
exhibited along with the work.
BIOL 600 Ecology (3 credit hours)
This course presents a study of plants and animals in relation to their physical and biological environments. Special topics
include distribution factors, life zones, food chains and adaptations. Special attention is given to animal and plant
communities in Northwestern Pennsylvania. Class consists of lectures, laboratory exercises, and field trips. Prerequisite:
BIOL230 and BIOL240.
BIOL 603 Organic Evolution (3 credit hours)
The evolution of the modern synthesis and the ability of this theory to explain the genetic structure of populations,
molecular evolution, adaptations and speciation will be discussed and investigated through laboratory exercises. Modern
methods in phylogenetic systematic/taxonomy will also be presented and implemented through various projects.
Prerequisite: BIOL103 and BIOL300. 2 hours lecture and 3 hours of lab
BIOL 609 Molecular Biology and Genomics (4 credit hours)
This course will inculcate concepts in molecular biology and genomics and develop laboratory skills in molecular
biology/biotechnology and computer skills in genomics, proteomics, and related areas. Three hours lecture and three
hours laboratory. Prerequisites: BIOL103 and either BIOL300 or BIOL305, or equivalent.
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BIOL 637 Conservation Biology (3 credit hours)
This course provides an overview of the history and current status of species extinction and global loss of biodiversity.
The course surveys methods used to conserve animal and plant life and wildlife habitat in the United States and around
the world, and discusses conservation activities and needs in societal, cultural, economic, and political contexts.
Prerequisite: BIOL230 or BIOL 240 or permission of the instructor.
BIOL 640 Ichthyology (3 credit hours)
This course studies the taxonomy, ecology, anatomy, physiology, behavior, breeding habits, and growth and development
of fishes. A taxonomic and evolutionary approach examines both the diversity and the relationships existing among the
major groups of fishes. Laboratory and field work emphasizes fishes of the area. There is a three-hour laboratory each
week. Prerequisite: BIOL140 or BIOL309, or equivalent, or permission of instructor.
BIOL 642 Ornithology (3 credit hours)
This course will include the identification, classification, and natural history of birds with emphasis on those of
Pennsylvania and nearby states. It will involve laboratory, lectures, and much field study. Prerequisite: BIOL240, with
lab. 2 hours lecture and 3 hours lab.
BIOL 643 Mammalogy (3 credit hours)
This course provides for a study of taxonomy, adaptations, life histories, ecology and distribution of mammals with
emphasis on those in this general region of the country. Prerequisite: BIOL140. 2 hours lecture, 3 hours lab.
BIOL 647 Field Zoology and Systematics (3 credit hours)
This course is devoted to concepts and procedures of systematics, and to classifying and identifying fauna collected on
field trips. Prerequisite: BIOL240 with lab. 2 hours lecture, 3 hours lab.
BIOL 657 Biological Study Design and Data Analysis (3 credit hours)
This course examines the design and use of research hypotheses, controlled experiments, and data collection and analysis,
as they apply to research in the biological sciences. Emphasis is on the role of statistical inference in the hypotheticodeductive approach to studying living organisms. Prerequisite: BIOL103 and either MATH260 or MATH350.
BIOL 664 Introduction to Pathology (3 credit hours)
This course involves the study of abnormal function and structure at the tissue level. Topics covered are inflammation,
necrosis, tissue repair, neoplasia and autoimmunity. A detailed unit on blood and electrolyte imbalances is also included.
Lecture and demonstrations, no lab. Prerequisite: a course in Human or Animal Physiology or consent of the instructor.
BIOL 672 Biology of the Higher Invertebrates (3 credit hours)
Biology of Higher Invertebrates is an exploration of the life styles of the many animals without backbones, including
form, function, and taxonomy. Lectures will focus on the unique features of different invertebrate phyla and the
interesting ways animals interact with each other and their environments. We will cover topics in animal classification,
life history and various types of human-invertebrate interactions. The laboratory section of this course will be composed
of field work on campus and at Presque Isle, and labortory work that examines invertebrate diversity and animal structure
and function. Prerequisites: BIOL103 and BIOL 240. 2 hours lecture, 3 hours lab.
BIOL 682 Behavioral Ecology (4 credit hours)
Behavior is studied from an evolutionary perspective. Current models of foraging, mating and social behavior are
evaluated through classroom and field work.
BIOL 701 Seminar in Biology (3 credit hours)
The emphasis in this course is on the presentation and discussion, by students, of topics and research pertinent to the field
of biology at the present time. Required of all biology graduate students (M.S. and M.Ed.). Prerequisite: graduate
standing.
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BIOL 793 Independent Study in Biological Science (3 credit hours)
This experience is devised to meet the needs of students who wish to prepare, under the direction of a member of the
graduate faculty, individual studies or projects in the field of biological science.
BIOL 799 Thesis (3-6 credit hours)
Research for the Master's thesis is conducted under the supervision of the advisor.
COMM 600 Communication Theories (3 credit hours)
This course is designed as a general introduction to communication theory. It surveys the major approaches, processes and
communication contexts of theory building in the human sciences, and examines the primary movements that have
influenced thinking about communication as a discipline.
COMM 605 Communication Strategies in Advertising (3 credit hours)
This course teaches dynamics of communication in the creation, implementation, and criticism of advertising. Students
learn to analyze communication research, message strategies, execution of advertisements, and client-media-consumer
relationships from theoretical, critical and applied perspectives. Pre-requisites: Junior status or Permission of Instructor;
Graduate status for 600 level enrollment.
COMM 607 Criticism of Mass Media (3 credit hours)
This course examines methods for the critical analysis of mass media messages generated through radio, television, film,
and newspapers. Students gain insight into the effect of media on society with particular focus on news bias, mediated
politics, advertising, censorship, television violence, economic support systems, and media stereotyping. Prerequisites:
JOUR364 or Permission of Instructor. Graduate status for 600 level enrollment.
COMM 610 Communication Research (3 credit hours)
This course introduces research methods and tools in communication studies. Students become proficient in
communication design and analysis using quantitative measures, with particular emphasis databases, constructing and
applying measurement instruments, and conducting statistical analyses.
COMM 620 Qualitative Communication Research (3 credit hours)
This course provides students with the requisite knowledge and skills to design and carry out qualitative research on
communicative practices, interactions and events. Students learn principles of and applications for participant-observation
research and how interpretive analysis can serve as the basis for hypothesis generation and quantitative design.
COMM 630 Interpersonal Communication Strategies (3 credit hours)
This course reviews recent theories of interpersonal interaction and introduces methods for analyzing communication
between persons in significant relationships. Students examine how relationships develop and deteriorate through
communication practices, and how differences in gender, ethnicity, age, class and race affect interpersonal perception.
COMM 635 Integrated Marketing Communication (3 credit hours)
This course is concerned with the creation and implementation of communication campaigns using a mix of promotional
methods including public relations, advertising, and related concepts. Goals and objectives, audience analysis, message
strategies, tactics, and evaluation research are presented in an applied communication context with particular emphasis on
the non-profit sector.
COMM 640 Small Group Communication (3 credit hours)
This course examines the theory and practice of small group communication, with a focus on developing productive
interaction in teams, meetings, negotiations, and other group settings. Students take up issues of consensus-building,
group leadership and effective decision-making through communication practices.
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COMM 645 Technology of Communication (3 credit hours)
This course examines how technology is used as a medium of communication, with a particular focus on Computer
Mediated Communication (CMC), Group Decision Support Systems (GDSS), and net meetings. It takes up how
communication technology structures perceptions and interactions through web pages, digital stories and multimedia
texts.
COMM 650 Rhetorical Theory and Criticism (3 credit hours)
This course surveys selected theories of rhetoric from the classical to the postmodern, and examines methods for the
critical analysis of discourse and texts of various genres.
COMM 655 Political Communication (3 credit hours)
This course examines communicative aspects of national political campaigns and related decision-making processes. The
role of mass media in political processes is of particular concern, but interpersonal, group, and organizational practices as
they pertain to electoral procedures are also examined.
COMM 660 Organizational Communication (3 credit hours)
This course examines the major theories, both classical and contemporary, that drive research in organizational
communication, with a focus on systems theory, technological development, organizational climate, information
networks, management style, and human relations skills.
COMM 665 Managing Conflict (3 credit hours)
This course addresses problems of managing conflict in interpersonal, group and institutional contexts. Students learn
theories of conflict and strategies for negotiation and mediation. The course takes up social and psychological factors of
conflict, conflict management styles, anger management practices, assertive behavior, attitude adjustment, and meanings
of peace.
COMM 675 Intercultural Conflict & Communication (3 credit hours)
This course focuses on conflict in institutional and organizational contexts between persons and groups with varying
histories, ethnicities, interests and needs. Emphasis is on developing, asymmetrical power relations, and perceived threats
in order to promote productive working relationships.
COMM 680 Gender and Communication (3 credit hours)
This course considers the intersection of communication, culture, and gender. It examines the implications of socially
constructed gender roles, identifying and challenging communication practices that create inequities for both men and
women. Emphasis is placed on how such knowledge aids in solving communication problems.
COMM 685 Crisis Management (3 credit hours)
The purpose of the course is to develop a conceptual understanding of the process of communication and crisis
management for application in institutional and organizational contexts. Students explore issues of planning,
development, and execution of crisis management plans including risk assessment, media relationships, image restoration,
and crisis response strategies.
COMM 697 Studies in Communication (3 credit hours)
These topics represent a variety of courses in specialized areas beyond the content of regular courses. Examples include
general semantics, creativity and communication, leadership communication, and topics relevant to select to study abroad
courses. Specific areas will be developed based on needs and abilities of students in conjunction with available faculty.
COMM 700 Language and Human Conduct (3 credit hours)
This course investigates the relation between language and human conduct, as the understanding of this relation has
developed in Western thought during the 20th century.
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COMM 710 Communication Ethics (3 credit hours)
This course focuses on the analysis and interpretation of communicative conduct from ethical points of view. Students
examine ethical issues relevant to a variety of interests in interpersonal, corporate, international, mediated and other forms
of communication, and interrogate the extent to which a universal communicative ethics is possible.
COMM 725 Negotiating Intractable Conflict (3 credit hours)
This course addresses the roles that communication and culture play in the development, management and potential
resolution of intractable international and institutional conflicts. Students research issues such as group and cultural
identity, nationalism and historicity, institutional interests, power relations, mediation strategies, the rhetoric of
reconciliation, and transitional justice.
COMM 730 Communication and Social Process (3 credit hours)
This course examines the role of communication in the constitution of institutional and organizational ‘realities.’ The
ways in which persons internalize, legitimate and alter existing social structures through discursive practices are
emphasized. Issues of leadership, agency, power, change, positioning and problem resolution in small group contexts are
also addressed.
COMM 740 Communication Consulting (3 credit hours)
This course presents consulting strategies as solutions to communication problems with a focus on research and
intervention in the organizational communication situation. Communication theory is applied in the study of consultantclient relationships, organizational communication audits, and the design and implementation of communication change
programs. Legal issues related to consulting such as privacy, liability and property are addressed.
COMM 750 Persuasion and Propaganda (3 credit hours)
This course focuses on the communicative aspects of persuasion and the persuasive aspects of propaganda. Students
engage in advanced theoretical and critical consideration of the persuasive functions of media, especially television,
through an analysis of the rhetoric of popular trials and other media events.
