nfralick
Wed, 03/20/2024 - 15:56
Edited Text
Contents/1
Contents
Accreditation ................................................. Inside Front Cover
Educational Leadership Programs .......................................... 55
Mission Statement ......................................... Inside Front Cover
Curricula ........................................................................... 56
University Calendar .................................................................. 2
Course Descriptions ......................................................... 58
Graduate Programs .................................................................... 3
Elementary Education and Reading Programs ....................... 60
Administration ........................................................................... 4
Curricula ........................................................................... 60
President’s Message .................................................................. 8
Course Descriptions ......................................................... 63
Communications Directory ..................................................... 10
Information Technology Program ........................................... 68
Graduate Study ........................................................................ 11
Curricula ........................................................................... 68
University Policy Manual ....................................................... 12
Course Descriptions ......................................................... 68
Admission Policies and Procedures ........................................ 13
Instructional Technology Specialist Certification Program .... 69
Fees and Expenses .................................................................. 16
Curricula ........................................................................... 69
Academic Standards and Policies ........................................... 21
Course Descriptions ......................................................... 70
Financial Aid ........................................................................... 27
Middle and Secondary Instruction Program ........................... 70
Additional Information ............................................................ 29
Curricula ........................................................................... 71
Academic Resources, Services and Special Programs ........... 29
Course Descriptions ......................................................... 72
Student Affairs and Student Success........................................ 32
Nursing Program ..................................................................... 75
Art Programs ........................................................................... 38
Curricula ........................................................................... 75
Curricula ........................................................................... 38
Course Descriptions ......................................................... 76
Course Descriptions ......................................................... 40
Psychology Program ............................................................... 77
Behavior Management Specialist Certificate Program ........... 44
Curricula ........................................................................... 78
Curricula ........................................................................... 44
Course Descriptions ......................................................... 78
Course Descriptions ......................................................... 44
Social Sciences Program ......................................................... 79
Biology Program ..................................................................... 44
Curricula ........................................................................... 79
Curricula ........................................................................... 44
Course Descriptions ......................................................... 79
Course Descriptions ......................................................... 44
Social Work Program .............................................................. 87
Character Education Certificate Program ............................... 47
Curricula ........................................................................... 87
Curricula ........................................................................... 47
Course Descriptions ......................................................... 88
Course Descriptions ......................................................... 48
Special Education and School Psychology Programs ............. 90
Communication Studies Program ........................................... 49
Curricula ........................................................................... 90
Curricula ........................................................................... 49
Course Descriptions ......................................................... 92
Course Descriptions ......................................................... 50
Speech-Language Pathology Program .................................... 96
Counseling Programs .............................................................. 52
Curricula ......................................................................... 96
Curricula ........................................................................... 52
Course Descriptions ........................................................ 97
Course Descriptions ......................................................... 54
University Faculty ................................................................... 99
Index ...................................................................................... 105
2/University Calendar
University Calendar
2005-2006
FIRST SEMESTER (Fall 2005)
Classes Begin ....................................................................................... Monday, August 29
Labor Day Holiday (no classes) ....................................................... Monday, September 5
Reading Day (no classes) ................................................................... Tuesday, October 11
Thanksgiving Break Begins (close of classes) ............................... Tuesday, November 22
Thanksgiving Break Ends ................................................................ Sunday, November 27
Last Day of Classes ........................................................................ Saturday, December 10
Exam Period Begins ........................................................................ Monday, December 12
Exam Period Ends .............................................................................. Friday, December 16
Semester Ends ................................................................................ Saturday, December 17
Commencement ............................................................................. Saturday, December 17
SECOND SEMESTER (Spring 2006)
Classes Begin ...................................................................................... Tuesday, January 17
Martin Luther King, Jr. Holiday (no classes) ..................................... Monday, January 16
Reading Day (no classes) .................................................................. Tuesday, February 21
Spring Break Begins (close of classes) ................................................ Saturday, March 11
Spring Break Ends .................................................................................. Sunday, March 19
Reading Day (no classes) ...................................................................... Thursday, April 13
Reading Day (no classes) ........................................................................... Friday, April 14
Reading Day (no classes) ...................................................................... Wednesday, May 3
Last Day of Classes ................................................................................... Saturday, May 6
Exam Period Begins ................................................................................... Monday, May 8
Semester Ends ......................................................................................... Saturday, May 13
Commencement ....................................................................................... Saturday, May 13
Graduate Programs/3
Graduate Programs
LIBERAL ARTS
EDUCATION
Art Department
Professional Studies
Department
Master of Arts: Art
Concentration: Art Education
Concentration: Studio
Master of Fine Arts in Ceramics
Master of Fine Arts in
Jewelry/Metalsmithing
Master of Fine Arts in Painting
Master of Fine Arts in Printmaking
Master of Fine Arts in Sculpture
History Department
Master of Arts in Social Sciences
Psychology Department
Master of Arts in Counseling
Rehabilitation Counseling
Student Personnel Services
Elementary School Guidance
Secondary School Guidance
Community Counseling
Master of Education in Educational
Leadership**
Secondary Education
Department
Master of Education in Middle and
Secondary Instruction**
Master of Arts in Clinical Psychology
Social Work Department
Master of Social Work
Speech and Communication
Studies Department
Master of Arts in Communication
Studies
Master of Arts in Speech-Language
Pathology
Certificate of Graduate Studies in
Conflict Management
SCIENCE,
MANAGEMENT,
AND TECHNOLOGY
Biology and Health Services
Department
Master of Science in Biology
Nursing Department:
Consortium with Clarion and
Slippery Rock
Master of Science in Nursing:
Family Nurse Practitioner
Master of Science in Nursing: Nurse
Educator
Post Master’s Family Nurse
Practitioner
Post Master’s Nurse Educator
Mathematics and Computer
Science Department
Master of Science in Information
Technology
Certificate of Graduate Studies in
Information Technology
Elementary Education
Department
Master of Education in Elementary
Education**
General Elementary
Education
Early Childhood Education
Concentrations:
Mathematics
Science
Social Studies
Language Arts
Character Education
Instructional Technology
Specialist I
Master of Education in Reading**
Certificate of Graduate Studies in
Character Education**
PDE Certification in Instructional
Technology Specialist I
Special Education and School
Psychology Department
Master of Education in Special
Education**
Master of Education in Educational
Psychology
Certificate of Graduate Studies in
Behavior Management
Specialist**
CERTIFICATION
PROGRAMS*
Elementary School Guidance
Counselor (post-master’s)
Secondary School Guidance
Counselor (post-master’s)
Principal K-12 (post-master's)**
Superintendent/Assistant
Superintendent, IU Director
Letter of Eligibility (postmaster’s and post certification
Principal K-12)**
Reading Specialist (postbaccalaureate)**
School Psychology (post-master’s)
School Supervision (post-master’s)
Art
Elementary Education
Mathematics
Science
Social Studies
Special Education
Post Master’s Licensure Preparation
in SPS, Rehabilitation,
Community Counseling, and
Elementary and Secondary
School Guidance
POST-BACCALAUREATE
TEACHER
CERTIFICATION*
Art
Biology
Chemistry
Comprehensive English
Earth/Space Science
Elementary Education
Elementary Education/Early
Childhood Education
Special Education
Elementary Education and Special
Education
General Science
German
Health and Physical Education
Instructional Technology Specialist I
Mathematics
Music
Physics
Social Studies
Spanish
Speech Language Impairment (postmaster’s)
* Proof of citizenship or submission of
Pennsylvania Department of Education form on
intent to become a citizen needed for
application to PDE for these certifications.
**Also, these programs are currently offered
through online or ITV delivery as well as
traditional campus-based delivery.)
4/Administration
GOVERNOR OF PENNSYLVANIA
Edward G. Rendell
PENNSYLVANIA STATE SYSTEM OF HIGHER EDUCATION
Dr. Judy G. Hample, Chancellor
BOARD OF GOVERNORS
Kenneth M. Jarin, Esq., Chair
Mr. Kim E. Lyttle, Vice Chair
Mr. C. R. "Chuck" Pennoni, Vice Chair
The Honorable Matthew E. Baker
Mr. Mark E. Collins, Jr.
Mr. Nathan R. Conroy
Ms. Marie Conley Lammando
Mr. Paul S. Dlugolecki
Mr. Daniel P. Elby
The Honorable Michael K. Hanna
Mr. David P. Holveck
The Honorable Vincent J. Hughes
Mr. Guido M. Pichini
Ms. Allison Pietz
The Honorable Ed Rendell
The Honorable James J. Rhoades
Ms. Christine J. Toretti Olson
Mr. Aaron A. Walton
Dr. Gerald L. Zahorchak
There is currently one vacancy on the Board.
UNIVERSITY PRESIDENTS
Dr. Jessica S. Kozloff, Bloomsburg
Dr. Angelo Armenti Jr., California
Mr. Wallace C. Arnold, Cheyney (interim)
Dr. Joseph P. Grunenwald, Clarion
Dr. Robert J. Dillman, East Stroudsburg
Dr. Frank G. Pogue, Edinboro
Dr. Tony Atwater, Indiana
Dr. F. Javier Cevallos, Kutztown
Dr. Keith T. Miller, Lock Haven
Dr. David Werner, Mansfield (Interim)
Dr. Francine G. McNairy, Millersville
Dr. George F. Harpster, Shippensburg (interim)
Dr. Robert M. Smith, Slippery Rock
Dr. Madeleine Wing Adler, West Chester
Administration/5
EDINBORO UNIVERSITY OF PENNSYLVANIA
Dr. Frank G. Pogue, President
COUNCIL OF TRUSTEES
Harry K. Thomas, Esq., Chair
Mr. Benedict J. Miceli, Vice Chair
Mr. Harold C. Shields, Secretary
Dr. Raymond L. Dombrowski
The Honorable John R. Evans
Mr. John E. Horan
Mr. C. Richard Johnston
Sr. Catherine M. Manning
Mrs. Virginia L. McGarvey
Mr. John A. Pulice
Ms. Teresa R. Scott, Student Trustee-Select
Dr. Judy G. Hample, Chancellor (ex officio)
PRESIDENT’S EXECUTIVE COUNCIL
Dr. Richard Arnold, Associate to the President for Equity, Special Programs and Staff Development
Dr. R. Scott Baldwin, Dean of Education
Dr. Pearl Bartelt, Provost and Vice President for Academic Affairs
Dr. Mary Margaret Bevevino, Dean of Graduate Studies and Research
Ms. Janet Dean, University Ombudsperson and Associate Vice President for Human Resources and Faculty Relations
Dr. Donald Dilmore, Associate Vice President for University Libraries
Mr. Gordon Herbst, (Interim) Vice President for Finance and Administration
Dr. Jerry Kiel, Vice President for Student Affairs and Student Success
Dr. Andrew Lawlor, Associate Vice President for Technology and Communications
Dr. Michael Mogavero, Vice President for Enrollment Services and University Planning
Mr. Brian Pitzer, Director of Public Relations
Dr. Eric Randall, Dean of Science, Management and Technology
Mr. Kahan Sablo, Dean of Student Life
Dr. Emily Sinsabaugh, Executive to the President for University Communications and Administrative Initiatives
Dr. Terry Smith, Dean of Liberal Arts
Mr. Bruce Whitehair, Vice President for Development and Marketing
DEPARTMENT CHAIRS
Mr. William Mathie, Art Department
Dr. Martin Mitchell, Biology and Health Services Department
Dr. Michael Hannan, Business Administration and Economics Department
Mr. Donald Renn, Chemistry and Physics Department
Dr. Armendia Dixon, Dr. Gerald P. Jackson Department of Academic Support Services
Dr. Barbara Rahal, Elementary Education Department
Dr. Riva Sharples, English and Theatre Arts Department
Dr. Janusz Czejdo, Foreign Languages Department
Dr. Kerry Moyer, Geosciences Department
6/Administration
Dr. Kenneth Felker, Health and Physical Education Department
Dr. Jerra Jenrette, History and Anthropology Department
Ms. Loralyn Whitney, Library
Dr. Anne Quinn, Mathematics and Computer Science Department (Interim)
LTC Perry Rearick, Military Science Department
Dr. Gary Grant, Music Department
Ms. Patricia Nosel, Nursing Department
Dr. Elliott Wreh-Wilson, Philosophy Department
Dr. David Ferster, Political Science and Criminal Justice Department
Dr. Kenneth Adams, Professional Studies Department
Dr. Jack Culbertson, Psychology Department
Dr. Kathleen Benson, Secondary Education Department
Dr. Donna Hixon, Social Work Department
Dr. Frank Taylor, Sociology Department
Dr. Susan Criswell, Special Education and School Psychology Department
Dr. Terrence Warburton, Speech and Communication Studies Department
Ms. Kathleen Strosser, Student Affairs
UNIVERSITY FACULTY MARSHALS
Dr. Max Azicri, Political Science and Criminal Justice Department
Dr. Salene Cowher, Professional Studies Department
Ms. Diane Crandall, Art Department
Dr. James Dunn, Business Administration and Economics Department
Dr. Jean Faieta, Special Education and School Psychology Department
Ms. Amanda Frantz-Mamani, Foreign Languages Department
Dr. Carol Gleichsner, Dr. Gerald P. Jackson Department of Academic Support Services
Dr. Theodore Haber, Philosophy Department
Dr. Baher Ghosheh, Geosciences Department
Dr. Kathleen Lipkovich, Health and Physical Education Department
Dr. Craig Steele, Biology and Health Services Department
Mr. Charles Marr, English and Theatre Arts Department
Dr. Rhonda Matthews, Sociology Department
Dr. J. Brian McKay and Dr. Karim Hossain, Chemistry and Physics Department
Dr. Nazir Mughal, History and Anthropology Department
Ms. Patricia Nosel, Nursing Department
Dr. Anne Ortega, Music Department
Dr. Patricia Pineo, Mathematics and Computer Science Department
Dr. William Pithers, Psychology Department
Dr. Roy Shinn, Speech and Communication Studies Department
Dr. Kathleen Stevens, Secondary Education Department
Dr. Rosemary Treloar, Elementary Education Department
Mr. John Widner, Baron-Forness Library
Mr. Michael Wiler, Social Work Department
Administration/7
21st CENTURY PLANNING GROUP
Co-Chairs
Dr. Mary Margaret Bevevino, Dean of Graduate Studies and Research
Dr. Patricia Pineo, Mathematics and Computer Science Department
Coordinator
Dr. Michael Mogavero, Vice President for Enrollment Services and University Planning
Members
Dr. Richard Arnold, Associate to the President for Equity, Special Programs and Staff Development
Dr. R. Scott Baldwin, Dean of Education
Ms. Jennifer Butler, Student Representative
Dr. David Ferster, Chair, Political Science and Criminal Justice Department
Ms. Marilyn Goellner, Director of Annual Fund and Stewardship
Dr. Michael Hannan, Chair, Business Administration and Economics Department
Ms. Patricia Heidelberg, Student Representative
Mr. Gordon Herbst, Interim Vice President for Finance and Administration
Dr. Jerra Jenrette, Chair, History and Anthropology Department
Ms. Monica Johnson, Student Representative
Dr. Jerry Kiel, Vice President for Student Affairs and Student Success
Dr. Erinn Lake, Assistant Vice President for Planning, Research, and Continuous Improvement
Dr. Andrew Lawlor, Associate Vice President for Technology and Communications
Dr. Rhonda Matthews, Sociology Department
Dr. Robert McConnell, Director, Office for Students with Disabilities
Dr. Lawrence Mencotti (Emeritus)
Ms. Angela Onderko, Director of Purchasing
Dr. Eric Randall, Dean of Science, Management and Technology
Mr. Kahan Sablo, Dean of Student Life
Dr. Verel Salmon, Community Member
Dr. Terry Smith, Dean of Liberal Arts
Mr. David Tucker, Mathematics and Computer Science Department
Ms. Loralyn Whitney, Baron-Forness Library
Mr. Syed Zaidi, Facilities
8/President's Message
Welcome to Edinboro University of Pennsylvania – one
of the 14 universities in Pennsylvania's State System of
Higher Education. I am pleased to extend greetings to our
graduate students. You have selected an excellent place to
pursue your graduate education.
Upon my arrival on this campus in July of 1996, I
identified the enhancement of our graduate offerings as one of
the top priorities of the University. Since then, many
achievements and improvements have been realized including
the creation of new programs in Social Work, Information
Technology, and Character Education, as well as online
offerings in the School of Education. We have also located the
School of Graduate Studies and Research in Reeder Hall, and
we have created a Graduate Student Council in order to
involve students in planning and decision making.
Edinboro University was founded as the Edinboro
Academy in 1857 by the citizens of Edinboro, many of
whom were of Scottish descent. Their commitment to
teaching and learning, their work ethic, and their strength
of family tempered by upbringing in the great Highland
Clans have brought a unique sense of perspective and
commitment to all that we do here at Edinboro University.
As a people, the Scots are both hearty and hardy. I would
like to think that those of us who serve and learn here are
carrying on the legacy of the great traditions set for us by
the Scots more than 148 years ago.
Edinboro students have come to know that being a part of
the Edinboro Family means that they will benefit from our
student- and learner-centered environment. At Edinboro,
students are not just a priority – they are the priority. Students
are involved in everything that we do, and the Edinboro
Family provides a setting that makes for a friendly, supportive
and responsive atmosphere. Our faculty, administrators and
support staff are committed to continuously improving all that
we do to promote the academic and personal excellence of
Edinboro University students.
Edinboro University marked the arrival of the 21st
century by proclaiming it as our "Century of Civility." Since
then, we have developed civility-centered themes to lend
focus to our efforts to serve students according to the tenets of
civility – fairness, tolerance, collegiality and civic
responsibility. As we prepare to celebrate the University's
150th birthday in the year 2007, the University will be guided
by the theme, Building a prosperous future through academic
excellence and civility, which suggests that our commitment
to academic excellence and civility in all of its manifestations
will not only bring prosperity in the future for all of our
constituent groups, but also for the region, state, and nation we
serve.
It is a pleasure to serve you, and I look forward to the
advancement of your academic and personal goals at
Edinboro University of Pennsylvania.
Frank G. Pogue
President
General
Information
10/Communications Directory
Communications Directory
Edinboro At A Glance
University Switchboard ............................................... (814) 732-2000
President .................................................................................. 732-2711
Executive Assistant to the President ........................................ 732-2711
Provost and Vice President for Academic Affairs ................... 732-2729
Vice President for Enrollment Services
and University Planning .................................................. 732-5555
Vice President for Financial Operations
and Administration .......................................................... 732-2585
Vice President for Student Affairs and Student Success ......... 732-2313
Dean of Education ................................................................... 732-2752
Dean of Graduate Studies and Research ................................. 732-2856
Dean of Liberal Arts ................................................................ 732-2477
Dean of Science, Management and Technology ..................... 732-2400
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.
Academic Departments
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 student-faculty ratio is 18:1.
Art ............................................................................................ 732-2406
Biology and Health Services ................................................... 732-2500
Business Administration and Economics ................................ 732-2407
Chemistry ................................................................................ 732-2485
Elementary Education ............................................................. 732-2750
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
Philosophy ............................................................................... 732-2490
Physics and Technology .......................................................... 732-2592
Political Science and Criminal Justice .................................... 732-2409
Professional Studies ................................................................ 732-2421
Psychology .............................................................................. 732-2774
Secondary Education ............................................................... 732-2830
Social Work ............................................................................. 732-2013
Sociology ................................................................................ 732-2573
Special Education .................................................................... 732-2200
Speech and Communication Studies ....................................... 732-2444
Other Offices
Academic Support Services .................................................... 732-2218
Admissions .............................................................................. 732-2761
Affirmative Action ................................................................... 732-2167
Alumni ..................................................................................... 732-2715
Bookstore ................................................................................. 732-2456
Bursar's Office .......................................................................... 732-5555
Center for Career Services ...................................................... 732-2781
Dining Services ....................................................................... 732-2635
Edinboro University in Erie – The Porreco Center ................. 836-1955
Edinboro University in Meadville ........................................... 337-7791
Financial Aid ........................................................................... 732-5555
Health Center ........................................................................... 732-2743
International Student Services ................................................. 732-2770
Library ..................................................................................... 732-2273
Office for Non-Traditional Student Services .......................... 732-1449
Office for Students with Disabilities ....................................... 732-2462
Office of Extended Learning ................................................... 836-1955
Police ....................................................................................... 732-2921
Public Relations ....................................................................... 732-1731
Records and Registration ........................................................ 732-5555
Residence Life and Housing ................................................... 732-2818
ROTC/Military Service ........................................................... 732-2562
Scheduling ............................................................................... 732-5555
Student Government ................................................................ 732-2910
Technology and Communications Center ............................... 732-2931
University Center .................................................................... 732-2842
Edinboro University boasts 43 buildings on a spacious 585-acre campus
which includes a five-acre lake, open fields and woods, six on-campus
residence halls for approximately 2,600 students, and a modern sevenstory 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.
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.
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 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.
Students with exceptionally high academic aptitude scores and excellent
high school records are eligible to participate in the University's Honors
Program. One of the leading programs in the nation, the Edinboro
Honors Program has been used as a model by many colleges and universities.
The Office for Students with Disabilities administers a program dedicated to enhancing the University's commitment to equal opportunity for
the severely physically disabled. The campus supports the largest residency program of its kind in the Commonwealth of Pennsylvania, and
the disabled population is one of the largest in the entire United States.
Edinboro's disabled students and many visitors benefit from a campus
which is almost completely accessible to the handicapped.
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.
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.
Graduate Study/11
GRADUATE STUDY
Philosophy of Graduate Study
The primary concern of graduate study is the student. The total collegiate experience is designed to provide the academic atmosphere and the
self-discipline vital to the student’s intellectual growth.
Standards of Ethics for Graduate Students
The academic programs are designed to strengthen the student’s area of
specialization in order to provide a program of greater depth than was
possible at the undergraduate level; heighten receptivity to new ideas,
viewpoints and beliefs; improve research skills; provide opportunities
for developing further the ability to work independently; continue to
develop oral and written communication skills; emphasize the philosophy of the discipline; encourage and assist students in applying their
acquired knowledge and skill; foster the spirit of scholarship; develop
further the skills necessary for critical analysis of information; strengthen the student’s capability to initiate, define and synthesize viewpoints
and concepts; and to prepare and assist the student in realizing her or his
potential as an individual and as a responsible member of society.
Academic excellence is encouraged by assigning the responsibility for
instruction, both on and off campus, to those faculty members who are
qualified to teach graduate level courses and by establishing and maintaining degree requirements which ensure the integrity of the graduate
program.
Graduate study is offered in numerous disciplines, but the major emphasis is on professional education and other human services. Both full-time
and part-time study are encouraged and promoted with special effort
given to meeting the unique needs of part-time students.
The graduate program is committed to affirmative action to ensure equal
opportunity for students and faculty.
Philosophy of a Master’s Degree
demonstrated capability to apply an abstract body of knowledge to
a specific topic within the major area of the degree;
demonstrated capability to initiate, define and synthesize a variety
of intellectual points of view.
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 include a failing grade
for the assignment in question and/or a failing grade for the course.
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. A faculty member, who has determined to his or her own satisfaction that a graduate student is guilty of lying, cheating or plagiarizing, may either request that the case be judged by the Graduate
Committee on Ethical Conduct or penalize the student by adjusting
the course grade.
2. 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 Graduate Committee on Ethical Conduct.
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.
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 catalog.
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 dependent on program
requirements and will have demonstrated achievement of the objectives
established for the specific degree programs.
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.
Competencies for the Master’s Degree
The awarding of a master’s degree by Edinboro University of
Pennsylvania attests that the individual awarded the degree has:
demonstrated competence in the field of the degree;
demonstrated competence in at least one specialized area within the
field of the degree;
demonstrated competence in the research techniques of the major
area of the degree;
completed the degree requirements with the proficiency which
reflects the integrity of the degree;
defined and described the pertinent philosophies of the major area
of the degree;
demonstrated the ability to synthesize and communicate to others
relevant information of the major area of the degree;
demonstrated mastery of skills and knowledge of background
required in the major area of the degree;
Administration of Graduate Studies
All requests for information about graduate-level programming, graduate admissions, graduate academic standards, program requirements,
graduate policies and graduate assistantships should be directed to the
following address:
School of Graduate Studies and Research
Edinboro University of Pennsylvania
Edinboro, PA 16444
814-732-2856
Toll Free: 888-845-2890
Program jurisdiction responsibilities are maintained by the Dean of
Graduate Studies and Research.
Graduate Council
The Graduate Council serves as an advisory board to graduate studies
and is comprised of graduate program heads. It recommends policies and
procedures and practices that are needed to provide quality graduate pro-
12/Graduate Study
gramming at Edinboro University and serves as a forum to discuss issues
concerned with graduate education at the University. Membership on the
Graduate Council shall consist of the heads of graduate programs. These
members have full voting privileges.
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.
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.
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 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.
Student Responsibilities
Students are responsible for seeing that they have met all requirements
for graduation. It is expected that students will discuss the development
of their program leading toward graduation with their advisor. Policies
contained in any catalogues apply to individuals entering June and
August of the first year for which the catalogue is dated and January of
the second year which the catalogue covers, in the case of biennial catalogues. Students will be expected to follow the program outlined in the
catalogue in effect at the time of their entry into Edinboro University.
When this is impractical, students, together with their advisor and chairperson, will develop a program to be approved by the graduate sdean,
which meets degree requirements. Students who transfer to a new program or interrupt study at the University and are subsequently readmitted, will be expected to meet the requirements of the program effective
on the date of transfer or readmission.
University Policy Manual
Students need to be aware that the University Policy Manual is available
for inspection in the following areas: Baron-Forness Library (on
reserve); Office of the Provost and Vice President for Academic Affairs,
Reeder Hall; Office of Records and Registration, Hamilton Hall.
Additionally, the policy manual may be found on the University’s website. Students should become familiar with those policies which will
affect them during their time at Edinboro University.
Policy #
001
002
003
004
005
006
007
008
009
010
011
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028
029
030
031
032
033
034
036
039
040
041
042
043
044
045
046
047
048
050
051
052
053
Policy Name
Alcoholic Beverages
Confidentiality and Privacy of Student Records
University Related Advisorship
Earning Course Credit by Examination or Evaluation
University Procedures for Responding to Off-Campus
Student Behavior Complaints
Listing of Code Approved Student Housing
Student Activity Fee Adjustment
Americans with Disabilities Act/Act 504 Student
Accommodation
Graduation Requirements
Kitchen Use/Cooking in Residence Halls
SGA Restricted Accounts
Disciplinary Procedures and Student Code of Conduct
Residence Hall Use by Students During Vacation and
Selected Periods of Non Attendance
Change of Major
Satisfactory/Unsatisfactory Grades
Student Trustee Selection
Transfer Student Prior Conduct Review
Self Medication
Transfer Standards
Student Organization Activities
Student Entry and Retention in Teacher Education
Repeating Courses
Academic Probation and Suspension
University Recognition of Student Organizations
Student Organization Advisors
Campus Residency Requirements
Housing Deposit for Residence Hall Students
Undergraduate Degree Completion
Death of a Student
Fresh Start
Academic Readmission
Admissions
Insurance for Resident Students’ Possessions
Dean’s List Requirements
Disruptive Behavior in Supervised Situations
Student Name Change
Honors Program
Auditing of Courses
Student Withdrawals from the University
Housing for Students with Disabilities
Student Activity Contracts
Anti Hazing
Mental Health Emergencies
Time Limitations on Meeting Master’s Degree
Requirements
Student Teacher Reassignment in the Event of a Work
Stoppage
Transfer of Graduate Credit
Trial Admissions Program
Awarding Continuing Education Units
Student Fund Raising
Admission Policies and Procedures/13
055
056
057
058
059
060
061
062
063
064
065
066
067
068
STD Prevention and Control
Honors Convocation
Student Appeal of Assigned Grade
Housing and Food Service Request Release
Student Victims of Sexual Assault
International Student Housing
Transcripts
Class Attendance
Inactive Courses
Dual Numbering of Courses
Student Vandalism of University Property
Retention of Job Placement Credentials
Visiting Student Program
Use of University Center by Student Organizations
ADMISSION POLICIES AND
PROCEDURES
Classification of Graduate Students
At the time of admission to graduate study, students are classified as
either degree students, special students, non-degree certification students
or advanced certificate students.
Degree
An individual who has been admitted to a graduate degree program at
the University is classified as a degree student.
An individual who is seeking admission as a degree student who has not
yet been admitted as a degree student will be permitted to enroll as a special student in courses. However, no more than nine semester hours of
credit earned prior to the official acceptance as a degree student will be
accepted toward meeting degree requirements.
Special
An individual who has been granted permission to enroll in graduate
courses for reasons of professional growth or for transfer of credit to
another college or university, but who has not been admitted to either a
graduate degree program or a graduate advanced certification program at
the University, is classified as a special student. A special student who
later wishes to be considered for admission as a degree student may
apply to the degree program no more than nine semester hours of credit
earned while classified as a special student.
Non-Degree Certification
The University offers several non-degree certification programs. A student who is admitted to one of these programs is classified as a nondegree certification student.
Advanced Certificate
The University awards an advanced certificate to students who complete
the post-master's certification program in school psychology, school
administration, superintendent/assistant superintendent/IU director letter
of eligibility, and school counseling. Students admitted to one of these
programs are classified as advanced certificate students.
Certification for international students requires that the student demonstrates their intention to become a U.S. citizen. This involves permanent
residency and then an application for citizenship. Any international student intending to return to their home country after the completion of
their degree is ineligible for certification.
Post-Baccalaureate Teacher Certification Students
Students who already hold a bachelor’s degree from another college or
university, who now wish to earn the courses and credits necessary for
initial teacher certification, may be admitted to the University as a graduate student on a non-degree basis.
Application must be made through the School of Graduate Studies and
Research. Official transcripts from all previously attended and current
post-secondary institutions demonstrating a 3.0 undergraduate cumulative grade-point average, official documentation of passing scores in the
Praxis I and a $30.00 non-refundable application fee must accompany
the teacher certification application. Post-baccalaureate teacher certification students will have their previous college transcripts, Praxis I
scores reviewed by the Dean of Graduate Studies and Research for
admission. The Dean of the School of Education will determine the
courses and credits necessary to earn certification. A program of study
will then be outlined and forwraded to the applicant by the School of
Graduate Studies and Research. Students may also be required to have
an interview with the Dean of Education. Further information concerning admission to teacher certification programs at Edinboro University
should be directed to the School of Graduate Studies and Research.
NOTE: Post-baccalaureate initial teacher certification students are to
take the graduate alternative to each course on the plan of study unless
directed otherwise by the faculty advisor.
The procedures for admission and retention in teacher education are consistent with current state regulations and ensure that graduates meet the
quality standards advocated at state and national levels for the preparation of teachers. Students are not eligible to enroll in the Level II field
experience until they have been admitted to candidacy. Students must
submit the Admission to Teacher Candidacy form to the Office of
Student Teaching and Student Assistance (Miller Research Learning
Center 152) no later than October 1 for admission in spring, July 1 for
admission in fall, and March 1 for admission in summer.
Assessment and Retention
Faculty and administration monitor candidate progress continuously
through periodic advising, systematic assessments of knowledge, skills,
and dispositions, and semester by semester reviews of grade point average, Praxis test performances, and other program requirements.
Graduate students in all master’s degrees related to education must complete the technology/diversity survey early in their program and at exit.
They must complete the Knowledge, Skills, and Dispositions Graduate
Assessment Tool at master’s degree candidacy and at exit.
Dispositions
In addition to the pedagogical skills and knowledge defined in the standards of NCATE, the Interstate New teacher Assessment and Support
consortium (INTASC), and the Pennsylvania Department of Education,
all candidates in programs for the preparation of school personnel are
expected to demonstrate appropriate dispositions. The character traits,
attitudes, beliefs, behaviors, and emotional qualities listed on the
Edinboro University NCATE web page and in the Pennsylvania Code of
Professional Practice and Conduct for Educators constitute the dispositions for future teachers from Edinboro University of Pennsylvania.
Each department that houses programs in teacher preparation has a
Dispositions Committee. It is the responsibility of the Dispositions
Committee to provide advice and remedial activities for candidates who
are referred by faculty to the committee for failure to demonstrate dispositions appropriate to the teaching profession. If the candidate’s dispositions do not improve to the satisfaction of the Dispositions
Committee, the committee – with the approval of the Chair of the
Department – may refer the candidate to the Dean of the School of
Education along with a written recommendation and rationale. At the
14/Admission Policies and Procedures
discretion of the Dean of Education, the candidate may be dismissed
from the program.
Information on these requirements may be obtained from the School of
Graduate Studies and Research.
Graduate students completing initial teacher certification programs in
conjunction with a master’s degree will complete the Knowledge, Skills,
and Dispositions-Graduate assessment. Dependent on the program, the
graduate program head will direct the student as to completion of a selfassessment and/or a faculty assessment to be submitted with the request
to enter the master’s degree candidacy level. NOTE: This is the
Application for Candidacy form and not to be confused with the
Admission to Teacher Candidacy form which is also required for postbaccalaureate initial teacher certification candidates. Graduate students
in master’s degree programs and also in teacher certification must complete both candidacy applications at the appropriate time.
Because some programs have established maximum enrollment figures,
there can be no guarantee that individuals meeting the admission
requirements described above will be admitted.
Accreditation
The School of Education and all teacher certification programs within
the University are accredited by the Pennsylvania Department of
Education and by NCATE, the National Council for Accreditation of
Teacher Education.
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.
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.
Admission Requirements
Special Student
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.
The minimum requirements for admission as a special student are: 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 to be equivalent to at least a bachelor’s
degree from a regionally accredited United States college or university.
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.
An applicant for admission may be admitted on an unconditional, conditional, special student, non-degree teacher certification, post-baccalaureate certificate, post-master's program basis or denied admission.
Unconditional
A person admitted on an unconditional basis has no conditions attached
to the admission. The minimum requirements for unconditional admission are:
1. 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. Some programs have established
higher requirements. These requirements are listed under the curricular information for the specific program.
2.
3.
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.
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.
A recommendation for admission from the program head of the
department of the proposed graduate major and the Dean of
Graduate Studies and Research.
Some programs have established additional admission requirements.
Non-Degree Certification Student
The minimum requirements for admission as a non-degree certification
student are:
1. 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.
2.
3.
A recommendation for admission from the program head of the
department offering the certification program and the Dean of
Graduate Studies and Research.
The admission requirements established for the specific certification programs must be met. These requirements are listed under the
curricular information for each certification program.
Admission Procedures
An individual seeking admission as a degree student must submit, at
least six weeks prior to the anticipated date of enrollment (some programs require more specific deadlines – see program admissions criteria
for dates), a completed Application for Admission to Graduate Studies.
Only complete applications will be given full consideration. This application may be obtained from the School of Graduate Studies and
Research. Applicants must:
z 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."
z Provide an official record of the scores earned on either the Miller
Analogies Test or the Graduate Record Examination (except for
MFA, MSN, and MEd: Educational Leadership applicants). The
Master of Science in Information Technology may require the
Graduate Management Admission test (GMAT) or GRE.
Admission Policies and Procedures/15
z
z
z
z
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 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.
Late Submission of Application for Admission
There is no guarantee that we can process an application for an individual who files an application for admission into a master’s program less
than six weeks prior to the registration day for the semester or session in
which enrollment is sought.
Although these individuals have not been admitted to the graduate program, they may be authorized to enroll for courses if they apply for nondegree special student status, however:
1. It is understood that this authorization does not guarantee or imply
that admission will be granted.
2. It is understood that no more than nine semester hours of graduate
credit earned prior to the date of the official acceptance to admission to a graduate program will be accepted toward meeting the
minimum requirements of the program.
3. It is understood that if admission is granted prior to the last day of
the semester or session that all applicable credits earned in that
semester or session will be accepted toward meeting program
requirements.
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.
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.
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. For an application and information on testing dates and foreign testing centers, write
to:
Graduate Record Examination
Educational Testing Service
P.O. Box 6000
Princeton, NJ 08541-6000
or visit www.gre.org
All correspondence concerning admission to graduate study should be
sent to the School of Graduate Studies and Research, 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.
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.
Before the I-20 form is issued, the international student must complete
and return an affidavit of financial support. This form is provided by the
School of Graduate Studies and Research. Also, an advanced payment of
tuition and fees for the first semester is required.
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.
International Student Services
International Student Services at Edinboro University is founded upon a
recognition of the diversity of the world in which we live. Edinboro
University provides a comprehensive international program encompassing a wide variety of programming and services to students from abroad
and for its own students. It also provides services and education activities in cooperation with colleges and universities abroad.
Students are welcome from around the world. At present, there are
approximately 100 international students representing 32 different countries of the world.
Complete information for prospective graduate students from abroad is
available from the School of Graduate Studies and Research.
For all students, planned opportunities exist for study abroad. In the past,
Edinboro University of Pennsylvania has offered Summer Study Abroad
programs in Rabat, Morocco; Zibo and Jinan, China; Oxford, England;
and Edinburgh, Scotland. Information on potential programs is available
through the International Student Services Office. The curriculum 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.
16/Fees and Expenses
Doctoral Collaboration with the University of
Pittsburgh – Developmental and Educational
Psychology Program
A student enrolled in the Master of Arts in Counseling programs at
Edinboro University of Pennsylvania who completes all requirements of
that program may transfer up to forty-five (45) graduate credits to the
University of Pittsburgh, School of Education, Department of
Psychology in education, Developmental and Educational Psychology
(Ph.D.) Program. For additional information, please contact the
Professional Studies Department at 814-732-2421.
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.
All fees and expenses are subject to change without notice.
NOTE: Non-resident graduate students taking web-based courses
only are charged in-state tuition plus 5%.
Basic Tuition Fees Per Academic Semester
Graduate
Part-Time (1-8 sem. hrs.)
Full-Time (9-15 sem. hrs.)
Additional charge for each
credit over 15 sem. hrs.
Pa. Resident
Non-Resident
$
$
200.00
2405.00
$
$
401.00
4810.00
$
200.00
$
401.00
$
$
321.00
2886.00
$
$
513.00
4618.00
$
321.00
$
513.00
Basic Tuition Fees Per Summer Session
Undergraduate (per sem. hr.)
Graduate (per sem. hr.)
$
$
200.00
321.00
$
$
401.00
513.00
University Center Fee (Including Summer
Sessions)
Undergraduate
1-11 credit hours
12 or more credits
Graduate
1-8 credits
9 or more credits
Undergraduate
1-11 credits
12 or more sem. hrs.
Graduate
9 or more credits
$5.00 per credit
$60.00
$60.00
Instructional Service Fee
Undergraduate
Graduate
10% of tuition
15% of tuition
Housing Per Academic Semester
(There is no difference between undergraduate and graduate housing
fees.)
Double Room, per person (2 @ room)
Private Room (1 @ room)
Double Room, per person Rose Hall
Private Room, Rose Hall, Dearborn Hall
and Earp Hall
FEES AND EXPENSES
Undergraduate
Part-Time (1-11 sem. hrs.)
Full-Time (12-18 sem. hrs.)
Additional charge for each
credit over 18 sem. hrs.
Health Center Fee Per Academic Semester
(Including Summer Sessions)
$13.75 per credit
$165.00
$18.30 per credit
$165.00
$1660.00
$2490.00
$1760.00
$2640.00
Meals
Meal
Plan
Food, 19 meals – residence hall $1041.00
Food, 14 meals – residence hall
909.00
Food, 10 meals – residence hall
823.00
Block Plan:
175 meals
$946.00
125 meals
781.00
75 meals
524.00
Flex
Dollars
$100.00
100.00
150.00
$100.00
150.00
100.00
Total
$1141.00
1009.00
973.00
$1046.00
931.00
624.00
Additional Charges
Computer Lab Printing
Copying (Library)
Course Withdrawal Fee (after third week)
Credentials
Lost Key – single
Lost Key – master
Returned Checks
Library Fines
Vehicle Registration – per year
Vehicle Registration – replacement
Payment Plan Annual Fee
Payment Plan Semester Fee
Payment Plan Late Fee
Parking Violations
Parking Violations Late Fee
Student Identification Card
$5.00
$.10
$25.00 per course
$3.00
$20.00
$50.00
$20.00
$.15 per day + $1.00
$15.00
$1.00
$40.00
$30.00
$15.00
$15.00
$5.00
$5.00
ALL FEES ARE SUBJECT TO CHANGE WITHOUT NOTICE.
Student Activity Fee Per Academic Semester
Application Fee
Undergraduate
1-11 credits
12 or more credits
Graduate
9 or more credits
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.
$9.90 per credit
$119.00
$119.00
Instructional Technology Fee Per Academic
Semester (Including Summer Sessions)
Full Time
Part Time
Pa. Resident
$ 50.00
$ 25.00
Non-Resident
$ 75.00
$ 38.00
Course Audit Fee
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.
Fees and Expenses/17
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.
b) An undergraduate student taking a combination of undergraduate and graduate coursework whose sum of credit hours
exceeds eighteen credit hours will be billed for additional
tuition at undergraduate rates.
Miller Analogies Test Fee
Senior Citizen Tuition Waiver
A non-refundable fee of $50.00 is charged to students desiring to take the
Miller Analogies Test. Checks should be made payable to Edinboro
University of Pennsylvania.
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.
Waiver of Fees for Study Off Campus
Students who are taking all of their credit courses during a semester off
campus (anywhere but the Edinboro or Porreco campuses) will have the
Health Center and Student Activity fees automatically waived for that
semester. Students who are taking credit courses on the Edinboro or
Porreco campuses during a semester must pay the Health Center and
Student Activity fees pro-rated according to the number of credits in
which the student is enrolled.
Students who are taking all of their credit courses during a semester off
campus who choose to access the Health Center or Student Activity services and programs (for which they would not have been billed) may be
assessed the full fee.
Special Room and Meal Arrangements
The boarding fee is mandatory for all students who reside in university
dormitories; however, students who live off-campus may also take their
meals at the campus dining hall. Overnight room occupancy is available
for approved guests. The room charge for guests is $30.00 per night for
double occupancy and $20.00 per night for single occupancy.
Tuition and Fees for Students Taking Graduate
and Undergraduate Courses
Students at Edinboro University of Pennsylvania are permitted and,
sometimes, required to take courses at both the graduate and undergraduate level. Therefore, it is necessary to adapt tuition and fees for such
students in an equitable manner since the basic tuition rates are different
at the graduate and undergraduate levels. Undergraduate students will be
billed for fees at the undergraduate level; post baccalaureate students
will be billed for fees at the graduate level.
The following policy is adopted to establish tuition and fee charges for
students who take graduate and/or undergraduate coursework at the
University during an academic period.
1. a) A student taking only graduate coursework will be billed at the
graduate tuition rate.
b) A student taking only undergraduate coursework will be billed
at the undergraduate tuition rate.
2. a) A post baccalaureate student who is taking a combination of
graduate and undergraduate coursework in a semester whose
total credit hours is fifteen hours or less will be billed undergraduate tuition for undergraduate credits and graduate tuition
for the graduate credits not to exceed the full-time graduate
tuition and fee rates.
b) An undergraduate student who is taking a combination of graduate and undergraduate coursework in a semester whose total
credit hours is eighteen hours or less will be billed undergraduate tuition for undergraduate credits and graduate tuition for the
graduate credits not to exceed the full-time undergraduate
tuition and fee rates.
3. a) A post baccalaureate student taking a combination of undergraduate and graduate coursework whose sum of credit hours
exceeds fifteen credit hours will be billed for additional tuition
at graduate rates.
Damage Fee
Students shall be responsible for the actual cost of damages, breakage,
loss or delayed return of University property. The resulting assessed
amount shall be paid to the University.
Medical Fees
There is no charge for in-patient care at Ghering Health Center. Students
who have not previously contracted with the University for meals are
required to pay for meal service while they are confined in the Health
Center. All fees are charged to the student accounts, no fees are collected at the Center.
Allergy injections
Medication
Crutches (deposit)
Immunizations
$3.00
$3.00, $7.00, $10.00
$12.50
At Cost
The student is also responsible for the cost of a medication not stocked
by the Health Center and obtained at a pharmacy by prescription written
by the University physician.
Transcripts
In accordance with Public Law 93-380 (Educational Amendments –
Family Education Rights and Privacy Act, 1974) transcripts will only be
released if the individual submits a written request to the Office of
Records and Registration requesting the issuance of an official transcript. No telephone request for transcripts will be honored. Since graduate and undergraduate records are maintained separately, a student
should clearly indicate if his or her request is for an undergraduate or
graduate transcript. The fee schedule for transcripts is as follows:
First request for transcripts
Second and subsequent requests for transcripts
No fee required
$4.00
Checks for transcripts should accompany the request and be payable to
Edinboro University of Pennsylvania. No transcripts will be released if
money is owed to the University.
Payment of the Course, Housing, Board,
University Center Fee, Student Activity and
Health Center Fees
Full payment, or proof of awarded financial aid, is required to complete
the registration process. The check or money order for these fees should
be made payable to Edinboro University of Pennsylvania. Cash and
credit card payments are accepted at the Bursar's Office. Credit card payments may be made on the web at www.edinboro.edu.
Students receiving bank loans, such as Stafford Guaranteed Loans,
Supplemental Loans, or Parent Loans for Undergraduate Students must
18/Fees and Expenses
provide written evidence of loan approvals to the Bursar's Office to
receive recognition toward current invoice charges. Send copies of your
loan disclosure statements with your invoice even if your current loan
awards are greater than your charges.
Students who have external scholarships, military scholarships, or other
types of student assistance resources must attach written evidence of
such when returning their invoices in order to receive credit toward current semester charges.
Bank loans that are sent electronically through the PHEAA Escrow
Agent Service require a completed Master Promissory Note (MPN)
including the borrower’s signature to credit the student’s account.
Students receiving bank loans from institutions that do not participate in
electronic funds transfer must endorse (sign) their loan checks in the
Bursar's Office. No transactions are made with a loan check until it has
been endorsed.
Students who do not pre-pay by the billing due date must appear at the
Bursar’s Office in Hamilton Hall before classes begin to confirm their
payment arrangements. Failure to complete the payment process and/or
provide written proof of bank loans or other financial assistance will
result in a cancelled class schedule at the conclusion of the registration
period.
eBilling is a web-based system that replaces paper invoices and reduce
postage costs with itemized tuition and fee amounts listed on a secure
internet website (accessed via your S.C.O.T.S. ID). Students can allow
eBill access to parents and third-parties using e-mail address (e.g.
myparent@yahoo.com), username and passwords. Through this exciting
technology, students can also choose payments by check (ACH), debit
card and credit card. For more information and answers to frequently
asked questions, log on to S.C.O.T.S. (www.edinboro.edu; keyword:
S.C.O.T.S.).
Delinquent Accounts
No student shall be enrolled, graduated, or granted a transcript of his/her
records until all previous charges have been paid.
ALL FEES AND REFUND POLICIES ARE SUBJECT TO
CHANGE UPON APPROVAL OF THE COUNCIL OF TRUSTEES
OR THE STATE SYSTEM OF HIGHER EDUCATION, AS
APPROPRIATE.
Refund Policy
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.
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 cash 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 his/her
designee for his/her consideration.
The new student application fee, payment plan application fee, and new
student advanced registration deposit are non-refundable. The advanced
housing deposit fee is refundable only under the conditions set forth in
the policy describing the housing deposit. The official withdrawal date
from room charges is based upon date of departure from the residence
hall by removing all belongings and/or returning the room key or the
official University withdrawal date, whichever is latter.
I. Total withdrawal from the University (fall and spring semesters)
1. Prior to the first scheduled class meeting
Students who 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, the new student advanced tuition deposit and the advanced housing
deposit) for the semester or session from which they are withdrawing. Total withdrawal of this type must be transacted in
writing with the Office of Student Development.
2. Voluntary withdrawal after first scheduled class meeting
Students who want to request a withdrawal from all courses and
leave the University must complete a withdrawal form in the
Student Development Office. 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:
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
90%
80%
70%
60%
50%
No Refund
Refunds for total voluntary withdrawal from classes which do
not meet on a weekly basis throughout the semester shall be
based upon the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
80%
50%
No Refund
Tuition, student activity fee, health center fee, University
Center fee, instructional service fee, and room and board
charges (excluding flex and block plan balances) are credited to
the student accounts using the official withdrawal date. Unused
flex account balances will be credited to the student accounts
for total withdrawals upon notification of remaining balances, if
any, from the Dining Services Office.
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
non-payment of fees or other financial reasons.
II. Partial course schedule adjustments (fall and spring semesters)
1. Partial course adjustments for all undergraduate students
between twelve (12) credits and eighteen (18) credits and all
graduate students between nine (9) credits and fifteen (15) credits.
Fees and Expenses/19
The full-time undergraduate tuition fee during the fall and
spring semesters of the academic year is based on enrollment
between 12 and 18 semester hours of credit. The full-time graduate tuition fee during these periods is based on enrollment
between 9 and 15 semester hours of credit. Therefore, no refund
is available for reduction in enrollment within these credit
ranges.
2. Partial course adjustments for all undergraduate students below
twelve (12) credits and above eighteen (18) credits and all graduate students below nine (9) credits and above fifteen (15) credits.
Students who withdraw from courses prior to the meeting of
their first scheduled class are entitled to a 100 percent refund of
fees related to the courses from which they withdraw.
Students who drop or withdraw from courses subsequent to the
meeting of their first scheduled class are entitled to a refund or
account adjustment of the tuition, student activity fee, health
center fee, University Center fee, and instructional service fee
based upon the following schedule:
refund adjustments posted to their accounts in accordance with
Section I. above. Otherwise, the Dining Services Agreement
cannot be broken by the student unless he/she has been formally released in writing by the University. A refund of base meal
fees (excluding flex and block plan balances) may be credited
to the student’s account upon approval of a release. The effective date of release from the agreement will determine the
refund percentage based upon the following schedule:
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
90%
80%
70%
60%
50%
No Refund
Unless specified elsewhere in the refund policy, unused flex
account balances for the fall semester will carry over to the
spring semester for students who renew their Food Service
Agreements with the University; all remaining flex dollars will
be forfeited at the end of the spring semester.
3. Non-traditional course schedules
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
90%
80%
70%
60%
50%
No Refund
Refunds for partial withdrawal from classes which do not meet
on a weekly basis throughout the semester shall be based upon
the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
80%
50%
No Refund
All other fees are non-refundable in cases of partial withdrawal.
III. Other refunds (fall and spring semesters)
IV. Refunds for withdrawal during summer sessions of at least five
weeks
1. Total withdrawal during summer sessions
Students who withdraw prior to the first meeting of their first
scheduled class are entitled to a 100 percent refund of all fees
(except for the new student application fee, the new student
advanced tuition deposit and the advanced housing deposit) for
the summer semester or session from which they are withdrawing. Total withdrawal of this type must be transacted in writing
through the Office of Enrollment Management and Retention.
2. Total withdrawal after first scheduled class meeting
1. Room charges
Students officially withdrawing from the University through the
Office of Enrollment Management and Retention may have
refund adjustments posted to their accounts in accordance with
Section I. above. Otherwise, the Housing Agreement cannot be
broken by the student unless he/she has been formally released
in writing by the University. (Refer to University Policy No.
A058, Housing and Food Service Release.) The effective date
of release from the residence hall will determine the refund percentage based upon the following schedule:
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
Where a student withdraws from a course offered on a non-traditional basis (e.g., weekend mini-courses) partial refunds will
be considered by the Vice President for Financial Operations
and Administration on the basis of equity and fairness.
90%
80%
70%
60%
50%
No Refund
2. Food service charges
Students officially withdrawing from the University through the
Office of Enrollment Management and Retention may have
Students who want to request a withdrawal from all courses and
leave the University must complete a withdrawal form in the
Office of Enrollment Management and Retention. Students officially and totally withdrawing after the first class meeting may
seek refunds for tuition, room and meals, if applicable, and student activity fee according to the following schedule:
1st week
2nd week
After 2nd week
75%
50%
No Refund
Refunds for total, voluntary withdrawal from class which do not
meet on a weekly basis throughout the semester shall be based
on the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
Tuition, student activity fee, and room and board charges are
credited to the student accounts using the official withdrawal
20/Fees and Expenses
date. The health center fee, University Center fee and instructional service fee are non-refundable after the first class meeting.
3. Partial course schedule adjustments
Students who withdraw from courses prior to the meeting of
their first scheduled class are entitled to a 100 percent refund of
fees related to the courses from which they withdraw.
Students who withdraw from courses subsequent to the meeting
of their first scheduled class are entitled to a refund of the prepaid tuition and student activity fee based upon the following
schedule:
1st week
2nd week
After 2nd week
75%
50%
No Refund
Refunds for voluntary withdrawal from classes which do not
meet on a weekly basis through the semester shall be based
upon the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
All other fees are non-refundable in cases of partial withdrawal.
V. Refunds for withdrawal during summer sessions of less than five
weeks
1. Total withdrawal during summer sessions
Students who withdraw prior to the first meeting of their first
scheduled class are entitled to a 100 percent refund of all fees
(except for the new student application fee, the new student
advanced tuition deposit and the advanced housing deposit) for
the summer semester or session from which they are withdrawing. Total withdrawal of this type must be transacted in writing
through the Office of Enrollment Management and Retention.
2. Total withdrawal after first scheduled class meeting
Students who want to request a withdrawal from all courses and
leave the University must complete a withdrawal form in the
Office of Enrollment Management and Retention. Students officially and totally withdrawing after the first class meeting may
seek refunds for tuition, room and meals, if applicable, and student activity fee according to the following schedule:
1st week
After 1st week
50%
No Refund
Refunds for total, voluntary withdrawal from class which do not
meet on a weekly basis throughout the semester shall be based
on the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
Tuition, student activity fee, and room and board charges are
credited to the student accounts using the official withdrawal
date. The health center fee, University Center fee and instructional service fee are non-refundable after the first class meeting.
3. Partial course schedule adjustments
Students who withdraw from courses prior to the meeting of
their first scheduled class are entitled to a 100 percent refund of
fees related to the courses from which they withdraw.
Students who withdraw from courses subsequent to the meeting
of their first scheduled class are entitled to a refund of the prepaid tuition and student activity fee based upon the following
schedule:
1st week
After 1st week
50%
No Refund
Refunds for voluntary withdrawal from classes which do not
meet on a weekly basis through the semester shall be based
upon the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
All other fees are non-refundable in cases of partial withdrawal.
Procedure
Total withdrawals from the University are processed through the Office
of Enrollment Services and University Planning. Partial course adjustments are made by course withdrawal transactions processed by the
Office of Records and Registration. The date of official withdrawal, both
partial and total, shall be determined by the Office of Records and
Registration and the Office of Enrollment Services and University
Planning based upon the required written requests and transactions.
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 his/her
designee.
Degree Students Who Desire to Change Curriculum
Anyone who has been admitted as a degree student in one curriculum but
who now desires to change to another curriculum must complete the procedures which have been established for admission to the new curriculum. The student would initiate these procedures by completing and
sending a request for change of program application to the School of
Graduate Studies and Research.
The School of Graduate Studies and Research will, if the student is
admitted to the new curriculum, inform him or her in writing of the credits previously earned which will be accepted as part of the minimum
credit requirements of the new curriculum.
Special Students Who Desire Admission as Degree
Students
Anyone who has been admitted as a special student and who now desires
admission as a degree student must complete the procedures for admission as a degree student. The student would initiate these procedures by
notifying the School of Graduate Studies and Research and completing
a request for change of program application. (Note: No more than nine
semester hours of credit earned by a student while classified as a special
student will be accepted toward meeting the minimum credit requirements established for a master’s degree.)
Academic Standards/21
Degree Students Who Desire to Become Special
Students
Anyone who has been admitted as a degree student and now desires
admission as a special student must inform the School of Graduate
Studies and Research of the desired change.
Reinstatement
Students seeking reinstatement to Edinboro University after a period of
non-attendance should initiate re-entry in the School of Graduate Studies
and Research.
ACADEMIC STANDARDS AND
POLICIES
Degree Requirements
Minimum Number of Semester Hours of Credit
Each program requires a minimum number of approved graduate credit.
Refer to the program descriptions for these details.
Maximum Number of “C” Grades
A maximum of six semester hours of “C” grades will be accepted toward
meeting the minimum number of semester hours of credit required for
the degree.
Cumulative Grade 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. If this “B” average has not been achieved by the time the individual has completed the minimum number of credit hours required for the
degree, permission will be granted for the individual to enroll for a maximum of six additional semester hours of credit. If the required average
has not been earned by the time the six additional credits have been completed, permission to continue to enroll as a degree student will be
denied. Grades earned in courses not taken as part of a degree program
have no effect on the cumulative grade average for the degree program.
Maximum Number of 500 Level Courses
A maximum of 12 semester hours of graduate credit earned in 500 level
courses will be accepted as part of the minimum course requirement for
the master’s degree. Courses of similar content taken for undergraduate
credit may not be repeated at the graduate level with expectation of credit toward the master’s degree.
Students in the Master of Fine Arts degree program may have a maximum of 24 semester hours of graduate credit earned in 500 level courses.
Minimum Number of 700 Level Courses
A minimum of one half of the degree credits earned as part of a Master
of Education degree must be earned at the 700 level.
Transfer of Credit
A maximum of nine 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. Students in the Master of Arts degree programs in counseling or clinical psychology may transfer a maximum of 12 semester
hours. Students in the Master of Fine Arts degree program may transfer
a maximum of 15 semester hours.
Authorization of transfer credits is a privilege and not a right. Transfer
credit must be part of a planned program of study, and authorization for
transfer will be based on this plan and not on student convenience.
Transfer credit is, as a general rule, only authorized if the course is not
offered by the 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.
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.
1. 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.
2. 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 dean.
Correspondence Courses
No graduate credit is allowed for correspondence courses.
Credit by Competency Examination
Graduate credit is not awarded for satisfactorily completed 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.
Research Requirement
Candidates for the Master of Arts, Master of Education, Master of
Science or Master of Science in Nursing degree must conduct some
independent study related to their major field. This research may be a
thesis or a master’s project.
Candidates for the Master of Fine Arts degree are required to complete
ART799 Studio Exhibit.
A copy of the University’s Guidelines for the Preparation of a Thesis
may be obtained from the School of Graduate Studies and Research.
Comprehensive Exam
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.
22/Academic Standards
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.
ate program if they have failed at the conclusion of the semester or summer session in which the 12th semester hour has been completed to have
earned a cumulative grade average of “B” or better.
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.
Students admitted on an unconditional basis, who at the conclusion of
the semester or summer session in which the 12th semester hour has
been completed, have failed to earn a cumulative average of “B” or better will be given the opportunity to enroll for six additional semester
hours of credit to attempt to achieve a satisfactory level of progress in
their degree program to warrant admission to Candidacy for the Master’s
degree. Failure to reach a satisfactory level of progress will result in the
student being denied permission to continue as a degree student. An
immediate denial of permission to continue as a degree student will be
made if it is judged the student could not possibly achieve a satisfactory
level of progress by completing an additional six semester hours of credit.
Students enrolled in the Master of Fine Arts program must satisfactorily
complete an oral examination if the major studio area is ceramics, painting, sculpture, jewelry/metalsmithing or printmaking. Both an oral and a
written comprehensive examination must be satisfactorily completed if
the student’s major studio area is printmaking.
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.
Admission to Candidacy
Admission to graduate study as a degree student does not automatically
mean that the student has been accepted as a candidate for the master’s
degree at Edinboro University of Pennsylvania.
The academic record of each degree student is reviewed at the conclusion of the semester or summer session in which the student is enrolled
for his or her 12th semester hour of degree credit at the University.
Students who have made satisfactory progress in the degree program
will be admitted to Candidacy for the Master’s degree. Students whose
progress in the degree program is judged not to be satisfactory will either
be denied permission to continue as a degree student or will be given the
opportunity to enroll for six additional semester hours of credit to
attempt to achieve a satisfactory level of progress in their degree program to warrant admission to Candidacy for the Master’s degree. After
admission to candidacy, a student may be removed from a program
based on the recommendations of the graduate faculty, program heads
with supporting evidence, and approved by the academic dean and the
Dean of Graduate Studies and Research.
A degree student may not be admitted to Candidacy until (1) at least 12
semester hours of degree credit have been completed at the University,
(2) an Application for Admission to Candidacy has been filed and (3) the
student has made satisfactory progress in his or her degree program.
Some programs have additional candidacy requirements. See program
requirements.
A student is judged to have made satisfactory progress in the degree program if (1) he or she has had a personal meeting with the advisor and
together with the advisor has completed a Plan of Study for the Master’s
degree, (2) he or she has completed any course(s) which the specific
degree program requires to be completed within the first 12 semester
hours, (3) “B” or better average has been earned in the courses completed as part of the degree program and (4) no written objection to the student’s admission to Candidacy has been received by the Dean of
Graduate Studies and Research from a faculty member. (Note: When
such an objection is received this objection will be honored only if the
members of an “Ad Hoc” Committee, consisting of the chairperson of
the department offering the degree program or his or her designee, the
student’s advisor and the faculty members who have taught degree
courses completed by the student, support the objection.)
Students admitted on a conditional admission basis will be denied permission to continue as a degree student in Edinboro University’s gradu-
It is the student’s responsibility to submit the application for Candidacy.
This completed application, which may be obtained from the School of
Graduate Studies and Research, must be submitted at the end of the
semester or session in which the student is enrolled for his or her 12th
semester hour of credit. No more than 12 semester hours of credit earned
at the University prior to the date of admission to candidacy, will be
accepted towards meeting the minimum number of semester hours of
credit required for the degree unless a written statement has been
received from the Dean of Graduate Studies and Research authorizing an
exception to this policy.
Graduate students in all education programs are expected to self-assess
and to be assessed by the NCATE Knowledge, Skills and DispositionsGraduate as described below:
Graduate Knowledge, Skills, and Dispositions
Knowledge: Effective Facilitators of Learning comprehend . . .
K.1
the central concepts, tools of inquiry, and structures of their disciplines.
K.2
multiple perspectives and diverse populations.
K.3
effective verbal and nonverbal communication techniques that
foster active inquiry, collaboration, and supportive interaction.
K.4
current technology and its uses in their disciplines.
K.5
formal and informal assessment strategies for purposes of
research and evaluation.
K.6
knowledge, skills, and dispositions delineated in their professional, state, and institutional standards.
K.7
the Ethical Code of Conduct for their profession.
Skills: Effective Facilitators of Learning demonstrate . . .
S.1
mastery of content, pedagogy, methodology, and research for
their discipline.
S.2
goal setting that meets the diverse needs of each client.
S.3
strategies to foster positive social interactions, intrinsic motivation, and active engagement.
S.4
appropriate communication with colleagues, related service personnel, paraprofessionals, administrators, families, and community members.
S.5
critical thinking through inquiry, discussion, and reflection.
S.6
the use of methodologies that reflect state and national standards.
S.7
procedures and routines that create a safe environment.
Dispositions: Effective Facilitators of Learning respect and value . . .
D.1
high standards of research and academic work.
D.2
diverse populations and perspectives.
D.3
collaboration with colleagues, partners, agencies, and the larger
community.
D.4
an enthusiasm for their profession and professional responsibilities.
Academic Standards/23
D.5
D.6
D.7
an interactive, client-responsive learning community.
reflective practice and seek guidance toward professional
growth.
ethical and professional behavior.
Form and Style to be Used in Writing Graduate
Papers
Specialized research 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.
Students enrolling for biology courses and students completing a biology thesis shall conform to the style and form as found in The A.I.B.S.
Manual.
Students enrolling for clinical psychology, middle and secondary
instruction, communication studies, nursing, counselor education and
speech pathology courses shall conform to the style and form as found
in The Publication Manual of the American Psychological
Association (A.P.A.)
Time Limitations on Meeting Degree Requirements
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.
Grading System
The grading system for the School of Graduate Studies which is listed
below was approved by the University Senate in 1986.
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
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 courses PSYC744 Graduate
Study in Psychology-Unit V (Internship) and ART700 Seminar in
Fine Arts.
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.
A grade of “F” renders the course involved unacceptable for degree
requirements; however, this grade is included when the grade average is
computed.
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 following the end of the session or
semester unless written approval granting an extension of this time limit
has been given by the Dean of Graduate Studies and Research. 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.
A grade of “R” is issued to indicate that no grade is presently available
because research is still in progress. After the research is completed, the
“R” is replaced on the permanent record by an “A”, “B”, “C” or “F”
grade with the corresponding credit. “R” grades should not continue for
a period that exceeds four academic semesters. At the end of that time
period, the grade may revert to a withdrawal and the student will have to
re-enroll in the academic experience.
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.
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.
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.
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 advisor and the Dean of Graduate Studies
and Research.
Individuals admitted to graduate study on a conditional admission basis
will not be granted permission to repeat courses while classified as a
degree student admitted on a conditional basis.
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.
24/Academic Standards
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.
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.
Appeal of a Graduate Grade
Intent
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. It also provides a remedy in cases where the hearing process
sustains the student’s claim.
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.
2.
3.
4.
5.
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 may continue the
appeals procedure.
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.
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.
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 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 pro-
6.
hibited 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. 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 judgement 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.
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.
Withdrawal From a Course
A student is not officially withdrawn from a course until he or she has
informed the Scheduling Office in writing of the withdrawal.
Students wishing to withdraw from all courses and leave the University
will inform the staff of the Enrollment Services and University Planning
Office and complete a withdrawal form in the Enrollment Services and
University Planning Office. The Enrollment Services and University
Planning Office will consult with the appropriate academic dean or
department chair to assess student program status implications and also
notify the Records and Registration Office and the School of Graduate
Studies and Research after each case has been properly evaluated, classified, and an exit interview has been conducted.
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
(withdrawal) 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).
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.”
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.
Academic Standards/25
Withdrawal From the University
Enrolled graduate students who wish to completely withdraw from their
courses must inform the staff of the Enrollment Services and University
Planning Office and the School of Graduate Studies and Research of
their intention to leave school. These offices are located in Hamilton
Hall and Reeder Hall.
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.
Adding Courses or Changing Courses
Students who have completed registration may, prior to the second
scheduled class meeting, add a course to their schedule by completing
the additional registration at the Scheduling Office.
Students who have completed registration may, prior to the end of the
add period, change a course on their schedule by completing the change
in registration form at the Scheduling Office.
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 fulltime 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.
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.
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.
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 or clinical
psychology 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.
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 five-year 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.
Enrollment of Undergraduate Students
Students enrolled in the undergraduate program of a regionally accredited college or university may enroll in a limited number of 600 level
graduate courses if 80 or more semester hours of credit have been
earned, if their cumulative quality point average is 2.5 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 600-Level Course” form.
Students not enrolled in the undergraduate program at the University
who wish to register for a 600 level graduate course also must complete
the “Permission to Enroll in a 600-Level Course” obtaining all signatures and submit this completed form for final approval to the Dean of
Graduate Studies and Research. The student will need to provide the
undergraduate Admissions Office with a completed application for
admission to the University’s undergraduate program as a Special
Student, the required application fee, an official transcript of undergraduate credits completed, and a letter from the advisor and chairperson of
the department of the student’s major authorizing enrollment in the
course. Undergraduate students enrolling in a graduate course will
receive undergraduate credit for the course and will pay the undergraduate course fees rather than the graduate course fee.
Undergraduate students enrolling in a graduate course will receive
undergraduate credit for the course and will pay the undergraduate
course fees rather than the graduate course fee. Undergraduate students,
not within 12 credits of completing their bachelor's degree, may not
enroll in 700 level courses.
Enrollment 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. Seniors may enroll in 700-level courses for graduate
credit if approved by the Dean of Graduate Studies and Research and
graduate program head.
26/Academic Standards
Faculty Enrollment 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.
Since there is concern that the University not have excessive in-breeding, matriculation in graduate degree programs at Edinboro University
which may be used to meet promotions and/or tenure requirements
needs careful monitoring. 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. 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.
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
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.
Independent Study Courses
Steps in Earning a Master’s Degree
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.
1. Complete application procedure prior to anticipated date of enrollment.
2. Receive an official letter of acceptance from the dean.
3. Make an appointment with your advisor to discuss your graduate
program and prepare a Plan of Study.
4. File the Plan of Study with your advisor.
5. Contact your advisor during the registration period for advice in
course selection.
6. Complete payment of all fees at the time of registration.
7. Notify the Scheduling Office in writing if you wish to withdraw
from a course.
8. Complete an Application for Admission to Candidacy at the end of
the semester or summer session in which you will be enrolled for
your 12th semester hour of credit. This application must be submitted to the program head.
9. Receive a letter of admission to candidacy.
10. If enrolled in a program requiring a thesis or a master’s project,
meet with your advisor and other committee members to plan your
research.
11. File an application form for authorization to enroll in a course at
another institution for transfer credit, if you wish to receive transfer
credit.
12. File with the School of Graduate Studies and Research an official
transcript for courses you have been authorized to transfer.
13. At the beginning of the semester or summer session during which
you plan to complete your degree, submit a graduation card to the
Office of the Coordinator of Records. The graduation card may be
obtained from the Office of Records and Registration.
14. Order cap, gown and master's hood from the Campus Bookstore on
the day you complete your graduation card, if you plan to attend
commencement.
15. Make arrangements with the departmental program head to take the
comprehensive examination.
16. File completed thesis, if required, with the program head.
17. File completed master’s project with the department program head
of your major.
18. If you wish to do so, attend commencement.
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.
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, 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 and Research for final
approval, and the Vice President for Academic Affairs at least one week
prior to the established registration day.
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.
Financial Aid/27
19. Graduate students enrolled in a master of education and also in initial teacher certification must complete the certification requirements, apply for certification through the School of Education, and
be approved for certification before receiving the master’s degree.
20. A graduate student carrying an incomplete in the final term must
finish the coursework and the instructor must post the grade within
two weeks of commencement. Otherwise, the student must reapply
for the next graduation auditing date.
Commencement
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 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.
Confidentiality and Privacy of Student Records
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.
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. Student’s name.
2. Campus, local or home address, e-mail address, and telephone
number.
3. Date, place of birth, weight/height (for members of athletic teams).
4. Dates of attendance, most recent or previous educational institution
attended, academic major.
5. Date of graduation and degree/awards received.
6. Student activity participating (including athletics).
7. 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 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.
FINANCIAL AID
Federal Loans and Work-Study
Need-based grant programs are discontinued upon the receipt of a baccalaureate degree. Graduate students with need may apply for Federal
Stafford Loans and Federal Work-Study program utilizing the aforementioned application procedures. Students attending with special student
status are not eligible for financial aid.
Graduate students may borrow up to $8,500 annually through the
Federal Stafford Student Loan program. Federal unsubsidized loans may
also be used for graduate study up to total cost of each academic graduate year, or $10,000, whichever is less. This is in addition to the $8,500
subsidized Stafford Loan. Students enrolled in teacher certification who
will not be earning a master's degree will be restricted on the loan limits
based on the undergraduate loan limits of $5,500 subsidized Stafford
Loan and $5,000 unsubsidized Stafford Loan.
Perkins Loans
Edinboro University participates in the Perkins Student Loan Program.
Graduates who have been accepted for enrollment at Edinboro
University in full-time or at least half-time study and who need financial
help for educational expenses, may receive consideration for this student
loan. For the purpose of financial aid, half-time is defined as 3 to 6 graduate credits.
Eligible graduate students may borrow up to $6,000 for each two-year
period. Interest and payments begin six months after the student ends his
studies. After termination of studies, the loans bear interest at the rate of
five percent a year (annual percentage interest) and repayment of principal may be extended over a ten-year period, except that the institution
may require a repayment of no less than $40 a month.
If a borrower becomes a full-time teacher in a public or other non-profit private elementary or secondary school with a high enrollment of students from low-income families, or as a full-time teacher of handicapped
children, for each complete year of service the amount of the loan shall
be reduced at the rates of 15 percent a year, plus interest for the first and
second years of service; 20 percent a year, plus interest for the third and
fourth years of service; 30 percent a year plus interest for the fifth year
of service; which results in 100 percent cancellation of the loan.
Edinboro University approves and makes the loans and is responsible for
collections. The “Free Application for Federal Student Aid” is required.
The amount of Perkins Loans are limited. Edinboro University will
determine loan maximums yearly and priority is given to undergraduate
students.
Federal Work-Study
Students may be placed on campus or for an approved off-campus
agency. On-campus jobs may include work in offices, laboratories, the
library, maintenance and the dormitories. Off-campus jobs are assigned
in public or private non-profit organizations with written agreements.
To work under this program, students must be enrolled or be accepted for
enrollment as at least half-time students at Edinboro University.
Eligibility depends upon their need for employment to defray college
expenses with preferences given to applicants from low-income families. The “Free Application for Federal Student Aid” is required. Priority
is given to undergraduate students.
Federal Stafford Loans
Graduate education frequently places a financial burden on families, particularly if there are a number of children who want to attend college.
28/Additional Information
Graduate students cannot qualify for grant aid. Even when commercial
credit sources are available, repayment generally runs concurrently with
the years the student attends college. To help these students and their
families, a Federal Stafford Loan Program is in operation.
Under this program, a student may borrow from a bank or other financial institution. A graduate student may borrow as much as $8,500 per
year. Need must be demonstrated for these loans by the completion of
the “Free Application for Federal Student Aid” form. Interest during
graduate study is paid by the federal government if need is determined.
Loan repayment, including eight percent interest, begins six months
after termination of studies. Students have up to ten years to repay the
loans with minimum payments of $50 per month.
Interested students should inquire at their local bank or financial institution for further information and application forms for the Stafford Loan
Program. Stafford Loans are available to students from all states.
7.
the programs. All bank loan applications must be preceded by the
completion of the Free Federal Aid form which is used to demonstrate need for interest free Stafford Loan funding.
All Applicants – Follow all form instructions carefully. To avoid a
delay, answer each item accurately. If you have questions, contact
the Financial Aid Office; phone 814-732-5555 or 888-611-2680.
You may also e-mail finaid@edinboro.edu.
Return of Title IV Federal Aid
Federal regulations require the University to recalculate the eligibility
for aid when students withdraw from all courses in a given term. The
recalculation is based on the number of calendar days in attendance
divided by the number of days in the term. The resulting ratio is used to
prorate the amount of aid “earned.” Aid that is not “earned” is returned
to the appropriate programs. The amount of aid “earned” has no relationship to the student’s institutional charges and may not be appealed.
Graduate Assistantships
In the interest of the student, it is the recommendation of the Financial
Aid Office that discretion in borrowing be recognized as a necessary
consideration. Loans made by each student should be minimized to meet
projected educational costs.
Bank loans count as financial aid, and will reduce or supplement workstudy or Perkins Loan eligibility.
Sargent Emergency Student Loan Fund
A number of graduate assistantships are available each year. Eligibility
for an assistantship includes (1) acceptance into a graduate degree program, (2) enrollment for full-time study which is a minimum of nine
credit hours per semester and, (3) acceptance by the director of the office
where assigned.
Two types of graduate assistantships are available.
I.
Emergency 30-day loans are available to Edinboro University 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 University, 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 Financial Aid Office. Awards may not exceed $150.
Applications – Steps to Follow
1.
2.
3.
4.
5.
6.
Beyond our nominal fee for applying for admission, we do not
charge for financial aid.
Complete and submit the Free Application for Federal Student Aid.
You will not be considered for the Pennsylvania State Grant and/or
the Federal Pell Grant. Mail the Federal Student Aid application in
the envelope provided with the application form.
All information contained in documentation and forms is filed and
held in confidence by the Financial Aid Office. Regardless of the
aid program you are applying for you MUST complete an application by May 1st of each year. This includes those who also wish to
apply for a Federal Stafford Loan.
Financially Independent Students – All graduate students receive
program consideration as a student who is financially independent
of their parent. Only student and spousal income is considered.
Students admitted to the teacher certification program only are subject to undergraduate requirements for independent status, loan limits, and required six credits enrollment status.
Verification of Income – One in three applications for various types
of Federal Student Financial Aid Programs is selected for verification. Applications selected must provide family tax returns and
complete special forms to validate family size, untaxed income and
assets. Student applicants are advised to keep copies of their current
income tax forms for validation purposes.
Time Frames for Application – All students are encouraged to file
the “Free Application for Federal Student Aid” form by May 1st of
each year. Students who file after this date are in jeopardy of losing
eligibility for campus-based funds due to the limitation of dollars in
II.
Graduate assistantship with tuition waiver and work stipend renewable with program head’s approval, good academic standing, and
fulfillment of work assignment each semester.
A. Full-time graduate assistantships require enrollment of nine
credits each semester and include
1. Remission of course tuition
2. Stipend of $7.00 per hour for 275 hours of work per
semester
B. Half-time graduate assistantships require enrollment of nine
credits each semester and include
1. Remission of one-half of course tuition
2. Stipend of $7.00 per hour for 137.5 hours of work per
semester
Graduate assistantship with one-half tuition waiver and federal
work study renewable with program head’s approval, good academic standing, continued eligibility for federal work study funding, and fulfillment of a minimum of 100 hours of work per semester payable through federal work study award. Requires enrollment
of nine credits each semester.
NOTE: This assistantship will be withdrawn if the student becomes
ineligible for federal work study funding as determined by federal
regulations.
Assistantships in residential life also include a waiver of charges for a
private room in the residence hall.
A limited number of pro-rated Assistantships are available for the summer.
If a graduate assistant drops below nine graduate hours in a semester, the
assistantship award will be revoked and the student will have to remit to
the University the tuition and fees balance for that term. A graduate
assistant who drops below nine graduate credit hours will also be responsible for paying FICA taxes on stipend earnings already paid for that
term.
Graduate assistantships do not cover the tuition and fees for the internship term. Graduate assistantships cannot be granted or continued during
the internship term or student teaching term.
Additional Information/29
Applications can be obtained from the School of Graduate Studies and
Research.
Internships
Some graduate programs include an Internship as part of the curricular
plan. Selection of a site for an Internship cannot include a situation
where a student is hired as an employee; however, some sites do provide
a stipend, and students may select such a site. Students should consult
with their advisors when selecting a site for an Internship. The advisor
will assist the student to complete the necessary arrangements (including
the application form) for the Internship. Completed applications must be
submitted to the School of Graduate Studies and Research for approval
before the student registers for the Internship. Internships are to be
arranged at off-campus sites only.
up any University check (loan, payroll, etc.), to use any of the computer
labs on campus, and to attend any of the University events. The ID card
remains valid each session for which the student is enrolled. ID cards
can be obtained at the ID Access Center 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).
Textbooks for Courses
Textbooks are sold at the Campus Bookstore, located in the University
Center (lower level). The Campus Bookstore will be open evenings during the first two weeks of classes.