COMM 760 Managerial and Leadership Communication (3 credit hours)
This course focuses on the characteristics and practices of management and leadership as communication-based
phenomena within the organizational setting. It addresses the demands of management and leadership in business, nonprofit, social service, and educational organizations, with emphasis on issues of control and change.
COMM 770 Communication Issues (3 credit hours)
This course examines, analyzes, and interprets contemporary communication issues as they
relate to a broad spectrum of personal, social and organizational concerns. It explores topics in public relations,
management, business, government, the media, international areas, and other communication concentrations.
COMM 793 Independent Study in Communication Studies (3 credit hours)
This experience meets the needs of students who wish to prepare, under the direction of a member of the graduate faculty,
individual studies or projects in the field of communication studies.
Prerequisites: consent of the department chairperson, COMM601, research course, admission to candidacy.
COMM 796 Internship in Communication Studies (12 credit hours)
The internship provides an integrating experience, one which allows the graduate student to observe how specific
components of the communication process work together and to test conceptual knowledge and skills against the reality of
the work place.
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COMM 798 Practicum in Communication (3 credit hours)
The Practicum in Communication provides students with the opportunity to conduct audits, develop crises management
plans, or other communication and conflict case studies in an organization where they currently are employed, or in an
institution that they determine has interest in developing such audits, plans or studies. Prerequisite: Candidacy and
completion of 24 hours of coursework.
COMM 799 Thesis (3 credit hours)
Written under the direction of a graduate faculty member, the thesis is a major piece of scholarship that defines a problem
in communication, reviews the relevant literature, explores a specific topic, and offers conclusions using quantitative or
qualitative research methods. The final document makes a coherent, cogent, and sustained argument about communication
processes, theories, or practices. Prerequisites: consent of the department chairperson.
COUN 700 Introduction to the Helping Professions (3 credit hours)
This introductory class is a core experience for students enrolled in the MA Counseling program. It exposes students to
the generic components of counseling across settings and enables students to examine in-depth their personal fitness for
pursuing a career as a professional helper. It also provides a background for specialized study in each curriculum.
COUN 702 Introduction to Rehabilitation Counseling (3 credit hours)
This course is designed to introduce students to the field of rehabilitation with an emphasis on history, legislation,
psychosocial aspects of disability and the rehabilitation process.
COUN 704 Introduction to Community Counseling (3 credit hours)
This course will provide students with an overview of the historical development and theoretical foundations of the
counseling profession. Students will become knowledgeable about the CACREP model and the process of attaining
licensure and certification. In addition, the course will provide an understanding of the role of community counselors,
types of settings for employment and issues specific to community counseling.
COUN 705 Group Processes (3 credit hours)
This course teaches students to understand group processes and their application. Instruction uses both a didactic
approach and a laboratory approach wherein students learn through observing their own group experience.
COUN 710 Appraisal Techniques in the Helping Professions (3 credit hours)
This course is designed as an overview of assessing individual differences through the usage of group tests and
measurements. Competencies will be developed in the areas of selecting, administering, and interpreting group
intelligence, aptitude, achievement, interest and personality instruments. Current research involving assessment relative
to educational, social, and industrial settings will be examined.
COUN 712 Human Development Across the Lifespan (3 credit hours)
This graduate level course traces human development over the life span. Issues for each stage of development in the
arenas of physical, cognitive and psychosocial growth are explored. Culture and systemic influences on development are
emphasized. Theories and research that have applicability to the counseling profession are examined.
COUN 715 Career Development and Life Planning (3 credit hours)
This course allows graduate counseling students to explore, in depth, selected aspects related to vocational psychology,
occupational sociology, career development, career choice, career decision making, career counseling and guidance, and
other career-related issues and behaviors. The course is designed to acquaint students with the basic theories and
constructs that are essential to the understanding and implementation of career development through the life span.
Systems of career education, occupational information, decision-making strategies, and life-work planning for special
populations are examined.
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COUN 720 Counseling and Consultation Theories (3 credit hours)
This course involves the study of selected theories and techniques of individual counseling. Also covered are various
models of the consultation process focusing on the rationale of why consultation has emerged as an important adjunct to
personal counseling.
COUN 725 Organization and Development of Programs in the Helping Professions (3 credit hours)
This course prepares students to function productively in entry level and mid-level supervisory positions within
institutions/organizations which serve the needs of a specified group of persons. It stresses both theory and application as
students experience the cyclical process of program development and modification. It also teaches selected leadership and
management roles and functions in organizational settings.
COUN 730 Supervised Counseling Practice (3 credit hours)
This course assists students in identifying and developing skills of an effective helper. Students participate in counseling
experiences using role-playing and “real life” clients and critique in class audio and video tapes of counseling sessions
conducted by students.
Prerequisite: COUN720 Counseling and Consultation Theories.
COUN 735 Counseling Practicum (3 credit hours)
The practicum provides an arranged, supervised experience in a specialized area of counseling. It requires prerequisite
training and sufficient experience to allow the beginning of autonomous functioning.
Prerequisite: COUN730
Supervised Counseling Practice.
COUN 740 Individual Development: Childhood Through Adolescence (3 credit hours)
This course enables significant adults (primarily persons whose professions involve them directly in formal education) to
base their interactions/interventions with children, adolescents and parents on an understanding of the process of growth
and development. Students have the opportunity to engage in a use-oriented project related to their individual
interests/needs.
COUN 742 Developmental Counseling in Schools (3 credit hours)
This course prepares students to apply the basic counseling skills in a school setting. It emphasizes the various roles of
the elementary and secondary school counselor, tools and strategies appropriate in those settings, and in consulting and
collaboration with other school personnel.
COUN 744 Techniques for Counseling the Student with a Disability (3 credit hours)
This course provides a foundation for graduate students in school guidance to effectively counsel the student with a
disability. It emphasizes cultural, historical, and socio-economic issues facing the adjustment of this student, as well as
specific counseling procedures for assisting him/her in a school setting.
COUN 745 Multicultural Counseling (3 credit hours)
This course enables students to develop knowledge and understanding regarding characteristics and concerns of
multiculturally diverse groups, the attitudes and behaviors affected by dominant group membership, and individual and
group approaches/interventions appropriate with diverse populations.
COUN 750 Study of the Individual in Higher Education (3 credit hours)
This course reviews major theoretical models of student and adult development, developmental aspects of college
students, and the effects of the college experience on individuals. Student personnel practitioners learn to design
programs to effect positive developmental changes within college/university students.
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COUN 752 Law in Postsecondary Higher Education (3 credit hours)
This course serves as a legal foundation for graduate students in counseling student personnel services, or related
professions in higher education. It emphasizes the legal history in higher education, institutional relationship with
administrators, students, faculty, the community; procedural processes; and basic concepts of civil rights, criminal, tort,
and contractual law.
COUN 753 Student Affairs Practice and Administration (3 credit hours)
This course prepares graduate students for entry level and mid-level student personnel services positions in higher
education. It emphasizes the history and philosophy of higher education, student affairs purposes and functional areas,
and professional management/leadership issues relevant to higher education institutions.
COUN 754 Family Counseling Theory and Practice (3 credit hours)
This course prepares students to counsel families. Students also learn how to use the Diagnostic and Statistical Manual of
Mental Disorders for diagnosing and planning treatment with families and individuals.
COUN 755 Diagnosis and Assessment (3 credit hours).
This course enables students to recognize the diagnostic features of major mental disorders such as anxiety disorders,
mood disorders, schizophrenia, personality disorders and disorders of childhood and adolescence. Students will be able to
demonstrate knowledge of medications and therapeutic interventions used in the treatment of specific mental disorders.
Students will become familiar with cognitive and personality assessments utilized in diagnosis.
COUN 756 Counseling the College Student (3 credit hours)
This course provides a historical perspective and overview of contemporary issues impacting counseling services for
postsecondary students in postsecondary higher education. College counselors will learn about factors that place
postsecondary students at-risk, including related DSM-IV-TR diagnoses and psychopharmacology. Challenges associated
with application of developmental theories within a diagnostic framework will be addressed, as well as issues related to
accreditation, credentialing, evaluation, and future directions in college counseling.
COUN 780 Medical Information for the Helping Profession (3 credit hours)
This course is designed to provide students with a working knowledge of disabilities and an understanding of basic
medical terminology associated with a variety of disorders found in general rehabilitation settings. Areas of focus
include: types of disorders, diagnostic and treatment methods, functional issues, arranging physical restoration services,
psychosocial and vocational implications of various disorders and the role of the rehabilitation counselor.
COUN 782 Vocational Development, Services, and Resources in Rehabilitation (3 credit hours)
This course is designed to equip students with knowledge to assist rehabilitation clients in achieving their vocational
potential and independent living objectives. Students develop an understanding of the services and resources utilized to
help rehabilitation clients in their vocational development. Emphasis is placed on: (a) legislation affecting employment for
persons with disabilities, (b) career development theories for people with disabilities, (c) workplace accommodations and
the use of assistive technology, (d) occupational and labor market information, (e) career counseling with diverse
populations, (f) employer and job development, (g) supported employment, (h) job placement strategies, (i) disability
benefits systems, (j) ways to overcome environmental and attitudinal barriers to employment, (k) case management, (l)
ethical considerations, (m) issues related to transition from school to work, and (n) independent living services.
COUN 784 Psychosocial Aspects of Disability (3 credit hours)
This course explores the psychological and social aspects of disabilities. Interpersonal as well as intrapersonal issues are
examined. Emphasis is placed on the impact of illness, disability, and deviance on the individual and her or his family.
The course presents many of the issues and challenges encountered by the rehabilitation professional, including attitudes
toward individuals with disabilities and the perspectives of families and professionals. The primary objective is to expand
students’ perspectives regarding disability and disability-related issues.
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COUN 788 Special Evaluation Techniques (3 credit hours)
This course is designed to aid students in developing an understanding of the techniques used to evaluate persons with
disabilities, including vocational assessment and work adjustment. Students examine a variety of instruments used in
vocational assessment. Emphasis is placed on the application of procedures and practices in vocational evaluation,
applying job development and placement strategies and procedures, and the importance of empowering people with
disabilities in the job search and placement process.
COUN 790 Topics in Counselor Education (3 credit hours)
Students in this course will explore in depth specific counselor education topics.
COUN 791 Counseling for Substance Abuse and Addictions (3 credit hours)
This course is designed to provide the counselor with an awareness of various types of addictions, treatment modalities,
and an understanding of the addictive personality.
COUN 793 Independent Study in Guidance and Counseling (3 credit hours)
This experience is designed to meet the needs of students who wish to prepare, under the direction of a member of the
graduate faculty, individual studies or projects in the field of guidance and counseling.
Prerequisite: consent of the Departmental Chairperson.
COUN 794 Research Seminar in Guidance and Counseling (3 credit hours)
This course provides the opportunity for all students enrolled in Counseling programs to apply the knowledge and skills
acquired in the beginning research course. Each student is expected to demonstrate the ability to complete a research
project in an area of importance to their degree program. The course allows for students to broaden their understanding of
important issues within the field of guidance and counseling in addition to the application of research methodology.
COUN 795 Internship in Counseling (6-24 credit hours)
The purpose of the internship is to provide the student with one or more experiential approaches in an area of
specialization. Basically the approach(es) will be through (a) parallel program(s) - one(s) in which the student is enrolled
in academic courses while spending a limited period of time at the internship site and (b) simulated job experience where
the intern performs appropriate job tasks/duties which an employee would do. This course will be graded
satisfactory/unsatisfactory. Prerequisites: must have completed all core required courses in the area of specialty unless
otherwise approved by the advisor and instructor. COUN 730 and COUN 735 must be completed before enrolling for
internship. Students must complete 12 credit hours of internship for graduation.
COUN 796 Thesis (3 credit hours)
The thesis in counseling is the capstone experience in the master’s level study of the art of counseling. Under the
supervision of the academic advisor, students prepare a major scholarly paper within the framework of current research
methods. A three-member committee is established for each student’s thesis. The student’s academic advisor serves as
the committee chair and assumes primary responsibility for reviewing drafts of the thesis and providing feedback to the
student. The other two committee members review the thesis and, when indicated, offer suggestions.
ECED 700 Development of Young Learners (3 credit hours)
This course examines characteristics and needs of children prenatal through ten years by studying theories of physical,
cognitive, language, social, and emotional development. Emphasis is placed on influences of development and learning
as applied to education. Observation techniques are used to collect and analyze data to formulate healthy, respectful,
supportive, and challenging learning environments. Includes 10-40 hours of observation.
ECED 705 A Comparison of Early Childhood Education Models in Europe and the United States (3 credit hours)
This course explores the historical, cultural, and philosophical foundations of early childhood education in the United
States and Europe. It analyzes curriculum concepts, principles, and organizational patterns. Students will travel to
Europe to examine, compare, and contrast their early childhood models with those in the United States.
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ECED 710 Issues and Trends in Early Literacy Development (3 credit hours)
This course provides an in-depth study of current issues and trends relating to literacy acquisition and development in
young children. The psychological and sociological factors underlying the development of language and literacy, the
identification of best practices, and the evaluation and assessment of literacy environments and materials are examined.
ECED 715 Curriculum in Early Childhood Education (3 credit hours)
This course investigates the nature and scope of curriculum development for children, from birth through the primary
grades, and analyzes various curriculum concepts, principles, and organizational patterns. It addresses historical
foundations, philosophies, learning theories, and contemporary influences on early childhood curriculum.
ECED 720 Math and Science Experiences for Young Children (3 credit hours)
This course is designed to provide students with knowledge of the integration of science and mathematics concepts and
appropriate teaching pedagogy. This course incorporates the integration of text, lecture, and threaded discussions as
students integrate science and mathematics concepts through the utilization of children’s literature, creation of a
mathematics/science center, and development of web resources for cross curricular study.
ECED 730 Observation, Documentation, and Assessment in Early Childhood Education (3 credit hours)
This course identifies appropriate assessment strategies used to evaluate cognitive, physical, and psychosocial
development of children and considers implications for curriculum planning. It explores the use of systematic
observations, documentation, diagnostics and formative assessment. Candidates use Pennsylvania’s Standards Aligned
System as an informative source in planning and meeting the standards. A one week residency is required for this course.
ECED 740 Family, School, and Community: Partnerships in Early Childhood Education (3 credit hours)
This course investigates the importance of the families’ involvement in children’s education, the necessity of
collaboration between home and school, as well as the role of the school in promoting families’ involvement in their
children’s education. Topics such as family structures, family involvement, effective home-school-community
relationships, support services, advocacy, and school-based, home-based and family education programs are examined.
ECED 750 Play, Research, and Advocacy (3 credit hours)
This course examines the rationale, value, dynamics, and categories of children’s play as defined by classical and
contemporary theories. Candidates explore motor skills, cognitive abilities, creativity, social-emotional factors and issues
influencing children's play, and develop strategies for curriculum integration. Candidates plan and carry out action
research projects and advocacy plans based on their research. Prerequisites: EDUC788.
ECED 760 Kindergarten Education (3 credit hours)
This course explores the nature of five- and six-year-olds’ learning and development. It investigates specific aspects of
the child’s social, emotional, cognitive, and physical needs and develops a rationale for kindergarten. It explores
curriculum planning and implications of laws and issues, including applicable kindergarten standards.
EDUC 781 Statistical Methods in Education (3 credit hours)
This course examines statistical tools used in educational and behavioral research including descriptive measures of
central tendency, variation, and relationship. It also covers inferential techniques for evaluation measures and allies (test,
analysis of variance, chi-square), employing the hand calculator and computer system to do computations.
EDUC 788 Research in Education
This course develops the point of view and skills which enable students to apply research procedures to professional
problems. Students gain the expertise necessary to be critical consumers of research and to carry out completed research
projects.
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ENGL 675 Study of American Literature (3 credit hours)
While specific content in "Studies" courses will vary from semester to semester, each course will address an issue of
breadth and significance in American Literature. More concentrated in focus than a "survey,? such courses will
nonetheless engage the work of a number of authors and may extend across a range of genres and/or historical periods. In
addition to close reading of primary texts, each course will also involve contextual reading in variety of critical,
theoretical, and/or historical texts.
ENGL 709 Methods for Graduate Literature Study (3 credit hours)
This course provides graduate students with advanced theory and practice of literary study. It includes forms and readings
of the genres of poetry, fiction and drama. It also reinforces and expands theoretical approaches and research methods for
this discipline. Prerequisite: None
ENGL 782 Poetry (3 credit hours)
This course introduces graduate literature students to forms and techniques of poetry, both Anglophone and nonAnglophone, across time periods.
HIST 600 Public History (3 credit hours)
This course offers an examination of public history, that is history practically applied. It is a set of theories, methods,
assumptions, and practices guiding the identification, preservation, interpretation, and presentation of historical artifacts,
texts, structures, and landscapes for the public. Students will learn the principles and issues and the role of official public
policy in public history. They will examine critically the public presentation of history and gain an awareness of the role
of public history in contemporary culture as well as its use in the past.
HIST 605 China, Past and Present (3 credit hours)
This course briefly examines dynastic changes, philosophy and religions, and family and society of traditional China, but
greater emphasis will be placed on contemporary history of China since the Opium War. Graduate students will be
required to demonstrate a deeper understanding of Chinese history.
HIST 609 Japan, Past and Present (3 credit hours)
This course briefly introduces traditional Japan but focuses on contemporary Japan since the creation of the Tokugawa
Shogunate in the 17th century. Graduate students will be required to demonstrate a deeper understanding of Japanese
history.
HIST 610 Oral History (3 credit hours)
This course offers a detailed examination of oral histories. It introduces the student to oral history as a historical source
and the complications of planning, development and operation of oral history projects for colleges, libraries, museums,
corporations, professioanl organizations and public schools. The course will further emphasize finding interview subjects,
research and preparation for interviewing, interviewing techniques, post-interview procedures, transcription, legal aspects,
management of oral history collections, and the uses of oral history. Prerequisite: Undergraduate degree or completion of
HIST200 and HIST400.
HIST 613 The Middle East: 20th Century (3 credit hours)
The course will cover the history and politics of the contemporary Middle Eastern Countries – Turkey, Iran, Israel,
Jordan, Egypt, Saudi Arabia, Syria, Kuwait, Yemen, and Persian Gulf States, from the First World War until the present
time. Special emphasis will be on international factors which contribute to the emergence of the National State System in
the area and to the rise of nationalism. The factors leading to Arab-Israeli Dilemma and its impact on the foreign policies
of the major powers will be fully examined.
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HIST 614 History of Women in Europe (3 credit hours)
This course studies the political, social, and economic history of women in Europe from antiquity to the present. It
examines and analyzes traditional assumptions about women, but gives particular emphasis to the roles/contributions of
women since the Renaissance. Graduate students will demonstrate a deeper understanding of the complexities of women
in European history.
HIST 615 History of Women in the U.S. (3 credit hours)
This course studies the political, economic, and social history of women in the United States from colonization to the
present. Graduate students will demonstrate a deeper understanding of the complexities of U.S. women's history as
determined by the instructor.
HIST 616 History of Women in Global Societies (3 credit hours)
This course studies the history of women in a global context. It examines their status in precolonial times but concentrates
on women since the beginning of the independence movements, analyzing their roles in the struggles for liberation.
Graduate students will demonstrate a deeper understanding of the complexities of women’s history in global societies as
determined by the instructor.
HIST 623 Readings in Latin American History and Politics (3 credit hours)
This course provides students the opportunity to do individual readings and study primary sources and secondary
materials in colonial and modern Latin American history and politics. The reading will be directed by a faculty member.
Readings and topics will vary depending on the interests of student and faculty. Students may register for history or political science credit.
HIST 624 Seminar in Latin American History and Politics (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of the course is the
preparation of a scholarly paper. Topics and periods will vary, depending upon the faculty member. Students may register
for history or political science credit.
HIST 632 Medieval Europe (3 credit hours)
This course stresses the development of European civilization and culture from the 5th century A.D. to about the middle
of the 15th century A.D. Emphasis is placed on major social and economic attainments, on the work of the church, on
political developments, and on intellectual movements. Gradute students will demonstrate a deeper understanding of the
complexities of Medieval European history.
HIST 634 History of Christianity (3 credit hours)
This course studies the political, social, and economic history of Christianity. It also examines the causes and results of
Christianity's geographic expansion, and draws comparisons between its various forms and expressions. Graduate students
will demonstrate a deeper understanding of the complexities of the history of Christianity.
HIST 639 History of Modern Germany (3 credit hours)
This course examines modern German history beginning with the growth of the nation state, influence of the French
Revolution, revolution and counter-revolution, World Wars I and II, rise of Hitler, and reconstruction after 1945. It also
analyzes the impact of the Cold War and its conclusion on Modern Germany. Graduate students enrolled in this course
will be required to demonstrate a deeper understanding of the complexities of Modern German history.
HIST 642 History of Nazi Germany (3 credit hours)
This course surveys the origins and development of the NSDAP (National Socialist German Workers Party, or Nazi)
which held power in Germany from 1933-1945. It concentrates on the major political leaders and processes, the goals and
appeal of the Nazis, and their impact upon Germans and Europeans. Graduate students will demonstrate a deeper understanding of the complexities of history of Nazi Germany as determined by the instructor.
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HIST 652 History of Eastern Europe: 19th and 20th Centuries (3 credit hours)
This course provides a wide and deep coverage – by lectures, reading, papers, reports – of the political, economic, social,
and cultural developments of Eastern Europe with emphasis on the areas of the Hapsburg Empire and the forces that
foreshadowed its destruction, and on the impact of new ideologies of the 20th century on the successors of the Empire.
HIST 655 History of Russia since 1825 (3 credit hours)
This course examines Russia from 1825 through the present. It covers the Russian Empire, U.S.S.R., and the Russian
Federation. Emphases include relationships of economic development, politics, competing ideologies and foreign policies.
HIST 660 US Historiography (3 credit hours)
Students in this course will explore the development of the historical theories and schools of the major historians from William Bradford to Allan
Nevins. Availability and use of the major source collections will be discussed. The students will prepare a major paper dealing with a controversial
problem in American History.
HIST 664 The Jacksonian Era: United States 1828-2848 (3 credit hours)
In this course, the background, precursors, philosophy, and ideals of the Jacksonian Era are studied through detailed
readings, research, lectures, and discussions. Emphases in this course will be placed on the economic, political, and social
changes in the United States which brought about Jacksonian democracy and its inherent influences on our society.
HIST 675 U.S. Military History (3 credit hours)
This course is a study of the development of the American colonial and United States military and naval establishments.
Emphases are placed on the evolution, growth, and problems of military and naval policy rather than on specific wars.
Graduate students will demonstrate a deeper understanding of the complexities of military history.