If you should need materials or books and the Bookstore is closed,
please call to see what arrangements can be made for you to receive your
text materials. The Campus Bookstore number is 814-732-2456.
Off-Campus Facilities
ADDITIONAL INFORMATION
Admission and Matriculation
Miller Analogies Examination
The Miller Analogies Examination is given periodically on the campus
of Edinboro University. Presently, a $40.00 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. The Miller
Analogies Test may be taken at any designated test center. A list of the
test centers may be obtained from the Psychological Corporation, 555
Academic Court, San Antonio, TX 78204-2498.
Graduate Record Examination
The general test is given year-round 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.
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 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.
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 Scheduling
Office 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.
Identification Cards
A graduate identification card is required of all students enrolled in a
graduate course at Edinboro University of Pennsylvania. The ID card is
required to check out materials from the Baron-Forness Library, to pick
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.
Change of Address or Name
It is the student’s responsibility to immediately inform the Office of
Records and Registration of any change of address or name.
ACADEMIC RESOURCES,
SERVICES AND SPECIAL
PROGRAMS
Edinboro University in Erie – The Porreco Center
Located in nearby Millcreek Township, Edinboro University in Erie –
The Porreco Center is just 19 miles north of the Edinboro University
campus. The 27-acre estate includes 11 buildings, a pond, an orchard,
and a 160-car parking lot. Named for Erie businessman Louis J. Porreco,
the property was donated to the University as part of its three-year capital campaign.
The facilities and support services being developed at the Center will
serve to centralize and expand outreach programming in the greater Erie
area, while offering excellent educational opportunities for undergraduate and graduate students. A large number of day and evening courses are
offered each semester by departments of the University.
The wide range of services at the Center allows students to register, buy
books and supplies, and attend classes – all without leaving the grounds.
A computer lab, located in the Barn Classroom building, includes 24
Dell computers and a laser printer. This facility is available for walk-in
use during open lab hours. Questions about the Center can be addressed
to the on-site administrator at 836-1955.
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.
Academic Resources
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Students can access more than 30 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
30/Additional Information
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Technology and Communications operations. 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 Arts and 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 audio-visual 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.
Co-Curricular Resources
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All residence halls recently received a multimillion-dollar technology upgrade, and each room is wired for digital satellite cable television services, two high-speed data connections, and a telephone connection.
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University Services, Inc., offers digital satellite television, highspeed Internet service and voice mail in the residence halls. Several
packages are available, for on-campus and off-campus users. The
University features a Help Desk and technology store in which students and employees can purchase items and receive assistance with
technology-related matters.
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The University’s Student Technology Center offers computer products sales and is an authorized service and support center for all
brands of “compatible” computer systems. Educational pricing for
Gateway computers is available to Edinboro University students.
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The University identification cards are part of a smart card system,
which will allow students to access the Automated Teller Machines
throughout campus and within the town of Edinboro in conjunction
with a PNC Bank account. The smart card system also provides
access to a variety of services such as dining facilities, library
resources and the fitness center.
Student Resources
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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.
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Students can create web pages in their account areas and access to
these files can be obtained through the www.edinboro.edu domain.
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Students have access to S.C.O.T.S., our Student-Centered On-Line
Transaction System. With it, students can register, add and drop
classes, view their academic history, grades, and conduct other
University business.
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Students can access their financial aid and bill via S.C.O.T.S. and
pay their bill with a credit card.
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Information such as course schedules, course descriptions, and student handbook are available on the University’s web site.
Student Computer Recommendations
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While students have access to a wealth of computers located in
strategic locations on campus (such as our computer center, library,
residence halls and academic buildings) they may wish to consider
purchasing their own computer for convenient and instant access.
For specific recommendations, contact your department for computer configurations and any special equipment suggestions.
For more information on technology at Edinboro, please call the Campus
Bookstore at 814-732-2456 or Technology and Communications at 814732-2931.
University Libraries
Baron-Forness Library
Baron-Forness Library is a progressive, dynamic resource which supports the curricular and research needs of Edinboro University. The
Library faculty and staff are committed to helping patrons use the library
effectively and efficiently.
Information comes in many forms other than the printed page. When you
want to research a topic at Edinboro's Baron-Forness Library, you will
find not only a variety of print and non-print forms such as books, compact disks, microform, and magazines in which to locate information,
but also an online computer catalog. You'll find research material in the
form of curriculum materials, motion pictures, slides, video cassettes,
filmstrips, and slidetapes. A multi-media lab contains materials and
audio-visual equipment for your use. In the reference area, users may
search a number of electronic databases and the Internet at no charge.
PAC, the online public access catalog for the Library, is the successor to
the card catalog. The online catalog may be accessible from computers
that are available throughout the Library. Individual terminals allow for
access by authors, title and subjects to over 270,000 entries. You can also
use the PAC remotely from your office, home or lab. Besides showing
what the Library owns, PAC indicates whether an item is checked out
and when it is due back. Information regarding materials on order can be
obtained by searching PAC. Electronic requests for interlibrary loan and
book orders are also available. The Library's computer lab offers database searching and is equipped with projection equipment to provide
classroom instructional opportunities for librarians and other faculty.
The Library is organized to allow students and faculty easy access to
library materials. The open stack plan allows students and faculty direct
access to the book and journal collection. Ample space is provided for
individual study with both study tables and carrels. Seminar rooms,
classrooms and A-V previewing rooms are also available. The Library
houses a wireless network and circulates laptop computers equipped
with wireless network cards. This allows students to access the Library's
electronic resources from any location in the building.
To help in the use of all these resources, library faculty are available
seven days a week to provide research assistance and access to commercially available databases. Library faculty teach basic and advanced
research techniques through classroom presentations, library tours and
training sessions.
The Library, through cooperative activities with other libraries in
Pennsylvania and throughout the nation, is a link in a vast information
network. The Interlibrary Loan Service borrows books and obtains
copies of other materials from libraries around the world. As the largest
academic library in the region, Baron-Forness Library is committed to
providing resources and services for members of the University community and residents of northwest Pennsylvania.
Distance Education and Learning Technology
Academy
This office is located in Ross Hall, lower level, provides a variety of
services to students, faculty and staff. Falling within the framework of
the Technology and Communications Division, the office provides limited video production and web streaming services, loan of instructional
technology including camcorders, projectors, audio systems, as well as
technical support of videoconferencing and satellite downlinking and
teleconferences. The office also provides expertise in the area of audiovisual and video equipment recommendations and specifications.
Additional Information/31
Reading Clinic
The Reading Clinic is one of the program services offered by the
Department of Elementary Education graduate reading program. It is
located in the Miller Research Learning Center. The primary purpose of
the Reading Clinic is to train reading specialists at the graduate level and
to introduce clinical concepts to undergraduates. Students in the reading
program operate in a clinical setting under the direct supervision and
guidance of the director of the Reading Clinic. The Clinic provides
instruction for working with children with a variety of reading problems
– corrective, remedial and learning disabled.
Mathematics Clinic
The Mathematics Clinic operates as part of the program services offered
by the Department of Elementary Education graduate program.
The purpose of the Clinic is to provide a setting for training teachers to
identify and remediate children who have difficulties with mathematics.
It is supervised by a director and provides services to area students who
are in need of remediation in mathematics.
Governor George Leader Speech and Hearing
Center
ty of career and job hunting resource materials. The Center conducts
professional development seminars on various topics such as career
development, resume writing, interviewing, and job searching.
Students who wish to take advantage of the Center's credential service
must register early in their senior year (for undergraduates) or early in
their final semester (for graduate students). The Center assists students
and alumni in building a file of employment credentials for transmittal
to potential employers. The Center for Career Services is located in 106
McNerney Hall. Students are encouraged to call for appointments and
hours.
Dining Services
The meal programs at Edinboro are designed to meet our customers’
expectations and the services provided are reflective of today’s active
lifestyles. Locations and menus are varied to provide diversity for one’s
appetite as well as schedules. Whether you are returning for another year
or attending Edinboro for the first time, we are glad you have joined us.
Your dining locations include:
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There is always a flurry of activity in the student restaurant "The
Marketplace" located in Van Houten Dining Hall. The design is a
total transformation from the traditional student dining service areas.
"The Marketplace" offers multiple concepts like a cutting edge
sauté area with a multicultural menu. In all there are nine concepts
offered and the flexibility to add and change menus with student
preferences. Features include “Top Hits” action station, fresh salad
creations, hearty soups, a pizza kiosk, “The Grille,” pasta, create
your own sandwiches and heat it up in the panini grill, and many
other convenient choices. “The Marketplace” uniquely provides
for low fat, vegan, and nutritious lifestyle dining. It also provides for
traditional tastes in “Hometown Café.” Breakfast will offer a “cookto-order” omelet and egg area and a fruit, berry and yogurt bar. You
can be sure the menu will be incredible and the new look will be the
talk of the campus community.
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“VanGo” features a full salad bar, hot soups, and packaged entrees
for those that need to eat on the run. The adjacent Scot Stop convenience shop is stocked full of your favorite study snacks.
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“MacCato’s,” located in the University Center, is the happening
place on campus. You choose from the latest and hottest concepts
around! The “Sky Ranch Grill” offers a big, fresh-never frozen,
thick and juicy burger. Sky Ranch Grill has a commitment to freshness and bounty. We begin with the wholesome ingredients and prepare them right in front of you. Your choices are simple: fresh lean
beef, breast of chicken, or a fresh Portabello mushroom cap. We grill
or charbroil, toast the bun, then pile it high with your choice of basic
fresh veggies. Add fries, fresh onion strings, a soda, and enjoy!
The Center provides a variety of diagnostic and therapeutic services for
individuals with speech, language, and/or hearing difficulty. Although
the clinic operates as a fee-for-service facility, nobody is denied access
because of inability to pay.
Extended Learning
Edinboro University's Office of Extended Learning delivers non-credit
activities, conferences, and experiences designed to meet the personal,
professional, and organizational interests and learning needs of individuals, organizations, and businesses.
A wide range of continued learning activities, conferences, and experiences are provided through seminars, workshops, courses, and training
using University expertise and resources. For a listing of current offerings see the website under "About Edinboro" on the University home
page.
Miller Educational Technology Center
The 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.
Center for Career Services
The Center for Career Services provides developmental counseling to
students throughout their university experience to facilitate educational
program and career decisions, and to prepare them to enter the world of
work upon graduation. The Center serves as a clearinghouse for information and assistance for students who are undecided about academic
and/or career directions to ensure that they receive the career guidance
necessary to make important decisions about their future. The Center for
Career Services also provides a multitude of career planning services
(e.g., interest, aptitude/ability, and preference assessment; individual and
small group counseling; guided use of resource materials) which are
available to students seeking assistance in life/career planning. All services are available to graduate students.
Career planning services are lifetime services extended to Edinboro
graduates. Students should become acquainted with the Center early in
their university career. Job search services include a mock interviewing
program, a web-based employment opportunity bulletin, and availabili-
Come listen to the Bose System at “Jazzman’s.” The home of coffee, serving “Seattle’s Best” coffees, offering all the latest Espresso
and Latte drinks. Smoothies round out the selections along with the
bagel shop, hot cinnamon rolls, special pastries, and “all that Jazz.”
Also, don’t forget “Great Rotations” offering an ever changing variety of all your favorites.
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“Rose Hall” is our atrium dining restaurant for a great place to stop
in between classes. It is the home of Pete’s Arena Pizza – our own
specialty pizza made from fresh dough and secret sauce. Best yet,
there’s a pizza delivery menu available after 5:00 p.m. daily – and
delivery is FREE! Rose Court offers unique concepts as The
Original Grill, Rappz & Salads, The Market, and Subversions
providing a variety of menu selections.
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Take a break while studying and "smell the Jazzman's coffee aromas" or enjoy a freshly baked pastry from our kiosk in the BaronForness Library.
32/Additional Information
Program Highlights
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The three retail locations are operated on an a la carte basis and feature “dining options” for students enrolled in any of the meal plans.
If food selections are greater than the dining options value, you may
access your flex account or pay cash to cover additional costs. Daily
meal specials are offered to meet the dining options values 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.
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Meal 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 19, 14, 10 meal per week plan, or
the 175, 125 meals per semester block plan. 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.
University Student Activities
The Office of University Student Activities is located in room 205
University Center. Student Activities Office represents a wide variety of
exciting programs housed within its auspices and provides a framework
of the following opportunities for students to get involved.
Student Government Association
The Student Government Association’s Office is located in room 202
University Center. The Student Government Association is the official
representative body of the students of Edinboro University.
Congresspersons are elected by their fellow students at the beginning of
the academic year and serve for two semesters.
SGA participates in the planning and the sponsoring of University social
and cultural events and provides budget oversight of all student organizations. One of its most important functions is the preparation, for
approval by the University president, of a budget for student activities
supported by the student activity fund. This fund is created through the
collection of the student activity fee. The SGA appoints student representatives to committees of the University Senate.
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FLEX DOLLARS – This pre-paid account offers meal plan members the opportunity to make purchases above the dining option
value; privileges extend to the convenience store and pizza delivery
without resorting to cash. Participants in all the plans may add to
their flex dollar accounts at any time in increments of $25 or more.
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FLEX ONLY ACCOUNTS – For off-campus students who buy
fewer meals but would still like to have a pre-paid account. Requires
a minimum purchase of $100.
Weekly meetings of the SGA Congress are open to all interested students, as is membership on SGA standing committees. All students are
encouraged to learn about and participate in, their Student Government
Association.
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Off-Campus Students may also choose from all available meal programs: 19, 14, 10 meals per week plan or 175, 125, 75 blocks per
semester.
University Center
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Students participating in the dining service programs are required to
abide in accordance with all relevant dining service rules and regulations.
STUDENT AFFAIRS AND
STUDENT SUCCESS
The mission of the University Center is to serve as the "family room" for
students, faculty, staff, and the Edinboro community. We strive to provide activities that are social, educational, cultural, and recreational in
nature, and benefit the needs of our primary customers, the students.
There is a variety of lounge space in which you can relax, meet with
study groups, or catch a nap, right after you grab a bite to eat at
MacCato's Bog. The University Center also has several rooms for student meetings, and houses the SGA convenience store, University
Bookstore and the SGA computer lab. And if you have questions or need
information about campus events, our friendly staff at the information
desk will happily assist you.
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.
The University Center also houses the Campus Recreation Department,
which includes fitness facilities for everyone's needs. The fitness center
on the second floor boasts state-of-the-art workout equipment, an elevated indoor running track, aerobics room, and a weight training room,
while the ground floor houses the main sports gym, climbing wall, martial arts room, and several racquetball courts. Memberships for these
areas are available to faculty and staff. Equipment for these facilities can
also be rented from the equipment room on the ground floor.
Student Judicial Affairs
The Center for Outdoor Recreational Experience (CORE) provides the
campus community with additional outlets for the expenditure of leisure
time. CORE takes several trips throughout the year, which often include
white water rafting, rock climbing, camping, as well as several others.
CORE's equipment may be rented for use on CORE outings, or for private use. Non-credit courses are also available in scuba diving, kayaking, canoeing, and fly-fishing.
Edinboro University has an obligation to protect its educational mission.
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 the Office of Student Affairs and Student Success
in the University Center.
E.U.S.G.A. Student Organizations
Inter Fraternity Council
Panhellenic Council
National Pan Hellenic Council
AFRICA (Alliance for Racial Identity and Cultural Acceptance)
Afrikan Student Association
Alpha Angel
Alpha Chi (National)
Alpha Epsilon Lambda (National Graduate Honor Society)
Additional Information/33
Alpha Gamma Delta
Alpha Phi Alpha
Alpha Phi Omega
Alpha Phi Sigma
Alpha Psi Omega
Alpha Sigma Alpha
Alpha Sigma Lambda
Alpha Sigma Tau
Animation Club
Anthropology Club
Art Education Club
Asian Club
Astronomy/Planetarium Club
Beta Beta Beta
Campus Crusade for Christ
Chi Sigma Iota
Chess Club
Christ for Life
Circle K Club
Clay Club
College Democrats/College Republicans
Company
Computer Science Club
Council for Exceptional Children
Counseling Club
Criminal Justice Club
Dearborn Hall Council
Delta Zeta
Drawing and Painting Club
Earp Hall
Edinboro Student Craving Anime (ESCA)
Emergency Service Organization
English and Humanities Club
Equestrian Team
Fencing Club
Film Club
Future Elementary Educators
Gamma Sigma Sigma
Golf Team
Graduate Social Work Association
Graduate Student Council (GSC)
Graduate Student Professional Development Board (GPDB)
Graphics Design Club
Green Party
Health and Physical Education’s Major Club
History Club
Ice Hockey Team
Identity
International Students Affiliation
Iota, Iota, Iota (Women’s Studies Honor Society)
Kappa Alpha Psi
Kappa Delta Pi
Kappa Delta Rho
Karate Club
Latin American Studies Association
Latino Student Organization
Lawrence Tower A & B
Literary Club
Medieval Society of Edinboro
Men’s Club Volleyball
Metals Club
Music Education National Conference (MENC)
Muslim Student Affiliation
National Council of Teachers of English and Language Arts
Newman Student Association
Phi Alpha Social Work (Honor Society)
Phi Chi Rho
Phi Kappa Psi
Phi Kappa Sigma
Phi Epsilon Kappa
Phi Mu Alpha (SINFONIA Men’s Music Fraternity)
Phi Sigma Iota
Phi Sigma Pi (National Honor Fraternity)
Philosophy Club
Photo Club
Physics & Engineering Club/Sigma Pi Sigma
Pi Mu Epsilon
Political Awareness Club
Psychology Club
Public Relations Student Society of America (PRSSA)
Residence Life Council
Rifle Club
Rose Hall Council
School Psychology Club (Graduate Club)
Scranton Hall Council
Shafer Hall Council
Sigma Gamma Epsilon (Earth Science Honor)
Sigma Pi Epsilon Delta
Sigma Sigma Sigma
Sigma Tau Delta (International English Honor Society)
Sigma Tau Gamma
Social Work Club
Speech and Hearing Club
Student Art League
Student Community Outreach Through Serves (SCOTS)
Student Dietetic Club
Student Government Association
Students of Edinboro for Environmental Defense (SEED) (formerly
Environmental Studies/Geography Club)
Students Interested in Expanding their Horizons (SIXTH)
Student Nurses Organization of Edinboro (SNOE)
Student Parent Association (SPA)
Student Pennsylvania State Education Association (SPSEA)
Tau Kappa Epsilon
Theta Chi
Theta Xi
Ultimate Frisbee
United Nations
University Players
University Programming Board (UPB)
Vietnamese Students Association
Zeta Phi Beta
Zeta Tau Alpha
E.U.S.G.A. Athletics
Edinboro University of Pa. Cheerleaders
Fighting Scots Adapted Athletics
E.U.S.G.A. Programs
Alternative Film Festival
Dramatic Activities
Edinboro Theatre for Young Audiences
Forensics Club (Debate)
Media
E-TV (Edinboro television)
Spectator (campus newspaper)
WFSE (campus radio)
34/Additional Information
Music
Edinboro Choral Ensemble
Edinboro University of Pennsylvania Marching Band (Fighting Scots)
Electronic Music Club
Guitar Ensemble
EUP Band
Jazz Ensemble
Opera Workshop
Pep Band (meets second semester only)
Percussion Ensemble
Pipe and Drums of EUP
Symphonic Wind Ensemble
United Voices of Edinboro
University Orchestra
Recreation
Adapted Intramural and Recreational Sports (A.I.R.S.)
Fitness Center
Recreational Sports (formerly Intramurals)
Center for Outdoor Recreational Experience (C.O.R.E.)
University Programs
AIDS Awareness
Alcohol Awareness
Bruce Gallery
Chimera
Cultural Affairs
Diversity Funding Board
Family Weekend
Freshman Orientation
Graduate Professional Development Program
Highland Ambassadors
Highland Games
Homecoming
Performing Art Series
SGA Leadership Program
SnowFest
Student Concert Series
UC Operations
University Programming Board
Women’s History Month
The above list is subject to change. New student organizations and
groups, when approved, are added to the list.
Volunteer Service
Volunteer services is located on the second floor of the University
Center. Over the years, Edinboro University of Pennsylvania students
have contributed hundreds of thousands of dollars and service to northwest Pennsylvania. Community service and volunteer work are expectations of students at Edinboro University. The Student Activities Office
has established a means for students to have the 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 and the community work together to create
a more positive living/learning environment for the greater Edinboro
area.
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 25th Annual National Intercollegiate Wheelchair Basketball
Tournament in March 2002.
Adapted Intramural and Recreational Sports
Programs (AIRS)
The fitness facility is located in the newly renovated Crawford Center
recreation room. Students can stop in and participate in organized activities and competitions as well as just a place to hang out. This studentrun facility hosts exercise equipment, television, video games, billiards,
table tennis, air hockey and other assorted recreation equipment.
Intramural sports are arranged based upon student's interests. For further
information contact the AIRS Office at 814-732-1410.
Recreational Sports
Recreational sports are located in the University Center on the second
floor. Looking to participate in a structured recreational sports activity?
Stop by and check out all the action associated with the recreational
sports program. Recreational sports are offered in both a league format
as well as weekend tournaments. Activities available for competition
include basketball (both 3-on-3 and 5-on-5), flag football, soccer, sand
and indoor volleyball, racquetball, and softball. Students can also try
their skill at billiards, ping pong, and wrestling.
Athletics
Recognized as one of the top programs in the Pennsylvania State
Athletic Conference, the Athletic Department is under the leadership of
athletic director Bruce Baumgartner, a four-time Olympic medalist.
Offering 14 intercollegiate sports, six men and eight women, 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 250 years. Many of the coaches are recognized
annually for their statewide and national success.
Consistent with the goals and objectives of the division, the Athletic
Department offers an entertaining product to the University's student
body as well as to the sports spectators from the Edinboro area and surrounding communities. We are proud of the student-athletes who represent our institution as they strive for excellence on and off the playing
field. Graduate students are encouraged to become involved in our program either through athletic participation or as a supporter of our intercollegiate athletic teams.
Office for Students with Disabilities
Edinboro University is actively involved in providing services to students with disabilities. Since its inception in 1974, services have been
provided to both undergraduate and graduate students. The University
now offers a variety of services to meet the accommodation needs of students with many different types of disabilities.
The OSD provides services to graduate students based upon documentation of a disability and a request for accommodations based upon this
disability. The OSD works closely with the state vocational rehabilitation agencies as well as many out-of-state agencies that provide financial and other support for the student. Services and accommodations
include, but are not limited to: attendant care, transportation services,
student aides, and academic accommodations. Eligibility and contracting for specific services can be accessed by contacting the OSD,
Crawford Center, 814-732-2462 v/tty or mcconnell@edinboro.edu.
Multicultural Programs Office
As the largest public institution of higher education in northwest
Pennsylvania, Edinboro University has both a special responsibility and
extraordinary opportunity to create and maintain a climate that affirms
diversity of persons as well as diversity of views.
Additional Information/35
These characteristics of diversity are age, gender, race, religion, ethnicity, national origin, socioeconomic background, sexual orientation, and
students with disabilities.
As we seek to harness the power of diversity, we provide out-of-classroom experiences where students and other members of the University
community can learn about and appreciate other cultures. This is
attained through activities such as: Theme Month programs, Student
Leadership Retreats, Diversity Education seminars, speakers and workshops.
The Multicultural Programs Office is located in the University Center,
room 201.
Student Health Services
The University is genuinely concerned that students remain in their maximum state of wellness. The Ghering Health and Wellness Center is
available to assist with the needs of every individual student. 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, a certified registered nurse practitioner, and registered nurses certified in the
college health specialty. The goal of the staff is to promote wellness,
healthier lifestyles, educate, 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 or verbal 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, and laboratory
services are available adjacent to the campus. A sample of services available at the Health Center include: TB testing, allergy injections, men’s
clinic, women’s clinic, immunizations (at cost), 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 or schedule an appointment with
our professional staff at 814-732-2743.
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 under Student Life.
Housing
Residence hall facilities are available on the campus of Edinboro
University for graduate students. Students who desire these accommodations should make application for campus housing to the director of
housing well in advance of the session which they expect to attend.
Applications for rooms are filled in the order in which they are received.
Residence hall rooms are designed for two students. A student may, if
space is available, room alone; however, an additional charge is made for
students with private rooms. Residence hall accommodations are available to married graduate students; however, there are no accommodations for children.
Residence hall rooms are furnished with two beds, chairs, dressers and
closets. Students are required to furnish waste baskets, soap, bed linens,
towels, wash cloths and pillows.
Radios and stereos are permitted if they are operated with due respect for
others. Electrical appliances employing heating elements are not permitted in student rooms. No pets of any kind are permitted.
University residence halls contain lounges, recreation rooms and coinoperated washers and dryers for student use.
Vehicle Registration
All vehicles parked on campus must display a current parking decal or
temporary permit. Decals and permits are available 24 hours per day,
seven days per week, from the Edinboro University Police, room 140,
Earlley Hall. The applicant must present the owner’s card for the vehicle being registered.
Parking information is available at the Police Office or by calling 814732-2921. The campus police are authorized to ticket individuals for
traffic violations. Special “snow removal” regulations are in effect from
November 1st through April 1st. No overnight parking is permitted in
commuter or employee lots during this period.
Counseling and Psychological Services
Counseling and Psychological Services (CAPS) is part of the comprehensive student health program at the Ghering Health and Wellness
Center. It is centrally located on campus and is accessible to all students.
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.
CAPS provides services to enrolled students without charge on a shortterm basis with a focus on facilitating personal and academic growth.
The faculty are 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 Peer Educator programs are coordinated by this office.
GRADUATE CURRICULA
Graduate curricula are listed in the next section according to programs:
Art, Behavior Management Specialist Certificate, Biology, Character
Education Certificate, Clinical Psychology, Communication Studies,
Counseling, Educational Psychology, Elementary Education and
Reading, Information Technology, Middle and Secondary Instruction,
Nursing, Educational Leadership, Social Sciences, Special Education
and School Psychology, and Speech-Language Pathology.
Course descriptions can be found after the respective program’s curricula. An explanation of course numbering is as follows:
000-499
These courses are undergraduate courses. Although graduate students
may take regular undergraduate courses to satisfy prerequisite requirements, graduate credit cannot be granted for these courses.
36/Additional Information
500-599
Courses with these numbers are advanced undergraduate courses; however, graduate students may enroll in selected courses for graduate credit. A maximum of 12 semester hours of graduate credit earned in these
courses will be accepted toward meeting the course requirements for the
master’s degree. Graduate students enrolling in these courses for graduate credit must pay graduate tuition.
600-699
Courses with these numbers are graduate courses; however, advanced
undergraduate students may enroll in these courses for undergraduate
credit provided they (1) are at least a second semester junior, (2) possess
a cumulative quality point average of 2.5 or better (4 point scale) and (3)
have the written approval of their advisor, the instructor and the dean of
the appropriate school, with final approval of the Dean of Graduate
Studies and Research. Students must complete the “Permission to Enroll
in a 600-Level Course” form with all appropriate signatures. This form
should be sent to the School of Graduate Studies from which it will be
forwarded to Registration.
700-799
Courses with these numbers are graduate courses and enrollment in
these courses is usually limited to individuals admitted to the Graduate
Program of Edinboro University. However, undergraduate seniors in
their final semester may take up to 9 credits of 700-level graduate courses for graduate credit. They must complete the “Permission to Enroll in
a Graduate Course” form, have all signatures affixed and present the
form for final approval to the Dean of Graduate Studies and Research.
**
A double asterisk for a graduate course title indicates the course was
designed for majors only.
Graduate
Curricula
38/Art Programs
ART PROGRAMS
Edinboro University of Pennsylvania has a
long and distinguished history of preparing
artists and art teachers dating back over 125
years. Housed in the largest and best equipped
fine arts facility in the region, the graduate
program of the Art Department provides for
the creative growth and professional development of the MFA student. This growth and
development reflects, as well, the ongoing
commitment of the faculty to professional participation in the art world.
MASTER OF ARTS
DEGREE
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 studio,
art education or a combination of studio, art
education and art history.
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:
1. be a graduate of a bachelor's degree program in one of the areas available to students in this program or be judged to have
an equivalent background;
2. have at least three individuals submit current letters of recommendation to the
Office of Graduate Studies. These individuals should be faculty members the
applicant has had for undergraduate or
graduate art courses. The applicant needs
to obtain the forms for the letters of recommendation from the Office of Graduate Studies and give these forms to the
individuals being used for references;
3. in the case of those applying for studio art
or art education concentrations, submit to
the Graduate Office at least 10 slides of
studio pieces recently completed by the
applicant; do not send original slides;
4. complete a personal interview;
5. if applicable, submit request(s) for the
acceptance of transfer credits and/or
graduate special student credits.
6. must have completed by February 15th or
October 15th all of the steps necessary
for admission, except the personal interview.
NOTE: This program has a limited
enrollment; therefore, there can be no
guarantee that individuals who meet the
admissions requirements will be accepted
into this program.
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. Art Studio/Art Education
Art Theory Courses
18-21 sem. hrs.
II. Related Elective Courses
6 sem. hrs.
III. Culminating Experience 3-6 sem. hrs.
(Select A or B)
A. Final Exhibition or Experience
3 sem. hrs.
B. Thesis
6 sem. hrs.
Courses eligible include studio Art Courses,
Art Education, or Art History courses currently offered at the 500 level or above.
MA Studio courses include those currently
designated as “Studio Problems in . . . ,” such
as ART760 Studio Problems in Ceramics or
ART740 Studio Problems in Painting. These
courses are offered each semester and may be
scheduled concurrently with MFA classes,
such as ART761 Ceramics I. Some graduate
courses also may be scheduled concurrently
with undergraduate courses, such as ART480
Advanced Ceramics, ART760 Studio Problems in Ceramics, and ART761 Ceramics I.
Degree Requirements
Individuals must comply with the degree
requirements of master's degrees listed under
degree requirements in this catalogue. In addition to these requirements the individual must
meet the following requirements:
providing that a Final Exhibition is elected
(Art Studio):
1. earn a grade of "B" or better for the
course ART735 Special Problems in Art
(3 credits); and
2. satisfactorily complete a one-person
show, the site and duration of which have
been pre-approved by the student’s graduate committee; and
3. satisfactorily complete an oral examination based on the exhibition; and
4. submit a written statement concerning the
work in the studio exhibition to be displayed at the exhibition; and
5. submit one quality slide of each piece in
the final exhibition and the written artist’s
statement to the chairperson of the Art
Department prior to the awarding of the
degree.
providing that a Final Experience is elected
(Art Education):
1. earn grade of “B” or better for the course
ART735 Special Problems in Art (3 credits); and
2. satisfactorily complete a Final Experience which has been pre-approved by the
student’s graduate committee such as
developing a curriculum or presenting
teaching methods, and
3. the Final Experience may not be a oneperson studio show.
providing that a Thesis is elected (Art History):
1. earn a grade of "B" or better for the
course ART735 Special Problems in Art
(6 credits); and
2. satisfactorily complete a comprehensive
examination (oral and/or written) based
on the thesis.
Guidelines
1. Advisor: Each MA student will be
assigned an advisor in the program. The
advisor will be assigned by the chairperson
of the Art Department from the graduate
faculty of the student's major areas of
study. The student may change advisors at
a later date, 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 committee to review the
student's final exhibition or thesis.
2. 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 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.
3. 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.
4. Candidacy: It is important for students to
read and comply with the Admission to
Candidacy section of the University catalogue.
5. MA Project Committee: The MA Project
committee shall consist of three graduate
Art Programs/39
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 at the
completion of the final exhibition.
6. 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.
MASTER OF FINE ARTS
DEGREE
Studio Art
The Master of Fine Arts degree is designed to
develop the competencies required of the professional artist.
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. be a graduate of a bachelor of fine arts
degree program with a major in one of the
studio areas available to students in this
program or be judged to have an equivalent
background.
2. have at least three individuals submit letters of recommendation to the Office of
Graduate Studies. These individuals should
be faculty members whom the applicant
has had for undergraduate or graduate studio art major courses. The applicant needs
to obtain the forms for the letters of recommendation from the Office of Graduate
Studies and give these forms to the individuals being used for references.
3. submit a letter of intent.
4. submit to the Graduate Office at least 20
slides of studio pieces recently completed
by the applicant. These must be 35mm
slides and they must be labeled. Include a
slide sheet that lists the title, media, size
and date of the artwork. These slides
should be placed in a transparent 8 1/2" X
11" slide sheet(s) and received by the chairperson no later than February 15th of each
year, for admission the following fall term
and October 15th for admission in spring
term. Later applications will be considered
5.
6.
7.
8.
if space is available in the program. Do not
send original slides.
complete a personal interview if notified
by the department that an interview is
required.
must have completed by February 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. (Up to 15 credits
may be transferred into the program.)
Note: This program has a limited enrollment; therefore there can be 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:
I. Courses in the major studio area*
30 sem. hrs.
(A minimum of fifteen credits of I level
studio courses, and fifteen credits of II
level studio work in the major must be
completed – see Candidacy.)
II. Courses in a complementary studio area*
6 sem. hrs.
III. Courses in Art History, Aesthetics, or
Criticism
9 sem. hrs.
IV. ART700 Seminar: Fine Arts 1 sem. hr.
V. Courses in related electives 12 sem. hrs.
VI. ART799 Studio Exhibit
2 sem. hrs.
*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.
Degree Requirements
Individuals must comply with the degree
requirements of master's degrees listed under
degree requirements in this catalogue. In addition to these requirements the individual must
meet the following requirements:
1. must satisfactorily complete a final studio
exhibit and earn a grade of "B" or better for
the course ART799 Studio Exhibit; and
2. must satisfactorily complete a comprehensive examination; and
3. secure pre-approval from the student’s
graduate committee for the site and duration of the final exhibit; and
4. submit one quality slide of each piece in
the final exhibition and the written artist’s
statement to the chairperson of the Art
Department prior to the awarding of the
degree; and
5. refer to Academic Information section of
the Graduate catalogue for general degree
requirements.
Student's MFA Committee and Advisor
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 areas. A student's progress in the
MFA program will be reviewed and evaluated
by a three person MFA Committee. 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. 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 meeting, the membership of the student's MFA
committee cannot be changed. After this point,
the committee will meet once per semester and
at the time of the Studio Exhibit.
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 hours of I level course work in the
major studio area, the student must submit to
the Office of Graduate Studies an Application
for Admission to Candidacy for the MFA
Degree. This application may be obtained at
the Office of Graduate Studies and Research.
Prior to the student's enrollment in additional
courses following the submission of the Application for Admission to Candidacy for the
MFA Degree, 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 II level of 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.
3. Deny the student's request for admission to
candidacy and deny the student permission
40/Art Programs
to continue as a student in the MFA degree
program.
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.
Studio Exhibit
It is the student's responsibility to prepare a
minimum of one quality slide of each piece
included in the Studio Exhibit. These slides
must be presented to the chairperson of the Art
Department prior to the awarding of the
degree. A written statement concerning the
work in the Studio Exhibit must be displayed
in the exhibition, and included with the slides.
The department chairperson will maintain a
file of the slides and statement from each Studio Exhibit.
** A double asterisk for a graduate course title indicates the course was designed for majors only.
ARED700
SPECIAL PROBLEMS IN
ART EDUCATION
3 sem. hrs.
Individual study in which the student pursues
investigation of a personal artistic problem
with an instructor of his own choosing selected from the graduate faculty of the Department. Prerequisite: degree student in Art or the
approval of the chairperson of the Art Department.
ARED701
CURRENT ISSUES IN ART
EDUCATION (**)
3 sem. hrs.
This is a seminar devoted to the examination
of current issues in art education. The student
will develop a professional awareness of
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.
Prerequisite: degree student in Art or approval
of the chairperson of the Art Department.
ARED705
Art Education Courses
ARED495
STUDENT TEACHING
12 sem. hrs.
Culminating experience for art education
majors or BFA majors with teacher certification, coordinated and supervised by Art
Department faculty. This student teaching
assignment provides the opportunity for the
student to display competency in middle and
secondary programs in public schools under
the direct, daily supervision of a qualified
cooperating art teacher.
ARED519
ARTS AND CRAFTS FOR
EXCEPTIONAL
CHILDREN
3 sem. hrs.
The general objectives for methods in art are
reviewed and studied in relation to the needs
of special education students in order to gain
insight into how best to have meaningful
activities in art for the various types of exceptional children. (The Special Education
Department is frequently consulted in order
that the course might best accomplish its purpose.)
ARED650
STRATEGIES FOR ART
TEACHERS
3 sem. hrs.
This is a seminar course devoted to a specific,
current issue in teaching and learning as that
issue relates to art education; this course
requires each student to undertake an in-depth
study and research of that issue in light of its
practical application to his/her own art teaching situation or context.
AESTHETICS FOR ART
EDUCATION (**)
3 sem. hrs.
This course examines the nature of the aesthetic experience as it relates to the artist (genesis), the art object/event (structure), and the
observer (function). Questions are raised concerning the creative act, theories of art, interpretation and evaluation which are of particular significance to the art educator in today's
schools.
ARED706
CURRICULUM
DEVELOPMENT IN ART
EDUCATION (**)
3 sem. hrs.
This is a seminar devoted to the examination
of curriculum in art education. An overview of
past art curriculums, as well as contemporary
trends will be studied. The development and
evaluation of art education curriculums will be
the major emphasis of the course. Prerequisite:
degree student in Art or the approval of the
chairperson of the Art Department.
ARED793
INDEPENDENT STUDY IN
ART EDUCATION (**)
3 sem. hrs.
The independent study 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 education.
Art History Courses
ARHI531
ART AND SOCIETY
3 sem. hrs.
The course is designed to encourage students
to understand the interaction between art and
society. Among topics to be discussed are the
definition, scope and methodology of studies
in art and society, social meaning of art, institutionalization of art, art market politics, social
position of the artist, social structure and style
changes, art and mass culture, music and film
as purveyors of social change.
ARHI533
TWENTIETH CENTURY
AESTHETICS (**)
3 sem. hrs.
This course provides an investigation of new
directions in twentieth century aesthetics and
how they relate to the artist, the art objective/event, and the spectator. Questions will be
raised concerning aesthetics and language,
changing views on art and emotion, organic
unity, and aesthetic value where art is seen as
autonomous and as a self-rewarding activity.
ARHI534
ART CRITICISM IN THE
TWENTIETH CENTURY
(**)
3 sem. hrs.
This course provides a study of theories and
schools of art criticism which have emerged
during the twentieth century. Theories include
Mechanistic, Contexturalistic, Organistic and
Formistic; and schools include Early Modern,
Marxist, Mid-Century, Post-Formalist and
Aleatoric Criticism.
ARHI535
ART IN REVOLUTION
3 sem. hrs.
An overview of the most important "antiestablishment" artistic movements of the late
18th and 19th centuries. Romanticism, the
Pre-Raphaelites, Impressionism, Post Impressionism and Symbolism will be contrasted
with Neo-Classicism and the Academism with
a view to clarify the formal, social, and political liberation of the artist in our own time.
ARHI536
THE ART AND
ARCHITECTURE OF
ENGLAND
3 sem. hrs.
This course surveys painting, sculpture and
architecture of Great Britain from the Neolithic period through the 20th century. It emphasizes historical context, stylistic development,
and the evolution of aesthetic criticism. Prerequisite: permission of the instructor. This
course is approved for General Education –
Distribution 1.
ARHI537 ART OF INDIA 3 sem. hrs.
The course acquaints students with the history
of the art and architecture of India from prehistoric through modern times. It specifically
emphasizes the chronological development of
artistic styles relative to Indian religion, philosophy, and aesthetics. Prerequisites:
ARHI105 or ARHI107. (NOTE: Students
with credit in ARHI422 may not take
ARHI537 for credit.) This course is approved
for General Education – Elective.
Art Programs/41
ARHI540
EXPERIMENTAL FILM,
THE VISUAL ARTS AND
CONTEMPORARY
THEORY
3 sem. hrs.
This course will explore films whose form and
content overlap with concerns explored by
visual artists. The relationship between particular films and contemporary art and film theory will also be discussed. Examples of animation and video will also be included.
ARHI541
THE HISTORY OF WOMEN
IN ART
3 sem. hrs.
This course surveys the history of women in
the visual arts. The student will study the contributions women artists made during all the
major art movements in history, and includes
study of work in Asia, Africa, and
Central/South America. The course recognizes
linkages between the artists and their male
peers, and considers the influences of culture
on their work. Students become acquainted
with significant women whose activities as
patrons, curators, or collectors also impacted
the history of art.
ARHI550
TOPICS IN AMERICAN
ART
1 sem. hr.
This is essentially a course in which students
select an aspect of American art history for
their own individual investigation. The entire
range of American Art – painting, sculpture,
crafts, photography, and architecture – is open
to student inquiry. Class meetings will involve
discussion of individual investigations. Oral
communication and written papers will be
bases for student evaluation.
ARHI552
ART OF THE PHARAOHS
3 sem. hrs.
This course is designed to familiarize the student with the styles and development of the art
of ancient Egypt, beginning with prehistoric
Egypt 6,000 years ago, and concluding with
Koptic Art prior to the Moslem conquest.
Sculpture, architecture and painting, jewelry
and other crafts will be seen both as art and as
reflections of the politico-religious eras that
produced them. The modern re-discovery of
Egypt by the West, and the growth of Egyptology will also be discussed.
ARHI556
selected art styles and individual artists and to
the theoretical basis of twentieth century art.
Particular emphasis is placed on developments
in the United States.
ARHI725
ARHI558
CONTEMPORARY ART
3 sem. hrs.
This course examines the history of the visual
arts from 1980 to the present. It addresses the
rise of postmodernism, internationalism, and
the role technology plays in the evolution of
new art forms.
ARHI560
HISTORY OF
PHOTOGRAPHY
3 sem. hrs.
This course surveys important historical
developments in 19th and 20th century photography and tradition-making developments
of the 19th century, as well as tradition-breaking developments of the 20th century. It covers
major movements in photography and the
linkages between photography and other art
styles of the 19th and 20th centuries. It also
considers influences of history and culture.
WORKSHOP IN THE
SOURCES OF IMAGERY
2 sem. hrs.
This course will concentrate upon an investigation of some of the major sources of
imagery manifested in the art works of both
children and adults. It will be of interest to
anyone personally involved in the creative
production of art or in the motivation of students in art. Students will be given an opportunity to expand their range of creative action
and thought through exploratory experiences
with art materials. A study will be made of the
pictorial ideas, devices and conventions which
have been invented by artists in the past to
express their imagery.
CONTEMPORARY ART II
(**)
3 sem. hrs.
This course examines important critical issues
in the architectural activity of the last two
decades.
ARHI728
HISTORY OF FILM I
3 sem. hrs.
An examination of the history of film from its
beginnings around 1895 up to the second
World War. The main emphasis is on the
evolvement of the technique.
ARHI729
HISTORY OF FILM II
3 sem. hrs.
The history of film from World War II to the
present. The exploration of the film as a natural art form. The new underground is considered in its implication with contemporary art
movements. Prerequisite: degree student in Art
or approval of chairperson of the Art Department.
ARHI570
HISTORY OF WESTERN
SCULPTURE
3 sem. hrs.
This course acquaints students with sculptural
techniques and practices. It emphasizes stylistic evolution, formal analysis, and iconography, while stressing the innovative contributions of specific artists who altered the course
of historical development.
ARHI730
SEMINAR IN ART
HISTORY (**)
3 sem. hrs.
This seminar is designed to study in-depth the
art history of a specific period.
ARHI793
INDEPENDENT STUDY:
ART HISTORY
Variable Credit
The Independent Study program aims to serve
those students whose scholarly bent seems
most clearly adapted to independent work.
Students are permitted to resolve problems and
to earn credit for work performed outside the
classroom requirement of any specific course
in the curriculum.
ARHI571
EARLY 20TH CENTURY
ART
3 sem. hrs.
A survey of painting and sculpture from 1900
to c. 1945 with special emphasis given to the
development of art style and the work and theory of selected artists. The primary focus is on
developments in Europe of the first major
styles of modern art. This is now a heroic and
historic period in art history.
ARHI720
ARHI557
ARHI724
LATE 20TH CENTURY ART
3 sem. hrs.
A survey of painting and sculpture from c.
1945 to the present. Attention is given to
to their historical perspectives. Prerequisite:
degree student in Art or approval of the chairperson of the Art Department.
SPECIAL PROBLEMS IN
ART HISTORY 3 sem. hrs.
Individual study in which the student pursues
investigation of a personal artistic problem
with an instructor of his own choosing selected from the graduate faculty of the Department. Prerequisite: degree student in Art or
approval of the chairperson of the Art Department.
CONTEMPORARY ART I
(**)
3 sem. hrs.
The course provides a survey of modern painting and sculpture with special attention given
Basic Art Courses
ART502
BOOK ARTS
3 sem. hrs.
This course introduces the book arts as a medium of creative expression. As such, the course
will explore the book design and creation for a
variety of traditional and non-traditional applications.
ART508
ART STUDY-TRAVEL
WORKSHOP 3 or 6 sem. hrs.
In this study/travel experience students and the
professor travel to various centers of culture to
study and experience at first hand the art and
architecture of the culture. Prerequisites will
depend upon the subject of the specific workshop.
ART566
GALLERY MANAGEMENT
3 sem. hrs.
This course is designed to acquaint the students with the operation of large and small
42/Art Programs
institutional galleries. Gallery management
entails the acquiring of exhibitions or designing of original exhibitions, installation of exhibitions and the processes of funding including
packing, mailing contracts for shipping and
dialogues with the artists or with the gallery
involved in exhibiting. The course requires
that students do some work and observation in
each of the areas of operation.
ART700
SEMINAR IN FINE ARTS
(**)
1 sem. hr.
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. This course is required of
MFA students and must be taken during the
first year of residence.
ART710
BASIC CONCEPTS IN ART
FOR ELEMENTARY
TEACHERS
3 sem. hrs.
This course is designed to introduce the elementary teacher to some basic problems of
studio procedures and production of art
objects and events in the classroom. Enrollment is restricted to students without art background.
ART735
FINAL EXHIBIT 3 sem. hrs.
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.
INDEPENDENT STUDY IN
ART (**)
3 sem. hrs.
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.
Studies in Ceramics
ART516
CERAMIC KILNS AND
EQUIPMENT
CONSTRUCTION
3 sem. hrs.
This course is designed for the advanced student of ceramics. The course will include a
study of kiln types, refractories, fuels, burners,
and the construction of one or more kilns. Prerequisites: ART216 and ART217, or permission of the instructor.
ART517
CERAMIC MATERIALS
AND GLAZE
CALCULATION 3 sem. hrs.
This course is designed for the advanced student of ceramics. The course will include the
study of ceramic raw materials, the nature and
properties of clay and non-clay materials used
in pottery production and the calculation, formulation and firing of clay bodies, slips,
engobes, and glazes. Prerequisites: ART216
and ART217, or permission of the instructor.
ART518
SPECIAL CERAMIC
WORKSHOP
3 sem. hrs.
This course is designed for the advanced student of ceramics. The course will include special offerings that focus on such areas as:
vapor glazing, Raku techniques, primitive
forming and firing techniques, photoemulsion
techniques and other current developments in
the ceramics area.
ART760
STUDIO PROBLEMS IN
CERAMICS (**) 3 sem. hrs.
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.
ART793
ART799
STUDIO EXHIBIT (**)
2 sem. hrs.
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
graduate program. A written statement concerning the work of the exhibition must be
exhibited along with the work.
ART761
CERAMICS I (**)
3-24 sem. hrs.
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.
ART762
CERAMICS II (**)
3-24 sem. hrs.
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.
Studies in Drawing
ART743
DRAWING (**)
3-12 sem. hrs.
Emphasis in this course will be on drawing as
an aesthetic experience. Exploration and
development of drawing as an end in itself will
be expected. The students will meet as a group
with an instructor. Prerequisite: graduate
degree student in Art.
Studies in Jewelry Or
Metalsmithing
ART511
METAL ENAMELING
WORKSHOP
3 sem. hrs.
A workshop exploring the use of vitreous
enamels as a supplemental surface treatment
in metalwork. Primary emphasis will be
placed on historical techniques: i.e., champleve, plique-a-jour, and cloisonne. Prerequisite: ART211 or permission of the instructor.
ART791
JEWELRY/
METALSMITHING I (**)
3-24 sem. hrs.
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.
ART792
JEWELRY/
METALSMITHING II (**)
3-24 sem. hrs.
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.
ART795
STUDIO PROBLEMS IN
JEWELRY AND METAL (**)
3 sem. hrs.
This course is designed for students interested
in working with the various media and metalworking techniques used in the creation of
handwrought jewelry and metalwork.
Art Programs/43
Studies in Multi Media
Studies in Printmaking
ART561
ART770
TIME/SPACE WORKSHOP
3 sem. hrs.
A studio course in the development and practice of art involving the fourth dimension. Students will study the historical development of
the art from its roots in ritual and theatre to
modern cinema, happening and performance
art. Class exercises, problems, and individual
and group works will be developed.
Studies in Painting
ART740
STUDIO PROBLEMS IN
PAINTING (**)
3 sem. hrs.
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.
PAINTING I (**)
3-24 sem. hrs.
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.
STUDIO PROBLEMS IN
GRAPHICS (**) 3 sem. hrs.
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.
Studies in Textile Design
ART771
PRINTMAKING I (**)
3-24 sem. hrs.
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.
ART741
ART742
PAINTING II (**)
3-24 sem. hrs.
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.
Studies in Photography
ART775
STUDIO PROBLEMS IN
PHOTOGRAPHY
3-24 sem. hrs.
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.
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.
ART772
PRINTMAKING II (**)
3-24 sem. hrs.
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.
Studies in Sculpture
ART750
STUDIO PROBLEMS IN
SCULPTURE (**) 3 sem. hrs.
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.
ART751
SCULPTURE I (**)
3-24 sem. hrs.
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.
ARTT752
SCULPTURE II (**)
3-24 sem. hrs.
This course is designed to allow the sculpture
major to develop artistic, technical and professional competence. The student will work with
ART541
NATURAL DYEING AND
SPINNING WORKSHOP (**)
3 sem. hrs.
This workshop will explore the colonial
processes of spinning and natural dyeing. The
student will explore the basic processes in
relation to their contemporary uses for the textile artist. Experimentation with the primary
processes associated with fiber will expand the
potential uses of fiber by the student.
ART546
BATIK WORKSHOP
3 sem. hrs.
This course is a studio workshop outlined to
investigate the ancient art of batik, techniques
used in fabric decoration. Possible fabrics,
dyes, waxes, tools, equipment and procedures
will be studied in their preparation and use for
dyeing. The purpose of the course will be to
involve the students in a practical application
of art principles using the ancient and contemporary skills applied to the craft of batik dyeing. Teaching approaches, as well as vocational aspects will be explored in this study of fabric design.
Studies in Weaving and
Basketry
ART780
STUDIO PROBLEMS IN
CRAFTS (**)
3 sem. hrs.
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.
ART781
WEAVING/TEXTILE I (**)
3-24 sem. hrs.
This beginning graduate course in
Weaving/Textile is designed to allow the student to develop a personal point of view and
technical competency in weaving/textile. A
minimum of 15 semester hours must be completed in this course to meet MFA graduate
requirements. Prerequisite: MFA degree student in Art or the approval of the
Weaving/Textile area MFA faculty.
44/Behavior Management Specialist Certificate Program
ART782
WEAVING/TEXTILE II (**)
3-24 sem. hrs.
This advanced graduate course in
Weaving/Textile is designed to allow the student to pursue a personal point of view in his
or her development as a fabric designer. 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 ART781 and positive review by the Weaving or Textile Design
area MFA faculty.
the applying behavior modification in the
schools. It emphasizes problem areas most
inimical to the teaching-learning process.
SPED794
MANAGEMENT OF
SERIOUS BEHAVIOR
PROBLEMS IN APPLIED
SETTINGS
3 sem. hrs.
This advanced course teaches how to apply
behavior modification techniques in a various
natural and institutional settings. It emphasizes
current research in behavior modification
including its use in schools, residential facilities, counseling centers, and industry. Prerequisite: APSY628 or permission of instructor.
APSY796
BEHAVIOR
MANAGEMENT
SPECIALIST
CERTIFICATE
PROGRAM
This is a skills-based program that allows individuals who hold an undergraduate degree to
develop proficiency in diverse processes of
behavior management. The course of study
was designed to address a growing need
among educators, mental health workers,
social services personnel, and similar professionals to effectively manage difficult behaviors and deal appropriately with crises in
schools and comparable settings. The program
may be taken alone or as part of the Master of
Education in Special Education curriculum.
Curriculum
The following courses must be satisfactorily
completed:
SPED628 Classroom and School-wide
Behavior Management
Strategies for Inclusive
Settings (3)
SPED794 Management of Serious
Behavior Problems in
Applied Settings (3)
APSY796 Strategies for Crisis
Intervention and School
Violence (3)
**A double asterisk for a graduate course title indicates the course was designed for majors only.
SPED628
CLASSROOM AND
SCHOOL-WIDE BEHAVIOR
MANAGEMENT
STRATEGIES FOR
INCLUSIVE SETTINGS
3 sem. hrs.
This course presents the historical development, rationale and procedure guidelines for
STRATEGIES FOR CRISIS
INTERVENTION AND
SCHOOL VIOLENCE
3 sem. hrs.
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.
Prerequisites: SPED628 and APSY or permission of instructor.
Admission Requirements
Individuals seeking admission as degree students in this curriculum must comply with the
general admission requirements for graduate
studies at Edinboro University of Pennsylvania.
Curriculum
This curriculum contains a thesis program and
a non-thesis program. Both programs require
the earning of a minimum of 30 semester
hours of graduate credit as a partial requirement of the degree and both programs require
the student to develop one area of concentration.
I. Courses in area of concentration
15 sem. hrs.
II. Seminar, BIOL701
3 sem. hrs.
III. Research component –
0-6 sem. hrs.
May be satisfied by one of the following:
A. Thesis, BIOL799 (6)
B. Independent Study, BIOL793 (3)
C. Research Project (non-credit)
IV. Departmental Electives
0-12 hrs.
(Any departmental course carrying graduate credit. Includes: BIOL-Biology
courses, PYMA-Pymatuning Laboratory
of Ecology courses)
V. Elective in Supporting
0-6 sem. hrs.
Sciences and Mathematics
VI. Comprehensive Examination
Degree Requirements
BIOLOGY
PROGRAM
MASTER OF SCIENCE
DEGREE
Biology
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 seeking
employment with state or federal wildlife and
environmental agencies. The curriculum of
this degree program 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. Two
areas of speciality are available: General Biology and Environmental Studies. Although
both options are open, more courses are
offered in the latter. This is primarily due to
the affiliations with a field station offering
summer coursework and research opportunities.
Individuals must meet the degree requirements
for the master of science degree. In addition,
the candidate must satisfactorily complete a
comprehensive examination over the fields of
concentration and the thesis or research project. This examination will be conducted by the
student's Master's Committee, if the student is
in the thesis program, and by the Examination
Committee if the student is in the non-thesis
program. The successful completion of this
examination is a partial requirement of the
degree. The examination is oral; however, the
committee may also require a written examination to determine the student's competency.
Degree candidates must also satisfactorily
complete either a thesis or a master's project.
A reading knowledge of one language other
than English is required only if the thesis interest of the individual necessitates a knowledge
of a foreign language. There is no language
requirement for students enrolled in the nonthesis program.
Pymatuning Laboratory of
Ecology
PYMA619
AQUATIC ENTOMOLOGY
3 sem. hrs.
The aquatic insects are discussed with respect
Biology Program/45
to their evolutionary origins, biogeography,
habitat preferences, trophic ecology life
cycles, morphological and physiological adaptations, and taxonomy. Great emphasis is
placed on the ability of the student to identify
these insects and to associate them with the
ecological conditions under which they are
found. Extensive field laboratory studies are
made both individually and as a class.
PYMA620
FOREST ECOLOGY
3 sem. hrs.
The study of the ecology, management, and
conservation of forest ecosystems focusing on
the eastern deciduous forest biome.
PYMA621
ECOLOGICAL
MANAGEMENT 3 sem. hrs.
This course introduces students to the principles and field methods of ecology and its
application in ecosystem assessment methodologies, environmental regulation, and ecosystem management strategies.
PYMA622
WILDLIFE
MANAGEMENT 3 sem. hrs.
An introduction to management practices used
to manipulate game animal populations and
their habitats. Techniques such as species
identification, aging and sexing, population
censusing, and radiotelemetry will be emphasized.
PYMA623
AVIAN ECOLOGY
3 sem. hrs.
This field work course studies the evolution,
behavior, and ecology of birds. It emphasizes
the identification of local species and experimental methods in the field.
PYMA624
ECOPHYSIOLOGY
3 sem. hrs.
The adaptations of animals to deal with specialized environmental situations are studied
across a spectrum of biological levels (biochemical to organismal). Thermal relations,
water balance, and bioenergetics are major
topics in the course.
PYMA625
FIELD METHODS IN
BIOGEOGRAPHY
3 sem. hrs.
A hands-on introduction to methods used by
biogeographers to study the spatial and temporal patterns of species distributions, including
measures of biodiversity, plot vs. plotless sampling methods, tree ring analysis, species distribution maps, GIS, and data analysis methods.
PYMA626
AQUATIC BOTANY
3 sem. hrs.
Emphasis on recognition of the freshwater
algae and aquatic vascular in field communities and on the methods of quantifying their
relative members and mass. Prerequisite: permission of the instructor.
PYMA633 FIELD BOTANY 3 sem. hrs.
This field work course emphasizes identification of native herbaceous and woody plants in
terrestrial communities and quantitative methods for analyzing relative densities, biomass,
and ecological relationships.
PYMA636
MICROBIAL ECOLOGY
3 sem. hrs.
This field work course studies the interrelations among microorganisms, their processes,
and their environments through lecture, laboratory and field experiences. It emphasizes the
descriptive process and the important features
in the life histories of special groups of decomposers which enable them to thrive in particular habitats. Prerequisite: PYMA634 or
BIOL533 or BIOL220 or consent of the
instructor.
PYMA639
FIELD ENTOMOLOGY
3 sem. hrs.
This field work course analyzes the systematics, natural history and ecology of insects. It
surveys to order the local insect fauna through
field observation and collection. It also studies
selected lower taxonomic levels.
PYMA641
MAMMALIAN ECOLOGY
3 sem. hrs.
This field work course studies mammals of
Pennsylvania, emphasizing the ecology of distribution, community structure, and physiological ecology.
PYMA651
ECOLOGY OF
AMPHIBIANS AND
REPTILES
3 sem. hrs.
Students will make field collections and identifications of reptiles and amphibians, and
learn about aspects of ecology, morphology,
physiology, taxonomic diversity, systematic
practice, evolutionary biology, and conservation biology as they relate to these animals.
PYMA699
FIELD RESEARCH
1-6 sem. hrs.
This course in field research, to be taught at
Pymatuning during the summer, involves students and professors from Edinboro University, Clarion University, Indiana University, and
the University of Pittsburgh. The research
project and course content change each summer depending on the instructor. Credit hours
depend on the amount of responsibility
assigned to students. Prerequisite: graduate
student in biology; junior or senior biology
major, with permission of instructor.
PYMA755
EXPERIMENTAL DESIGN
IN ECOLOGY
3 sem. hrs.
Emphasis will be on the design of ecological
investigations in natural communities, analysis of data and interpretation of results. A variety of investigations will be conducted in terrestrial and aquatic habitats dealing with
dynamic aspects of ecosystem components.
Biology Courses
BIOL500 ECOLOGY (Fall) 4 sem. hrs.
This course studies plants and animals in relation to their physical and biological environments and considers special topics such as distribution factors, life zones, food chains, and
adaptations. It pays special attention to animal
and plant communities in northwestern Pennsylvania. It includes lecture and laboratory.
Prerequisites: BIOL230 and BIOL240.
BIOL520
PLANT ANATOMY (Fall
Odd Years)
3 sem. hrs.
A study of plant structure emphasizing the
interrelationships of cells, tissues and organs.
Primary attention is given to the Meta phyta.
Prerequisite: BIOL230, with lab. 2 hours lecture, 3 hours lab.
BIOL521
PLANT TAXONOMY (Fall
Even Years)
3 sem. hrs.
A consideration of taxonomic concepts primarily as they relate to the tracheophytes. A study
is made from the taxon-level of family to
species involving the problems of identification, classification and nomenclature with consideration emphasis on field work. Lecture and
laboratory. Prerequisite: BIOL230, with lab. 2
hours lecture, 3 hours lab.
BIOL522
MYCOLOGY (Fall Even
Years)
3 sem. hrs.
A taxonomic study of the fungi considering
primarily their morphology and their life
cycle, Lecture, laboratory and field trips. Prerequisite: BIOL230, with lab. 2 hours lecture,
3 hours lab.
BIOL523
ALGOLOGY (Fall Odd
Years)
3 sem. hrs.
A study of cytology, genetics and morphology
as they relate to function; identification, classification, life histories, economic importance
and ecological relations of the algae with
emphasis on the algae of the region. Prerequisite: BIOL230, with lab. 2 hours lecture, 3
hours lab.
BIOL537
CONSERVATION BIOLOGY
(Fall Even Years) 3 sem. hrs.
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 BIOL240 or the permission of
instructor.
BIOL540
ENTOMOLOGY (Fall Even
Years)
3 sem. hrs.
A general study of the insects, including struc-
46/Biology Program
ture, physiology, economic importance, classification and relationships. Each student is
required to participate in field trips and to
complete a project including a collection and
report on some group of insects. Laboratory,
lectures and much field work. Prerequisite:
BIOL240, with lab. 2 hours lecture, 3 hours
lab.
BIOL541
PARASITOLOGY (Spring
Odd Years)
3 sem. hrs.
Study of the anatomy, physiology, life history
and habits of parasites of man and his domesticated animals. Special attention is given to
the parasitic protozoa, worms and insects.
Laboratory, lectures and demonstrations. Prerequisite: BIOL240, with lab. 2 hours lecture,
3 hours lab.
BIOL542
ORNITHOLOGY (Spring
Even Years)
3 sem. hrs.
Identification, classification and natural history of birds with emphasis on those of Pennsylvania and nearby states. Laboratory, lectures
and much field study. Prerequisite: BIOL240,
with lab. 2 hours lecture, 3 hours lab.
BIOL561
CLINICAL
MICROBIOLOGY (Spring)
4 sem. hrs.
A study of the pathogenic bacteria, viruses,
rickettsia, fungi and parasites, of animals and
man. Particular emphasis is placed on isolation
and identification of microorganisms by morphological and physiological characteristics.
Prerequisite: BIOL220, with lab. 3 hours lecture, 3 hours lab.
BASIC IMMUNOLOGY
(Spring)
1 sem. hr.
This course studies principles of immunology
and their application to various biological
problems. It covers classes of compounds
which can function as antigens, characteristics
of antibodies, techniques used to study antibody-antigen reactions, and applications of
immunological principles to such problems as
organ transplantation and allergies. Corequisite: BIOL561.
BIOL547
BIOL602
BIOL555
MAMMALIAN
REPRODUCTIVE
PHYSIOLOGY (Spring Odd
Years)
3 sem. hrs.
This course for advanced undergraduate and
graduate biology students emphasizes the
reproductive physiology of humans and
domesticated animal species. Prerequisites:
BIOL340, or BIOL244 and BIOL245, or permission of instructor.
BIOL557
BIOLOGICAL STUDY
DESIGN AND DATA
ANALYSIS (Spring Even
Years)
3 sem. hrs.
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
hypothetical deductive approach to studying
living organisms. Prerequisite: BIOL103 and
either MATH260 or MATH262 or equivalent.
BIOL610
DEVELOPMENTAL
GENETICS (Fall Even Years)
3 sem. hrs.
This course emphasizes the study of the effect
of gene activity on developing systems. Stress
will be placed on the role of sequential gene
action and the development of the phonotype.
The role of epigenetic factors in morphogenesis will be considered. Prerequisite: BIOL300.
BIOL640
EMBRYOLOGY (Spring Odd
Years)
3 sem. hrs.
An introduction to the differentiation and
development of vertebrates. Laboratory
emphasis will be on the development of the
frog, chick and pig. Prerequisite: BIOL240,
with lab. 2 hours lecture, 3 hours lab.
FIELD ZOOLOGY AND
SYSTEMATICS (Spring Odd
Years)
3 sem. hrs.
A course 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.
MOLECULAR BIOLOGY
AND GENOMICS (Spring)
4 sem. hrs.
This course will inculcate concepts in molecular biology and genomics and develop laboratory skills in molecular biology/biotechnology
and computer skills in genomics, protcomics,
and related areas. Three hours lecture and
three hours laboratory. Prerequisites:
BIOL103 and either BIOL300 or BIOL305,
or equivalent.
BIOL562
MOLECULAR BIOLOGY
3 sem. hrs.
This course integrates genetic and biochemical
approaches in order to introduce topics such as
DNA replication, genetic recombination,
mutation, DNA repair, transcription, and translation. It explores in some detail the mechanisms and methods for the study of gene regulation in prokaryotes and eukaryotes. Prerequisites: BIOL300 and CHEM204 or permission
of instructor. With lab.
BIOL543
BIOL609
BIOL601
HUMAN GENETICS (Fall
Odd Years)
3 sem. hrs.
Major emphasis in the course will be placed on
human inheritance, considering especially
those characters that are analyzed by the methods of Hardy-Weinberg and others. Some consideration will be given to Mendelian traits in
human populations, as well as biochemical
inferences. Prerequisite: one course in biology
(BIOL300 recommended).
BIOL603
ORGANIC EVOLUTION
(Spring Even Years)
3 sem. hrs.
This course examines evidence from several
fields of scientific investigation bearing on the
concept of evolution. Darwin's theories and
more recent genetic explorations of evolutionary mechanisms are emphasized. Prerequisite:
one course in biology.
BIOL604
LIMNOLOGY (Fall Even
Years)
3 sem. hrs.
A field-oriented study of lakes, reservoirs,
ponds and streams as dynamic systems. Inland
waters are considered in terms of their physical, chemical, geological and biological components. Emphasis will be placed on the use of
quantitative sampling and analytical techniques. A background in botany and zoology is
a prerequisite while a background in inorganic
chemistry is helpful.
ICHTHYOLOGY (Fall Odd
Years)
3 sem. hrs.
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: BIOL240 or
BIOL241, or equivalent, or permission of
instructor.
BIOL641 IMMUNOLOGY 3 sem. hrs.
This course stresses principles and methods of
immunology and their application to various
biological problems. Prerequisites: BIOL103,
CHEM141 or CHEM220. 2 hours lecture, 3
hours lab.
BIOL643
MAMMALOGY (Fall Even
Years)
3 sem. hrs.
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:
BIOL240. 2 hours lecture, 3 hours lab.
BIOL646
BIOLOGICAL ASPECTS OF
AGING
3 sem. hrs.
This course is designed to familiarize students
from various backgrounds with basic physiological alterations occurring in man and animal with time, and the problems and potential
solutions associated with such change.
BIOL661
VIROLOGY (Spring Even
Years)
3 sem. hrs.
This course covers basic principles of animal
virology and introduces techniques used in the
isolation and characterization of viruses. Students examine the major classes of pathogenic
viruses with particular emphasis on diagnostic
assays, epidemiology, pathology, and treat-
Character Education Certificate Program/47
ment. Lecture only. Prerequisites: BIOL220,
CHEM204, BIOL300, or permission of the
instructor.
BIOL664.401
HUMAN
PATHOPHYSIOLOGY:
CARDIOVASCULAR,
RESPIRATORY,
URINARY
3 sem. hrs.
This course is intended for those in medical
and allied fields interested in extending or
reviewing their understanding of normal and
abnormal human function. The course also
may be used by those interested in obtaining a
background for pursuing health science fields.
Three systems will be emphasized: the cardiovascular, urinary and respiratory. A course in
Human or Animal Physiology is a prerequisite
for this course or the consent of the instructor.
BIOL664.411
HUMAN
PATHOPHYSIOLOGY:
NEUROMUSCULAR
PATHOPHYSIOLOGY
3 sem. hrs.
The design of this course is such as to acquaint
the student with the physiology of the nervous
and muscular systems in the health state and
contrast these conditions with altered parameters associated with various diseases. Current
research and hypotheses concerning diseases
of questioned etiology and pathogenesis will
also be discussed. Lecture and demonstrations,
no lab. A course in Human or Animal Physiology is a prerequisite for this course or the consent of the instructor.
BIOL664.421
HUMAN
PATHOPHYSIOLOGY:
METABOLIC,
ENDOCRINE, AND
REPRODUCTIVE
PATHOPHYSIOLOGY
3 sem. hrs.
This portion of Human Pathophysiology
entails an in-depth study of molecular and
cytological mechanisms that function in health
and disease. Particular emphasis is given to the
underlying physiological mechanisms which
are determinants in disorders. Prerequisites: a
physiology course and one year of chemistry.
BIOL664.431
INTRODUCTION TO
PATHOLOGY 3 sem. hrs.
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.
BIOL681 FISH ECOLOGY 3 sem. hrs.
This course studies the interrelationships of
fishes and their environments, both biotic and
abiotic; anatomical, physiological, and sensory adaptations (both general and specific) of
fishes for life in aquatic habitats; the behavior
of fishes in relation to their aquatic ecology;
the effects of pollution and of management on
aquatic habitats; and applied aspects of fish
ecology and fishery biology. Laboratory and
field work emphasizes fishes of the area.
There will be a three-hour laboratory each
week. Prerequisite: BIOL240 or BIOL241, or
equivalent; BIOL342, BIOL500, or
BIOL640, or equivalent; or permission of
instructor.
BIOL682
BEHAVIORAL ECOLOGY
(Fall Odd Years) 4 sem. hrs.
This course examines the behavior of animals
in relation to their natural environment. It
emphasizes the functioning of instinctive and
learned patterns of behavior in their natural
context, intra-specific communication and
social organization, behavioral relationships
between species, and how behavior is regulated and organized by physical and biological
factors in the environment. It includes lecture
and laboratory.
SEMINAR IN BIOLOGY
(Fall)
3 sem. hrs.
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.
CHARACTER
EDUCATION
CERTIFICATE
PROGRAM
This 12-credit graduate certificate in character
education has been designed to meet the needs
of pre-service and in-service educators, counselors, school psychologists, and administrators as they strive to deal effectively with the
mental, emotional, and social aspects of a total
education. The examination of the formalization and application of character education
issues in educational professionals will
encourage research into contemporary topics,
reflection on professional behaviors, and collaboration with peers of similar and divergent
opinions and attitudes. This certificate will
also include a distance education option with
California University of Pennsylvania.
The Graduate Studies certificate in Character
Education is also available as an online program. Additional information about the online
program can be obtained from the Office of
Graduate Studies and Research.
BIOL701
BIOL793
INDEPENDENT STUDY IN
BIOLOGICAL SCIENCE
(**)
3 sem. hrs.
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.
BIOL799 THESIS (**) 3 or 6 sem. hrs.
Research for the Master's thesis is conducted
under the supervision of the advisor.
Admission Requirements
Applicants for this program must be admitted
as either special student or as certificate graduate students.
Curriculum
The following courses must be satisfactorily
completed:
I. Introductory Courses – One of the
following introductory courses
(3 credit hours)
EDUC703 Character Education and
and American Schools
OR
EDUC624 Character Education
(offered at California
University of Pa.) credit
through the Academic
Passport Agreement
among SSHE universities
OR
ELED730 Character Education and
the Young Child
II. Electives – Two of the following
(6 credit hours)
EDUC686 Classroom Management
and Control
SPED710 Seminar in Exceptionalities
APSY628 Behavior Modification in
Education
COUN740 Individual Development
Through Adolescence
COUN742 Developmental Counseling
in Schools
48/Character Education Program
COUN744 Techniques for Counseling
the Student with a Disability
COUN745 Multicultural Counseling
III. Capstone Course (3 credit hours)
CHAR750 Program Development in
Character Education
OR
COUN790 Special Topics in Counselor
Education (with special
permission)
COUN742
The Certificate
Upon satisfactory completion of the 12
semester hours of the program a Character Education Certificate will be awarded.
COUN744
NOTE: These credits must be completed
within a four-year period.
Character Education
Courses
APSY628
BEHAVIOR
MODIFICATION IN
EDUCATION
3 sem. hrs.
This course presents the historical development, rationale, and procedure guidelines for
the applying behavior modification in the
schools. It emphasizes problem areas most
inimical to the teaching-learning process.
DEVELOPMENTAL
COUNSELING IN
SCHOOLS
3 sem. hrs.
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.
TECHNIQUES FOR
COUNSELING THE
STUDENT WITH A
DISABILITY
3 sem. hrs.
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.
COUN745
MULTI-CULTURAL
COUNSELING
3 sem. hrs.
This course enables students to develop
knowledge and understanding regarding characteristics and concerns of multi-culturally
diverse groups, the attitudes and behaviors
affected by dominant group membership, and
individual and group approaches/interventions
appropriate with diverse populations.
COUN790
CHAR750
PROGRAM
DEVELOPMENT IN
CHARACTER EDUCATION
3 sem. hrs.
This course allows students to review various
character education programs. It examines the
major components of comprehensive values
education programs, and helps students to
develop a program appropriate for a particular
educational setting. Prerequisite: ELED730 or
EDUC703.
COUN740
INDIVIDUAL
DEVELOPMENT:
CHILDHOOD THROUGH
ADOLESCENCE 3 sem. hrs.
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 useoriented project related to their individual
interests/needs.
TOPICS IN COUNSELOR
EDUCATION
3 sem. hrs.
Students in this course will explore in depth
specific counselor education topics.
EDUC624
CHARACTER EDUCATION
3 sem. hrs.
(OFFERED AT CALIFORNIA UNIVERSITY
OF PENNSYLVANIA) CREDIT THROUGH
THE ACADEMIC PASSPORT AGREEMENT AMONG SSHE UNIVERSITIES)
This course will examine how schools contribute to the moral development of children.
Specifically, students will be introduced to the
approaches to character education that have
been used in the nation’s schools. Particular
attention will be paid to developing a comprehensive approach to moral development that
integrates earlier strategies. This integrative
approach holds that character education must
be a way of life for a school, not just a program. That is, all aspects of a school’s life contribute to moral development.
EDUC686
CLASSROOM
MANAGEMENT AND
CONTROL
3 sem. hrs.
This course acquaints upper-level education
majors with behavioral and humanistic theories of classroom management, the elements
which create a positive learning atmosphere,
and the most recent research on classroom
organization and student motivation, with a
practical emphasis on case studies and classroom simulations. The class addresses problem solving, the ethical dimension of classroom management, conflict resolution, and
management issues as they relate to urban,
suburban, and rural schools. Students with
credit in EDUC386 may not enroll in
EDUC586.
EDUC703
CHARACTER EDUCATION
IN MIDDLE AND
SECONDARY AMERICAN
SCHOOLS
3 sem. hrs.
This course acquaints educators with the
development of character education in forces
related to character education, and the mental,
emotional, and social aspects of educating for
character. Classroom strategies for teaching
responsibility, respect, and school-wide initiatives will be explored.
ELED730
FOUNDATIONS OF
CHARACTER EDUCATION
AND THE YOUNG CHILD
3 sem. hrs.
This course, intended for upper-level education majors and graduate students, examines
how children develop a sense of character. It
includes theories of moral development, character formulation, the role of the family,
teacher, peer groups, and additional environmental factors influencing character. Current
curricular approaches to character education
are examined.
SPED710
SEMINAR IN SPECIAL
EDUCATION AND
EXCEPTIONALITIES
3 sem. hrs.
This course presents the historical development of special education and current and
anticipated issues in special education. It
reviews the attitudes toward and treatment of
exceptionalities and the impact of exceptionalities on self, family and community, and
stresses etiology and identification of the various exceptionalities, as well as knowledge of
the educational process for each.
Communication Studies Program/49
COMMUNICATION
STUDIES
PROGRAM
MASTER OF ARTS
DEGREE
Communication Studies
communication competencies integral to a
cross-section of course offerings:
z
z
z
z
z
z
z
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 Speech Communication at Edinboro University of Pennsylvania 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 management communication theories
and practices for application in organizational
and institutional contexts of various kinds. The
program also encourages students to explore
linkages between communication and other
disciplines in the human sciences, business,
and education, depending on individual interest. A Master of Communication Studies
develops capabilities to advance his or her
management 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:
1.
2.
3.
4.
5.
To provide students with a methodological foundation for successful performance in communicative and decisionmaking 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.
To enhance students' creative skills in the
use of new technology and other media.
To introduce students to the basic techniques of research and analysis in human
communication.
To prepare students to design, carry out,
and evaluate projects in the communication field.
The MACS program provides a solid intellectual and practical foundation for enhanced
research and practice in management communication studies. Students acquire ten essential
z
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Managing diverse interests competently
and prudently.
Developing leadership capabilities.
Gathering, analyzing and presenting
materials systematically.
Developing critical thinking capabilities.
Working skillfully with computer mediated communication technologies.
Constructing public images and texts persuasively.
Reading, listening and reporting accurately.
Developing new linguistic abilities and
appreciation for diverse cultures
Developing respect for and civility
toward others.
Learning how to learn new subjects and
methods over a lifetime.
Admission Requirements and
Procedures
Applicants must hold an earned bachelor's
degree from an accredited institution and
should have successful work experience.
Applicants without at least fifteen weeks of
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 42-credit hour internship track
and participate in a field experience of at least
9 credit hours. Applicants will submit official
transcripts of all previous postsecondary work.
Applicants with at least a 3.0 undergraduate
QPA and two years of professional experience
are not required to submit MAT/GRE scores,
but must complete a substantial writing sample (10 pages) demonstrating research, analytical and writing capabilities. All other applicants must submit the MAT/GRE scores at the
time of application.
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 communicator. Any deficiencies
in preparation will cause the prescription of
prerequisite work.
Curriculum and Degree Requirements
Each student will be required to complete
three Core communication courses and three
of six Area courses. All remaining Elective
courses will be selected in consultation with
the student's advisor. The program offers the
flexibility to individualize the curriculum to
meet the interests of each student. Students
must satisfactorily complete the following:
Core Courses (required for all students)
9 credits
COMM600 Communication Theory (3)
COMM610 Communication Research or
COMM620 Qualitative Communication
Research (3)
COMM710 Communication Ethics (3)
Area Courses (students select 3 of the following courses 9 credits
COMM510 Criticism of Mass Media (3)
COMM630 Interpersonal Communication
Strategies (3)
COMM640 Small Group Communication (3)
COMM650 Rhetorical Theory and Criticism
(3)
COMM660 Organizational Communication
(3)
COMM725 Intercultural and International
Communication (3)
Electives
18 credits
Electives may include any Area course not
taken to fulfill the Area requirement. Students
may fulfill elective requirements outside of the
communication studies curriculum, in consultation with the MACS program head and the
faculty member teaching the course. All
MACS electives are three credits unless otherwise indicated.
COMM500 Communication Strategies in
Advertising
COMM504 Advanced Broadcast News
COMM520 Introduction to Gender Communication
COMM540 Public Relations Management
COMM635 Advanced Message Design
COMM645 Technology of Communication
COMM655 Political Communication
COMM665 Managing Conflict
COMM675 Advanced Intercultural Communication
COMM680 Gender and Communication
COMM700 Language and Human Conduct
COMM730 Communication and Social
Process
COMM740 Communication Consulting
COMM750 Persuasion and Propaganda
COMM760 Managerial and Leadership
Communication
COMM770 Communication Issues
COMM793 Independent Study
COMM796 Internship (up to 12 credits)
COMM799 Thesis
Students are allowed to take a maximum of
three elective courses (nine hours) outside the
MACS curriculum. Students should take a
maximum of four 500-level courses and a
minimum of three 700-level courses. If a student wishes to emphasize a particular area of
study, he or she should take the series of courses related to that emphasis at the 500-, 600-,
and 700-levels, or follow the program
emphases suggested below.
Thesis and Project Options
Students who select the non-credit project
50/Communication Studies Program
option take 18 credits of electives and are
required to complete an audit or analysis of
selected communication practices in a business, non-profit corporation, educational institution, or governmental agency. Students who
select the thesis option take 15 credits of electives and complete three credits of thesis
research which requires writing and defending
a prospectus, conducting systematic inquiry of
a communication phenomenon, and applying
pertinent communication theories and methodologies.
Internship Track Option
If students have no professional experience,
they will be encouraged to complete a 12-credit internship in addition to their core, area and
elective coursework, in which case the total
number of credits required for graduation
would increase to 48. Internships cannot be
substituted for any cohort of courses.
Areas of Emphasis
Areas of emphasis and suggested courses
(beyond the Core courses) include:
Management Communication:
Public Relations Management
COMM540
z
Small Group Communication
COMM640
z
Organizational Communication
COMM660
z
Communication Consulting COMM740
z
Managerial and Leadership
Communication COMM760
z
Critical Communication Studies:
z
Criticism of Mass Media COMM510
z
Gender and Communication COMM680
z
Rhetorical Theory and Criticism
COMM650
z
Language and Human Conduct
COMM700
z
Communication and Social Process
COMM730
Intercultural and International Communication:
z
Advanced Intercultural
Communication COMM675
z
Intercultural and International
Communication COMM725
z
Communication and Social Process
COMM730
z
Language and Human Conduct
COMM700
z
Selected history or political science
courses
Public Relations and Advertising:
z
Communication Strategies in Advertising
COMM500
z
Technology of Communication
COMM502
z
Public Relations Management
COMM540
z
z
Rhetorical Theory and Criticism
COMM650
Persuasion and Propaganda COMM750
Other Program Requirements
An individual plan of study will be developed
in consultation with the student's advisor and
will be designed around the individual needs
of each student. The student may opt to pursue
a generalized level of development, or the student may elect to strengthen competencies in
specialized areas congruent with the goals and
objectives of the MA in Communication Studies program.
Admission to candidacy will be considered
after successful completion of 12 credit hours
(four courses). A comprehensive examination
must be taken during the final 12 hours of
coursework, prior to the defense of the noncredit project or the master's thesis.
CONFLICT
MANAGEMENT
CERTIFICATE
Non-Degree Institutional
Certificate
The Certificate in Conflict Management has
been developed under the auspices of the Master of Arts in Communication Studies (MACS)
Program in the Department of Speech and
Communication Studies. Completion of the
five course (15 credit hour) certificate will
provide students with the analytical and practical skills necessary for mediating, negotiating and managing conflict that arises in the
workplace and elsewhere. The certificate is
designed especially for those working in
organizations and institutions where ongoing
conflict or a crisis event impede the realization
of goals and objectives and undermine productive relationship development internally and
externally.
Admission Requirements
1. Completed graduate application
2. $25 application fee (if not former Edinboro
University of Pennsylvania student)
3. Official transcript reflecting a baccalaureate degree from an accredited institution
4. Minimum of two letters of reference
5. 3.0 overall QPA or possess a master’s
degree
6. Statement of purpose
Competencies
Upon enrollment, students will take 12 hours
of required courses and 3 hours of an elective
course offered through the MACS Program.
The required courses and associated competencies are as follows:
z
COMM665 Managing Conflict
z
Organizational and institutional conflict management
z
Honing dispute mediation practices
z
Developing aptitude for conflict
management theory
z
Distinguishing between real and
perceived conflict
z
COMM540 Public Relations Management
z
Negotiation strategies
z
Crisis management skills
z
Aptitude for media relations
z
Handling public controversy
z
COMM675 Advanced Intercultural Communication
z
Negotiating conflict between individuals and groups
z
Recognizing cultural from other
forms of conflict
z
Understanding cultural influences
on needs, values, beliefs and interests
z
Preventing, mitigating and resolving
conflict in multicultural contexts
z
COMM640 Small Group Communication
z
Team building expertise
z
Conflict simulation skills
z
Proficiency in group problem-solving
z
Using technology in small group
facilitation
Students will select an elective course in consultation with their program advisor.
For further information contact Dr. Andrew R.
Smith, MACS Program, Department of
Speech and Communication Studies
(arsmith@edinboro.edu or 814-732-2165).
Speech and
Communication Studies
Courses
COMM500 COMM STRATEGIES IN
ADVERTISING 3 sem. hrs.
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 clientmedia-consumer relationships from theoretical, critical and applied perspectives.
COMM504 ADVANCED BROADCAST
NEWS
3 sem. hrs.
The course offers a detailed look at the television/video applications of broadcast news
journalism. Areas of focus will include the
daily process of producing a television news-
Communication Studies Program/51
cast, the relationship between the assignment
editor and the reporter, and practical elements
of electronic news gathering. Prerequisite:
COMM407.
COMM510 CRITICISM OF MASS
MEDIA
3 sem. hrs.
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.
COMM520 INTRODUCTION TO
GENDER
COMMUNICATION
3 sem. hrs.
This course examines the problems of gender
and communication in interpersonal, organizational, and mass-media contexts, with a focus
on the role of communication theory in the
development of gender studies.
COMM540 PUBLIC RELATIONS
MANAGEMENT 3 sem. hrs.
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.
COMM600 COMMUNICATION
THEORIES
3 sem. hrs.
This course on communication theory concentrates on its classical roots and moves into the
post modern era. It focuses upon the processes, major approaches, and communication
contexts of theory building and classifies theories into the three contemporary paradigms:
Covering Laws, Human Action, and Systems
perspectives.
COMM610 COMMUNICATION
RESEARCH
3 sem. hrs.
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.
COMM620 QUALITATIVE
COMMUNICATION
RESEARCH
3 sem. hrs.
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 interpre-
tive analysis can serve as the basis for hypothesis generation and quantitative design.
COMM630 INTERPERSONAL
COMMUNICATION
STRATEGIES
3 sem. hrs.
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.
COMM635 ADVANCED MESSAGE
DESIGN
3 sem. hrs.
This course examines the communication
process with a focus on the design and production of messages in various media. Message strategy, goals and objectives, audience
analysis, and evaluation research are presented
in an applied communication context.
COMM640 SMALL GROUP
COMMUNICATION
3 sem. hrs.
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 consensusbuilding, group leadership and effective decision-making through communication practices.
COMM645 TECHNOLOGY OF
COMMUNICATION
3 sem. hrs.
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.
COMM650 RHETORICAL THEORY
AND CRITICISM
3 sem. hrs.
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.
COMM655 POLITICAL
COMMUNICATION
3 sem. hrs.
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.
COMM660 ORGANIZATIONAL
COMMUNICATION
3 sem. hrs.
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.
COMM665 MANAGING CONFLICT
3 sem. hrs.
This course teaches strategies for productive
conflict management in interpersonal, group,
and organizational contexts. It examines the
causes and types of conflict, develops knowledge of the communicative and relational
nature of conflict, and reviews strategies and
tactics for resolving conflict situations.
COMM675 ADVANCED
INTERCULTURAL
COMMUNICATION
3 sem. hrs.
This course examines the communicative
dimensions of intercultural interaction, with
particular focus on problems that arise when
persons of different ethnic or social backgrounds attempt to communicate with one
another meaningfully. The course addresses
theoretical issues of cross-cultural competence, assimilation and translation, and provides an introduction to the ethnography of
communication.
COMM680 GENDER AND
COMMUNICATION
3 sem. hrs.
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.
COMM700 LANGUAGE AND HUMAN
CONDUCT
3 sem. hrs.
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.
COMM710 COMMUNICATION
ETHICS
3 sem. hrs.
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.
52/Counseling Programs
COMM725 INTERCULTURAL AND
INTERNATIONAL
COMMUNICATION
3 sem. hrs.
This course develops models for explaining
and understanding intercultural and international events. It identifies the stakes associated
with the increasing globalization of local identities and communities. The role of language
and communicative practices in national
development is also examined.
COMM730 COMMUNICATION AND
SOCIAL PROCESS
3 sem. hrs.
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.
COMM740 COMMUNICATION
CONSULTING
3 sem. hrs.
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 consultant-client 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.
COMM750 PERSUASION AND
PROPAGANDA 3 sem. hrs.
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.
COMM760 MANAGERIAL AND
LEADERSHIP
COMMUNICATION
3 sem. hrs.
This courses 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, non-profit, social service, and educational organizations, with emphasis on issues
of control and change.
COMM770 SEMINAR:
COMMUNICATION ISSUES
3 sem. hrs.
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.
COMM793 INDEPENDENT STUDY IN
COMMUNICATION
STUDIES
3 sem. hrs.
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.
COMM796 INTERNSHIP IN
COMMUNICATION
STUDIES
12 sem. hrs.
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.
COMM799 THESIS
3 sem. hrs.
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.
COUNSELING
PROGRAMS
The Department of Professional Studies provides programs leading to a master of arts
degree in elementary and secondary school
counseling, student personnel services in higher education: practice or counseling, rehabilitation counseling, and community counseling.
The School Counseling and Student Personnel
Services (College Counseling or Professional
Practice) and Community programs are
accredited by the Council for Accreditation of
Counseling and Related Educational Programs
(CACREP). The Rehabilitation Counseling
Program is accredited by the Council on Rehabilitation Education (CORE).
The mission of the M.A. Counseling programs
is to enhance the intellectual, cultural, social
and ethical development of graduate students.
To this end the program emphasizes integration of theory, research and practice. The
Counseling and Human Development program
prepares counseling professionals to serve
diverse communities and individuals in a variety of human service settings (i.e., school,
higher education, community and rehabilitation).
MASTER OF ARTS
DEGREE
Counseling
CURRICULUM:
I. Required Core
24 sem. hrs.
COUN705 Group Processes in the
Helping Professions (3)
COUN710
Appraisal Techniques in
Counseling (3)
COUN715
Career Development and
Life Planning (3)
COUN720
Counseling and
Consulting Theory (3)
COUN725
Organization and
Development of Programs
in the Helping Professions
(3)
COUN730
Supervised Counseling
Practice (3)
COUN735
Counseling Practicum (3)
EDUC788
Research in Education (3)
II. Required Specialized Courses
A. SCHOOL GUIDANCE TRACK
27 sem. hrs.
COUN700 Introduction to the
Helping Professions (3)
COUN740 Individual Development
Through Adolescence
(3)
COUN742 Developmental
Counseling in Schools
(3)
COUN744 Techniques for
Counseling the Student
with a Disability (3)
COUN745 Multicultural
Counseling (3)
COUN795 Internship (12)
TOTAL 51 sem. hrs.
B. STUDENT PERSONNEL
SERVICES TRACK 27 sem. hrs.
COUN700 Introduction to the
Helping Professions (3)
COUN745 Multicultural
Counseling (3)
COUN750 Study of the Individual
in Higher Education (3)
COUN752 Law in Postsecondary
Higher Education (3)
Practice: COUN753 Student
Affairs Practice and
Administration (3)
Counseling Programs/53
College Counseling: Counseling
course as determined by
the student and academic
advisor.
COUN795 Internship (12)
TOTAL 51 sem. hrs.
C. REHABILITATION
COUNSELING TRACK
27 sem. hrs.
COUN702 Introduction to
Rehabilitation (3)
COUN780 Medical Information for
the Helping Professions
(3)
COUN784 Psycho-social Aspects of
Disability (3)
COUN788 Special Evaluation
Techniques for the
Disabled (3)
COUN795 Internship (12)
Elective (3)
TOTAL 51 sem. hrs.
D. COMMUNITY COUNSELING
TRACK
27 sem. hrs.
COUN700 Introduction to the
Helping Professions (3)
COUN740 Individual Development
Childhood Through
Adolescence (3)
COUN745 Multi-Cultural
Counseling (3)
COUN754 Family Counseling (3)
COUN791 Counseling for
Substance Abuse and
Addictions (3)
COUN795 Internship in Counseling
(12)
TOTAL 51 sem. hrs.
Admission Requirements and
Procedures
Individuals seeking admission as degree students in these programs must comply with the
general admission requirements for graduate
study at Edinboro University. In addition,
three letters of recommendation must be
obtained using the form available in the Office
of Graduate Studies. A writing sample
addressing one of two questions must also be
submitted. The forms for the writing sample
are available from the Office of Graduate
Studies. An interview will sometimes be
requested, and the applicant will be contacted
if an interview is necessary.
Note: Because of the nature of the role of the
professional counselor, degree candidates of
the programs must demonstrate positive interpersonal skills. Therefore, review of the Application for Admission to Candidacy is seen as
very important and this review will include
both interpersonal skills and academic
progress.
Degree Requirements
Individuals must comply with the degree
requirements for the master's degree described
in this catalogue. The student must also satisfactorily complete a comprehensive examination and a non-credit master's project or a thesis. It will be the student’s responsibility to
make arrangements for the examination.
Rehabilitation Counseling
Student Responsibility
The purpose of the rehabilitation counseling
program is to equip the counselor with the necessary skills to assist the individuals who have
physical, social, emotional and mental disabilities to achieve an increased sense of empowerment and more fully develop their potential.
Students who are admitted to one of the M.A.
counseling program areas are expected to
make long-range plans. The student and his or
her advisor will plan a total program, specifying the sequence and semester in which all
courses will be scheduled. Should conditions
warrant deviation from this time commitment,
the student is required to arrange a personal
conference with his or her advisor to modify
the plan of study.
SCHOOL GUIDANCE TRACK
ELEMENTARY OR SECONDARY
SCHOOL COUNSELOR
CERTIFICATION
All students seeking certification as an elementary school counselor or a secondary
school counselor must complete a program of
studies which has been approved by the counseling faculty. Included in the program of studies is a 12 semester hour internship at the
appropriate level (K-6 or 7-12).
Student Responsibility
It is the responsibility of individuals completing requirements for certification in elementary or secondary school guidance and counseling to submit the form needed to obtain the
certification from the Commonwealth of
Pennsylvania through the Dean of Education
as soon as the certification requirements have
been completed. It is also the student's responsibility to register for and pass the National
Teacher Exams (Praxis) required by the Commonwealth of Pennsylvania (Level I and Level
II).
Student Personnel Services in Higher
Education Track
This program is designed to prepare individuals to serve as student personnel workers in
higher education.
The specific objectives of the program are:
1. to provide students with entry-level counseling skills.
2. to provide students with an understanding
of the young adult in our society.
3. to provide students with an understanding
of the social milieu of the individual in
higher education.
4. to provide students with an understanding
of student personnel services in higher
education.
5. to provide students with internship experiences in the various aspects of student
personnel work.
Rehabilitation is an interdisciplinary process
and accepts the premise that every person with
a disability has the right to fully develop his or
her personal, social, emotional, interpersonal,
and vocational potentials.
The philosophy of rehabilitation counselor
education is based upon the following concepts: (1) counseling is generic in nature and
(2) specialized knowledge and skills are
required in order to provide services needed by
persons with disabilities. The generic nature of
counseling presupposes that counselors must
share a common body of knowledge and skill
and exhibit competent behavior with regard to
the dynamics of human behavior, psychological appraisal and assessment, group processes,
counseling techniques and vocational development. Specialized knowledge, skill and behavior would embody such concepts as the psychological effects of disabilities, medical and
psychiatric aspects of disability, specialized
techniques in counseling persons with disabilities and available community resources.
Additional expertise in counseling can be
gained through the vehicle of integrated,
supervised practice in existing community
facilities.
Community Counseling Track
The Community Counseling Track is designed
to prepare counselors to serve in a variety of
community/human service agencies while
gaining the general knowledge and skills necessary for the counseling profession as a
whole.
Professional Licensure
Professional counselors can be licensed in
Pennsylvania under Act 136 of 1998. For the
latest information on licensure of professional
counselors please visit the State Board of
Social Workers, Marriage and Family Therapists and Professional Counselors web site
www.dos.state.pa.us or the web site of the
Pennsylvania
Counseling
Association
www.pacounseling.org.
**A double asterisk for a graduate course title indicates the course was designed for majors only.
54/Counseling Programs
Counseling Courses
COUN700
INTRODUCTION TO THE
HELPING PROFESSIONS
3 sem. hrs.
This introductory class is a core experience for
students enrolled in the MA Counseling programs. 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.
niques of individual counseling. It also covers
various models of the consultation process
focusing on the rationale of why consultation
has emerged as an important adjunct to personal counseling.
INTRODUCTION TO
REHABILITATION
COUNSELING
3 sem. hrs.
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.
ORGANIZATION AND
DEVELOPMENT OF
PROGRAMS IN THE
HELPING PROFESSIONS
3 sem. hrs.
This course prepares students to function productively in entry level and mid-level supervisory positions within institutions/ organizations that serve the needs of specified groups
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, as well as proposal writing and
working with grants.
COUN705
COUN730
COUN702
GROUP PROCESSES
3 sem. hrs.
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.
COUN710
APPRAISAL TECHNIQUES
IN THE HELPING
PROFESSION
3 sem. hrs.
This course presents an overview of the
assessment of individual differences through
group tests and measurements. It develops
competencies in selecting, administering, and
interpreting group intelligence, aptitude,
achievement, interest and personality instruments. It also examines current research
involving assessment relative to educational,
social, and industrial settings.
COUN715
CAREER DEVELOPMENT
AND LIFE PLANNING
3 sem. hrs.
This course allows graduate counseling students to explore, in depth, selected aspects
related to vocational psychology, occupational
sociology, career development, career choices,
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, decisionmaking strategies, and life-work planning for
special populations are examined.
COUN720
COUNSELING AND
CONSULTING THEORY
3 sem. hrs.
This course studies selected theories and tech-
COUN725
SUPERVISED
COUNSELING PRACTICE
3 sem. hrs.
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
critiques in class audio and video tapes of
counseling sessions conducted by students.
COUN735
COUNSELING
PRACTICUM
3 sem. hrs.
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.
COUN740
INDIVIDUAL
DEVELOPMENT
THROUGH THE
ADOLESCENCE 3 sem. hrs.
This course, intended primarily for professional educators, enables adults to base their interactions/interventions with children, adolescents and parents on an understanding of the
process of growth and development. Students
will have the opportunity to engage in a useoriented project related to their individual
interests/needs.
COUN742
DEVELOPMENTAL
COUNSELING IN
SCHOOLS
3 sem. hrs.
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.
COUN744
TECHNIQUES FOR
COUNSELING THE
STUDENT WITH A
DISABILITY
3 sem. hrs.
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.
COUN745
MULTI-CULTURAL
COUNSELING
3 sem. hrs.
This course enables students to develop
knowledge and understanding regarding characteristics and concerns of multi-culturally
diverse groups, the attitudes and behaviors
affected by dominant group membership, and
individual and group approaches/interventions
appropriate with diverse populations.
COUN750
STUDY OF THE
INDIVIDUAL IN HIGHER
EDUCATION
3 sem. hrs.
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.
COUN752
LAW IN POSTSECONDARY
HIGHER EDUCATION
3 sem. hrs.
This course serves as a legal foundation for
graduate students in counseling, student personnel services, or related professions in higher education. Emphasis is given to the legal
history in higher education, institutional relationships with administrators, students, faculty, the community; procedural processes, and
basic concepts of civil rights, criminal, tort,
and contractual law.
COUN753
STUDENT AFFAIRS
PRACTICE AND
ADMINISTRATION
3 sem. hrs.
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, as well as professional management/leadership issues relevant to higher
education institutions.
COUN754
FAMILY COUNSELING
3 sem. hrs.
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.
Educational Leadership Programs/55
COUN755
DIAGNOSIS AND
ASSESSMENT
3 sem. hrs.
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.
COUN791
COUNSELING FOR
SUBSTANCE ABUSE AND
ADDICTIONS
3 sem. hrs.
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.
MEDICAL INFORMATION
FOR THE HELPING
PROFESSION
3 sem. hrs.
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.
GERONTOLOGICAL
COUNSELING
3 sem. hrs.
This course introduces students to the gerontology specialty area and provides a foundation for effectively counseling older persons. It
provides the student with an overview of the
physiological, psychological, sociological,
and political processes related to older persons
and aging. The course includes an examination
of the impact of aging on the individual, the
family, and society; the implications of living
longer; societal attitudes toward old age; and
inherent medical and social problems encountered by older persons (including the dynamics
of Alzheimer's disease and elder abuse). Issues
related to the economics of aging; work, retirement and leisure; living environments in later
life; social policies, programs and services for
older Americans; and the topic of death and
dying are also explored.
COUN784
COUN793
COUN780
PSYCHO-SOCIAL
ASPECTS OF DISABILITY
3 sem. hrs.
This course explores the psychological and
social aspects of disability. Interpersonal as
well as intrapersonal issues are examined.
Emphasis is placed on the impact of illness,
disability, and deviance on the individual and
his or her 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 professional. The
primary objective is to expand students' perspectives regarding disability and disabilityrelated issues.
COUN788
SPECIAL EVALUATION
TECHNIQUES
3 sem. hrs.
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.
COUN790
TOPICS IN COUNSELOR
EDUCATION (GUID787)
3 sem. hrs.
Students in this course will explore in-depth
specific counselor education topics.
COUN792
INDEPENDENT STUDY IN
GUIDANCE AND
COUNSELING (GUID793)
3 sem. hrs.
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 department chairperson.
COUN794
RESEARCH SEMINAR IN
GUIDANCE AND
COUNSELING
3 sem. hrs.
This course provides the opportunity for all
students enrolled in the Department of Counselor Education 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.
INTERNSHIP IN
COUNSELING
6-24 sem. hrs.
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 speciality unless otherwise approved by the advisor
and instructor. COUN730 and COUN735 must
be completed before enrolling for internship.
A minimum of 6 and a maximum of 12 credits
for any one semester of enrollment.
COUN796 THESIS
3 sem. hrs.
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. Prerequisite: EDUC788.
EDUCATIONAL
LEADERSHIP
PROGRAMS
The Professional Studies Department offers
graduate programs leading to a Master of Education in Educational Leadership. The department also offers post master’s certification
programs in principal (K-12), supervisor of
special education, single area school supervision, superintendent’s letter of eligibility,
assistant superintendent’s letter of eligibility,
and I.U. executive director.
The Educational Leadership programs of
Edinboro University have been developed to
reflect the general standards and specific program guidelines prescribed by the Pennsylvania Department of Education and the Educational Leadership Constituent Council. Therefore, the Educational Leadership programs
provide the opportunity for prospective educational leaders to demonstrate their knowledge
of and competence in six defined areas:
1.
2.
COUN795
3.
4.
5.
6.
theories of educational leadership
the role of the principal as an instructional leader who focuses on teaching and
learning
school organization and structures within
a social and political environment
historical and contemporary issues in
school law and the legal responsibilities
of school administrators
fiscal operations of the school
the proactive role of the principal in
school/community relations
56/Educational Leadership Programs
Throughout the program, students will be
engaged in course work, authentic simulations, field experiences, an internship, and professional and ethical practices.
The Educational Leadership program is a 45
semester hour program. Successful completion of 30 semester hours will result in the
earning of a Master of Education in Educational Leadership. Successful completion of
the 45 semester hour program will result in the
earning of the appropriate certificate.
The Educational Leadership program has been
designed for the part-time graduate student;
however, individual programs can be arranged
for the full-time student.
Most students complete the program in three
years. The exact length of time varies with the
nature of basic education, out-of-school commitments, previous administrative experience
and courses completed, and the work load
desired by the individual student.
MASTER OF
EDUCATION DEGREE
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. complete an application for admission to
the school administration program. These
applications may be obtained at the
Office of Graduate Studies.
2. have earned a score at, or above, the 50th
percentile on either the Miller Analogies
Test or the Aptitude Test of the Graduate
Record Examination.
3. have earned an undergraduate cumulative
quality point average of 2.50 or better (4
point scale).
4. satisfactorily complete a personal interview. The applicant should, as soon as he
or she is informed by the University,
make an appointment for this interview.
This letter will inform the applicant to
schedule the interview with a specific
individual. (NOTE: Applicants should
not attempt to schedule this interview
until notified to do so.)
5. possess, in the judgment of personnel of
the Educational Leadership program, personal and professional characteristics and
the academic background believed to be
conducive to success in the field of
school administration.
6. if applicable, apply for the acceptance of
transfer credit.
7. provide a photocopy of the applicant's
teaching certification.
NOTE: Individuals who have earned a
master's degree and who are seeking
admission to obtain certification rather
than to earn a second degree, should also
follow the admission procedure listed
above. In addition, the applicant must
provide the Office of Graduate Studies
with an official transcript for all graduate
credit earned. Individuals must also provide verification of five years of satisfactory, professional, certificated service in
order to apply for the appropriate certification.
Option 1
Educational Leadership
Individuals who have satisfactorily completed
the 30 semester hours of Master of Education
in Educational Leadership degree program
offered by Edinboro University may complete
the 45 semester hour certification program by
completing a minimum of 15 semester hours
of additional credit prescribed below. Individuals must also provide verification of five
years of satisfactory, professional, certificated
service in order to apply for PA K-12 certification.
SCHA721 Teacher Evaluation: Theory and
Practice (3)
SCHA760 Legal Aspects of School
Administration/Supervision (3)
SCHA765 Public School Finance (3)
SCHA789 Elementary Principal Internship
(3)
SCHA794 Secondary Principal Internship
(3)
Curriculum
Option 2
A minimum of 30 semester hours of graduate
credit is required as a partial requirement for
the degree. These required graduate credits
should be earned as follows:
Individuals who have satisfactorily completed
another master's degree program and provide
verification of five years of satisfactory, professional, certificated service in order to apply
for PA K-12 certification, must also complete
the 27 prescribed semester hours listed below:
MASTER OF
EDUCATION DEGREE
SCHA700 Intro to Educational
Administration (3)
SCHA710 Seminar: Education and Society
(3)
SCHA715 Seminar: Contemporary Issues
in Education (3)
SCHA720 Seminar: Dynamics and
Processes of Change for
School Administrators (3)
SCHA731 Seminar: School and Community
Relations (3)
SCHA741 Seminar: Administration and
Organization of the Elementary,
Middle, and Secondary School
Curriculum (3)
SCHA745 Instructional Processes and
Learning Environments (3)
SCHA775 Management: Concepts and
Principles (3)
SCHA795 Computer Literacy for School
Administrators (3)
EDUC788 Research in Education (3)
Degree Requirements
Individuals must comply with the degree
requirements for the master of education
degree. In addition, the students will be
required to satisfactorily complete a culminating experience to address exit requirements as
prescribed by the Educational Leadership program.
Principal K-12 Certification
A student has two options when seeking principal K-12 certification.
SCHA700 Introduction to School
Administration (3)
SCHA721 Teacher Evaluation Theory
and Practice (3)
SCHA741 Seminar: Administration and
Organization of the Elementary,
Middle, and Secondary School
Curriculum (3)
SCHA760 Legal Aspects of School
Administration (3)
SCHA765 Public School Finance (3)
SCHA775 Management: Concepts and
Principles (3)
SCHA789 Elementary Principal Internship
(90 hrs.) (3)
SCHA794 Secondary Principal Internship
(90 hrs.) (3)
EDUC788 Research in Education (3)
Program Requirements
The individual must have satisfactorily completed the courses required in this program and
must have achieved a cumulative grade average of "B" or better for those courses. No more
than three semester hours of "C" grade will be
accepted toward meeting the 15 semester
hours of credit (option 1) or the 27 semester
hours of credit (option 2) required for the principal K-12 certification. It is recommended
that all requirements for this program be completed within two years prior to the ending of
the semester or session in which the individual
earned the first credit accepted for this program.
Educational Leadership Programs/57
Student Responsibility
It is the responsibility of individuals completing requirements for K-12 principal certification to submit the form needed to obtain the
certification from the Commonwealth of
Pennsylvania to the Dean of Education as soon
as the certification requirements have been
completed.
School Supervision Certification
Program
The Professional Studies Department offers a
non-degree certification program in School
Supervision designed to provide the public
schools with K-12 leadership in the following
subject areas: art, communication, elementary
education, mathematics, science, social studies, and special education.
Admission Procedures
Applicants for admission to this program
must:
1. complete an application for admission to
graduate studies, if such an application
has not previously been completed. A
copy of this application may be obtained
at the Office of Graduate Studies and
Research.
2. complete an application for admission to
the school supervision program. A copy
of this application may be obtained at the
Office of Graduate Studies and Research.
3. provide official transcripts for the bachelor's degree, master's degree and other
graduate credit completed. (A master’s
degree is required for admission into this
program.)
4. provide a photocopy of the applicant's
teaching certificate.
5. if seeking certification, provide verification the applicant has at least five years of
educational experience, three years of
which are in the area requested by the
supervisory certificate.
6. provide a letter of recommendation from
either the superintendent of the school
system in which the applicant is
employed or the applicant's immediate
supervisor. The applicant needs to obtain
the form for this letter of recommendation from the Office of Graduate Studies
and Research and give this reference
form to the individual being used for a
reference.
7. schedule a personal interview when
informed to do so.
8. if applicable, submit request for acceptance of transfer credit. The form needed
to request transfer credit may be obtained
at the Office of Graduate Studies and
Research.
THE EDINBORO APPROACH TO
SUPERVISION
This is an interdisciplinary approach which
utilizes the resources of both college and public school personnel. It is dynamic in outlook.
Although supervisors occupy both line and
staff positions in public schools and related
institutions and agencies, the focus of the
supervision program at Edinboro University is
on the improvement of instruction. Supervision is looked upon as a service rather than as
an administrative arm to rate teachers for purposes of making personnel decisions. Graduates of this program will be prepared to give
input to the decision making process affecting
the relationship of community needs to program offerings, program designs, the selection
and development of appropriate materials, the
teaching process, and the psychology of learning.
The curriculum for this program is designed to
develop a supervisor possessing the competencies needed to be a team member, a technical
advisor, an instructional leader, an organizer
and planner, a curriculum director, and a motivator for the release of human potential.
ROLE OF THE SUPERVISOR
1. A Team Member
a. Helps to bring together institutional
goals and specific objectives with the
individual goals and specific objectives held by various teachers.
b. Works cooperatively with groups and
individuals whether organizationally
up, down, parallel or outside the
school district.
c. Understands, works within, and seeks
to improve the organizational pattern
of the district within which the supervisor is working – the structure, relationships, policies, and procedures.
2. The Technical Advisor
a. Though thoroughly trained in a specific area, recognizes that seldom is there
only one good approach.
b. Understands human nature so that
expertise will be accepted rather than
looked upon as a threat, or an unnecessary restraint in the teaching process.
c. Keeps current and encourages others
to do likewise.
d. Represents the district in meetings
relating to subject area.
3. An Instructional Leader
a. Possesses skills of analysis and synthesis.
b. Involves others in appropriate decision
making.
c. Can initiate changes and is able to
cope with resistance to change.
d. Implements change with appropriate
use feedback and follow-up action
techniques.
e. Will accept accountability and can
interpret progress accurately and clearly.
f. Trains staff with techniques appropriate to needs.
4. A Human Relations Expert
a. Has empathy.
b. Assists.
c. Communicates effectively.
d. Respects others and earns respect for
self.
e. Places high priority on the development of staff members.
f. Skilled in resolving small, irritating
matters promptly and in an equitable
manner.
g. Recognizes special needs (such as
those of the beginning teacher) and
allots high priority in time to schedule
them.
h. Desires to look at all possible excuses
or actions before deciding on a solution.
i. Uses who, what, why, when, where
and how in organizing and planning
activities.
5. An Organizer and Planner
a. Assesses instructional program effectiveness.
b. Sets priorities for self and helps others
to use available time efficiently.
c. Is skilled in overcoming the obstacles
of status quo inertia, power blocks and
lack of readiness.
d. Is able to communicate to others goals,
conditions, limitations, objectives and
strategies.
6. A Curriculum Director
a. Establishes and maintains an appropriate design.
b. Develops written materials.
c. Improves the teaching process by
example, demonstration, meetings and
by giving individual assistance.
d. Helps teachers understand and teach in
terms of the learning process.
7. A Motivator for the Release of Human
Potential
a. Provides resources.
b. Praises when deserved and corrects
when necessary.
c. Helps others know themselves.
d. Encourages and supports the efforts of
others.
e. Marshals the resources of time, space,
personnel, materials, facilities and
methods.
f. Can distinguish facts from opinions
and assumptions.
g. Is able to determine what the problem
is as distinguished from what it may
appear to be.
Curriculum
Individuals must complete the courses listed
below or their equivalent:
SCHA700 (3)
SCHA721 Teacher Evaluation – Theory
and Practice (3)
58/Educational Leadership Programs
SCHA731 Seminar: School and
Community Relations (3)
SCHA741 Seminar: Administration and
Organization of the Elementary,
Middle and Secondary School
Curriculum (3)
SCHA745 Instructional Processes and
Learning Environments (3)
SCHA760 Legal Aspects of School
Administration/Supervision (3)
SCHA792 Supervisory Internship (6)
EDUC788 Research in Education (3)
A curriculum course (K-12) in the
subject area for which certification is being sought (3)
School Administration programs as soon as
the certification requirements have been completed.
Program Requirements
Note: An individual seeking certification in
school supervision in a state other than Pennsylvania is responsible for knowing the certification requirements for that state and for the
proper scheduling of courses so that the
requirements are met.
A grade average of "B" or better must have
been earned for the courses taken as part of
this program. No more than one "C" grade will
be accepted.
Candidates for certification as a supervisor
must receive a satisfactory recommendation
from the director of the school supervision
program.
Certification
To be recommended by Edinboro University
for a Pennsylvania certificate as a supervisor
in a specific subject matter area the following
requirements must be met:
1. The applicant must possess a valid state
issued certificate in the content area for
which supervisory certification is being
requested.
2. The applicant must provide verification
of at least five years of satisfactory, professional, certificated service in the area
requested.
3. The applicant must have satisfactorily
completed the certification program –
School Supervision offered by Edinboro
University.
4. The applicant must provide the Dean of
Education with a completed application
form for a Pennsylvania certificate as a
school supervisor in a specific matter
area. This application may be obtained
from the office of the Dean of Education.
5. The applicant must be recommended by
the director of the School Supervision
program.
6. The applicant must be recommended by
the Dean of Education.
7. The applicant must have met all the certification requirements in effect at the time
the application for certification is submitted.
Student Responsibility
It is the responsibility of the individual completing requirements for certification in school
supervision to submit the form needed to
obtain the certification from the Commonwealth of Pennsylvania to the director of the
It is also important to note here that school
supervision certification requires taking and
meeting the cutoff score for the Educational
Leadership Administration and Supervision
(Supervisor) #440 examination. It is the
responsibility of the individual to contact the
Teaching and Learning Division (for test
application and test dates), Educational Testing Service, P.O. Box 6051, Princeton, NJ
08541-6051 (phone 609-771-7395, fax 609530-0581 or 609-771-7906).
Letter of Eligibility for
Superintendent/Assistant
Superintendent and
IU Executive Director
The Program
The Department of Professional Studies offers
a post master’s program leading to the Pennsylvania Letter of Eligibility. The program
consists of the coursework prescribed below:
Required Courses
SCHA796 The Superintendency (3)
SCHA797 Educational Technologies and
Facilities (3)
SCHA798 Strategic Planning and Policy
Analysis (3)
SCHA785 Negotiations and Labor Relations
(3)
SCHA799 Superintendent’s Internship (3)
Completion of the following courses is available during the academic year/summer sessions or the candidate may provide documentation of prior completion.
3.
4.
5.
6.
7.
8.
Pennsylvania Principal of Supervisor
Certificate
Six years of satisfactory professionally
certificated service of which three of the
six years must have been in a certificated
supervisory or administrative capacity
Complete the online graduate application
Submit application fee of $25.00*
Submit a copy of Pennsylvania Professional Certificate
Submit official undergraduate and graduate transcripts
Educational Leadership
Courses
SCHA700
INTRODUCTION TO
EDUCATIONAL
ADMINISTRATION
3 sem. hrs.
This introductory course includes historical
review of the development of public and
school administration, studies of the settings
for and functions of public and school administration, theories of administration, and the
responsibility of the school principal to act as
an effective agent of change.
SCHA710
SEMINAR: EDUCATION
AND SOCIETY 3 sem. hrs.
This course analyzes the social structures and
interrelations of elementary, secondary, and
higher education institutions. It identifies and
analyzes school-community interrelationships
and processes by which educational objectives
are developed, implemented, and evaluated by
society.
SCHA715
SEMINAR:
CONTEMPORARY ISSUES
IN EDUCATION 3 sem. hrs.
This course considers some of the most pressing problems on the present American educational scene. Students develop processes of
questioning, search and concern about the
answers and positions taken by authorities in
the area of public school administration.
SCHA720
SCHA715 Contemporary Issues in
Education (3)
SCHA731 School and Community Relations
(3)
SCHA741 Administration and Organization
of the Elementary, Middle, and
Secondary School Curriculum (3)
SCHA765 Public School Finance (3)
SCHA775 Management: Concepts and
Principles (3)
Admission Requirements
1.
2.
Pennsylvania resident
Master’s of Education degree
SEMINAR: DYNAMICS
AND PROCESSES OF
CHANGE FOR SCHOOL
ADMINISTRATORS
3 sem. hrs.
This course studies field experiences, role
playing and case studies, and discusses the
factors, dynamics, and processes involved in
assessing need for change and in determining
effective, efficient operations to secure desired
change. It involves the fields of psychology
and education.
Educational Leadership Programs/59
SCHA721
TEACHER EVALUATION:
THEORY AND PRACTICE
3 sem. hrs.
This course provides competencies in the
appraisal of teaching, measuring teacher performance and procedures and techniques related to evaluation of teaching. Systematic analysis and evaluation reporting are also included.
The current concepts, planning, measuring
instruments, and validity of appraisal systems
are integrated into the framework of the
course.
SCHA731
SCHOOL AND
COMMUNITY RELATIONS
3 sem. hrs.
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. (Replaces SCAH730
Communication and Interpersonal Relations
for the School Administrator.)
SEMINAR:
ADMINISTRATION AND
ORGANIZATION OF THE
ELEMENTARY, MIDDLE,
AND SECONDARY
SCHOOL CURRICULUM
3 sem. hrs.
This course studies the organization and
administration of the curricula of elementary,
middle, and secondary schools. It emphasizes
the changing nature of curriculum, the essential elements and processes of curriculum
development, and the principal as the curriculum leader. (Combines and replaces SCHA740
and SCHA750).
in the development of a theory and practice of
school administration.
PUBLIC SCHOOL
FINANCE
3 sem. hrs.
This course includes a study of legal and other
factors governing financial policies and practices in public schools, sources of revenue,
budgeting, disbursement of funds, school
plant, records, and insurance. It emphasizes
knowledge and understanding of the major
tasks and methods involved in the administration of financial responsibilities in the school
and the school system.
SCHA765
SCHA775
MANAGEMENT
CONCEPTS AND
PRINCIPLES
3 sem. hrs.
This course examines administrative principles and activities appropriate to organizations
in the industrial, educational, or business sectors and the effects of various administrative
styles. It teaches systematic processes for
developing policies, regulations, and procedures and analyzes concepts of educational
leadership, decision-making and problemsolving. It also emphasizes the relationship of
general administration to school administration.
SCHA741
SCHA745
INSTRUCTIONAL
PROCESSES AND
LEARNING
ENVIRONMENTS
3 sem. hrs.
This seminar provides students opportunities
for in-depth studies of psychological theory
and research relevant to the understanding of
learning processes in children, the management of the learning environments, instructional systems, and evaluation of learning relative to the curricula.
SCHA760
LEGAL ASPECTS OF
SCHOOL
ADMINISTRATION/
SUPERVISION
3 sem. hrs.
This course familiarizes students with state
laws, court decisions, the legal structure of
education, and constitutional and legislative
structuring of school law in the United States.
It emphasizes the influence of court decisions
sity staff personnel and public or private
school principals, for practical experiences
during one semester.
SCHA785
NEGOTIATIONS AND
LABOR RELATIONS FOR
SCHOOL
ADMINISTRATORS
3 sem. hrs.
This graduate course for potential and practicing administrators enhances leadership
through study of negotiations and labor relations in public education. It meets a negotiations and labor relations component of preservice training required for certification in
school administration.
SCHA789
ELEMENTARY PRINCIPAL
INTERNSHIP
3 sem. hrs.
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 sem. hrs.
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 (revises SCHA792).
SCHA794
SECONDARY PRINCIPAL
INTERNSHIP
3 sem. hrs.
This on-site experience at the secondary
school level (grades 7-12) provides the opportunity, under the direct supervision of univer-
SCHA795
COMPUTER LITERACY
FOR SCHOOL
ADMINISTRATORS
3 sem. hrs.
The course varies its emphasis according to
the computer literacy needs of each individual
class of administration students. Possible topics include brief overviews of computer systems, fundamental literacy in reading computer programs, scheduling by computer, management systems, bookkeeping systems, simulations, word processing, record keeping, computer-aided instruction, computer preparation
of individual education programs, telecommunications, information systems, databases,
data searches, and personnel screening by
computer.
Educational Foundations
Courses
EDUC601
COOPERATIVE/
COLLABORATIVE
STRATEGIES FOR
LEARNING
3 sem. hrs.
This course provides information concerning
cooperative/collaborative strategies to develop
effective teaching techniques. It explores characteristics of cooperative/collaborative learning and application of these characteristics to
specific curriculum instruction.
EDUC593
TEACHERS AND CHILD
ABUSE
1 sem. hr.
This course supplies the necessary background
and procedures to teachers and those preparing
for careers in education to deal effectively
with child abuse and where possible to prevent
it through the activities of educators and other
professionals. It emphasizes the necessity for
school involvement and available protective
services, as well as proposed preventive measures.
EDUC594
SPECIAL TOPICS IN
PROFESSIONAL
EDUCATION
1 or 3 sem. hrs.
This course provides an in-depth study of a
specific professional education topic.
EDUC595
SUICIDE AND STUDENTS
1 sem. hr.
This course acquaints teachers, prospective
teachers, and other interested individuals with
recent research and programs on “suicide”
within society, especially during the school
age years. It emphasizes present trends in educating our school age population and in curriculum development.
60/Elementary Education and Reading Programs
EDUC596
STUDENT TEACHING
6-12 sem. hrs.
This course, providing experience in elementary, middle and secondary schools, includes
participation in classroom teaching and other
activities of the teacher. It emphasizes practical experience in aiding children to develop
knowledge, skills, and appreciations regarded
as essential to democratic society. Students
may enroll in EDUC596 for six semester credit hours only under extenuating circumstances
and with the permission of the chairperson of
the Educational Services Department and the
Dean of the School of Education.
TEACHING IN THE
CONTEMPORARY
CLASSROOM
3 sem. hrs.
In this course theories of adult development
guide and structure learning experiences in
reflective practice, school reform, and effective school research. Through this study graduate students determine their own paths for
professional development.
gain the expertise necessary to be critical consumers of research and to carry out completed
research projects. Master of Education degree
students should complete this course within
the first twelve semester hours of the program.
Program Options
EDUC799 THESIS
3 sem. hrs.
The thesis in education completes the master’s
level study in the art of teaching. Under the
supervision of both members of their advisement team, students prepare a major scholarly
paper within the framework of current
research methods. Prerequisites: EDUC788.
EDUC702
STATISTICAL METHODS
IN EDUCATION 3 sem. hrs.
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.
ELEMENTARY
EDUCATION
AND READING
PROGRAMS
EDUC781
PHILOSOPHICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course draws on philosophical thought to
study past and present American educational
theory and practice. It critically analyzes
national, state, and local policies, trends, and
controversies to determine their corresponding
theoretical and philosophical underpinnings.
Study topics include multicultural education,
equity and excellence, constructivist vs. traditional teaching, and the arts in education.
The Elementary Education Department offers
a master's degree in Elementary Education
with focuses in four areas. The Department
also offers a master's degree in Reading and a
Reading Specialist Certification program.
MASTER OF
EDUCATION DEGREE
EDUC783
EDUC784
PSYCHOLOGICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course provides for advanced study of the
psychological aspects of contemporary theories of human learning and development. It
examines constructivist approaches to instruction. Students apply knowledge of learning
theories to classroom decisions concerning
student diversity, student motivation, and
instructional strategies.
EDUC788
RESEARCH IN
EDUCATION
3 sem. hrs.
This course develops the point of view and
skills which enable students to apply research
procedures to professional problems. Students
tered by the Pennsylvania Department of Education. Candidates seeking certification in
another state shall follow corresponding certification procedures required by the given state.
Elementary Education
Admission Requirements and
Procedures
Individuals seeking admission to the master's
degree program in Elementary Education must
comply with the general admission requirements for graduate study at Edinboro University. In addition, the applicant must either:
1. possess a valid teaching certificate in elementary education, or
2. complete a program of study approved by
the Dean of Education, leading to certification as an elementary school teacher,
prior to completion of the master's
degree.
Individuals who are not certified teachers may
be admitted into the program with consent of
the chairperson of the Elementary Education
Department and the Dean of Graduate Studies
and Research. Admission of these individuals
is with the understanding that this degree does
not entail an automatic certification as an elementary school teacher in the Commonwealth
of Pennsylvania. Certification procedures
require that candidates who do not possess a
teacher certificate must pass a test adminis-
The Elementary Education program consists
of two options: non-thesis and thesis. The nonthesis option includes five focuses. Focus I
offers a program in General Elementary Education, Focus II offers a program in Early
Childhood Education, and Focus III offers
programs with concentrations in specific subject areas of Mathematics Education, Science
Education, Social Studies Education, or Language Arts Education. The second option is a
thesis program. Focus IV offers the Certificate
Program in Character Education. Focus V
offers the Instructional Technology Specialist I
PDE Certification.
NON-THESIS OPTION
Focus I - General Elementary Education
A minimum of 30 semester hours of graduate
credit must be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED784 Curriculum in Early
Childhood (3)
IV. Elementary Education Courses
12 sem. hrs.
Courses must represent at least three different subject areas of an elementary or
middle school curriculum.
V. Approved Electives
9 sem. hrs.
Courses reflecting mainstreaming and
interpersonal relations should be part of
the program as well as content-related
courses.
Focus II – Early Childhood Education
A minimum of 30 semester hours of graduate
credit must be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED784 Curriculum in Early
Childhood (3)
IV. Early Childhood Education Component
A. Theory
3 sem. hrs.
This required course is designed to
Elementary Education and Reading Programs/61
provide the student with a theoretical
framework in early childhood education.
ELED776 Theory and Practice in
Early Childhood
Education
B. Content
12 sem. hrs.
These courses are designed to bridge
theory and application by providing
an expanded knowledge base in early
childhood education.
ELED783 Issues and Trends in
Literacy Instruction
ELED661 Family, School and
Community: Partnerships
in Early Childhood
ELED560 Math and Science
Experiences for the
Young Child
ELED580 Assessment and
Evaluation in Early
Childhood
C. Electives: Applications 6 sem. hrs.*
These courses are designed to provide
the student with practical applications
of theory and content in early childhood education.*
ELED511 Storytelling and
Literature in Early
Childhood
ELED530 Infant/Toddler Care
and Education
ELED680 Kindergarten Education
ELED778 Developmental Play for
Young Children
* Other courses as approved by the advisor
and coordinator of early childhood education. (Approval based on requirement that
research and projects for courses have an
early childhood emphasis. Approval must
be obtained at the time the program of study
is developed.)
Focus III – Concentration in a Specific
Subject
A. Mathematics Education
Students admitted to this program must
have completed MATH104, MATH110,
or an equivalent course. A minimum of
30 semester hours of graduate credit must
be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786
Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Mathematics Education
Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED754 Problems and Trends (3)
ELED719 Diagnostic and
Prescriptive Math (3)
ELED725 Mathematics Clinic (3)
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school curriculum. Courses must be approved by
the advisor.
B. Science Education
A minimum of 30 semester hours of graduate credit is required to complete this
degree. These credits should be earned as
follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Science Education
Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED758 Improvement of
Instruction in
Elementary School
Science (3)
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school curriculum. Courses must be approved by
the advisor.
C. Social Studies Education
A minimum of 30 semester hours is
required to complete this degree. These
credits should be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Social Science Education Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED732 Improvement of
Instruction in
Elementary School
Social Studies (3)
Social Studies Related Electives (9)
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school program.
Courses must be approved by the
advisor.
D. Language Arts Education
A minimum of 30 semester hours of graduate credit is required to complete this
degree. These credits should be earned as
follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Language Arts Education Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED617 Improvement of
Instruction in Language
Arts (3)
ELED718 Seminar in Language
Arts (3)
English and Speech Related
Electives (6)
62/Elementary Education and Reading Programs
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school curriculum. Courses must be approved by
the advisor.
Focus IV – Character Education
A minimum of 30 semester hours of graduate
credit must be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
It is recommended this course be completed
within the first 12 semester hours of credit.
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement
IV. Elementary Education Core 9 sem. hrs.
Select a course from three (3) of the following disciplines:
Reading and Language Arts
ELED617 Improvement of Instruction
in Teaching Language Arts
(3)
READ706 Reading in the
Elementary School (3)
Mathematics
ELED719 Diagnostic/Prescriptive
Mathematics (3)
ELED754 Problems and Trends
in Mathematics (3)
Science and Technology
ELED626 Technology Integration in
the Classroom (3)
ELED726 Microcomputers in
Education II (3)
ELED560 Science Experiences
for Young Children (3)
ELED758 Improvement of Instruction
in Elementary School
Sciences (3)
Social Studies
ELED732 Improvement of Instruction
in Teaching Social Science
(3)
V. Character Education
12 sem. hrs.
ELED730 Character Education and the
Young Child (3)
ELED740 Conflict Resolution in
Educational Settings (3)
CHAR750 Program Development and
Practicum in Character
Education (3)
Either:
EDUC686 Classroom Management and
Control (3)
Or:
SPED710
Seminar in Exceptionalities
(3)
Degree candidates must comply with all the
requirements for the master of education
degree listed in the graduate catalogue. These
include the satisfactory completion of a comprehensive examination.
THESIS OPTION
This option is designed for the individual who
wishes to enroll in a doctoral program following the completion of the master's degree. A
minimum of 30 semester hours of graduate
credit is required to complete this degree.
These credits should be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Professional Education Course
3 sem. hrs.
EDUC781 Statistical Methods in
Education (3)
V. Approved Elementary Education Courses
9 sem. hrs.
These courses should emphasize curriculum and instruction in elementary and
middle school programs. Courses must be
approved by the advisor.
VI. Thesis
6 sem. hrs.
ELED799 Thesis (6)
VII. Approved Elective
3 sem. hrs.
This course should be in an area of elementary education or a related area to the
thesis topic.
Degree Requirements for All Programs
Students must comply with the requirements
for the master of education degrees listed in
this catalogue. At least 15 semester hours of
the credits for the master's degree must be
completed in 700-level courses. A maximum
of 12 credit hours may be earned in 500-level
courses. Field Experience (ELED575) cannot
be applied toward graduate degree requirements. Courses at the 500-level that were
taken for undergraduate credit cannot be
applied or repeated for credit toward the master's degree.
In addition to the minimum course requirements for each program, students in all programs must satisfactorily complete the following requirements:
1. A comprehensive oral examination
(except for students in Reading, who will
2.
be administered a written comprehensive
examination).
A non-credit master's degree project
(except for students in the Thesis Option,
who will write a thesis).
The oral examination will be administered
when a student has completed from 24 to 30
credit hours. The master's degree project or the
thesis must be completed within two years of
the completion of coursework or within five
years after admission to a program. It is important that students become familiar with the
departmental literature regarding administrative procedures for completion of the program
and the guidelines for completing the noncredit master's degree project.
MASTER OF
EDUCATION DEGREE
Reading
This program will enable students to obtain a
master's degree in Reading and will qualify
them for certification as a reading specialist.
This professional training is essential in diagnosing and helping children overcome reading
disabilities, as well as in promoting developmental reading practices in schools.
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.
Applicants must hold a valid teaching certificate in either elementary or secondary education or must complete a program of study
which will result, prior to the awarding of the
master's degree, in certification as either an
elementary school teacher or a secondary
school teacher. However, individuals who are
not certified teachers may be admitted with the
consent of the graduate program head and
reading chairperson of the Elementary Education Department and the Dean of Graduate
Studies. The Dean of Education will develop a
program of study for individuals seeking certification. A copy of this program of study will
be submitted with the application for admission to graduate studies. Admission of these
individuals is with the understanding that
completion of this degree does not automatically grant certification as a teacher or as a
reading specialist. Certification procedures
require that candidates who do not possess a
teacher certificate must pass a test administered by the Pennsylvania Department of Education. Candidates seeking certification in
another state shall follow corresponding certification procedures required by the given state.
Elementary Education and Reading Programs/63
Curriculum
Degree Requirements
Program Requirements
A minimum of 30 semester hours of graduate
credit is required to complete the degree.
These credits should be earned as follows:
I. Research Techniques*
3 sem. hrs.
EDUC788 Research in Education (3)
II. Curriculum 3 sem. hrs.
Either:
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
Or:
EDUC786 Secondary and Middle
School Curriculum
Development and
Improvement (3)
III. Reading Education Foundations
21 sem. hrs.
READ607 Reading and Writing in the
Content Areas
READ702 Reading and the Special
Needs Student
READ706 Foundations of Literacy
Theory and Instruction
READ709 Literacy Difficulties:
Assessment and
Intervention
READ712 Reading Clinic
READ710 Seminar: Organization,
Supervision and
Administration of Reading
Programs
ELED626 Technology Integration in
the Classroom
Approved Elective
3 sem. hrs.
To be selected from approved courses
with advisor
V. Required Reading Courses 15 sem. hrs.
READ607 Reading in the Content Area
(3)
READ709 Analysis and Correction of
Reading Difficulties (3)
READ710 Seminar: Organization,
Supervision and
Administration of Reading
Programs (3)
READ712 Reading Clinic** (3-6)
ELED626 Technology Integration in
the Classroom (3) Or
ELED726 Microcomputers in
Education II (3)
VI. Related Elective
3 sem. hrs.
These credits should be selected from the
following courses or any other course
approved by the advisor.
ELED511 Storytelling (3)
ELED617 Improvement of Instruction
in Language Arts (3)
ELED718 Seminar in Language Arts (3)
ELED721 Seminar in Children's
Literature (3)
** Any student who is found to need additional clinic experience must take three
additional hours of clinic in lieu of the
Related Elective course.
Students must comply with the degree requirements for the Master of Education degree. In
addition, students in this program must satisfactorily complete the Reading Specialist
Praxis exam or a written comprehensive
examination covering the coursework of the
program. It is the student's responsibility to
schedule this examination through the director
of graduate reading programs.
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 for the courses completed
as part of the Reading Specialist Certification
Program. Students must not earn more than 6
semester hours of credit with a grade of "C". In
addition, a student must satisfactorily complete the Reading Specialist Praxis exam.
READING SPECIALIST
CERTIFICATION
**A double asterisk for a graduate course title indicates the course was designed for majors only.
A student seeking Reading Specialist certification:
Completes the Reading Specialist Certification Program.
A minimum of 24 semester hours of graduate
credit is required to complete this certification
program. These credits should be earned as
follows:
I. Curriculum
3 sem. hrs.
Either:
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
Or
EDUC786 Secondary and Middle
School Curriculum
Development and
Improvement (3)
II. Curriculum
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement Or
EDUC786 Secondary School
Curriculum Development
and Improvement
III. Reading Education Foundations
21 sem. hrs.
READ607 Reading and Writing in the
Content Areas
READ706 Foundations of Literacy
Theory and Instruction
READ702 Reading and the Special
Needs Student
READ709 Literacy Difficulties:
Assessment and
Intervention
READ712 Reading Clinic
READ710 Seminar: Organization,
Supervision and
Administration of Reading
Programs
ELED626 Technology Integration in
the Classroom
Upon a student's request, the director of graduate reading programs may waive a required
course in favor of a more advanced course
when the student fulfills the competencies the
course is designed to develop.
Elementary Education
Courses
ELED503
SPECIAL TOPICS IN
ELEMENTARY
EDUCATION
1 or 3 sem. hrs.
This course provides opportunity for an indepth study of a specific topic in Elementary
Education.
ELED505
READING AND THE
ATYPICAL CHILD
3 sem. hrs.
This course explores physical and mental
problems that may hinder a child's progress in
reading. An overview of the prospective problems affecting atypical children is presented
with suggested ways of dealing with reading
difficulties.
ELED508
READING INSTITUTE
1 or 3 sem. hrs.
This course is designed to meet the needs of
non-reading majors who wish to study and
investigate special areas of interest related to
the field of reading. Specific topics for study
and investigation will be determined by the
students participating in the Reading Institute.
Members of the reading faculty and other faculty will be utilized to develop the specific
topics to be considered.
(A maximum of six-semester hours of credit in
this course may be used to meet the minimum
requirements for the Master's Degree in Elementary Education.)
ELED510
READING FOR ADULT
BASIC EDUCATION
3 sem. hrs.
The purpose of this course is to prepare the
reading specialist or other interested persons
to work with undereducated or functionally
illiterate adults in the development of basic or
survival reading skills.
64/Elementary Education and Reading Programs
ELED511
STORYTELLING AND
LITERATURE IN EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This course teaches theories and techniques of
storytelling, including in-depth study of printed and non-printed materials appropriate for
preschool, kindergarten, and primary grade
children. It studies children, literature, and
material selection, and ways of fostering reading and enjoying literature, and includes constructing storytelling devices to develop story
programs around central themes. Prerequisite:
ELED320 Children's Literature or ELED216
Methods in Language Arts. Those who have
taken ELED586.55 may not take ELED511
for credit.
ELED515
LANGUAGE, MOVEMENT,
AND MUSIC IN THE
ELEMENTARY
CLASSROOM
3 sem. hrs.
This course focuses on creative combinations
of language, movement, and music in the elementary classroom. A variety of opportunities
is provided for active involvement in poetry
writing, creative movement and dance, sound
exploration, improvisation, and melody writing. Pedagogical methods extend into all other
subjects, creating total integration of curriculum. Prerequisite: ELED315 or permission of
instructor.
ELED521
READING IN THE MIDDLE
GRADES
3 sem. hrs.
This course is designed particularly for elementary education majors who wish to extend
their concentration to the intermediate (middle) level grades. It will be oriented toward
teaching of reading in the context of different
content areas, the various work and study
skills needed, and the specific reading problems that relate to individual subjects. Prerequisite: ELED302.
ELED560
SCIENCE AND MATH
EXPERIENCES FOR
YOUNG CHILDREN: AN
INTEGRATED APPROACH
3 sem. hrs.
Designed to provide an understanding of the
processes and content of science and mathematics and their applications relevant to the
education of young children (N-3), this course
includes involvement in interactive processes
focusing on developmentally-appropriate topics and curriculum integration. Thematic units,
aligned with the PA Department of Education’s Early Childhood Curriculum Indicators,
PA Academic Standards, and the Head Start
Child Outcomes Framework are modeled and
supported by children’s literature.
ELED578
DYNAMICS OF
PRESCHOOL EDUCATION
3 sem. hrs.
This course is designed for both undergraduate
and graduate students interested in exploring
the dynamics of preschool education in a day
care setting. General goals, functions, purposes, and objectives of preschool education will
be examined in terms of various societal,
learner, and cognitive variables. Various kinds
of preschool programs will be investigated.
Students will have opportunities to work with
children in The Early Learning Laboratory of
the Miller Research/Learning Center.
ELED580
ASSESSMENT AND
EVALUATION IN EARLY
CHILDHOOD
3 sem. hrs.
This course identifies appropriate assessment
strategies used to evaluate cognitive, physical,
and psychosocial development of young children and considers implications for curriculum
planning. It explores issues in assessment. Prerequisite: ELED341 or permission of instructor.
ELED586
COMPARATIVE STUDIES
IN EDUCATION – U.S. AND
ITALY
3 sem. hrs.
This course investigates the effect of culture
on education, as the schools of any nation are
linked to its culture. It covers the influences of
political, economic, and social systems from a
structural-functional theoretical perspective
and compares specifically the educational systems in the United States and in Italy.
linked to its culture. The influences of political, economic, and social systems are studied
from a structural-functional theoretical perspective. Specifically, the course focuses on a
comparison of the educational systems in the
United States of America and Pakistan. This
course will be taught only in Pakistan.
ELED617
IMPROVEMENT OF
INSTRUCTION IN
LANGUAGE ARTS
3 sem. hrs.
This course is designed to give students an
opportunity to examine past and present techniques and materials used in teaching language arts. Special attention is given to the
interrelationships among oral and written language, listening and to the place of literature in
the teaching of language arts.
ELED626
TECHNOLOGY
INTEGRATION IN THE
CLASSROOM
3 sem. hrs.
This course examines the development of the
microcomputer and related technologies and
the role of instructional technology in education. Current technology applications, procedures, learning theories along with state and
national educational technology standards will
be addressed in an instructional plan for
school curriculum. Ethical and legal issues
related to technology will be examined. Prerequisite: EDUC383 or permission of the
instructor.
ELED627
ELED587
SPECIAL TOPICS
1 or 3 sem. hrs.
Special topics will be offered each semester.
The course offerings each semester can be
found in the current university schedule. This
course provides for an in-depth study of a specific topic concerning Elementary Education.
ELED587.660
ELEMENTARY AND
MIDDLE SCHOOL
CURRICULUM: A
COMPARISONOF
BRITISH AND U.S.
SCHOOLS
3 sem. hrs.
Taught in England, this course explores current curriculum issues and the nature and
scope of curriculum improvement and development in British and American elementary
schools. It analyzes curriculum concepts, principles, and organizational patterns; examines
the influences of curriculum foundations; and
addresses organizational strategies for curriculum innovation and improvement. Not open to
those who had ELED786.
ELED588
COMPARATIVE STUDIES
IN EDUCATION – U.S. AND
PAKISTAN
3 sem. hrs.
This course investigates the effect of culture
on education, as the schools of any nation are
TECHNOLOGY
IMPLEMENTATION AND
ASSESSMENT
3 sem. hrs.
This course identifies appropriate assessment
strategies used to evaluate technology integration in the classroom and considers implications for curriculum planning. Students will
examine assessment strategies teachers use to
evaluate student multimedia products as well
as the analysis of implementation decisions
and application in creating technology rich
classrooms in diverse settings. Prerequisite:
ELED626.
ELED661
FAMILY, SCHOOL AND
COMMUNITY:
PARTNERSHIPS IN EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This course involves an in-depth investigation
of the importance of the families’ involvement
in children’s education, the necessity of collaboration between home and school, and the
role of the school in promoting parental
involvement in their children’s education. It
addresses topics such as family structures,
effective home-school-community relationships, school-based programs, home-based
programs and parent education programs. Prerequisites: ELED275 and ELED575.
Elementary Education and Reading Programs/65
ELED678
KINDERGARTEN
EDUCATION
3 sem. hrs.
This course explores the nature of kindergartners’ 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.
ELED718
SEMINAR IN LANGUAGE
ARTS
3 sem. hrs.
This course is designed to provide advanced
students an opportunity to research and discuss in a seminar situation, specific issues of
language arts. Emphasis will focus on research
concerned with teaching language skills to
children. Students will be expected to identify
areas of problems related to language instruction which will be pursued and form the major
content of the course.
ELED719
INTRODUCTION TO
DIAGNOSTIC AND
PRESCRIPTIVE MODELS
FOR MATHEMATICS
REMEDIATION 3 sem. hrs.
This course is an introduction to diagnostic
and prescriptive clinical procedures in elementary mathematics remediation. Typical learning characteristics of the remedial mathematics student will be identified with suggestions
for selecting a more effective learning environment for success in mathematics. Various
methods of prescriptive instruction will be
presented with emphasis on availability and
effectiveness. Each participant will be
assigned a student to tutor, applying a clinical
diagnostic model. Prerequisite: two of the following: MATH107; MATH201; MATH250.
ELED720
DIAGNOSTIC MATH
WORKSHOP FOR
ELEMENTARY TEACHERS
2 sem. hrs.
This course prepares teachers and administrators in diagnostic techniques for prescribing
remedial instruction, focusing on student's
individual needs. This course may not be used
for the master's degree if ELED719 has been
taken.
ELED721
SEMINAR IN CHILDREN'S
LITERATURE
3 sem. hrs.
This course provides opportunities for students to become familiar with the history and
recent developments in literature for children
through investigations and research. Consideration is given to different types of materials
used in creative interpretation of literature and
in related areas of choral reading, storytelling
and illustration. Special emphasis is placed on
the role of children's literature in the total
school program. Prerequisite: undergraduate
course in Children's Literature.
ELED724
INSTRUCTIONAL DESIGN
3 sem. hrs.
This online course provides an overview of the
field of instructional design incorporating various instructional design models and paradigms. It includes the historical perspective,
research findings, and current issues and
trends. This course is designed to promote
problem solving of current design issues to
include a needs assessment, product development, implementation, and evaluation of
school curriculum needs.
ELED725
MATHEMATICS CLINIC
3 or 6 sem. hrs.
This course is a practicum of clinical experiences for elementary and middle school teachers. Diagnostic and prescriptive instructional
techniques with low and under achievers will
be undertaken. The clinician will develop abilities to select and/or design test experiences
for mathematics achievement and attitude
analysis for clients. Clinicians will study the
characteristics of various instructional systems
appropriate for specific learning behavior and
apply these systems after analysis of student
test data. The learning model will include one
teacher – one student and small group instruction. Prerequisites: ELED654 and ELED719.
ELED726
MICROCOMPUTERS IN
EDUCATION II 3 sem. hrs.
The contemporary classroom uses of microcomputers will be reviewed and expanded in
this course. Each student will select two areas
for supervised study in "Computers in Education." Specific curricular revisions and additions for computer usage will be presented.
Methods of using the microcomputer in record
keeping and research is included. Prerequisites: ELED526 and either CSCI117 or
demonstrated beginning competency in
BASIC.
ELED727
MICROCOMPUTERS IN
EDUCATION CLINIC II
3 sem. hrs.
Clinic II is an opportunity for experience in
teaching using microcomputers. Professional
software and student produced mini-soft programs will be incorporated into learning modules. These modules will be field-tested. Practice teaching may include young children, special classes, or adults. Prerequisite: previous
experience with BASIC programming.
ELED728
INSTRUCTIONAL
TECHNOLOGY PROJECT
MANAGEMENT FOR
EDUCATORS
3 sem. hrs.
This course involves the examination of
ergonomics and its application in an educational setting. The students will apply instructional design principles, communication theories, and innovation techniques to analyze
available technology resources within a school
environment. Students must conduct a needs
assessment, develop a facility and technology
plan, and disseminate findings in a written
report. Prerequisite: ELED626, ELED627.
ELED729
INSTRUCTIONAL
TECHNOLOGY
PRACTICUM 3-6 sem. hrs.
This course presents prospective technology
media specialists with the opportunity to apply
all facets of technology management, integration, and instruction using theoretical constructs. The students employ decision-making
when planning, developing, implementing and
assessing technology integration appropriate
for diverse settings. This practicum experience
addresses PDE’s Instructional Technology
Specialist Performance and International Society for Technology in Education (ISTE) Standards for Technology Facilitation. Prerequisite: Students must successfully complete all
coursework and the Praxis exam prior to
enrollment in this course.
ELED730
FOUNDATIONS OF
CHARACTER EDUCATION
3 sem. hrs.
This course, intended for upper-level education majors and graduate students, examines
how children develop a sense of character. It
includes theories of moral development, character formulation, the role of the family,
teacher, peer groups, and additional environmental factors influencing character. Current
curricular approaches to character education
are examined.
ELED732
IMPROVEMENT OF
INSTRUCTION IN
ELEMENTARY SCHOOL
SOCIAL STUDIES
3 sem. hrs.
This course analyzes the elements of a good
curriculum and familiarizes the students with
the guides and criteria utilized in course construction. Major curriculum organization,
reorganization of the social studies and the
unit or broad-view design are given special
attention. The strengths and weaknesses of
present programs in social studies are evaluated and an opportunity is provided for students
to share their experiences.
ELED735
DEVELOPING
CREATIVITY IN YOUNG
CHILDREN
3 sem. hrs.
The purpose of this course is to define and
examine the nature of creativity, to learn its
recognizable characteristics, and to present
methods of nurturing creative talent. This
course will utilize recent research findings and
available instruments to identify creativeness
in young children. Research and experimentation will be used to identify, select, and evaluate instructional materials.
66/Elementary Education and Reading Programs
ELED740
CONFLICT RESOLUTION
IN EDUCATIONAL
SETTINGS
3 sem. hrs.
This course examines perspectives on prosocial guidance and the concepts and skills
underlying conflict resolution related to character education. It explores developmental
perspectives and the roles of students, teachers, administrators, and families in resolving
conflict. This course addresses types and
sources of conflict and introduces strategies,
materials, and resources for dealing with conflict within the curriculum. Prerequisite:
EDUC703 or ELED730.
ELED747.40
WORKSHOP FOR
CLASSROOM
ENRICHMENT: ART
ACTIVITIES (ELED647
ART WORKSHOP FOR
ELEMENTARY
TEACHERS) 3 sem. hrs.
This course studies recent research in Art Education, provides for a reevaluation of objectives and applications of art education principles and involves working with materials to
expand the experiences and capabilities of the
elementary teacher in the art program.
ELED754
PROBLEMS AND TRENDS
IN TEACHING
ARITHMETIC – MODERN
MATH CONCEPTS
3 sem. hrs.
Inquiry is emphasized in this course to analyze
and evaluate trends and practices in elementary school arithmetic. Criteria for evaluation
are located through confrontation and analysis
of the relationships between the developmental processes of child development and the
structure of mathematics. An opportunity is
provided for experimentation, demonstration,
and criticism.
ELED758
IMPROVEMENT OF
INSTRUCTION IN
ELEMENTARY SCHOOL
SCIENCE
3 sem. hrs.
The purpose of this course is to prepare elementary school science teachers to meet the
challenge of the recent curriculum trends in
elementary education. Inquiry, observational
skills and inductive reasoning techniques are
used as tools to develop methods of instruction
in elementary science. Analysis and evaluation
are made of newer ideas for instruction. The
increasing role of the laboratory activity in the
elementary schools will be explored.
ELED759
INSTRUCTIONAL
TECHNIQUES IN SCIENCE
3 sem. hrs.
This course promotes science teaching competence and instructional leadership in science
among elementary and middle school teachers.
It emphasizes the development of science
teaching skills directly applicable to the class-
room through hands-on strategies, content,
and materials reflecting the current recommendations set forth by state and federal agencies and associations.
eral, and private programs in the United States
and other countries, as well as philosophies
and procedures will be emphasized.
ELED782
ELED775
INFANT/TODDLER CARE
AND EDUCATION
3 sem. hrs.
This course provides an in-depth study of the
growth and development of infants and toddlers. Students examine the application of
child development principles to practices in
various types of child care settings. The course
also addresses topics such as learning through
play, components of quality programs, and the
characteristics and responsibilities of caregivers.
ELED776
THEORY AND PRACTICE
IN EARLY CHILDHOOD
EDUCATION
3 sem. hrs.
A search for effectual techniques for promoting the maximum of learning in classroom situations, this course is founded in the theories
of learning educators. Application of theoretic
principles to real and hypothetical problem
areas will constitute a significant portion of
the study. To aid the experienced teacher in
exploring new avenues to learning and finding
solutions to current problems are purposes of
this course.
ELED777
METHODS AND
MATERIALS FOR EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This workshop-type course will concern itself
with the examination and evaluation of techniques, facilities, and equipment used in connection with the instruction of young children.
Recent research findings regarding educational trends will be utilized. Included will be the
planning, preparation, and critical analyses of
materials for individual, small group and large
group instruction.
ELED778
PLAY AND
DEVELOPMENT 3 sem. hrs.
This course examines the rationale and value
of play for children. It reviews the dynamics
and categories of play as defined by classical
and contemporary theories. The motor skills,
cognitive abilities, creativity, and social-emotioanl factors influencing children’s play are
presented. Sociopolitical, educational, psychological, and medical issues affecting children’s
play are explored. The course examines how
play can be integrated into the curriculum of
preschool through primary grades.
ELED779
PROGRAMS IN NURSERY
SCHOOL EDUCATION
3 sem. hrs.
This course is designed to confront the inservice teacher with problems, issues and
trends in nursery school education. State, fed-
ASSESSMENT AND
EVALUATION IN
ELEMENTARY AND
MIDDLE SCHOOLS
3 sem. hrs.
This course encompasses the study of assessment and evaluation of student academic
achievement, attitudes, and skills in elementary and middle schools. Contemporary methods of assessment and evaluation are critiqued.
Students design, implement, and evaluate
alternative assessment instruments focusing
on improved instruction. School-wide assessment strategies are developed. Prerequisite:
ELED380 or professor approval.
ELED783
ISSUES AND TRENDS IN
EARLY LITERACY
DEVELOPMENT
3 sem. hrs.
This course provides an in-depth study of current issues and trends relating to literacy
acquisition and development in young children. It examines 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. Those who have
taken ELED520 may not take ELED783 for
credit.
ELED784
CURRICULUM IN EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This course investigates the nature and scope
of curriculum development for children, from
birth through third grade, and analyzes various
curriculum concepts, principles and organizational patterns. It also addresses historical
foundations, philosophies, learning theories,
and contemporary influences on early childhood curriculum.
ELED785
EARLY CHILDHOOD
PROGRAMS:
ADMINISTRATION
AND SUPERVISION
3 sem. hrs.
This course examines the development of special knowledge, competencies and interpersonal relationships needed by successful
administrators, managers and supervisors of
early childhood programs. Topics include the
development and management of early childhood programs and proposal writing. The
course also addresses staff selection and training as well as issues related to curriculum, parent involvement and child advocacy.
Elementary Education and Reading Programs/67
ELED786
ELEMENTARY AND
MIDDLE
SCHOOL CURRICULUM
IMPROVEMENT AND
DEVELOPMENT 3 sem. hrs.
This course investigates the nature and scope
of curriculum improvement and development
in both the elementary and middle schools.
Various curriculum concepts, principles and
organizational patterns are analyzed in-depth.
The influence of curriculum foundations is
thoroughly examined. The development of
educational goals and objectives is studied in
relation to educational strategies, resources,
and evaluation. The course also emphasizes
the study of curriculum evaluation and curriculum innovation or problems. Current curriculum issues are explored.
ELED787
SEMINAR IN
ELEMENTARY
EDUCATION
1 or 3 sem. hrs.
This course is designed to provide an avenue
for investigations of special progress projects
and areas within the scope of elementary education. The course will be offered by department members who are especially qualified to
lead studies in-depth.
ELED789
STRATEGIES FOR
TEACHING
MATHEMATICS 3 sem. hrs.
This course focuses on both math content and
pedagogy using a variety of math manipulative materials and explores cooperative learning, alternative assessment techniques, and
communicating the language of mathematics.
This course discusses the NCTM Curriculum
and Evaluation Standards for School Mathematics and Professional Standards for Teaching Mathematics, and introduces strategies for
use by teacher leaders in their local school districts.
Reading Courses
READ607
READING AND WRITING
IN THE CONTENT AREAS
3 sem. hrs.
This course explores methods and materials
for effective secondary reading instruction and
is designed for the full-time reading teacher or
the regular academic teacher who provides
reading and writing instruction. The course is
designed to permit discussion and independent
study in areas of major concern for secondary
teachers in better reading and writing acquisition.
READ701
ISSUES AND TRENDS IN
READING
3 sem. hrs.
This course is designed for the purpose of
keeping the student informed on the changing
nature of the teaching of reading. Students will
be expected to demonstrate a sound understanding of the following contemporary issues
and trends: Mental Retardation, Early Childhood, Primary, Intermediate, Jr.-Sr. High
School, College, Vocational and Adult Basic
Education. The field of new research in reading will be extensively explored. Prerequisite:
READ706 or consent of the instructor.
READ702
READING AND THE
SPECIAL NEEDS STUDENT
3 sem. hrs.
This course will investigate reading problems
inherent to various categories of special needs
students. Students will demonstrate competencies in interpreting their cumulative records,
making recommendations for further testing
and understanding physical and mental problems that may hinder reading progress. It also
explores specific problems that affect reading
and remedial strategies, inclusion practices,
and working with support personnel. Prerequisites: RD706 or permission of the instructor.
FOUNDATIONS OF
LITERACY THEORY AND
INSTRUCTION 3 sem. hrs.
This course will deal with the foundations of
literacy in the elementary and middle school.
It will offer a careful study of theory and best
practice as applied to literacy learning for
diverse learners. Emphasis will be given to the
scope and sequence of literacy instruction,
instructional methods and materials, assessment, and strategies used in teaching reading
and writing to elementary and middle school
children. An observational field component is
included in the course. Prerequisites for
teacher certification students: ELED180,
ELED220, ELED240 or ELED721.
program development and implementation,
organizational patterns in reading programs,
and designing and operating professional
development programs.
READ712
READING CLINIC
3 sem. hrs.
This course is designed to present the prospective Reading Specialist the opportunity to
begin to put into practice the theoretical constructs learned in preceding courses. The clinic practicum requires the graduate student to
diagnose the reading problems of several different clients (e.g., different age, sex, mental
abilities, and learning problems) and prepare
and carry out a remedial program of instruction. Based on the needs of the student, as
determined in consultation with members of
the reading faculty, this course may be repeated. A student may earn a maximum of 9
semester hours, no more than 3 semester hours
in any semester. Prerequisites: READ706,
READ709 and READ607 or permission of
the instructor.