HIST 669 History of the New Deal (3 credit hours)
This course provides an in-depth study of the maze of the shifting and contrary interpretations of this complex era in order
for the student to develop a framework of understanding that will provide him/her with the proper perspective to evaluate
the social, economic and political significance and legacy of the New Deal.
HIST 672 U.S. Social and Intellectual History II (3 credit hours)
The origins and developments of ideas, ideals, and philosophies which led to social movements and the establishment of
cultural patterns in the United States will be studied in these courses. This course begins with 1876.
HIST 697 Africa: Culture and People (3 credit hours)
This course centers upon the social, political, and economic changes in modern Africa south of the Sahara. Special
emphasis is devoted to the impact of European civilization upon traditional African societies, the independence
movements, and the role of African states in world affairs.
HIST 700 Methods of Historical Research (3 credit hours)
This course introduces students to the scope of history and historical research. It also stresses historiography and a variety
of historical interpretations, with emphasis on newer methodologies used by historians. Students will utilize computers
and advances in the social sciences. Graduate students will demonstrate a greater understanding of the major sources and
historiography of their respective areas of study and produce the first chapter of their thesis or project paper.
HIST 713 History of Witchcraft (3 credit hours)
This course examines the history of witchcraft, and allegations of, in Europe and the United States from the early Middle
Ages to the present. Its analyzes the role women played in the "witchcraze" through the 17th century in Europe and New
England. Special attention focuses on the reaction of Christianity to the real and imagined practice of witchcraft. Graduate
students will demonstrate a deeper understanding of the complexities of the history of witchcraft.
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HIST 714 History of African American Women (3 credit hours)
This course examines the experiences of African-American women from the colonial period to the present. It analyzes the
West African heritage, and African-American women's struggle and contributions to the political, economic, and social
history of the United States. An important component is an examination of the intersection of race, class, and gender.
HIST 715 Seminar in Women’s History (3 credit hours)
This course provides an in-depth examination of the political, economic, social and cultural developments of women in
history. Students read, research, write, and report on selected problems in women’s history.
HIST 730 Readings in European History (3 credit hours)
Students registering for this experience will do individual reading and study of sources and secondary materials on
specific problems or areas in European history. These readings will be directed by a faculty member. Prerequisite: consent
of the chairperson of the History Department.
HIST 739 Seminar in European History (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of this course is the
preparation of a scholarly paper. Topics and periods will vary, depending upon the faculty member present¬ing the
course.
HIST 760 Readings in United States History (3 credit hours)
Students registering for this experience will do individual readings and study sources and secondary materials on specific
problems or areas in United States history. The reading will be directed by a faculty member. Prerequisite: consent of the
chairperson of the History Department.
HIST 769 Seminar in U.S. History (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of this course is the
preparation of a scholarly paper. Topics and periods will vary depending upon the faculty member presenting the course.
HIST 793 Independent Study (3 credit hours)
This experience is designed to meet the needs of the students who wish to prepare, under the direction of a member of the
graduate faculty, individual studies or projects in the field of history. Prerequisite: consent of the department chairperson.
HIST 795 Internship in History (3-12 credit hours)
This internship gives students the opportunity to apply, improve, and develop historical skills in a variety of settings,
including historic sites, archives, and other locations where institutional histories are being developed. Graduate students
will develop a deeper understanding of the skills acquired through internships in history as determined by the instructor
and site supervisor.
HIST 799 Thesis (3 or 6 credit hours)
Research for the Master's thesis is conducted under the supervision of the advisor. Prerequisite: consent of the department
chairperson.
JOUR 640 Public Relations Management (3 credit hours)
This course provides in-depth study of how organizations manage media, consumer, government, investor, employee, and
community relations. It focuses on successful program development through the knowledge and application of public
relations management principles and communication techniques. Prerequisite: JOUR425 or Permission of Instructor,
Graduate status for 600 level enrollment.
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NUHL 560/760 Introduction to Palliative and End-of-Life Care (3 credit hours)
This introductory course will provide a foundation for the understanding of a multidisciplinary approach to palliative and
end-of-life care. Participants will explore their own attitudes, feelings, values and beliefs about end-of-life issues as they
assess multiple dimensions of care, including physical, psychological, social and spiritual aspects. National, ethical and
legal issues concerning palliative and end-of-life will be explored.
NUHL 561/ 761 Clinical Issues in Palliative Care Throughout the Life Span (3 credit hours)
In lecture and seminar format, participants will focus on aspects of multidisciplinary advanced practice in palliative and
end-of-life care, including symptom management, pain control, and therapeutic communication skills. Specific disease
trajectories will be explored. Evidence-based practice guidelines will be included.
NUHL 562/762 End of Life, Bereavement, Grief and Beyond (3 credit hours)
Theory and seminar format will focus on the act of dying across the life span with different illness trajectories.
Communication with families, cultural and spiritual rites around dying will be explored. The use of the multidisciplinary
team in this end phase of life into the active grief and grieving phase will be emphasized. Plans for moving beyond the
individual death into healing for the family will be formulated.
NUHL 563/763 Clinical Management of the Patients and Families in Palliative and End of Life Care (6 credit
hours)
This clinical practice course is designed for student participants to develop skills in palliative and end-of-life care of
patients and families. Emphasis will be on collaborative and multidisciplinary practice. A variety of clinical and home
care settings will be utilized depending on the student's professional discipline. A two-hour seminar every two weeks is
included to discuss progress.
NURS 601 Advanced Concepts in Pathophysiology (3 credit hours)
This course is devoted to the study of the physiological process of disease and the body's response to this process. It is the
goal of the course to present broad physiological principles that advanced practice nurses can apply to their clinical
experiences. Specific diseases will be used to exemplify pathophysiological concepts, and treatment is examined at the
molecular level as response to the pathophysiology. The course investigates exogenous causes of diseases, emphasizing
infection, inflammation and the immune response, as well as endogenous diseases of the nervous, endocrine,
cardiovascular, hepatic pulmonary, and renal systems. Offered fall annually.
NURS 602 Pharmacologic Applications (3 credit hours)
Covers principles of pharmacology as applied to advanced nursing practice. This includes drug effectiveness, mechanism
and interaction. Emphasis will be on the pharmacological action of drugs on specific organ systems and the clinical use of
drugs in treatment of disease conditions. Emphasis will be on critical decision-making skills in the selection of drug
therapy, doses of drugs, routes of administration and preferred therapy. This course focuses upon pharmacologic
implications for the family nurse practitioner in working with individuals across the life span. Pre-requisite: NURS 601.
Offered spring annually.
NURS 605 Evolution of Nursing Theory (3 credit hours)
Focuses on selected aspects of theory development in nursing science. Emphasis is given to the study of epistemological
issues related to the evolution of theory in nursing. Varying levels and components of theories are explored. Major
strategies for theory development including concept analysis, synthesis, and theory derivation are analyzed. Students gain
experience in critically examining major existing theoretical models. Offered fall annually.
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NURS 610 Advanced Concepts in Nursing Research (3 credit hours)
Examines the relationship and contribution of nursing research to the development of nursing science. The growth of
research will be traced over the course of the last century, with particular emphasis on the evolution which has occurred
since mid-century. Students will be assisted to increase their ability to critically evaluate published research and to make
decisions concerning its application to practice. Additionally, students will develop a proposal for an individual or group
research project which may become the foundational work for the scholarly project. Pre-requisite: NURS 605 or by
permission of instructor. Offered spring annually and as needed.
NURS 614 Health Promotion: Family & Community Perspectives (3 credit hours)
Introduces the advanced practice nurse student to health promotion and disease prevention strategies for families and
communities. Students will explore principles of family theory, established models of family development, epidemiology,
and demography. An opportunity will be given to develop intervention plans to improve wellness based risk assessment
and knowledge of national standards of clinical preventive services. This course is a pre-requisite to all other clinical
nursing courses in the nurse practitioner concentration. Offered fall annually.
NURS 615 Advanced Health Assessment (2 credit hours)
This course builds upon the basic assessment skills of the nurse. It prepares the advanced practice nurse to conduct
focused and comprehensive health assessments of clients across the lifespan. The process of diagnostic reasoning is
emphasized as the primary means of collecting and analyzing data obtained from the client history, physical examination,
and diagnostic procedures. Two hours lecture weekly. Must be taken concurrently with NURS 616. Pre- or Corequisite:
NURS 601. Offered fall annually and as needed.
NURS 616 Advanced Health Assessment Practicum (1 credit hour)
Provides an opportunity for the student to implement the objectives identified in NURS 615. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course
must be taken concurrently with NURS 615. Pre-requisite: NURS 601. Offered fall annually and as needed.
NURS 620 Clinical Decision Making (2 credit hours)
The focus of this course is clinical data gathering skills, diagnostic reasoning, and clinical problem-solving in the
management of common health problems of clients throughout the lifespan. Critical thinking skills are emphasized and
honed and are used to amplify common sense, intuition, and simple reasoning. Emphasis is placed upon the analysis and
synthesis of client data for diagnosis and for identification of appropriate nursing and other therapeutic interventions to be
used by the advanced practice nurse. This course is required as a prerequisite to all other clinical nursing courses and is to
be taken concurrently with NURS 621. Prerequisite: NURS 615/616. Spring, annually and as needed.
NURS 621 Clinical Decision Making I Practicum (1 credit hour)
Provides an opportunity for the student to implement the objectives identified in NURS 620. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course
must be taken concurrently with NURS 620.Pre-requisite: NURS 615. Offered spring annually and as needed.
NURS 630 Clinical Decision Making II (3 credit hours)
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of
acute illness, and support for management and self-care during chronic conditions of children (birth through adolescence)
and childbearing women. All dimensions of development and the total health of the family are considered. Collaboration
with other healthcare providers is fostered. Three lecture hours weekly. Must be taken concurrently with NURS 631 and
NURS 632. Pre-requisites: NURS 601, 602 and 614 and minimum grade of “B” in 615 and 620. Offered fall annually.
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NURS 631 Clinical Decision Making II: Role Seminar (1 credit hour)
Focus of this seminar will be clinical based research questions, client presentation, and effective treatment interventions
for children (birth through adolescence) and childbearing women. Students are given an opportunity to discuss alternative
approaches to diagnosis, advanced nursing, medical, or collaborative management in a controlled environment. Two
laboratory hours weekly. Must be taken concurrently with NURS 630 and NURS 632. Pre-requisites: NURS 601, 602,
and 614; Minimum grade of “B’ in NURS 615 and 620. Offered fall annually.
NURS 632 Clinical Decision Making II Practicum (2 credit hours)
Provides an opportunity for the student to implement the objectives identified in NURS 630. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken
concurrently with NURS 630 and NURS 631. Pre-requisite: NURS 601, 602, and 614; Minimum grade of “B’ in NURS
615 and 620. Offered fall annually.
NURS 640 Clinical Decision Making III (3 credit hours)
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of
acute illness, and support for management and self-care during chronic conditions of young, middle aged, and older
adults. All dimensions of development and the total health of the family are considered. Collaboration with other health
care providers is fostered with emphasis upon the coordination and continuity of client care. Three lecture hours weekly.
Must be taken concurrently with NURS 641 and NURS 642. Pre-requisites: NURS 601, 602, and 614 and minimum grade
of “B” in 615, 620, and 630. Offered fall annually.