READ706
READ709
LITERACY DIFFICULTIES:
ASSESSMENT AND
INTERVENTION 3 sem. hrs.
This course will emphasize techniques for
diagnosing and providing instructional intervention for student with literacy difficulties.
Emphasis will be placed on appropriate diagnostic techniques, plans for the organization of
an effective literacy program, and the development of practical intervention strategies. The
student will complete a field component by
preparing a detailed case study. Prerequisite:
READ706 or READ607 or permission of the
instructor.
READ710
SEMINAR:
ORGANIZATION,
SUPERVISION, AND
ADMINISTRATION OF
READING PROGRAMS
3 sem. hrs.
This course emphasizes organization and
supervision of reading programs from kindergarten through high school. Specific focus is
given to the role of the reading specialist in
READ720
READING RECOVERY I
3 sem. hrs.
This course prepares experienced teachers to
become sensitive observers of at-risk first
grade students' reading and writing behaviors.
It develops skills in making informed diagnoses to guide instruction. Prerequisite: permission of instructor.
READ721
READING RECOVERY II
3 sem. hrs.
This course refines and expands teachers' level
of awareness and understanding of how to
implement the Reading Recovery program
effectively. Teachers learn to use diagnostic
techniques and strategies for conducting lessons through clinical and peer critiquing. Prerequisite: READ720.
READ794
RESEARCH AND DESIGN
IN READING
3 sem. hrs.
The acquiring of competencies in the evaluation of current research in reading, ability to
apply research methods and techniques to
problems in reading and to analyze and make
implications of results are the goals of this
course.
68/Information Technology Program
INFORMATION
TECHNOLOGY
PROGRAM
MASTER OF SCIENCE
DEGREE
Information Technology
The Master of Science in Information Technology is a program of the School of Science,
Management and Technology. Emphasis in
this program is placed on securing the information transmission environment, modeling
the storage of information, analyzing the information needs of the organization and understanding the importance and application of
information in the organization. In addition,
the practical concerns of managing networks,
web sites, databases and systems are
addressed.
The Master of Science in Information Technology is designed to supplement the participant's domain specific knowledge with expertise, experience, and understanding of computer systems, application tools and related
vocabulary. It will enable the participant to
integrate information system technology into
enterprise processes, prepare the participant to
effectively use current technology in the professional arena and provide the participant
with basic skills to pursue learning new computer tools and applications independently.
Admission Requirements
In addition to the standard graduate admissions application materials:
1. A statement of purpose detailing past professional experience and why the current
degree is being pursued.
2. Access to electronic communication.
3. Knowledge of the principles of financial
accounting and microeconomics as
demonstrated
through
appropriate
coursework or a portfolio of professional
experience.
Information Technology Curriculum
The Master of Science in Information Technology requires the completion of 36 credit
hours of graduate work. Twenty-four credits
are earned in IT courses and nine credit hours
are earned in business administration courses.
There is also a three credit hour capstone experience.
IT600
IT610
IT620
Information Technology (3)
Network Technology (3)
Database Management Systems
(3)
IT630
Project Management (3)
BUAD640 Economics of Markets and
Enterprise Finance (3)
BUAD645 Enterprise Management and
Marketing (3)
IT650
Information System Analysis
and Design (3)
IT660
Web Systems and Interface
Design (3)
IT665
Internet Technology (3)
IT670
Electronic Security (3)
BUAD675 E-commerce (3)
IT790
Independent Study (1-9)
The three semester hour capstone experience
requirement may be completed by either of the
following options.
IT795
IT799
Seminar in Information
Technology (3)
Thesis (3-9)
INFORMATION TECHNOLOGY
CERTIFICATE
Information Technology (IT) is a cutting-edge,
multifaceted technology field designed to
meet the needs of today's enterprises as they
expand into the Internet age. Information
Technology includes the technical areas of
computer systems networking, management
information systems, database design, systems
security and electronic commerce, with an
added emphasis placed on the knowledge of
business practices.
IT training prepares graduates for a variety of
career paths, including system manager, network manager/technician, database manager/designer, web page designer, and system
project manager. Since information flow is at
the heart of every organization, the information technologist provides critical link to the
management and planning function of the
organization.
Admission Requirements
In addition to the standard graduate admissions application materials:
1. Completed graduate application.
2. Application fee of $30.00.
3. Submit an official transcript reflecting a
baccalaureate degree from an accredited
institution.
4. A statement of purpose detailing past
experience and the reasons for pursuing
graduate work.
IT Certificate Curriculum
The certificate requires the completion of 15
credit hours of graduate work comprised of the
following list:
IT600
IT610
IT620
Information Technology
Network Technology
Database Management Systems
IT630
Project Management
COMM645 Tech. of Communications
The COMM645 course serves as a capstone
for the certificate and should be taken after the
other courses are completed.
Information Technology
Courses
BUAD640
THE ECONOMICS OF
MARKETS AND
ENTERPRISE FINANCE
3 sem. hrs.
This course presents those elements of economic and financial theory and those characteristics of the economic environment that are
necessary to an understanding of enterprise
decision making. The role of the external economic environment and that of the financial
function within the enterprise are emphasized.
Those topics that are of particular relevance to
information technology are emphasized.
Enrollment is this course is restricted to students in the Master of Science in Information
Technology program. Prerequisite: knowledge
of the principles of financial accounting and
microeconomics.
BUAD645
ENTERPRISE
MANAGEMENT AND
MARKETING
3 sem. hrs.
This course presents established management
and marketing theory and practice utilized in
successful enterprise decision making. Topics
that are of particular relevance to the management of information technology are emphasized. Enrollment is this course is restricted to
students in the Master of Science in Information Technology program. Prerequisite:
knowledge of principles of financial accounting and microeconomics.
BUAD675 E-COMMERCE 3 sem. hrs.
This course examines the current business and
technical issues of electronic commerce.
Focus is on the motivation for and structure of
the electronic commerce environments. Critical success factors, both economic and technical, are explored as well as legal and ethical
issues. Design and deployment challenges are
investigated. Enrollment is this course is
restricted to students in the Master of Science
in Information Technology program. Prerequisites: IT660, BUAD640, BUAD645.
COMM645 TECHNOLOGY OF
COMMUNICATION
3 sem. hrs.
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
Information Technology Specialist Certification Program/69
how communication technology structures
perceptions and interactions through web
pages, digital stories and multimedia texts.
IT600
INFORMATION
TECHNOLOGY 3 sem. hrs.
This course examines the use of information
technology in organizations. Computer systems are covered as are communications technologies and networks. The effect of technology on information flow in organizations is
examined and legal questions regarding the
use of information technology are discussed.
Basic tools such as word processors, spreadsheet software, and presentation graphics
packages are taught.
IT610
NETWORK TECHNOLOGY
3 sem. hrs.
This course examines the access to and use of
networks. Network design, implementation,
and administration are covered. It explains
available communication technologies and
computer networks and applications such as
those on the Internet, videoconferencing, collaborative computing, and the virtual office.
Prerequisite: IT600.
IT620
DATABASE MANAGEMENT
SYSTEMS
3 sem. hrs.
This course examines databases ranging in
size from those suitable for personal computers through large databases provided by large
organizations and online information services.
Topics include database applications, file management, data modeling, database design and
implementation, database management systems, and data mining. Prerequisite: IT600.
PROJECT MANAGEMENT
3 sem. hrs.
This course surveys the types of projects
found in organizations and examines current
project management software. Various models
of project management, from design through
implementation, are studied. The role of information, including information management
systems, in projects and organizational decision making is presented. Prerequisite: IT600.
IT660
WEB SYSTEMS AND
INTERFACE DESIGN
3 sem. hrs.
This course explores web concepts and implementation issues. Topics include markup languages, script customization, web interface
design principles, security issues, and information retrieval techniques. Each student
designs and creates web-based projects.
Enrollment is this course is restricted to students in the Master of Science in Information
Technology program. Prerequisite: IT600.
IT665
INTERNET TECHNOLOGY
3 sem. hrs.
This course examines the technical characteristics and logical structure of networks. Focus
will be on Internet technology, applications
and governance. Network management functions such as inventory, financial, fault and
performance management are explored.
Enrollment is this course is restricted to students in the Master of Science in Information
Technology program. Prerequisites: IT610,
BUAD640, BUAD645.
IT670
ELECTRONIC SECURITY
3 sem. hrs.
This course examines security in information
technology, including the need for security,
risk analysis, security solutions and security
management. Encryption methods are
explored. Both software and network security
are discussed. Case studies are used as practical applications of security topics. Enrollment
is this course is restricted to students in the
Master of Science in Information Technology
program. Prerequisites: IT610, BUAD640,
BUAD645.
IT630
IT650
INFORMATION SYSTEM
ANALYSIS AND DESIGN
3 sem. hrs.
This course examines techniques for developing modern business information systems. Students will have the opportunity to develop
skills necessary to design, present, implement,
manage and maintain information systems.
The role of the systems analyst is explored
through projects and case studies. Enrollment
is this course is restricted to students in the
Master of Science in Information Technology
program. Prerequisites: IT620, IT630,
BUAD640, BUAD645.
INDEPENDENT STUDY
1-9 sem. hrs.
This experience is designed to meet the needs
of students who wish to prepare individual
studies or projects in the field of information
technology under the direction of the faculty
of the Department of Mathematics and Computer Science or the Department of Business
Administration and Economics. It is the student's responsibility to complete the required
forms and to submit them for approval. Enrollment is this course is restricted to students in
the Master of Science in Information Technology program.
dents in the Master of Science in Information
Technology program. Prerequisite: 30 credit
hours of IT and BUAD courses.
IT799
THESIS
3-9 sem. hrs.
This course gives Master of Science in Information Technology degree candidates the
opportunity to apply information technology
principles to a chosen research topic in
advanced information technology under the
supervision of a research advisor. Enrollment
is this course is restricted to students in the
Master of Science in Information Technology
program. Prerequisite: 30 credit hours of IT
and BUAD courses.
INSTRUCTIONAL
TECHNOLOGY
SPECIALIST
CERTIFICATION
PROGRAM
The Instructional Technology Specialist certification program emphasizes both the scholarly understanding of research and theory as
well as the practical application of instructional technology and its integration in the school
system. The graduate certification program
provides students with a wide range of emerging technologies while still ensuring the basic
competencies required of all practitioners.
IT790
Curriculum
ELED726
or
SEDU731
ELED626
SEDU670
ELED627
IT795
SEMINAR IN
INFORMATION
TECHNOLOGY 3 sem. hrs.
This course integrates information technology
topics through their application to real world
environments. Students select, research, present and discuss topics of timely importance in
information technology. Current enterprise
resource planning software may be used to
explore the integrated enterprise model.
Enrollment is this course is restricted to stu-
SEDU680
ELED728
ELED729
Instructional Design (online) (3)
A Technological Approach to
the Selection, Utilization,
Evaluation, and Production of
Instructional Media
Technology Integration in the
Classroom (Replaces EE526
Microcomputers in Education I)
(3)
Applications of Multimedia in
Education (3)
Technology Implementation and
Assessment (replaces EE527
Educational Technology Clinic I)
(3)
Telecommunications in
Education (replaces EDUC580
Telecommunications) (3)
Instructional Technology
Project Management for
Educators (3)
Instructional Technology
Practicum (6)
70/Middle and Secondary Instruction Program
Instructional Technology
Specialist Courses
ELED626
TECHNOLOGY
INTEGRATION IN THE
CLASSROOM
This course examines current issues that shape
technology’s future role in restructuring education. Current technology applications, procedures, learning theories and ISTE standards
will be addressed in an instructional plan for
school curriculum. Ethical and legal issues
related to technology will be examined.
ELED627
TECHNOLOGY
IMPLEMENTATION AND
ASSESSMENT
This course identifies appropriate assessment
strategies used to evaluate technology integration in the classroom and considers implications for curriculum planning. Students will
examine assessment strategies teachers use to
evaluate student multimedia products as well
as the analysis of implementation decisions
and application in creating technology rich
classrooms in diverse settings. Prerequisite:
ELED626.
ELED726 INSTRUCTIONAL DESIGN
This online course provides an overview of the
field of instructional design incorporating various instructional design models and paradigms. It includes the historical perspective,
research findings, and current issues and
trends. This course is designed to promote
problem solving of current design issues to
include a needs assessment, product development, implementation, and evaluation of
school curriculum needs.
ELED728
INSTRUCTIONAL
TECHNOLOGY PROJECT
MANAGEMENT FOR
EDUCATORS
This course involves the examination of
ergonomics and its application in an educational setting. The students will apply Instructional Design principles, communication theories, and innovation techniques to analyze
available technology resources within a school
environment. Students must conduct a needs
assessment, develop a facility and technology
plan, and disseminate findings in a written
report. Prerequisites: ELED526, ELED527.
ELED729
INSTRUCTIONAL
TECHNOLOGY
PRACTICUM
This course presents prospective Technology
specialists the opportunity to apply all facets
of technology management, integration, and
instruction using theoretical constructs. The
students employ decision-making while planning, developing, implementing and assessing
technology integration appropriate for diverse
settings. This practicum experience addresses
PDE’s Instructional Technology specialist Performance standards and International Society
for Technology in Education (ISTE) Standards
for Technology Facilitation. Prerequisite: Students must successfully complete all coursework prior to enrollment in this course.
APPLICATIONS OF
MULTIMEDIA IN
EDUCATION
This course explores the history of multimedia
and the application and production of multimedia in its present day format. Emphasis will
be placed on enabling the student to interact
with many types of media via the computer,
such as text, graphics, photos, sounds, animation and video. Techniques for the active integration of present day multimedia platforms
such as CD-ROM, presentation software, the
Internet, and commercial packages with
instructional curriculum will be demonstrated.
MIDDLE AND
SECONDARY
INSTRUCTION
PROGRAM
SEDU670
SEDU680
TELECOMMUNICATIONS
IN EDUCATION
This course helps students develop frameworks for applying and integrating informational networks and resources into the teaching and research process via the computer.
Various browsing tools, search methodologies,
online software and maintenance techniques
help develop instructional strategies in the student’s content area. The course emphasizes
active student integration of the information
infrastructure in current educational settings.
SEDU731
A TECHNOLOGICAL
APPROACH TO THE
SELECTION,
UTILIZATION,
EVALUATION, AND
PRODUCTION OF
INSTRUCTIONAL MEDIA
This course assists students in the discovery of
systematic approaches to mediate teaching and
learning problems through the selection, utilization, evaluation, and production of instructional media. Focus will be on a practical
hands-on approach that will involve students
directly in solving instructional problems
through the use of commercial programs and
the development of student produced media.
The Secondary Education Department offers
graduate programs leading to the master of
education in middle and secondary instruction
degree for the bachelor’s level adult learner
who desires certification as a teacher or for
current teacher practitioners who wish to complete a master’s degree.
MASTER OF
EDUCATION DEGREE
Middle and Secondary
Instruction
The master of education in middle and secondary instruction degree provides opportunities for both certified and non-education
majors to pursue an advanced degree. The program focuses on the needs of the adult learner
by offering choices based on the individual’s
varied skills, knowledge, expertise, and needs.
A core battery of essential courses is required
while subject specific electives are also available thus, satisfying individual requirements
and interests.
Because the University recognizes that change
is persistent, the program is also designed to
be flexible and bases modifications on planned
sequential evaluations. It is anticipated that the
master of education in middle and secondary
instruction degree will provide the candidate
with the opportunity to (1) pursue personal
development because it strengthens and
extends teachers’ and future teachers’ desire
for lifelong learning experiences by offering
programs in one’s area of interest; (2) enhance
professional competencies by offering both
education/methods courses and select content
courses; (3) acquire skills necessary to develop appropriate educational goals that are
essential for current and long term planning;
and (4) expand existing methodology, content,
and educational knowledge by providing a
knowledgeable, experienced, and educated
University staff to deliver service to students.
The master of education degree is a 30 hour
program, the completion of which results in
the earning of a master of education degree
with specialization in the areas of: biology,
English, geosciences, mathematics, social
studies (history, political science, psycholo-
Middle and Secondary Instruction Program/71
gy, economics, geography, anthropology,
sociology), and health. Additional concentration areas include the Behavior Management
Certificate, the Character Education Certificate, the Instructional Technology Specialist I
PDE Certification, and the Information Technology Certificate programs. Additional content areas may be pursued with permission
from the Dean of Graduate Studies and
Research.
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.
3.
4.
5.
6.
7.
complete an application for admission to
the master of education in middle and
secondary instruction degree program.
These applications may be obtained at the
Secondary Education or Graduate Studies
and Research offices.
have earned a score at, or above, the 50th
percentile on either the Miller Analogies
Test or the Aptitude Test of the Graduate
Record Examination.
have earned an undergraduate cumulative
quality point average of 2.50 or better (4
point scale).
satisfactorily complete a personal interview with the program chair or his/her
designee. The applicant should, as soon
as he or she is informed by the University, make an appointment for this interview with a specific individual.
possess, in the judgment of personnel of
the Secondary Education Department,
personal and professional characteristics
and the academic background believed to
be conducive to success in one’s chosen
field of study.
if applicable, apply for the acceptance of
transfer credit by providing the Dean’s
Office with and official transcript of all
graduate credit earned.
receive recommendation for admission
from the program head to the Dean of
Education.
Degree Requirements
Individuals must satisfy requirements for the
master of education in middle and secondary
instruction. including the attainment of teacher
certification in a secondary subject area or in a
K-12 subject area before the awarding of the
MEd. In addition, students will be required to
satisfactorily complete or maintain the following:
A statement of personal program objectives.
Development and presentation of a portfolio.
A written examination for students whose
QPA is less than 3.25.
A 3.0 cumulative grade average.
Eligibility for certification in the content
area of the master’s degree.
Required Courses for Master of Education in Middle and Secondary Instruction
The following outline applies to educators
who hold certification.
Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom
SEDU786 Secondary and Middle
School Curriculum
Improvement and
Development
Research
3 sem. hrs.
EDUC788 Research in Education
Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education
Special Populations
3 sem. hrs.
SPED780 Learning Disabilities
Computer Literacy
3 sem. hrs.
SEDU731 A Technological Approach
to the Selection,
Utilization, Evaluation and
Production of Instructional
Media
Specialty Area
12 sem. hrs.
To be selected with advisors.
Thesis
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy
3 sem. hrs.
SEDU731 Selection, Utilization and
Production of Instructional
Materials (3)
VI. Pedagogy
9 sem. hrs.
Choice of subject specialty, pedagogy,
or certificate program
VII. Thesis
3 sem. hrs.
EDUC799 Thesis (3)
TOTAL
30 sem. hrs.
Non-Thesis
30 sem. hrs.
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom
SEDU786 Secondary and Middle
School Curriculum
II. Research
3 sem. hrs.
EDUC788 Research in Education
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities
V. Computer Literacy
3 sem. hrs.
SEDU731 Selection, Utilization and
Production of Instructional
Materials
VI. Pedagogy
12 sem. hrs.
Choice of subject specialty, pedagogy,
or certificate program
Master of Education in Middle and
Secondary Instruction with Behavior
Management Certificate
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy
3 sem. hrs.
SEDU731 Instructional Technology (3)
VI. Behavior Management Specialist
Certificate
9 sem. hrs.
SPED628 Classroom and School-wide
Behavior Management
Strategies for Inclusive
Settings (3)
SPED794 Management of Serious
Behavior Problems in
Applied Settings (3)
APSY796 Crises Management and
Violence Prevention (3)
VII. Electives
3 sem. hrs.
TOTAL
30 sem. hrs.
Master of Education in Middle and
Secondary Instruction
Character Education Certificate
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy
3 sem. hrs.
SEDU731 Instructional Technology (3)
VI. Character Education Introductory
Courses
3 sem. hrs.
EDUC703 Character Education in
American Public Schools
(3) Or
72/Middle and Secondary Instruction Program
ELED730
Character Education and the
Young Child
VII. Character Education Electives
6 sem. hrs.
Choose two from the following list of
courses
EDUC686 Classroom Management
and Control (3)
SPED628 Classroom and School-wide
Behavior Management
Strategies for Inclusive
Settings
SPED710 Seminar in Exceptionalities
(3) Or
ELED740 Conflict Resolution in
Educational Settings
VIII. Character Education Capstone
Courses
3 sem. hrs.
CHAR750 Program Development and
Practicum in Character
Education (3)
TOTAL
30 sem. hrs.
Master of Education in Middle and
Secondary Instruction with Technology
Instructional Specialist Certificate
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy/Educational
Technology
21 sem. hrs.
ELED724 Instructional Design Or
SEDU731 Instructional Technology (3)
ELED626 Technology Integration (3)
ELED627 Technological
Implementation and
Assessment (3)
SEDU670 Multimedia and Web Page
Design (3)
SEDU680 Telecommunications (3)
ELED728 Instructional Technology
Project Management (3)
ELED729 Instructional Technology
Practium (3)
TOTAL
36 sem. hrs.
Alternative Certification Options
Graduate students who wish to pursue certification while enrolled in the master of education in middle and secondary instruction
degree must complete the following undergraduate courses:
SEDU565 Instructional Techniques for
English and Modern Foreign
Languages Or
SEDU571 Instructional Techniques for
Mathematics Or
SEDU572 Instructional Techniques for
Secondary Science Or
SEDU573 Instructional Techniques for
Social Studies
SEDU575 Junior Field Experience in
Secondary Education
SEDU381 Measurement and
Evaluation
SEDU495 Student Teaching
The following graduate courses may be used
to satisfy the remaining certification requirements:
SCHA710 Education and Society
(substituting for SEDU271)
SEDU607 Reading in the Secondary
Schools (substituting for
SEDU306)
SEDU700 Educational Assessment of
Students in the Middle and
Secondary Schools
(substituting for SEDU381)
SEDU731 Selection, Utilization, and
Production of Instructional
Materials (substituting for
SEDU383)
SEDU774 Contemporary Problems in
Public Education
(substituting for SEDU486)
EDUC784 Psychological Foundations
of Education (substituting
for APSY213)
All students who pursue certification must follow Act 354 requirements which is a set of
procedures and standards that govern teacher
education programs. A copy of this information may be secured from the office of the
Dean of Education or from the Secondary
Education Department, Miller Research
Learning Center.
Advising Guidelines
The master of education in middle and secondary instruction degree is unique in that it
provides a co-advising component consisting
of an advisor from the content area and one
from the Secondary Education Department.
The purpose of dual advisement is to provide
comprehensive service to students in planning
their program of studies. Because students
must secure approval from both advisors, an
initial planning meeting should be arranged
for the student and advisors to identify the type
of program to be pursued – its scope, depth,
and design. For the candidate who has a generalist background, it would be desirable to
focus on content courses that are sequential
and hierarchical in development while the
highly trained or academic specialist may
profit from a broader perspective. The initial
conference, then, would establish priorities
and long range goals toward which the candidate will work. The advisors will assist stu-
dents in selecting and sequencing course work
and determine an appropriate program of
study based on the individual’s competencies
and goals.
When the candidate has completed 12 semester hours, he or she must apply for candidacy.
When the candidate has completed 24 semester hours, an interim conference composed of
advisors and student would be arranged to
review progress and reassess remaining goals.
The 24 hour review is necessary to ensure that
both advisors and the student are focused on
the approved plan of study or that necessary
modifications can be effected.
At the completion of the 30 semester hours a
final conference will determine whether or not
the candidate will be recommended to go
before the three member program committee
for terminal evaluation. If at any point during
the formative assessments, the advisors and/or
student cannot reach consensus, the matter
will be referred to the Dean of Education who
will decide the issue or refer the problem to the
appropriate content area deans for their recommendations.
Education Courses
EDUC601
COOPERATIVE/
COLLABORATIVE
STRATEGIES FOR
LEARNING
3 sem. hrs.
This course provides information concerning
cooperative/collaborative strategies to develop
effective teaching techniques. It explores characteristics of cooperative/collaborative learning and application of these characteristics to
specific curriculum instruction.
EDUC602
LEARNING STYLES
3 sem. hrs.
This course is designed to assist educators in
identifying individual students’ learning styles
and individual teachers’ teaching styles and in
expanding their teaching styles to teach students through their own unique learning styles
characteristics. The course will provide teachers with a knowledge base that enables them to
organize and administer a program based on
learning styles, develop instructional
resources, design specific strategies, and
redesign typical classrooms to respond to
learning style differences.
EDUC686
CLASSROOM
MANAGEMENT AND
CONTROL
3 sem. hrs.
This course acquaints upper-level education
majors with behavioral and humanistic theories of classroom management, the elements
which create a positive learning atmosphere,
and the most recent research on classroom
organization and student motivation, with a
Middle and Secondary Instruction Program/73
practical emphasis on case studies and classroom simulations. The class addresses problem solving, the ethical dimension of classroom management, conflict resolution, and
management issues as they relate to urban,
suburban, and rural schools. Students with
credit in EDUC386 may not enroll in
EDUC586.
EDUC781
STATISTICAL METHODS
IN EDUCATION
3 sem. hrs.
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.
EDUC783
PHILOSOPHICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course draws on philosophical thought to
study past and present American educational
theory and practice. It critically analyzes
national, state, and local policies, trends, and
controversies to determine their corresponding
theoretical and philosophical underpinnings.
Study topics include multicultural education,
equity and excellence, constructivist vs. traditional teaching, and the arts in education.
EDUC784
PSYCHOLOGICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course provides for advanced study of the
psychological aspects of contemporary theories of human learning and development. It
examines constructivist approaches to instruction. Students apply knowledge of learning
theories to classroom decisions concerning
student diversity, student motivation, and
instructional strategies.
EDUC788
RESEARCH IN
EDUCATION
3 sem. hrs.
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.
SCHA710
SEMINAR: EDUCATION
AND SOCIETY 3 sem. hrs.
This course analyzes the social structures and
interrelations of elementary, secondary, and
higher education institutions. It identifies and
analyzes school-community interrelationships
and processes by which educational objectives
are developed, implemented, and evaluated by
society. (SCHA710 replaces SCHA710.40)
SEDU381
MEASUREMENT AND
EVALUATION IN THE
MIDDLE AND SECONDARY
SCHOOL CLASSROOM
2 sem. hrs.
This course introduces prospective teachers to
principles and procedures of measurement and
evaluation used in secondary schools. It
emphasizes well-written objectives, well constructed tests to measure the achievement of
those objectives, proper analysis of the results
of the tests, and the use of that information to
evaluate students. This course should be taken
prior to the junior level field experience. Prerequisite: SEDU370-373, Instructional Techniques or permission of the instructor.
SEDU495
STUDENT TEACHING
6-12 sem. hrs.
This culminating experience coordinated and
supervised by a University faculty, provides
opportunities to display competency in professional informed decision making in middle
and secondary schools under the direct, daily
supervision of a qualified cooperating teacher.
Under extenuating circumstances, enrollment
for six semester hours requires permission of
both the chairperson of the Department of Secondary Education and Dean of Education. Prerequisites: current PDE and University
requirements.
SEDU565
INSTRUCTIONAL
TECHNIQUES FOR
ENGLISH AND MODERN
FOREIGN LANGUAGES
3 sem. hrs.
This advanced undergraduate course prepares
prospective language teachers to make
informed decisions regarding theories and
models of language instruction, elements of
daily and unit planning, learning styles, use of
visuals, techniques for teaching ESL and special needs students; and addresses problem
solving in delivering instruction, in classroom
management, in assessment, and in motivational strategies. Students who have successfully completed EDUC380 may not take this
course for credit. Prerequisite: ENGL102 and
18 hours in major area.
SEDU571
INSTRUCTIONAL
TECHNIQUES FOR
MATHEMATICS 3 sem. hrs.
This advanced undergraduate course prepares
prospective mathematics teachers to make
informed decisions regarding theories and
models of mathematics instruction, elements
of daily and long range planning, teacher and
student characteristics, learning styles, use of
technology and prepared visuals, and inclusion
of students with special needs; and addresses
problem solving in the selection and delivery
of instruction, classroom management, assessment, and motivational strategies. Students
who have successfully completed EDUC380
may not take this course for credit. Prerequisite: ENGL102 and 18 hours in major area.
SEDU572
INSTRUCTIONAL
TECHNIQUES FOR
SECONDARY SCIENCE
3 sem. hrs.
This advanced undergraduate course prepares
prospective science teachers to make informed
decisions regarding theories, research, and
models of best practice for daily and long
range planning, learning styles, use of technology; techniques for teaching students of
diverse backgrounds and those with special
needs; and addresses problem solving in delivering science instruction, in classroom management, in assessment, and in motivational
strategies. Students who have successfully
completed EDUC380 may not take this course
for credit. Prerequisite: ENGL102 and 18
hours in major area.
SEDU573
INSTRUCTIONAL
TECHNIQUES FOR SOCIAL
STUDIES
3 sem. hrs.
This advanced undergraduate course prepares
prospective social studies teachers to make
informed decisions regarding theories and
models of social studies instruction, ramifications of the individual social sciences on the
integrated social studies curriculum, elements
of short term and long range instructional
planning, student characteristics and learning
styles, and the inclusion of students with special needs; and addresses reflection and problem solving in instructional strategy selection,
classroom management techniques, and methods of assessment. Students who have successfully completed EDUC380 may not take
this course for credit. Prerequisite: ENGL102
and 18 hours in major area.
SEDU575
SECONDARY EDUCATION
FIELD EXPERIENCE
3 sem. hrs.
This course provides secondary education
majors with a pre-student teaching field experience which complements the on-campus
methods course. The field experience enables
teacher candidates to correlate both the theoretical and the practical aspects of classroom
management and instruction. Corequisite:
concurrent with the methods course.
SEDU607
READING IN THE
SECONDARY SCHOOLS
3 sem. hrs.
This course provides information about the
historical and philosophical influences on
reading in middle and secondary schools in
America. It offers information regarding the
developmental needs of these students as a
prerequisite to making decisions regarding
reading instruction. Students will learn how to
integrate reading and study skill strategies into
their teaching while meeting the needs of
diverse learners.
74/Middle and Secondary Instruction Program
SEDU625
MIDDLE LEVEL
INSTRUCTIONAL
LEADERSHIP 1-3 sem. hrs.
The course develops instructional leadership
skills by studying instructional leadership,
staff management, cooperative planning, and
the application of educational research to curriculum development. The course will also
include strategic teaching as a means to mastery level teaching and as a basis for team
leadership.
SEDU670
APPLICATIONS OF
MULTIMEDIA IN
EDUCATION
3 sem. hrs.
This course explores the history of multimedia
and the application and production of multimedia in its present day format. Emphasis will
be placed on enabling the student to interact
with many types of media via the computer,
such as text, graphics, photos, sounds, animation and video. Techniques for the active integration of present day multimedia platforms
such as CR-ROM, presentation software, the
internet, and commercial packages with
instructional curriculum will be demonstrated.
SEDU680
TELECOMMUNICATIONS
3 sem. hrs.
This course helps students develop frameworks for applying and integrating informational networks into the teaching and research
process via the computer. Various browsing
tools, search methodologies and maintenance
techniques help develop instructional strategies in the student’s content area. The course
emphasizes active student integration of the
information highway in current educational
settings.
SEDU700
EDUCATIONAL
ASSESSMENT OF
STUDENTS IN THE
MIDDLE AND
SECONDARY SCHOOLS
3 sem. hrs.
This course acquaints teachers with techniques
in choosing and developing appropriate
assessment methods. It emphasizes skills in
administering, scoring, and interpreting results
of assessment methods.
SEDU702
TEACHING IN THE
CONTEMPORARY
CLASSROOM
3 sem. hrs.
The dominant theme in this course in current
educational practice and research is the importance of analysis and reflection in the teaching
process. Through the study of three related
issues each practitioner-graduate student will
determine a path for professional development. Theories of adult development guide
and structure learning experiences in reflective
practice, school reform, and effective schools
research.
SEDU731
A TECHNOLOGICAL
APPROACH TO THE
SELECTION,
UTILIZATION,
EVALUATION, AND
PRODUCTION OF
INSTRUCTIONAL MEDIA
3 sem. hrs.
This course assists students in the discovery of
systematic approaches to mediate teaching and
learning problems through the selection, utilization, evaluation, and production of instructional media. Focus will be on a practical
hands-on approach which will involve students directly in solving instructional problems through the use of commercial programs
and the development of student produced
media.
SEDU735
SEMINAR IN
INSTRUCTIONAL
TECHNOLOGY 3 sem. hrs.
The student will be presented with a forum in
which he will present, discuss, and resolve for
himself selected issues and problems facing
the area of instructional technology today.
This course should allow the student an opportunity to bring together the theory of his/her
course work with the experience of his/her
practicum to develop strategies for implementing technology in the schools.
SEDU774
CONTEMPORARY
PROBLEMS IN PUBLIC
EDUCATION
3 sem. hrs.
In this course graduate students critically
examine complex problems confronting education. The problems generally included are:
the impact of state and federal laws and regulations; the social context for working with
students at risk for health problems, child
abuse, and poverty related concerns; and the
realities of managing a classroom during an
era of educational and political reform.
SEDU786
SECONDARY AND MIDDLE
SCHOOL CURRICULUM
IMPROVEMENT AND
DEVELOPMENT 3 sem. hrs.
This course provides educators an opportunity
to investigate current issues and procedures in
the development and improvement of curriculum for the middle school and secondary
school. The initial focus is upon conventional
methods and techniques for curriculum analysis and design, followed by the study of contemporary curriculum developments and
trends with the emphasis on the task of implementing curriculum change.
SEDU796
SEMINAR IN
PROFESSIONAL
EDUCATION
3 sem. hrs.
This seminar is designed to provide educational experiences in selected areas current to the
needs of inservice teachers. The subject matter
will reflect the interests of teachers who wish
to enhance their competencies in professional
education as related to their respective academic disciplines. Prerequisite: consent of the
instructor.
SEDU799 THESIS
3 sem. hrs.
The thesis in education completes the masters
level study in the art of teaching. Under the
supervision of both members of their advisement team, students prepare a major scholarly
paper within the framework of current
research methods. Prerequisite: EDUC788.
SPED710
SEMINAR IN SPECIAL
EDUCATION AND
EXCEPTIONALITIES
3 sem. hrs.
This course acquaints graduate students with
the historical development of special education and current and anticipated issues in special education. It reviews the attitudes toward
and treatment of exceptionalities and the
impact of exceptionalities on self, family, and
community. It stresses etiology and identification of the various exceptionalities, as well as
knowledge of the educational process for each.
SPED770
PSYCHOLOGY OF THE
CULTURALLY DIFFERENT
3 sem. hrs.
This course is designed to broaden the preparation of professionals who may serve culturally different populations. Definition, identification and development of culturally different
groups will be reviewed. The course will consider the educational, sociological, political,
and economic factors as they affect the psychology of the culturally different. Instruction
will include classroom lectures, activities, discussions, field experiences and guest resource
personnel.
SPED780
LEARNING DISABILITIES
3 sem. hrs.
This course provides theoretical and practical
knowledge in teaching youngsters who manifest a significant discrepancy between their
estimated intellectual potential and demonstrated achievement due to disorders in the
learning processes. It explores behavioral
analysis and diagnostic-remedial procedures
through an inter-disciplinary view of psychology and special education.
Nursing Program/75
z
NURSING
PROGRAM
MASTER OF SCIENCE
IN NURSING
(Consortium with Clarion
University and Slippery Rock
University)
Family Nurse Practitioner Program
Program of Study
Clarion University, Edinboro University, and
Slippery Rock University jointly offer the
Master of Science in Nursing with a family
nurse practitioner concentration and a nurse
educator concentration. The family nurse practitioner concentration is a 45-credit degree
program. The nurse educator concentration is
a 36-credit program. Both concentrations lead
to a Master of Science in Nursing. The graduate program in nursing is accredited by the
National League for Nursing Accrediting
Commission.
Individuals already holding a master’s degree
in nursing may earn a second master’s while
completing the family nurse practitioner program. Additionally, a certificate track is available for post-master’s registered nurse practitioners who wish to become certified as family nurse practitioners and for masters' prepared
clinicians who wish to prepare themselves for
careers in nursing education. All post-masters
individuals are eligible for advanced placement in the program. The number of advanced
placement credits for these students will be
evaluated on an individual basis according to
credentials, education, and professional experience.
Courses are offered at Clarion, Edinboro, and
Slippery Rock universities and their off-campus sites. Students may select one university
site for advisement. This program has received
accreditation through NLNAC for both tracks
and approval from the Pennsylvania State
Board of Nursing (for the FNP concentration).
Admission Requirements
Minimum requirements for admission to this
degree program are:
z
Complete program application materials
z
Evidence of an earned B.S.N. from an
NLNAC accredited program
z
An undergraduate quality point average
of 2.75 on a 4.0 scale
z
Completion of admission interview and
required essay
z
One year of recent full-time or two years
of recent part-time clinical practice
z
Demonstration of computer literacy
Ability to use statistical measures to analyze data
Admission to this program is competitive. A
complete application does not guarantee
admission. Individuals not meeting the quality
point average and/or competency requirements MAY be eligible for provisional admission into the program.
Successful completion of the program makes
FNP students eligible to apply to the State
Board of Nursing for legal certification.
Nursing License Requirement: All students are
required to possess a nursing license in the
state in which they have precepted clinical
experiences.
For an application packet contact:
Division of Graduate Studies
108 Carrier Administration Building
Clarion University of Pa.
840 Wood Street
Clarion, PA 16214-1232
814-393-2337, Fax: 814-393-2722
www.clarion.edu/graduatestudies/
index.shtml
e-mail: jmcclaine@clarion.edu
or mritzler@clarion.edu
Direct information requests to:
MSN Graduate Program Coordinator
Department of Nursing
Slippery Rock University of Pa.
Slippery Rock, PA 16057
724-738-2323, Fax: 724-738-2509
e-mail: joyce.penrose@sru.edu
MASTER OF SCIENCE
IN NURSING DEGREE
NURS630 Clinical Decision Making II
NURS631 Clinical Decision Making II Role
Seminar
NURS632 Clinical Decision Making II
Practicum
NURS640 Clinical Decision Making III
NURS641 Clinical Decision Making III Role
Seminar
NURS642 Clinical Decision Making III
Practicum
NURS645 Nursing and Public Policy
NURS750 Internship
NURS800 Scholarly Project/Thesis
MASTER OF SCIENCE
IN NURSING DEGREE
Nurse Educator
Concentration
NURS601 Advanced Concepts in
Pathophysiology
NURS602 Pharmacologic Applications
NURS605 Evolution of Nursing Theory
NURS610 Advanced Concepts in Nursing
Research
NURS614 Health Promotion: Family and
Community Perspectives
NURS615 Advanced Health Assessment
NURS616 Advanced Health Practicum
NURS645 Nursing and Public Policy
NURS675 Nursing Curriculum
Development
NURS676 Educational Strategies in Nursing
NURS677 Evaluation and Assessment in
Nursing
NURS750 Internship
NURS800 Scholarly Project/Thesis
Graduation Requirements
Family Nurse Practitioner
Concentration
1.
2.
Curriculum
A minimum of 45 semester hours of graduate
credit must be earned for this degree. The program of study is as follows:
NURS601 Advanced Concepts in
Pathophysiology
NURS602 Pharmacologic Applications
NURS605 Evolution of Nursing Theory
NURS610 Advanced Concepts in Nursing
Research
NURS614 Health Promotion: Family and
Community Perspectives
NURS615 Advanced Health Assessment
NURS616 Advanced Health Practium
NURS620 Clinical Decision Making I
NURS621 Clinical Decision Making I
Practicum
3.
Successful completion of required course
work including all clinical experiences.
A cumulative quality point average of
3.00 or better. Students may earn a grade
of "C" in only one non-clinical course
without jeopardizing their status in the
program. If an additional grade of "C" is
earned, the student will be automatically
placed on probation. Students placed on
probation must repeat a "C" course and
earn a grade of "B" or better the next
semester that the course is offered or be
removed from the program. Only two "C"
grades can be repeated. Additional grades
of "C" will be cause for automatic
removal from the program.
Students must maintain a "B" average in
all clinical courses. If a grade of "C" or
below is earned the student will automatically be placed on probation. Students
placed on probation must repeat that clinical course and earn a grade of "B" or bet-
76/Nursing Program
4.
5.
ter the next semester that course is
offered or be removed from the program.
Students can repeat one clinical course.
An additional "C" in any clinical course
will be cause for removal from the program.
Successful completion of the comprehensive examination for nurse practitioner
students and a portfolio for the nurse educator students.
Completion of a thesis or scholarly project. The procedure established for the
MSN program will be followed.
Degree Requirements
Candidates for this degree must have satisfactorily completed the degree requirements for
the master of science degree described in the
catalogue. The student must satisfactorily
complete a comprehensive examination and a
thesis/scholarly project.
Nursing Courses
NURS601
ADVANCED CONCEPTS IN
PATHOPHYSIOLOGY
3 sem. hrs.
The certified nurse practitioner must combine
an understanding of the complexity of biochemical and anatomical alterations that culminate in disease, and the corrective mechanisms of a wide range of drugs and other therapies that will result in a best fit of diagnosis
and treatment. Since patients afflicted with
major diseases present with diverse signs and
symptoms, the goal of the course will be to
present diseases from a multi-system approach
and then explore the logic of the current therapies known to cure or arrest the disease. Fall
annually.
NURS602
PHARMACOLOGIC
APPLICATIONS 3 sem. hrs.
This course will cover 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. Prerequisite: NURS601. Spring annually.
NURS605
EVOLUTION OF NURSING
THEORY
3 sem. hrs.
This course 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. Fall annually.
NURS610
ADVANCED CONCEPTS IN
NURSING RESEARCH
3 sem. hrs.
This course 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/thesis.
Prerequisite: NURS605 or by permission of
instructor. Spring annually and as needed.
NURS614
HEALTH PROMOTION:
FAMILY AND COMMUNITY
PERSPECTIVES 3 sem. hrs.
This course 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 prerequisite to all other clinical
nursing courses in the nurse practitioner concentration, but may be taken concurrently with
NURS620. Fall annually.
NURS615
ADVANCED HEALTH
ASSESSMENT
2 sem. hrs.
This course builds upon the basic assessment
skills of the nurse. It is designed to augment,
refine, and enhance the practitioner's ability to
assess the health status of individuals, to recognize deviant and abnormal findings, to evaluate responses to illness and to identify health
risks. The course enables the practitioner to
collect a comprehensive health history and
perform a complete physical assessment in a
systematic and organized manner. Course content emphasizes a holistic approach towards
assessment; incorporating the client's response
to wellness and illness, sociocultural influences, and health seeking behaviors. Specialized assessment tests and procedures and laboratory test data are used by the practitioner to
uncover client health cues in addition to those
identified by questioning and examining. The
practitioner's skill in assessing a client's
resources, strengths, limitations, and coping
behaviors are intensified. Two lecture hours
weekly. Prerequisite or co-requisite:
NURS601. Fall annually and as needed.
NURS620
CLINICAL DECISION
MAKING I
2 sem. hrs.
This course emphasizes clinical data-gathering
skills, diagnostic reasoning, and clinical problem-solving for application in NURS630 and
NURS640 directed toward the management of
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. Two lecture hours weekly. This
course is required as a prerequisite to all other
clinical nursing courses. Prerequisite:
NURS615 and NURS616. Spring annually
and as needed.
NURS630
CLINICAL DECISION
MAKING II
3 sem. hrs.
This course focuses upon birth through adolescence in regard to health promotion, wellness
maintenance, disease prevention, early detection of problems, prompt treatment of acute
illness, and support for management and selfcare during chronic conditions. All dimensions
of development and the total health of the
child and family are considered. Course theory seeks to expand the practitioner's base of
knowledge and understanding while clinical
practicum provides an opportunity for the
application of learning and the enhancement
of decision-making skills. Opportunity is provided for the development of skill in selected
therapeutic interventions related to health care
of the client from birth through adolescence.
The course provides for expansion of knowledge for application in working with clients,
families, and colleagues in clinical practice.
Collaboration with other health care providers
is fostered. Three lecture hours weekly. This
course must be taken concurrently with
NURS631 and NURS632. Prerequisite: Minimum grade of "B" in NURS614, NURS615,
and NURS620. Fall annually.
NURS631
CLINICAL DECISION
MAKING II: ROLE
SEMINAR
1 sem. hr.
This seminar, a controlled environment for
deliberation on clinical situations encountered,
explores the role of the practitioner in
advanced nursing practice. It provides opportunities for discussion of alternative approaches to diagnosis, advanced nursing, medical or
collaborative management. The seminar will
include the discussion of clinical based
research questions, client presentation, and
effective treatment interventions. Two laboratory hours weekly. This course must be taken
Psychology Program/77
concurrently with NURS630. Prerequisite:
Minimum grade of "B" in NURS614,
NURS615, and NURS620. Fall annually.
NURS640
CLINICAL DECISION
MAKING III
3 sem. hrs.
This course focuses upon adults (young, middle aged, and older) in regard to 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.
All dimensions of development and the total
health of the adult and family are considered.
Course theory seeks to expand the practitioner's base of knowledge and understanding
while clinical practicum provides an opportunity for the application of learning and the
enhancement of decision-making skills.
Opportunity is provided for the development
of skill in selected therapeutic interventions
related to health care of the adult. The course
provides for expansion of knowledge for
application in working with clients, families,
and colleagues in clinical practice. Collaboration with other health care providers is fostered with emphasis upon the coordination and
continuity of client care. Three lecture hours
weekly. This course must be taken concurrently with NURS641 and NURS642. Prerequisites: Minimum grade of "B" in NURS614,
NURS615, and NURS620. Spring annually.
NURS641
CLINICAL DECISION
MAKING III: ROLE
SEMINAR
1 sem. hr.
This seminar, a controlled environment for
deliberation on clinical situations encountered,
explores the role of the practitioner in
advanced nursing practice. It provides opportunities for discussion of alternative approaches to diagnosis, advanced nursing, medical or
collaborative management. The seminar will
include the discussion of clinical-based
research questions, client presentations, and
effective treatment interventions. Two laboratory hours weekly. This course must be taken
concurrently with NURS640. Prerequisites:
Minimum grade of "B" in NURS614,
NURS615, and NURS620. Spring annually.
NURS645
NURSING AND PUBLIC
POLICY
3 sem. hrs.
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. Spring annually.
NURS675
NURSING CURRICULUM
DEVELOPMENT
This course examines curriculum development
in post-secondary nursing programs. It focuses on philosophical issues, learning theories,
learner needs assessment, and curriculum
design for target populations in various nursing education programs. It enables advanced
practice nursing students to develop and evaluate curriculum for selected nursing education
programs.
NURS676
EDUCATIONAL
STRATEGIES IN NURSING
This course provides a comprehensive
overview of educational strategies for students
who desire to function as advanced practice
nurses in the educational arena. It provides the
necessary theory to implement the instructional process with various populations. It 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.
NURS677
EVALUATION AND
ASSESSMENT IN
NURSING
This course provides a comprehensive
overview of evaluation and assessment in
learning for students who desire to function as
advanced practice nurses in the educational
arena. It emphasizes current issues in assessment, establishment and measurement of
learning outcomes, and development and utilization of assessment tools. Students design
and use evaluation tools for clinical and classroom application in nursing and health education.
NURS750 INTERNSHIP 3-6 sem. hrs.
Provides the opportunity to gain competency
in the multifaceted role of nurse practitioner or
nurse educator through a supervised clinical
experience. Students enact their chosen role in
selected settings with target populations while
functioning under the guidance of certified
nurse practitioners, licensed physicians, or
nurse educators who have been approved by
the department as preceptors. Nine to 18 hours
of clinical experience weekly, depending on
program concentration. Prerequisites include
all program course work, excluding scholarly
paper/thesis. Summer annually and as needed.
RESEARCH PROJECT/
THESIS
3 sem. hrs.
Students will engage in individual or group
research related to an aspect of care relevant to
the nurse practitioner. The scholarly activity is
supervised by a research advisor and committee. Prerequisites: NURS605 and NURS610.
PSYCHOLOGY
PROGRAM
The Psychology Department provides programs leading to a master of arts degree in
clinical psychology. The clinical psychology
program prepares students for careers as
providers of psychological services in mental
health and other community settings.
MASTER OF ARTS
DEGREE
Clinical Psychology
The purpose of the master of arts degree program in clinical psychology is to provide
knowledge and training for qualified college
graduates in the findings and principles of the
science of psychology; and the knowledge
which will enable them to function on a professional level in a variety of settings where in
psychological principles and skills are used to
aid in the solution of specific human problems
and in the general promotion of human welfare. The graduate training of this program is
in the area of "clinical psychology" and is
designed to prepare the graduates of the program to perform psychological services at a
professional level in a wide variety of human
service organizations and agencies.
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.
2.
NURS800
3.
Must have a bachelor of arts degree in
psychology or completed a minimum of
15 semester hours of undergraduate credit in psychology including one course in
statistics, one course in learning or experimental, and one course in either personality or abnormal psychology.
Must have three individuals write letters
of recommendation. At least one of these
letters must come from a professor of
psychology.
Must complete the department admissions information and essay which
includes the following:
(a) a listing of all psychology courses
completed, the semester in which
they were completed, the final grade
received, and an indication if any
were taken for graduate credit;
78/Psychology Program
(b) a list of relevant clinical experience;
(c) a list of relevant research experience;
(d) a personal essay indicating the student’s professional goals and the
personal qualities which would
facilitate achieving those goals.
Curriculum
A minimum of 48 semester hours of graduate
credit is required for completion of this
degree. These credits need to be earned as follows:
dent or the staff of the Center for Career
Services, provide the Center for Career
Services with a copy of the evaluation
reports for specific students enrolled in
the course PSYC744.
**A double asterisk for a graduate course title indicates the course was designed for majors only.
Psychology Courses
PSYC664
PSYC664
PSYC666
PSYC668
PSYC761
PSYC762
Clinical Neuropsychology (3)
Childhood Psychopathology (3)
Personality Development (3)
Adult Psychopathology (3)
Clinical Assessment I: Cognitive
(3)
PSYC763 Clinical Assessment II:
Personality (3)
PSYC764 Psychopharmacology (3)
PSYC766 Learning Bases of Behavior
Change (3)
PSYC767 Essentials of Psychotherapy (3)
PSYC768 Clinical Research Methods (3)
PSYC770 Ethics and Professional Issues (3)
PSYC773 Clinical Assessment III – The
Rorschach Test and Other
Projectives (3)
PSYC744 Internship* (12)
*In this course the student will receive a grade
of either "S" (Satisfactory) or "U" (Unsatisfactory).
Degree Requirements
Individuals must comply with the degree
requirements established by Edinboro University for the Master of Arts degree. A degree
will not be awarded solely on the basis of credit earned. Candidates for the degree must
demonstrate they possess the ability to assume
the degree of responsibility required of a master’s level clinician and the personal characteristics essential to effective working relationships with others. Students in this program
must also:
1.
2.
3.
4.
satisfactorily complete a non-credit master's project.
satisfactorily complete a comprehensive
examination.
have earned a cumulative average of "B"
or better at the time they are scheduled to
enroll for the course PSYC744 Internship. No more than 6 semester hours of
"C" grades may be earned prior to enrollment in PSYC744.
earn a grade of "S" (Satisfactory) in the
course PSYC744 Internship.
NOTE: The Psychology Department will
maintain a file of all evaluation reports
for students enrolled in the course
PSYC744 Internship. This department
will, at the request of an individual stu-
CLINICAL
NEUROPSYCHOLOGY
3 sem. hrs.
This course will introduce students to the
anatomy and functions of the mammalian
peripheral and central nervous systems under
healthy and pathological conditions. Students
will investigate topics including historical
concepts, cellular physiology, synaptic neurotransmission, transmitter agents, psychopharmacology, neuroanatomy, and contemporary
brain imaging systems. Students will also survey brain-behavior relationships as they relate
to sensation, perception, emotion, cognition,
and selected mental disorders.
PSYC668
PERSONALITY
DEVELOPMENT 3 sem. hrs.
This course reviews major theories of personality development, and relates these theories to
clinical activities such as case conceptualization, assessment and intervention. The basis
premises of each theory are discussed, and theories are compared and contrasted.
PSYC716
CHILDHOOD
PSYCHOPATHOLOGY
3 sem. hrs.
Students will develop an indepth understanding of childhood psychopathology from birth
through adolescence. A developmental conceptualization will be utilized. Theories/
approaches used to understand disorders, classification systems, and research strategies will
be addressed. Emphasis will be placed on etiology, prevalence, assessment, diagnosis, and
treatment of each disorder discussed.
PSYC740
PRACTICUM IN CLINICAL
PSYCHOLOGY 3 sem. hrs.
This course will provide students with an
opportunity to practice skills obtained in psychotherapy, assessment, and theory classes, in
an applied setting of interest. In addition, students will have an opportunity to consider ethical principles as they relate to actual clinical
practice, and to develop greater sensitivity to
client from diverse backgrounds. Prerequisite:
acceptance into MA clinical psychology program.
PSYC744
INTERNSHIP (**)
12 sem. hrs.
This course provides a fifteen week full-time
internship. Prerequisite: Satisfactory completion of the comprehensive examination for the
Clinical Psychology degree program. NOTE:
The grading system used for this course is "S"
(satisfactory) or "U" (unsatisfactory).
PSYC761
ADULT
PSYCHOPATHOLOGY
3 sem. hrs.
This course is intended for students preparing
for careers in the professional practice of clinical psychology. This course adopts a scientistpractitioner approach to the definition, etiology, epidemiology, diagnosis, assessment, and
treatment of adult disorders included in the
Diagnostic and Statistical Manual of Mental
Disorders-Fourth Edition-Text Revision
(DSM-IV-TR).
PSYC762
CLINICAL ASSESSMENT I:
COGNITIVE
3 sem. hrs.
This course addresses fundamental theoretical
and applied issues associated with cognitive
assessment. It includes an overview of basic
psychometric principles, the historical context
of intelligence testing, major theories of intelligence, the APA ethical principles, test bias,
and multicultural assessment. Primary emphasis will be placed on the administration, scoring, and verbal and written interpretation of
major cognitive assessment instruments. Prerequisite: Acceptance into the M.A. Clinical
Psychology Program or permission of instructor.
PSYC763
CLINICAL ASSESSMENT
II: OBJECTIVE
PERSONALITY
ASSESSMENT
3 sem. hrs.
This course addresses the administration, scoring, interpretation, and psychometric properties of several contemporary structured personality tests. Fundamental methods of test
development will be discussed, including logical/rational, theoretical, empirical criterion
keying, and factor analytic test construction.
In addition to this applied emphasis on specific instruments, critical topics related to the theory and practice of personality assessment will
also be addressed. Prerequisite: PSYC762 or
permission of instructor.
PSYC764
PSYCHOPHARMACOLOGY
3 sem. hrs.
This course is intended to provide the student
with sufficient knowledge of psychotherapeutic drugs to allow for effective communication
with medical practitioners and for successful
integration of psychotherapy with pharmacotherapy in the treatment of psychopathology. Prerequisite: PSYC761.
PSYC766
LEARNING BASES OF
BEHAVIOR CHANGE
3 sem. hrs.
This course is designed to provide students
with a thorough understanding of learning
Social Sciences Program/79
based strategies for behavior change within a
clinical context. Students will review basic
learning theories and contemporary psychological interventions based upon behavioral
and cognitive-behavioral theories. The theory
and techniques of applied behavioral analysis
are reviewed, along with a sample of empirically validated cognitive-behavioral interventions for specific psychological disorders.
PSYC767
ESSENTIALS OF
PSYCHOTHERAPY
3 sem. hrs.
This course is designed to provide an understanding of the theory and practice of psychotherapy. There are two main foci: (1) pragmatic skills for doing short-term psychotherapy, and (2) theoretical and practical information on classic and contemporary schools of
psychotherapy, which may include psychodynamic, humanistic, cognitive, and solutionoriented therapies. Relevant issues, such as
biological models of therapy, empirically validated treatments, and delivery of services,
may also be covered.
PSYC768
CLINICAL RESEARCH
METHODS
3 sem. hrs.
This course is composed of two general topics,
statistical techniques in clinical psychology
and research design problems in clinical settings. The intent is to teach the student the
basic principles of psychological research
design for use in applied settings and the use
of the appropriate analytical procedures for the
interpretation of clinical data. Prerequisite:
Undergraduate course in statistics or permission of instructor.
ETHICS AND
PROFESSIONAL ISSUES
3 sem. hrs.
Students will develop an indepth understanding of ethical, legal, and related professional
issues in psychology, including suicide, dangerousness, mandated reporting, involuntary
commitment, managed care, and mujlti-culturalism. Other economic, political and societal
factors which affect the mental health system
will be discussed.
PSYC787
SPECIAL TOPICS IN
PSYCHOLOGY 3 sem. hrs.
This course provides for an in-depth study of a
specialized topic in Psychology.
gram and a non-thesis program. Both programs require the earning of a minimum of 36
semester hours of graduate credit as a partial
requirement of the degree. These credits must
be earned as follows:
Behavioral Science Courses
I. A Multi-disciplinary Social Science
Research Course
3 sem. hrs.
Recommended Course Options:
HIST660, SOC500, POLI770, HIST700,
HIST793, ANTH79
II. Courses in a Primary Social Science
Field*
12-15 sem. hrs.
III. Courses in a Secondary Social Science
Field*
6 sem. hrs.
IV. Social Sciences Elective Courses
Not in the Primary or Secondary Field
6 sem. hrs.
V. SSCI799 Thesis**
3-12 sem. hrs.
VI. Related Elective Courses
6 sem. hrs.
* Not all areas of the social sciences are
currently available for use as primary or
secondary social sciences fields. Interested students should contact the chairperson of the History Department to determine areas available.
** 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 Office of Graduate Studies.
BEHV708
FOUNDATIONS OF
BEHAVIORAL RESEARCH
3 sem. hrs.
This course is designed to acquaint the student
with the role of behavioral research in applied
settings. The student will be taught to critically read research literature, to design, analyze,
and interpret his or her own research; to write
a research report; and to incorporate research
findings into a broader theoretical framework.
Prerequisite: an undergraduate course in statistics or the consent of the instructor.
SOCIAL SCIENCES
PROGRAM
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.
Students not completing the thesis must
complete a non-credit research project.
**A double asterisk for a graduate course title indicates the course was designed for majors only.
PSYC770
PSYC773
CLINICAL ASSESSMENT
III – THE RORSCHACH
TEST AND OTHER
PROJECTIVES 3 sem. hrs.
This is the third in a series of courses designed
to train clinical psychology graduate students
in the art and science of psychodiagnostic
evaluation. This course focuses on the use of
projective techniques with an emphasis on the
Comprehensive System for the Rorschach
Inkblot Test. Students are introduced to procedures for administering, scoring and interpreting the Rorschach. The projective hypothesis
and other projective tests such as the Thematic Apperception Test are also reviewed. Prerequisite: PSYC763.
MASTER OF ARTS
DEGREE
History Courses
HIST500
Social Sciences
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
field.
Admission Requirements
Individuals seeking admission as degree students in this curriculum must comply with the
general admission requirements for the School
of Graduate Studies listed in this catalogue.
Curriculum
This curriculum contains both a thesis pro-
ARCHIVAL THEORY
3 sem. hrs.
This course introduces students to the principles of archival theory. It examines the basic
tenets of how to appraise material, how to preserve the material, how to arrange and
describe the material and finally, how to provide access to it. Students will also be introduced to the archival profession as a career
option. Prerequisite: HIST200 or HIST400 or
permission of instructor.
HIST515
HISTORY OF FEMINISM
IN ACTION
3 sem. hrs.
This course examines the emergence and history of feminist centuries thought and action,
focusing primarily on the 19th and 20th. It
analyzes the impact of feminism on political,
social, and economic matters. It also emphasizes the intersection of race, class, and gender
as they relate to the feminist movement.
80/Social Sciences Program
HIST520
HISTORY OF WOMEN AND
WAR: 20TH CENTURY U.S.
3 sem. hrs.
This course is an historical examination of the
contributions, experiences, and impact of
women in the U.S. during times of war, using
examples from the American Revolution, the
U.S. Civil War, Korea, Vietnam and the Persian Gulf wars. Special emphasis will be
placed upon women’s roles during World War
II. Prerequisites: Students must have taken one
of the following courses: HIST315, HIST415,
HIST515, HIST330, HIST375, HIST376,
ENGL311, ENGL365, or permission of
instructor.
HIST537
HISTORY OF EUROPE:
19TH CENTURY 3 sem. hrs.
In this course, the political, social, and economic changes which occurred in Europe
between 1815 and 1914 are studied. Attention
will be focused on the Concert System, the
forces of liberalism, nationalism, democracy,
the industrial revolution, the unification of
Germany and Italy, diplomatic developments,
the Second Industrial Revolution, and origins
of World War I.
HIST538
HISTORY OF EUROPE:
20TH CENTURY 3 sem. hrs.
A detailed study of the political, social, economic, and cultural changes in Europe which
have occurred since World War I is made.
Emphases are placed on such powerful forces
as militarism, nationalism, imperialism, fascism, and communism. The effects of the Versailles Settlement, the Depression, the Second
World War, and the Cold War upon the internal
and external policies of European nations are
analyzed.
HIST602
HISTORY OF EAST ASIA
3 sem. hrs.
This course examines economic, political,
social and cultural development of the major
countries in East Asia and the Pacific Islands
emphasizing those forces and movements of
the past which are most significant in the
understanding of the present. Graduate students will demonstrate a deeper understanding
of the complexities of the history of East Asia
as determined by the instructor.
HIST604
SEMINAR IN
MULTICULTURAL
AMERICA
3 sem. hrs.
This course examines the history and culture
of the many ethnic groups in the United States
and how they create and maintain their identities within a changing society. It also traces the
historical development of intragroup differences based on social class, gender, education,
and age. It explores topics such as race, migration, religion, politics, the role of the family,
physical and mental health, and the impact of
ethnicity on mainstream American society.
HIST606
THE UNITED STATES AND
ASIA
3 sem. hrs.
This course introduces the major principles of
the U.S. foreign policy toward Asia with special emphasis on East Asia during the 19th and
20th centuries. Students will learn the history
of the United States diplomatic/commercial
reltions with East Asia as well as history of the
six Asian wars in which the United States was
involved. Graduate students will demonstrate
a deeper understanding of the complexities of
the history of the U.S. relationship with Asia
as determined by the instructor.
HIST613
HIST541
THE HOLOCAUST IN
HISTORY
3 sem. hrs.
This course examines the Third Reich’s systematic murder of millions of Jews and other
targeted populations during the Second World
War. The nature of genocide, the evolution of
anti-Semitism, the ideology and methodology
of Nazi mass murder, and the metahistorical
consequences of this tragic event will be considered in detail.
HIST565
SLAVERY, CIVIL WAR,
AND RECONSTRUCTION
3 sem. hrs.
This course will examine the causes, pressure,
and events leading to the disruption of the
Union. It will include political, economic, and
social developments during the war period, in
addition to a study of the military and naval
operations. The struggle for the reestablishment of the Union will be explored in light of
recent revision and contemporary events.
THE MIDDLE EAST: 20TH
CENTURY
3 sem. hrs.
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.
HIST614
HISTORY OF WOMEN IN
EUROPE
3 sem. hrs.
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.
HIST615
HISTORY OF WOMEN IN
THE U.S.
3 sem. hrs.
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.
HIST616
HISTORY OF WOMEN IN
GLOBAL SOCIETIES
3 sem. hrs.
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.
HIST623
READINGS IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
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.
HIST624
SEMINAR IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
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.
HIST627
HISTORY OF MEXICO AND
CENTRAL AMERICA
3 sem. hrs.
This course studies the major economic, political and social developments in Mexico and
the Central Americas during the National Period. Special emphases will be placed on the
contemporary problems and the relationship to
each other and to the United States. Graduate
students will demonstrate a depper understanding of the complexities of Mexican and
Central American history as determined by the
instructor.
HIST632
MEDIEVAL EUROPE
3 sem. hrs.
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
Social Sciences Program/81
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.
HIST634
HISTORY OF
CHRISTIANITY 3 sem. hrs.
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.
HIST641
HISTORY OF NAZI
GERMANY
3 sem. hrs.
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.
HIST652
HISTORY OF EASTERN
EUROPE: 19TH AND 20TH
CENTURIES
3 sem. hrs.
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.
HIST655
HISTORY OF RUSSIA
SINCE 1825
3 sem. hrs.
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.
HIST660
UNITED STATES
HISTORIOGRAPHY
3 sem. hrs.
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.
HIST664
THE JACKSONIAN ERA:
UNITED STATES 1828-1848
3 sem. hrs.
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.
HIST666
THE GILDED AGE:
UNITED STATES 1870-1900
3 sem. hrs.
In this course, a detailed study is made of the
revolutionary change brought about in our
society as a result of major innovations in economic, political, and social institutions during
the last decade of the 19th century. Emphases
will be given to the theories and philosophies
which caused the changes and to the resulting
protest movements and governmental regulatory action.
HIST667
THE PROGRESSIVE ERA
3 sem. hrs.
An in-depth study of the beginning period of
20th century America, 1900-1920. By means
of lectures, seminars, intensive readings of
secondary works (earlier ones, as well as more
recent interpretations) and journal articles,
writing research papers, and book reviews, the
student will explore the economic, political,
and cultural history of the Progressive Era
which should provide him or her with an
understanding of the historical origins and
early development of Modern America.
HISTORY OF AMERICAN
LABOR
3 sem. hrs.
This course studies the rise of American labor,
presenting it as an integral part of American
political, economic, industrial, and social history. It focuses attention on the pre-Civil War
developments, upon which most labor institutions and traditions are based, and examines
labor's impact upon American institutions.
Graduate students will demonstrate a deeper
understanding of the complexities of labor history.
HIST672
U.S. SOCIAL AND
INTELLECTUAL
HISTORY II
3 sem. hrs.
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.
HIST674
ECONOMIC HISTORY OF
THE UNITED STATES II
3 sem. hrs.
This course begins with 1865 and continues to
the present. It concentrates on the rise of the
industrial standard and its impact on American
Society.
HIST675
U.S. MILITARY
HISTORY
3 sem. hrs.
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.
HIST677
AMERICAN URBAN
DEVELOPMENT 3 sem. hrs.
This course explores the historical evolution
of U.S. cities from mid-19th century to the
post-World War II era. It emphasizes urban
historiography, the process of urbanization,
population growth and demographic change,
social and geographical mobility, the relationship between technology and the urban environment, the development of municipal services, and the dichotomy between urban political
machines and reformers.
HIST668
HIST669
HISTORY OF THE NEW
DEAL
3 sem. hrs.
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.
HIST689
APPALACHIAN CULTURE
3 sem. hrs.
This course examines the ethnohistory of the
Appalachian region. It includes material of the
origins of the culture, its historical development, and its present status. Emphasis is
placed on understanding the traditional way of
life of a largely rural people, a way of life that
is rapidly changing. The course will include
the use of films, tapes, and records to bring the
authentic Appalachian culture into the classroom. Prerequisite: ANTH180 or permission
of the instructor. Students enrolling in this
course may register for anthropology or history credit.
HIST695
FIELD EXPERIENCES IN
HISTORY
2-5 sem. hrs.
This course emphasizes developing historical
research skills through supervised internships
or field work at archives or historical sites. It
uses college archives, Erie and Crawford
County records, municipal materials, or material available at other sites in the United States
or abroad. The student will acquire advanced
82/Social Sciences Program
historical research skills and will prepare a
substantial research project or paper. Graduate
students will develop a deeper understanding
of the skills and knowledge acquired through
field experiences in history as determined by
the instructor and/or site supervisor.
HIST697
AFRICA: CULTURE AND
PEOPLE
3 sem. hrs.
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.
HIST700
METHODS OF
HISTORICAL RESEARCH
3 sem. hrs.
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.
HIST713
HISTORY OF
WITCHCRAFT 3 sem. hrs.
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.
HIST714
HISTORY OF AFRICAN
AMERICAN WOMEN
3 sem. hrs.
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.
HIST715
SEMINAR IN WOMEN’S
HISTORY
3 sem. hrs.
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.
HIST717
READINGS IN AFRICAN
HISTORY
3 sem. hrs.
Students registering for this experience will do
individual reading and study of sources and
secondary materials on specific problems or
areas in African history. The readings will be
directed by a faculty member. Prerequisite:
consent of the chairperson of the History
Department.
HIST730
READINGS IN EUROPEAN
HISTORY
3 sem. hrs.
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.
HIST739
SEMINAR IN EUROPEAN
HISTORY
3 sem. hrs.
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.
HIST760
READINGS IN UNITED
STATES HISTORY
3 sem. hrs.
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.
SEMINAR IN U.S. HISTORY
3 sem. hrs.
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.
tory as determined by the instructor and site
supervisor.
HIST799
THESIS
3 or 6 sem. hrs.
Research for the Master's thesis is conducted
under the supervision of the advisor. Prerequisite: consent of the department chairperson.
MUSE501
INTRODUCTION TO
MUSEUM
ADMINISTRATION
3 sem. hrs.
This course introduces students to museum
management and operations, 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. They will also have an opportunity to
design their own museum.
MUSE502
INTRODUCTION TO
HISTORIC
PRESERVATION AND
CULTURAL RESOURCE
MANAGEMENT 3 sem. hrs.
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.
HIST769
Anthropology Courses
INDEPENDENT STUDY
3 sem. hrs.
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.
ANTHROPOLOGY OF
AGING
3 sem. hrs.
This course is an introduction to the cross-cultural study of aging. The process of aging is
studied from the holistic perspective of anthropology. The statuses and roles of the elderly
are examined as they exist in a variety of cultures. Emphasis is placed on understanding
both the process of aging as it is handled crossculturally and the relationship of other cultural variables to that process. Prerequisites:
ANTH180 or ANTH275 or permission of the
instructor.
HIST795
ANTH502
HIST793
INTERNSHIP IN HISTORY
3-12 sem. hrs.
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 his-
ANTH501
THE ARCHAEOLOGY OF
THE BRITISH ISLES
3 sem. hrs.
This course examines the archaeology of the
British Isles. Field trips to the British Museum
and to numerous archaeological sites in the
vicinity of Oxford, England, complement
course lectures.
Social Sciences Program/83
ANTH604
SEMINAR IN
MULTICULTURAL
AMERICA
3 sem. hrs.
This course examines the history and culture
of the many ethnic groups in the United States
and how they create and maintain their identities within a changing society. It also traces the
historical development of intragroup differences based on social class, gender, education,
and age. It explores topics such as race, migration, religion, politics, the role of the family,
physical and mental health, and the impact of
ethnicity on mainstream American society.
ANTH615
RITUAL, MAGIC AND
MYTH
3 sem. hrs.
This course examines religious belief and ritual in nonliterate 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.
ANTH664
CULTURE, ILLNESS AND
CURING
3 sem. hrs.
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.
ANTH671
INTRODUCTION TO
ARCHAEOLOGY
3 sem. hrs.
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.
ANTH672
CULTURES OF THE
WORLD
3 sem. hrs.
This course surveys world cultures and
describes the methods anthropologists use to
study them. It explores in cross-cultural 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.
ANTH673
ARCHAEOLOGICAL FIELD
STUDIES
3-12 sem. hrs.
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.
ANTH674
INDIANS OF NORTH
AMERICA
3 sem. hrs.
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.
ANTH695
FIELD EXPERIENCES IN
ARCHAEOLOGY
2-5 sem. hrs.
Emphasis is placed upon developing archaeological research skills through supervised
internships or field work at archives or historical sites. Utilizing college archives, Erie and
Crawford County records, municipal materials, or material available at other sites in the
United States or abroad. The student will
acquire advanced archaeological research
skills and will prepare a substantial paper.
Credit as arranged.
ANTH697
SPECIAL TOPICS IN
ANTHROPOLOGY
1-3 sem. hrs.
The subjects in anthropology treated in this
course will vary depending upon student and
instructor interests and are beyond the scope of
materials treated extensively in regularly
scheduled courses. A list of topics is maintained in the files of the department head.
ANTH795
INTERNSHIP IN
ANTHROPOLOGY
3-12 sem. hrs.
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.
Sociology Courses
SOC500
METHODS OF
SOCIOLOGICAL
RESEARCH
3 sem. hrs.
To develop an appreciation and understanding
of the essential features of the scientific
approach. The course attempts to synthesize
and coordinate the essential elements of both
logic and the scientific approach to the study
of human society. Prerequisite: SOC200 or
permission of the instructor. (Formerly
SOC300).
SOC502
CONTEMPORARY
SOCIOLOGICAL THEORY
3 sem. hrs.
Analyses of the main trends in contemporary
sociological theory and a critical assessment
of the various trends. Special consideration
will be given to power in the functionalist,
mathematical, equilibristic, and evolutionist
models. Prerequisite: SOC200 or permission
of the instructor. (Formerly SOC302).
SOC530
SOCIOLOGY OF DEVIANT
BEHAVIOR
3 sem. hrs.
This course focuses upon the process by which
individuals in our society become labeled as
deviant, the reaction of society to deviant
behavior, and the methods by which various
agencies and individuals attempt to regulate,
control and treat deviant behavior. Particular
attention is given to the assumption of deviant
identities, the formation of deviant subcultures, and the creation of secondary deviance.
Rather than focusing upon particular forms of
deviant behavior, a framework is provided
with which any form of deviance may be studied. Prerequisite: SOC200 or permission of
the instructor.
SOC532
CRIMINOLOGY 3 sem. hrs.
The primary focus of this course is upon various types of adult crime in categories such as
white collar crime, organized crime, public
order crime, professional crime, political
crime and violent personal crime. Other topics
covered include criminological theory, statistical assessment of criminal behavior, citizen
reaction to and involvement with crime, and
victimization studies. Prerequisite: SOC200
or permission of instructor.
SOC600
VICTIMOLOGY 3 sem. hrs.
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.
Prerequisite: SOC100.
84/Social Sciences Program
SOC601
INTRODUCTION TO
SOCIOLOGICAL THEORY
3 sem. hrs.
This is an introductory course in sociological
theory designed to acquaint the student with
methodological and substantive problems of
sociological knowledge; the role of theory in
research; controversial issues in theory and
research. The main focus is on the works of
particular sociologists whose theories have not
only historical interest, but also have great
impact on the subject matter and methods of
contemporary
sociology.
Prerequisite:
SOC200 or permission of the instructor.
SOC605
URBAN SOCIOLOGY
3 sem. hrs.
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.
SOC610
POPULATION AND
ECOLOGY
3 sem. hrs.
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.
SOC611
SOCIAL ORGANIZATION
3 sem. hrs.
An analysis of the various processes and forms
of social organization, with particular attention
on theoretical approaches to the study of formal organizations. Emphasis on key concepts
and their use in analyzing hospitals, churches,
schools, voluntary associations, work organizations and societies. Prerequisite: SOC200.
SOC633
METHODS OF POLICY
EVALUATION IN SOCIAL
SCIENCE
3 sem. hrs.
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.
SOC640
THE FAMILY AS A SOCIAL
INSTITUTION
3 sem. hrs.
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.
SOC643
SOCIOLOGY OF RELIGION
3 sem. hrs.
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.
SOC647
WORK AND SOCIETY
3 sem. hrs.
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.
SOC664
RACE AND ETHNIC
RELATIONS
3 sem. hrs.
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.
SOC670
SOCIAL GERONTOLOGY
3 sem. hrs.
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.
SOC675
SOCIAL PRINCIPLES OF
RELIGION AND MYTH
3 sem. hrs.
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.
SOC700
ADVANCED RESEARCH
METHODS
3 sem. hrs.
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.
SOC730
QUALITATIVE RESEARCH
METHODS FOR THE
SOCIAL SCIENCES
3 sem. hrs.
This is a 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: SOC100 or permission of instructor.
SOC757
SOCIAL STRATIFICATION
3 sem. hrs.
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.
SOC790
INDEPENDENT STUDY
2-5 sem. hrs.
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 proj-
Social Sciences Program/85
ect 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.
Social Work Courses
SOWK515 SOCIAL
ADMINISTRATION
AND SOCIAL POLICY FOR
PRACTITIONER 3 sem. hrs.
This course provides vital information for the
social services practitioner about the administration of social agencies. It also addresses
policy issues and explains some methods of
policy analysis.
Criminal Justice Courses
CRIM500
SEMINAR: CRIMINAL
JUSTICE SYSTEMS
3 sem. hrs.
This seminar will attempt to integrate the various components of Criminal Justice as a system. It will focus upon problem areas within
the criminal justice system with an attempt to
search for solutions and the improvement of
criminal justice. Particular attention is given to
the assumption of deviant identities, the formation of deviant subcultures, and the creation
of secondary deviance. Rather than focusing
upon particular forms of deviant behavior, a
framework is provided with which any form of
deviance may be studied. Prerequisite:
CRIM200 or permission of the instructor.
CRIM750
COMPUTERS, CRIME AND
CRIMINAL JUSTICE
3 sem. hrs.
This course investigates how computers intersect with crime and the criminal justice system. Students will learn to use the World Wide
Web for research and focus upon specific
criminal justice information available over the
internet. the class will look at a variety of computer crimes, crimes assisted by computers,
their investigation, security measures which
can be used, and introduce computer forensic
techniques. The use of computers by the
police, prosecutors, the courts, probation and
parole, jails and prisons, and citizen action
groups will be studied. Graduate students will
demonstrate a deeper understanding of the
complexities of computers, crime, and criminal justice. Prerequisite: CSCI104 or higher
and CRIM200, majors only or permission of
instructor.
Political Science Courses
The following political science courses are
designated according to the fields of study
they represent. American Government and
Politics (AGP): Public Administration (PA):
International Relations and Comparative Government (IR-CG) and Political Theory (PT).
tion including the establishment of the management-union relationship, the bargaining
process, impasse resolution, the contract and
grievance procedure. Special attention is given
to the question of the compatibility of unionism and the merit concept. Prerequisite:
POLI201 or POLI306 or permission of the
instructor. (PA)
POLI544
POLI508/ECON508
GOVERNMENT
BUDGETING AND
FINANCE
3 sem. hrs.
The policy and administrative aspects of taxation, budgeting and public expenditures in theory and in application with case studies and
field research. Federal, state and local budgetary procedures and administrative methods of
fiscal control. Prerequisite: POLI201,
POLI306-307, or instructor approval.
POLI509
ADMINISTRATIVE LAW
3 sem. hrs.
The basic legal framework of administrative
organization; the rules governing exercise of
administrative powers, including administrative procedure and legal procedures for the
enforcement of bureaucratic responsibility in
democratic state role of the ombudsman. Prerequisite; POLI201, POLI306-307 or instructor approval. (PA)
POLI510
HEALTH CARE POLITICS
AND POLICY
3 sem. hrs.