NURS 641 Clinical Decision Making III: Role Seminar (1 credit hour)
Focus of this seminar will be clinical based research questions, client presentation, and effective treatment interventions
for young, middle-aged, and older adults. Students are given an opportunity to discuss alternative approaches to diagnosis,
advanced nursing, medical, or collaborative management in a controlled environment. Two laboratory hours weekly. Must
be taken concurrently with NURS 640 and NURS 642. Pre-requisite: NURS 601, 602, and 614; Minimum grade of “B’ in
NURS 615, 620, and 630. Offered spring annually.
NURS 642 Clinical Decision Making III Practicum (2 credit hours)
Provides an opportunity for the student to implement the objectives identified in NURS 640. Students may select
experiences from a variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken
concurrently with NURS 640 and NURS 641. Pre-requisites: NURS 601, 602, and 614; Minimum grade of “B’ in NURS
615, 620, and 630. Offered spring annually.
NURS 645 Nursing and Public Policy (3 credit hours)
This course examines the implications of health care financing, structuring, labor market trends, and current health care
reform proposals for nursing in general and for advanced practice nursing specifically. Additionally, the student will be
stimulated to appreciate the critical need for nurses to engage in activities, individually and as members of professional
organizations that will enhance the position of nursing in influencing health care policy and legislation at all levels–local,
state, and federal. A pervasive theme throughout the course is the ultimate goal of improving the health care of our
citizens. Offered spring annually.
NUR 675 Nursing Curriculum Development (3 credit hours)
Examines curriculum development in post secondary nursing programs. Focuses on philosophical issues, learning
theories, learner needs assessment, and curriculum design for target populations in various nursing education programs.
Enables advanced practice nursing students to develop and evaluate curriculum for selected nursing education programs.
Offered fall, every other year and/or as needed.
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NURS 676 Educational Strategies in Nursing (3 credit hours)
Provides a comprehensive overview of educational strategies for students who desire to function as advanced practice
nurses in the educational arena. Provides the necessary theory to implement the instructional process with various
populations. Examines issues relevant to educational strategies and their evaluation. Students design and implement a
lesson plan. Self-evaluation and critique of others are used as a method to improve teaching. Offered fall, every other year
and as needed.
NURS 677 Evaluation and Assessment in Nursing (3 credit hours)
Provides a comprehensive overview of evaluation and assessment in learning for students who desire to function as
advanced practice nurses in the educational arena. Emphasizes current issues in assessment, establishment and
measurement of learning outcomes, and the development and utilization of assessment tools. Students design and use
evaluation tools for clinical and classroom application in nursing and health education. Offered spring, every other year
and/or as needed.
NURS 750 Family Nurse Practitioner Internship (3-6 credit hours)
Provides the opportunity to gain competency in the multifaceted role of nurse practitioner through supervised clinical
experience under the guidance of certified nurse practitioners, physician assistants, or licensed physicians approved by the
department as preceptors. Prerequisites: All program course work, including completion of NURS 800. Spring, annually
and as needed.
NURS 751 Nurse Educator Internship (3-6 credit hours)
Provides the opportunity to gain competency in the multifaceted role of nurse practitioner through supervised clinical
experience under the guidance of certified nurse practitioners, physician assistants, or licensed physicians approved by the
department as preceptors. Prerequisites: All program course work, including completion of NURS 800. Spring, annually
and as needed.
NURS 800 Scholarly Project/Thesis (3 credit hours)
Students will engage in group research related to an aspect of care relevant to the nurse practitioner or nurse educator
professions. The scholarly project is supervised by a research advisor and committee. Prerequisites: NURS 605 and 610.
READ 702 Literacy Interventions for Striving Readers (3 credit hours)
Candidates will understand cognitive research on human learning associated with diverse needs of striving readers.
Candidates will utilize research validated literacy interventions and evidence-based instructional practices and
assessments to meet the needs of diverse learners. Candidates will demonstrate professional learning by observing and
investigating reading challenges and planning differentiated instruction for students with reading, writing, speaking and
listening disabilities. This course addresses supplemental technology use in educational settings. Prerequisite: READ 706
or permission of instructor.
READ 704 Comprehensive Literacy Curriculum: Design and Implementation (3 credit hours)
This course investigates the nature and scope of reading curriculum design and implementation in Pre K – 12 diverse
educational settings. Curriculum concepts, principles and organizational patterns are analyzed with specific focus on the
integration of literacy components. Development of curriculum aligned with national and state standards is emphasized.
This course prepares the reading professional to design and implement literate environments through integrated and
differentiated curriculum development. Graduate Reading Majors only OR Permission of Instructor.
READ 706 Foundations of Literacy: Theory and Instruction (3 credit hours)
This course develops learning theory and best practice for diverse learners and striving readers at the elementary and
middle level. Emphasis is given to the scope and sequence of literacy instruction, instructional strategies, materials, and
assessment, used in creating a literate environment to engage students in meaningful ways. An observational field
component integrates foundational knowledge for professional leaning and leadership.
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READ 707 Literacy Instruction for the Content Area (3 credit hours)
Candidate explores methods and materials for content area literacy instruction and assessment in middle and secondary
educational settings. Designed for specialized reading teachers and content professionals creating a literate environment.
The course promotes research based knowledge reflecting effective practice in content literacy instruction including
striving readers. Foundational knowledge for professional learning and leadership are evidenced within an observational
field component. Prerequisite: READ 706 or permission of instructor.
READ 708 English Language Learners in the Literacy Curriculum (3 credit hours)
Through this course, candidates will develop knowledge of an inclusive, comprehensive, and standards-based literacy
curriculum for English Language Learners by investigating literacy theories, research and best instructional practices.
Instructional and assessment tools will be analyzed to plan, implement, and evaluate effective ELL literacy instruction
taking into consideration learner diversity, instructional development, instructional materials, physical space, technology,
and home-community connections. As reading educational professionals, candidates will demonstrate and reflect
leadership in culturally diverse environments.
READ 709 Literacy Difficulties: Assessment and Intervention (3 credit hours)
This course emphasizes diagnosing and providing instructional intervention for students with literacy difficulties.
Emphasis will be placed on appropriate diagnostic techniques, and the development of practical intervention strategies.
The candidate will demonstrate effective professional knowledge in analyzing data and communicating finding to
appropriate audiences. Foundational knowledge and experience in field is evidenced through the preparation of a detailed
case study. Prerequisite: READ 706 or permission of instructor.
READ 710 Organization, Supervision and Administration of Reading Programs (3 credit hours)
This course emphasizes organization, supervision and administration of reading programs from kindergarten through high
school. Specific focus is given to the role of reading specialist in program development and implementation,
organizational patterns in reading programs, communication, and designing and operating professional development
programs. Prerequisite: READ 706 or READ 704 or permission of instructor.
READ 712 Reading Clinic (3 credit hours)
This course will provide the prospective Reading Specialist with the opportunity to apply the theoretical and instructional
constructs of reading. Graduate candidate will administer and analyze assessment data to develop a literate environment
which optimizes student learning. Candidates will use their foundational knowledge about literacy to design and
implement a comprehensive literacy curriculum responsive to the needs of diverse learners. Prerequisite: READ 709.
READ 717 Language Arts Instruction: Design and Implementation (3 credit hours)
This course examines current standards, research-based techniques and materials used in teaching language arts in Pre-K
educational settings. Language arts curricular programs, concepts, instructional techniques and assessment functions that
positively impact reading and learning are examined. Emphasis is given to the integration of literacy components as
aligned with state, district and classroom assessment practices.
READ 794 Research Design in Reading (3 credit hours)
This course is designed to develop skills for understanding, analyzing, evaluating, and conceptualizing reading research.
Candidates will gain knowledge and skills that promote the critical analysis of reading research and the ability to
conceptualize literacy-based investigations in a classroom, school, or district setting. Candidates will learn quantitative,
qualitative, and mixed methods designs that are appropriate to investigating reading as a complex, cognitive, and social
process. Candidates will develop skills to conduct a review of the literature, explore reading-related research publications,
synthesize reading research, and apply research principles to create a research proposal to inform effective reading
practices.
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SCHA 700 Introduction to Educational Leadership (3 credit hours)
This introductory educational leadership graduate course is designed for prospective leaders at all levels of the school
organization. Elements of effective leadership, standards informing educational leadership, role conceptions, and persoanl
leadership vision will be presented. Emphasis is placed on the knowledge, skills and abilities necessary to becoming an
innovative educational leader.
SCHA 711 Educational Leadership in a Pluralistic Society (3 credit hours)
This course is designed to lead prospective educational leaders in critical analysis of their roles in contemporary education
in a diverse society. Examination of the historical, philosophical, social/cultural, and political forces on institutions of
learning will be conducted through self-reflection stimulated by cognitive dissonance, constructive controversy, and
ethical decision-making. Students in this course will engage in personal, professional, and organizational discovery of
what is required of educational leaders in an increasingly diverse and connected world.
SCHA 716 Educational Leadership from a Global Perspective (3 credit hours)
This course is designed to study the comparative aspects of international education and its link to school leadership,
cultural understanding, and critical problems related to a global society. A focus is on the preparation of administrators to
transform schools by understanding theoretical, sociological, political, and historical elements as they relate to ethnicity,
race, socioeconomic status, gender, exceptionality, language, religion, sexual orientation, and geographic area
SCHA 720 Dynamics and Processes for Leading Change (3 credit hours)
This educational leadership graduate course studies the principles, themes, and patterns for implementing educational
change. Tools, techniques, and strategies for leading effective change are presented. The educational leader as change
facilitator is emphasized.
SCHA 721 Collaborative Leadership for Evaluation (3 credit hours)
This course provides the framework for collaborative leadership in order to enhance professional practice through school
personnel evaluation. It emphasizes the linkage between evaluation and student achievement. The integration of
evaluative tools, methods, and state requirements into the evaluation system is present.
SCHA 731 School and Community Relations (3 credit hours)
This course examines the leadership roles of supervisors, principals, and superintendents to communicate effectively
within the school and community. It emphasizes the importance of designing school and community relations programs
around the needs and issues of the school and the school district. Particular attention is given to communication with, and
involvement of, internal and external publics in the school system.
SCHA 741 Curriculum Leadership (3 credit hours)
This course studies the leadership and processes required to align course content, academic standards, and assessments of
elementary, middle, and secondary schools curricula. It emphasizes the changing nature of curriculum, the essential
elements and processes of curriculum development, and the principal as the curriculum leader. Resources will include
Pennsylvania’s Standards Aligned System (SAS) and the research base underlying its six components.
SCHA 745 Instructional Leadership (3 credit hours)
This educational leadership graduate course is designed to guide the prospective educational leaders through knowledge
and practice related to instructional leadership. Learning theories and the latest research will be investigated. Utilizing
student assessment data to inform practice and evaluate programs will be emphasized. Resources will include
Pennsylvania’s Standards Aligned System (SAS) and the research base underlying its six components.
SCHA 760 Legal Aspects of Educational Leadership (3 credit hours)
This course familiarizes the educational leadership graduate student with local, state and federal laws governing schools.
Legal frameworks affecting public schools are presented. Particular attention is given to leadership for Special Education
law. Application of school law at various levels of education leadership is emphasized.
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SCHA 765 Financial Aspects of Educational Leadership (3 credit hours)
This course includes a study of factors governing financial policies and practices in public schools. Sources of revenue,
budgeting, dispersal of funds, school plant operations, school business operations and record keeping are major topics
presented. Financial leadership and responsibility at the district and building level is emphasized.
SCHA 775 Educational Leadership Theory and Practice (3 credit hours)
This educational leadership graduate course will focus on theoretical foundations useful to the educational leader.