Health Care Politics and Policy will analyze
those factors in the political process that influence policy information and decision making
in the American Health Care System. The
course will also analyze health care policy
with respect to its impact on beneficiaries both
in terms of health and non-health goals.
POLI511
PUBLIC PERSONNEL
ADMINISTRATION
3 sem. hrs.
This covers the process of structuring a contemporary personnel system within the context
of the public service. The theory has application, however, in business and industry. In
scope, this course is concerned with career
systems, methods of manpower recruitment,
wage and salary criteria, evaluation, staffing,
techniques of classification, etc. Furthermore,
the course is concerned with the personnel
function both as it affects individuals and
groups, for example: disciplinary actions,
union or other group interaction. Field
research and observations will be included.
(PA)
POLI512
PUBLIC EMPLOYEE
UNIONISM
3 sem. hrs.
This course examines those features of public
employee unionism which are of greatest
importance to present day public administra-
POLITICAL SYSTEMS OF
THE NEW NATION-STATES
AND DEVELOPING AREAS
3 sem. hrs.
Theories of political modernization and comparative politics, the concept of political
development, political culture and political
socialization in developing societies; sociological and economic aspects of political modernization; the politics of the developing nations,
articulation and aggregation on interest; the
governmental and representative process; the
role of the military in developing nations. Prerequisite: POLI200 or POLI240 or permission of the instructor. (IR-CG)
POLI547
GOVERNMENT AND
POLITICS IN THE MIDDLE
EAST
3 sem. hrs.
An analysis of the transformation of middle
eastern society from Morocco to Iran as case
studies in political modernization; special reference to causes and character of modernization; role of leadership ideologies and institutions. Prerequisite: POLI200 or POLI240 or
permission of instructor.
POLI548
UNITED STATES-LATIN
AMERICAN RELATIONS:
CONTEMPORARY
PROBLEMS
3 sem. hrs.
Relations between the United States and Latin
America are highly structured by different
institutional arrangements. Historically, however, they have been influenced by political
conflicts and confrontations. The different
crises affecting the region underline the
urgency of the latter over long-standing diplomatic practices. While Latin America struggles to increase its political and economic
independence, the United States is concerned
with its own hemispheric interests. This course
will examine these and other issues affecting
U.S.-Latin American relations. (IR-CG)
POLI549
AMERICAN FOREIGN
POLICY
3 sem. hrs.
Concerns the formation and conduct of United
States relations with other nations of the
world; emphasis is institutional with policy
makers and policy execution at the center of
the stage; also places American foreign policy
in its historical and contemporary perspective.
Prerequisites: POLI201 or POLI248 or permission of instructor, (IR-CG) (AGP)
86/Social Sciences Program
POLI550
INTERNATIONAL LAW
AND ORGANIZATIONS
3 sem. hrs.
An analysis of the legal and political foundations of the international community, and the
relevance of legal norms to contemporary
international relations. Among the legal relationships to be examined are the United
Nations and selected regional organizations.
Prerequisite: POLI200 or POLI248 or permission of instructor. (IR-CG)
POLI560
JURISPRUDENCE3 sem. hrs.
This course examines legal thought of classical and modern thinkers such as Plato, Aristotle, Aquinas, Rousseau, Locke, Bentham,
Holmes, Pound, Frank, Ross, Hart, Dworkin,
and others. It includes contemporary materials
in law and legal research from several disciplines. Prerequisite: POLI201 or permission
of instructor.
POLI563
CIVIL LIBERTIES
3 sem. hrs.
This course analyzes philosophical and legal
foundations of civil liberty guarantees
expressed in the Bill of Rights. Prerequisite:
POLI201. (AGP)
thought from Colonial times to the present,
covering such theorists as Williams, Paine,
Madison, Jefferson, Marshall, Thoreau,
George and Veblen among others. Prerequisite: POLI200 or permission of instructor.
(PT)
techniques for the preparation of research
papers and other writings will be studied and
discussed in order to give the student more
adequate preparation in the systematic inquiry
necessary for graduate theses and writing projects.
POLI597
POLI780
NICARAGUA: POLITICS
AND SOCIETY 3 sem. hrs.
This course examines the social, political, and
economic changes brought to Nicaragua by
the 1979 revolution. The course includes an
experience in Nicaragua and is offered in the
summer sessions only.
POLI623
READINGS IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
This course provides students the opportunity
to do individual readings and study primary
sources and secondary materials in colonical
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.
POLI624
POLI565
CONSTITUTIONAL LAW
3 sem. hrs.
This course analyzes critical issues concerning
the U.S. Constitution. Prerequisite: POLI201.
(AGP)
POLI567
THE POLITICS OF CRIME
3 sem. hrs.
The Politics of Crime takes a systems
approach to raise questions regarding the relationship between the political process and
criminal behavior as well as other factors in
the criminal justice system. The course specifically focuses on criminal law as an important
variable operating within a political context,
the administration of criminal justice, decision
making at all levels, and value conflicts inherent in the allocation of resources for the operation of the criminal justice system. (AGP)
POLI573
CONTEMPORARY
POLITICAL THEORY
3 sem. hrs.
Political philosophy and contemporary theory
in the discipline, science and values, concepts
of normative and empirical theory in a science
of politics; inductive and deductive theories;
the behavioral approach and its current meaning and limitations in political theory; systems; game; communications and political
development
theories.
Prerequisites:
POLI200 and POLI201 or permission of
instructor. (PT)
POLI574
AMERICAN POLITICAL
THOUGHT
3 sem. hrs.
Evolution of American political ideas and
SEMINAR IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
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.
POLI641
GOVERNMENT AND
POLITICS OF LATIN
AMERICA
3 sem. hrs.
This course examines the structure and function of the various governmental systems of
Latin America, the political and social forces
operating within the countries that bear directly on governmental action and policy, the
trend toward democratization and civilian
government, and the social and political
impact of the external debt. The study includes
Central America, South America, and the
Caribbean island nations. Graduate students
will demonstrate a deeper understanding of the
complexities of government and politics in
Latin America as determined by the instructor.
Prerequisites: POLI200 or POLI240.
POLI770
METHODS OF POLITICAL
INQUIRY
3 sem. hrs.
This course will acquaint students with the literature of the discipline of political science
and is intended to prepare the student for
scholarly research in political science. Methods of inquiry will be examined and problems
of scope studied, including the interrelationship with cognate disciplines. Mechanics and
SEMINAR: POLITICAL
THEORY
3 sem. hrs.
This course is designed to explore and analyze
selected historical and contemporary questions
in political theory. Inquiry will embrace both
normative and empirical subject; topics will
depend upon the emphasis of the instructor
and the individual research interests of the student.
POLI782
SEMINAR: AMERICAN
GOVERNMENT AND
POLITICS
3 sem. hrs.
This course is designed to analyze special
aspects and problems dealing with the structural and behavioral concepts of the American
political system. "The Federalist Papers,"
"Election Campaign Issues," "Politics
Through Literature," are typical seminar topics. Pertinent research, discussion and readings will form the basis of meeting seminar
objectives.
POLI784
SEMINAR:
INTERNATIONAL
RELATIONS AND
COMPARATIVE
GOVERNMENT 3 sem. hrs.
This course provides for consideration of
selected topics in the advanced areas of each
field. International relations will consider foreign policy formulation, new communisms,
regional problems, development of international organizations and peace-making operations. Comparative government will extend to
non-western governments, politics and opposition, civic and political culture, political
development and political change.
POLI790
INDEPENDENT READINGS
IN POLITICAL SCIENCE
3 sem. hrs.
Through this experience, individual or independent work and directed readings are conducted under the supervision of a member of
the faculty. Prerequisite: consent of the chairperson of the Political Science Department.
Social Work Program/87
SOCIAL WORK
PROGRAM
Admission Requirements and
Procedures
1.
2.
3.
MASTER OF SOCIAL
WORK DEGREE
The Social Work Department provides a program leading to a Master of Social Work
(M.S.W.) degree. The program prepares students for advanced social work practice providing services to families, and can be completed on a full-time or part-time basis.
The program's mission is consistent with the
mission of the University and graduate division. It builds on a strong liberal arts base and
encourages students to become lifelong learners who will contribute to the profession and
their communities. The program prepares
graduates to provide service in a family context to meet the social and economic needs of
residents of the region. The program has a
commitment to social and economic justice, to
serving vulnerable and disadvantaged populations, and to promoting a civil society. The
program prepares graduates who are able to
work with individuals, families, groups and
communities of diverse ethnic, racial, religious, and cultural backgrounds, and of differing ages, abilities, social classes and sexual
orientation.
At its June 2001 meeting, the Commission on
Accreditation of the Council on Social Work
Education, the profession's national accrediting body, granted candidacy status to the
MSW program.
Program Goals
The goals of the graduate program in social
work are:
1. To prepare students for advanced social
work practice providing services to families.
2. To prepare graduates with requisite
opportunities to develop a commitment to
a civil society, contribution to the profession and their community, and to lifelong
learning.
3. To prepare graduates who can work with
individuals, families, groups and communities of diverse ethnic, racial, religious,
and cultural backgrounds, and of differing ages, abilities, social classes, and sexual orientation.
4. To prepare graduates who can assume the
profession’s commitment and responsibility to work to improve the quality of
life of populations at greatest risk, and to
the promotion of social and economic
justice.
4.
5.
6.
7.
8.
9.
Completed graduate application
Application fee of $25.00
Submit an official transcript reflecting
completion of a baccalaureate degree
including a course in statistics and a
course with substantive content on
human biology from an accredited institution, a minimum of 21 semester hours
in the liberal arts distributed among the
humanities, mathematics, fine arts, physical and biological sciences, and social
and behavioral sciences.
Three written letters of recommendation
A minimum overall GPA of 2.80
An autobiographical essay stating professional goals and how professional social
work education will help attain those
goals.
A professional resume.
Take either the Miller’s Analogies Test
(MAT) or the general Aptitude Test of the
Graduate Record Examination (GRE)
and score at the 50th percentile or better.
A copy of the scores for these tests must
be sent to the Office of Graduate Studies
and Research.
No credit will be given for life or work
experience.
Curriculum Requirements
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. It may be taken on
either a full-time or part-time basis. The program has only one concentration – advanced
social work practice providing services to
families.
The curriculum is divided into two levels, the
foundation year and the concentration year.
Each year requires completion of 30 semester
hours credit. The curriculum provides a carefully-designed sequence of courses which
build on prior learning, and courses must be
taken in sequence. Practice and Field courses
(SOWK 612, 717, 622, 623, 613, 719, 722,
723) are open only to students formally admitted to the degree program.
Applicants who have a baccalaureate degree in
social work from a program accredited by the
Council on Social Work Education, who meet
requirements for admission, who present field
or employment references indicating their
readiness for advanced social work practice,
and who have completed the following or
equivalent courses with a grade of “B” or better may be eligible for advanced standing: 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. Students
admitted to advanced standing must complete
with a grade of “B” or better the pre-entry
course, SOWK699 Principles of Advanced
Social Work Practice with Families. This
three-credit course is offered during the summer preceding fall entry into the program.
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 field (SOWK 622, 623, 722 or 723). Students are expected to comply with all requirements of the National Association of Social
Work's Code of Ethics and to demonstrate
appropriate professional behavior. Failure to
do so may result in termination of the student
from the program.
Full-Time Two-year Program
Foundation year courses
Fall
15 sem. hrs.
SOWK600 Human Behavior and Social
Environment I (3)
SOWK604 Social Welfare, Social Policy,
and Social Work (3)
SOWK608 Social Work Research I (3)
SOWK612 Social Work Practice I (3)
SOWK622 Field Education Internship I (3)
Spring
15 sem. hrs.
SOWK602 Human Behavior and Social
Environment II (3)
SOWK606 Social Policy and Social
Policy Practice (3)
SOWK609 Social Work Research II (3)
SOWK613 Social Work Practice II (3)
SOWK623 Field Education Internship II (3)
Concentration Year Courses
Fall
15 sem. hrs.
SOWK740 Family Diversity (3)
SOWK719 Social Work Practice with
Families I (3)
SOWK744 Administration and Supervision
in Family Service Settings (3)
SOWK798 Family Practice Integrative
Seminar I (3)
SOWK722 Field Education Internship III
(3)
Spring
15 sem. hrs.
SOWK717 Social Work Practice with
Families II (3)
SOWK799 Family Practice Integrative
Seminar II (3)
SOWK723 Field Education Internship IV
(3)
Program Electives (Two, one of which may
be from outside the department, with program approval.)
SOWK741 Practice for Families and
Children in Child Welfare (3)
SOWK742 Mental Health Practice in
Social Work with Individuals
and Families (3)
88/Social Work Program
SOWK743
Alcohol, Tobacco, and Other
Drugs (ATOD): Interventions
with Families (3)
Part-Time Program
A part-time program is also available.
Social Work Courses
SOWK600 HUMAN BEHAVIOR AND
SOCIAL ENVIRONMENT I
3 sem. hrs.
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 understanding 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.
SOWK602 HUMAN BEHAVIOR AND
THE SOCIAL
ENVIRONMENT II
3 sem. hrs.
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.
SOWK604 SOCIAL WELFARE,
SOCIAL POLICY, AND
SOCIAL WORK 3 sem. hrs.
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.
SOWK606 SOCIAL POLICY AND
SOCIAL POLICY
PRACTICE
3 sem. hrs.
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 familypolicy issues. Prerequisite: SOWK604.
SOWK608 SOCIAL WORK
RESEARCH I
3 sem. hrs.
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.
SOWK609 SOCIAL WORK
RESEARCH II
3 sem. hrs.
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. Prerequisites: SOWK608.
sensitivity to diverse populations. Prerequisite: SOWK612. Open only to students formally admitted to the program.
SOWK622 FIELD EDUCATION
INTERNSHIP I
3 sem. hrs.
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. One hour
weekly seminar required. Open only to students formally admitted to the program.
SOWK623 FIELD EDUCATION
INTERNSHIP II 3 sem. hrs.
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. One hour
weekly seminar required. Open only to students formally admitted to the program.
SOWK612 SOCIAL WORK
PRACTICE I
3 sem. hrs.
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.
SOWK699 PRINCIPLES OF
ADVANCED SOCIAL WORK
PRACTICE WITH
FAMILIES
3 sem. hrs.
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. Prerequisites:
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).
SOWK613 SOCIAL WORK
PRACTICE II
3 sem. hrs.
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
SOWK717 FAMILY SOCIAL WORK
PRACTICE I
3 sem. hrs.
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
Social Work Program/89
working with families in multiple, family
social work practice settings. Prerequisites:
SOWK612, SOWK613, SOWK622 and
SOWK623. Open only to majors.
SOWK719 FAMILY SOCIAL WORK
PRACTICE II
3 sem. hrs.
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 and
SOWK722.
SOWK722 FIELD EDUCATION
INTERNSHIP III 3 sem. hrs.
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 completed the foundation year.
SOWK723 FIELD EDUCATION
INTERNSHIP IV 3 sem. hrs.
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.
SOWK740 FAMILY DIVERSITY I
3 sem. hrs.
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 populationsat-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 considerations.
SOWK741 PRACTICE FOR FAMILIES
AND CHILDREN IN CHILD
WELFARE
3 sem. hrs.
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.
SOWK742 MENTAL HEALTH
PRACTICE IN SOCIAL
WORK WITH
INDIVIDUALS AND
FAMILIES
3 sem. hrs.
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.
SOWK743 ALCOHOL, TOBACCO AND
OTHER DRUG (ATOD)
INTERVENTIONS WITH
FAMILIES
3 sem. hrs.
This course presents an orientation to working
with families in social work practice, with spe-
cial 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.
SOWK744 ADMINISTRATIVE SOCIAL
WORK PRACTICE
3 sem. hrs.
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.
SOWK798 FAMILY PRACTICE
INTEGRATIVE SEMINAR I
3 sem. hrs.
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.
SOWK799 FAMILY PRACTICE
INTEGRATIVE SEMINAR II
3 sem. hrs.
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
90/Special Education and School Psychology Programs
work issues, arising from students’ research
and contemporary practice, and to present
their practice frameworks and findings. Prerequisite: SOWK798.
SPECIAL
EDUCATION AND
SCHOOL
PSYCHOLOGY
PROGRAMS
The Special Education and School Psychology
Department provides comprehensive programs leading to a master of education degree
with specializations in special education and
in educational psychology. The department
also offers an advanced program in school
psychology. Individuals completing this program may be recommended for certification
by the Commonwealth of Pennsylvania as a
school psychologist. A non-degree certificate
program in behavioral management is also
offered by the department.
MASTER OF
EDUCATION DEGREE
Educational Psychology
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.
All electives must be approved by the student’s departmental advisor and may be chosen to enhance the student’s interest in school
psychology, human development and learning,
or educational evaluation and research.
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.
2.
3.
4.
5.
Submit three letters of reference.
Submit a one-two page essay answering
the following questions:
a. What attracted you to the field of
educational/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?
Submit a professional resume.
Possess a quality point average of 3.0 or
better (4 point scale) for the junior and
senior year of the bachelor's degree.
Applicants should obtain either a Miller
Analogies Test (MAT) score at or above
the 30th percentile or Graduate Record
Examination (GRE) scores averaging at
or above the 30th percentile.
All materials should be received by February 1
for an applicant to be considered for a graduate assistantship. Application materials may be
considered after this date for enrollment in the
program.
Curriculum
A minimum of 30 semester hours of graduate
credit must be earned as a requirement for this
degree. Depending upon the individual student's interests and input from the advisor, the
student selects course work from the following
plan of study for educational psychology.
Upon entry into the program and following
each 12 credits of course work, the student and
his or her advisor assess the student’s progress.
Students in this curriculum must satisfactorily
complete:
Required Courses
21 sem. hrs.
APSY789 Research II: Seminar in
Educational and Psychological
Research
EDUC788 Research in Education
APSY720 Learning Theories
APSY724 Psychoeducational Assessment
of Beh. and Dev. Disabilities
APSY727 Psych. Counseling and Interv.
SPED710 Seminar in Exceptionalities
(SPED750 or SPED780 with permission or
recommendation of advisor)
SPED720 Advanced Assessment in
Spec. Ed. (3)
(or APSY615 for school psychology certification students)
Elective Courses
9 sem. hrs.
A minimum of six credit hours must have the
APSY or SPED prefix.
APSY721 Biological, Social, and Cultural
Bases of Personality
Development (3)
APSY796 Crises Management and
Violence Prevention (3)
COUN740 Individual Develop. Through
Adol. (3)
EDUC781 Statistics Methods
SPED628
SPED750
SPED780
SPED790
SPED794
Behavior Management
Strategies (3)
Seminar in Behavior Disorders
(3)
Learning Disabilities (3)
Instructional Techniques for
the Learning Disabled
Management Behavior
Problems (3)
* These courses must be taken if the candidate
is pursuing behavior specialist certification.
Degree Requirements
Individuals must comply with the degree
requirements for the master of education
degree described in this catalogue. The student
is also required to satisfactorily complete a
comprehensive examination and either a thesis
or non-credit master's project.
THE SCHOOL
PSYCHOLOGY PROGRAM
(Post-Master's Degree Level)
The School Psychology Program at Edinboro
University prepares its graduates for the professional practice of psychology in the schools
by emphasizing a practitioner model of training. A solid foundation of classroom and practical experience is provided which reflects
both traditional and current, empirically supported trends in psychology and education.
These experiences prepare graduates to provide assistance and expertise in the evaluation,
diagnosis, and remediation of problems experienced by children in the nation’s schools and
communities.
Respect for the diversity of individuals and
groups of people is emphasized throughout the
curriculum. The goal is to help each student
identify and apply her/his unique talents while
cultivating professional competencies which
allow her/him to work with children and families affected by a broad spectrum of exceptional conditions. The focus is on assisting all
children achieve academic success, social
competence, and emotional health.
Admission Requirements and
Procedures
Individuals who have completed the Master of
Education in Educational Psychology at Edinboro University should complete an application for admission to the School Psychology
Program by March 15 and be recommended
for admission by the program coordinator.
Individuals seeking to complete certification
as school psychologists but who have not
obtained the Master of Education in Educational Psychology at Edinboro University
must comply with the admission requirements
listed below, in addition to the general admission requirements for graduate admissions:
Special Education and School Psychology Programs/91
1.
2.
3.
4.
5.
Submit three letters of reference.
a. Be sure to note whether or not you
waive your right to review the recommendation.
b. Find recommenders who know you
well.
c. Obtain a recommendation from a
college professor, academic advisor,
or supervisor.
Submit a one-two page essay answering
the following questions:
a. What attracted you to the field of
educational/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?
Submit a professional resume.
Possess a quality point average of 3.0 or
better (4 point scale) for the junior and
senior year of the bachelor’s degree.
Applicants should obtain scores averaging the 30th percentile or above for the
verbal, quantitative, and analytical writing sections of the GRE General Test.
All materials should be received by February 1
for an applicant to be considered for a graduate assistantship. Application materials may be
considered after this date for enrollment in the
program.
Curriculum
A minimum of 75 semester hours of graduate
credit must be earned as a requirement for this
program. The student selects course work
from the following plan of study for school
psychology. Upon entry into the program and
following each 12 credits of course work, the
student and his or her advisor assess the student’s progress.
Program Requirements
An advanced certificate in school psychology
will be awarded if the student satisfactorily
completes the competency requirements for
the program, has a cumulative average of "B"
or better for the credits earned as part of the
program, and satisfactorily completes the
comprehensive examination. The comprehensive examination will be oral and will cover
the school psychology program.
Mission and Philosophy
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.
Respect for diversity among individuals,
groups, and communities 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.
Competencies for the School
Psychology Certification Program
Student Diversity in Development and
Learning
5. Candidates will develop knowledge and
skills for recognizing and implementing
accommodations for individual differences, abilities, and disabilities, as well
as, for factors stemming from cultural
variables.
School and Systems Organization, Policy
Development, and Climate
6. Candidates will develop a knowledge of
and sensitivity to organizational, policymaking, and climate factors that affect
schools and related community settings,
along with skills to work with individuals
and groups to influence policies and practices in a positive direction for improved
student services.
The general purpose of the School Psychology
Program at Edinboro University of Pennsylvania is to train candidates to become professional providers of a variety of psychological
services in schools and communities. Training
focuses on solving problems through databased decision making. The following
domains serve as goals and objectives for our
candidates and are systematically assessed
throughout training.
Prevention, Crisis Intervention, and Mental
Health
7. Candidates will develop knowledge of
developmental, biological, cultural,
social, and psychopathological factors
that affect children and adolescents. Also,
candidates will develop skills for designing prevention and intervention programs
encouraging mental and physical wellbeing among students.
Data-based Decision-Making and Accountability
1. Candidates will have knowledge of varied models and methods of assessment
that yield useful and valid information for
understanding the strengths, needs, and
progress of all students. Candidates will
apply assessment methods as part of a
systematic process to collect data and
other information, translate assessment
results into empirically-based decisions
about service delivery, and evaluate the
outcome of service.
Home/School/Community Collaboration
8. Candidates will develop knowledge of
how family systems affect the academic,
emotional, developmental, and social
progress of students along with skills to
work with families and school and community representatives, to provide and
improve services to families.
Consultation and Collaboration
2. Candidates will develop a sound foundation in academic and behavioral consultation that emphasizes a collaborative
model for planning, implementing, and
evaluating interventions.
Effective Instruction and Development of
Cognitive/Academic Success
3. Candidates will develop an ability to
evaluate cognitive and academic skills
and design and evaluate interventions.
Socialization and Development of Life
Skills
4. Candidates will demonstrate skills for
evaluating behavioral, affective, adaptive, and social skills of children and adolescents, as well as, for designing, implementing, and evaluating appropriate
interventions.
Research and Program Evaluation
9. Candidates will develop knowledge of
statistical methods and research and evaluation techniques, along with skills for
applying this knowledge to improve services in schools.
School Psychology Practice and Development
10. Candidates will demonstrate the professional ethical and practice standards
delineated by NASP and develop an
understanding of service delivery models, public policy, and public law related
to school psychology. Candidates will
develop knowledge of the historical foundations of school psychology and the
importance of career-long professional
development.
Information Technology
11. Candidates will develop knowledge of
sources of information and technology
relevant to service delivery, and skills to
access this information/technology and
use it in a professionally responsible
manner.
92/Special Education and School Psychology Programs
Program Description
The school psychology program at Edinboro
University of Pennsylvania offers a graduate
program culminating with a specialist certificate as a school psychologist in the state of
Pennsylvania. Individuals with a bachelor’s
degree may enter the program and then complete the master’s level coursework and the
post-master’s school psychology coursework
and internship.
Student's Responsibility
It is the responsibility of individuals completing requirements for certification as a school
psychologist to submit the form needed to
obtain the certification from the Commonwealth of Pennsylvania to the Dean of Education as soon as the certification requirements
have been completed.
Courses in the School Psychology
Program
APSY615
APSY625
APSY720
APSY721
APSY722
APSY723
APSY724
APSY725
APSY727
APSY735
APSY789
APSY790
APSY795
APSY796
COUN740
EDUC781
EDUC788
SPED710
SPED730
SPED780
Introduction to School
Psychology (3)
Collaborative Consultation in
Educational Settings (3)
Learning Theories (3)
Cultural, Social, and Biological
Bases of Personality
Development (3)
Individual Psychological
Assessment I (3)
Individual Psychological
Assessment II (3)
Psychoeducational Assessment
of Behavioral and
Developmental Disabilities (3)
Clinical Practicum in School
Psychology (3)
Psychoeducational
Counseling and Interviewing (3)
Advanced Clinical Practicum in
School Psychology (3)
Research II: Seminar in
Educational and Psychological
Research (3)
Seminar in School Psychology
(3)
Internship in School Psychology
(18)
Crisis Management and
Violence Prevention (3)
Individual Dev. Through
Adolescence (3)
Statistics in Education (3)
Research in Education (3)
Seminar in Special Education
and Exceptionalities (3)
Analysis of Special Education
Curriculum (3)
Learning Disabilities (3)
School Psychology Courses
APSY615
INTRODUCTION TO
SCHOOL PSYCHOLOGY
3 sem. hrs.
This course offers 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.
APSY625
COLLABORATIVE
CONSULTATION IN
EDUCATIONAL SETTINGS
3 sem. hrs.
This course prepares the student to participate
in collaborative consultation services for students experiencing learning and/or adjustment
problems. It emphasizes enhancing communication skills, interactive teaming, problem
solving, case management skills, systems level
consultation, and implementation with culturally diverse students. Prerequisites: SPED215
or SPED710 or permission of instructor.
APSY720
LEARNING THEORIES
3 sem. hrs.
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.
APSY721
CULTURAL, SOCIAL, AND
BIOLOGICAL BASES OF
PERSONALITY
DEVELOPMENT
3 sem. hrs.
This course reviews theories on how social
and cultural factors influence personality
development in children and adolescents.
Additionally, drugs commonly prescribed to
school-age children are reviewed. Information
on intended effects, side-effects, and monitoring procedures of these medications are discussed in-depth.
APSY722
INDIVIDUAL
PSYCHOLOGICAL
ASSESSMENT I
3 sem. hrs.
This course develops competence in administering, scoring, and interpreting an intellectual/achievement assessment system and the use
of informal assessment to include curriculumbased 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.
APSY723
INDIVIDUAL
PSYCHOLOGICAL
ASSESSMENT II 3 sem. hrs.
This course develops competence with interpreting a variety of norm-referenced and informal psychological and educational assessment
instruments. Integration of data into psychoeducational reports is central. Alternatives to
classic psychometric theory and emergent
trends are discussed. Guidelines for ethically
sound and culturally fair testing are reviewed
in detail. The course emphasizes practical
application of the results in school settings,
including report writing, definitional guidelines, progress monitoring, program evaluation, and legal provisions. Prerequisite:
APSY722.
APSY724
PSYCHOEDUCATIONAL
ASSESSMENT OF
BEHAVIORAL AND
DEVELOPMENTAL
DISABILITIES
3 sem. hrs.
This course 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.
APSY725
CLINICAL PRACTICUM IN
SCHOOL PSYCHOLOGY
3 sem. hrs.
This course provides advanced school psychology students with supervised practical
experiences in schools and other educational
or mental health settings. Students are oriented
to the educational process and are given
opportunities to practice assessment and intervention skills. Prerequisite: APSY722 or permission of instructor.
APSY727
PSYCHOEDUCATIONAL
COUNSELING AND
INTERVIEWING 3 sem. hrs.
This course introduces the student to psychoeducational counseling and interviewing in the
schools. Emphasis is on collecting and incorporating interview data into psychoeducational reports and linking assessment data to psychoeducational interventions. Readings, discussion and role play are used to assist the student explore her/his personal views of human
nature and diversity.
APSY735
ADVANCED CLINICAL
PRACTICUM IN SCHOOL
PSYCHOLOGY 3 sem. hrs.
This course provides advanced school psychology students with supervised practical
experiences in schools and other educational
and mental health settings. Students are given
Special Education and School Psychology Programs/93
enhanced opportunities to practice assessment
and intervention skills. Prerequisite:
APSY725 or permission of instructor.
APSY789
RESEARCH II: SEMINAR
IN EDUCATIONAL AND
PSYCHOLOGICAL
RESEARCH
3 sem. hrs.
This course teaches skills required for completing data collection for research, evaluating
the validity of research results, and presenting
research to the public. Students are required to
complete a research manuscript of publishable
quality. Prerequisite: EDUC788.
APSY790
SEMINAR IN SCHOOL
PSYCHOLOGY 3 sem. hrs.
This course focuses 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.
Consultation and collaboration in educational
settings, common professional problems, and
the organization of psychological services in
school settings. Prerequisite: permission of
instructor.
APSY795
INTERNSHIP IN SCHOOL
PSYCHOLOGY
3-9 sem. hrs.
This internship in school psychology 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 assessment and direct and indirect intervention design and implementation. Interns
work with children across developmental levels from varied backgrounds who experience
educational and behavioral difficulties. Prerequisite: APSY725 or permission of instructor.
APSY796
CRISIS MANAGEMENT
AND VIOLENCE
PREVENTION IN
SCHOOLS
3 sem. hrs.
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.
Prerequisites: SPED628 and SPED794 or permission of instructor.
POST-BACCALAUREATE
PROGRAM OPTIONS IN
SPECIAL EDUCATION
Individuals who hold an undergraduate degree
– in any field – from an accredited institution
may select from among several Special Education program options, each of which is
addressed in detail, below:
Degree-only Program – M.Ed. in Special
Education for students who already hold special education teacher certification. (A minimum of 36 semester hours of graduate credit
are required for the M.Ed. in Special Education.)
Degree + Certification Program – M.Ed. in
Special Education with concomitant special
education certification. (Students pursuing
teacher certification will receive an individualized course of study specifying the additional courses required.)
Certification-only Program – a non-degree
course of study toward special education certification. (Students who do not hold a graduate
degree and pursue this option are strongly
encouraged to take graduate-level certification courses whenever possible, as most of
those graduate courses can also be applied
toward the M.Ed. in Special Education.)
Behavior Management Specialist Certificate Program – a nine credit, in-house specialization that may be taken alone or as part
of the M.Ed. program.
MASTER OF
EDUCATION DEGREE
Special Education
The Master of Education degree program in
Special Education is designed to develop and
improve knowledge of and performance in
core professional competencies related to the
field of special education. Plans of study can
be individualized, to some extent, to allow students who are already experienced in the field
to develop additional expertise in a certain
area of exceptionality (e.g., learning disabilities or giftedness) or to allow a student to
acquire specific skills needed to perform the
duties associated with a new position in the
field (one requiring specialization in, e.g.,
behavior management or early intervention.
Online M.Ed. Program
Post-baccalaureate students who live a considerable distance from the University and/or
who find themselves in situations whereby
they are unable to attend courses on campus
may choose to enroll in the online version of
the M.Ed. program in Special Education. Students in the online program are assigned to a
particular cohort. Together, students in each
cohort complete the same courses as those pursuing traditional routes of certification. In
addition, they are required to complete a threeweek summer residency component on the
Edinboro University campus. For further
information about this option, please contact
the Department of Special Education and
School Psychology or the Office of Graduate
Studies.
Admissions Requirements and
Procedures
Individuals seeking admission as degree students in the Special Education M.Ed. program
must comply with the general admissions
requirements for graduate studies at Edinboro
University. Upon acceptance to the program,
students should contact their assigned advisor
to complete a plan of graduate study that is
individualized to meet their specific needs,
including special education certification for
those who do not already possess such certification.
Curriculum
A minimum of 36 semester hours of graduate
credit is required for the Master of Education
degree in Special Education. Each student's
program of study consists of four components:
educational research, educational foundations,
core special education, and special education
electives:
Required Courses
36 sem. hrs.
Research
6 sem. hrs.
EDUC788 Research in Education (3)
APSY789 Seminar in Educational and
Psychological Research (3)
Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
or
EDUC783 Philosophical Foundations
of Education* (3)
Special Education Core Courses
21 sem. hrs.
SPED710 Seminar in Exceptionalities**
(3)
SPED720 Advanced Assessment in
Special Education** (3)
SPED730 Analysis of Special Education
Curriculum** (3)
SPED740 Social and Educational Issues
Affecting Individuals w/ Severe
Disabilities** (3)
SPED750 Seminar in Behavior Disorders**
(3)
SPED780 Learning Disabilities** (3)
SPED794 Management of Serious
Behavior Problems in Applied
Settings**/*** (3)
94/Special Education and School Psychology Programs
Elective Courses – choose two 6 sem. hrs.
SPED460 Young Children with Disabilities
(3)
SPED670 Teaching Strategies for Multiple
Disabilities (3)
SPED628 Classroom and School-wide
Behavior Management Strategies
for Inclusive Settings*** (3)
SPED650 Educational Strategies for
Gifted Children (3)
SPED694 Workshop in Special Education
(3)
SPED695 Graduate Practicum in Special
Education (3)
SPED760 Administration and Supervision
in Special Education (3)
SPED790 Instructional Techniques for
Learning Disabilities (3)
SPED793 Independent Study in Special
Education (3)
APSY625 Collaborative Consultation (3)
APSY796 Strategies for Crisis Intervention
and School Violence*** (3)
* Students who are pursuing teacher certification must take EDUC784.
** These courses count toward both the
M.Ed. and Teacher Certification
*** These three courses comprise the Behavior Management Specialist Certificate
program.
Degree Requirements
Students in this program must comply with the
degree requirements for the master of education degree. In addition, students must satisfactorily complete:
z
a written comprehensive examination
(for which they must register).
z
a non-credit master's project, which is
typically developed and completed during their two research courses.
Note: Students who enter the Special Education M.Ed. program without teacher certification in special education must also meet the
requirements for such certification, before the
M.Ed. will be conferred.
Post-baccalaureate Teacher
Certification in Special
Education
Program Options
The Department of Special Education and
School Psychology offers three teacher certification programs in special education:
z
Certification in Special Education, while
pursuing a B.S.Ed.
z
Dual
certification
in
Special
Education/Elementary Education, while
pursuing a B.S.Ed.
z
Post-baccalaureate certification in Special Education, at either the undergraduate or graduate level
All of our teacher certification programs prepare special education teachers according to
the criteria established and revised by the state
of Pennsylvania. In Pennsylvania, an Instructional Certificate in Special Education indicates that an individual is qualified to teach
children in grades N-12 who have disabilities
(with the exceptions of hearing, visual, and
speech/language impairments), i.e., learning
disabilities, mental retardation, emotional/
behavioral disorders, autism, traumatic brain
injury, orthopedic impairment, and other
health impairments.
The plan of study for those who do not hold
any prior type of teacher certification will be
more extensive than the plan for those who are
already certified in another area. The professional education courses required for certification in special education are listed below.
SPED325
SPED730
SPED480
SPED740
SPED500
SPED740
SPED441
SPED451
SPED475
SPED695
Curriculum for Teacher Certification, only:
Post-baccalaureate students may pursue special education teacher certification by following either the undergraduate curriculum or the
graduate-level curriculum. The undergraduate
and graduate version of each required course is
listed below. Post-baccalaureate students who
do not already hold a greaduate degree are
strongly encouraged to take graduate-levels
special education certification courses
whenever possible, as those graduate courses
may also be applied toward the M.Ed. in Special Education. Students who take the graduate
version of these courses – and include
SPED695 as one of their two M.Ed. electives
– may have as few as nine additional credits
beyond the M.Ed. requirements to complete
for teacher certification, for a total of 45 credits for the degree with concurrent certification.
Required Special Education Courses
39-42 sem. hrs.
SPED215 Psychology of Exceptional
Children (3)
or
SPED710 Seminar in Exceptionality and
Special Education* (3)
SPED230 Behavior Disorders of
Childhood (3)
or
SPED750 Seminar in Behavior Disorders*
(3)
SPED309 Principles of Behavior
Management in the
Classroom (3)
or
SPED794 Management of Serious
Behavior Problems in Applied
Settings* (3)
SPED315 Assessment in Special
Education (3)
or
SPED720 Advanced Assessment in
Special Education* (3)
Curriculum in Special Education
(3)
or
Analysis of Special Education
Curricula* (3)
Introduction to Learning
Disabilities (3)
or
SPED780 Learning Disabilites*
(3)
Low Incidence Disabilities (3)
or
Social and Educational Issues
Affecting Individuals w/ Severe
Disabilities* (3)
Two relevant electives* (6)
Teaching Strategies I** (3)
Teaching Strategies II** (3)
Field Experience in
Exceptionalities** (3-6)
Special Education Graduate
Practicum* (3)
* Each of these graduate-level courses may
also be applied to the M.Ed. in Special
Education.
** These three courses – SPED441,
SPED451, and SPED475 – do not count
toward the M.Ed. degree, only toward certification.
Depending upon their prior education and
experience, post-baccalaureate students pursuing special education certification may also be
required to take one or more additional courses from among those listed below. These
courses may not be applied to the special education M.Ed. program. Students with considerable experience working with individuals with
disabilities may apply for a waiver of
SPED295 (Pre-field). Students with prior
teacher preparation and certification in another field do not need to complete SPED495
(Student Teaching).
Potential Additional Courses
0-33 sem. hrs.
Education in a Multicultural
Society (3)
SEDU383 Educational Technology and
Computing (3)
ELED280 Methods of Teaching Reading (3)
or
READ706 Reading in the Elementary
School (3)
ELED350 Teaching Elementary Math (3)
or
ELED754 Problems and Trends in
Teaching Arithmetic (3)
SPED295 Pre-field Survey Experience (3)
ELED/SPED486 Professional Performance
in Elementary and Special
Education Classrooms (3)
SPED475 Field Experience (3)
SEDU271
Special Education and School Psychology Programs/95
SPED495
Student Teaching (12)
(Other, as determined by the
Dean of Education and the
Pennsylvania Department of
Education)
Behavior Management
Specialist Certificate
This nine-credit, practitioner-oriented program
was designed to address a growing need
among educators, mental health workers,
social services personnel, and similar professionals to effectively manage difficult behaviors and deal appropriately with crises in
schools and comparable settings. The primary
focus of the program, which reflects current
laws and best-practice research, is the technology of behavior change and regulation. The
Behavior Management Specialist program
enables individuals who hold an undergraduate degree to develop and refine critical workrelated skills without having to enter a graduate degree program. However, the credits
earned may also be applied to relevant degree
programs, such as those in special education.
Curriculum
Upon satisfactory completion of the following
nine semester hours (within no more than four
years), students will be eligible for a Behavior
Management Specialist Certificate from Edinboro University. (This in-house program has
not been accredited by a national organization.)
SPED628
SPED794
APSY796
9 sem. hrs.
Classroom and School-wide
Behavior Management
Strategies for Inclusive Settings
(3)
Management of Serious
Behavior Problems in Applied
Settings (3)
Strategies for Crisis Intervention
and School Violence (3)
Special Education Courses
SPED433
SPEECH AND LANGUAGE
PROBLEMS OF
EXCEPTIONAL CHILDREN
3 sem. hrs.
The development of the communicational
processes as they relate to the normal child and
how they deviate in the exceptional child will
be presented. The course will provide the
classroom teacher with the academic knowledge to better understand communicational
pathologies, the ability to identify specific
hearing, speech, language, and voice deviations, and practical suggestions for classroom
management of children with communicational disorders.
SPED460
YOUNG CHILDREN WITH
DISABILITIES
3 sem. hrs.
This course introduces the field of Early Childhood-Special Education with a focus on the
young child with disabilities. It emphasizes
early intervention rationale, history, identification of at-risk children, disabling conditions,
assessment and evaluation procedures, service
delivery approaches, program development and
model programs, professional resources and the
requirements of P.L. 99-457 and 90-538. Prerequisites: SPED215 or SPED710.
SPED571
PHYSICAL DISABILITIES
3 sem. hrs.
This course provides an in-depth understanding of physical disabilities and their effects on
the individual, emphasizing those conditions
and problems found in persons with disabilities rather than instructional techniques.
SPED594
WORKSHOP IN SPECIAL
EDUCATION 1-3 sem. hrs.
In this workshop, the student will gain practical experience within a specialized area of
Special Education. Topics will vary.
SPED628
CLASSROOM AND
SCHOOL-WIDE BEHAVIOR
MANAGEMENT
STRATEGIES FOR
INCLUSIVE SETTINGS
3 sem. hrs.
This is an advanced course that examines
schoolwide and classroom approaches to managing disruptive behaviors in inclusive settings. The emphasis is on current research and
effective practice on a continuum from proactive through intervention strategies for managing classroom behavior. This course is
designed for students in special education,
counseling, school administration, general
education, or school psychology who are interested in developing a repertoire of behavior
intervention strategies. This is the first course
in the Behavior Management Certificate Program.
SPED640
PSYCHOLOGY OF THE
GIFTED CHILD 3 sem. hrs.
This course studies gifted citizens’ behavior
through lectures, classroom discussion, panel
presentations and guest speakers. Major topics
include history, definition, characteristics,
identification, and programs.
SPED650
EDUCATIONAL
STRATEGIES FOR GIFTED
CHILDREN
3 sem. hrs.
This course includes a study of procedures of
placement, types of programs and methods
used in educating the gifted from kindergarten
through twelfth grade. Prerequisites:
SPED215 or SPED710 and SPED640.
SPED655
TEACHING READING IN
SPECIAL EDUCATION
3 sem. hrs.
This course studies effective procedures for
teaching mentally and/or physically disabled
students to read. It employs a diagnostic prescriptive approach. Prerequisite: ELED302 or
its equivalent.
SPED670
TEACHING STRATEGIES
FOR STUDENTS WITH
MULTIPLE DISABILITIES
3 sem. hrs.
This course provides the student with teaching/learning strategies to be used with individuals with multiple disabilities. The course
includes assessment, curriculum development,
and teaching and educational intervention
strategies, and health care needs. Prerequisites: SPED215 or SPED710; and SPED400.
SPED694
WORKSHOP IN SPECIAL
EDUCATION 1-3 sem. hrs.
In this workshop, the student will gain practical experience with a specialized area of Special Education. Topics will vary.
SPED695
FIELD EXPERIENCE WITH
EXCEPTIONALITIES
3 sem. hrs.
The graduate student participates in the educational programming of exceptional individuals
at a level of proficiency which recognizes the
graduate student as a co-teacher working
under the direct supervision of an on-site
cooperating teacher, special education supervisor, or administrative personnel. This internship enhances the graduate student's teaching
skills with the exceptional population.
SPED710
SEMINAR IN SPECIAL
EDUCATION AND
EXCEPTIONALITIES
3 sem. hrs.
This course acquaints graduate students with
the historical development of special education and current and anticipated issues in special education. It reviews the attitudes toward
and treatment of exceptionalities and the
impact of exceptionalities on self, family, and
community. It stresses etiology and identification of the various exceptionalities, as well as
knowledge of the educational process for each.
SPED720
ADVANCED ASSESSMENT
IN SPECIAL EDUCATION
3 sem. hrs.
This course studies the legal, educational, psychological and cultural bases for assessment
procedures used in special education. It prepares students to be critical interpreters of
assessment procedures, instruments, and
results. It presents in-depth diagnostic procedures in areas pertinent to children with exceptionalities. Prerequisite: SPED710.
96/Speech-Language Pathology Program
SPED730
ANALYSIS OF SPECIAL
EDUCATION CURRICULA
3 sem. hrs.
This course analyzes the changing roles of curricula in all areas of Special Education including movements in curricular thinking and
developments from school exclusion to inclusion. It considers special areas of concern in
each exceptionality from birth through age 21
and includes various approaches to developing
curricula. Prerequisite: SPED710.
SPED740
SOCIAL AND
EDUCATIONAL ISSUES
EFFECTING INDIVIDUALS
WITH SEVERE
DISABILITIES
3 sem. hrs.
This course focuses on low-incidence disabilities that include individuals with: physical disabilities, health impairments, cognitive disabilities, pervasive developmental disorder,
and multiple disabilities. Topics include: conditions, characteristics, educational, social and
ethical issues.
SPED750
SEMINAR IN BEHAVIOR
DISORDERS
3 sem. hrs.
This course is designed to increase understanding of emotional and behavioral disorders in children and to improve competencies
in working with children who have such disorders. Emphasis is placed on characteristics of
selected disorders and on recent research into
etiological factors and psychological and educational interventions. (It is strongly recommended that students have previously taken
SPED710 and/or have other recent coursework or experience in special education.)
LEARNING DISABILITIES
3 sem. hrs.
This course provides theoretical and practical
knowledge in teaching children who manifest
a significant discrepancy between their estimated intellectual potential and demonstrated
achievement due to disorders in the learning
processes. It explores behavioral analysis and
diagnostic-remedial procedures through an
inter-disciplinary view of psychology and special education.
SPED793
INDEPENDENT STUDY IN
SPECIAL EDUCATION
3 sem. hrs.
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
Special Education. Prerequisite: consent of the
chairperson of the Special Education Department.
MANAGEMENT OF
SERIOUS BEHAVIOR
PROBLEMS IN APPLIED
SETTINGS
3 sem. hrs.
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, and empirically
validated interventions for, serious behavior
problems. This course is second in the
sequence of courses for the Behavior Management Specialist certificate. Prerequisite:
SPED628 or permission of instructor.
INSTRUCTIONAL
TECHNIQUES FOR THE
LEARNING DISABLED
3 sem. hrs.
This course provides an in-depth interdisciplinary approach to both diagnostic and remedial
procedures necessary for teaching students
who manifest a significant discrepancy
between their estimated intellectual potential
and demonstrated achievement. In addition to
diagnosis and remediation, the course also
explores neuropsychology, affective behaviors, and educational alternatives. Prerequisite:
SPED780. Students that have credit in
SPED794 cannot take SPED790 for additional
credits.
Students must complete all academic courses
and clinical practicum required for clinical
certification by the American Speech-Language-Hearing Association. Students with
insufficient undergraduate preparation will be
required to complete undergraduate prerequisite courses prior to fulfilling course requirements for the master's program.
SPED794
SPEECHLANGUAGE
PATHOLOGY
PROGRAM
SPED780
SPED790
temporary approaches to diagnosis and remediation of communication disorders.
MASTER OF ARTS
DEGREE
Speech-Language
Pathology
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 a communication disorder.
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 con-
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.
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.
2. Application fee of $25.00 (if you have
never applied to Edinboro before).
3. An official transcript reflecting a baccalaureate degree in “speech and hearing
disorders” from an accredited institution
with an overall 2.8 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.
6. Professional resume.
7. 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?
8. Application for Graduate AssistantshipSpeech/Language Pathology (if you
desire to apply for a graduate assistantship).
Note: All materials must be received by March
1 to be considered.
Undergraduate Prerequisite Courses and
Requirements
SHLD125 Psychology of Communication
(3)
SHLD230 Intro to Audiology (3)
SHLD300 Normal Communication Development Across the Lifespan (3)
SHLD340 Adv. Language Dev. and
Analysis (3)
SHLD355 Anatomy and Physiology of the
Speech/Hearing Mechanism (3)
Speech-Language Pathology Program/97
SHLD375 Acoustical Phonetics and
Phonetic Analysis (3)
SHLD420 Clinical Observation (3) (may be
waived)
SHLD500 Neuroanatomy+
SHLD515 Audiologic Rehabilitation (3)
+ May be taken during graduate study for
credit.
z
Minimum of 25 hours of approved clinical observation.
z
At least one math course; two recommended for PDE Certification.
z
At least one biological and one physical
science course.
z
At least six hours in behavioral/social sciences.
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 is required as a partial requirement of this degree. These credits should be
earned as follows:
I. Core Courses
36 sem. hrs.
SHLD605 AAC Assessment and
Intervention (3)
SHLD611 Seminar in Clinical Methods
(3)
SHLD616 Audiology for the SpeechLanguage Pathologist (3)
SHLD630 Fluency Disorders (3)
SHLD635 Phonological Disorders (3)
SHLD640 Language Disorders (3)
SHLD650 Aphasia/Neurological
Disorders (3)
SHLD655 Swallowing Disorders (3)
SHLD706 Professional Issues in
Speech-Language
Pathology/Audiology (3)
SHLD740 Voice/Resonance Disorders
(3)
SHLD772 Research Methods in
Communication Disorders
(3)
SHLD790 Comm. Disorders in the
Educ. Setting (3)
II. SLP Program Electives
3 sem. hrs.
SHLD675 Topics in Communication
Disorders (1-3)
SHLD707 Advanced Augmentation
and Alternative
Communication (3)
SHLD715 Seminar in Aural
Rehabilitation (3)
SHLD745 Early Intervention in
Speech-Language Pathology
(3)
SHLD793 Independent Study (3)
III. Clinical Education
15 sem. hrs.
SHLD711 Advanced Clinical
Practice (3)
IV. Thesis (optional)
SHLD799 Thesis (3-6)
V. Total 54 semester hours (non-thesis
track)
To be recommended for Pennsylvania Instructional I Certification in Speech Language
Impaired, the following program must be completed.
1.
Complete all requirements for the Master
of Arts degree in Speech-Language
Pathology.
2. Complete the following PDE Component:
2 math courses
1 English composition course
1 English literature course
3. Meet all other requirements, such as
national standardized tests, that currently
are stipulated by the Pennsylvania
Department of Education and the University’s School of Education.
* An approved graduate course equivalent can
be substituted.
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 sit for the National Examination
in Speech Pathology (NESP).
Speech and Language
Pathology Courses
dards for ethical service delivery to multicultural clients and clients across the lifespan are
discussed.
SHLD616
AUDIOLOGY FOR THE
SPEECH LANGUAGE
PATHOLOGIST 3 sem. hrs.
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.
SHLD630
FLUENCY DISORDERS
3 sem. hrs.
This course studies the development of fluency, disfluency, and stuttering. Etiology identification, assessment, and treatment strategies
are emphasized.
SHLD635
PHONOLOGICAL
DISORDERS
3 sem. hrs.
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.
SHLD640
LANGUAGE DISORDERS
3 sem. hrs.
This course integrates theory and research in
the evaluation and treatment of language disorders in school-aged children and adolescents. It emphasizes current issues related to
the assessment of language behavior and intervention strategies.
SHLD650
SHLD605
AUGMENTATIVE AND
ALTERNATIVE
COMMUNICATION (AAC)
3 sem. hrs.
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.
SHLD611
SEMINAR IN CLINICAL
METHODS
3 sem. hrs.
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 stan-
APHASIA/
NEUROLOGICAL
DISORDERS
3 sem. hrs.
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.
SHLD655
SWALLOWING
DISORDERS IN INFANTS,
CHILDREN, AND ADULTS
3 sem. hrs.
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.
98/Speech-Language Pathology Program
SHLD675
TOPICS IN
COMMUNICATION
DISORDERS
3 sem. hrs.
In this course an in-depth study is made of a
specialized topic in the field of communication disorders.
SHLD706
PROFESSIONAL ISSUES IN
SPEECH LANGUAGE
PATHOLOGY AND
AUDIOLOGY
3 sem. hrs.
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.
tory etiologies is discussed. Hands-on training
with acoustic and instrumental diagnostic and
treatment techniques is provided. The role of
the therapeutic relationship is explored.
SHLD745
ISSUES IN EARLY
INTERVENTION FOR
THE SLP
3 sem. hrs.
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.
SHLD772
SHLD707
ADVANCED
AUGMENTATIVE AND
ALTERNATIVE
COMMUNICATION (AAC)
3 sem. hrs.
The course emphasizes the use of evidencebased practice and performance measurement
to support AAC intervention and management
with specific populations. The course explores
the range of AAC options/strategies for individuals that rely on AAC including adults with
neurologic disorders, early intervention,
school-aged populations, and individuals with
severe physical and cognitive challenges. The
course emphasizes laboratory experience with
AAC equipment.
SHLD711
ADVANCED CLINICAL
PRACTICE IN SPEECH
PATHOLOGY
3 sem. hrs.
This course will provide the advanced student
of speech and hearing with a varied clinical
experience aimed at sharpening clinical skills,
providing a greater breadth and depth of clinical involvements and generally increasing
clinical independence and clinical competency. Prerequisite: previous clinical experience.
SHLD715
SEMINAR IN AURAL
REHABILITATION
3 sem. hrs.
This course studies various approaches to the
(re)habilitation of individuals with sensorineural hearing loss. Its scope includes the
role of significant others, use of technology,
legal issues, educational vocational issues, and
therapeutic techniques.
SHLD740
VOICE/RESONANCE
DISORDERS
3 sem. hrs.
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 respira-
RESEARCH METHODS IN
COMMUNICATION
DISORDERS
3 sem. hrs.
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.
SHLD790
COMMUNICATION
DISORDERS IN THE
EDUCATIONAL
SETTING
3 sem. hrs.
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:
SHLD635, SHLD640.
SHLD793
INDEPENDENT STUDY
3 sem. hrs.
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.
SHLD799 THESIS
3-6 sem. hrs.
Research for the Master's thesis is conducted
under the supervision of an advisor. Prerequisite: consent of the departmental chairperson.
NOTE: All courses are graded based on criteria outlined by the instructor.
Graduate
Faculty
100/Faculty
GRADUATE FACULTY
KENNETH ADAMS, Professor
Professional Studies (2008)
B.S., M.Ed., Edinboro State College, 1975,
1978; Ph.D., SUNY-Buffalo, 1994
SUZANNE AMENDOLARA, Professor
Art (2009)
B.F.A., Miami University, 1985; M.F.A., Indiana
University, 1988
JOHN ASHLEY, Associate Professor
Biology and Health Services (2006)
B.S., M.S., Brigham Young University, 1981,
1983; Ph.D., Washington State University, 1988
JANET BAKER, Professor
Professional Studies (2010)
B.S., Indiana University of Pennsylvania, 1969;
M.Ed., University of Pittsburgh, 1972; Ed.D.,
Harvard University, 1987
MARY BEVEVINO, Professor
Professional Studies (2006)
B.S., Indiana University of Pennsylvania, 1964;
M.A., Gannon University, 1970; Ph.D.,
Pennsylvania State University, 1985
ALICE CONWAY, Associate Professor
Nursing (2009)
B.S.N., Syracuse University, 1964; M.N., Ph.D.,
University of Pittsburgh, 1968, 1988; CRNP,
Edinboro University of Pennsylvania, 1989
JAMES BOLTON, Assistant Professor
Professional Studies (2010)
B.S., Indiana University of Pennsylvania, 1973;
B.S., Edinboro University of Pennsylvania,
1985; M.Ed., Westminster College, 1978; Ph.D.,
Penn State University, 1992
SALENE J. COWHER, Professor
Professional Studies (2010)
B.S., M.A., Slippery Rock University, 1975,
1980; Ph.D., University of Pittsburgh, 1984;
N.C.C., L.P.C.
NANCY M. BRIGGS, Associate Professor
Elementary Education (2006)
B.S., M.Ed., The Pennsylvania State University,
1965, 1976; Ed.D., Indiana University of
Pennsylvania, 1994
JOHN R. CRISWELL, Professor
Elementary Education (2009)
B.S.Ed., M.Ed., California University of Pa.,
1971, 1978; Ed.D., West Virginia University,
1988
LISA BRIGHTMAN, Assistant Professor
Elementary Education (2009)
B.A., Mercyhurst College, 1984; M.Ed.,
Edinboro University of Pennsylvania, 1991;
Ed.D., University of Pittsburgh, 2001
SUSAN CRISWELL, Professor
Special Education and School Psychology
(2009)
B.S., Slippery Rock, 1973; M.Ed., Indiana
University of Pennsylvania, 1977; Ed.D., West
Virginia University, 1989
KAREN L. BAUER, Professor
Elementary Education (2005)
B.S.Ed., M.Ed., Ed.D., Indiana University of
Pennsylvania, 1973, 1975, 1987
DENNIS BUCKWALTER, Associate Professor,
Secondary Education (2008)
B.S., Geneva College, 1975; M.A. Ed., Ph.D.,
Virginia Polytechnic Institute and State
University, 1988, 1992
CHARLES W. CROSS, Professor
Secondary Education (2006)
A.A., Allegany Community College, 1973; B.S.,
M.Ed., Frostburg State College, 1975, 1979;
Ph.D., University of Maryland, 1989
JOHN BAVARO, Assistant Professor
Art (2006)
B.A., Miami U., 1987; M.F.A., U. of Cincinnati,
1999
RACHAEL J. BURKE, Associate Professor
Art (2010)
B.F.A., Western Kentucky University, 1977;
M.F.A., Miami University, 1983
GEOFFREY BEADLE, Assistant Professor
Art (2010)
B.F.A., Temple University, 1995; M.F.A.,
Boston University, 1997
MARY JO CAMPBELL, Associate Professor
Elementary Education (2008)
B.S.Ed., Slippery Rock University of Pa., 1972;
M.S., Duquesne University, 1975; Ed.D.,
Indiana University of Pa., 1991
SUSAN CURTIN, Assistant Professor
Elementary Education (2008)
B.S.Ed., Indiana University of Pennsylvania,
1983; M.Ed., Edinboro University of
Pennsylvania, 1990; Ed.D., Youngstown State
University, 2002
SHELLE BARRON, Assistant Professor
Art (2006)
B.A., Mercyhurst College, 1974; M.F.A.,
Edinboro University of Pennsylvania, 1985
MARIAN BECKMAN, Associate Professor
Elementary Education (2010)
B.S., M.Ed., Edinboro State College, 1971,
1974; Ed.D., Indiana University of
Pennsylvania, 1993
XIN-ZHU CHEN, Assistant Professor
History (2009)
M.A., M.B.A., Ph.D., Bowling Green State
University, 1985, 1988, 1998
IHOR BEMKO, Assistant Professor
History and Anthropology (2006)
B.A., M.P.A., Texas Tech, 1979, 1982; Ph.D.,
Texas A&M, 1991
IVAN CHOMPALOV, Assistant Professor
Sociology (2006)
B.A., M.A., Sofia University, 1980, 1992;
Ph.D., Louisiana State University, 1998
KATHLEEN BENSON, Associate Professor
Secondary Education (2010)
B.S., M.Ed., Edinboro State College, 1972,
1975; Ph.D., University of Akron, 1998
MALCOLM CHRISTHILF, Assistant Professor,
Art (2006)
B.S., Towson State University, 1979; M.A.,
M.F.A., University of California at Berkeley,
1985, 1987
LINDA BEST, Assistant Professor
Elementary Education (2009)
B.S., Edinboro State College, 1974; M.Ed.,
Edinboro University of Pennsylvania, 1991
GARY CONNELL, Assistant Professor
Professional Studies (2008)
B.A., M.Ed., University of Maine, 1972, 1975;
Ph.D., NCC, L.P.C., University of Georgia,
1979
KATHLEEN DAILEY, Professor
Elementary Education (2010)
B.A., Villa Maria College, 1979; M.Ed.,
Edinboro State College, 1982; Ed.D., Indiana
University of Pennsylvania, 1992
SONDRA L. DASTOLI, Professor
Special Education and School Psychology
(2009)
B.S., Youngstown State, 1963; M.Ed.,
University of Pittsburgh, 1965; Ph.D., Kent
State, 1987
MARK DEKA, Assistant Professor
Art (2008)
B.A., Ohio State University, 1979; M.A., Ph.D.,
Case Western Reserve, 1983, 1991
MARTHA DONKOR, Assistant Professor
History and Anthropology (2010)
B.A., University of Cape Coast, 1991; M.A.,
University of Guelph, 1995; Ph.D., University
of Toronto, 2000
JAMES DUNN, Professor
Business Administration and Economics (2009)
B.S., Edinboro State College, 1963; M.A.,
Ph.D., SUNY Binghamton, 1981
The date in parenthesis is the renewal date for graduate faculty appointment.
Faculty/101
CHARLES A. EDWARDS, Professor
Psychology (2006)
B.A., Berea College, 1976; M.A., Ph.D.,
University of Kentucky, 1979, 1983
GERRY GENDLIN, Assistant Professor
Political Science and Criminal Justice (2006)
B.A., California State University at Northridge,
1985; M.A., Ph.D., Tufts University, 1988, 1992
KAREN EISENHART, Assistant Professor
Geosciences (2006)
A.S., State U. of NY, 1992; B.A., Cornell U.,
1994; M.A., Ph.D., U. of Colorado, 1999, 2004
GLORIA GERBRACHT, Associate Professor
Elementary Education (2009)
B.S., M.Ed., Edinboro State College, 1970,
1972; Ed.D., Indiana University of
Pennsylvania, 1994
STEVEN EMMETT, Assistant Professor
Art (2008)
B.F.A., Edinboro State College, 1979; M.F.A.,
Edinboro University of Pennsylvania, 1988
JOEL ERION, Associate Professor
Special Education and School Psychology
(2006)
B.S., Clarion University of Pennsylvania, 1975;
M.Ed., Ed.D., Indiana University of
Pennsylvania, 1980, 1994
BENEDICT GIBSON, Professor
Art (2008)
B.A., Aquinas College, 1970; M.F.A.,
University of Nebraska, 1973
KATHLEEN GOLDEN, Associate Professor
Speech and Communication Studies (2009)
B.S., M.A., Youngstown State University, 1977,
1982; Ph.D., Kent State University, 1990
GREGORY HUNGERFORD, Assistant
Professor, Social Work (2009)
B.A., Youngstown State University, 1970;
M.S.W., Louisiana State University, 1973;
Ph.D., Ohio State University, 1993
DALE M. HUNTER, Professor
Biology and Health Services (2006)
B.S., Brooklyn-City University of New York,
1979; M.Phil., Ph.D., City University of New
York, 1983, 1987
JOYCE JAGIELO, Associate Professor
Psychology (2006)
B.A., B.S., University of Dayton, 1978, 1979;
M.A., Ph.D., University of Kentucky, 1983, 1989
JERRA JENRETTE, Associate Professor
History and Anthropology (2006)
B.A., Mars Hill College, 1983; M.A.,
Appalachian State University, 1985; Ph.D., West
Virginia University, 1996
ANTHONY ESPOSITO, Assistant Professor
Speech and Communication Studies (2009)
B.A., M.A., University of Akron, 1988, 1992;
Ph.D., Bowling Green State University, 1995
SHARON HAMILTON, Associate Professor
Psychology (2009)
B.A., Lock Haven University of Pennsylvania,
1977; M.A., East Carolina University, 1980;
Ph.D., West Virginia University, 1985
JEAN CROCKETT FAIETA, Professor
Special Education and School Psychology
(2008)
B.S., M.Ed, California University of Pa., 1977,
1978; Ed.D., West Virginia University, 1989
MELISSA K. GIBSON HANCOX, Assistant
Professor (2006)
Speech and Communication Studies
B.A., Edinboro University of Pennsylvania,
1992; M.A., Ph.D., Ohio University, 1995, 1997
JEAN JONES, Associate Professor
Speech and Communication Studies (2009)
B.S., M.A., Wright State University, 1988, 1989;
Ph.D., University of Pittsburgh, 1995
DAVID FERSTER, Assistant Professor
Political Science and Criminal Justice (2006)
B.A., SUNY at Buffalo College, 1973; J.D.,
SUNY at Buffalo School of Law, 1976
JAY M. HANES, Assistant Professor
Art (2006)
B.F.A., Columbus College of Art and Design,
1980; M.S., Florida State University, 1991;
Ph.D., The Ohio State University, 1994
ELISABETH JOYCE, Assistant Professor
English and Theatre Arts (2008)
B.A., University of Chicago, 1980; M.A.,
University of Delaware, 1984; Ph.D., Temple
University, 1991
MICHAEL J. HANNAN, Professor
Business Administration and Economics (2007)
B.A., University of Pittsburgh, 1984; Ph.D.,
West Virginia University, 1988
KATHE KOWALSKI, Associate Professor
Art (2009)
B.A., New York University, 1967; B.F.A.,
M.F.A., Eastern Michigan University, 1980,
1985
IRENE FIALA, Assistant Professor
Sociology (2006)
B.B.A., M.B.A., Ph.D., Kent State University,
1987, 1990, 2003
DENISE FINAZZO, Associate Professor
Elementary Education (2010)
B.S., M.Ed., Edinboro State College, 1971,
1974; Ed.D., Indiana University of
Pennsylvania, 1992
SUSAN HEGEL, Assistant Professor
Speech and Communication Studies (2010)
B.A. Kalamazoo College, 1979; M.S., Colorado
State University, 1983; Ph.D., University of
Oregon, 1998
PATRICIA FLACH, Associate Professor
Elementary Education (2008)
B.S., Millersville University of Pennsylvania,
1970; M.Ed., Ed.D., Indiana University of
Pennsylvania, 1990, 2000
JAMES HENSON, Instructor
Mathematics and Computer Science (2006)
B.A., Hiram College, 1968; M.S. Ed.,
Youngstown State, 1972
MARTIN FOX, Professor
Biology and Health Services (2010)
B.S., Monmouth College, 1985; M.S., Ph.D.,
Rutgers, The State University of New Jersey,
1988, 1992
DONNA HIXON, Assistant Professor
Social Work (2007)
B.A., M.S.W., West Virginia University, 1970;
M.P.H., Ph.D., University of Pittsburgh, 1990,
1992
DAVID E. FULFORD, Professor
Biology and Health Services (2010)
B.S., College of William & Mary, 1981; Ph.D.,
Medical College of Virginia, 1985
JO ANN HOLTZ, Associate Professor
Secondary Education (2009)
B.S., Ph.D., Kent State University, 1969, 1994;
M.Ed., Gannon University, 1989
CHARLES JOHNSON, Associate Professor
Art (2008)
B.A., M.A., M.F.A., University of Wisconsin,
1982, 1989, 1990
GARY LaBINE, Professor
Psychology (2007)
B.A., Westfield State College, 1983; Ph.D.,
State University of New York at Buffalo, 1990
SUSAN LaBINE, Professor
Psychology (2010)
B.A., Allegheny College, 1982; M.A., Ph.D.,
State University of New York at Buffalo, 1989,
1991
PAMELA LASHER, Assistant Professor
Mathematics and Computer Science (2009)
B.S., Edinboro State College, 1974; M.Ed.,
Edinboro University of Pennsylvania, 1991;
M.S., Youngstown State College, 1995; Ph.D.,
Kent State, 2001
JOSEPH LAYTHE, Associate Professor
History and Anthropology (2010)
B.A., Carroll College, 1987; M.A., Portland
State University, 1992; Ph.D., University of
Oregon, 1996
The date in parenthesis is the renewal date for graduate faculty appointment.
102/Faculty
CYNTHIA LEGIN-BUCELL, Professor
Psychology (2009)
B.A., Edinboro State College, 1975; M.A.,
Ph.D., Kent State College, 1977, 1979
PETER LINDEMAN, Associate Professor
Biology and Health Services (2010)
B.A., B.S., Eastern Illinois University, 1985;
M.S., University of Idaho, 1988; Ph.D.,
University of Louisville, 1997
JOHN LYSAK, Assistant Professor
Art (2008)
B.A., Evergreen State College, 1984; M.F.A.,
Carnegie Mellon University, 1988
MARY JO MELVIN, Associate Professor
Elementary Education (2009)
B.S., Edinboro State College, 1975; M.Ed.,
Edinboro University of Pennsylvania, 1990;
Ph.D., University of Akron, 1995
TIMOTHY MEYER, Assistant Professor
Mathematics and Computer Science (2008)
A.S., Pennsylvania State University, 1978; B.S.,
Ohio State University, 1981; M.S., Ph.D., State
University of New York, 1985, 1995
KENNETH MILLES, Professor
Psychology (2009)
B.A., John Carroll University, 1967; M.A.,
Ph.D., Kent State University, 1969, 1972
WILLIAM MacKAY, Assistant Professor
Biology and Health Services (2010)
B.S., McGill University, 1977; M.A., Holstra
University, 1979; Ph.D., Carnegie-Mellon
University, 1984
KIRAN MISRA, Professor
Biology and Health Services (2010)
B.S., University of Philippines at Los Banos,
1978; Ph.D., Cornell University, 1984
DAVID W. MARTIN, Assistant Professor
Art (2010)
B.F.A., University of Oklahoma, 1986; M.F.A.,
Virginia Commonwealth University, 1989
MARTIN J. MITCHELL, Associate Professor
Biology and Health Services (2010)
B.S., SUNY-Geneseo, 1981; M.S., Ph.D.,
Bowling Green State University, 1983, 1987
WILLIAM MATHIE, Assistant Professor
Art (2006)
B.F.A., Milwaukee Institute of Art and Design,
1985; M.F.A., Indiana University, 1989
TAMMY MITTEN, Assistant Professor
Professional Studies (2010)
B.A., Indiana University of Pennsylvania, 1982;
M.A., Edinboro University of Pennsylvania,
1985; Ph.D., Purdue University, 1994
RHONDA MATTHEWS, Assistant Professor
Sociology (2010)
B.A., Alcorn State University, 1984; M.S.,
Mississippi State University, 1986; Ph.D.,
University of Oklahoma, 1998
AMY McCLUNE, Assistant Professor
Nursing (2006)
B.S.N., Edinboro State College, 1982; M.S.N.,
Edinboro University of Pennsylvania, 1988;
Ph.D., University of Pittsburgh, 2001
SUZANNE McDEVITT, Associate Professor
Social Work (2009)
B.A., M.S.W., Ph.D., University of Pittsburgh,
1973, 1982, 1992
VIRGINIA L. McGINNIS, Assistant Professor
Elementary Education (2009)
B.S., M.Ed., Edinboro University of
Pennsylvania, 1969, 1972; Ed.D., University of
Pittsburgh, 2001
TERRY McKELVEY, Assistant Professor
Art (2010)
B.F.A., Maine College of Art, 1988; M.F.A.,
Cornell University, 1993
GRANT McLAREN, Professor
Psychology (2008)
B.A., Emory & Henry College, 1986; M.S.,
Ph.D., Washington State University, 1991, 1992
JOSEPH MOLNAR, Assistant Professor
Mathematics and Computer Science (2006)
B.S., Westminster College, 1984; M.S., Virginia
Polytechnic Institute and State University, 1986;
M.S., University of Pittsburgh, 1990
CHARLOTTE MOLRINE, Associate Professor,
Speech and Communication Studies (2010)
B.A., Stephens College, 1978; M.A., Edinboro
State College, 1982; Ph.D., Kent State
University, 1998
RUTH NASH-THOMPSON, Associate
Professor, Special Education and School
Psychology (2008)
B.A., Fisk University; 1956; M.A., Case
Western Reserve University, 1971; Ph.D., Kent
State University, 1995
SUSAN C. NORTON, Associate Professor
Professional Studies (2008)
B.A., Baldwin Wallace College, 1971; M.S.,
University of Dayton, 1984; Ph.D., Iowa State
University, 1992; N.C.C., L.P.C.
PATRICIA NOSEL, Assistant Professor
Nursing (2006)
B.S., Indiana University of Pennsylvania, 1974;
M.N., University of Pittsburgh, 1978
ROSEMARY OMNIEWSKI, Associate
Professor, Elementary Education (2009)
B.Mus.Ed., Temple University, 1971; M.Ed.,
Edinboro University of Pennsylvania, 1980;
Ph.D., Kent State University, 1999
JOHN ONDERKO, Assistant Professor
Mathematics and Computer Science (2006)
B.A., M.B.A., Gannon University, 1971, 1978
SUSAN PACKARD, Assistant Professor
Professional Studies (2009)
B.A., M.A., Edinboro University of
Pennsylvania, 1975, 1977; Ph.D., State
University of New York at Buffalo, 1994;
Licensed Psychologist, CRC, NCC, CAC, LPC
LAURIE A. PARENDES, Associate Professor
Geosciences (2010)
B.A., Wake Forest University, 1980; M.S.,
University of Florida, 1983; Ph.D., Oregon State
University, 1997
JAMES S. PARLIN, Associate Professor
Art (2008)
B.A., M.F.A., University of Pennsylvania,
1976, 1981
NAZIR MUGHAL, Professor
History and Anthropology (2006)
B.A., M.A., L.L.B., University of Sind,
Pakistan, 1958, 1961, 1963; Ph.D., Southern
Illinois University, 1971
MICHAEL D. PAULUS, Assistant Professor
Social Work (2007)
B.S., Regents College, 1982; M.S.W., SUNY at
Buffalo; Ph.D., Rutgers University, 1995
DONNA M. MURPHY, Associate Professor
Special Education and School Psychology
(2009)
B.S.Ed., M.S.Ed., University of Kansas, 1976,
1978; Ph.D., University of Virginia, 1986
ANTHONY PEYRONEL, Assistant Professor
Speech and Communication Studies (2009)
B.A., Edinboro University of Pennsylvania,
1983; M.A., The American University, 1984;
Ed.D., University of Pittsburgh, 1998
ELVAGE MURPHY, Assistant Professor
Political Science and Criminal Justice (2006)
B.S., Edinboro University of Pennsylvania,
1987; J.D., West Virginia University, 1993
PATRICIA PINEO, Associate Professor
Mathematics and Computer Science (2009)
B.A., Duke University, 1966; M.S., Ph.D.,
University of Pittsburgh, 1985, 1993
STEVEN NACHMAN, Professor
History and Anthropology (2008)
B.A., University of Pennsylvania, 1967, M.Phil.,
Ph.D., Yale University, 1969, 1978
JACQUELINE POWER, Assistant Professor
Elementary Education (2010)
B.S., M.S., The College of Saint Rose, 1973,
1985; M.F.A., Washington University of St.
Louis, 1991
The date in parenthesis is the renewal date for graduate faculty appointment.
Faculty/103
DAVID PUGH, Associate Professor
Social Work (2009)
B.S., M.S.Ed., Youngstown State University,
1982, 1983; M.S.W., Ph.D., University of
Maryland at Baltimore, 1987, 1991
SHON SMITH, Assistant Professor
Professional Studies (2010)
B.A., M.A., Edinboro University of
Pennsylvania, 1994, 1996; ABD, Duquense
University
FRANK TAYLOR, Assistant Professor
Sociology (2010)
B.A., Mayville State University, 1992; M.A.,
Ph.D., University of Nebraska-Lincoln, 1993,
1997
ANDREW J. PUSHCHAK, Instructor
Professional Studies (2010)
B.S., M.Ed., Edinboro University of
Pennsylvania, 1993, 1996; Ed.D. candidate,
Youngstown State University, 2005
DAWN M. SNODGRASS, Professor
Professional Studies (2009)
B.S., M.Ed., Edinboro State College, 1977,
1978; Ph.D., Akron University, 1991
TIMOTHY THOMPSON, Professor
Speech and Communication Studies (2010)
B.A., M.A., Ph.D., Bowling Green State
University, 1982, 1983, 1986
EDWARD SNYDER, Associate Professor
Special Education and School Psychology
(2008)
B.A., M.S., Bucknell University, 1989, 1991;
Ph.D., LeHigh University, 2000
NINA THUMSER, Assistant Professor
Biology and Health Services (2010)
B.S., Virginia Polytechnical Institute and State
U., 1982; M.S., Florida Inst. of Tech., 1985;
Ph.D., U. of Wisconsin-Wilwaukee, 1993
ULF SORHANNUS, Associate Professor
Biology and Health Services (2010)
M.S., University of Helsinki, 1983; M.A.,
Queens College of the City University of New
York, 1988; Ph.D., The Graduate School of the
City University of New York
ROSEMARY TRELOAR, Associate Professor,
Elementary Education (2009)
B.S., M.A., Northeast Missouri State University,
1969, 1974; Ph.D., University of Missouri, 1982
BARBARA RAHAL, Professor
Elementary Education (2009)
B.S., West Virginia Institute of Technology,
1970; M.Ed., Ed.D., West Virginia University,
1974, 1986
CYNTHIA REBAR, Associate Professor
Biology and Health Services (2009)
B.S., Kent State University, 1976; M.S.,
New Mexico State University, 1980; Ph.D.,
Kansas State University, 1988
LEE REXRODE, Professor
Art (2009)
B.A., Indiana University of Pa., 1978; M.F.A.,
Rochester Institute of Technology, 1982
GEORGE E. RICHARDS II, Assistant Professor
Political Science and Criminal Justice (2010)
B.A., M.S., University of Louisville, 1992,
1994; Ph.D., University of Akron/Cleveland
State University, 2004
THOMAS RODEN, Assistant Professor
Secondary Education (2008)
B.S., M.S., Clarion State College, 1976, 1980;
Ph.D., Indiana University of Pennsylvania, 1999
ROSELLE SCAGGS, Assistant Professor
Social Work (2006)
B.A., M.S.N., St. U. of NY at Buffalo, 1992,
1994; Ph.D., U. at Buffalo, 2003
STANLEY SCHUYLER, Assistant Professor
Mathematics and Computer Science (2006)
B.S., M.S., Penn State, 1971, 1973; M.S., U. of
Colorado, 1998
ROY SHINN, Professor
Speech and Communication Studies (2008)
B.S., Edinboro State College, 1982; M.S.,
Ph.D., University of Oklahoma, 1984, 1987
ANDREW SMITH, Associate Professor
Speech and Communication Studies (2010)
B.S., M.S., Ph.D., Southern Illinois University,
1976, 1977, 1990
MARGARET L. SMITH, Assistant Professor
Social Work (2006)
B.A., Temple University, 1973; M.S., University
of Michigan, 1975; M.P.H., Ph.D., University of
Pittsburgh, 1998, 1999
RONALD SPILLER, Assistant Professor
History and Anthropology (2007)
B.A., Northwestern State University, 1970;
M.A., Stephen F. Austin University, 1986;
Ph.D., Texas A&M University, 1993
ALLAN TURNER, Assistant Professor
Social Work (2009)
B.A., George Williams College, 1972; M.A.,
Washington College, 1977; M.S.W., Our Lady
of the Lake University, 1980; Ph.D., Barry
University, 1994
CRAIG W. STEELE, Professor
Biology and Health Services (2009)
B.S., Pennsylvania State University, 1976; M.S.,
Ph.D., Texas A & M University, 1978, 1986
CRAIG T. VAN BELL, Professor
Biology and Health Services (2010)
B.S., Rensselaer Polytechnic Institute, 1972;
M.S., College of Saint Rose, 1978; Ph.D.,
University of Iowa, 1982
CARA STEIN, Assistant Professor
Mathematics and Computer Science (2006)
B.A., Alfred University, 1998; M.S., George
Mason University, 2001; M.S., Ph.D.,
University of Alabama, 2003, 2004
MICHAEL VETERE, Assistant Professor
Professional Studies (2006)
B.S., Mansfield State College, 1972; M.A., Ball
State University, 1976; Ed.D., University of
Pittsburgh, 1986
KATHLEEN STEVENS, Assistant Professor
Secondary Education (2010)
B.S., M.Ed., Supervision Cert, Edinboro State
College, 1974, 1980, 1982; Ph.D., Kent State
University, 1997
SANDRA WAITE-STUPIANSKY, Associate
Professor, Elementary Education (2009)
B.A., M.A., Allegheny College, 1976, 1977;
Ph.D., Indiana University, 1987
ERIC STRAFFIN, Associate Professor
Geosciences (2010)
B.S., Clarion University of Pennsylvania, 1990;
M.S., Northern Arizona, 1993; Ph.D., University
of Nebraska, 2000
KAREN F. STUBENBORT, Assistant Professor
Social Work (2006)
B.A., Point Park College, 1978; M.S., M.S.W.,
Doctor of Philosophy, Univ. of Pitt, 1986, 1998,
2003
NICHOLAS G. STUPIANSKY, Professor
Elementary Education (2009)
B.S., M.A., Allegheny College, 1975, 1976;
Ph.D., Indiana University, 1984
MARC SYLVESTER, Associate Professor
Mathematics and Computer Science (2008)
B.A., California University of Pennsylvania,
1995; MA., Ph.D., University of Pittsburgh,
1996, 2001
MAUREEN WALCAVICH, Associate
Professor, Elementary Education (2010)
B.S., University of Maryland, 1973; M.A.,
University of Alabama Birmingham, 1976;
Ed.D., Indiana University of Pennsylvania, 1995
T.L. WARBURTON, Professor
Speech and Communication Studies (2006)
A.B., Brown University, 1969; Ph.D., University
of Denver, 1984
DAVID P. WARNER, Assistant Professor
Art (2006)
B.F.A., Roanoke College, 1975; M.F.A.,
University of Arizona, 1989
WILLIAM R. WEBER, Professor
Elementary Education (2009)
B.S., University of Utah, 1976; M.A., California
State University-Chico, 1985; Ed.D., University
of Virginia, 1988
The date in parenthesis is the renewal date for graduate faculty appointment.
104/Faculty
FREDERICK WEENING, Associate Professor
Mathematics and Computer Science (2009)
B.S., Carnegie-Mellon University, 1988; Ph.D.,
University CA San Diego, 1994
CHARLOTTE WELLMAN, Assistant
Professor, Art (2006)
B.A., Brown University; 1981; M.A., Ph.D.,
Stanford University, 1986, 1995
JOYCE Z. WHITE, Associate Professor
Social Work (2008)
B.A., St. Mary’s College, 1964; M.A.,
University of North Carolina, 1966; M.S.W.,
Virginia Commonwealth University, 1976;
Ph.D., Case Western Reserve University, 1986
MICHAEL J. WILER, Assistant Professor
Social Work (2006)
B.A., Gannon College, 1968; M.S.W., West
Virginia University, 1970
SUZANNE WINTERBERGER, Associate
Professor, Art (2009)
A.A.S., B.F.A., Rochester Institute of
Technology, 1975; M.F.A., Cranbrook Academy
of Art, 1978
CAPPY COUNARD WOLF, Assistant Professor
Art (2009)
B.S., University of Wisconsin, 1992; M.F.A.,
Southern Illinois University, 1999
ELLEN M. ZIMMER, Assistant Professor
Math and Computer Science (2010)
B.S., M.S., Rochester Institute of Technology,
1987, 1990
INDEX
A
Academic Standards and Policies ....................................................... 21
Accreditation .................................................................................... IFC
Adapted Intramural and Recreational Sports (AIRS) ........................ 34
Adding Courses .................................................................................. 25
Administration ...................................................................................... 4
Administration of Graduate Studies ................................................... 11
Admission Policies and Procedures .................................................... 13
Admission Requirements .................................................................... 14
Advanced Certificate .......................................................................... 13
Affirmative Action Statement ........................................................... IFC
Anthropology Courses ........................................................................ 82
Appeal of a Grade ............................................................................... 24
Art Programs ....................................................................................... 38
Art Education Courses ........................................................................ 40
Art History Courses ............................................................................ 40
Attendance .......................................................................................... 25
Auditing a Course ............................................................................... 23
B
Baron-Forness Library ........................................................................ 30
Basic Art Courses ............................................................................... 41
Behavioral Science Courses ............................................................... 44
Behavior Management Specialist Certificate ..................................... 44
Biology Program ................................................................................. 44
Biology Courses .................................................................................. 45
C
Campus Recreation Fitness Facilities ................................................. 34
Candidacy ........................................................................................... 22
Center for Career Services .................................................................. 31
Center for Outdoor Recreational Experience (CORE) ....................... 34
Ceramics Courses ............................................................................... 42
Change of Address or Name ............................................................... 29
Changing Courses ............................................................................... 25
Changing Curriculum ......................................................................... 20
Character Education Courses .............................................................. 48
Character Education Certification Program ....................................... 47
Class Cancellation .............................................................................. 25
Classification of Graduate Students ................................................... 13
Commencement .................................................................................. 27
Communication Studies Program ........................................................ 49
Communications Directory ................................................................. 10
Competencies for the Master’s Degree .............................................. 11
Competency Examinations ................................................................. 21
Comprehensive Examination .............................................................. 21
Confidentiality and Privacy ................................................................ 27
Cooperative Doctoral Program in Elementary Education .................. 15
Correspondence Courses .................................................................... 21
Counseling Courses ............................................................................ 54
Counseling Programs .......................................................................... 52
Counseling and Psychological Services ............................................. 35
Course Loads ...................................................................................... 25
Criminal Justice Courses .................................................................... 85
Cumulative Grade Average ................................................................. 21
D
Denied Admissions ............................................................................. 14
Dining Services ................................................................................... 31
Doctoral Collaboration – Developmental and Educational
Psychology Program ................................................................... 16
Drawing Courses ................................................................................ 42
E
Earning a Master’s Degree ................................................................. 26
Edinboro University in Erie – The Porreco Center ............................ 31
Education Courses .............................................................................. 72
Educational Foundations Courses ...................................................... 59
Elementary Education Computer Laboratory ..................................... 31
Elementary Education Courses ........................................................... 63
Elementary Education and Reading Programs ................................... 60
Enrollment of Undergraduate Students .............................................. 25
Enrollment of Seniors ......................................................................... 25
F
Faculty Enrollment in Classes ............................................................ 26
Fees and Expenses .............................................................................. 16
Financial Aid ....................................................................................... 27
G
Grading System .................................................................................. 23
Graduate Assistantships ...................................................................... 22
Graduate Council ................................................................................ 12
Graduate Curricula .............................................................................. 35
Graduate Faculty ............................................................................... 100
Graduate Record Examination ............................................................ 29
Graduate Student Council ................................................................... 12
Greek Affairs ....................................................................................... 33
H
Health Services ................................................................................... 35
History Courses .................................................................................. 79
Housing ............................................................................................... 35
I
Identification Cards ............................................................................ 29
Independent Study .............................................................................. 26
Individualized Instruction ................................................................... 26
Information Technology Courses .........................................................68
Information Technology Program ....................................................... 68
Instructional Technology Specialist Certification Program ............... 69
Instructional Technology Specialist Certification Courses ................ 70
International Students ......................................................................... 15
Internships ........................................................................................... 29
Intramural Sports ................................................................................ 34
J
Jewelry/Metalsmithing Courses .......................................................... 42
L
Late Application .................................................................................. 17
M
MA Degree – Art ................................................................................ 38
MA Degree – Clinical Psychology ..................................................... 77
MA Degree – Communication Studies ............................................... 49
MA Degree – Counseling ................................................................... 52
MA Degree – Social Sciences ............................................................ 79
MA Degree –Speech-Language Pathology ........................................ 96
Mathematics Clinic ............................................................................. 31
Maximum Credit for Independent Study ............................................ 22
Maximum Number of “C” Grades ..................................................... 21
Maximum Number of 500 Level Courses .......................................... 21
MEd Degree – Educational Leadership .............................................. 55
MEd Degree – Educational Psychology ............................................. 90
MEd Degree – Elementary Education ................................................ 60
MEd Degree – Middle and Secondary Instruction ............................. 70
MEd Degree – Reading ...................................................................... 62
MEd Degree – Special Education ...................................................... 93
MFA Degree – Studio Art ................................................................... 39
Middle and Secondary Instruction Program ....................................... 70
Miller Analogies Examination ............................................................ 29
Minimum Number of 700 Level Courses .......................................... 21
Minimum Number of Semester Hours of Credit ................................ 21
Mission Statement ............................................................................ IFC
MS Degree – Biology ......................................................................... 44
MS Degree – Information Technology ............................................... 68
MSN Degree – Nurse Practitioner ...................................................... 75
MSW Degree ...................................................................................... 87
Multicultural Programs Office ............................................................ 34
Multi-Media Courses .......................................................................... 43
N
Non-Degree Certification Student ...................................................... 14
Numbering of Courses ........................................................................ 36
Nursing Courses .................................................................................. 76
Nursing Program ................................................................................. 75
O
Off-Campus Facilities ......................................................................... 29
Office of Extended Learning .............................................................. 31
Office for Students with Disabilities .................................................. 34
Office of Distance Education and Learning Technology ................... 30
Organizations
Activity Groups .......................................................................... 33
Student ........................................................................................ 33
Greek ........................................................................................... 34
Professional ................................................................................. 33
P
Painting Courses ................................................................................. 43
Philosophy of Graduate Study ............................................................ 11
Philosophy of a Master’s Degree ........................................................ 11
Photography Courses .......................................................................... 43
Plagiarism ........................................................................................... 11
Political Science Courses .................................................................... 85
President’s Message .............................................................................. 8
Printmaking Courses ........................................................................... 43
Program Listing .................................................................................... 3
Psychology Courses ............................................................................ 78
Psychology Program ........................................................................... 77
Pymatuning Laboratory Courses ........................................................ 44
R
Reading Clinic .................................................................................... 31
Reading Courses ................................................................................. 67
Reading Specialist Certification ......................................................... 63
Readmission ........................................................................................ 20
Refund Policy ..................................................................................... 18
Registration Procedures ...................................................................... 29
Repeating Courses .............................................................................. 23
Research Requirement ........................................................................ 23
Residency Classification ..................................................................... 29
Rolling Scots Athletic Program .......................................................... 34
S
School Counselor Certification .......................................................... 53
School Principal Certification ............................................................ 56
School Psychology Courses ................................................................ 92
School Psychology Program ............................................................... 90
School Supervision Certification ........................................................ 57
Sculpture Courses ............................................................................... 43
Second Master’s Degree ..................................................................... 25
Sociology Courses .............................................................................. 83
Social Sciences Program .................................................................... 79
Social Work Courses ........................................................................... 88
Social Work Program .......................................................................... 87
Special Education and School Psychology Programs ........................ 90
Special Education Courses ................................................................. 92
Special Student ................................................................................... 14
Speech and Communication Studies Courses .................................... 49
Speech-Language Pathology Program ................................................ 96
Speech and Hearing Center ................................................................ 31
Speech and Language Pathology Courses .......................................... 97
Standards of Ethics ............................................................................. 11
Student Activities ................................................................................ 32
Student Government Association ....................................................... 32
Student Judicial Affairs ....................................................................... 32
Student Responsibilities ...................................................................... 12
T
Technology and Communications ...................................................... 29
Textbooks ............................................................................................ 29
Textile Design Courses ....................................................................... 43
Time Limitations ................................................................................. 23
Transcripts ........................................................................................... 17
Transfer of Credit ............................................................................... 21
U
Unconditional Admission ................................................................... 14
University Calendar .............................................................................. 2
University Center Information Desk .................................................. 32
University Policy Manual ................................................................... 12
University Programs ........................................................................... 34
V
Vehicle Registration ............................................................................ 35
Veterans Affairs Office ....................................................................... 16
Volunteer Service ................................................................................ 34
W
Weaving and Basketry Courses .......................................................... 43
Withdrawal from a Course .................................................................. 24
Withdrawal from the University ......................................................... 25
Writing Graduate Papers ..................................................................... 23
EDINBORO UNIVERSITY OF PENNSYLVANIA
1.
2.
3.
4.
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6.
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11.
12.
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14.
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43.
Reeder Hall
Diebold Center for the Performing Arts
Doucette Hall
Louis C. Cole Auditorium – Memorial
Hall
President’s Residence
Alumni House
Biggers House
Taylor House
Academy Hall
Compton Hall
Leader Speech and Hearing Center
Faculty Annex
Heather Hall
Loveland Hall
East Hall
Garage
Earlley Hall
Maintenance Building
Ross Hall
Hamilton Hall
Crawford Center for Health & Physical
Education and Disability Resources
R. Benjamin Wiley Arts & Sciences
Center
Centennial Hall
Dearborn Hall
Earp Hall
Rose Hall
Cooper Science Hall
McNerney Hall
Butterfield Hall
Ghering Health and Wellness Center
Hendricks Hall
Baron-Forness Library
Miller Research Learning Center
VanHouten Dining Hall
University Center
McComb Fieldhouse
Scranton Hall
Shafer Hall
Lawrence Towers
Sox Harrison Stadium
Baseball Field and Recreation Area
Softball Field and Recreation Area
Gazebo
Contents
Accreditation ................................................. Inside Front Cover
Educational Leadership Programs .......................................... 55
Mission Statement ......................................... Inside Front Cover
Curricula ........................................................................... 56
University Calendar .................................................................. 2
Course Descriptions ......................................................... 58
Graduate Programs .................................................................... 3
Elementary Education and Reading Programs ....................... 60
Administration ........................................................................... 4
Curricula ........................................................................... 60
President’s Message .................................................................. 8
Course Descriptions ......................................................... 63
Communications Directory ..................................................... 10
Information Technology Program ........................................... 68
Graduate Study ........................................................................ 11
Curricula ........................................................................... 68
University Policy Manual ....................................................... 12
Course Descriptions ......................................................... 68
Admission Policies and Procedures ........................................ 13
Instructional Technology Specialist Certification Program .... 69
Fees and Expenses .................................................................. 16
Curricula ........................................................................... 69
Academic Standards and Policies ........................................... 21
Course Descriptions ......................................................... 70
Financial Aid ........................................................................... 27
Middle and Secondary Instruction Program ........................... 70
Additional Information ............................................................ 29
Curricula ........................................................................... 71
Academic Resources, Services and Special Programs ........... 29
Course Descriptions ......................................................... 72
Student Affairs and Student Success........................................ 32
Nursing Program ..................................................................... 75
Art Programs ........................................................................... 38
Curricula ........................................................................... 75
Curricula ........................................................................... 38
Course Descriptions ......................................................... 76
Course Descriptions ......................................................... 40
Psychology Program ............................................................... 77
Behavior Management Specialist Certificate Program ........... 44
Curricula ........................................................................... 78
Curricula ........................................................................... 44
Course Descriptions ......................................................... 78
Course Descriptions ......................................................... 44
Social Sciences Program ......................................................... 79
Biology Program ..................................................................... 44
Curricula ........................................................................... 79
Curricula ........................................................................... 44
Course Descriptions ......................................................... 79
Course Descriptions ......................................................... 44
Social Work Program .............................................................. 87
Character Education Certificate Program ............................... 47
Curricula ........................................................................... 87
Curricula ........................................................................... 47
Course Descriptions ......................................................... 88
Course Descriptions ......................................................... 48
Special Education and School Psychology Programs ............. 90
Communication Studies Program ........................................... 49
Curricula ........................................................................... 90
Curricula ........................................................................... 49
Course Descriptions ......................................................... 92
Course Descriptions ......................................................... 50
Speech-Language Pathology Program .................................... 96
Counseling Programs .............................................................. 52
Curricula ......................................................................... 96
Curricula ........................................................................... 52
Course Descriptions ........................................................ 97
Course Descriptions ......................................................... 54
University Faculty ................................................................... 99
Index ...................................................................................... 105
2/University Calendar
University Calendar
2005-2006
FIRST SEMESTER (Fall 2005)
Classes Begin ....................................................................................... Monday, August 29
Labor Day Holiday (no classes) ....................................................... Monday, September 5
Reading Day (no classes) ................................................................... Tuesday, October 11
Thanksgiving Break Begins (close of classes) ............................... Tuesday, November 22
Thanksgiving Break Ends ................................................................ Sunday, November 27
Last Day of Classes ........................................................................ Saturday, December 10
Exam Period Begins ........................................................................ Monday, December 12
Exam Period Ends .............................................................................. Friday, December 16
Semester Ends ................................................................................ Saturday, December 17
Commencement ............................................................................. Saturday, December 17
SECOND SEMESTER (Spring 2006)
Classes Begin ...................................................................................... Tuesday, January 17
Martin Luther King, Jr. Holiday (no classes) ..................................... Monday, January 16
Reading Day (no classes) .................................................................. Tuesday, February 21
Spring Break Begins (close of classes) ................................................ Saturday, March 11
Spring Break Ends .................................................................................. Sunday, March 19
Reading Day (no classes) ...................................................................... Thursday, April 13
Reading Day (no classes) ........................................................................... Friday, April 14
Reading Day (no classes) ...................................................................... Wednesday, May 3
Last Day of Classes ................................................................................... Saturday, May 6
Exam Period Begins ................................................................................... Monday, May 8
Semester Ends ......................................................................................... Saturday, May 13
Commencement ....................................................................................... Saturday, May 13
Graduate Programs/3
Graduate Programs
LIBERAL ARTS
EDUCATION
Art Department
Professional Studies
Department
Master of Arts: Art
Concentration: Art Education
Concentration: Studio
Master of Fine Arts in Ceramics
Master of Fine Arts in
Jewelry/Metalsmithing
Master of Fine Arts in Painting
Master of Fine Arts in Printmaking
Master of Fine Arts in Sculpture
History Department
Master of Arts in Social Sciences
Psychology Department
Master of Arts in Counseling
Rehabilitation Counseling
Student Personnel Services
Elementary School Guidance
Secondary School Guidance
Community Counseling
Master of Education in Educational
Leadership**
Secondary Education
Department
Master of Education in Middle and
Secondary Instruction**
Master of Arts in Clinical Psychology
Social Work Department
Master of Social Work
Speech and Communication
Studies Department
Master of Arts in Communication
Studies
Master of Arts in Speech-Language
Pathology
Certificate of Graduate Studies in
Conflict Management
SCIENCE,
MANAGEMENT,
AND TECHNOLOGY
Biology and Health Services
Department
Master of Science in Biology
Nursing Department:
Consortium with Clarion and
Slippery Rock
Master of Science in Nursing:
Family Nurse Practitioner
Master of Science in Nursing: Nurse
Educator
Post Master’s Family Nurse
Practitioner
Post Master’s Nurse Educator
Mathematics and Computer
Science Department
Master of Science in Information
Technology
Certificate of Graduate Studies in
Information Technology
Elementary Education
Department
Master of Education in Elementary
Education**
General Elementary
Education
Early Childhood Education
Concentrations:
Mathematics
Science
Social Studies
Language Arts
Character Education
Instructional Technology
Specialist I
Master of Education in Reading**
Certificate of Graduate Studies in
Character Education**
PDE Certification in Instructional
Technology Specialist I
Special Education and School
Psychology Department
Master of Education in Special
Education**
Master of Education in Educational
Psychology
Certificate of Graduate Studies in
Behavior Management
Specialist**
CERTIFICATION
PROGRAMS*
Elementary School Guidance
Counselor (post-master’s)
Secondary School Guidance
Counselor (post-master’s)
Principal K-12 (post-master's)**
Superintendent/Assistant
Superintendent, IU Director
Letter of Eligibility (postmaster’s and post certification
Principal K-12)**
Reading Specialist (postbaccalaureate)**
School Psychology (post-master’s)
School Supervision (post-master’s)
Art
Elementary Education
Mathematics
Science
Social Studies
Special Education
Post Master’s Licensure Preparation
in SPS, Rehabilitation,
Community Counseling, and
Elementary and Secondary
School Guidance
POST-BACCALAUREATE
TEACHER
CERTIFICATION*
Art
Biology
Chemistry
Comprehensive English
Earth/Space Science
Elementary Education
Elementary Education/Early
Childhood Education
Special Education
Elementary Education and Special
Education
General Science
German
Health and Physical Education
Instructional Technology Specialist I
Mathematics
Music
Physics
Social Studies
Spanish
Speech Language Impairment (postmaster’s)
* Proof of citizenship or submission of
Pennsylvania Department of Education form on
intent to become a citizen needed for
application to PDE for these certifications.
**Also, these programs are currently offered
through online or ITV delivery as well as
traditional campus-based delivery.)
4/Administration
GOVERNOR OF PENNSYLVANIA
Edward G. Rendell
PENNSYLVANIA STATE SYSTEM OF HIGHER EDUCATION
Dr. Judy G. Hample, Chancellor
BOARD OF GOVERNORS
Kenneth M. Jarin, Esq., Chair
Mr. Kim E. Lyttle, Vice Chair
Mr. C. R. "Chuck" Pennoni, Vice Chair
The Honorable Matthew E. Baker
Mr. Mark E. Collins, Jr.
Mr. Nathan R. Conroy
Ms. Marie Conley Lammando
Mr. Paul S. Dlugolecki
Mr. Daniel P. Elby
The Honorable Michael K. Hanna
Mr. David P. Holveck
The Honorable Vincent J. Hughes
Mr. Guido M. Pichini
Ms. Allison Pietz
The Honorable Ed Rendell
The Honorable James J. Rhoades
Ms. Christine J. Toretti Olson
Mr. Aaron A. Walton
Dr. Gerald L. Zahorchak
There is currently one vacancy on the Board.
UNIVERSITY PRESIDENTS
Dr. Jessica S. Kozloff, Bloomsburg
Dr. Angelo Armenti Jr., California
Mr. Wallace C. Arnold, Cheyney (interim)
Dr. Joseph P. Grunenwald, Clarion
Dr. Robert J. Dillman, East Stroudsburg
Dr. Frank G. Pogue, Edinboro
Dr. Tony Atwater, Indiana
Dr. F. Javier Cevallos, Kutztown
Dr. Keith T. Miller, Lock Haven
Dr. David Werner, Mansfield (Interim)
Dr. Francine G. McNairy, Millersville
Dr. George F. Harpster, Shippensburg (interim)
Dr. Robert M. Smith, Slippery Rock
Dr. Madeleine Wing Adler, West Chester
Administration/5
EDINBORO UNIVERSITY OF PENNSYLVANIA
Dr. Frank G. Pogue, President
COUNCIL OF TRUSTEES
Harry K. Thomas, Esq., Chair
Mr. Benedict J. Miceli, Vice Chair
Mr. Harold C. Shields, Secretary
Dr. Raymond L. Dombrowski
The Honorable John R. Evans
Mr. John E. Horan
Mr. C. Richard Johnston
Sr. Catherine M. Manning
Mrs. Virginia L. McGarvey
Mr. John A. Pulice
Ms. Teresa R. Scott, Student Trustee-Select
Dr. Judy G. Hample, Chancellor (ex officio)
PRESIDENT’S EXECUTIVE COUNCIL
Dr. Richard Arnold, Associate to the President for Equity, Special Programs and Staff Development
Dr. R. Scott Baldwin, Dean of Education
Dr. Pearl Bartelt, Provost and Vice President for Academic Affairs
Dr. Mary Margaret Bevevino, Dean of Graduate Studies and Research
Ms. Janet Dean, University Ombudsperson and Associate Vice President for Human Resources and Faculty Relations
Dr. Donald Dilmore, Associate Vice President for University Libraries
Mr. Gordon Herbst, (Interim) Vice President for Finance and Administration
Dr. Jerry Kiel, Vice President for Student Affairs and Student Success
Dr. Andrew Lawlor, Associate Vice President for Technology and Communications
Dr. Michael Mogavero, Vice President for Enrollment Services and University Planning
Mr. Brian Pitzer, Director of Public Relations
Dr. Eric Randall, Dean of Science, Management and Technology
Mr. Kahan Sablo, Dean of Student Life
Dr. Emily Sinsabaugh, Executive to the President for University Communications and Administrative Initiatives
Dr. Terry Smith, Dean of Liberal Arts
Mr. Bruce Whitehair, Vice President for Development and Marketing
DEPARTMENT CHAIRS
Mr. William Mathie, Art Department
Dr. Martin Mitchell, Biology and Health Services Department
Dr. Michael Hannan, Business Administration and Economics Department
Mr. Donald Renn, Chemistry and Physics Department
Dr. Armendia Dixon, Dr. Gerald P. Jackson Department of Academic Support Services
Dr. Barbara Rahal, Elementary Education Department
Dr. Riva Sharples, English and Theatre Arts Department
Dr. Janusz Czejdo, Foreign Languages Department
Dr. Kerry Moyer, Geosciences Department
6/Administration
Dr. Kenneth Felker, Health and Physical Education Department
Dr. Jerra Jenrette, History and Anthropology Department
Ms. Loralyn Whitney, Library
Dr. Anne Quinn, Mathematics and Computer Science Department (Interim)
LTC Perry Rearick, Military Science Department
Dr. Gary Grant, Music Department
Ms. Patricia Nosel, Nursing Department
Dr. Elliott Wreh-Wilson, Philosophy Department
Dr. David Ferster, Political Science and Criminal Justice Department
Dr. Kenneth Adams, Professional Studies Department
Dr. Jack Culbertson, Psychology Department
Dr. Kathleen Benson, Secondary Education Department
Dr. Donna Hixon, Social Work Department
Dr. Frank Taylor, Sociology Department
Dr. Susan Criswell, Special Education and School Psychology Department
Dr. Terrence Warburton, Speech and Communication Studies Department
Ms. Kathleen Strosser, Student Affairs
UNIVERSITY FACULTY MARSHALS
Dr. Max Azicri, Political Science and Criminal Justice Department
Dr. Salene Cowher, Professional Studies Department
Ms. Diane Crandall, Art Department
Dr. James Dunn, Business Administration and Economics Department
Dr. Jean Faieta, Special Education and School Psychology Department
Ms. Amanda Frantz-Mamani, Foreign Languages Department
Dr. Carol Gleichsner, Dr. Gerald P. Jackson Department of Academic Support Services
Dr. Theodore Haber, Philosophy Department
Dr. Baher Ghosheh, Geosciences Department
Dr. Kathleen Lipkovich, Health and Physical Education Department
Dr. Craig Steele, Biology and Health Services Department
Mr. Charles Marr, English and Theatre Arts Department
Dr. Rhonda Matthews, Sociology Department
Dr. J. Brian McKay and Dr. Karim Hossain, Chemistry and Physics Department
Dr. Nazir Mughal, History and Anthropology Department
Ms. Patricia Nosel, Nursing Department
Dr. Anne Ortega, Music Department
Dr. Patricia Pineo, Mathematics and Computer Science Department
Dr. William Pithers, Psychology Department
Dr. Roy Shinn, Speech and Communication Studies Department
Dr. Kathleen Stevens, Secondary Education Department
Dr. Rosemary Treloar, Elementary Education Department
Mr. John Widner, Baron-Forness Library
Mr. Michael Wiler, Social Work Department
Administration/7
21st CENTURY PLANNING GROUP
Co-Chairs
Dr. Mary Margaret Bevevino, Dean of Graduate Studies and Research
Dr. Patricia Pineo, Mathematics and Computer Science Department
Coordinator
Dr. Michael Mogavero, Vice President for Enrollment Services and University Planning
Members
Dr. Richard Arnold, Associate to the President for Equity, Special Programs and Staff Development
Dr. R. Scott Baldwin, Dean of Education
Ms. Jennifer Butler, Student Representative
Dr. David Ferster, Chair, Political Science and Criminal Justice Department
Ms. Marilyn Goellner, Director of Annual Fund and Stewardship
Dr. Michael Hannan, Chair, Business Administration and Economics Department
Ms. Patricia Heidelberg, Student Representative
Mr. Gordon Herbst, Interim Vice President for Finance and Administration
Dr. Jerra Jenrette, Chair, History and Anthropology Department
Ms. Monica Johnson, Student Representative
Dr. Jerry Kiel, Vice President for Student Affairs and Student Success
Dr. Erinn Lake, Assistant Vice President for Planning, Research, and Continuous Improvement
Dr. Andrew Lawlor, Associate Vice President for Technology and Communications
Dr. Rhonda Matthews, Sociology Department
Dr. Robert McConnell, Director, Office for Students with Disabilities
Dr. Lawrence Mencotti (Emeritus)
Ms. Angela Onderko, Director of Purchasing
Dr. Eric Randall, Dean of Science, Management and Technology
Mr. Kahan Sablo, Dean of Student Life
Dr. Verel Salmon, Community Member
Dr. Terry Smith, Dean of Liberal Arts
Mr. David Tucker, Mathematics and Computer Science Department
Ms. Loralyn Whitney, Baron-Forness Library
Mr. Syed Zaidi, Facilities
8/President's Message
Welcome to Edinboro University of Pennsylvania – one
of the 14 universities in Pennsylvania's State System of
Higher Education. I am pleased to extend greetings to our
graduate students. You have selected an excellent place to
pursue your graduate education.
Upon my arrival on this campus in July of 1996, I
identified the enhancement of our graduate offerings as one of
the top priorities of the University. Since then, many
achievements and improvements have been realized including
the creation of new programs in Social Work, Information
Technology, and Character Education, as well as online
offerings in the School of Education. We have also located the
School of Graduate Studies and Research in Reeder Hall, and
we have created a Graduate Student Council in order to
involve students in planning and decision making.
Edinboro University was founded as the Edinboro
Academy in 1857 by the citizens of Edinboro, many of
whom were of Scottish descent. Their commitment to
teaching and learning, their work ethic, and their strength
of family tempered by upbringing in the great Highland
Clans have brought a unique sense of perspective and
commitment to all that we do here at Edinboro University.
As a people, the Scots are both hearty and hardy. I would
like to think that those of us who serve and learn here are
carrying on the legacy of the great traditions set for us by
the Scots more than 148 years ago.
Edinboro students have come to know that being a part of
the Edinboro Family means that they will benefit from our
student- and learner-centered environment. At Edinboro,
students are not just a priority – they are the priority. Students
are involved in everything that we do, and the Edinboro
Family provides a setting that makes for a friendly, supportive
and responsive atmosphere. Our faculty, administrators and
support staff are committed to continuously improving all that
we do to promote the academic and personal excellence of
Edinboro University students.
Edinboro University marked the arrival of the 21st
century by proclaiming it as our "Century of Civility." Since
then, we have developed civility-centered themes to lend
focus to our efforts to serve students according to the tenets of
civility – fairness, tolerance, collegiality and civic
responsibility. As we prepare to celebrate the University's
150th birthday in the year 2007, the University will be guided
by the theme, Building a prosperous future through academic
excellence and civility, which suggests that our commitment
to academic excellence and civility in all of its manifestations
will not only bring prosperity in the future for all of our
constituent groups, but also for the region, state, and nation we
serve.
It is a pleasure to serve you, and I look forward to the
advancement of your academic and personal goals at
Edinboro University of Pennsylvania.
Frank G. Pogue
President
General
Information
10/Communications Directory
Communications Directory
Edinboro At A Glance
University Switchboard ............................................... (814) 732-2000
President .................................................................................. 732-2711
Executive Assistant to the President ........................................ 732-2711
Provost and Vice President for Academic Affairs ................... 732-2729
Vice President for Enrollment Services
and University Planning .................................................. 732-5555
Vice President for Financial Operations
and Administration .......................................................... 732-2585
Vice President for Student Affairs and Student Success ......... 732-2313
Dean of Education ................................................................... 732-2752
Dean of Graduate Studies and Research ................................. 732-2856
Dean of Liberal Arts ................................................................ 732-2477
Dean of Science, Management and Technology ..................... 732-2400
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.
Academic Departments
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 student-faculty ratio is 18:1.
Art ............................................................................................ 732-2406
Biology and Health Services ................................................... 732-2500
Business Administration and Economics ................................ 732-2407
Chemistry ................................................................................ 732-2485
Elementary Education ............................................................. 732-2750
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
Philosophy ............................................................................... 732-2490
Physics and Technology .......................................................... 732-2592
Political Science and Criminal Justice .................................... 732-2409
Professional Studies ................................................................ 732-2421
Psychology .............................................................................. 732-2774
Secondary Education ............................................................... 732-2830
Social Work ............................................................................. 732-2013
Sociology ................................................................................ 732-2573
Special Education .................................................................... 732-2200
Speech and Communication Studies ....................................... 732-2444
Other Offices
Academic Support Services .................................................... 732-2218
Admissions .............................................................................. 732-2761
Affirmative Action ................................................................... 732-2167
Alumni ..................................................................................... 732-2715
Bookstore ................................................................................. 732-2456
Bursar's Office .......................................................................... 732-5555
Center for Career Services ...................................................... 732-2781
Dining Services ....................................................................... 732-2635
Edinboro University in Erie – The Porreco Center ................. 836-1955
Edinboro University in Meadville ........................................... 337-7791
Financial Aid ........................................................................... 732-5555
Health Center ........................................................................... 732-2743
International Student Services ................................................. 732-2770
Library ..................................................................................... 732-2273
Office for Non-Traditional Student Services .......................... 732-1449
Office for Students with Disabilities ....................................... 732-2462
Office of Extended Learning ................................................... 836-1955
Police ....................................................................................... 732-2921
Public Relations ....................................................................... 732-1731
Records and Registration ........................................................ 732-5555
Residence Life and Housing ................................................... 732-2818
ROTC/Military Service ........................................................... 732-2562
Scheduling ............................................................................... 732-5555
Student Government ................................................................ 732-2910
Technology and Communications Center ............................... 732-2931
University Center .................................................................... 732-2842
Edinboro University boasts 43 buildings on a spacious 585-acre campus
which includes a five-acre lake, open fields and woods, six on-campus
residence halls for approximately 2,600 students, and a modern sevenstory 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.
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.
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 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.
Students with exceptionally high academic aptitude scores and excellent
high school records are eligible to participate in the University's Honors
Program. One of the leading programs in the nation, the Edinboro
Honors Program has been used as a model by many colleges and universities.
The Office for Students with Disabilities administers a program dedicated to enhancing the University's commitment to equal opportunity for
the severely physically disabled. The campus supports the largest residency program of its kind in the Commonwealth of Pennsylvania, and
the disabled population is one of the largest in the entire United States.
Edinboro's disabled students and many visitors benefit from a campus
which is almost completely accessible to the handicapped.
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.
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.
Graduate Study/11
GRADUATE STUDY
Philosophy of Graduate Study
The primary concern of graduate study is the student. The total collegiate experience is designed to provide the academic atmosphere and the
self-discipline vital to the student’s intellectual growth.
Standards of Ethics for Graduate Students
The academic programs are designed to strengthen the student’s area of
specialization in order to provide a program of greater depth than was
possible at the undergraduate level; heighten receptivity to new ideas,
viewpoints and beliefs; improve research skills; provide opportunities
for developing further the ability to work independently; continue to
develop oral and written communication skills; emphasize the philosophy of the discipline; encourage and assist students in applying their
acquired knowledge and skill; foster the spirit of scholarship; develop
further the skills necessary for critical analysis of information; strengthen the student’s capability to initiate, define and synthesize viewpoints
and concepts; and to prepare and assist the student in realizing her or his
potential as an individual and as a responsible member of society.
Academic excellence is encouraged by assigning the responsibility for
instruction, both on and off campus, to those faculty members who are
qualified to teach graduate level courses and by establishing and maintaining degree requirements which ensure the integrity of the graduate
program.
Graduate study is offered in numerous disciplines, but the major emphasis is on professional education and other human services. Both full-time
and part-time study are encouraged and promoted with special effort
given to meeting the unique needs of part-time students.
The graduate program is committed to affirmative action to ensure equal
opportunity for students and faculty.
Philosophy of a Master’s Degree
demonstrated capability to apply an abstract body of knowledge to
a specific topic within the major area of the degree;
demonstrated capability to initiate, define and synthesize a variety
of intellectual points of view.
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 include a failing grade
for the assignment in question and/or a failing grade for the course.
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. A faculty member, who has determined to his or her own satisfaction that a graduate student is guilty of lying, cheating or plagiarizing, may either request that the case be judged by the Graduate
Committee on Ethical Conduct or penalize the student by adjusting
the course grade.
2. 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 Graduate Committee on Ethical Conduct.
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.
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 catalog.
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 dependent on program
requirements and will have demonstrated achievement of the objectives
established for the specific degree programs.
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.
Competencies for the Master’s Degree
The awarding of a master’s degree by Edinboro University of
Pennsylvania attests that the individual awarded the degree has:
demonstrated competence in the field of the degree;
demonstrated competence in at least one specialized area within the
field of the degree;
demonstrated competence in the research techniques of the major
area of the degree;
completed the degree requirements with the proficiency which
reflects the integrity of the degree;
defined and described the pertinent philosophies of the major area
of the degree;
demonstrated the ability to synthesize and communicate to others
relevant information of the major area of the degree;
demonstrated mastery of skills and knowledge of background
required in the major area of the degree;
Administration of Graduate Studies
All requests for information about graduate-level programming, graduate admissions, graduate academic standards, program requirements,
graduate policies and graduate assistantships should be directed to the
following address:
School of Graduate Studies and Research
Edinboro University of Pennsylvania
Edinboro, PA 16444
814-732-2856
Toll Free: 888-845-2890
Program jurisdiction responsibilities are maintained by the Dean of
Graduate Studies and Research.
Graduate Council
The Graduate Council serves as an advisory board to graduate studies
and is comprised of graduate program heads. It recommends policies and
procedures and practices that are needed to provide quality graduate pro-
12/Graduate Study
gramming at Edinboro University and serves as a forum to discuss issues
concerned with graduate education at the University. Membership on the
Graduate Council shall consist of the heads of graduate programs. These
members have full voting privileges.
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.
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.
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 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.
Student Responsibilities
Students are responsible for seeing that they have met all requirements
for graduation. It is expected that students will discuss the development
of their program leading toward graduation with their advisor. Policies
contained in any catalogues apply to individuals entering June and
August of the first year for which the catalogue is dated and January of
the second year which the catalogue covers, in the case of biennial catalogues. Students will be expected to follow the program outlined in the
catalogue in effect at the time of their entry into Edinboro University.
When this is impractical, students, together with their advisor and chairperson, will develop a program to be approved by the graduate sdean,
which meets degree requirements. Students who transfer to a new program or interrupt study at the University and are subsequently readmitted, will be expected to meet the requirements of the program effective
on the date of transfer or readmission.
University Policy Manual
Students need to be aware that the University Policy Manual is available
for inspection in the following areas: Baron-Forness Library (on
reserve); Office of the Provost and Vice President for Academic Affairs,
Reeder Hall; Office of Records and Registration, Hamilton Hall.
Additionally, the policy manual may be found on the University’s website. Students should become familiar with those policies which will
affect them during their time at Edinboro University.
Policy #
001
002
003
004
005
006
007
008
009
010
011
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028
029
030
031
032
033
034
036
039
040
041
042
043
044
045
046
047
048
050
051
052
053
Policy Name
Alcoholic Beverages
Confidentiality and Privacy of Student Records
University Related Advisorship
Earning Course Credit by Examination or Evaluation
University Procedures for Responding to Off-Campus
Student Behavior Complaints
Listing of Code Approved Student Housing
Student Activity Fee Adjustment
Americans with Disabilities Act/Act 504 Student
Accommodation
Graduation Requirements
Kitchen Use/Cooking in Residence Halls
SGA Restricted Accounts
Disciplinary Procedures and Student Code of Conduct
Residence Hall Use by Students During Vacation and
Selected Periods of Non Attendance
Change of Major
Satisfactory/Unsatisfactory Grades
Student Trustee Selection
Transfer Student Prior Conduct Review
Self Medication
Transfer Standards
Student Organization Activities
Student Entry and Retention in Teacher Education
Repeating Courses
Academic Probation and Suspension
University Recognition of Student Organizations
Student Organization Advisors
Campus Residency Requirements
Housing Deposit for Residence Hall Students
Undergraduate Degree Completion
Death of a Student
Fresh Start
Academic Readmission
Admissions
Insurance for Resident Students’ Possessions
Dean’s List Requirements
Disruptive Behavior in Supervised Situations
Student Name Change
Honors Program
Auditing of Courses
Student Withdrawals from the University
Housing for Students with Disabilities
Student Activity Contracts
Anti Hazing
Mental Health Emergencies
Time Limitations on Meeting Master’s Degree
Requirements
Student Teacher Reassignment in the Event of a Work
Stoppage
Transfer of Graduate Credit
Trial Admissions Program
Awarding Continuing Education Units
Student Fund Raising
Admission Policies and Procedures/13
055
056
057
058
059
060
061
062
063
064
065
066
067
068
STD Prevention and Control
Honors Convocation
Student Appeal of Assigned Grade
Housing and Food Service Request Release
Student Victims of Sexual Assault
International Student Housing
Transcripts
Class Attendance
Inactive Courses
Dual Numbering of Courses
Student Vandalism of University Property
Retention of Job Placement Credentials
Visiting Student Program
Use of University Center by Student Organizations
ADMISSION POLICIES AND
PROCEDURES
Classification of Graduate Students
At the time of admission to graduate study, students are classified as
either degree students, special students, non-degree certification students
or advanced certificate students.
Degree
An individual who has been admitted to a graduate degree program at
the University is classified as a degree student.
An individual who is seeking admission as a degree student who has not
yet been admitted as a degree student will be permitted to enroll as a special student in courses. However, no more than nine semester hours of
credit earned prior to the official acceptance as a degree student will be
accepted toward meeting degree requirements.
Special
An individual who has been granted permission to enroll in graduate
courses for reasons of professional growth or for transfer of credit to
another college or university, but who has not been admitted to either a
graduate degree program or a graduate advanced certification program at
the University, is classified as a special student. A special student who
later wishes to be considered for admission as a degree student may
apply to the degree program no more than nine semester hours of credit
earned while classified as a special student.
Non-Degree Certification
The University offers several non-degree certification programs. A student who is admitted to one of these programs is classified as a nondegree certification student.
Advanced Certificate
The University awards an advanced certificate to students who complete
the post-master's certification program in school psychology, school
administration, superintendent/assistant superintendent/IU director letter
of eligibility, and school counseling. Students admitted to one of these
programs are classified as advanced certificate students.
Certification for international students requires that the student demonstrates their intention to become a U.S. citizen. This involves permanent
residency and then an application for citizenship. Any international student intending to return to their home country after the completion of
their degree is ineligible for certification.
Post-Baccalaureate Teacher Certification Students
Students who already hold a bachelor’s degree from another college or
university, who now wish to earn the courses and credits necessary for
initial teacher certification, may be admitted to the University as a graduate student on a non-degree basis.
Application must be made through the School of Graduate Studies and
Research. Official transcripts from all previously attended and current
post-secondary institutions demonstrating a 3.0 undergraduate cumulative grade-point average, official documentation of passing scores in the
Praxis I and a $30.00 non-refundable application fee must accompany
the teacher certification application. Post-baccalaureate teacher certification students will have their previous college transcripts, Praxis I
scores reviewed by the Dean of Graduate Studies and Research for
admission. The Dean of the School of Education will determine the
courses and credits necessary to earn certification. A program of study
will then be outlined and forwraded to the applicant by the School of
Graduate Studies and Research. Students may also be required to have
an interview with the Dean of Education. Further information concerning admission to teacher certification programs at Edinboro University
should be directed to the School of Graduate Studies and Research.
NOTE: Post-baccalaureate initial teacher certification students are to
take the graduate alternative to each course on the plan of study unless
directed otherwise by the faculty advisor.
The procedures for admission and retention in teacher education are consistent with current state regulations and ensure that graduates meet the
quality standards advocated at state and national levels for the preparation of teachers. Students are not eligible to enroll in the Level II field
experience until they have been admitted to candidacy. Students must
submit the Admission to Teacher Candidacy form to the Office of
Student Teaching and Student Assistance (Miller Research Learning
Center 152) no later than October 1 for admission in spring, July 1 for
admission in fall, and March 1 for admission in summer.
Assessment and Retention
Faculty and administration monitor candidate progress continuously
through periodic advising, systematic assessments of knowledge, skills,
and dispositions, and semester by semester reviews of grade point average, Praxis test performances, and other program requirements.
Graduate students in all master’s degrees related to education must complete the technology/diversity survey early in their program and at exit.
They must complete the Knowledge, Skills, and Dispositions Graduate
Assessment Tool at master’s degree candidacy and at exit.
Dispositions
In addition to the pedagogical skills and knowledge defined in the standards of NCATE, the Interstate New teacher Assessment and Support
consortium (INTASC), and the Pennsylvania Department of Education,
all candidates in programs for the preparation of school personnel are
expected to demonstrate appropriate dispositions. The character traits,
attitudes, beliefs, behaviors, and emotional qualities listed on the
Edinboro University NCATE web page and in the Pennsylvania Code of
Professional Practice and Conduct for Educators constitute the dispositions for future teachers from Edinboro University of Pennsylvania.
Each department that houses programs in teacher preparation has a
Dispositions Committee. It is the responsibility of the Dispositions
Committee to provide advice and remedial activities for candidates who
are referred by faculty to the committee for failure to demonstrate dispositions appropriate to the teaching profession. If the candidate’s dispositions do not improve to the satisfaction of the Dispositions
Committee, the committee – with the approval of the Chair of the
Department – may refer the candidate to the Dean of the School of
Education along with a written recommendation and rationale. At the
14/Admission Policies and Procedures
discretion of the Dean of Education, the candidate may be dismissed
from the program.
Information on these requirements may be obtained from the School of
Graduate Studies and Research.
Graduate students completing initial teacher certification programs in
conjunction with a master’s degree will complete the Knowledge, Skills,
and Dispositions-Graduate assessment. Dependent on the program, the
graduate program head will direct the student as to completion of a selfassessment and/or a faculty assessment to be submitted with the request
to enter the master’s degree candidacy level. NOTE: This is the
Application for Candidacy form and not to be confused with the
Admission to Teacher Candidacy form which is also required for postbaccalaureate initial teacher certification candidates. Graduate students
in master’s degree programs and also in teacher certification must complete both candidacy applications at the appropriate time.
Because some programs have established maximum enrollment figures,
there can be no guarantee that individuals meeting the admission
requirements described above will be admitted.
Accreditation
The School of Education and all teacher certification programs within
the University are accredited by the Pennsylvania Department of
Education and by NCATE, the National Council for Accreditation of
Teacher Education.
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.
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.
Admission Requirements
Special Student
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.
The minimum requirements for admission as a special student are: 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 to be equivalent to at least a bachelor’s
degree from a regionally accredited United States college or university.
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.
An applicant for admission may be admitted on an unconditional, conditional, special student, non-degree teacher certification, post-baccalaureate certificate, post-master's program basis or denied admission.
Unconditional
A person admitted on an unconditional basis has no conditions attached
to the admission. The minimum requirements for unconditional admission are:
1. 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. Some programs have established
higher requirements. These requirements are listed under the curricular information for the specific program.
2.
3.
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.
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.
A recommendation for admission from the program head of the
department of the proposed graduate major and the Dean of
Graduate Studies and Research.
Some programs have established additional admission requirements.
Non-Degree Certification Student
The minimum requirements for admission as a non-degree certification
student are:
1. 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.
2.
3.
A recommendation for admission from the program head of the
department offering the certification program and the Dean of
Graduate Studies and Research.
The admission requirements established for the specific certification programs must be met. These requirements are listed under the
curricular information for each certification program.
Admission Procedures
An individual seeking admission as a degree student must submit, at
least six weeks prior to the anticipated date of enrollment (some programs require more specific deadlines – see program admissions criteria
for dates), a completed Application for Admission to Graduate Studies.
Only complete applications will be given full consideration. This application may be obtained from the School of Graduate Studies and
Research. Applicants must:
z 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."
z Provide an official record of the scores earned on either the Miller
Analogies Test or the Graduate Record Examination (except for
MFA, MSN, and MEd: Educational Leadership applicants). The
Master of Science in Information Technology may require the
Graduate Management Admission test (GMAT) or GRE.
Admission Policies and Procedures/15
z
z
z
z
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 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.
Late Submission of Application for Admission
There is no guarantee that we can process an application for an individual who files an application for admission into a master’s program less
than six weeks prior to the registration day for the semester or session in
which enrollment is sought.
Although these individuals have not been admitted to the graduate program, they may be authorized to enroll for courses if they apply for nondegree special student status, however:
1. It is understood that this authorization does not guarantee or imply
that admission will be granted.
2. It is understood that no more than nine semester hours of graduate
credit earned prior to the date of the official acceptance to admission to a graduate program will be accepted toward meeting the
minimum requirements of the program.
3. It is understood that if admission is granted prior to the last day of
the semester or session that all applicable credits earned in that
semester or session will be accepted toward meeting program
requirements.
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.
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.
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. For an application and information on testing dates and foreign testing centers, write
to:
Graduate Record Examination
Educational Testing Service
P.O. Box 6000
Princeton, NJ 08541-6000
or visit www.gre.org
All correspondence concerning admission to graduate study should be
sent to the School of Graduate Studies and Research, 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.
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.
Before the I-20 form is issued, the international student must complete
and return an affidavit of financial support. This form is provided by the
School of Graduate Studies and Research. Also, an advanced payment of
tuition and fees for the first semester is required.
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.
International Student Services
International Student Services at Edinboro University is founded upon a
recognition of the diversity of the world in which we live. Edinboro
University provides a comprehensive international program encompassing a wide variety of programming and services to students from abroad
and for its own students. It also provides services and education activities in cooperation with colleges and universities abroad.
Students are welcome from around the world. At present, there are
approximately 100 international students representing 32 different countries of the world.
Complete information for prospective graduate students from abroad is
available from the School of Graduate Studies and Research.
For all students, planned opportunities exist for study abroad. In the past,
Edinboro University of Pennsylvania has offered Summer Study Abroad
programs in Rabat, Morocco; Zibo and Jinan, China; Oxford, England;
and Edinburgh, Scotland. Information on potential programs is available
through the International Student Services Office. The curriculum 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.
16/Fees and Expenses
Doctoral Collaboration with the University of
Pittsburgh – Developmental and Educational
Psychology Program
A student enrolled in the Master of Arts in Counseling programs at
Edinboro University of Pennsylvania who completes all requirements of
that program may transfer up to forty-five (45) graduate credits to the
University of Pittsburgh, School of Education, Department of
Psychology in education, Developmental and Educational Psychology
(Ph.D.) Program. For additional information, please contact the
Professional Studies Department at 814-732-2421.
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.
All fees and expenses are subject to change without notice.
NOTE: Non-resident graduate students taking web-based courses
only are charged in-state tuition plus 5%.
Basic Tuition Fees Per Academic Semester
Graduate
Part-Time (1-8 sem. hrs.)
Full-Time (9-15 sem. hrs.)
Additional charge for each
credit over 15 sem. hrs.
Pa. Resident
Non-Resident
$
$
200.00
2405.00
$
$
401.00
4810.00
$
200.00
$
401.00
$
$
321.00
2886.00
$
$
513.00
4618.00
$
321.00
$
513.00
Basic Tuition Fees Per Summer Session
Undergraduate (per sem. hr.)
Graduate (per sem. hr.)
$
$
200.00
321.00
$
$
401.00
513.00
University Center Fee (Including Summer
Sessions)
Undergraduate
1-11 credit hours
12 or more credits
Graduate
1-8 credits
9 or more credits
Undergraduate
1-11 credits
12 or more sem. hrs.
Graduate
9 or more credits
$5.00 per credit
$60.00
$60.00
Instructional Service Fee
Undergraduate
Graduate
10% of tuition
15% of tuition
Housing Per Academic Semester
(There is no difference between undergraduate and graduate housing
fees.)
Double Room, per person (2 @ room)
Private Room (1 @ room)
Double Room, per person Rose Hall
Private Room, Rose Hall, Dearborn Hall
and Earp Hall
FEES AND EXPENSES
Undergraduate
Part-Time (1-11 sem. hrs.)
Full-Time (12-18 sem. hrs.)
Additional charge for each
credit over 18 sem. hrs.
Health Center Fee Per Academic Semester
(Including Summer Sessions)
$13.75 per credit
$165.00
$18.30 per credit
$165.00
$1660.00
$2490.00
$1760.00
$2640.00
Meals
Meal
Plan
Food, 19 meals – residence hall $1041.00
Food, 14 meals – residence hall
909.00
Food, 10 meals – residence hall
823.00
Block Plan:
175 meals
$946.00
125 meals
781.00
75 meals
524.00
Flex
Dollars
$100.00
100.00
150.00
$100.00
150.00
100.00
Total
$1141.00
1009.00
973.00
$1046.00
931.00
624.00
Additional Charges
Computer Lab Printing
Copying (Library)
Course Withdrawal Fee (after third week)
Credentials
Lost Key – single
Lost Key – master
Returned Checks
Library Fines
Vehicle Registration – per year
Vehicle Registration – replacement
Payment Plan Annual Fee
Payment Plan Semester Fee
Payment Plan Late Fee
Parking Violations
Parking Violations Late Fee
Student Identification Card
$5.00
$.10
$25.00 per course
$3.00
$20.00
$50.00
$20.00
$.15 per day + $1.00
$15.00
$1.00
$40.00
$30.00
$15.00
$15.00
$5.00
$5.00
ALL FEES ARE SUBJECT TO CHANGE WITHOUT NOTICE.
Student Activity Fee Per Academic Semester
Application Fee
Undergraduate
1-11 credits
12 or more credits
Graduate
9 or more credits
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.
$9.90 per credit
$119.00
$119.00
Instructional Technology Fee Per Academic
Semester (Including Summer Sessions)
Full Time
Part Time
Pa. Resident
$ 50.00
$ 25.00
Non-Resident
$ 75.00
$ 38.00
Course Audit Fee
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.
Fees and Expenses/17
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.
b) An undergraduate student taking a combination of undergraduate and graduate coursework whose sum of credit hours
exceeds eighteen credit hours will be billed for additional
tuition at undergraduate rates.
Miller Analogies Test Fee
Senior Citizen Tuition Waiver
A non-refundable fee of $50.00 is charged to students desiring to take the
Miller Analogies Test. Checks should be made payable to Edinboro
University of Pennsylvania.
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.
Waiver of Fees for Study Off Campus
Students who are taking all of their credit courses during a semester off
campus (anywhere but the Edinboro or Porreco campuses) will have the
Health Center and Student Activity fees automatically waived for that
semester. Students who are taking credit courses on the Edinboro or
Porreco campuses during a semester must pay the Health Center and
Student Activity fees pro-rated according to the number of credits in
which the student is enrolled.
Students who are taking all of their credit courses during a semester off
campus who choose to access the Health Center or Student Activity services and programs (for which they would not have been billed) may be
assessed the full fee.
Special Room and Meal Arrangements
The boarding fee is mandatory for all students who reside in university
dormitories; however, students who live off-campus may also take their
meals at the campus dining hall. Overnight room occupancy is available
for approved guests. The room charge for guests is $30.00 per night for
double occupancy and $20.00 per night for single occupancy.
Tuition and Fees for Students Taking Graduate
and Undergraduate Courses
Students at Edinboro University of Pennsylvania are permitted and,
sometimes, required to take courses at both the graduate and undergraduate level. Therefore, it is necessary to adapt tuition and fees for such
students in an equitable manner since the basic tuition rates are different
at the graduate and undergraduate levels. Undergraduate students will be
billed for fees at the undergraduate level; post baccalaureate students
will be billed for fees at the graduate level.
The following policy is adopted to establish tuition and fee charges for
students who take graduate and/or undergraduate coursework at the
University during an academic period.
1. a) A student taking only graduate coursework will be billed at the
graduate tuition rate.
b) A student taking only undergraduate coursework will be billed
at the undergraduate tuition rate.
2. a) A post baccalaureate student who is taking a combination of
graduate and undergraduate coursework in a semester whose
total credit hours is fifteen hours or less will be billed undergraduate tuition for undergraduate credits and graduate tuition
for the graduate credits not to exceed the full-time graduate
tuition and fee rates.
b) An undergraduate student who is taking a combination of graduate and undergraduate coursework in a semester whose total
credit hours is eighteen hours or less will be billed undergraduate tuition for undergraduate credits and graduate tuition for the
graduate credits not to exceed the full-time undergraduate
tuition and fee rates.
3. a) A post baccalaureate student taking a combination of undergraduate and graduate coursework whose sum of credit hours
exceeds fifteen credit hours will be billed for additional tuition
at graduate rates.
Damage Fee
Students shall be responsible for the actual cost of damages, breakage,
loss or delayed return of University property. The resulting assessed
amount shall be paid to the University.
Medical Fees
There is no charge for in-patient care at Ghering Health Center. Students
who have not previously contracted with the University for meals are
required to pay for meal service while they are confined in the Health
Center. All fees are charged to the student accounts, no fees are collected at the Center.
Allergy injections
Medication
Crutches (deposit)
Immunizations
$3.00
$3.00, $7.00, $10.00
$12.50
At Cost
The student is also responsible for the cost of a medication not stocked
by the Health Center and obtained at a pharmacy by prescription written
by the University physician.
Transcripts
In accordance with Public Law 93-380 (Educational Amendments –
Family Education Rights and Privacy Act, 1974) transcripts will only be
released if the individual submits a written request to the Office of
Records and Registration requesting the issuance of an official transcript. No telephone request for transcripts will be honored. Since graduate and undergraduate records are maintained separately, a student
should clearly indicate if his or her request is for an undergraduate or
graduate transcript. The fee schedule for transcripts is as follows:
First request for transcripts
Second and subsequent requests for transcripts
No fee required
$4.00
Checks for transcripts should accompany the request and be payable to
Edinboro University of Pennsylvania. No transcripts will be released if
money is owed to the University.
Payment of the Course, Housing, Board,
University Center Fee, Student Activity and
Health Center Fees
Full payment, or proof of awarded financial aid, is required to complete
the registration process. The check or money order for these fees should
be made payable to Edinboro University of Pennsylvania. Cash and
credit card payments are accepted at the Bursar's Office. Credit card payments may be made on the web at www.edinboro.edu.
Students receiving bank loans, such as Stafford Guaranteed Loans,
Supplemental Loans, or Parent Loans for Undergraduate Students must
18/Fees and Expenses
provide written evidence of loan approvals to the Bursar's Office to
receive recognition toward current invoice charges. Send copies of your
loan disclosure statements with your invoice even if your current loan
awards are greater than your charges.
Students who have external scholarships, military scholarships, or other
types of student assistance resources must attach written evidence of
such when returning their invoices in order to receive credit toward current semester charges.
Bank loans that are sent electronically through the PHEAA Escrow
Agent Service require a completed Master Promissory Note (MPN)
including the borrower’s signature to credit the student’s account.
Students receiving bank loans from institutions that do not participate in
electronic funds transfer must endorse (sign) their loan checks in the
Bursar's Office. No transactions are made with a loan check until it has
been endorsed.
Students who do not pre-pay by the billing due date must appear at the
Bursar’s Office in Hamilton Hall before classes begin to confirm their
payment arrangements. Failure to complete the payment process and/or
provide written proof of bank loans or other financial assistance will
result in a cancelled class schedule at the conclusion of the registration
period.
eBilling is a web-based system that replaces paper invoices and reduce
postage costs with itemized tuition and fee amounts listed on a secure
internet website (accessed via your S.C.O.T.S. ID). Students can allow
eBill access to parents and third-parties using e-mail address (e.g.
myparent@yahoo.com), username and passwords. Through this exciting
technology, students can also choose payments by check (ACH), debit
card and credit card. For more information and answers to frequently
asked questions, log on to S.C.O.T.S. (www.edinboro.edu; keyword:
S.C.O.T.S.).
Delinquent Accounts
No student shall be enrolled, graduated, or granted a transcript of his/her
records until all previous charges have been paid.
ALL FEES AND REFUND POLICIES ARE SUBJECT TO
CHANGE UPON APPROVAL OF THE COUNCIL OF TRUSTEES
OR THE STATE SYSTEM OF HIGHER EDUCATION, AS
APPROPRIATE.
Refund Policy
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.
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 cash 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 his/her
designee for his/her consideration.
The new student application fee, payment plan application fee, and new
student advanced registration deposit are non-refundable. The advanced
housing deposit fee is refundable only under the conditions set forth in
the policy describing the housing deposit. The official withdrawal date
from room charges is based upon date of departure from the residence
hall by removing all belongings and/or returning the room key or the
official University withdrawal date, whichever is latter.
I. Total withdrawal from the University (fall and spring semesters)
1. Prior to the first scheduled class meeting
Students who 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, the new student advanced tuition deposit and the advanced housing
deposit) for the semester or session from which they are withdrawing. Total withdrawal of this type must be transacted in
writing with the Office of Student Development.
2. Voluntary withdrawal after first scheduled class meeting
Students who want to request a withdrawal from all courses and
leave the University must complete a withdrawal form in the
Student Development Office. 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:
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
90%
80%
70%
60%
50%
No Refund
Refunds for total voluntary withdrawal from classes which do
not meet on a weekly basis throughout the semester shall be
based upon the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
80%
50%
No Refund
Tuition, student activity fee, health center fee, University
Center fee, instructional service fee, and room and board
charges (excluding flex and block plan balances) are credited to
the student accounts using the official withdrawal date. Unused
flex account balances will be credited to the student accounts
for total withdrawals upon notification of remaining balances, if
any, from the Dining Services Office.
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
non-payment of fees or other financial reasons.
II. Partial course schedule adjustments (fall and spring semesters)
1. Partial course adjustments for all undergraduate students
between twelve (12) credits and eighteen (18) credits and all
graduate students between nine (9) credits and fifteen (15) credits.
Fees and Expenses/19
The full-time undergraduate tuition fee during the fall and
spring semesters of the academic year is based on enrollment
between 12 and 18 semester hours of credit. The full-time graduate tuition fee during these periods is based on enrollment
between 9 and 15 semester hours of credit. Therefore, no refund
is available for reduction in enrollment within these credit
ranges.
2. Partial course adjustments for all undergraduate students below
twelve (12) credits and above eighteen (18) credits and all graduate students below nine (9) credits and above fifteen (15) credits.
Students who withdraw from courses prior to the meeting of
their first scheduled class are entitled to a 100 percent refund of
fees related to the courses from which they withdraw.
Students who drop or withdraw from courses subsequent to the
meeting of their first scheduled class are entitled to a refund or
account adjustment of the tuition, student activity fee, health
center fee, University Center fee, and instructional service fee
based upon the following schedule:
refund adjustments posted to their accounts in accordance with
Section I. above. Otherwise, the Dining Services Agreement
cannot be broken by the student unless he/she has been formally released in writing by the University. A refund of base meal
fees (excluding flex and block plan balances) may be credited
to the student’s account upon approval of a release. The effective date of release from the agreement will determine the
refund percentage based upon the following schedule:
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
90%
80%
70%
60%
50%
No Refund
Unless specified elsewhere in the refund policy, unused flex
account balances for the fall semester will carry over to the
spring semester for students who renew their Food Service
Agreements with the University; all remaining flex dollars will
be forfeited at the end of the spring semester.
3. Non-traditional course schedules
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
90%
80%
70%
60%
50%
No Refund
Refunds for partial withdrawal from classes which do not meet
on a weekly basis throughout the semester shall be based upon
the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
80%
50%
No Refund
All other fees are non-refundable in cases of partial withdrawal.
III. Other refunds (fall and spring semesters)
IV. Refunds for withdrawal during summer sessions of at least five
weeks
1. Total withdrawal during summer sessions
Students who withdraw prior to the first meeting of their first
scheduled class are entitled to a 100 percent refund of all fees
(except for the new student application fee, the new student
advanced tuition deposit and the advanced housing deposit) for
the summer semester or session from which they are withdrawing. Total withdrawal of this type must be transacted in writing
through the Office of Enrollment Management and Retention.
2. Total withdrawal after first scheduled class meeting
1. Room charges
Students officially withdrawing from the University through the
Office of Enrollment Management and Retention may have
refund adjustments posted to their accounts in accordance with
Section I. above. Otherwise, the Housing Agreement cannot be
broken by the student unless he/she has been formally released
in writing by the University. (Refer to University Policy No.
A058, Housing and Food Service Release.) The effective date
of release from the residence hall will determine the refund percentage based upon the following schedule:
First week
Second week
Third week
Fourth week
Fifth week
After fifth week
Where a student withdraws from a course offered on a non-traditional basis (e.g., weekend mini-courses) partial refunds will
be considered by the Vice President for Financial Operations
and Administration on the basis of equity and fairness.
90%
80%
70%
60%
50%
No Refund
2. Food service charges
Students officially withdrawing from the University through the
Office of Enrollment Management and Retention may have
Students who want to request a withdrawal from all courses and
leave the University must complete a withdrawal form in the
Office of Enrollment Management and Retention. Students officially and totally withdrawing after the first class meeting may
seek refunds for tuition, room and meals, if applicable, and student activity fee according to the following schedule:
1st week
2nd week
After 2nd week
75%
50%
No Refund
Refunds for total, voluntary withdrawal from class which do not
meet on a weekly basis throughout the semester shall be based
on the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
Tuition, student activity fee, and room and board charges are
credited to the student accounts using the official withdrawal
20/Fees and Expenses
date. The health center fee, University Center fee and instructional service fee are non-refundable after the first class meeting.
3. Partial course schedule adjustments
Students who withdraw from courses prior to the meeting of
their first scheduled class are entitled to a 100 percent refund of
fees related to the courses from which they withdraw.
Students who withdraw from courses subsequent to the meeting
of their first scheduled class are entitled to a refund of the prepaid tuition and student activity fee based upon the following
schedule:
1st week
2nd week
After 2nd week
75%
50%
No Refund
Refunds for voluntary withdrawal from classes which do not
meet on a weekly basis through the semester shall be based
upon the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
All other fees are non-refundable in cases of partial withdrawal.
V. Refunds for withdrawal during summer sessions of less than five
weeks
1. Total withdrawal during summer sessions
Students who withdraw prior to the first meeting of their first
scheduled class are entitled to a 100 percent refund of all fees
(except for the new student application fee, the new student
advanced tuition deposit and the advanced housing deposit) for
the summer semester or session from which they are withdrawing. Total withdrawal of this type must be transacted in writing
through the Office of Enrollment Management and Retention.
2. Total withdrawal after first scheduled class meeting
Students who want to request a withdrawal from all courses and
leave the University must complete a withdrawal form in the
Office of Enrollment Management and Retention. Students officially and totally withdrawing after the first class meeting may
seek refunds for tuition, room and meals, if applicable, and student activity fee according to the following schedule:
1st week
After 1st week
50%
No Refund
Refunds for total, voluntary withdrawal from class which do not
meet on a weekly basis throughout the semester shall be based
on the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
Tuition, student activity fee, and room and board charges are
credited to the student accounts using the official withdrawal
date. The health center fee, University Center fee and instructional service fee are non-refundable after the first class meeting.
3. Partial course schedule adjustments
Students who withdraw from courses prior to the meeting of
their first scheduled class are entitled to a 100 percent refund of
fees related to the courses from which they withdraw.
Students who withdraw from courses subsequent to the meeting
of their first scheduled class are entitled to a refund of the prepaid tuition and student activity fee based upon the following
schedule:
1st week
After 1st week
50%
No Refund
Refunds for voluntary withdrawal from classes which do not
meet on a weekly basis through the semester shall be based
upon the following schedule:
After 1st class meeting
After 2nd class meeting
After 3rd class meeting
75%
50%
No Refund
All other fees are non-refundable in cases of partial withdrawal.
Procedure
Total withdrawals from the University are processed through the Office
of Enrollment Services and University Planning. Partial course adjustments are made by course withdrawal transactions processed by the
Office of Records and Registration. The date of official withdrawal, both
partial and total, shall be determined by the Office of Records and
Registration and the Office of Enrollment Services and University
Planning based upon the required written requests and transactions.
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 his/her
designee.
Degree Students Who Desire to Change Curriculum
Anyone who has been admitted as a degree student in one curriculum but
who now desires to change to another curriculum must complete the procedures which have been established for admission to the new curriculum. The student would initiate these procedures by completing and
sending a request for change of program application to the School of
Graduate Studies and Research.
The School of Graduate Studies and Research will, if the student is
admitted to the new curriculum, inform him or her in writing of the credits previously earned which will be accepted as part of the minimum
credit requirements of the new curriculum.
Special Students Who Desire Admission as Degree
Students
Anyone who has been admitted as a special student and who now desires
admission as a degree student must complete the procedures for admission as a degree student. The student would initiate these procedures by
notifying the School of Graduate Studies and Research and completing
a request for change of program application. (Note: No more than nine
semester hours of credit earned by a student while classified as a special
student will be accepted toward meeting the minimum credit requirements established for a master’s degree.)
Academic Standards/21
Degree Students Who Desire to Become Special
Students
Anyone who has been admitted as a degree student and now desires
admission as a special student must inform the School of Graduate
Studies and Research of the desired change.
Reinstatement
Students seeking reinstatement to Edinboro University after a period of
non-attendance should initiate re-entry in the School of Graduate Studies
and Research.
ACADEMIC STANDARDS AND
POLICIES
Degree Requirements
Minimum Number of Semester Hours of Credit
Each program requires a minimum number of approved graduate credit.
Refer to the program descriptions for these details.
Maximum Number of “C” Grades
A maximum of six semester hours of “C” grades will be accepted toward
meeting the minimum number of semester hours of credit required for
the degree.
Cumulative Grade 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. If this “B” average has not been achieved by the time the individual has completed the minimum number of credit hours required for the
degree, permission will be granted for the individual to enroll for a maximum of six additional semester hours of credit. If the required average
has not been earned by the time the six additional credits have been completed, permission to continue to enroll as a degree student will be
denied. Grades earned in courses not taken as part of a degree program
have no effect on the cumulative grade average for the degree program.
Maximum Number of 500 Level Courses
A maximum of 12 semester hours of graduate credit earned in 500 level
courses will be accepted as part of the minimum course requirement for
the master’s degree. Courses of similar content taken for undergraduate
credit may not be repeated at the graduate level with expectation of credit toward the master’s degree.
Students in the Master of Fine Arts degree program may have a maximum of 24 semester hours of graduate credit earned in 500 level courses.
Minimum Number of 700 Level Courses
A minimum of one half of the degree credits earned as part of a Master
of Education degree must be earned at the 700 level.
Transfer of Credit
A maximum of nine 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. Students in the Master of Arts degree programs in counseling or clinical psychology may transfer a maximum of 12 semester
hours. Students in the Master of Fine Arts degree program may transfer
a maximum of 15 semester hours.
Authorization of transfer credits is a privilege and not a right. Transfer
credit must be part of a planned program of study, and authorization for
transfer will be based on this plan and not on student convenience.
Transfer credit is, as a general rule, only authorized if the course is not
offered by the 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.
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.
1. 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.
2. 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 dean.
Correspondence Courses
No graduate credit is allowed for correspondence courses.
Credit by Competency Examination
Graduate credit is not awarded for satisfactorily completed 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.
Research Requirement
Candidates for the Master of Arts, Master of Education, Master of
Science or Master of Science in Nursing degree must conduct some
independent study related to their major field. This research may be a
thesis or a master’s project.
Candidates for the Master of Fine Arts degree are required to complete
ART799 Studio Exhibit.
A copy of the University’s Guidelines for the Preparation of a Thesis
may be obtained from the School of Graduate Studies and Research.
Comprehensive Exam
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.
22/Academic Standards
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.
ate program if they have failed at the conclusion of the semester or summer session in which the 12th semester hour has been completed to have
earned a cumulative grade average of “B” or better.
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.
Students admitted on an unconditional basis, who at the conclusion of
the semester or summer session in which the 12th semester hour has
been completed, have failed to earn a cumulative average of “B” or better will be given the opportunity to enroll for six additional semester
hours of credit to attempt to achieve a satisfactory level of progress in
their degree program to warrant admission to Candidacy for the Master’s
degree. Failure to reach a satisfactory level of progress will result in the
student being denied permission to continue as a degree student. An
immediate denial of permission to continue as a degree student will be
made if it is judged the student could not possibly achieve a satisfactory
level of progress by completing an additional six semester hours of credit.
Students enrolled in the Master of Fine Arts program must satisfactorily
complete an oral examination if the major studio area is ceramics, painting, sculpture, jewelry/metalsmithing or printmaking. Both an oral and a
written comprehensive examination must be satisfactorily completed if
the student’s major studio area is printmaking.
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.
Admission to Candidacy
Admission to graduate study as a degree student does not automatically
mean that the student has been accepted as a candidate for the master’s
degree at Edinboro University of Pennsylvania.
The academic record of each degree student is reviewed at the conclusion of the semester or summer session in which the student is enrolled
for his or her 12th semester hour of degree credit at the University.
Students who have made satisfactory progress in the degree program
will be admitted to Candidacy for the Master’s degree. Students whose
progress in the degree program is judged not to be satisfactory will either
be denied permission to continue as a degree student or will be given the
opportunity to enroll for six additional semester hours of credit to
attempt to achieve a satisfactory level of progress in their degree program to warrant admission to Candidacy for the Master’s degree. After
admission to candidacy, a student may be removed from a program
based on the recommendations of the graduate faculty, program heads
with supporting evidence, and approved by the academic dean and the
Dean of Graduate Studies and Research.
A degree student may not be admitted to Candidacy until (1) at least 12
semester hours of degree credit have been completed at the University,
(2) an Application for Admission to Candidacy has been filed and (3) the
student has made satisfactory progress in his or her degree program.
Some programs have additional candidacy requirements. See program
requirements.
A student is judged to have made satisfactory progress in the degree program if (1) he or she has had a personal meeting with the advisor and
together with the advisor has completed a Plan of Study for the Master’s
degree, (2) he or she has completed any course(s) which the specific
degree program requires to be completed within the first 12 semester
hours, (3) “B” or better average has been earned in the courses completed as part of the degree program and (4) no written objection to the student’s admission to Candidacy has been received by the Dean of
Graduate Studies and Research from a faculty member. (Note: When
such an objection is received this objection will be honored only if the
members of an “Ad Hoc” Committee, consisting of the chairperson of
the department offering the degree program or his or her designee, the
student’s advisor and the faculty members who have taught degree
courses completed by the student, support the objection.)
Students admitted on a conditional admission basis will be denied permission to continue as a degree student in Edinboro University’s gradu-
It is the student’s responsibility to submit the application for Candidacy.
This completed application, which may be obtained from the School of
Graduate Studies and Research, must be submitted at the end of the
semester or session in which the student is enrolled for his or her 12th
semester hour of credit. No more than 12 semester hours of credit earned
at the University prior to the date of admission to candidacy, will be
accepted towards meeting the minimum number of semester hours of
credit required for the degree unless a written statement has been
received from the Dean of Graduate Studies and Research authorizing an
exception to this policy.
Graduate students in all education programs are expected to self-assess
and to be assessed by the NCATE Knowledge, Skills and DispositionsGraduate as described below:
Graduate Knowledge, Skills, and Dispositions
Knowledge: Effective Facilitators of Learning comprehend . . .
K.1
the central concepts, tools of inquiry, and structures of their disciplines.
K.2
multiple perspectives and diverse populations.
K.3
effective verbal and nonverbal communication techniques that
foster active inquiry, collaboration, and supportive interaction.
K.4
current technology and its uses in their disciplines.
K.5
formal and informal assessment strategies for purposes of
research and evaluation.
K.6
knowledge, skills, and dispositions delineated in their professional, state, and institutional standards.
K.7
the Ethical Code of Conduct for their profession.
Skills: Effective Facilitators of Learning demonstrate . . .
S.1
mastery of content, pedagogy, methodology, and research for
their discipline.
S.2
goal setting that meets the diverse needs of each client.
S.3
strategies to foster positive social interactions, intrinsic motivation, and active engagement.
S.4
appropriate communication with colleagues, related service personnel, paraprofessionals, administrators, families, and community members.
S.5
critical thinking through inquiry, discussion, and reflection.
S.6
the use of methodologies that reflect state and national standards.
S.7
procedures and routines that create a safe environment.
Dispositions: Effective Facilitators of Learning respect and value . . .
D.1
high standards of research and academic work.
D.2
diverse populations and perspectives.
D.3
collaboration with colleagues, partners, agencies, and the larger
community.
D.4
an enthusiasm for their profession and professional responsibilities.
Academic Standards/23
D.5
D.6
D.7
an interactive, client-responsive learning community.
reflective practice and seek guidance toward professional
growth.
ethical and professional behavior.
Form and Style to be Used in Writing Graduate
Papers
Specialized research 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.
Students enrolling for biology courses and students completing a biology thesis shall conform to the style and form as found in The A.I.B.S.
Manual.
Students enrolling for clinical psychology, middle and secondary
instruction, communication studies, nursing, counselor education and
speech pathology courses shall conform to the style and form as found
in The Publication Manual of the American Psychological
Association (A.P.A.)
Time Limitations on Meeting Degree Requirements
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.
Grading System
The grading system for the School of Graduate Studies which is listed
below was approved by the University Senate in 1986.
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
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 courses PSYC744 Graduate
Study in Psychology-Unit V (Internship) and ART700 Seminar in
Fine Arts.
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.
A grade of “F” renders the course involved unacceptable for degree
requirements; however, this grade is included when the grade average is
computed.
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 following the end of the session or
semester unless written approval granting an extension of this time limit
has been given by the Dean of Graduate Studies and Research. 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.
A grade of “R” is issued to indicate that no grade is presently available
because research is still in progress. After the research is completed, the
“R” is replaced on the permanent record by an “A”, “B”, “C” or “F”
grade with the corresponding credit. “R” grades should not continue for
a period that exceeds four academic semesters. At the end of that time
period, the grade may revert to a withdrawal and the student will have to
re-enroll in the academic experience.
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.
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.
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.
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 advisor and the Dean of Graduate Studies
and Research.
Individuals admitted to graduate study on a conditional admission basis
will not be granted permission to repeat courses while classified as a
degree student admitted on a conditional basis.
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.
24/Academic Standards
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.
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.
Appeal of a Graduate Grade
Intent
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. It also provides a remedy in cases where the hearing process
sustains the student’s claim.
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.
2.
3.
4.