Organizational theories relevant to schools and leadership processes essential to school effectiveness will be presented.
Aspects of personal leadership style and capacity will be examined.
SCHA 785 Personnel Leadership and Labor Relations (3 credit hours)
This educational leadership graduate course is designed for prospective superintendents and I.U. executive directors. It
prepares the educational leader to understand, develop and implement strategies for issues pertaining to personnel, labor
relations, and negotiations.
SCHA789 Elementary Principal Internship (3 credit hours)
This on-site experience at the elementary school level (grades K-6) provides the opportunity, under the direct supervision
of university staff personnel and public or private school principals, for practical experiences during one semester.
SCHA792 School Supervision Internship (6 credit hours)
This internship provides individualized learning programs for each intern. Programs are to be of value to the school
district, the university, and the individual intern, and to provide the intern with a learning experience that contains both
depth and breadth.
SCHA794 Secondary Principal Internship (3 credit hours)
This on-site experience at the secondary school level (grades 7-12) provides the opportunity, under the direct supervision
of university staff personnel and public or private school principals, for practical experiences during one semester.
SCHA 795 Technology Standards for Educational Leaders (3 credit hours)
This course will address the Technology Standards for School Administrators (TSSA) as developed by the International
Society for Technology Education (ISTE). The students will examine the integration, management, planning, policy, and
use of technology to improve student achievement from a strategic perspective. The student will develop technology skills
that will help the strategic implementation of all aspects of effective technology integration. Included will be the ability to
present and communicate effective, to manage and use data effectively as well as develop resources that will be useful in
the implementation of true technology integration.
SCHA 796 The Superintendency (3 credit hours)
This course examines the role and function of the superintendent as the chief educational officer of a public school
system. It emphasizes the general operations of the school system, the essential responsibilities, practices, and processes
for effective educational administration and organizational leadership.
SCHA 797 Educational Technologies and Facilities (3 credit hours)
This course examines the knowledge the superintendent needs for the effective maintenance, renovation, and construction
of facilities. Issues addressed will include, regulations and processes need to conduct the building process including
planning, financing, state and local regulations, current technologies, and the construction team.
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SCHA 798 Strategic Planning and Policy Analysis (3 credit hours)
This course examines the role and function of the superintendent in development, implementation, and evaluation of the
strategic plan and school district policy. It presents the guidelines and requirements set forth by the Pennsylvania
Department of Education. Emphasis is placed on leadership for educational planning as well as school district policy and
regulation development.
SCHA 799 Superintendent’s Internship (3 credit hours)
This on-site internship experience at the school district level provides individualized learning programs for each intern.
Programs are to be of value to the school district, the university, and the individual intern, and to provide the intern with a
learning experience that contains both depth and breadth. Emphasis is placed on the Superintendent as the Chief
Educational Officer of the School District.
SEDU 607 Content Literacy in the Middle and Secondary School (3 credit hours)
This course explores research relative to the literacy crises. Participants will learn methods for teaching adolescents to
read, write, think, and learn in ways that allow them to master subject matter and meaningfully apply their understanding.
Differentiating instruction to meet reading needs and building supportive literacy environment will be explored. This
course provides a Stage 2 Field experience.
SEDU 675 Teaching Methods for Middle and Secondary Classrooms (3 credit hours)
This course prepares prospective middle and secondary teachers to make informed decisions about theories and strategies
used in all middle and secondary content classrooms. It addresses such topics as instruction, planning, standards, and a
diverse student population including English language learners (ELL) and students with special needs. This course
includes a field component.
SEDU 692 Seminar on Teaching Adolescents (3 credit hours)
This course provides information about the historical development, goals, philosophy, and mission of middle and
secondary education. Information relative to the characteristics of effective middle and secondary teachers, teaching
diverse populations including students with special needs and English language learners (ELL), school climate, and
professional development will also be part of the course focus. This course contains a field experience.
SEDU 695 Student Teaching (6-12 credit hours)
This culminating experience is coordinated and supervised by University faculty and provides opportunities for teacher
candidates to display competency in teaching grades 7-12 under the direct daily supervision of a qualified cooperating
teacher. This course provides the Stage 4 Field Experience. Prerequisite: Candidacy.
SEDU 700 Educational Assessment of Students in the Middle and Secondary Schools (3 credit hours)
This course provides techniques in choosing and developing appropriate assessment methods. It emphasizes skills in
administering, scoring, and interpreting results of assessment methods for all students including English Language
Learners (ELL) and those with special needs. The course contains the use of Standards Aligned Systems.
SEDU 702 Teaching in the Contemporary Multicultural Classroom (3 credit hours)
This course examines contemporary themes related to teaching in the multicultural classroom. Students will examine
historical, philosophical, legal, and societal influences that impact contemporary teaching. Each student will also
determine a path for professional development which will include developing a portfolio. This course contains the use of
Standards Aligned Systems.
SEDU 731 Applied Technological Integration in Education (3 credit hours)
This course assists students in the discovery of systematic approaches to mediate teaching and learning through the
selection, utilization, evaluation, and production of instructional media. Focus will be on practical, constructivist approach
that involves students directly in developing technologically centered curriculum through the use of current technology
resources. This course uses Standard Aligned Systems.
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SEDU 774 Issues in American Classrooms (3 credit hours)
This course critically examines complex issues confronting American classrooms. Issues include: laws and regulations;
academic relationships with adolescents; the social context for teaching; teaching students with special needs and English
Language Learners (ELL) and realities of teaching and managing a classroom during an era of educational and political
reform. Solutions and strategies to the issues presented in the course are described. This course contains a field
component.
SEDU 786 Secondary and Middle School Curriculum Improvement and Development (3 credit hours)
This course investigates current issues and procedures in the development and improvement of curriculum for middle and
secondary schools. The initial focus is upon conventional methods for curriculum analysis and design, followed by
contemporary curriculum developments and trends with emphasis on understanding issues and implementing change. This
course includes the use of Standard Aligned Systems.
SEDU 797 Action Research (3 credit hours)
This course explains and facilitates action research to enable teacher - researchers to participate in their own inquiries; to
gather, analyze, and report information; and to effect positive change. Prerequisite: EDUC788.
SEDU 799 Thesis (3 credit hours)
The thesis is a scholarly paper written by the students within the framework of current research methods in education.
Under the supervision of faculty members of their advisement team, the student prepares a document that presents
research findings and is submitted in support of the candidate for a master’s degree in education. Prerequisite: EDUC788.
SHLD 605 Augmentative and Alternative Communication (3 credit hours)
This course develops knowledge and skills to provide augmentative and alternative communication (AAC) clinical
services to individuals with complex communication needs. The course emphasizes the use of evidence-based practice
and performance measurement to support the assessment, intervention, and funding processes. It presents a range of AAC
options and strategies based on the three language representation methods used to generate communication.
SHLD 611 Seminar in Clinical Methods (3 credit hours)
This course is designed to familiarize students with procedures, methods, and materials used in clinical service delivery to
clients with communication disorders. Hands-on training with screening and assessment procedures, treatment elicitation
and behavioral management techniques, clinical documentation and record keeping will be provided. Best practice
standards for ethical service delivery to multicultural clients and clients across the lifespan are discussed.
SHLD 616 Audiology for the Speech Language Pathologist (3 credit hours)
This course provides students with an array of audiological issues relevant to the practice of speech language pathologists.
Along with a review of basic audiometric procedures are discussions about issues in screening, central auditory processing
disorders, otitis media with effusion, and contemporary technologies.
SHLD 630 Fluency Disorders (3 credit hours)
This course studies the development of fluency, disfluency, and stuttering. Etiology identification, assessment, and
treatment strategies are emphasized.
SHLD 635 Phonological Disorders (3 credit hours)
This course provides an in-depth study of theory and practice in the area of phonological disorders in children. Specific
strategies and techniques for assessment and intervention are emphasized.
SHLD 640 Language Disorders (3 credit hours)
This course integrates theory and research in the evaluation and treatment of language dis- orders in school-aged children
and adolescents. It emphasizes current issues related to the assessment of language behavior and intervention strategies.
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SHLD 650 Aphasia/Neurological Disorders (3 credit hours)
This course familiarizes students with the structural and dynamic neuropathology of cerebral injury from cerebrovascular
accidents (CVA), traumatic brain injury (TBI), and dementia. Identifying, evaluating, and treating constellation
symptomatology of speech, language, and memory impairments are emphasized.
SHLD 655 Swallowing Disorders in Infants, Children and Adults (3 credit hours)
This course acquaints students with the normal developmental physiology of the swallowing mechanism. Dysphagia
etiologies resulting from abnormal or acquired structural, neurological, or mechanical impairments are discussed across
life span. Hands-on training with radiographic/video-fluoroscopic diagnosis, oral-facial massage stimulation, and feeding
techniques is provided. Interdisciplinary program planning and role delineation is emphasized.
SHLD 675 Topics in Communication Disorders (3 credit hours)
In this course an in-depth study is made of a specialized topic in the field of communication disorders.
SHLD 706 Professional Issues in Speech Language Pathology and Audiology (3 credit hours)
This course introduces students to professional issues that currently define the field of speech language pathology. It
further identifies the administrative and clinical responsibilities expected of the speech-language pathologist and prepares
students to recognize and cope with the potentially explosive issues of the future.
SHLD 708 Autistic Spectrum Disorders and Augmentative/Alternative Communication (3 credit hours)
This course introduces strategies for enhancing functional communication skills of individuals with Autistic Spectrum
Disorders. The use of aided and non-aided augmentative communication systems are addressed as well as alternative
communication systems with an emphasis on using a multi-modality approach. FOR NON-MAJORS. Prerequisite:
SPED770.
SHLD 711 Advanced Clinical Practice in Speech Pathology (3-6 credit hours)
This course will provide the graduate speech-language pathology student with varied clinical experience, in both on- and
off-campus settings, aimed at sharpening clinical skills, providing a greater breadth and depth of clinical involvements
and generally increasing clinical independence and clinical competency.
SHLD 740 Voice/Resonance Disorders (3 credit hours)
This course examines the histology and physiology of the vocal mechanism and tract, as well as the organic, neurogenic,
psychogenic, iatrogenic, and idiopathic etiologies of dysphonia. Pre- and post-surgical management of cleft palate,
laryngeal carcinoma, and respiratory etiologies is discussed. Hands-on training with acoustic and instrumental diagnostic
and treatment techniques is provided. The role of the therapeutic relationship is explored.
SHLD 745 Early Intervention in Speech Language Pathology (3 credit hours)
This course addresses issues encountered by speech-language pathologists when working with children ages birth through
five years. Factors placing children at risk for communication disorders will be discussed. Issues include the role of the
speech-language pathologist as a team member, the nature and delivery of family-centered services, public law, and
culturally sensitive assessment and intervention approaches.
SHLD 772 Research Methods in Communication Disorders (3 credit hours)
This course will explore various research designs and problems in speech-language pathology and audiology. It assists
students in understanding, evaluating, and designing research projects in the field of communication disorders. Focus is on
critically evaluating current research and understanding research methodology for clinical applications.
SHLD 790 Communication Disorders in the Educational Setting (3 credit hours)
The course examines current issues of school management, federal and Pennsylvania special education law, and literacy
disorders. It provides hands-on experience in the assessment and treatment of children with communication disorders in
school settings. Prerequisite: SHLD 635, SHLD 640, SHLD 793.