5.
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 may continue the
appeals procedure.
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.
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.
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 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 pro-
6.
hibited 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. 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 judgement 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.
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.
Withdrawal From a Course
A student is not officially withdrawn from a course until he or she has
informed the Scheduling Office in writing of the withdrawal.
Students wishing to withdraw from all courses and leave the University
will inform the staff of the Enrollment Services and University Planning
Office and complete a withdrawal form in the Enrollment Services and
University Planning Office. The Enrollment Services and University
Planning Office will consult with the appropriate academic dean or
department chair to assess student program status implications and also
notify the Records and Registration Office and the School of Graduate
Studies and Research after each case has been properly evaluated, classified, and an exit interview has been conducted.
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
(withdrawal) 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).
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.”
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.
Academic Standards/25
Withdrawal From the University
Enrolled graduate students who wish to completely withdraw from their
courses must inform the staff of the Enrollment Services and University
Planning Office and the School of Graduate Studies and Research of
their intention to leave school. These offices are located in Hamilton
Hall and Reeder Hall.
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.
Adding Courses or Changing Courses
Students who have completed registration may, prior to the second
scheduled class meeting, add a course to their schedule by completing
the additional registration at the Scheduling Office.
Students who have completed registration may, prior to the end of the
add period, change a course on their schedule by completing the change
in registration form at the Scheduling Office.
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 fulltime 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.
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.
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.
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 or clinical
psychology 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.
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 five-year 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.
Enrollment of Undergraduate Students
Students enrolled in the undergraduate program of a regionally accredited college or university may enroll in a limited number of 600 level
graduate courses if 80 or more semester hours of credit have been
earned, if their cumulative quality point average is 2.5 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 600-Level Course” form.
Students not enrolled in the undergraduate program at the University
who wish to register for a 600 level graduate course also must complete
the “Permission to Enroll in a 600-Level Course” obtaining all signatures and submit this completed form for final approval to the Dean of
Graduate Studies and Research. The student will need to provide the
undergraduate Admissions Office with a completed application for
admission to the University’s undergraduate program as a Special
Student, the required application fee, an official transcript of undergraduate credits completed, and a letter from the advisor and chairperson of
the department of the student’s major authorizing enrollment in the
course. Undergraduate students enrolling in a graduate course will
receive undergraduate credit for the course and will pay the undergraduate course fees rather than the graduate course fee.
Undergraduate students enrolling in a graduate course will receive
undergraduate credit for the course and will pay the undergraduate
course fees rather than the graduate course fee. Undergraduate students,
not within 12 credits of completing their bachelor's degree, may not
enroll in 700 level courses.
Enrollment 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. Seniors may enroll in 700-level courses for graduate
credit if approved by the Dean of Graduate Studies and Research and
graduate program head.
26/Academic Standards
Faculty Enrollment 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.
Since there is concern that the University not have excessive in-breeding, matriculation in graduate degree programs at Edinboro University
which may be used to meet promotions and/or tenure requirements
needs careful monitoring. 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. 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.
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
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.
Independent Study Courses
Steps in Earning a Master’s Degree
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.
1. Complete application procedure prior to anticipated date of enrollment.
2. Receive an official letter of acceptance from the dean.
3. Make an appointment with your advisor to discuss your graduate
program and prepare a Plan of Study.
4. File the Plan of Study with your advisor.
5. Contact your advisor during the registration period for advice in
course selection.
6. Complete payment of all fees at the time of registration.
7. Notify the Scheduling Office in writing if you wish to withdraw
from a course.
8. Complete an Application for Admission to Candidacy at the end of
the semester or summer session in which you will be enrolled for
your 12th semester hour of credit. This application must be submitted to the program head.
9. Receive a letter of admission to candidacy.
10. If enrolled in a program requiring a thesis or a master’s project,
meet with your advisor and other committee members to plan your
research.
11. File an application form for authorization to enroll in a course at
another institution for transfer credit, if you wish to receive transfer
credit.
12. File with the School of Graduate Studies and Research an official
transcript for courses you have been authorized to transfer.
13. At the beginning of the semester or summer session during which
you plan to complete your degree, submit a graduation card to the
Office of the Coordinator of Records. The graduation card may be
obtained from the Office of Records and Registration.
14. Order cap, gown and master's hood from the Campus Bookstore on
the day you complete your graduation card, if you plan to attend
commencement.
15. Make arrangements with the departmental program head to take the
comprehensive examination.
16. File completed thesis, if required, with the program head.
17. File completed master’s project with the department program head
of your major.
18. If you wish to do so, attend commencement.
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.
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, 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 and Research for final
approval, and the Vice President for Academic Affairs at least one week
prior to the established registration day.
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.
Financial Aid/27
19. Graduate students enrolled in a master of education and also in initial teacher certification must complete the certification requirements, apply for certification through the School of Education, and
be approved for certification before receiving the master’s degree.
20. A graduate student carrying an incomplete in the final term must
finish the coursework and the instructor must post the grade within
two weeks of commencement. Otherwise, the student must reapply
for the next graduation auditing date.
Commencement
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 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.
Confidentiality and Privacy of Student Records
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.
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. Student’s name.
2. Campus, local or home address, e-mail address, and telephone
number.
3. Date, place of birth, weight/height (for members of athletic teams).
4. Dates of attendance, most recent or previous educational institution
attended, academic major.
5. Date of graduation and degree/awards received.
6. Student activity participating (including athletics).
7. 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 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.
FINANCIAL AID
Federal Loans and Work-Study
Need-based grant programs are discontinued upon the receipt of a baccalaureate degree. Graduate students with need may apply for Federal
Stafford Loans and Federal Work-Study program utilizing the aforementioned application procedures. Students attending with special student
status are not eligible for financial aid.
Graduate students may borrow up to $8,500 annually through the
Federal Stafford Student Loan program. Federal unsubsidized loans may
also be used for graduate study up to total cost of each academic graduate year, or $10,000, whichever is less. This is in addition to the $8,500
subsidized Stafford Loan. Students enrolled in teacher certification who
will not be earning a master's degree will be restricted on the loan limits
based on the undergraduate loan limits of $5,500 subsidized Stafford
Loan and $5,000 unsubsidized Stafford Loan.
Perkins Loans
Edinboro University participates in the Perkins Student Loan Program.
Graduates who have been accepted for enrollment at Edinboro
University in full-time or at least half-time study and who need financial
help for educational expenses, may receive consideration for this student
loan. For the purpose of financial aid, half-time is defined as 3 to 6 graduate credits.
Eligible graduate students may borrow up to $6,000 for each two-year
period. Interest and payments begin six months after the student ends his
studies. After termination of studies, the loans bear interest at the rate of
five percent a year (annual percentage interest) and repayment of principal may be extended over a ten-year period, except that the institution
may require a repayment of no less than $40 a month.
If a borrower becomes a full-time teacher in a public or other non-profit private elementary or secondary school with a high enrollment of students from low-income families, or as a full-time teacher of handicapped
children, for each complete year of service the amount of the loan shall
be reduced at the rates of 15 percent a year, plus interest for the first and
second years of service; 20 percent a year, plus interest for the third and
fourth years of service; 30 percent a year plus interest for the fifth year
of service; which results in 100 percent cancellation of the loan.
Edinboro University approves and makes the loans and is responsible for
collections. The “Free Application for Federal Student Aid” is required.
The amount of Perkins Loans are limited. Edinboro University will
determine loan maximums yearly and priority is given to undergraduate
students.
Federal Work-Study
Students may be placed on campus or for an approved off-campus
agency. On-campus jobs may include work in offices, laboratories, the
library, maintenance and the dormitories. Off-campus jobs are assigned
in public or private non-profit organizations with written agreements.
To work under this program, students must be enrolled or be accepted for
enrollment as at least half-time students at Edinboro University.
Eligibility depends upon their need for employment to defray college
expenses with preferences given to applicants from low-income families. The “Free Application for Federal Student Aid” is required. Priority
is given to undergraduate students.
Federal Stafford Loans
Graduate education frequently places a financial burden on families, particularly if there are a number of children who want to attend college.
28/Additional Information
Graduate students cannot qualify for grant aid. Even when commercial
credit sources are available, repayment generally runs concurrently with
the years the student attends college. To help these students and their
families, a Federal Stafford Loan Program is in operation.
Under this program, a student may borrow from a bank or other financial institution. A graduate student may borrow as much as $8,500 per
year. Need must be demonstrated for these loans by the completion of
the “Free Application for Federal Student Aid” form. Interest during
graduate study is paid by the federal government if need is determined.
Loan repayment, including eight percent interest, begins six months
after termination of studies. Students have up to ten years to repay the
loans with minimum payments of $50 per month.
Interested students should inquire at their local bank or financial institution for further information and application forms for the Stafford Loan
Program. Stafford Loans are available to students from all states.
7.
the programs. All bank loan applications must be preceded by the
completion of the Free Federal Aid form which is used to demonstrate need for interest free Stafford Loan funding.
All Applicants – Follow all form instructions carefully. To avoid a
delay, answer each item accurately. If you have questions, contact
the Financial Aid Office; phone 814-732-5555 or 888-611-2680.
You may also e-mail finaid@edinboro.edu.
Return of Title IV Federal Aid
Federal regulations require the University to recalculate the eligibility
for aid when students withdraw from all courses in a given term. The
recalculation is based on the number of calendar days in attendance
divided by the number of days in the term. The resulting ratio is used to
prorate the amount of aid “earned.” Aid that is not “earned” is returned
to the appropriate programs. The amount of aid “earned” has no relationship to the student’s institutional charges and may not be appealed.
Graduate Assistantships
In the interest of the student, it is the recommendation of the Financial
Aid Office that discretion in borrowing be recognized as a necessary
consideration. Loans made by each student should be minimized to meet
projected educational costs.
Bank loans count as financial aid, and will reduce or supplement workstudy or Perkins Loan eligibility.
Sargent Emergency Student Loan Fund
A number of graduate assistantships are available each year. Eligibility
for an assistantship includes (1) acceptance into a graduate degree program, (2) enrollment for full-time study which is a minimum of nine
credit hours per semester and, (3) acceptance by the director of the office
where assigned.
Two types of graduate assistantships are available.
I.
Emergency 30-day loans are available to Edinboro University 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 University, 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 Financial Aid Office. Awards may not exceed $150.
Applications – Steps to Follow
1.
2.
3.
4.
5.
6.
Beyond our nominal fee for applying for admission, we do not
charge for financial aid.
Complete and submit the Free Application for Federal Student Aid.
You will not be considered for the Pennsylvania State Grant and/or
the Federal Pell Grant. Mail the Federal Student Aid application in
the envelope provided with the application form.
All information contained in documentation and forms is filed and
held in confidence by the Financial Aid Office. Regardless of the
aid program you are applying for you MUST complete an application by May 1st of each year. This includes those who also wish to
apply for a Federal Stafford Loan.
Financially Independent Students – All graduate students receive
program consideration as a student who is financially independent
of their parent. Only student and spousal income is considered.
Students admitted to the teacher certification program only are subject to undergraduate requirements for independent status, loan limits, and required six credits enrollment status.
Verification of Income – One in three applications for various types
of Federal Student Financial Aid Programs is selected for verification. Applications selected must provide family tax returns and
complete special forms to validate family size, untaxed income and
assets. Student applicants are advised to keep copies of their current
income tax forms for validation purposes.
Time Frames for Application – All students are encouraged to file
the “Free Application for Federal Student Aid” form by May 1st of
each year. Students who file after this date are in jeopardy of losing
eligibility for campus-based funds due to the limitation of dollars in
II.
Graduate assistantship with tuition waiver and work stipend renewable with program head’s approval, good academic standing, and
fulfillment of work assignment each semester.
A. Full-time graduate assistantships require enrollment of nine
credits each semester and include
1. Remission of course tuition
2. Stipend of $7.00 per hour for 275 hours of work per
semester
B. Half-time graduate assistantships require enrollment of nine
credits each semester and include
1. Remission of one-half of course tuition
2. Stipend of $7.00 per hour for 137.5 hours of work per
semester
Graduate assistantship with one-half tuition waiver and federal
work study renewable with program head’s approval, good academic standing, continued eligibility for federal work study funding, and fulfillment of a minimum of 100 hours of work per semester payable through federal work study award. Requires enrollment
of nine credits each semester.
NOTE: This assistantship will be withdrawn if the student becomes
ineligible for federal work study funding as determined by federal
regulations.
Assistantships in residential life also include a waiver of charges for a
private room in the residence hall.
A limited number of pro-rated Assistantships are available for the summer.
If a graduate assistant drops below nine graduate hours in a semester, the
assistantship award will be revoked and the student will have to remit to
the University the tuition and fees balance for that term. A graduate
assistant who drops below nine graduate credit hours will also be responsible for paying FICA taxes on stipend earnings already paid for that
term.
Graduate assistantships do not cover the tuition and fees for the internship term. Graduate assistantships cannot be granted or continued during
the internship term or student teaching term.
Additional Information/29
Applications can be obtained from the School of Graduate Studies and
Research.
Internships
Some graduate programs include an Internship as part of the curricular
plan. Selection of a site for an Internship cannot include a situation
where a student is hired as an employee; however, some sites do provide
a stipend, and students may select such a site. Students should consult
with their advisors when selecting a site for an Internship. The advisor
will assist the student to complete the necessary arrangements (including
the application form) for the Internship. Completed applications must be
submitted to the School of Graduate Studies and Research for approval
before the student registers for the Internship. Internships are to be
arranged at off-campus sites only.
up any University check (loan, payroll, etc.), to use any of the computer
labs on campus, and to attend any of the University events. The ID card
remains valid each session for which the student is enrolled. ID cards
can be obtained at the ID Access Center 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).
Textbooks for Courses
Textbooks are sold at the Campus Bookstore, located in the University
Center (lower level). The Campus Bookstore will be open evenings during the first two weeks of classes.
If you should need materials or books and the Bookstore is closed,
please call to see what arrangements can be made for you to receive your
text materials. The Campus Bookstore number is 814-732-2456.
Off-Campus Facilities
ADDITIONAL INFORMATION
Admission and Matriculation
Miller Analogies Examination
The Miller Analogies Examination is given periodically on the campus
of Edinboro University. Presently, a $40.00 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. The Miller
Analogies Test may be taken at any designated test center. A list of the
test centers may be obtained from the Psychological Corporation, 555
Academic Court, San Antonio, TX 78204-2498.
Graduate Record Examination
The general test is given year-round 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.
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 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.
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 Scheduling
Office 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.
Identification Cards
A graduate identification card is required of all students enrolled in a
graduate course at Edinboro University of Pennsylvania. The ID card is
required to check out materials from the Baron-Forness Library, to pick
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.
Change of Address or Name
It is the student’s responsibility to immediately inform the Office of
Records and Registration of any change of address or name.
ACADEMIC RESOURCES,
SERVICES AND SPECIAL
PROGRAMS
Edinboro University in Erie – The Porreco Center
Located in nearby Millcreek Township, Edinboro University in Erie –
The Porreco Center is just 19 miles north of the Edinboro University
campus. The 27-acre estate includes 11 buildings, a pond, an orchard,
and a 160-car parking lot. Named for Erie businessman Louis J. Porreco,
the property was donated to the University as part of its three-year capital campaign.
The facilities and support services being developed at the Center will
serve to centralize and expand outreach programming in the greater Erie
area, while offering excellent educational opportunities for undergraduate and graduate students. A large number of day and evening courses are
offered each semester by departments of the University.
The wide range of services at the Center allows students to register, buy
books and supplies, and attend classes – all without leaving the grounds.
A computer lab, located in the Barn Classroom building, includes 24
Dell computers and a laser printer. This facility is available for walk-in
use during open lab hours. Questions about the Center can be addressed
to the on-site administrator at 836-1955.
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.
Academic Resources
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Students can access more than 30 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
30/Additional Information
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Technology and Communications operations. 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 Arts and 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 audio-visual 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.
Co-Curricular Resources
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All residence halls recently received a multimillion-dollar technology upgrade, and each room is wired for digital satellite cable television services, two high-speed data connections, and a telephone connection.
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University Services, Inc., offers digital satellite television, highspeed Internet service and voice mail in the residence halls. Several
packages are available, for on-campus and off-campus users. The
University features a Help Desk and technology store in which students and employees can purchase items and receive assistance with
technology-related matters.
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The University’s Student Technology Center offers computer products sales and is an authorized service and support center for all
brands of “compatible” computer systems. Educational pricing for
Gateway computers is available to Edinboro University students.
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The University identification cards are part of a smart card system,
which will allow students to access the Automated Teller Machines
throughout campus and within the town of Edinboro in conjunction
with a PNC Bank account. The smart card system also provides
access to a variety of services such as dining facilities, library
resources and the fitness center.
Student Resources
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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.
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Students can create web pages in their account areas and access to
these files can be obtained through the www.edinboro.edu domain.
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Students have access to S.C.O.T.S., our Student-Centered On-Line
Transaction System. With it, students can register, add and drop
classes, view their academic history, grades, and conduct other
University business.
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Students can access their financial aid and bill via S.C.O.T.S. and
pay their bill with a credit card.
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Information such as course schedules, course descriptions, and student handbook are available on the University’s web site.
Student Computer Recommendations
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While students have access to a wealth of computers located in
strategic locations on campus (such as our computer center, library,
residence halls and academic buildings) they may wish to consider
purchasing their own computer for convenient and instant access.
For specific recommendations, contact your department for computer configurations and any special equipment suggestions.
For more information on technology at Edinboro, please call the Campus
Bookstore at 814-732-2456 or Technology and Communications at 814732-2931.
University Libraries
Baron-Forness Library
Baron-Forness Library is a progressive, dynamic resource which supports the curricular and research needs of Edinboro University. The
Library faculty and staff are committed to helping patrons use the library
effectively and efficiently.
Information comes in many forms other than the printed page. When you
want to research a topic at Edinboro's Baron-Forness Library, you will
find not only a variety of print and non-print forms such as books, compact disks, microform, and magazines in which to locate information,
but also an online computer catalog. You'll find research material in the
form of curriculum materials, motion pictures, slides, video cassettes,
filmstrips, and slidetapes. A multi-media lab contains materials and
audio-visual equipment for your use. In the reference area, users may
search a number of electronic databases and the Internet at no charge.
PAC, the online public access catalog for the Library, is the successor to
the card catalog. The online catalog may be accessible from computers
that are available throughout the Library. Individual terminals allow for
access by authors, title and subjects to over 270,000 entries. You can also
use the PAC remotely from your office, home or lab. Besides showing
what the Library owns, PAC indicates whether an item is checked out
and when it is due back. Information regarding materials on order can be
obtained by searching PAC. Electronic requests for interlibrary loan and
book orders are also available. The Library's computer lab offers database searching and is equipped with projection equipment to provide
classroom instructional opportunities for librarians and other faculty.
The Library is organized to allow students and faculty easy access to
library materials. The open stack plan allows students and faculty direct
access to the book and journal collection. Ample space is provided for
individual study with both study tables and carrels. Seminar rooms,
classrooms and A-V previewing rooms are also available. The Library
houses a wireless network and circulates laptop computers equipped
with wireless network cards. This allows students to access the Library's
electronic resources from any location in the building.
To help in the use of all these resources, library faculty are available
seven days a week to provide research assistance and access to commercially available databases. Library faculty teach basic and advanced
research techniques through classroom presentations, library tours and
training sessions.
The Library, through cooperative activities with other libraries in
Pennsylvania and throughout the nation, is a link in a vast information
network. The Interlibrary Loan Service borrows books and obtains
copies of other materials from libraries around the world. As the largest
academic library in the region, Baron-Forness Library is committed to
providing resources and services for members of the University community and residents of northwest Pennsylvania.
Distance Education and Learning Technology
Academy
This office is located in Ross Hall, lower level, provides a variety of
services to students, faculty and staff. Falling within the framework of
the Technology and Communications Division, the office provides limited video production and web streaming services, loan of instructional
technology including camcorders, projectors, audio systems, as well as
technical support of videoconferencing and satellite downlinking and
teleconferences. The office also provides expertise in the area of audiovisual and video equipment recommendations and specifications.
Additional Information/31
Reading Clinic
The Reading Clinic is one of the program services offered by the
Department of Elementary Education graduate reading program. It is
located in the Miller Research Learning Center. The primary purpose of
the Reading Clinic is to train reading specialists at the graduate level and
to introduce clinical concepts to undergraduates. Students in the reading
program operate in a clinical setting under the direct supervision and
guidance of the director of the Reading Clinic. The Clinic provides
instruction for working with children with a variety of reading problems
– corrective, remedial and learning disabled.
Mathematics Clinic
The Mathematics Clinic operates as part of the program services offered
by the Department of Elementary Education graduate program.
The purpose of the Clinic is to provide a setting for training teachers to
identify and remediate children who have difficulties with mathematics.
It is supervised by a director and provides services to area students who
are in need of remediation in mathematics.
Governor George Leader Speech and Hearing
Center
ty of career and job hunting resource materials. The Center conducts
professional development seminars on various topics such as career
development, resume writing, interviewing, and job searching.
Students who wish to take advantage of the Center's credential service
must register early in their senior year (for undergraduates) or early in
their final semester (for graduate students). The Center assists students
and alumni in building a file of employment credentials for transmittal
to potential employers. The Center for Career Services is located in 106
McNerney Hall. Students are encouraged to call for appointments and
hours.
Dining Services
The meal programs at Edinboro are designed to meet our customers’
expectations and the services provided are reflective of today’s active
lifestyles. Locations and menus are varied to provide diversity for one’s
appetite as well as schedules. Whether you are returning for another year
or attending Edinboro for the first time, we are glad you have joined us.
Your dining locations include:
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There is always a flurry of activity in the student restaurant "The
Marketplace" located in Van Houten Dining Hall. The design is a
total transformation from the traditional student dining service areas.
"The Marketplace" offers multiple concepts like a cutting edge
sauté area with a multicultural menu. In all there are nine concepts
offered and the flexibility to add and change menus with student
preferences. Features include “Top Hits” action station, fresh salad
creations, hearty soups, a pizza kiosk, “The Grille,” pasta, create
your own sandwiches and heat it up in the panini grill, and many
other convenient choices. “The Marketplace” uniquely provides
for low fat, vegan, and nutritious lifestyle dining. It also provides for
traditional tastes in “Hometown Café.” Breakfast will offer a “cookto-order” omelet and egg area and a fruit, berry and yogurt bar. You
can be sure the menu will be incredible and the new look will be the
talk of the campus community.
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“VanGo” features a full salad bar, hot soups, and packaged entrees
for those that need to eat on the run. The adjacent Scot Stop convenience shop is stocked full of your favorite study snacks.
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“MacCato’s,” located in the University Center, is the happening
place on campus. You choose from the latest and hottest concepts
around! The “Sky Ranch Grill” offers a big, fresh-never frozen,
thick and juicy burger. Sky Ranch Grill has a commitment to freshness and bounty. We begin with the wholesome ingredients and prepare them right in front of you. Your choices are simple: fresh lean
beef, breast of chicken, or a fresh Portabello mushroom cap. We grill
or charbroil, toast the bun, then pile it high with your choice of basic
fresh veggies. Add fries, fresh onion strings, a soda, and enjoy!
The Center provides a variety of diagnostic and therapeutic services for
individuals with speech, language, and/or hearing difficulty. Although
the clinic operates as a fee-for-service facility, nobody is denied access
because of inability to pay.
Extended Learning
Edinboro University's Office of Extended Learning delivers non-credit
activities, conferences, and experiences designed to meet the personal,
professional, and organizational interests and learning needs of individuals, organizations, and businesses.
A wide range of continued learning activities, conferences, and experiences are provided through seminars, workshops, courses, and training
using University expertise and resources. For a listing of current offerings see the website under "About Edinboro" on the University home
page.
Miller Educational Technology Center
The 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.
Center for Career Services
The Center for Career Services provides developmental counseling to
students throughout their university experience to facilitate educational
program and career decisions, and to prepare them to enter the world of
work upon graduation. The Center serves as a clearinghouse for information and assistance for students who are undecided about academic
and/or career directions to ensure that they receive the career guidance
necessary to make important decisions about their future. The Center for
Career Services also provides a multitude of career planning services
(e.g., interest, aptitude/ability, and preference assessment; individual and
small group counseling; guided use of resource materials) which are
available to students seeking assistance in life/career planning. All services are available to graduate students.
Career planning services are lifetime services extended to Edinboro
graduates. Students should become acquainted with the Center early in
their university career. Job search services include a mock interviewing
program, a web-based employment opportunity bulletin, and availabili-
Come listen to the Bose System at “Jazzman’s.” The home of coffee, serving “Seattle’s Best” coffees, offering all the latest Espresso
and Latte drinks. Smoothies round out the selections along with the
bagel shop, hot cinnamon rolls, special pastries, and “all that Jazz.”
Also, don’t forget “Great Rotations” offering an ever changing variety of all your favorites.
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“Rose Hall” is our atrium dining restaurant for a great place to stop
in between classes. It is the home of Pete’s Arena Pizza – our own
specialty pizza made from fresh dough and secret sauce. Best yet,
there’s a pizza delivery menu available after 5:00 p.m. daily – and
delivery is FREE! Rose Court offers unique concepts as The
Original Grill, Rappz & Salads, The Market, and Subversions
providing a variety of menu selections.
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Take a break while studying and "smell the Jazzman's coffee aromas" or enjoy a freshly baked pastry from our kiosk in the BaronForness Library.
32/Additional Information
Program Highlights
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The three retail locations are operated on an a la carte basis and feature “dining options” for students enrolled in any of the meal plans.
If food selections are greater than the dining options value, you may
access your flex account or pay cash to cover additional costs. Daily
meal specials are offered to meet the dining options values 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.
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Meal 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 19, 14, 10 meal per week plan, or
the 175, 125 meals per semester block plan. 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.
University Student Activities
The Office of University Student Activities is located in room 205
University Center. Student Activities Office represents a wide variety of
exciting programs housed within its auspices and provides a framework
of the following opportunities for students to get involved.
Student Government Association
The Student Government Association’s Office is located in room 202
University Center. The Student Government Association is the official
representative body of the students of Edinboro University.
Congresspersons are elected by their fellow students at the beginning of
the academic year and serve for two semesters.
SGA participates in the planning and the sponsoring of University social
and cultural events and provides budget oversight of all student organizations. One of its most important functions is the preparation, for
approval by the University president, of a budget for student activities
supported by the student activity fund. This fund is created through the
collection of the student activity fee. The SGA appoints student representatives to committees of the University Senate.
z
FLEX DOLLARS – This pre-paid account offers meal plan members the opportunity to make purchases above the dining option
value; privileges extend to the convenience store and pizza delivery
without resorting to cash. Participants in all the plans may add to
their flex dollar accounts at any time in increments of $25 or more.
z
FLEX ONLY ACCOUNTS – For off-campus students who buy
fewer meals but would still like to have a pre-paid account. Requires
a minimum purchase of $100.
Weekly meetings of the SGA Congress are open to all interested students, as is membership on SGA standing committees. All students are
encouraged to learn about and participate in, their Student Government
Association.
z
Off-Campus Students may also choose from all available meal programs: 19, 14, 10 meals per week plan or 175, 125, 75 blocks per
semester.
University Center
z
Students participating in the dining service programs are required to
abide in accordance with all relevant dining service rules and regulations.
STUDENT AFFAIRS AND
STUDENT SUCCESS
The mission of the University Center is to serve as the "family room" for
students, faculty, staff, and the Edinboro community. We strive to provide activities that are social, educational, cultural, and recreational in
nature, and benefit the needs of our primary customers, the students.
There is a variety of lounge space in which you can relax, meet with
study groups, or catch a nap, right after you grab a bite to eat at
MacCato's Bog. The University Center also has several rooms for student meetings, and houses the SGA convenience store, University
Bookstore and the SGA computer lab. And if you have questions or need
information about campus events, our friendly staff at the information
desk will happily assist you.
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.
The University Center also houses the Campus Recreation Department,
which includes fitness facilities for everyone's needs. The fitness center
on the second floor boasts state-of-the-art workout equipment, an elevated indoor running track, aerobics room, and a weight training room,
while the ground floor houses the main sports gym, climbing wall, martial arts room, and several racquetball courts. Memberships for these
areas are available to faculty and staff. Equipment for these facilities can
also be rented from the equipment room on the ground floor.
Student Judicial Affairs
The Center for Outdoor Recreational Experience (CORE) provides the
campus community with additional outlets for the expenditure of leisure
time. CORE takes several trips throughout the year, which often include
white water rafting, rock climbing, camping, as well as several others.
CORE's equipment may be rented for use on CORE outings, or for private use. Non-credit courses are also available in scuba diving, kayaking, canoeing, and fly-fishing.
Edinboro University has an obligation to protect its educational mission.
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 the Office of Student Affairs and Student Success
in the University Center.
E.U.S.G.A. Student Organizations
Inter Fraternity Council
Panhellenic Council
National Pan Hellenic Council
AFRICA (Alliance for Racial Identity and Cultural Acceptance)
Afrikan Student Association
Alpha Angel
Alpha Chi (National)
Alpha Epsilon Lambda (National Graduate Honor Society)
Additional Information/33
Alpha Gamma Delta
Alpha Phi Alpha
Alpha Phi Omega
Alpha Phi Sigma
Alpha Psi Omega
Alpha Sigma Alpha
Alpha Sigma Lambda
Alpha Sigma Tau
Animation Club
Anthropology Club
Art Education Club
Asian Club
Astronomy/Planetarium Club
Beta Beta Beta
Campus Crusade for Christ
Chi Sigma Iota
Chess Club
Christ for Life
Circle K Club
Clay Club
College Democrats/College Republicans
Company
Computer Science Club
Council for Exceptional Children
Counseling Club
Criminal Justice Club
Dearborn Hall Council
Delta Zeta
Drawing and Painting Club
Earp Hall
Edinboro Student Craving Anime (ESCA)
Emergency Service Organization
English and Humanities Club
Equestrian Team
Fencing Club
Film Club
Future Elementary Educators
Gamma Sigma Sigma
Golf Team
Graduate Social Work Association
Graduate Student Council (GSC)
Graduate Student Professional Development Board (GPDB)
Graphics Design Club
Green Party
Health and Physical Education’s Major Club
History Club
Ice Hockey Team
Identity
International Students Affiliation
Iota, Iota, Iota (Women’s Studies Honor Society)
Kappa Alpha Psi
Kappa Delta Pi
Kappa Delta Rho
Karate Club
Latin American Studies Association
Latino Student Organization
Lawrence Tower A & B
Literary Club
Medieval Society of Edinboro
Men’s Club Volleyball
Metals Club
Music Education National Conference (MENC)
Muslim Student Affiliation
National Council of Teachers of English and Language Arts
Newman Student Association
Phi Alpha Social Work (Honor Society)
Phi Chi Rho
Phi Kappa Psi
Phi Kappa Sigma
Phi Epsilon Kappa
Phi Mu Alpha (SINFONIA Men’s Music Fraternity)
Phi Sigma Iota
Phi Sigma Pi (National Honor Fraternity)
Philosophy Club
Photo Club
Physics & Engineering Club/Sigma Pi Sigma
Pi Mu Epsilon
Political Awareness Club
Psychology Club
Public Relations Student Society of America (PRSSA)
Residence Life Council
Rifle Club
Rose Hall Council
School Psychology Club (Graduate Club)
Scranton Hall Council
Shafer Hall Council
Sigma Gamma Epsilon (Earth Science Honor)
Sigma Pi Epsilon Delta
Sigma Sigma Sigma
Sigma Tau Delta (International English Honor Society)
Sigma Tau Gamma
Social Work Club
Speech and Hearing Club
Student Art League
Student Community Outreach Through Serves (SCOTS)
Student Dietetic Club
Student Government Association
Students of Edinboro for Environmental Defense (SEED) (formerly
Environmental Studies/Geography Club)
Students Interested in Expanding their Horizons (SIXTH)
Student Nurses Organization of Edinboro (SNOE)
Student Parent Association (SPA)
Student Pennsylvania State Education Association (SPSEA)
Tau Kappa Epsilon
Theta Chi
Theta Xi
Ultimate Frisbee
United Nations
University Players
University Programming Board (UPB)
Vietnamese Students Association
Zeta Phi Beta
Zeta Tau Alpha
E.U.S.G.A. Athletics
Edinboro University of Pa. Cheerleaders
Fighting Scots Adapted Athletics
E.U.S.G.A. Programs
Alternative Film Festival
Dramatic Activities
Edinboro Theatre for Young Audiences
Forensics Club (Debate)
Media
E-TV (Edinboro television)
Spectator (campus newspaper)
WFSE (campus radio)
34/Additional Information
Music
Edinboro Choral Ensemble
Edinboro University of Pennsylvania Marching Band (Fighting Scots)
Electronic Music Club
Guitar Ensemble
EUP Band
Jazz Ensemble
Opera Workshop
Pep Band (meets second semester only)
Percussion Ensemble
Pipe and Drums of EUP
Symphonic Wind Ensemble
United Voices of Edinboro
University Orchestra
Recreation
Adapted Intramural and Recreational Sports (A.I.R.S.)
Fitness Center
Recreational Sports (formerly Intramurals)
Center for Outdoor Recreational Experience (C.O.R.E.)
University Programs
AIDS Awareness
Alcohol Awareness
Bruce Gallery
Chimera
Cultural Affairs
Diversity Funding Board
Family Weekend
Freshman Orientation
Graduate Professional Development Program
Highland Ambassadors
Highland Games
Homecoming
Performing Art Series
SGA Leadership Program
SnowFest
Student Concert Series
UC Operations
University Programming Board
Women’s History Month
The above list is subject to change. New student organizations and
groups, when approved, are added to the list.
Volunteer Service
Volunteer services is located on the second floor of the University
Center. Over the years, Edinboro University of Pennsylvania students
have contributed hundreds of thousands of dollars and service to northwest Pennsylvania. Community service and volunteer work are expectations of students at Edinboro University. The Student Activities Office
has established a means for students to have the 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 and the community work together to create
a more positive living/learning environment for the greater Edinboro
area.
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 25th Annual National Intercollegiate Wheelchair Basketball
Tournament in March 2002.
Adapted Intramural and Recreational Sports
Programs (AIRS)
The fitness facility is located in the newly renovated Crawford Center
recreation room. Students can stop in and participate in organized activities and competitions as well as just a place to hang out. This studentrun facility hosts exercise equipment, television, video games, billiards,
table tennis, air hockey and other assorted recreation equipment.
Intramural sports are arranged based upon student's interests. For further
information contact the AIRS Office at 814-732-1410.
Recreational Sports
Recreational sports are located in the University Center on the second
floor. Looking to participate in a structured recreational sports activity?
Stop by and check out all the action associated with the recreational
sports program. Recreational sports are offered in both a league format
as well as weekend tournaments. Activities available for competition
include basketball (both 3-on-3 and 5-on-5), flag football, soccer, sand
and indoor volleyball, racquetball, and softball. Students can also try
their skill at billiards, ping pong, and wrestling.
Athletics
Recognized as one of the top programs in the Pennsylvania State
Athletic Conference, the Athletic Department is under the leadership of
athletic director Bruce Baumgartner, a four-time Olympic medalist.
Offering 14 intercollegiate sports, six men and eight women, 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 250 years. Many of the coaches are recognized
annually for their statewide and national success.
Consistent with the goals and objectives of the division, the Athletic
Department offers an entertaining product to the University's student
body as well as to the sports spectators from the Edinboro area and surrounding communities. We are proud of the student-athletes who represent our institution as they strive for excellence on and off the playing
field. Graduate students are encouraged to become involved in our program either through athletic participation or as a supporter of our intercollegiate athletic teams.
Office for Students with Disabilities
Edinboro University is actively involved in providing services to students with disabilities. Since its inception in 1974, services have been
provided to both undergraduate and graduate students. The University
now offers a variety of services to meet the accommodation needs of students with many different types of disabilities.
The OSD provides services to graduate students based upon documentation of a disability and a request for accommodations based upon this
disability. The OSD works closely with the state vocational rehabilitation agencies as well as many out-of-state agencies that provide financial and other support for the student. Services and accommodations
include, but are not limited to: attendant care, transportation services,
student aides, and academic accommodations. Eligibility and contracting for specific services can be accessed by contacting the OSD,
Crawford Center, 814-732-2462 v/tty or mcconnell@edinboro.edu.
Multicultural Programs Office
As the largest public institution of higher education in northwest
Pennsylvania, Edinboro University has both a special responsibility and
extraordinary opportunity to create and maintain a climate that affirms
diversity of persons as well as diversity of views.
Additional Information/35
These characteristics of diversity are age, gender, race, religion, ethnicity, national origin, socioeconomic background, sexual orientation, and
students with disabilities.
As we seek to harness the power of diversity, we provide out-of-classroom experiences where students and other members of the University
community can learn about and appreciate other cultures. This is
attained through activities such as: Theme Month programs, Student
Leadership Retreats, Diversity Education seminars, speakers and workshops.
The Multicultural Programs Office is located in the University Center,
room 201.
Student Health Services
The University is genuinely concerned that students remain in their maximum state of wellness. The Ghering Health and Wellness Center is
available to assist with the needs of every individual student. 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, a certified registered nurse practitioner, and registered nurses certified in the
college health specialty. The goal of the staff is to promote wellness,
healthier lifestyles, educate, 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 or verbal 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, and laboratory
services are available adjacent to the campus. A sample of services available at the Health Center include: TB testing, allergy injections, men’s
clinic, women’s clinic, immunizations (at cost), 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 or schedule an appointment with
our professional staff at 814-732-2743.
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 under Student Life.
Housing
Residence hall facilities are available on the campus of Edinboro
University for graduate students. Students who desire these accommodations should make application for campus housing to the director of
housing well in advance of the session which they expect to attend.
Applications for rooms are filled in the order in which they are received.
Residence hall rooms are designed for two students. A student may, if
space is available, room alone; however, an additional charge is made for
students with private rooms. Residence hall accommodations are available to married graduate students; however, there are no accommodations for children.
Residence hall rooms are furnished with two beds, chairs, dressers and
closets. Students are required to furnish waste baskets, soap, bed linens,
towels, wash cloths and pillows.
Radios and stereos are permitted if they are operated with due respect for
others. Electrical appliances employing heating elements are not permitted in student rooms. No pets of any kind are permitted.
University residence halls contain lounges, recreation rooms and coinoperated washers and dryers for student use.
Vehicle Registration
All vehicles parked on campus must display a current parking decal or
temporary permit. Decals and permits are available 24 hours per day,
seven days per week, from the Edinboro University Police, room 140,
Earlley Hall. The applicant must present the owner’s card for the vehicle being registered.
Parking information is available at the Police Office or by calling 814732-2921. The campus police are authorized to ticket individuals for
traffic violations. Special “snow removal” regulations are in effect from
November 1st through April 1st. No overnight parking is permitted in
commuter or employee lots during this period.
Counseling and Psychological Services
Counseling and Psychological Services (CAPS) is part of the comprehensive student health program at the Ghering Health and Wellness
Center. It is centrally located on campus and is accessible to all students.
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.
CAPS provides services to enrolled students without charge on a shortterm basis with a focus on facilitating personal and academic growth.
The faculty are 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 Peer Educator programs are coordinated by this office.
GRADUATE CURRICULA
Graduate curricula are listed in the next section according to programs:
Art, Behavior Management Specialist Certificate, Biology, Character
Education Certificate, Clinical Psychology, Communication Studies,
Counseling, Educational Psychology, Elementary Education and
Reading, Information Technology, Middle and Secondary Instruction,
Nursing, Educational Leadership, Social Sciences, Special Education
and School Psychology, and Speech-Language Pathology.
Course descriptions can be found after the respective program’s curricula. An explanation of course numbering is as follows:
000-499
These courses are undergraduate courses. Although graduate students
may take regular undergraduate courses to satisfy prerequisite requirements, graduate credit cannot be granted for these courses.
36/Additional Information
500-599
Courses with these numbers are advanced undergraduate courses; however, graduate students may enroll in selected courses for graduate credit. A maximum of 12 semester hours of graduate credit earned in these
courses will be accepted toward meeting the course requirements for the
master’s degree. Graduate students enrolling in these courses for graduate credit must pay graduate tuition.
600-699
Courses with these numbers are graduate courses; however, advanced
undergraduate students may enroll in these courses for undergraduate
credit provided they (1) are at least a second semester junior, (2) possess
a cumulative quality point average of 2.5 or better (4 point scale) and (3)
have the written approval of their advisor, the instructor and the dean of
the appropriate school, with final approval of the Dean of Graduate
Studies and Research. Students must complete the “Permission to Enroll
in a 600-Level Course” form with all appropriate signatures. This form
should be sent to the School of Graduate Studies from which it will be
forwarded to Registration.
700-799
Courses with these numbers are graduate courses and enrollment in
these courses is usually limited to individuals admitted to the Graduate
Program of Edinboro University. However, undergraduate seniors in
their final semester may take up to 9 credits of 700-level graduate courses for graduate credit. They must complete the “Permission to Enroll in
a Graduate Course” form, have all signatures affixed and present the
form for final approval to the Dean of Graduate Studies and Research.
**
A double asterisk for a graduate course title indicates the course was
designed for majors only.
Graduate
Curricula
38/Art Programs
ART PROGRAMS
Edinboro University of Pennsylvania has a
long and distinguished history of preparing
artists and art teachers dating back over 125
years. Housed in the largest and best equipped
fine arts facility in the region, the graduate
program of the Art Department provides for
the creative growth and professional development of the MFA student. This growth and
development reflects, as well, the ongoing
commitment of the faculty to professional participation in the art world.
MASTER OF ARTS
DEGREE
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 studio,
art education or a combination of studio, art
education and art history.
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:
1. be a graduate of a bachelor's degree program in one of the areas available to students in this program or be judged to have
an equivalent background;
2. have at least three individuals submit current letters of recommendation to the
Office of Graduate Studies. These individuals should be faculty members the
applicant has had for undergraduate or
graduate art courses. The applicant needs
to obtain the forms for the letters of recommendation from the Office of Graduate Studies and give these forms to the
individuals being used for references;
3. in the case of those applying for studio art
or art education concentrations, submit to
the Graduate Office at least 10 slides of
studio pieces recently completed by the
applicant; do not send original slides;
4. complete a personal interview;
5. if applicable, submit request(s) for the
acceptance of transfer credits and/or
graduate special student credits.
6. must have completed by February 15th or
October 15th all of the steps necessary
for admission, except the personal interview.
NOTE: This program has a limited
enrollment; therefore, there can be no
guarantee that individuals who meet the
admissions requirements will be accepted
into this program.
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. Art Studio/Art Education
Art Theory Courses
18-21 sem. hrs.
II. Related Elective Courses
6 sem. hrs.
III. Culminating Experience 3-6 sem. hrs.
(Select A or B)
A. Final Exhibition or Experience
3 sem. hrs.
B. Thesis
6 sem. hrs.
Courses eligible include studio Art Courses,
Art Education, or Art History courses currently offered at the 500 level or above.
MA Studio courses include those currently
designated as “Studio Problems in . . . ,” such
as ART760 Studio Problems in Ceramics or
ART740 Studio Problems in Painting. These
courses are offered each semester and may be
scheduled concurrently with MFA classes,
such as ART761 Ceramics I. Some graduate
courses also may be scheduled concurrently
with undergraduate courses, such as ART480
Advanced Ceramics, ART760 Studio Problems in Ceramics, and ART761 Ceramics I.
Degree Requirements
Individuals must comply with the degree
requirements of master's degrees listed under
degree requirements in this catalogue. In addition to these requirements the individual must
meet the following requirements:
providing that a Final Exhibition is elected
(Art Studio):
1. earn a grade of "B" or better for the
course ART735 Special Problems in Art
(3 credits); and
2. satisfactorily complete a one-person
show, the site and duration of which have
been pre-approved by the student’s graduate committee; and
3. satisfactorily complete an oral examination based on the exhibition; and
4. submit a written statement concerning the
work in the studio exhibition to be displayed at the exhibition; and
5. submit one quality slide of each piece in
the final exhibition and the written artist’s
statement to the chairperson of the Art
Department prior to the awarding of the
degree.
providing that a Final Experience is elected
(Art Education):
1. earn grade of “B” or better for the course
ART735 Special Problems in Art (3 credits); and
2. satisfactorily complete a Final Experience which has been pre-approved by the
student’s graduate committee such as
developing a curriculum or presenting
teaching methods, and
3. the Final Experience may not be a oneperson studio show.
providing that a Thesis is elected (Art History):
1. earn a grade of "B" or better for the
course ART735 Special Problems in Art
(6 credits); and
2. satisfactorily complete a comprehensive
examination (oral and/or written) based
on the thesis.
Guidelines
1. Advisor: Each MA student will be
assigned an advisor in the program. The
advisor will be assigned by the chairperson
of the Art Department from the graduate
faculty of the student's major areas of
study. The student may change advisors at
a later date, 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 committee to review the
student's final exhibition or thesis.
2. 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 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.
3. 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.
4. Candidacy: It is important for students to
read and comply with the Admission to
Candidacy section of the University catalogue.
5. MA Project Committee: The MA Project
committee shall consist of three graduate
Art Programs/39
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 at the
completion of the final exhibition.
6. 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.
MASTER OF FINE ARTS
DEGREE
Studio Art
The Master of Fine Arts degree is designed to
develop the competencies required of the professional artist.
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. be a graduate of a bachelor of fine arts
degree program with a major in one of the
studio areas available to students in this
program or be judged to have an equivalent
background.
2. have at least three individuals submit letters of recommendation to the Office of
Graduate Studies. These individuals should
be faculty members whom the applicant
has had for undergraduate or graduate studio art major courses. The applicant needs
to obtain the forms for the letters of recommendation from the Office of Graduate
Studies and give these forms to the individuals being used for references.
3. submit a letter of intent.
4. submit to the Graduate Office at least 20
slides of studio pieces recently completed
by the applicant. These must be 35mm
slides and they must be labeled. Include a
slide sheet that lists the title, media, size
and date of the artwork. These slides
should be placed in a transparent 8 1/2" X
11" slide sheet(s) and received by the chairperson no later than February 15th of each
year, for admission the following fall term
and October 15th for admission in spring
term. Later applications will be considered
5.
6.
7.
8.
if space is available in the program. Do not
send original slides.
complete a personal interview if notified
by the department that an interview is
required.
must have completed by February 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. (Up to 15 credits
may be transferred into the program.)
Note: This program has a limited enrollment; therefore there can be 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:
I. Courses in the major studio area*
30 sem. hrs.
(A minimum of fifteen credits of I level
studio courses, and fifteen credits of II
level studio work in the major must be
completed – see Candidacy.)
II. Courses in a complementary studio area*
6 sem. hrs.
III. Courses in Art History, Aesthetics, or
Criticism
9 sem. hrs.
IV. ART700 Seminar: Fine Arts 1 sem. hr.
V. Courses in related electives 12 sem. hrs.
VI. ART799 Studio Exhibit
2 sem. hrs.
*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.
Degree Requirements
Individuals must comply with the degree
requirements of master's degrees listed under
degree requirements in this catalogue. In addition to these requirements the individual must
meet the following requirements:
1. must satisfactorily complete a final studio
exhibit and earn a grade of "B" or better for
the course ART799 Studio Exhibit; and
2. must satisfactorily complete a comprehensive examination; and
3. secure pre-approval from the student’s
graduate committee for the site and duration of the final exhibit; and
4. submit one quality slide of each piece in
the final exhibition and the written artist’s
statement to the chairperson of the Art
Department prior to the awarding of the
degree; and
5. refer to Academic Information section of
the Graduate catalogue for general degree
requirements.
Student's MFA Committee and Advisor
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 areas. A student's progress in the
MFA program will be reviewed and evaluated
by a three person MFA Committee. 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. 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 meeting, the membership of the student's MFA
committee cannot be changed. After this point,
the committee will meet once per semester and
at the time of the Studio Exhibit.
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 hours of I level course work in the
major studio area, the student must submit to
the Office of Graduate Studies an Application
for Admission to Candidacy for the MFA
Degree. This application may be obtained at
the Office of Graduate Studies and Research.
Prior to the student's enrollment in additional
courses following the submission of the Application for Admission to Candidacy for the
MFA Degree, 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 II level of 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.
3. Deny the student's request for admission to
candidacy and deny the student permission
40/Art Programs
to continue as a student in the MFA degree
program.
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.
Studio Exhibit
It is the student's responsibility to prepare a
minimum of one quality slide of each piece
included in the Studio Exhibit. These slides
must be presented to the chairperson of the Art
Department prior to the awarding of the
degree. A written statement concerning the
work in the Studio Exhibit must be displayed
in the exhibition, and included with the slides.
The department chairperson will maintain a
file of the slides and statement from each Studio Exhibit.
** A double asterisk for a graduate course title indicates the course was designed for majors only.
ARED700
SPECIAL PROBLEMS IN
ART EDUCATION
3 sem. hrs.
Individual study in which the student pursues
investigation of a personal artistic problem
with an instructor of his own choosing selected from the graduate faculty of the Department. Prerequisite: degree student in Art or the
approval of the chairperson of the Art Department.
ARED701
CURRENT ISSUES IN ART
EDUCATION (**)
3 sem. hrs.
This is a seminar devoted to the examination
of current issues in art education. The student
will develop a professional awareness of
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.
Prerequisite: degree student in Art or approval
of the chairperson of the Art Department.
ARED705
Art Education Courses
ARED495
STUDENT TEACHING
12 sem. hrs.
Culminating experience for art education
majors or BFA majors with teacher certification, coordinated and supervised by Art
Department faculty. This student teaching
assignment provides the opportunity for the
student to display competency in middle and
secondary programs in public schools under
the direct, daily supervision of a qualified
cooperating art teacher.
ARED519
ARTS AND CRAFTS FOR
EXCEPTIONAL
CHILDREN
3 sem. hrs.
The general objectives for methods in art are
reviewed and studied in relation to the needs
of special education students in order to gain
insight into how best to have meaningful
activities in art for the various types of exceptional children. (The Special Education
Department is frequently consulted in order
that the course might best accomplish its purpose.)
ARED650
STRATEGIES FOR ART
TEACHERS
3 sem. hrs.
This is a seminar course devoted to a specific,
current issue in teaching and learning as that
issue relates to art education; this course
requires each student to undertake an in-depth
study and research of that issue in light of its
practical application to his/her own art teaching situation or context.
AESTHETICS FOR ART
EDUCATION (**)
3 sem. hrs.
This course examines the nature of the aesthetic experience as it relates to the artist (genesis), the art object/event (structure), and the
observer (function). Questions are raised concerning the creative act, theories of art, interpretation and evaluation which are of particular significance to the art educator in today's
schools.
ARED706
CURRICULUM
DEVELOPMENT IN ART
EDUCATION (**)
3 sem. hrs.
This is a seminar devoted to the examination
of curriculum in art education. An overview of
past art curriculums, as well as contemporary
trends will be studied. The development and
evaluation of art education curriculums will be
the major emphasis of the course. Prerequisite:
degree student in Art or the approval of the
chairperson of the Art Department.
ARED793
INDEPENDENT STUDY IN
ART EDUCATION (**)
3 sem. hrs.
The independent study 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 education.
Art History Courses
ARHI531
ART AND SOCIETY
3 sem. hrs.
The course is designed to encourage students
to understand the interaction between art and
society. Among topics to be discussed are the
definition, scope and methodology of studies
in art and society, social meaning of art, institutionalization of art, art market politics, social
position of the artist, social structure and style
changes, art and mass culture, music and film
as purveyors of social change.
ARHI533
TWENTIETH CENTURY
AESTHETICS (**)
3 sem. hrs.
This course provides an investigation of new
directions in twentieth century aesthetics and
how they relate to the artist, the art objective/event, and the spectator. Questions will be
raised concerning aesthetics and language,
changing views on art and emotion, organic
unity, and aesthetic value where art is seen as
autonomous and as a self-rewarding activity.
ARHI534
ART CRITICISM IN THE
TWENTIETH CENTURY
(**)
3 sem. hrs.
This course provides a study of theories and
schools of art criticism which have emerged
during the twentieth century. Theories include
Mechanistic, Contexturalistic, Organistic and
Formistic; and schools include Early Modern,
Marxist, Mid-Century, Post-Formalist and
Aleatoric Criticism.
ARHI535
ART IN REVOLUTION
3 sem. hrs.
An overview of the most important "antiestablishment" artistic movements of the late
18th and 19th centuries. Romanticism, the
Pre-Raphaelites, Impressionism, Post Impressionism and Symbolism will be contrasted
with Neo-Classicism and the Academism with
a view to clarify the formal, social, and political liberation of the artist in our own time.
ARHI536
THE ART AND
ARCHITECTURE OF
ENGLAND
3 sem. hrs.
This course surveys painting, sculpture and
architecture of Great Britain from the Neolithic period through the 20th century. It emphasizes historical context, stylistic development,
and the evolution of aesthetic criticism. Prerequisite: permission of the instructor. This
course is approved for General Education –
Distribution 1.
ARHI537 ART OF INDIA 3 sem. hrs.
The course acquaints students with the history
of the art and architecture of India from prehistoric through modern times. It specifically
emphasizes the chronological development of
artistic styles relative to Indian religion, philosophy, and aesthetics. Prerequisites:
ARHI105 or ARHI107. (NOTE: Students
with credit in ARHI422 may not take
ARHI537 for credit.) This course is approved
for General Education – Elective.
Art Programs/41
ARHI540
EXPERIMENTAL FILM,
THE VISUAL ARTS AND
CONTEMPORARY
THEORY
3 sem. hrs.
This course will explore films whose form and
content overlap with concerns explored by
visual artists. The relationship between particular films and contemporary art and film theory will also be discussed. Examples of animation and video will also be included.
ARHI541
THE HISTORY OF WOMEN
IN ART
3 sem. hrs.
This course surveys the history of women in
the visual arts. The student will study the contributions women artists made during all the
major art movements in history, and includes
study of work in Asia, Africa, and
Central/South America. The course recognizes
linkages between the artists and their male
peers, and considers the influences of culture
on their work. Students become acquainted
with significant women whose activities as
patrons, curators, or collectors also impacted
the history of art.
ARHI550
TOPICS IN AMERICAN
ART
1 sem. hr.
This is essentially a course in which students
select an aspect of American art history for
their own individual investigation. The entire
range of American Art – painting, sculpture,
crafts, photography, and architecture – is open
to student inquiry. Class meetings will involve
discussion of individual investigations. Oral
communication and written papers will be
bases for student evaluation.
ARHI552
ART OF THE PHARAOHS
3 sem. hrs.
This course is designed to familiarize the student with the styles and development of the art
of ancient Egypt, beginning with prehistoric
Egypt 6,000 years ago, and concluding with
Koptic Art prior to the Moslem conquest.
Sculpture, architecture and painting, jewelry
and other crafts will be seen both as art and as
reflections of the politico-religious eras that
produced them. The modern re-discovery of
Egypt by the West, and the growth of Egyptology will also be discussed.
ARHI556
selected art styles and individual artists and to
the theoretical basis of twentieth century art.
Particular emphasis is placed on developments
in the United States.
ARHI725
ARHI558
CONTEMPORARY ART
3 sem. hrs.
This course examines the history of the visual
arts from 1980 to the present. It addresses the
rise of postmodernism, internationalism, and
the role technology plays in the evolution of
new art forms.
ARHI560
HISTORY OF
PHOTOGRAPHY
3 sem. hrs.
This course surveys important historical
developments in 19th and 20th century photography and tradition-making developments
of the 19th century, as well as tradition-breaking developments of the 20th century. It covers
major movements in photography and the
linkages between photography and other art
styles of the 19th and 20th centuries. It also
considers influences of history and culture.
WORKSHOP IN THE
SOURCES OF IMAGERY
2 sem. hrs.
This course will concentrate upon an investigation of some of the major sources of
imagery manifested in the art works of both
children and adults. It will be of interest to
anyone personally involved in the creative
production of art or in the motivation of students in art. Students will be given an opportunity to expand their range of creative action
and thought through exploratory experiences
with art materials. A study will be made of the
pictorial ideas, devices and conventions which
have been invented by artists in the past to
express their imagery.
CONTEMPORARY ART II
(**)
3 sem. hrs.
This course examines important critical issues
in the architectural activity of the last two
decades.
ARHI728
HISTORY OF FILM I
3 sem. hrs.
An examination of the history of film from its
beginnings around 1895 up to the second
World War. The main emphasis is on the
evolvement of the technique.
ARHI729
HISTORY OF FILM II
3 sem. hrs.
The history of film from World War II to the
present. The exploration of the film as a natural art form. The new underground is considered in its implication with contemporary art
movements. Prerequisite: degree student in Art
or approval of chairperson of the Art Department.
ARHI570
HISTORY OF WESTERN
SCULPTURE
3 sem. hrs.
This course acquaints students with sculptural
techniques and practices. It emphasizes stylistic evolution, formal analysis, and iconography, while stressing the innovative contributions of specific artists who altered the course
of historical development.
ARHI730
SEMINAR IN ART
HISTORY (**)
3 sem. hrs.
This seminar is designed to study in-depth the
art history of a specific period.
ARHI793
INDEPENDENT STUDY:
ART HISTORY
Variable Credit
The Independent Study program aims to serve
those students whose scholarly bent seems
most clearly adapted to independent work.
Students are permitted to resolve problems and
to earn credit for work performed outside the
classroom requirement of any specific course
in the curriculum.
ARHI571
EARLY 20TH CENTURY
ART
3 sem. hrs.
A survey of painting and sculpture from 1900
to c. 1945 with special emphasis given to the
development of art style and the work and theory of selected artists. The primary focus is on
developments in Europe of the first major
styles of modern art. This is now a heroic and
historic period in art history.
ARHI720
ARHI557
ARHI724
LATE 20TH CENTURY ART
3 sem. hrs.
A survey of painting and sculpture from c.
1945 to the present. Attention is given to
to their historical perspectives. Prerequisite:
degree student in Art or approval of the chairperson of the Art Department.
SPECIAL PROBLEMS IN
ART HISTORY 3 sem. hrs.
Individual study in which the student pursues
investigation of a personal artistic problem
with an instructor of his own choosing selected from the graduate faculty of the Department. Prerequisite: degree student in Art or
approval of the chairperson of the Art Department.
CONTEMPORARY ART I
(**)
3 sem. hrs.
The course provides a survey of modern painting and sculpture with special attention given
Basic Art Courses
ART502
BOOK ARTS
3 sem. hrs.
This course introduces the book arts as a medium of creative expression. As such, the course
will explore the book design and creation for a
variety of traditional and non-traditional applications.
ART508
ART STUDY-TRAVEL
WORKSHOP 3 or 6 sem. hrs.
In this study/travel experience students and the
professor travel to various centers of culture to
study and experience at first hand the art and
architecture of the culture. Prerequisites will
depend upon the subject of the specific workshop.
ART566
GALLERY MANAGEMENT
3 sem. hrs.
This course is designed to acquaint the students with the operation of large and small
42/Art Programs
institutional galleries. Gallery management
entails the acquiring of exhibitions or designing of original exhibitions, installation of exhibitions and the processes of funding including
packing, mailing contracts for shipping and
dialogues with the artists or with the gallery
involved in exhibiting. The course requires
that students do some work and observation in
each of the areas of operation.
ART700
SEMINAR IN FINE ARTS
(**)
1 sem. hr.
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. This course is required of
MFA students and must be taken during the
first year of residence.
ART710
BASIC CONCEPTS IN ART
FOR ELEMENTARY
TEACHERS
3 sem. hrs.
This course is designed to introduce the elementary teacher to some basic problems of
studio procedures and production of art
objects and events in the classroom. Enrollment is restricted to students without art background.
ART735
FINAL EXHIBIT 3 sem. hrs.
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.
INDEPENDENT STUDY IN
ART (**)
3 sem. hrs.
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.
Studies in Ceramics
ART516
CERAMIC KILNS AND
EQUIPMENT
CONSTRUCTION
3 sem. hrs.
This course is designed for the advanced student of ceramics. The course will include a
study of kiln types, refractories, fuels, burners,
and the construction of one or more kilns. Prerequisites: ART216 and ART217, or permission of the instructor.
ART517
CERAMIC MATERIALS
AND GLAZE
CALCULATION 3 sem. hrs.
This course is designed for the advanced student of ceramics. The course will include the
study of ceramic raw materials, the nature and
properties of clay and non-clay materials used
in pottery production and the calculation, formulation and firing of clay bodies, slips,
engobes, and glazes. Prerequisites: ART216
and ART217, or permission of the instructor.
ART518
SPECIAL CERAMIC
WORKSHOP
3 sem. hrs.
This course is designed for the advanced student of ceramics. The course will include special offerings that focus on such areas as:
vapor glazing, Raku techniques, primitive
forming and firing techniques, photoemulsion
techniques and other current developments in
the ceramics area.
ART760
STUDIO PROBLEMS IN
CERAMICS (**) 3 sem. hrs.
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.
ART793
ART799
STUDIO EXHIBIT (**)
2 sem. hrs.
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
graduate program. A written statement concerning the work of the exhibition must be
exhibited along with the work.
ART761
CERAMICS I (**)
3-24 sem. hrs.
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.
ART762
CERAMICS II (**)
3-24 sem. hrs.
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.
Studies in Drawing
ART743
DRAWING (**)
3-12 sem. hrs.
Emphasis in this course will be on drawing as
an aesthetic experience. Exploration and
development of drawing as an end in itself will
be expected. The students will meet as a group
with an instructor. Prerequisite: graduate
degree student in Art.
Studies in Jewelry Or
Metalsmithing
ART511
METAL ENAMELING
WORKSHOP
3 sem. hrs.
A workshop exploring the use of vitreous
enamels as a supplemental surface treatment
in metalwork. Primary emphasis will be
placed on historical techniques: i.e., champleve, plique-a-jour, and cloisonne. Prerequisite: ART211 or permission of the instructor.
ART791
JEWELRY/
METALSMITHING I (**)
3-24 sem. hrs.
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.
ART792
JEWELRY/
METALSMITHING II (**)
3-24 sem. hrs.
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.
ART795
STUDIO PROBLEMS IN
JEWELRY AND METAL (**)
3 sem. hrs.
This course is designed for students interested
in working with the various media and metalworking techniques used in the creation of
handwrought jewelry and metalwork.
Art Programs/43
Studies in Multi Media
Studies in Printmaking
ART561
ART770
TIME/SPACE WORKSHOP
3 sem. hrs.
A studio course in the development and practice of art involving the fourth dimension. Students will study the historical development of
the art from its roots in ritual and theatre to
modern cinema, happening and performance
art. Class exercises, problems, and individual
and group works will be developed.
Studies in Painting
ART740
STUDIO PROBLEMS IN
PAINTING (**)
3 sem. hrs.
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.
PAINTING I (**)
3-24 sem. hrs.
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.
STUDIO PROBLEMS IN
GRAPHICS (**) 3 sem. hrs.
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.
Studies in Textile Design
ART771
PRINTMAKING I (**)
3-24 sem. hrs.
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.
ART741
ART742
PAINTING II (**)
3-24 sem. hrs.
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.
Studies in Photography
ART775
STUDIO PROBLEMS IN
PHOTOGRAPHY
3-24 sem. hrs.
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.
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.
ART772
PRINTMAKING II (**)
3-24 sem. hrs.
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.
Studies in Sculpture
ART750
STUDIO PROBLEMS IN
SCULPTURE (**) 3 sem. hrs.
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.
ART751
SCULPTURE I (**)
3-24 sem. hrs.
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.
ARTT752
SCULPTURE II (**)
3-24 sem. hrs.
This course is designed to allow the sculpture
major to develop artistic, technical and professional competence. The student will work with
ART541
NATURAL DYEING AND
SPINNING WORKSHOP (**)
3 sem. hrs.
This workshop will explore the colonial
processes of spinning and natural dyeing. The
student will explore the basic processes in
relation to their contemporary uses for the textile artist. Experimentation with the primary
processes associated with fiber will expand the
potential uses of fiber by the student.
ART546
BATIK WORKSHOP
3 sem. hrs.
This course is a studio workshop outlined to
investigate the ancient art of batik, techniques
used in fabric decoration. Possible fabrics,
dyes, waxes, tools, equipment and procedures
will be studied in their preparation and use for
dyeing. The purpose of the course will be to
involve the students in a practical application
of art principles using the ancient and contemporary skills applied to the craft of batik dyeing. Teaching approaches, as well as vocational aspects will be explored in this study of fabric design.
Studies in Weaving and
Basketry
ART780
STUDIO PROBLEMS IN
CRAFTS (**)
3 sem. hrs.
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.
ART781
WEAVING/TEXTILE I (**)
3-24 sem. hrs.
This beginning graduate course in
Weaving/Textile is designed to allow the student to develop a personal point of view and
technical competency in weaving/textile. A
minimum of 15 semester hours must be completed in this course to meet MFA graduate
requirements. Prerequisite: MFA degree student in Art or the approval of the
Weaving/Textile area MFA faculty.
44/Behavior Management Specialist Certificate Program
ART782
WEAVING/TEXTILE II (**)
3-24 sem. hrs.
This advanced graduate course in
Weaving/Textile is designed to allow the student to pursue a personal point of view in his
or her development as a fabric designer. 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 ART781 and positive review by the Weaving or Textile Design
area MFA faculty.
the applying behavior modification in the
schools. It emphasizes problem areas most
inimical to the teaching-learning process.
SPED794
MANAGEMENT OF
SERIOUS BEHAVIOR
PROBLEMS IN APPLIED
SETTINGS
3 sem. hrs.
This advanced course teaches how to apply
behavior modification techniques in a various
natural and institutional settings. It emphasizes
current research in behavior modification
including its use in schools, residential facilities, counseling centers, and industry. Prerequisite: APSY628 or permission of instructor.
APSY796
BEHAVIOR
MANAGEMENT
SPECIALIST
CERTIFICATE
PROGRAM
This is a skills-based program that allows individuals who hold an undergraduate degree to
develop proficiency in diverse processes of
behavior management. The course of study
was designed to address a growing need
among educators, mental health workers,
social services personnel, and similar professionals to effectively manage difficult behaviors and deal appropriately with crises in
schools and comparable settings. The program
may be taken alone or as part of the Master of
Education in Special Education curriculum.
Curriculum
The following courses must be satisfactorily
completed:
SPED628 Classroom and School-wide
Behavior Management
Strategies for Inclusive
Settings (3)
SPED794 Management of Serious
Behavior Problems in
Applied Settings (3)
APSY796 Strategies for Crisis
Intervention and School
Violence (3)
**A double asterisk for a graduate course title indicates the course was designed for majors only.
SPED628
CLASSROOM AND
SCHOOL-WIDE BEHAVIOR
MANAGEMENT
STRATEGIES FOR
INCLUSIVE SETTINGS
3 sem. hrs.
This course presents the historical development, rationale and procedure guidelines for
STRATEGIES FOR CRISIS
INTERVENTION AND
SCHOOL VIOLENCE
3 sem. hrs.
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.
Prerequisites: SPED628 and APSY or permission of instructor.
Admission Requirements
Individuals seeking admission as degree students in this curriculum must comply with the
general admission requirements for graduate
studies at Edinboro University of Pennsylvania.
Curriculum
This curriculum contains a thesis program and
a non-thesis program. Both programs require
the earning of a minimum of 30 semester
hours of graduate credit as a partial requirement of the degree and both programs require
the student to develop one area of concentration.
I. Courses in area of concentration
15 sem. hrs.
II. Seminar, BIOL701
3 sem. hrs.
III. Research component –
0-6 sem. hrs.
May be satisfied by one of the following:
A. Thesis, BIOL799 (6)
B. Independent Study, BIOL793 (3)
C. Research Project (non-credit)
IV. Departmental Electives
0-12 hrs.
(Any departmental course carrying graduate credit. Includes: BIOL-Biology
courses, PYMA-Pymatuning Laboratory
of Ecology courses)
V. Elective in Supporting
0-6 sem. hrs.
Sciences and Mathematics
VI. Comprehensive Examination
Degree Requirements
BIOLOGY
PROGRAM
MASTER OF SCIENCE
DEGREE
Biology
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 seeking
employment with state or federal wildlife and
environmental agencies. The curriculum of
this degree program 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. Two
areas of speciality are available: General Biology and Environmental Studies. Although
both options are open, more courses are
offered in the latter. This is primarily due to
the affiliations with a field station offering
summer coursework and research opportunities.
Individuals must meet the degree requirements
for the master of science degree. In addition,
the candidate must satisfactorily complete a
comprehensive examination over the fields of
concentration and the thesis or research project. This examination will be conducted by the
student's Master's Committee, if the student is
in the thesis program, and by the Examination
Committee if the student is in the non-thesis
program. The successful completion of this
examination is a partial requirement of the
degree. The examination is oral; however, the
committee may also require a written examination to determine the student's competency.
Degree candidates must also satisfactorily
complete either a thesis or a master's project.
A reading knowledge of one language other
than English is required only if the thesis interest of the individual necessitates a knowledge
of a foreign language. There is no language
requirement for students enrolled in the nonthesis program.
Pymatuning Laboratory of
Ecology
PYMA619
AQUATIC ENTOMOLOGY
3 sem. hrs.
The aquatic insects are discussed with respect
Biology Program/45
to their evolutionary origins, biogeography,
habitat preferences, trophic ecology life
cycles, morphological and physiological adaptations, and taxonomy. Great emphasis is
placed on the ability of the student to identify
these insects and to associate them with the
ecological conditions under which they are
found. Extensive field laboratory studies are
made both individually and as a class.
PYMA620
FOREST ECOLOGY
3 sem. hrs.
The study of the ecology, management, and
conservation of forest ecosystems focusing on
the eastern deciduous forest biome.
PYMA621
ECOLOGICAL
MANAGEMENT 3 sem. hrs.
This course introduces students to the principles and field methods of ecology and its
application in ecosystem assessment methodologies, environmental regulation, and ecosystem management strategies.
PYMA622
WILDLIFE
MANAGEMENT 3 sem. hrs.
An introduction to management practices used
to manipulate game animal populations and
their habitats. Techniques such as species
identification, aging and sexing, population
censusing, and radiotelemetry will be emphasized.
PYMA623
AVIAN ECOLOGY
3 sem. hrs.
This field work course studies the evolution,
behavior, and ecology of birds. It emphasizes
the identification of local species and experimental methods in the field.
PYMA624
ECOPHYSIOLOGY
3 sem. hrs.
The adaptations of animals to deal with specialized environmental situations are studied
across a spectrum of biological levels (biochemical to organismal). Thermal relations,
water balance, and bioenergetics are major
topics in the course.
PYMA625
FIELD METHODS IN
BIOGEOGRAPHY
3 sem. hrs.
A hands-on introduction to methods used by
biogeographers to study the spatial and temporal patterns of species distributions, including
measures of biodiversity, plot vs. plotless sampling methods, tree ring analysis, species distribution maps, GIS, and data analysis methods.
PYMA626
AQUATIC BOTANY
3 sem. hrs.
Emphasis on recognition of the freshwater
algae and aquatic vascular in field communities and on the methods of quantifying their
relative members and mass. Prerequisite: permission of the instructor.
PYMA633 FIELD BOTANY 3 sem. hrs.
This field work course emphasizes identification of native herbaceous and woody plants in
terrestrial communities and quantitative methods for analyzing relative densities, biomass,
and ecological relationships.
PYMA636
MICROBIAL ECOLOGY
3 sem. hrs.
This field work course studies the interrelations among microorganisms, their processes,
and their environments through lecture, laboratory and field experiences. It emphasizes the
descriptive process and the important features
in the life histories of special groups of decomposers which enable them to thrive in particular habitats. Prerequisite: PYMA634 or
BIOL533 or BIOL220 or consent of the
instructor.
PYMA639
FIELD ENTOMOLOGY
3 sem. hrs.
This field work course analyzes the systematics, natural history and ecology of insects. It
surveys to order the local insect fauna through
field observation and collection. It also studies
selected lower taxonomic levels.
PYMA641
MAMMALIAN ECOLOGY
3 sem. hrs.
This field work course studies mammals of
Pennsylvania, emphasizing the ecology of distribution, community structure, and physiological ecology.
PYMA651
ECOLOGY OF
AMPHIBIANS AND
REPTILES
3 sem. hrs.
Students will make field collections and identifications of reptiles and amphibians, and
learn about aspects of ecology, morphology,
physiology, taxonomic diversity, systematic
practice, evolutionary biology, and conservation biology as they relate to these animals.
PYMA699
FIELD RESEARCH
1-6 sem. hrs.
This course in field research, to be taught at
Pymatuning during the summer, involves students and professors from Edinboro University, Clarion University, Indiana University, and
the University of Pittsburgh. The research
project and course content change each summer depending on the instructor. Credit hours
depend on the amount of responsibility
assigned to students. Prerequisite: graduate
student in biology; junior or senior biology
major, with permission of instructor.
PYMA755
EXPERIMENTAL DESIGN
IN ECOLOGY
3 sem. hrs.
Emphasis will be on the design of ecological
investigations in natural communities, analysis of data and interpretation of results. A variety of investigations will be conducted in terrestrial and aquatic habitats dealing with
dynamic aspects of ecosystem components.
Biology Courses
BIOL500 ECOLOGY (Fall) 4 sem. hrs.
This course studies plants and animals in relation to their physical and biological environments and considers special topics such as distribution factors, life zones, food chains, and
adaptations. It pays special attention to animal
and plant communities in northwestern Pennsylvania. It includes lecture and laboratory.
Prerequisites: BIOL230 and BIOL240.
BIOL520
PLANT ANATOMY (Fall
Odd Years)
3 sem. hrs.
A study of plant structure emphasizing the
interrelationships of cells, tissues and organs.
Primary attention is given to the Meta phyta.
Prerequisite: BIOL230, with lab. 2 hours lecture, 3 hours lab.
BIOL521
PLANT TAXONOMY (Fall
Even Years)
3 sem. hrs.
A consideration of taxonomic concepts primarily as they relate to the tracheophytes. A study
is made from the taxon-level of family to
species involving the problems of identification, classification and nomenclature with consideration emphasis on field work. Lecture and
laboratory. Prerequisite: BIOL230, with lab. 2
hours lecture, 3 hours lab.
BIOL522
MYCOLOGY (Fall Even
Years)
3 sem. hrs.
A taxonomic study of the fungi considering
primarily their morphology and their life
cycle, Lecture, laboratory and field trips. Prerequisite: BIOL230, with lab. 2 hours lecture,
3 hours lab.
BIOL523
ALGOLOGY (Fall Odd
Years)
3 sem. hrs.
A study of cytology, genetics and morphology
as they relate to function; identification, classification, life histories, economic importance
and ecological relations of the algae with
emphasis on the algae of the region. Prerequisite: BIOL230, with lab. 2 hours lecture, 3
hours lab.
BIOL537
CONSERVATION BIOLOGY
(Fall Even Years) 3 sem. hrs.
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 BIOL240 or the permission of
instructor.
BIOL540
ENTOMOLOGY (Fall Even
Years)
3 sem. hrs.
A general study of the insects, including struc-
46/Biology Program
ture, physiology, economic importance, classification and relationships. Each student is
required to participate in field trips and to
complete a project including a collection and
report on some group of insects. Laboratory,
lectures and much field work. Prerequisite:
BIOL240, with lab. 2 hours lecture, 3 hours
lab.
BIOL541
PARASITOLOGY (Spring
Odd Years)
3 sem. hrs.
Study of the anatomy, physiology, life history
and habits of parasites of man and his domesticated animals. Special attention is given to
the parasitic protozoa, worms and insects.
Laboratory, lectures and demonstrations. Prerequisite: BIOL240, with lab. 2 hours lecture,
3 hours lab.
BIOL542
ORNITHOLOGY (Spring
Even Years)
3 sem. hrs.
Identification, classification and natural history of birds with emphasis on those of Pennsylvania and nearby states. Laboratory, lectures
and much field study. Prerequisite: BIOL240,
with lab. 2 hours lecture, 3 hours lab.
BIOL561
CLINICAL
MICROBIOLOGY (Spring)
4 sem. hrs.
A study of the pathogenic bacteria, viruses,
rickettsia, fungi and parasites, of animals and
man. Particular emphasis is placed on isolation
and identification of microorganisms by morphological and physiological characteristics.
Prerequisite: BIOL220, with lab. 3 hours lecture, 3 hours lab.
BASIC IMMUNOLOGY
(Spring)
1 sem. hr.
This course studies principles of immunology
and their application to various biological
problems. It covers classes of compounds
which can function as antigens, characteristics
of antibodies, techniques used to study antibody-antigen reactions, and applications of
immunological principles to such problems as
organ transplantation and allergies. Corequisite: BIOL561.
BIOL547
BIOL602
BIOL555
MAMMALIAN
REPRODUCTIVE
PHYSIOLOGY (Spring Odd
Years)
3 sem. hrs.
This course for advanced undergraduate and
graduate biology students emphasizes the
reproductive physiology of humans and
domesticated animal species. Prerequisites:
BIOL340, or BIOL244 and BIOL245, or permission of instructor.
BIOL557
BIOLOGICAL STUDY
DESIGN AND DATA
ANALYSIS (Spring Even
Years)
3 sem. hrs.
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
hypothetical deductive approach to studying
living organisms. Prerequisite: BIOL103 and
either MATH260 or MATH262 or equivalent.
BIOL610
DEVELOPMENTAL
GENETICS (Fall Even Years)
3 sem. hrs.
This course emphasizes the study of the effect
of gene activity on developing systems. Stress
will be placed on the role of sequential gene
action and the development of the phonotype.
The role of epigenetic factors in morphogenesis will be considered. Prerequisite: BIOL300.
BIOL640
EMBRYOLOGY (Spring Odd
Years)
3 sem. hrs.
An introduction to the differentiation and
development of vertebrates. Laboratory
emphasis will be on the development of the
frog, chick and pig. Prerequisite: BIOL240,
with lab. 2 hours lecture, 3 hours lab.
FIELD ZOOLOGY AND
SYSTEMATICS (Spring Odd
Years)
3 sem. hrs.
A course 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.
MOLECULAR BIOLOGY
AND GENOMICS (Spring)
4 sem. hrs.
This course will inculcate concepts in molecular biology and genomics and develop laboratory skills in molecular biology/biotechnology
and computer skills in genomics, protcomics,
and related areas. Three hours lecture and
three hours laboratory. Prerequisites:
BIOL103 and either BIOL300 or BIOL305,
or equivalent.
BIOL562
MOLECULAR BIOLOGY
3 sem. hrs.