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SHLD 793 Independent Study (3 credit hours)
This experience will meet the needs of students who wish to prepare, under the direction of a member of the graduate
faculty, individual studies or projects in the field of speech-language pathology or audiology. Prerequisite: consent of the
department chairperson.
SHLD 799 Thesis (3-6 credit hours)
Research for the Master's thesis is conducted under the supervision of an advisor. Prerequisite: consent of the
departmental chairperson.
SOC 600 Victimology (3 credit hours)
This course will examine the current theory and research regarding victims of crime, which include intimate violence,
stranger violence, workplace violence, and school violence. The patterns of crime, patterns of victim-offender
relationships, the process and consequences of victimization, victim vulnerability and victim culpability will also be
examined. In addition, victim restitution, compensation and mediation will be addressed.
SOC 605 Urban Sociology (3 credit hours)
This course is the study of the urban community and the role that it plays in the social, cultural, economic and political
aspects of American society. Included will be the historical development of the city in other parts of the world and the
impact of urban values and attitudes on the American way of life. Graduate students will demonstrate a deeper understanding of social stratification as determined by the instructor. Prerequisite: SOC100 or permission of the instructor.
SOC 610 Population and Ecology (3 credit hours)
An analysis of the composition and distribution of human population and their impact on the ecological system. Study of
fertility, morality and migration, the theory of demographic transition and the changing ecological bases of social
organization. Current problems with emphasis on the relationship between population pressure, life style and environmental deterioration. Prerequisite: SOC100 or permission of instructor.
SOC 633 Methods of Policy Evaluation in Social Science (3 credit hours)
An application of social scientific methods and concepts to critically analyze and comprehensively evaluate
contemporary public policy in America and its impact upon society. Case studies include reform proposals and policy on
health care, poverty, housing, education, criminal justice, taxes, childcare, and the environment. Prerequisite: SOC100 or
permission of the instructor.
SOC 640 The Family as a Social Institution (3 credit hours)
This course presents the family as a major social institution within the American social system. Functional
interdependencies between the family and other institutions, particularly education will be emphasized. Family patterns of
some prominent subcultural groups will be included.
SOC 643 Sociology of Religion (3 credit hours)
This course emphasizes the scientific study of religion based on an examination of religious belief and practices in literate
and non-literate cultures. The course also focuses upon the relationship of religion to economic and political structures as
well as upon other aspects of life in an industrialized society. Students who complete this course will have a better understanding of the interaction between society and religion. Prerequisite: SOC100 or permission of instructor.
SOC 647 Work and Society (3 credit hours)
This course acquaints the student with work organizations in contemporary societies. The social significance of industrial
and service employment is treated with regard to leisure, social control, value systems and social structures. The
relationship of the work place to the community in pre- and post-industrialized societies will be discussed from both a
practical and theoretical point of view. Prerequisite: SOC100 or permission of the instructor.
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SOC 664 Race and Ethnic Relations (3 credit hours)
This course acquaints the student with the major racial and ethnic groups in contemporary America. Various sociological
approaches, both past and present, are used to critically examine ethnicity, racism, discrimination, and interethnic
relations. Graduate students will demonstrate a deeper understanding of social stratification as determined by the
instructor. Prerequisite: SOC100 or permission of the instructor.
SOC 670 Social Gerontology (3 credit hours)
The intent of this course is to provide a brief but comprehensive introduction to the field of human aging, with particular
emphasis on the social dimension. A brief summary of the impact of aging on biological and psychological functioning is
included as useful information enabling the student to better put the social aspects of aging into a realistic context.
Graduate students will demonstrate a deeper understanding of the social dimensions of aging as determined by the
instructor. Prerequisite: SOC100 or permission of the instructor.
SOC 675 Social Principals of Religion and Myth (3 credit hours)
A thorough review and comprehensive analysis of social principles contained within the sacred literature of world
religions and mythology with an emphasis upon the social justice traditions of Christianity and the social impact of
applied creeds as expressed in liberation theology, creation spirituality and the social gospel. Prerequisite: SOC100 or permission of instructor.
SOC 700 Advanced Research Methods (3 credit hours)
Students in the course will study the methodology and techniques of social research. The focus is on research design,
execution, and data analysis. The course is designed for sociology majors, but other graduate students may enroll.
Prerequisite: SOC500.
SOC 730 Seminar in Qualitative Research Methods (3 credit hours)
This course introduces students to the research methods and strategies used by qualitative researchers in the social
sciences. Emphasis is placed on the qualitative study of human behavior and society. Topics addressed include the design
of qualitative research, ethical concerns, interviewing, focus groups, ethnographic field strategies, action research,
archival strategies, case studies, and content analysis. This course will be useful for sociology majors, and majors from a
variety of other disciplines, who expect to work in the area of human service. Prerequisite: Principles of Sociology (SOC
100) or permission of the instructor.
SOC 757 Social Stratification (3 credit hours)
This course is designed to acquaint prospective students with types and forms of systems of differential ranking within
societies and their various subsystems. Emphasis is placed on theories and methods in this area, as well as on substantive
findings. The theories of class division, problem of mobility, and the source of power-elites, oligarchies, and ruling
minorities, bureaucracy, and social power. The sociological framework will focus on social class, social mobility and
caste. Graduate students will demonstrate a deeper understanding of social stratification as determined by the instructor.
Prerequisite: SOC100 or permission of the instructor.
SOC 790 Independent Study (2-5 credit hours)
The independent study program aims to serve those students whose scholarly bend seems most clearly adapted to
independent work. Students are permitted, with faculty supervision, to undertake an advanced research project and earn
credit for work performed outside the classroom requirement of any specific course in the curriculum. Students
completing independent studies are encouraged to present their papers or research at professional conferences.
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SOWK 600 Human Behavior and the Social Environment I (3 credit hours)
This foundation course presents an overview of human behavior and social environment theories in relation to social work
ethics, values, diversity, populations-at-risk, and culturally competent practice utilizing a strengths perspective. Students
learn a social systems framework and employ selected ecological concepts for integrating theories and under-standing the
complexity of human behavior within environmental and societal contexts, taking note of traditional and alternative
paradigms. Individual development will be examined with attention to life course theory, and socio-cultural factors.
SOWK 602 Human Behavior and Social Environment II (3 credit hours)
This course builds on the framework, theories, and perspectives introduced in SOWK600. It focuses on human behavior
and the social environment from the perspective of families, small groups, organizations, and communities.
It explains traditional and alternative paradigms. Connections to generalist social work practice and interventions are
made. Students consider the linkages and applicability of the learning to the population of their specialized interest.
Prerequisite: SOWK600.
SOWK 604 Social Welfare, Social Policy, and Social Work (3 credit hours)
This course provides a knowledge base for understanding the social welfare system and its relationship to the history and
development of social work as a profession. It examines the economic, social, political forces and trends, as well as the
philosophy, values and beliefs which shape public and private social policies and programs, and impact social work
practice. Special attention is paid to inequities and deficiencies in the institutional policies and socioeconomic structures
impacting on various population groups. Students examine current federal policies and consider their impact on family
life.
SOWK 606 Social Policy and Social Policy Practice (3 credit hours)
This course builds on the knowledge base for understanding the social welfare system and its relationship to the social
work profession provided in SOWK604. Students explore the connection between social problem and policies, obtain
concepts and frameworks for analysis of social policies, and develop skills in assessing, analyzing, formulating,
influencing, and promulgating social policies which promote well-being, and economic and social justice. The ethical
base for policy practice is explored. Special attention is paid to family-policy issues. Prerequisite: SOWK604.
SOWK 608 Social Work Research I (3 credit hours)
This foundation course focuses on qualitative and quantitative research methods used by social workers. It emphasizes
hypothesis formulation, research designs, ethical considerations, measurement, sampling, data collection, and data
analysis needed for building knowledge for practice and for evaluating service delivery in all areas of practice.
SOWK 609 Social Work Research II (3 credit hours)
This course builds on SOWK608 and focuses on needs assessment and program evaluation. It emphasizes program
accountability in social services. Students learn to determine needs of client populations and to determine the
effectiveness of programs in achieving outcomes. They also apply needs assessment strategies and program evaluation
techniques to their field of interest. Prerequisite: SOWK 608.
SOWK 612 Social Work Practice I (3 credit hours)
This course orients students to the helping processes in social work, using systems and ecological perspectives, strengths
orientation, and problem solving and interactional approaches. It delineates the generic core, knowledge, ethics, value, and
skills of the profession and integrates systems levels, cultural competency, and economic and social justice. It emphasizes
the professional use of self, self-awareness, communication, observation, documentation, relationship building, and
interviewing skills. Open only to majors.
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SOWK 613 Social Work Practice II (3 credit hours)
This course builds on the foundation of Social Work Practice I for an in-depth look at modern social work practice skills.
A central focus is the relationship of theory and research to social work micro, mezzo and macro practice, highlighting its
political dimensions as well as social and cultural context. Social work practice decisions are underpinned by a theoretical
and research perspective and delivered with sensitivity to diverse populations. Prerequisite: SOWK612. Open only to
students formally admitted to the program.
SOWK 622 Field Education Internship I (3 credit hours)
This practicum provides a structured learning opportunity for students to experience and internalize generalist social work
knowledge, values, ethics and skills within an agency setting. It requires a minimum of 200 hours of practice in an agency
each semester, for two semesters. Practicum students receive professional instruction and supervision from a qualified
agency based field instructor. Open only to students formally admitted to the program.
SOWK 623 Field Education Internship II (3 credit hours)
This practicum is a continuation of SOWK622, and provides a structured learning opportunity for students to experience
and internalize generalist social work knowledge, values, ethics and skills within an agency setting. It requires a minimum
of 200 hours of practice in an agency each semester, for two semesters. Practicum students receive professional
instruction and supervision from a qualified agency based field instructor. Open only to students formally admitted to the
program.
SOWK 699 Principles of Advanced Social Work Practice with Families (3 credit hours)
This is a three-credit course that prepares the student for entry into the advanced year of the Master of Social Work
Program. The course provides the student with a review of important theories, concepts, principles, knowledge, values and
skills of generalist practice. The course prepares the student for entry into the concentration of advanced social work
practice with a focus on families. Only students who have been admitted to the advanced standing program may enroll in
this course. The prerequisite for this course is a degree with a major in social work from a baccalaureate social work
program accredited by the Council on Social Work Education (or international program approved by CSWE as
equivalent).
SOWK 717 Family Social Work Practice I (3 credit hours)
This course builds on the foundation of social work principles, theories and techniques in understanding the dynamics of
the family and family intervention. Students will begin the process of creating an integrative family practice framework
by demonstrating an understanding of the constructs associated with the family, theories associated with family practice
and assessment processes utilized in working with families in multiple, family social work practice settings. Prerequisites:
SOWK612, SOWK613, SOWK622, SOWK623. Open only to majors.
SOWK 719 Family Social Work Practice II (3 credit hours)
This course synthesizes the broad context of family practice learned in Family Practice I into a focused, integrative family
practice framework. During this course, students will learn to effectively engage, assess and provide intervention for
families within the context of family environments commonly encountered by social work practitioners. An emphasis is
placed on implementing the social work process with vulnerable families that confront issues related to social injustice,
poverty, discrimination and physical and emotional challenges. Prerequisite: SOWK717.
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SOWK 722 Field Education Internship III (3 credit hours)
The advanced practicum provides a structured learning opportunity for students to apply and internalize family social
work practice knowledge and skills within an agency setting. It is based on a liberal arts perspective and builds upon the
experience of the core field practicum. This field practicum requires a minimum of 250 hours of practice in an agency
each semester, for two semesters. Advanced practicum students receive professional instruction and educationally directed
supervision from a qualified agency based field instructor. The concurrent Field Seminar focuses on the synthesis of
classroom and field learning. A structured format includes discussion of relevant field issues and enables students to
compare their practice experiences. It provides an opportunity for students to engage in mutual support and problem
solving. Open only to majors who completed the foundation year.
SOWK 723 Field Education Internship IV (3 credit hours)
The advanced practicum provides a structured learning opportunity for students to apply and internalize family social
work practice knowledge and skills within an agency setting. It is based on a liberal arts perspective and builds upon the
experience of the core field practicum. This field practicum requires a minimum of 250 hours of practice in an agency
each semester, for two semesters. Advanced practicum students receive professional instruction and educationally directed
supervision from a qualified agency based field instructor. The concurrent Field Seminar focuses on the synthesis of
classroom and field learning. A structured format includes discussion of relevant field issues and enables students to
compare their practice experiences. It provides an opportunity for students to engage in mutual support and problem
solving. The seminar meets weekly. Open only to majors who have completed the foundation year.
SOWK 740 Family Diversity I (3 credit hours)
This course provides students with a deepened understanding of cultural diversity, an expanded knowledge of human and
social environment theory, and information on practice models and strategies, that respond to the needs of oppressed
population groups and populations-at-risk and promote economic and social justice. A systems and ecological framework
is maintained, allowing for the incorporation of multi-theoretical models and applications. Focus is on multi-level systems
interventions, with attention to policy and research consideration. Prerequisite: SOWK602.
SOWK741 Practice for Families and Children in Child Welfare (3 credit hours)
This course focuses on the characteristics, strengths and service needs of families and children in the Child Welfare
system. It examines and builds policy and practice skills related to family preservation services, child maltreatment,
substitute care and permanency planning. The course considers family events within an ecological systems approach and
works to build appreciation and sensitivity to various family forms and cultural patterns.
SOWK 742 Mental Health Practice in Social Work with Individuals and Families (3 credit hours)
This course is offered as an elective. It builds upon courses in family-based practice, research, policy, human behavior and
the social environment, and differential assessment. Mental health policies as well as ethical and diversity issues in mental
health are examined. Current best practices for specific disorders of adults, children, and adolescents, which may be
exhibited across fields of practice are presented. Special issues of unique contexts and client types are addressed.
Emerging best practices of recovery in mental health are presented, which fit well with the empowerment of mental health
consumers and strengths-based practice.
SOWK 743 Alcohol, Tobacco, and Other Drug (ATOD) Interventions with Families (3 credit hours)
This course presents an orientation to working with families in social work practice, with special attention to interventions
with ATOD misusing families. In approaching interventions for ATOD misusers, it is essential to address their problems
within the context of their larger social environment, specifically, the family. Family focused clinicians seek to understand
the ATOD misuser from an ecological perspective. This means understanding the subtle complexities identifying
reciprocal relationships, and pinpointing the influences between the ATOD misuser and others within his or her
environment. This ecological approach assists the family clinician in establishing the influences and interactions that may
contribute to ATOD misuse patterns and ultimately guide family interventions in a direction that addresses the
relationships between the ATOD misuser and his or her environment.
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SOWK 744 Administrative Social Work Practice (3 credit hours)
This course prepares individuals to develop the skills necessary to manage human service organizations in an increasingly
complex environment of competing values and demands. Topics covered include: organizational theory, strategic
planning, board development, basic skills for managers, supervision and personnel management, budgeting and financial
management, public relations and lobbying, organizational growth, change, crisis and decline, the problems of women and
minorities as managers, cultural diversity and resolving ethical problems.
SOWK 798 Family Practice Integrative Seminar I (3 credit hours)
This seminar focuses on the integration of the knowledge, value, and learning experiences of the total MSW program. It
prepares and provides the framework for the student's completion of a major competency paper in the following semester,
inclusive of content from all social work courses, and centering on a specific population group in a family context.
Students have the opportunity to dialogue on professional issues through topical discussions, and examination of students'
research activities. Completion of the foundation courses is required.
SOWK 799 Family Practice Integrative Seminar II (3 credit hours)
This seminar is a continuation of SOWK798, promoting the integration and synthesis of the knowledge, values, and skills
of the social work profession, and the total learning of the MSW program. Students complete their research and write their
competency paper, centering on a specific population group in a family context, demonstrating theoretical preparation for
advanced family practice. There is opportunity to dialogue on social and contemporary practice, and to present their
practice frameworks and findings. Completion of foundation courses is required.
SPED 610 Secondary Transition (3 credit hours)
This course introduces the secondary transition process for individuals with disabilities. It includes transition-related:
legislation, assessment, planning, and research based instructional strategies designed to teach self-determination and
adult independence. Prerequisite: SPED210 and teacher candidacy. Undergraduate students must also have 90 credit hours
and permission from instructor or enrollment in the Masters of Special Education program.
SPED 628 Classroom and School-wide Behavior Management Strategies for Inclusive Settings (3 credit hours)
This is an advanced course that examines school-wide and classroom approaches to managing disruptive behaviors in
inclusive settings. It emphasizes current research and effective practice on a continuum from proactive strategies through
interventions for managing classroom behavior. Effective elements of school-wide models of classrooms management are
examined. This course is designed for students in special education, or school psychology who are interested in
developing a repertoire of classroom and school-wide behavior management strategies.
SPED 695 Graduate Field Experience in Special Education (3 to 6 credit hours)
This graduate field experience provides students with an intensive experience in the instruction of students with
disabilities in a public school or alternative setting. Students are responsible for the assessment, planning, instruction, and
classroom management of students under the supervision of a certified special educator. Prerequisites: Enrollment in the
Masters of Special Education Program, minimum of 18 credits of graduate courses completed, meets PDE clearance
requirements.
SPED 710 Seminar in Exceptionalities (3 credit hours)
This course provides advanced study in the identification, prevalence, and learning characteristics of students with
exceptionalities, and in legal mandates as well as models for collaborating and coordinating with professionals and
families. Appropriate classroom adaptations and accommodations across academic, behavioral, and social areas are
identified for each student with a disability.
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SPED 715 Creating Inclusive Classrooms (3 credit hours)
This course provides advanced study of classroom approaches to managing disruptive behaviors in inclusive settings. It
emphasizes current research and effective practice on a continuum from proactive through intervention strategies. The
course addresses issues of physical environment, daily routines, rules and appropriate consequences both natural and
logical, Prerequisite: SPED 710 or permission of instructor.
SPED 720 Advanced Assessment (3 credit hours)
This course examines formal and informal assessment instruments commonly utilized in Special Education. It provides
supervised practice in administering instruments associated with the identification programming process and in
developing and using curriculum-based measures for progress monitoring. It enables Special Education teacher-candidates
to develop skills in performing relevant assessments and in interpreting and communicating the results. Prerequisites:
SPED710.
SPED 725 Seminar in Mild to Moderate Disabilities (3 credit hours)
This course provides study in the identification, learning characteristics, and instructional and behavioral needs of students
with mild to moderate disabilities. It allows special education teacher candidates to develop a repertoire of evidence-based
individualization instructional strategies. Prerequisite: SPED710 or permission of instructor.
SPED 735 Explicit Instructional Strategies in Special Education (3 credit hours)
This course examines in depth research-validated strategies, and their underlying theories, for planning and implementing
instruction appropriate for students with special needs, including English Language Learners. It enables special education
graduate students to develop expertise in selecting and designing effective curriculum materials and in planning and
delivering specialized explicit instructional strategies. Prerequisites: SPED710 Seminar in Exceptionalities.
SPED 740 Issues Affecting Individuals with Severe Disabilities (3 credit hours)
This course focuses on low-incidence disabilities that include individuals with: physical disabilities, health impairments,
cognitive disabilities, pervasive developmental disorder, traumatic brain injury and multiple disabilities. Topics include:
conditions, characteristics, education, social and ethical issues.
SPED 745 Language and Literacy-based Instruction in Special Education (3 credit hours)
This course explores atypical development in oral and written language, and the implications for assessment and
instruction. It examines the implications of cultural differences for identifying and treating language and literacy
problems. It emphasizes the selection of materials and the application of empirically-validated strategies such as direct
instruction for teaching reading and written expression to exceptional students. Prerequisite: SPED710.
SPED 750 Behavior Disorders and Positive Behavior Supports (3 credit hours)
This course increases understanding of emotional and behavioral problems in children and adolescents, and explores
diverse electronic, text based, and community-based management techniques. It enables Special Education teachercandidates to develop skills in assessing and analyzing serious behavior problems, in designing and implementing
empirically-validated intervention, and in accessing relevant resources. Prerequisite: SPED 710 or permission of
instructor.
SPED 755 Collaboration, Partnerships, and IEP Development (3 credit hours)
This course examines the procedures and processes involved in developing Individualized Educational Plans (IEPs) for
students with exceptionalities. It emphasizes the critical role of families in the process, and it provides strategies for
encouraging active participation by the student, the parents, and relevant school personnel. Through instruction and
supervised practice, the course enables Special Education teacher candidates to develop skills in designing and
implementing appropriate IEPs. Prerequisite: SPED710, SPED720 or permission of instructor.
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SPED 760 Early Intervention and Working with Families (3 credit hours)
This course introduces the field of Early Intervention with a focus on the young child with disabilities and their families;
emphasizing the role of family in the collaborative process of early intervention. It includes all aspects of early
intervention from history, legislation, service delivery, advocacy, curriculum and evaluation.
SPED 765 Response to Intervention, Progress Monitoring, and Data Management (3 credit hours)
This course provides information and supervised practice in using the Response to intervention model commonly used in
Special Education. It addresses multi-level instruction which includes the use of several levels of intervention that
increase in duration and intensity over time and is based on individual student’s needs. It enables Special Education
teacher candidates to develop skills in designing and implementing multi-tiered instructional models.
SPED 770 Autism Spectrum Disorders (3 credit hours)
This course focuses on autism spectrum disorders that include individuals with: autism disorder, Asperger's disorder,
Rett's disorder, childhood disintegrative disorder, and pervasive development disorder-not otherwise specified. Topics
include: conditions, characteristics, and educational, social and ethical issues. Prerequisite: None.
SPED 775 Instructional Techniques for Students with Mild/High Incidence Disabilities (3 credit hours)
This course constitutes an in-depth inter-disciplinary approach to both diagnostic and remedial procedures necessary for
teaching students who manifest a significant discrepancy between their estimated intellectual potential and demonstrated
achievement. The course explores the topics of neuropsychology, affective behaviors and educational alternatives.
SPED 785 Applied Behavior Analysis (3 credit hours)
This advanced course provides theoretical, legal, and practical foundations for the applications of established behavior
management techniques with children and adolescents in schools and other settings. It emphasizes the assessment and
analysis of empirically validated interventions for serious problems.
SPED 795 Graduate Internship in Special Education (3 credit hours)
This graduate internship provides students with an intensive experience in their area of specialization: High Incidence,
Behavior Management or Autism. The internship is project based and may take place at a public school, agency, or home
based, and supervised by university faculty with expertise in the area of specialization. Prerequisites: Enrollment in the
Masters of Special Education Program, certified in Special Education, minimum of 18 credits of graduate courses
completed, meets PDE clearance requirements.
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Media of