This course integrates genetic and biochemical
approaches in order to introduce topics such as
DNA replication, genetic recombination,
mutation, DNA repair, transcription, and translation. It explores in some detail the mechanisms and methods for the study of gene regulation in prokaryotes and eukaryotes. Prerequisites: BIOL300 and CHEM204 or permission
of instructor. With lab.
BIOL543
BIOL609
BIOL601
HUMAN GENETICS (Fall
Odd Years)
3 sem. hrs.
Major emphasis in the course will be placed on
human inheritance, considering especially
those characters that are analyzed by the methods of Hardy-Weinberg and others. Some consideration will be given to Mendelian traits in
human populations, as well as biochemical
inferences. Prerequisite: one course in biology
(BIOL300 recommended).
BIOL603
ORGANIC EVOLUTION
(Spring Even Years)
3 sem. hrs.
This course examines evidence from several
fields of scientific investigation bearing on the
concept of evolution. Darwin's theories and
more recent genetic explorations of evolutionary mechanisms are emphasized. Prerequisite:
one course in biology.
BIOL604
LIMNOLOGY (Fall Even
Years)
3 sem. hrs.
A field-oriented study of lakes, reservoirs,
ponds and streams as dynamic systems. Inland
waters are considered in terms of their physical, chemical, geological and biological components. Emphasis will be placed on the use of
quantitative sampling and analytical techniques. A background in botany and zoology is
a prerequisite while a background in inorganic
chemistry is helpful.
ICHTHYOLOGY (Fall Odd
Years)
3 sem. hrs.
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: BIOL240 or
BIOL241, or equivalent, or permission of
instructor.
BIOL641 IMMUNOLOGY 3 sem. hrs.
This course stresses principles and methods of
immunology and their application to various
biological problems. Prerequisites: BIOL103,
CHEM141 or CHEM220. 2 hours lecture, 3
hours lab.
BIOL643
MAMMALOGY (Fall Even
Years)
3 sem. hrs.
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:
BIOL240. 2 hours lecture, 3 hours lab.
BIOL646
BIOLOGICAL ASPECTS OF
AGING
3 sem. hrs.
This course is designed to familiarize students
from various backgrounds with basic physiological alterations occurring in man and animal with time, and the problems and potential
solutions associated with such change.
BIOL661
VIROLOGY (Spring Even
Years)
3 sem. hrs.
This course covers basic principles of animal
virology and introduces techniques used in the
isolation and characterization of viruses. Students examine the major classes of pathogenic
viruses with particular emphasis on diagnostic
assays, epidemiology, pathology, and treat-
Character Education Certificate Program/47
ment. Lecture only. Prerequisites: BIOL220,
CHEM204, BIOL300, or permission of the
instructor.
BIOL664.401
HUMAN
PATHOPHYSIOLOGY:
CARDIOVASCULAR,
RESPIRATORY,
URINARY
3 sem. hrs.
This course is intended for those in medical
and allied fields interested in extending or
reviewing their understanding of normal and
abnormal human function. The course also
may be used by those interested in obtaining a
background for pursuing health science fields.
Three systems will be emphasized: the cardiovascular, urinary and respiratory. A course in
Human or Animal Physiology is a prerequisite
for this course or the consent of the instructor.
BIOL664.411
HUMAN
PATHOPHYSIOLOGY:
NEUROMUSCULAR
PATHOPHYSIOLOGY
3 sem. hrs.
The design of this course is such as to acquaint
the student with the physiology of the nervous
and muscular systems in the health state and
contrast these conditions with altered parameters associated with various diseases. Current
research and hypotheses concerning diseases
of questioned etiology and pathogenesis will
also be discussed. Lecture and demonstrations,
no lab. A course in Human or Animal Physiology is a prerequisite for this course or the consent of the instructor.
BIOL664.421
HUMAN
PATHOPHYSIOLOGY:
METABOLIC,
ENDOCRINE, AND
REPRODUCTIVE
PATHOPHYSIOLOGY
3 sem. hrs.
This portion of Human Pathophysiology
entails an in-depth study of molecular and
cytological mechanisms that function in health
and disease. Particular emphasis is given to the
underlying physiological mechanisms which
are determinants in disorders. Prerequisites: a
physiology course and one year of chemistry.
BIOL664.431
INTRODUCTION TO
PATHOLOGY 3 sem. hrs.
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.
BIOL681 FISH ECOLOGY 3 sem. hrs.
This course studies the interrelationships of
fishes and their environments, both biotic and
abiotic; anatomical, physiological, and sensory adaptations (both general and specific) of
fishes for life in aquatic habitats; the behavior
of fishes in relation to their aquatic ecology;
the effects of pollution and of management on
aquatic habitats; and applied aspects of fish
ecology and fishery biology. Laboratory and
field work emphasizes fishes of the area.
There will be a three-hour laboratory each
week. Prerequisite: BIOL240 or BIOL241, or
equivalent; BIOL342, BIOL500, or
BIOL640, or equivalent; or permission of
instructor.
BIOL682
BEHAVIORAL ECOLOGY
(Fall Odd Years) 4 sem. hrs.
This course examines the behavior of animals
in relation to their natural environment. It
emphasizes the functioning of instinctive and
learned patterns of behavior in their natural
context, intra-specific communication and
social organization, behavioral relationships
between species, and how behavior is regulated and organized by physical and biological
factors in the environment. It includes lecture
and laboratory.
SEMINAR IN BIOLOGY
(Fall)
3 sem. hrs.
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.
CHARACTER
EDUCATION
CERTIFICATE
PROGRAM
This 12-credit graduate certificate in character
education has been designed to meet the needs
of pre-service and in-service educators, counselors, school psychologists, and administrators as they strive to deal effectively with the
mental, emotional, and social aspects of a total
education. The examination of the formalization and application of character education
issues in educational professionals will
encourage research into contemporary topics,
reflection on professional behaviors, and collaboration with peers of similar and divergent
opinions and attitudes. This certificate will
also include a distance education option with
California University of Pennsylvania.
The Graduate Studies certificate in Character
Education is also available as an online program. Additional information about the online
program can be obtained from the Office of
Graduate Studies and Research.
BIOL701
BIOL793
INDEPENDENT STUDY IN
BIOLOGICAL SCIENCE
(**)
3 sem. hrs.
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.
BIOL799 THESIS (**) 3 or 6 sem. hrs.
Research for the Master's thesis is conducted
under the supervision of the advisor.
Admission Requirements
Applicants for this program must be admitted
as either special student or as certificate graduate students.
Curriculum
The following courses must be satisfactorily
completed:
I. Introductory Courses – One of the
following introductory courses
(3 credit hours)
EDUC703 Character Education and
and American Schools
OR
EDUC624 Character Education
(offered at California
University of Pa.) credit
through the Academic
Passport Agreement
among SSHE universities
OR
ELED730 Character Education and
the Young Child
II. Electives – Two of the following
(6 credit hours)
EDUC686 Classroom Management
and Control
SPED710 Seminar in Exceptionalities
APSY628 Behavior Modification in
Education
COUN740 Individual Development
Through Adolescence
COUN742 Developmental Counseling
in Schools
48/Character Education Program
COUN744 Techniques for Counseling
the Student with a Disability
COUN745 Multicultural Counseling
III. Capstone Course (3 credit hours)
CHAR750 Program Development in
Character Education
OR
COUN790 Special Topics in Counselor
Education (with special
permission)
COUN742
The Certificate
Upon satisfactory completion of the 12
semester hours of the program a Character Education Certificate will be awarded.
COUN744
NOTE: These credits must be completed
within a four-year period.
Character Education
Courses
APSY628
BEHAVIOR
MODIFICATION IN
EDUCATION
3 sem. hrs.
This course presents the historical development, rationale, and procedure guidelines for
the applying behavior modification in the
schools. It emphasizes problem areas most
inimical to the teaching-learning process.
DEVELOPMENTAL
COUNSELING IN
SCHOOLS
3 sem. hrs.
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.
TECHNIQUES FOR
COUNSELING THE
STUDENT WITH A
DISABILITY
3 sem. hrs.
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.
COUN745
MULTI-CULTURAL
COUNSELING
3 sem. hrs.
This course enables students to develop
knowledge and understanding regarding characteristics and concerns of multi-culturally
diverse groups, the attitudes and behaviors
affected by dominant group membership, and
individual and group approaches/interventions
appropriate with diverse populations.
COUN790
CHAR750
PROGRAM
DEVELOPMENT IN
CHARACTER EDUCATION
3 sem. hrs.
This course allows students to review various
character education programs. It examines the
major components of comprehensive values
education programs, and helps students to
develop a program appropriate for a particular
educational setting. Prerequisite: ELED730 or
EDUC703.
COUN740
INDIVIDUAL
DEVELOPMENT:
CHILDHOOD THROUGH
ADOLESCENCE 3 sem. hrs.
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 useoriented project related to their individual
interests/needs.
TOPICS IN COUNSELOR
EDUCATION
3 sem. hrs.
Students in this course will explore in depth
specific counselor education topics.
EDUC624
CHARACTER EDUCATION
3 sem. hrs.
(OFFERED AT CALIFORNIA UNIVERSITY
OF PENNSYLVANIA) CREDIT THROUGH
THE ACADEMIC PASSPORT AGREEMENT AMONG SSHE UNIVERSITIES)
This course will examine how schools contribute to the moral development of children.
Specifically, students will be introduced to the
approaches to character education that have
been used in the nation’s schools. Particular
attention will be paid to developing a comprehensive approach to moral development that
integrates earlier strategies. This integrative
approach holds that character education must
be a way of life for a school, not just a program. That is, all aspects of a school’s life contribute to moral development.
EDUC686
CLASSROOM
MANAGEMENT AND
CONTROL
3 sem. hrs.
This course acquaints upper-level education
majors with behavioral and humanistic theories of classroom management, the elements
which create a positive learning atmosphere,
and the most recent research on classroom
organization and student motivation, with a
practical emphasis on case studies and classroom simulations. The class addresses problem solving, the ethical dimension of classroom management, conflict resolution, and
management issues as they relate to urban,
suburban, and rural schools. Students with
credit in EDUC386 may not enroll in
EDUC586.
EDUC703
CHARACTER EDUCATION
IN MIDDLE AND
SECONDARY AMERICAN
SCHOOLS
3 sem. hrs.
This course acquaints educators with the
development of character education in forces
related to character education, and the mental,
emotional, and social aspects of educating for
character. Classroom strategies for teaching
responsibility, respect, and school-wide initiatives will be explored.
ELED730
FOUNDATIONS OF
CHARACTER EDUCATION
AND THE YOUNG CHILD
3 sem. hrs.
This course, intended for upper-level education majors and graduate students, examines
how children develop a sense of character. It
includes theories of moral development, character formulation, the role of the family,
teacher, peer groups, and additional environmental factors influencing character. Current
curricular approaches to character education
are examined.
SPED710
SEMINAR IN SPECIAL
EDUCATION AND
EXCEPTIONALITIES
3 sem. hrs.
This course presents the historical development of special education and current and
anticipated issues in special education. It
reviews the attitudes toward and treatment of
exceptionalities and the impact of exceptionalities on self, family and community, and
stresses etiology and identification of the various exceptionalities, as well as knowledge of
the educational process for each.
Communication Studies Program/49
COMMUNICATION
STUDIES
PROGRAM
MASTER OF ARTS
DEGREE
Communication Studies
communication competencies integral to a
cross-section of course offerings:
z
z
z
z
z
z
z
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 Speech Communication at Edinboro University of Pennsylvania 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 management communication theories
and practices for application in organizational
and institutional contexts of various kinds. The
program also encourages students to explore
linkages between communication and other
disciplines in the human sciences, business,
and education, depending on individual interest. A Master of Communication Studies
develops capabilities to advance his or her
management 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:
1.
2.
3.
4.
5.
To provide students with a methodological foundation for successful performance in communicative and decisionmaking 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.
To enhance students' creative skills in the
use of new technology and other media.
To introduce students to the basic techniques of research and analysis in human
communication.
To prepare students to design, carry out,
and evaluate projects in the communication field.
The MACS program provides a solid intellectual and practical foundation for enhanced
research and practice in management communication studies. Students acquire ten essential
z
z
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Managing diverse interests competently
and prudently.
Developing leadership capabilities.
Gathering, analyzing and presenting
materials systematically.
Developing critical thinking capabilities.
Working skillfully with computer mediated communication technologies.
Constructing public images and texts persuasively.
Reading, listening and reporting accurately.
Developing new linguistic abilities and
appreciation for diverse cultures
Developing respect for and civility
toward others.
Learning how to learn new subjects and
methods over a lifetime.
Admission Requirements and
Procedures
Applicants must hold an earned bachelor's
degree from an accredited institution and
should have successful work experience.
Applicants without at least fifteen weeks of
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 42-credit hour internship track
and participate in a field experience of at least
9 credit hours. Applicants will submit official
transcripts of all previous postsecondary work.
Applicants with at least a 3.0 undergraduate
QPA and two years of professional experience
are not required to submit MAT/GRE scores,
but must complete a substantial writing sample (10 pages) demonstrating research, analytical and writing capabilities. All other applicants must submit the MAT/GRE scores at the
time of application.
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 communicator. Any deficiencies
in preparation will cause the prescription of
prerequisite work.
Curriculum and Degree Requirements
Each student will be required to complete
three Core communication courses and three
of six Area courses. All remaining Elective
courses will be selected in consultation with
the student's advisor. The program offers the
flexibility to individualize the curriculum to
meet the interests of each student. Students
must satisfactorily complete the following:
Core Courses (required for all students)
9 credits
COMM600 Communication Theory (3)
COMM610 Communication Research or
COMM620 Qualitative Communication
Research (3)
COMM710 Communication Ethics (3)
Area Courses (students select 3 of the following courses 9 credits
COMM510 Criticism of Mass Media (3)
COMM630 Interpersonal Communication
Strategies (3)
COMM640 Small Group Communication (3)
COMM650 Rhetorical Theory and Criticism
(3)
COMM660 Organizational Communication
(3)
COMM725 Intercultural and International
Communication (3)
Electives
18 credits
Electives may include any Area course not
taken to fulfill the Area requirement. Students
may fulfill elective requirements outside of the
communication studies curriculum, in consultation with the MACS program head and the
faculty member teaching the course. All
MACS electives are three credits unless otherwise indicated.
COMM500 Communication Strategies in
Advertising
COMM504 Advanced Broadcast News
COMM520 Introduction to Gender Communication
COMM540 Public Relations Management
COMM635 Advanced Message Design
COMM645 Technology of Communication
COMM655 Political Communication
COMM665 Managing Conflict
COMM675 Advanced Intercultural Communication
COMM680 Gender and Communication
COMM700 Language and Human Conduct
COMM730 Communication and Social
Process
COMM740 Communication Consulting
COMM750 Persuasion and Propaganda
COMM760 Managerial and Leadership
Communication
COMM770 Communication Issues
COMM793 Independent Study
COMM796 Internship (up to 12 credits)
COMM799 Thesis
Students are allowed to take a maximum of
three elective courses (nine hours) outside the
MACS curriculum. Students should take a
maximum of four 500-level courses and a
minimum of three 700-level courses. If a student wishes to emphasize a particular area of
study, he or she should take the series of courses related to that emphasis at the 500-, 600-,
and 700-levels, or follow the program
emphases suggested below.
Thesis and Project Options
Students who select the non-credit project
50/Communication Studies Program
option take 18 credits of electives and are
required to complete an audit or analysis of
selected communication practices in a business, non-profit corporation, educational institution, or governmental agency. Students who
select the thesis option take 15 credits of electives and complete three credits of thesis
research which requires writing and defending
a prospectus, conducting systematic inquiry of
a communication phenomenon, and applying
pertinent communication theories and methodologies.
Internship Track Option
If students have no professional experience,
they will be encouraged to complete a 12-credit internship in addition to their core, area and
elective coursework, in which case the total
number of credits required for graduation
would increase to 48. Internships cannot be
substituted for any cohort of courses.
Areas of Emphasis
Areas of emphasis and suggested courses
(beyond the Core courses) include:
Management Communication:
Public Relations Management
COMM540
z
Small Group Communication
COMM640
z
Organizational Communication
COMM660
z
Communication Consulting COMM740
z
Managerial and Leadership
Communication COMM760
z
Critical Communication Studies:
z
Criticism of Mass Media COMM510
z
Gender and Communication COMM680
z
Rhetorical Theory and Criticism
COMM650
z
Language and Human Conduct
COMM700
z
Communication and Social Process
COMM730
Intercultural and International Communication:
z
Advanced Intercultural
Communication COMM675
z
Intercultural and International
Communication COMM725
z
Communication and Social Process
COMM730
z
Language and Human Conduct
COMM700
z
Selected history or political science
courses
Public Relations and Advertising:
z
Communication Strategies in Advertising
COMM500
z
Technology of Communication
COMM502
z
Public Relations Management
COMM540
z
z
Rhetorical Theory and Criticism
COMM650
Persuasion and Propaganda COMM750
Other Program Requirements
An individual plan of study will be developed
in consultation with the student's advisor and
will be designed around the individual needs
of each student. The student may opt to pursue
a generalized level of development, or the student may elect to strengthen competencies in
specialized areas congruent with the goals and
objectives of the MA in Communication Studies program.
Admission to candidacy will be considered
after successful completion of 12 credit hours
(four courses). A comprehensive examination
must be taken during the final 12 hours of
coursework, prior to the defense of the noncredit project or the master's thesis.
CONFLICT
MANAGEMENT
CERTIFICATE
Non-Degree Institutional
Certificate
The Certificate in Conflict Management has
been developed under the auspices of the Master of Arts in Communication Studies (MACS)
Program in the Department of Speech and
Communication Studies. Completion of the
five course (15 credit hour) certificate will
provide students with the analytical and practical skills necessary for mediating, negotiating and managing conflict that arises in the
workplace and elsewhere. The certificate is
designed especially for those working in
organizations and institutions where ongoing
conflict or a crisis event impede the realization
of goals and objectives and undermine productive relationship development internally and
externally.
Admission Requirements
1. Completed graduate application
2. $25 application fee (if not former Edinboro
University of Pennsylvania student)
3. Official transcript reflecting a baccalaureate degree from an accredited institution
4. Minimum of two letters of reference
5. 3.0 overall QPA or possess a master’s
degree
6. Statement of purpose
Competencies
Upon enrollment, students will take 12 hours
of required courses and 3 hours of an elective
course offered through the MACS Program.
The required courses and associated competencies are as follows:
z
COMM665 Managing Conflict
z
Organizational and institutional conflict management
z
Honing dispute mediation practices
z
Developing aptitude for conflict
management theory
z
Distinguishing between real and
perceived conflict
z
COMM540 Public Relations Management
z
Negotiation strategies
z
Crisis management skills
z
Aptitude for media relations
z
Handling public controversy
z
COMM675 Advanced Intercultural Communication
z
Negotiating conflict between individuals and groups
z
Recognizing cultural from other
forms of conflict
z
Understanding cultural influences
on needs, values, beliefs and interests
z
Preventing, mitigating and resolving
conflict in multicultural contexts
z
COMM640 Small Group Communication
z
Team building expertise
z
Conflict simulation skills
z
Proficiency in group problem-solving
z
Using technology in small group
facilitation
Students will select an elective course in consultation with their program advisor.
For further information contact Dr. Andrew R.
Smith, MACS Program, Department of
Speech and Communication Studies
(arsmith@edinboro.edu or 814-732-2165).
Speech and
Communication Studies
Courses
COMM500 COMM STRATEGIES IN
ADVERTISING 3 sem. hrs.
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 clientmedia-consumer relationships from theoretical, critical and applied perspectives.
COMM504 ADVANCED BROADCAST
NEWS
3 sem. hrs.
The course offers a detailed look at the television/video applications of broadcast news
journalism. Areas of focus will include the
daily process of producing a television news-
Communication Studies Program/51
cast, the relationship between the assignment
editor and the reporter, and practical elements
of electronic news gathering. Prerequisite:
COMM407.
COMM510 CRITICISM OF MASS
MEDIA
3 sem. hrs.
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.
COMM520 INTRODUCTION TO
GENDER
COMMUNICATION
3 sem. hrs.
This course examines the problems of gender
and communication in interpersonal, organizational, and mass-media contexts, with a focus
on the role of communication theory in the
development of gender studies.
COMM540 PUBLIC RELATIONS
MANAGEMENT 3 sem. hrs.
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.
COMM600 COMMUNICATION
THEORIES
3 sem. hrs.
This course on communication theory concentrates on its classical roots and moves into the
post modern era. It focuses upon the processes, major approaches, and communication
contexts of theory building and classifies theories into the three contemporary paradigms:
Covering Laws, Human Action, and Systems
perspectives.
COMM610 COMMUNICATION
RESEARCH
3 sem. hrs.
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.
COMM620 QUALITATIVE
COMMUNICATION
RESEARCH
3 sem. hrs.
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 interpre-
tive analysis can serve as the basis for hypothesis generation and quantitative design.
COMM630 INTERPERSONAL
COMMUNICATION
STRATEGIES
3 sem. hrs.
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.
COMM635 ADVANCED MESSAGE
DESIGN
3 sem. hrs.
This course examines the communication
process with a focus on the design and production of messages in various media. Message strategy, goals and objectives, audience
analysis, and evaluation research are presented
in an applied communication context.
COMM640 SMALL GROUP
COMMUNICATION
3 sem. hrs.
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 consensusbuilding, group leadership and effective decision-making through communication practices.
COMM645 TECHNOLOGY OF
COMMUNICATION
3 sem. hrs.
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.
COMM650 RHETORICAL THEORY
AND CRITICISM
3 sem. hrs.
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.
COMM655 POLITICAL
COMMUNICATION
3 sem. hrs.
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.
COMM660 ORGANIZATIONAL
COMMUNICATION
3 sem. hrs.
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.
COMM665 MANAGING CONFLICT
3 sem. hrs.
This course teaches strategies for productive
conflict management in interpersonal, group,
and organizational contexts. It examines the
causes and types of conflict, develops knowledge of the communicative and relational
nature of conflict, and reviews strategies and
tactics for resolving conflict situations.
COMM675 ADVANCED
INTERCULTURAL
COMMUNICATION
3 sem. hrs.
This course examines the communicative
dimensions of intercultural interaction, with
particular focus on problems that arise when
persons of different ethnic or social backgrounds attempt to communicate with one
another meaningfully. The course addresses
theoretical issues of cross-cultural competence, assimilation and translation, and provides an introduction to the ethnography of
communication.
COMM680 GENDER AND
COMMUNICATION
3 sem. hrs.
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.
COMM700 LANGUAGE AND HUMAN
CONDUCT
3 sem. hrs.
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.
COMM710 COMMUNICATION
ETHICS
3 sem. hrs.
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.
52/Counseling Programs
COMM725 INTERCULTURAL AND
INTERNATIONAL
COMMUNICATION
3 sem. hrs.
This course develops models for explaining
and understanding intercultural and international events. It identifies the stakes associated
with the increasing globalization of local identities and communities. The role of language
and communicative practices in national
development is also examined.
COMM730 COMMUNICATION AND
SOCIAL PROCESS
3 sem. hrs.
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.
COMM740 COMMUNICATION
CONSULTING
3 sem. hrs.
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 consultant-client 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.
COMM750 PERSUASION AND
PROPAGANDA 3 sem. hrs.
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.
COMM760 MANAGERIAL AND
LEADERSHIP
COMMUNICATION
3 sem. hrs.
This courses 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, non-profit, social service, and educational organizations, with emphasis on issues
of control and change.
COMM770 SEMINAR:
COMMUNICATION ISSUES
3 sem. hrs.
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.
COMM793 INDEPENDENT STUDY IN
COMMUNICATION
STUDIES
3 sem. hrs.
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.
COMM796 INTERNSHIP IN
COMMUNICATION
STUDIES
12 sem. hrs.
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.
COMM799 THESIS
3 sem. hrs.
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.
COUNSELING
PROGRAMS
The Department of Professional Studies provides programs leading to a master of arts
degree in elementary and secondary school
counseling, student personnel services in higher education: practice or counseling, rehabilitation counseling, and community counseling.
The School Counseling and Student Personnel
Services (College Counseling or Professional
Practice) and Community programs are
accredited by the Council for Accreditation of
Counseling and Related Educational Programs
(CACREP). The Rehabilitation Counseling
Program is accredited by the Council on Rehabilitation Education (CORE).
The mission of the M.A. Counseling programs
is to enhance the intellectual, cultural, social
and ethical development of graduate students.
To this end the program emphasizes integration of theory, research and practice. The
Counseling and Human Development program
prepares counseling professionals to serve
diverse communities and individuals in a variety of human service settings (i.e., school,
higher education, community and rehabilitation).
MASTER OF ARTS
DEGREE
Counseling
CURRICULUM:
I. Required Core
24 sem. hrs.
COUN705 Group Processes in the
Helping Professions (3)
COUN710
Appraisal Techniques in
Counseling (3)
COUN715
Career Development and
Life Planning (3)
COUN720
Counseling and
Consulting Theory (3)
COUN725
Organization and
Development of Programs
in the Helping Professions
(3)
COUN730
Supervised Counseling
Practice (3)
COUN735
Counseling Practicum (3)
EDUC788
Research in Education (3)
II. Required Specialized Courses
A. SCHOOL GUIDANCE TRACK
27 sem. hrs.
COUN700 Introduction to the
Helping Professions (3)
COUN740 Individual Development
Through Adolescence
(3)
COUN742 Developmental
Counseling in Schools
(3)
COUN744 Techniques for
Counseling the Student
with a Disability (3)
COUN745 Multicultural
Counseling (3)
COUN795 Internship (12)
TOTAL 51 sem. hrs.
B. STUDENT PERSONNEL
SERVICES TRACK 27 sem. hrs.
COUN700 Introduction to the
Helping Professions (3)
COUN745 Multicultural
Counseling (3)
COUN750 Study of the Individual
in Higher Education (3)
COUN752 Law in Postsecondary
Higher Education (3)
Practice: COUN753 Student
Affairs Practice and
Administration (3)
Counseling Programs/53
College Counseling: Counseling
course as determined by
the student and academic
advisor.
COUN795 Internship (12)
TOTAL 51 sem. hrs.
C. REHABILITATION
COUNSELING TRACK
27 sem. hrs.
COUN702 Introduction to
Rehabilitation (3)
COUN780 Medical Information for
the Helping Professions
(3)
COUN784 Psycho-social Aspects of
Disability (3)
COUN788 Special Evaluation
Techniques for the
Disabled (3)
COUN795 Internship (12)
Elective (3)
TOTAL 51 sem. hrs.
D. COMMUNITY COUNSELING
TRACK
27 sem. hrs.
COUN700 Introduction to the
Helping Professions (3)
COUN740 Individual Development
Childhood Through
Adolescence (3)
COUN745 Multi-Cultural
Counseling (3)
COUN754 Family Counseling (3)
COUN791 Counseling for
Substance Abuse and
Addictions (3)
COUN795 Internship in Counseling
(12)
TOTAL 51 sem. hrs.
Admission Requirements and
Procedures
Individuals seeking admission as degree students in these programs must comply with the
general admission requirements for graduate
study at Edinboro University. In addition,
three letters of recommendation must be
obtained using the form available in the Office
of Graduate Studies. A writing sample
addressing one of two questions must also be
submitted. The forms for the writing sample
are available from the Office of Graduate
Studies. An interview will sometimes be
requested, and the applicant will be contacted
if an interview is necessary.
Note: Because of the nature of the role of the
professional counselor, degree candidates of
the programs must demonstrate positive interpersonal skills. Therefore, review of the Application for Admission to Candidacy is seen as
very important and this review will include
both interpersonal skills and academic
progress.
Degree Requirements
Individuals must comply with the degree
requirements for the master's degree described
in this catalogue. The student must also satisfactorily complete a comprehensive examination and a non-credit master's project or a thesis. It will be the student’s responsibility to
make arrangements for the examination.
Rehabilitation Counseling
Student Responsibility
The purpose of the rehabilitation counseling
program is to equip the counselor with the necessary skills to assist the individuals who have
physical, social, emotional and mental disabilities to achieve an increased sense of empowerment and more fully develop their potential.
Students who are admitted to one of the M.A.
counseling program areas are expected to
make long-range plans. The student and his or
her advisor will plan a total program, specifying the sequence and semester in which all
courses will be scheduled. Should conditions
warrant deviation from this time commitment,
the student is required to arrange a personal
conference with his or her advisor to modify
the plan of study.
SCHOOL GUIDANCE TRACK
ELEMENTARY OR SECONDARY
SCHOOL COUNSELOR
CERTIFICATION
All students seeking certification as an elementary school counselor or a secondary
school counselor must complete a program of
studies which has been approved by the counseling faculty. Included in the program of studies is a 12 semester hour internship at the
appropriate level (K-6 or 7-12).
Student Responsibility
It is the responsibility of individuals completing requirements for certification in elementary or secondary school guidance and counseling to submit the form needed to obtain the
certification from the Commonwealth of
Pennsylvania through the Dean of Education
as soon as the certification requirements have
been completed. It is also the student's responsibility to register for and pass the National
Teacher Exams (Praxis) required by the Commonwealth of Pennsylvania (Level I and Level
II).
Student Personnel Services in Higher
Education Track
This program is designed to prepare individuals to serve as student personnel workers in
higher education.
The specific objectives of the program are:
1. to provide students with entry-level counseling skills.
2. to provide students with an understanding
of the young adult in our society.
3. to provide students with an understanding
of the social milieu of the individual in
higher education.
4. to provide students with an understanding
of student personnel services in higher
education.
5. to provide students with internship experiences in the various aspects of student
personnel work.
Rehabilitation is an interdisciplinary process
and accepts the premise that every person with
a disability has the right to fully develop his or
her personal, social, emotional, interpersonal,
and vocational potentials.
The philosophy of rehabilitation counselor
education is based upon the following concepts: (1) counseling is generic in nature and
(2) specialized knowledge and skills are
required in order to provide services needed by
persons with disabilities. The generic nature of
counseling presupposes that counselors must
share a common body of knowledge and skill
and exhibit competent behavior with regard to
the dynamics of human behavior, psychological appraisal and assessment, group processes,
counseling techniques and vocational development. Specialized knowledge, skill and behavior would embody such concepts as the psychological effects of disabilities, medical and
psychiatric aspects of disability, specialized
techniques in counseling persons with disabilities and available community resources.
Additional expertise in counseling can be
gained through the vehicle of integrated,
supervised practice in existing community
facilities.
Community Counseling Track
The Community Counseling Track is designed
to prepare counselors to serve in a variety of
community/human service agencies while
gaining the general knowledge and skills necessary for the counseling profession as a
whole.
Professional Licensure
Professional counselors can be licensed in
Pennsylvania under Act 136 of 1998. For the
latest information on licensure of professional
counselors please visit the State Board of
Social Workers, Marriage and Family Therapists and Professional Counselors web site
www.dos.state.pa.us or the web site of the
Pennsylvania
Counseling
Association
www.pacounseling.org.
**A double asterisk for a graduate course title indicates the course was designed for majors only.
54/Counseling Programs
Counseling Courses
COUN700
INTRODUCTION TO THE
HELPING PROFESSIONS
3 sem. hrs.
This introductory class is a core experience for
students enrolled in the MA Counseling programs. 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.
niques of individual counseling. It also covers
various models of the consultation process
focusing on the rationale of why consultation
has emerged as an important adjunct to personal counseling.
INTRODUCTION TO
REHABILITATION
COUNSELING
3 sem. hrs.
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.
ORGANIZATION AND
DEVELOPMENT OF
PROGRAMS IN THE
HELPING PROFESSIONS
3 sem. hrs.
This course prepares students to function productively in entry level and mid-level supervisory positions within institutions/ organizations that serve the needs of specified groups
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, as well as proposal writing and
working with grants.
COUN705
COUN730
COUN702
GROUP PROCESSES
3 sem. hrs.
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.
COUN710
APPRAISAL TECHNIQUES
IN THE HELPING
PROFESSION
3 sem. hrs.
This course presents an overview of the
assessment of individual differences through
group tests and measurements. It develops
competencies in selecting, administering, and
interpreting group intelligence, aptitude,
achievement, interest and personality instruments. It also examines current research
involving assessment relative to educational,
social, and industrial settings.
COUN715
CAREER DEVELOPMENT
AND LIFE PLANNING
3 sem. hrs.
This course allows graduate counseling students to explore, in depth, selected aspects
related to vocational psychology, occupational
sociology, career development, career choices,
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, decisionmaking strategies, and life-work planning for
special populations are examined.
COUN720
COUNSELING AND
CONSULTING THEORY
3 sem. hrs.
This course studies selected theories and tech-
COUN725
SUPERVISED
COUNSELING PRACTICE
3 sem. hrs.
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
critiques in class audio and video tapes of
counseling sessions conducted by students.
COUN735
COUNSELING
PRACTICUM
3 sem. hrs.
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.
COUN740
INDIVIDUAL
DEVELOPMENT
THROUGH THE
ADOLESCENCE 3 sem. hrs.
This course, intended primarily for professional educators, enables adults to base their interactions/interventions with children, adolescents and parents on an understanding of the
process of growth and development. Students
will have the opportunity to engage in a useoriented project related to their individual
interests/needs.
COUN742
DEVELOPMENTAL
COUNSELING IN
SCHOOLS
3 sem. hrs.
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.
COUN744
TECHNIQUES FOR
COUNSELING THE
STUDENT WITH A
DISABILITY
3 sem. hrs.
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.
COUN745
MULTI-CULTURAL
COUNSELING
3 sem. hrs.
This course enables students to develop
knowledge and understanding regarding characteristics and concerns of multi-culturally
diverse groups, the attitudes and behaviors
affected by dominant group membership, and
individual and group approaches/interventions
appropriate with diverse populations.
COUN750
STUDY OF THE
INDIVIDUAL IN HIGHER
EDUCATION
3 sem. hrs.
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.
COUN752
LAW IN POSTSECONDARY
HIGHER EDUCATION
3 sem. hrs.
This course serves as a legal foundation for
graduate students in counseling, student personnel services, or related professions in higher education. Emphasis is given to the legal
history in higher education, institutional relationships with administrators, students, faculty, the community; procedural processes, and
basic concepts of civil rights, criminal, tort,
and contractual law.
COUN753
STUDENT AFFAIRS
PRACTICE AND
ADMINISTRATION
3 sem. hrs.
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, as well as professional management/leadership issues relevant to higher
education institutions.
COUN754
FAMILY COUNSELING
3 sem. hrs.
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.
Educational Leadership Programs/55
COUN755
DIAGNOSIS AND
ASSESSMENT
3 sem. hrs.
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.
COUN791
COUNSELING FOR
SUBSTANCE ABUSE AND
ADDICTIONS
3 sem. hrs.
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.
MEDICAL INFORMATION
FOR THE HELPING
PROFESSION
3 sem. hrs.
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.
GERONTOLOGICAL
COUNSELING
3 sem. hrs.
This course introduces students to the gerontology specialty area and provides a foundation for effectively counseling older persons. It
provides the student with an overview of the
physiological, psychological, sociological,
and political processes related to older persons
and aging. The course includes an examination
of the impact of aging on the individual, the
family, and society; the implications of living
longer; societal attitudes toward old age; and
inherent medical and social problems encountered by older persons (including the dynamics
of Alzheimer's disease and elder abuse). Issues
related to the economics of aging; work, retirement and leisure; living environments in later
life; social policies, programs and services for
older Americans; and the topic of death and
dying are also explored.
COUN784
COUN793
COUN780
PSYCHO-SOCIAL
ASPECTS OF DISABILITY
3 sem. hrs.
This course explores the psychological and
social aspects of disability. Interpersonal as
well as intrapersonal issues are examined.
Emphasis is placed on the impact of illness,
disability, and deviance on the individual and
his or her 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 professional. The
primary objective is to expand students' perspectives regarding disability and disabilityrelated issues.
COUN788
SPECIAL EVALUATION
TECHNIQUES
3 sem. hrs.
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.
COUN790
TOPICS IN COUNSELOR
EDUCATION (GUID787)
3 sem. hrs.
Students in this course will explore in-depth
specific counselor education topics.
COUN792
INDEPENDENT STUDY IN
GUIDANCE AND
COUNSELING (GUID793)
3 sem. hrs.
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 department chairperson.
COUN794
RESEARCH SEMINAR IN
GUIDANCE AND
COUNSELING
3 sem. hrs.
This course provides the opportunity for all
students enrolled in the Department of Counselor Education 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.
INTERNSHIP IN
COUNSELING
6-24 sem. hrs.
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 speciality unless otherwise approved by the advisor
and instructor. COUN730 and COUN735 must
be completed before enrolling for internship.
A minimum of 6 and a maximum of 12 credits
for any one semester of enrollment.
COUN796 THESIS
3 sem. hrs.
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. Prerequisite: EDUC788.
EDUCATIONAL
LEADERSHIP
PROGRAMS
The Professional Studies Department offers
graduate programs leading to a Master of Education in Educational Leadership. The department also offers post master’s certification
programs in principal (K-12), supervisor of
special education, single area school supervision, superintendent’s letter of eligibility,
assistant superintendent’s letter of eligibility,
and I.U. executive director.
The Educational Leadership programs of
Edinboro University have been developed to
reflect the general standards and specific program guidelines prescribed by the Pennsylvania Department of Education and the Educational Leadership Constituent Council. Therefore, the Educational Leadership programs
provide the opportunity for prospective educational leaders to demonstrate their knowledge
of and competence in six defined areas:
1.
2.
COUN795
3.
4.
5.
6.
theories of educational leadership
the role of the principal as an instructional leader who focuses on teaching and
learning
school organization and structures within
a social and political environment
historical and contemporary issues in
school law and the legal responsibilities
of school administrators
fiscal operations of the school
the proactive role of the principal in
school/community relations
56/Educational Leadership Programs
Throughout the program, students will be
engaged in course work, authentic simulations, field experiences, an internship, and professional and ethical practices.
The Educational Leadership program is a 45
semester hour program. Successful completion of 30 semester hours will result in the
earning of a Master of Education in Educational Leadership. Successful completion of
the 45 semester hour program will result in the
earning of the appropriate certificate.
The Educational Leadership program has been
designed for the part-time graduate student;
however, individual programs can be arranged
for the full-time student.
Most students complete the program in three
years. The exact length of time varies with the
nature of basic education, out-of-school commitments, previous administrative experience
and courses completed, and the work load
desired by the individual student.
MASTER OF
EDUCATION DEGREE
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. complete an application for admission to
the school administration program. These
applications may be obtained at the
Office of Graduate Studies.
2. have earned a score at, or above, the 50th
percentile on either the Miller Analogies
Test or the Aptitude Test of the Graduate
Record Examination.
3. have earned an undergraduate cumulative
quality point average of 2.50 or better (4
point scale).
4. satisfactorily complete a personal interview. The applicant should, as soon as he
or she is informed by the University,
make an appointment for this interview.
This letter will inform the applicant to
schedule the interview with a specific
individual. (NOTE: Applicants should
not attempt to schedule this interview
until notified to do so.)
5. possess, in the judgment of personnel of
the Educational Leadership program, personal and professional characteristics and
the academic background believed to be
conducive to success in the field of
school administration.
6. if applicable, apply for the acceptance of
transfer credit.
7. provide a photocopy of the applicant's
teaching certification.
NOTE: Individuals who have earned a
master's degree and who are seeking
admission to obtain certification rather
than to earn a second degree, should also
follow the admission procedure listed
above. In addition, the applicant must
provide the Office of Graduate Studies
with an official transcript for all graduate
credit earned. Individuals must also provide verification of five years of satisfactory, professional, certificated service in
order to apply for the appropriate certification.
Option 1
Educational Leadership
Individuals who have satisfactorily completed
the 30 semester hours of Master of Education
in Educational Leadership degree program
offered by Edinboro University may complete
the 45 semester hour certification program by
completing a minimum of 15 semester hours
of additional credit prescribed below. Individuals must also provide verification of five
years of satisfactory, professional, certificated
service in order to apply for PA K-12 certification.
SCHA721 Teacher Evaluation: Theory and
Practice (3)
SCHA760 Legal Aspects of School
Administration/Supervision (3)
SCHA765 Public School Finance (3)
SCHA789 Elementary Principal Internship
(3)
SCHA794 Secondary Principal Internship
(3)
Curriculum
Option 2
A minimum of 30 semester hours of graduate
credit is required as a partial requirement for
the degree. These required graduate credits
should be earned as follows:
Individuals who have satisfactorily completed
another master's degree program and provide
verification of five years of satisfactory, professional, certificated service in order to apply
for PA K-12 certification, must also complete
the 27 prescribed semester hours listed below:
MASTER OF
EDUCATION DEGREE
SCHA700 Intro to Educational
Administration (3)
SCHA710 Seminar: Education and Society
(3)
SCHA715 Seminar: Contemporary Issues
in Education (3)
SCHA720 Seminar: Dynamics and
Processes of Change for
School Administrators (3)
SCHA731 Seminar: School and Community
Relations (3)
SCHA741 Seminar: Administration and
Organization of the Elementary,
Middle, and Secondary School
Curriculum (3)
SCHA745 Instructional Processes and
Learning Environments (3)
SCHA775 Management: Concepts and
Principles (3)
SCHA795 Computer Literacy for School
Administrators (3)
EDUC788 Research in Education (3)
Degree Requirements
Individuals must comply with the degree
requirements for the master of education
degree. In addition, the students will be
required to satisfactorily complete a culminating experience to address exit requirements as
prescribed by the Educational Leadership program.
Principal K-12 Certification
A student has two options when seeking principal K-12 certification.
SCHA700 Introduction to School
Administration (3)
SCHA721 Teacher Evaluation Theory
and Practice (3)
SCHA741 Seminar: Administration and
Organization of the Elementary,
Middle, and Secondary School
Curriculum (3)
SCHA760 Legal Aspects of School
Administration (3)
SCHA765 Public School Finance (3)
SCHA775 Management: Concepts and
Principles (3)
SCHA789 Elementary Principal Internship
(90 hrs.) (3)
SCHA794 Secondary Principal Internship
(90 hrs.) (3)
EDUC788 Research in Education (3)
Program Requirements
The individual must have satisfactorily completed the courses required in this program and
must have achieved a cumulative grade average of "B" or better for those courses. No more
than three semester hours of "C" grade will be
accepted toward meeting the 15 semester
hours of credit (option 1) or the 27 semester
hours of credit (option 2) required for the principal K-12 certification. It is recommended
that all requirements for this program be completed within two years prior to the ending of
the semester or session in which the individual
earned the first credit accepted for this program.
Educational Leadership Programs/57
Student Responsibility
It is the responsibility of individuals completing requirements for K-12 principal certification to submit the form needed to obtain the
certification from the Commonwealth of
Pennsylvania to the Dean of Education as soon
as the certification requirements have been
completed.
School Supervision Certification
Program
The Professional Studies Department offers a
non-degree certification program in School
Supervision designed to provide the public
schools with K-12 leadership in the following
subject areas: art, communication, elementary
education, mathematics, science, social studies, and special education.
Admission Procedures
Applicants for admission to this program
must:
1. complete an application for admission to
graduate studies, if such an application
has not previously been completed. A
copy of this application may be obtained
at the Office of Graduate Studies and
Research.
2. complete an application for admission to
the school supervision program. A copy
of this application may be obtained at the
Office of Graduate Studies and Research.
3. provide official transcripts for the bachelor's degree, master's degree and other
graduate credit completed. (A master’s
degree is required for admission into this
program.)
4. provide a photocopy of the applicant's
teaching certificate.
5. if seeking certification, provide verification the applicant has at least five years of
educational experience, three years of
which are in the area requested by the
supervisory certificate.
6. provide a letter of recommendation from
either the superintendent of the school
system in which the applicant is
employed or the applicant's immediate
supervisor. The applicant needs to obtain
the form for this letter of recommendation from the Office of Graduate Studies
and Research and give this reference
form to the individual being used for a
reference.
7. schedule a personal interview when
informed to do so.
8. if applicable, submit request for acceptance of transfer credit. The form needed
to request transfer credit may be obtained
at the Office of Graduate Studies and
Research.
THE EDINBORO APPROACH TO
SUPERVISION
This is an interdisciplinary approach which
utilizes the resources of both college and public school personnel. It is dynamic in outlook.
Although supervisors occupy both line and
staff positions in public schools and related
institutions and agencies, the focus of the
supervision program at Edinboro University is
on the improvement of instruction. Supervision is looked upon as a service rather than as
an administrative arm to rate teachers for purposes of making personnel decisions. Graduates of this program will be prepared to give
input to the decision making process affecting
the relationship of community needs to program offerings, program designs, the selection
and development of appropriate materials, the
teaching process, and the psychology of learning.
The curriculum for this program is designed to
develop a supervisor possessing the competencies needed to be a team member, a technical
advisor, an instructional leader, an organizer
and planner, a curriculum director, and a motivator for the release of human potential.
ROLE OF THE SUPERVISOR
1. A Team Member
a. Helps to bring together institutional
goals and specific objectives with the
individual goals and specific objectives held by various teachers.
b. Works cooperatively with groups and
individuals whether organizationally
up, down, parallel or outside the
school district.
c. Understands, works within, and seeks
to improve the organizational pattern
of the district within which the supervisor is working – the structure, relationships, policies, and procedures.
2. The Technical Advisor
a. Though thoroughly trained in a specific area, recognizes that seldom is there
only one good approach.
b. Understands human nature so that
expertise will be accepted rather than
looked upon as a threat, or an unnecessary restraint in the teaching process.
c. Keeps current and encourages others
to do likewise.
d. Represents the district in meetings
relating to subject area.
3. An Instructional Leader
a. Possesses skills of analysis and synthesis.
b. Involves others in appropriate decision
making.
c. Can initiate changes and is able to
cope with resistance to change.
d. Implements change with appropriate
use feedback and follow-up action
techniques.
e. Will accept accountability and can
interpret progress accurately and clearly.
f. Trains staff with techniques appropriate to needs.
4. A Human Relations Expert
a. Has empathy.
b. Assists.
c. Communicates effectively.
d. Respects others and earns respect for
self.
e. Places high priority on the development of staff members.
f. Skilled in resolving small, irritating
matters promptly and in an equitable
manner.
g. Recognizes special needs (such as
those of the beginning teacher) and
allots high priority in time to schedule
them.
h. Desires to look at all possible excuses
or actions before deciding on a solution.
i. Uses who, what, why, when, where
and how in organizing and planning
activities.
5. An Organizer and Planner
a. Assesses instructional program effectiveness.
b. Sets priorities for self and helps others
to use available time efficiently.
c. Is skilled in overcoming the obstacles
of status quo inertia, power blocks and
lack of readiness.
d. Is able to communicate to others goals,
conditions, limitations, objectives and
strategies.
6. A Curriculum Director
a. Establishes and maintains an appropriate design.
b. Develops written materials.
c. Improves the teaching process by
example, demonstration, meetings and
by giving individual assistance.
d. Helps teachers understand and teach in
terms of the learning process.
7. A Motivator for the Release of Human
Potential
a. Provides resources.
b. Praises when deserved and corrects
when necessary.
c. Helps others know themselves.
d. Encourages and supports the efforts of
others.
e. Marshals the resources of time, space,
personnel, materials, facilities and
methods.
f. Can distinguish facts from opinions
and assumptions.
g. Is able to determine what the problem
is as distinguished from what it may
appear to be.
Curriculum
Individuals must complete the courses listed
below or their equivalent:
SCHA700 (3)
SCHA721 Teacher Evaluation – Theory
and Practice (3)
58/Educational Leadership Programs
SCHA731 Seminar: School and
Community Relations (3)
SCHA741 Seminar: Administration and
Organization of the Elementary,
Middle and Secondary School
Curriculum (3)
SCHA745 Instructional Processes and
Learning Environments (3)
SCHA760 Legal Aspects of School
Administration/Supervision (3)
SCHA792 Supervisory Internship (6)
EDUC788 Research in Education (3)
A curriculum course (K-12) in the
subject area for which certification is being sought (3)
School Administration programs as soon as
the certification requirements have been completed.
Program Requirements
Note: An individual seeking certification in
school supervision in a state other than Pennsylvania is responsible for knowing the certification requirements for that state and for the
proper scheduling of courses so that the
requirements are met.
A grade average of "B" or better must have
been earned for the courses taken as part of
this program. No more than one "C" grade will
be accepted.
Candidates for certification as a supervisor
must receive a satisfactory recommendation
from the director of the school supervision
program.
Certification
To be recommended by Edinboro University
for a Pennsylvania certificate as a supervisor
in a specific subject matter area the following
requirements must be met:
1. The applicant must possess a valid state
issued certificate in the content area for
which supervisory certification is being
requested.
2. The applicant must provide verification
of at least five years of satisfactory, professional, certificated service in the area
requested.
3. The applicant must have satisfactorily
completed the certification program –
School Supervision offered by Edinboro
University.
4. The applicant must provide the Dean of
Education with a completed application
form for a Pennsylvania certificate as a
school supervisor in a specific matter
area. This application may be obtained
from the office of the Dean of Education.
5. The applicant must be recommended by
the director of the School Supervision
program.
6. The applicant must be recommended by
the Dean of Education.
7. The applicant must have met all the certification requirements in effect at the time
the application for certification is submitted.
Student Responsibility
It is the responsibility of the individual completing requirements for certification in school
supervision to submit the form needed to
obtain the certification from the Commonwealth of Pennsylvania to the director of the
It is also important to note here that school
supervision certification requires taking and
meeting the cutoff score for the Educational
Leadership Administration and Supervision
(Supervisor) #440 examination. It is the
responsibility of the individual to contact the
Teaching and Learning Division (for test
application and test dates), Educational Testing Service, P.O. Box 6051, Princeton, NJ
08541-6051 (phone 609-771-7395, fax 609530-0581 or 609-771-7906).
Letter of Eligibility for
Superintendent/Assistant
Superintendent and
IU Executive Director
The Program
The Department of Professional Studies offers
a post master’s program leading to the Pennsylvania Letter of Eligibility. The program
consists of the coursework prescribed below:
Required Courses
SCHA796 The Superintendency (3)
SCHA797 Educational Technologies and
Facilities (3)
SCHA798 Strategic Planning and Policy
Analysis (3)
SCHA785 Negotiations and Labor Relations
(3)
SCHA799 Superintendent’s Internship (3)
Completion of the following courses is available during the academic year/summer sessions or the candidate may provide documentation of prior completion.
3.
4.
5.
6.
7.
8.
Pennsylvania Principal of Supervisor
Certificate
Six years of satisfactory professionally
certificated service of which three of the
six years must have been in a certificated
supervisory or administrative capacity
Complete the online graduate application
Submit application fee of $25.00*
Submit a copy of Pennsylvania Professional Certificate
Submit official undergraduate and graduate transcripts
Educational Leadership
Courses
SCHA700
INTRODUCTION TO
EDUCATIONAL
ADMINISTRATION
3 sem. hrs.
This introductory course includes historical
review of the development of public and
school administration, studies of the settings
for and functions of public and school administration, theories of administration, and the
responsibility of the school principal to act as
an effective agent of change.
SCHA710
SEMINAR: EDUCATION
AND SOCIETY 3 sem. hrs.
This course analyzes the social structures and
interrelations of elementary, secondary, and
higher education institutions. It identifies and
analyzes school-community interrelationships
and processes by which educational objectives
are developed, implemented, and evaluated by
society.
SCHA715
SEMINAR:
CONTEMPORARY ISSUES
IN EDUCATION 3 sem. hrs.
This course considers some of the most pressing problems on the present American educational scene. Students develop processes of
questioning, search and concern about the
answers and positions taken by authorities in
the area of public school administration.
SCHA720
SCHA715 Contemporary Issues in
Education (3)
SCHA731 School and Community Relations
(3)
SCHA741 Administration and Organization
of the Elementary, Middle, and
Secondary School Curriculum (3)
SCHA765 Public School Finance (3)
SCHA775 Management: Concepts and
Principles (3)
Admission Requirements
1.
2.
Pennsylvania resident
Master’s of Education degree
SEMINAR: DYNAMICS
AND PROCESSES OF
CHANGE FOR SCHOOL
ADMINISTRATORS
3 sem. hrs.
This course studies field experiences, role
playing and case studies, and discusses the
factors, dynamics, and processes involved in
assessing need for change and in determining
effective, efficient operations to secure desired
change. It involves the fields of psychology
and education.
Educational Leadership Programs/59
SCHA721
TEACHER EVALUATION:
THEORY AND PRACTICE
3 sem. hrs.
This course provides competencies in the
appraisal of teaching, measuring teacher performance and procedures and techniques related to evaluation of teaching. Systematic analysis and evaluation reporting are also included.
The current concepts, planning, measuring
instruments, and validity of appraisal systems
are integrated into the framework of the
course.
SCHA731
SCHOOL AND
COMMUNITY RELATIONS
3 sem. hrs.
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. (Replaces SCAH730
Communication and Interpersonal Relations
for the School Administrator.)
SEMINAR:
ADMINISTRATION AND
ORGANIZATION OF THE
ELEMENTARY, MIDDLE,
AND SECONDARY
SCHOOL CURRICULUM
3 sem. hrs.
This course studies the organization and
administration of the curricula of elementary,
middle, and secondary schools. It emphasizes
the changing nature of curriculum, the essential elements and processes of curriculum
development, and the principal as the curriculum leader. (Combines and replaces SCHA740
and SCHA750).
in the development of a theory and practice of
school administration.
PUBLIC SCHOOL
FINANCE
3 sem. hrs.
This course includes a study of legal and other
factors governing financial policies and practices in public schools, sources of revenue,
budgeting, disbursement of funds, school
plant, records, and insurance. It emphasizes
knowledge and understanding of the major
tasks and methods involved in the administration of financial responsibilities in the school
and the school system.
SCHA765
SCHA775
MANAGEMENT
CONCEPTS AND
PRINCIPLES
3 sem. hrs.
This course examines administrative principles and activities appropriate to organizations
in the industrial, educational, or business sectors and the effects of various administrative
styles. It teaches systematic processes for
developing policies, regulations, and procedures and analyzes concepts of educational
leadership, decision-making and problemsolving. It also emphasizes the relationship of
general administration to school administration.
SCHA741
SCHA745
INSTRUCTIONAL
PROCESSES AND
LEARNING
ENVIRONMENTS
3 sem. hrs.
This seminar provides students opportunities
for in-depth studies of psychological theory
and research relevant to the understanding of
learning processes in children, the management of the learning environments, instructional systems, and evaluation of learning relative to the curricula.
SCHA760
LEGAL ASPECTS OF
SCHOOL
ADMINISTRATION/
SUPERVISION
3 sem. hrs.
This course familiarizes students with state
laws, court decisions, the legal structure of
education, and constitutional and legislative
structuring of school law in the United States.
It emphasizes the influence of court decisions
sity staff personnel and public or private
school principals, for practical experiences
during one semester.
SCHA785
NEGOTIATIONS AND
LABOR RELATIONS FOR
SCHOOL
ADMINISTRATORS
3 sem. hrs.
This graduate course for potential and practicing administrators enhances leadership
through study of negotiations and labor relations in public education. It meets a negotiations and labor relations component of preservice training required for certification in
school administration.
SCHA789
ELEMENTARY PRINCIPAL
INTERNSHIP
3 sem. hrs.
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 sem. hrs.
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 (revises SCHA792).
SCHA794
SECONDARY PRINCIPAL
INTERNSHIP
3 sem. hrs.
This on-site experience at the secondary
school level (grades 7-12) provides the opportunity, under the direct supervision of univer-
SCHA795
COMPUTER LITERACY
FOR SCHOOL
ADMINISTRATORS
3 sem. hrs.
The course varies its emphasis according to
the computer literacy needs of each individual
class of administration students. Possible topics include brief overviews of computer systems, fundamental literacy in reading computer programs, scheduling by computer, management systems, bookkeeping systems, simulations, word processing, record keeping, computer-aided instruction, computer preparation
of individual education programs, telecommunications, information systems, databases,
data searches, and personnel screening by
computer.
Educational Foundations
Courses
EDUC601
COOPERATIVE/
COLLABORATIVE
STRATEGIES FOR
LEARNING
3 sem. hrs.
This course provides information concerning
cooperative/collaborative strategies to develop
effective teaching techniques. It explores characteristics of cooperative/collaborative learning and application of these characteristics to
specific curriculum instruction.
EDUC593
TEACHERS AND CHILD
ABUSE
1 sem. hr.
This course supplies the necessary background
and procedures to teachers and those preparing
for careers in education to deal effectively
with child abuse and where possible to prevent
it through the activities of educators and other
professionals. It emphasizes the necessity for
school involvement and available protective
services, as well as proposed preventive measures.
EDUC594
SPECIAL TOPICS IN
PROFESSIONAL
EDUCATION
1 or 3 sem. hrs.
This course provides an in-depth study of a
specific professional education topic.
EDUC595
SUICIDE AND STUDENTS
1 sem. hr.
This course acquaints teachers, prospective
teachers, and other interested individuals with
recent research and programs on “suicide”
within society, especially during the school
age years. It emphasizes present trends in educating our school age population and in curriculum development.
60/Elementary Education and Reading Programs
EDUC596
STUDENT TEACHING
6-12 sem. hrs.
This course, providing experience in elementary, middle and secondary schools, includes
participation in classroom teaching and other
activities of the teacher. It emphasizes practical experience in aiding children to develop
knowledge, skills, and appreciations regarded
as essential to democratic society. Students
may enroll in EDUC596 for six semester credit hours only under extenuating circumstances
and with the permission of the chairperson of
the Educational Services Department and the
Dean of the School of Education.
TEACHING IN THE
CONTEMPORARY
CLASSROOM
3 sem. hrs.
In this course theories of adult development
guide and structure learning experiences in
reflective practice, school reform, and effective school research. Through this study graduate students determine their own paths for
professional development.
gain the expertise necessary to be critical consumers of research and to carry out completed
research projects. Master of Education degree
students should complete this course within
the first twelve semester hours of the program.
Program Options
EDUC799 THESIS
3 sem. hrs.
The thesis in education completes the master’s
level study in the art of teaching. Under the
supervision of both members of their advisement team, students prepare a major scholarly
paper within the framework of current
research methods. Prerequisites: EDUC788.
EDUC702
STATISTICAL METHODS
IN EDUCATION 3 sem. hrs.
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.
ELEMENTARY
EDUCATION
AND READING
PROGRAMS
EDUC781
PHILOSOPHICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course draws on philosophical thought to
study past and present American educational
theory and practice. It critically analyzes
national, state, and local policies, trends, and
controversies to determine their corresponding
theoretical and philosophical underpinnings.
Study topics include multicultural education,
equity and excellence, constructivist vs. traditional teaching, and the arts in education.
The Elementary Education Department offers
a master's degree in Elementary Education
with focuses in four areas. The Department
also offers a master's degree in Reading and a
Reading Specialist Certification program.
MASTER OF
EDUCATION DEGREE
EDUC783
EDUC784
PSYCHOLOGICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course provides for advanced study of the
psychological aspects of contemporary theories of human learning and development. It
examines constructivist approaches to instruction. Students apply knowledge of learning
theories to classroom decisions concerning
student diversity, student motivation, and
instructional strategies.
EDUC788
RESEARCH IN
EDUCATION
3 sem. hrs.
This course develops the point of view and
skills which enable students to apply research
procedures to professional problems. Students
tered by the Pennsylvania Department of Education. Candidates seeking certification in
another state shall follow corresponding certification procedures required by the given state.
Elementary Education
Admission Requirements and
Procedures
Individuals seeking admission to the master's
degree program in Elementary Education must
comply with the general admission requirements for graduate study at Edinboro University. In addition, the applicant must either:
1. possess a valid teaching certificate in elementary education, or
2. complete a program of study approved by
the Dean of Education, leading to certification as an elementary school teacher,
prior to completion of the master's
degree.
Individuals who are not certified teachers may
be admitted into the program with consent of
the chairperson of the Elementary Education
Department and the Dean of Graduate Studies
and Research. Admission of these individuals
is with the understanding that this degree does
not entail an automatic certification as an elementary school teacher in the Commonwealth
of Pennsylvania. Certification procedures
require that candidates who do not possess a
teacher certificate must pass a test adminis-
The Elementary Education program consists
of two options: non-thesis and thesis. The nonthesis option includes five focuses. Focus I
offers a program in General Elementary Education, Focus II offers a program in Early
Childhood Education, and Focus III offers
programs with concentrations in specific subject areas of Mathematics Education, Science
Education, Social Studies Education, or Language Arts Education. The second option is a
thesis program. Focus IV offers the Certificate
Program in Character Education. Focus V
offers the Instructional Technology Specialist I
PDE Certification.
NON-THESIS OPTION
Focus I - General Elementary Education
A minimum of 30 semester hours of graduate
credit must be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED784 Curriculum in Early
Childhood (3)
IV. Elementary Education Courses
12 sem. hrs.
Courses must represent at least three different subject areas of an elementary or
middle school curriculum.
V. Approved Electives
9 sem. hrs.
Courses reflecting mainstreaming and
interpersonal relations should be part of
the program as well as content-related
courses.
Focus II – Early Childhood Education
A minimum of 30 semester hours of graduate
credit must be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED784 Curriculum in Early
Childhood (3)
IV. Early Childhood Education Component
A. Theory
3 sem. hrs.
This required course is designed to
Elementary Education and Reading Programs/61
provide the student with a theoretical
framework in early childhood education.
ELED776 Theory and Practice in
Early Childhood
Education
B. Content
12 sem. hrs.
These courses are designed to bridge
theory and application by providing
an expanded knowledge base in early
childhood education.
ELED783 Issues and Trends in
Literacy Instruction
ELED661 Family, School and
Community: Partnerships
in Early Childhood
ELED560 Math and Science
Experiences for the
Young Child
ELED580 Assessment and
Evaluation in Early
Childhood
C. Electives: Applications 6 sem. hrs.*
These courses are designed to provide
the student with practical applications
of theory and content in early childhood education.*
ELED511 Storytelling and
Literature in Early
Childhood
ELED530 Infant/Toddler Care
and Education
ELED680 Kindergarten Education
ELED778 Developmental Play for
Young Children
* Other courses as approved by the advisor
and coordinator of early childhood education. (Approval based on requirement that
research and projects for courses have an
early childhood emphasis. Approval must
be obtained at the time the program of study
is developed.)
Focus III – Concentration in a Specific
Subject
A. Mathematics Education
Students admitted to this program must
have completed MATH104, MATH110,
or an equivalent course. A minimum of
30 semester hours of graduate credit must
be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786
Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Mathematics Education
Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED754 Problems and Trends (3)
ELED719 Diagnostic and
Prescriptive Math (3)
ELED725 Mathematics Clinic (3)
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school curriculum. Courses must be approved by
the advisor.
B. Science Education
A minimum of 30 semester hours of graduate credit is required to complete this
degree. These credits should be earned as
follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Science Education
Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED758 Improvement of
Instruction in
Elementary School
Science (3)
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school curriculum. Courses must be approved by
the advisor.
C. Social Studies Education
A minimum of 30 semester hours is
required to complete this degree. These
credits should be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Social Science Education Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED732 Improvement of
Instruction in
Elementary School
Social Studies (3)
Social Studies Related Electives (9)
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school program.
Courses must be approved by the
advisor.
D. Language Arts Education
A minimum of 30 semester hours of graduate credit is required to complete this
degree. These credits should be earned as
follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education
(3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical
Foundations of
Education (3)
Or:
EDUC784 Psychological
Foundations of
Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Elementary Language Arts Education Courses
12 sem. hrs.
Examples of courses used for this
requirement include the following:
ELED617 Improvement of
Instruction in Language
Arts (3)
ELED718 Seminar in Language
Arts (3)
English and Speech Related
Electives (6)
62/Elementary Education and Reading Programs
V. Approved Electives
9 sem. hrs.
These courses should reflect the
remaining subject areas of an elementary or middle school curriculum. Courses must be approved by
the advisor.
Focus IV – Character Education
A minimum of 30 semester hours of graduate
credit must be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
It is recommended this course be completed
within the first 12 semester hours of credit.
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement
IV. Elementary Education Core 9 sem. hrs.
Select a course from three (3) of the following disciplines:
Reading and Language Arts
ELED617 Improvement of Instruction
in Teaching Language Arts
(3)
READ706 Reading in the
Elementary School (3)
Mathematics
ELED719 Diagnostic/Prescriptive
Mathematics (3)
ELED754 Problems and Trends
in Mathematics (3)
Science and Technology
ELED626 Technology Integration in
the Classroom (3)
ELED726 Microcomputers in
Education II (3)
ELED560 Science Experiences
for Young Children (3)
ELED758 Improvement of Instruction
in Elementary School
Sciences (3)
Social Studies
ELED732 Improvement of Instruction
in Teaching Social Science
(3)
V. Character Education
12 sem. hrs.
ELED730 Character Education and the
Young Child (3)
ELED740 Conflict Resolution in
Educational Settings (3)
CHAR750 Program Development and
Practicum in Character
Education (3)
Either:
EDUC686 Classroom Management and
Control (3)
Or:
SPED710
Seminar in Exceptionalities
(3)
Degree candidates must comply with all the
requirements for the master of education
degree listed in the graduate catalogue. These
include the satisfactory completion of a comprehensive examination.
THESIS OPTION
This option is designed for the individual who
wishes to enroll in a doctoral program following the completion of the master's degree. A
minimum of 30 semester hours of graduate
credit is required to complete this degree.
These credits should be earned as follows:
I. Research Techniques
3 sem. hrs.
EDUC788 Research in Education (3)
II. Foundations of Education
3 sem. hrs.
Either:
EDUC783 Philosophical Foundations
of Education (3)
Or:
EDUC784 Psychological Foundations
of Education (3)
III. Curriculum Development
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
IV. Professional Education Course
3 sem. hrs.
EDUC781 Statistical Methods in
Education (3)
V. Approved Elementary Education Courses
9 sem. hrs.
These courses should emphasize curriculum and instruction in elementary and
middle school programs. Courses must be
approved by the advisor.
VI. Thesis
6 sem. hrs.
ELED799 Thesis (6)
VII. Approved Elective
3 sem. hrs.
This course should be in an area of elementary education or a related area to the
thesis topic.
Degree Requirements for All Programs
Students must comply with the requirements
for the master of education degrees listed in
this catalogue. At least 15 semester hours of
the credits for the master's degree must be
completed in 700-level courses. A maximum
of 12 credit hours may be earned in 500-level
courses. Field Experience (ELED575) cannot
be applied toward graduate degree requirements. Courses at the 500-level that were
taken for undergraduate credit cannot be
applied or repeated for credit toward the master's degree.
In addition to the minimum course requirements for each program, students in all programs must satisfactorily complete the following requirements:
1. A comprehensive oral examination
(except for students in Reading, who will
2.
be administered a written comprehensive
examination).
A non-credit master's degree project
(except for students in the Thesis Option,
who will write a thesis).
The oral examination will be administered
when a student has completed from 24 to 30
credit hours. The master's degree project or the
thesis must be completed within two years of
the completion of coursework or within five
years after admission to a program. It is important that students become familiar with the
departmental literature regarding administrative procedures for completion of the program
and the guidelines for completing the noncredit master's degree project.
MASTER OF
EDUCATION DEGREE
Reading
This program will enable students to obtain a
master's degree in Reading and will qualify
them for certification as a reading specialist.
This professional training is essential in diagnosing and helping children overcome reading
disabilities, as well as in promoting developmental reading practices in schools.
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.
Applicants must hold a valid teaching certificate in either elementary or secondary education or must complete a program of study
which will result, prior to the awarding of the
master's degree, in certification as either an
elementary school teacher or a secondary
school teacher. However, individuals who are
not certified teachers may be admitted with the
consent of the graduate program head and
reading chairperson of the Elementary Education Department and the Dean of Graduate
Studies. The Dean of Education will develop a
program of study for individuals seeking certification. A copy of this program of study will
be submitted with the application for admission to graduate studies. Admission of these
individuals is with the understanding that
completion of this degree does not automatically grant certification as a teacher or as a
reading specialist. Certification procedures
require that candidates who do not possess a
teacher certificate must pass a test administered by the Pennsylvania Department of Education. Candidates seeking certification in
another state shall follow corresponding certification procedures required by the given state.
Elementary Education and Reading Programs/63
Curriculum
Degree Requirements
Program Requirements
A minimum of 30 semester hours of graduate
credit is required to complete the degree.
These credits should be earned as follows:
I. Research Techniques*
3 sem. hrs.
EDUC788 Research in Education (3)
II. Curriculum 3 sem. hrs.
Either:
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
Or:
EDUC786 Secondary and Middle
School Curriculum
Development and
Improvement (3)
III. Reading Education Foundations
21 sem. hrs.
READ607 Reading and Writing in the
Content Areas
READ702 Reading and the Special
Needs Student
READ706 Foundations of Literacy
Theory and Instruction
READ709 Literacy Difficulties:
Assessment and
Intervention
READ712 Reading Clinic
READ710 Seminar: Organization,
Supervision and
Administration of Reading
Programs
ELED626 Technology Integration in
the Classroom
Approved Elective
3 sem. hrs.
To be selected from approved courses
with advisor
V. Required Reading Courses 15 sem. hrs.
READ607 Reading in the Content Area
(3)
READ709 Analysis and Correction of
Reading Difficulties (3)
READ710 Seminar: Organization,
Supervision and
Administration of Reading
Programs (3)
READ712 Reading Clinic** (3-6)
ELED626 Technology Integration in
the Classroom (3) Or
ELED726 Microcomputers in
Education II (3)
VI. Related Elective
3 sem. hrs.
These credits should be selected from the
following courses or any other course
approved by the advisor.
ELED511 Storytelling (3)
ELED617 Improvement of Instruction
in Language Arts (3)
ELED718 Seminar in Language Arts (3)
ELED721 Seminar in Children's
Literature (3)
** Any student who is found to need additional clinic experience must take three
additional hours of clinic in lieu of the
Related Elective course.
Students must comply with the degree requirements for the Master of Education degree. In
addition, students in this program must satisfactorily complete the Reading Specialist
Praxis exam or a written comprehensive
examination covering the coursework of the
program. It is the student's responsibility to
schedule this examination through the director
of graduate reading programs.
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 for the courses completed
as part of the Reading Specialist Certification
Program. Students must not earn more than 6
semester hours of credit with a grade of "C". In
addition, a student must satisfactorily complete the Reading Specialist Praxis exam.
READING SPECIALIST
CERTIFICATION
**A double asterisk for a graduate course title indicates the course was designed for majors only.
A student seeking Reading Specialist certification:
Completes the Reading Specialist Certification Program.
A minimum of 24 semester hours of graduate
credit is required to complete this certification
program. These credits should be earned as
follows:
I. Curriculum
3 sem. hrs.
Either:
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement (3)
Or
EDUC786 Secondary and Middle
School Curriculum
Development and
Improvement (3)
II. Curriculum
3 sem. hrs.
ELED786 Elementary and Middle
School Curriculum
Development and
Improvement Or
EDUC786 Secondary School
Curriculum Development
and Improvement
III. Reading Education Foundations
21 sem. hrs.
READ607 Reading and Writing in the
Content Areas
READ706 Foundations of Literacy
Theory and Instruction
READ702 Reading and the Special
Needs Student
READ709 Literacy Difficulties:
Assessment and
Intervention
READ712 Reading Clinic
READ710 Seminar: Organization,
Supervision and
Administration of Reading
Programs
ELED626 Technology Integration in
the Classroom
Upon a student's request, the director of graduate reading programs may waive a required
course in favor of a more advanced course
when the student fulfills the competencies the
course is designed to develop.
Elementary Education
Courses
ELED503
SPECIAL TOPICS IN
ELEMENTARY
EDUCATION
1 or 3 sem. hrs.
This course provides opportunity for an indepth study of a specific topic in Elementary
Education.
ELED505
READING AND THE
ATYPICAL CHILD
3 sem. hrs.
This course explores physical and mental
problems that may hinder a child's progress in
reading. An overview of the prospective problems affecting atypical children is presented
with suggested ways of dealing with reading
difficulties.
ELED508
READING INSTITUTE
1 or 3 sem. hrs.
This course is designed to meet the needs of
non-reading majors who wish to study and
investigate special areas of interest related to
the field of reading. Specific topics for study
and investigation will be determined by the
students participating in the Reading Institute.
Members of the reading faculty and other faculty will be utilized to develop the specific
topics to be considered.
(A maximum of six-semester hours of credit in
this course may be used to meet the minimum
requirements for the Master's Degree in Elementary Education.)
ELED510
READING FOR ADULT
BASIC EDUCATION
3 sem. hrs.
The purpose of this course is to prepare the
reading specialist or other interested persons
to work with undereducated or functionally
illiterate adults in the development of basic or
survival reading skills.
64/Elementary Education and Reading Programs
ELED511
STORYTELLING AND
LITERATURE IN EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This course teaches theories and techniques of
storytelling, including in-depth study of printed and non-printed materials appropriate for
preschool, kindergarten, and primary grade
children. It studies children, literature, and
material selection, and ways of fostering reading and enjoying literature, and includes constructing storytelling devices to develop story
programs around central themes. Prerequisite:
ELED320 Children's Literature or ELED216
Methods in Language Arts. Those who have
taken ELED586.55 may not take ELED511
for credit.
ELED515
LANGUAGE, MOVEMENT,
AND MUSIC IN THE
ELEMENTARY
CLASSROOM
3 sem. hrs.
This course focuses on creative combinations
of language, movement, and music in the elementary classroom. A variety of opportunities
is provided for active involvement in poetry
writing, creative movement and dance, sound
exploration, improvisation, and melody writing. Pedagogical methods extend into all other
subjects, creating total integration of curriculum. Prerequisite: ELED315 or permission of
instructor.
ELED521
READING IN THE MIDDLE
GRADES
3 sem. hrs.
This course is designed particularly for elementary education majors who wish to extend
their concentration to the intermediate (middle) level grades. It will be oriented toward
teaching of reading in the context of different
content areas, the various work and study
skills needed, and the specific reading problems that relate to individual subjects. Prerequisite: ELED302.
ELED560
SCIENCE AND MATH
EXPERIENCES FOR
YOUNG CHILDREN: AN
INTEGRATED APPROACH
3 sem. hrs.
Designed to provide an understanding of the
processes and content of science and mathematics and their applications relevant to the
education of young children (N-3), this course
includes involvement in interactive processes
focusing on developmentally-appropriate topics and curriculum integration. Thematic units,
aligned with the PA Department of Education’s Early Childhood Curriculum Indicators,
PA Academic Standards, and the Head Start
Child Outcomes Framework are modeled and
supported by children’s literature.
ELED578
DYNAMICS OF
PRESCHOOL EDUCATION
3 sem. hrs.
This course is designed for both undergraduate
and graduate students interested in exploring
the dynamics of preschool education in a day
care setting. General goals, functions, purposes, and objectives of preschool education will
be examined in terms of various societal,
learner, and cognitive variables. Various kinds
of preschool programs will be investigated.
Students will have opportunities to work with
children in The Early Learning Laboratory of
the Miller Research/Learning Center.
ELED580
ASSESSMENT AND
EVALUATION IN EARLY
CHILDHOOD
3 sem. hrs.
This course identifies appropriate assessment
strategies used to evaluate cognitive, physical,
and psychosocial development of young children and considers implications for curriculum
planning. It explores issues in assessment. Prerequisite: ELED341 or permission of instructor.
ELED586
COMPARATIVE STUDIES
IN EDUCATION – U.S. AND
ITALY
3 sem. hrs.
This course investigates the effect of culture
on education, as the schools of any nation are
linked to its culture. It covers the influences of
political, economic, and social systems from a
structural-functional theoretical perspective
and compares specifically the educational systems in the United States and in Italy.
linked to its culture. The influences of political, economic, and social systems are studied
from a structural-functional theoretical perspective. Specifically, the course focuses on a
comparison of the educational systems in the
United States of America and Pakistan. This
course will be taught only in Pakistan.
ELED617
IMPROVEMENT OF
INSTRUCTION IN
LANGUAGE ARTS
3 sem. hrs.
This course is designed to give students an
opportunity to examine past and present techniques and materials used in teaching language arts. Special attention is given to the
interrelationships among oral and written language, listening and to the place of literature in
the teaching of language arts.
ELED626
TECHNOLOGY
INTEGRATION IN THE
CLASSROOM
3 sem. hrs.
This course examines the development of the
microcomputer and related technologies and
the role of instructional technology in education. Current technology applications, procedures, learning theories along with state and
national educational technology standards will
be addressed in an instructional plan for
school curriculum. Ethical and legal issues
related to technology will be examined. Prerequisite: EDUC383 or permission of the
instructor.
ELED627
ELED587
SPECIAL TOPICS
1 or 3 sem. hrs.
Special topics will be offered each semester.
The course offerings each semester can be
found in the current university schedule. This
course provides for an in-depth study of a specific topic concerning Elementary Education.
ELED587.660
ELEMENTARY AND
MIDDLE SCHOOL
CURRICULUM: A
COMPARISONOF
BRITISH AND U.S.
SCHOOLS
3 sem. hrs.
Taught in England, this course explores current curriculum issues and the nature and
scope of curriculum improvement and development in British and American elementary
schools. It analyzes curriculum concepts, principles, and organizational patterns; examines
the influences of curriculum foundations; and
addresses organizational strategies for curriculum innovation and improvement. Not open to
those who had ELED786.
ELED588
COMPARATIVE STUDIES
IN EDUCATION – U.S. AND
PAKISTAN
3 sem. hrs.
This course investigates the effect of culture
on education, as the schools of any nation are
TECHNOLOGY
IMPLEMENTATION AND
ASSESSMENT
3 sem. hrs.
This course identifies appropriate assessment
strategies used to evaluate technology integration in the classroom and considers implications for curriculum planning. Students will
examine assessment strategies teachers use to
evaluate student multimedia products as well
as the analysis of implementation decisions
and application in creating technology rich
classrooms in diverse settings. Prerequisite:
ELED626.
ELED661
FAMILY, SCHOOL AND
COMMUNITY:
PARTNERSHIPS IN EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This course involves an in-depth investigation
of the importance of the families’ involvement
in children’s education, the necessity of collaboration between home and school, and the
role of the school in promoting parental
involvement in their children’s education. It
addresses topics such as family structures,
effective home-school-community relationships, school-based programs, home-based
programs and parent education programs. Prerequisites: ELED275 and ELED575.
Elementary Education and Reading Programs/65
ELED678
KINDERGARTEN
EDUCATION
3 sem. hrs.
This course explores the nature of kindergartners’ 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.
ELED718
SEMINAR IN LANGUAGE
ARTS
3 sem. hrs.
This course is designed to provide advanced
students an opportunity to research and discuss in a seminar situation, specific issues of
language arts. Emphasis will focus on research
concerned with teaching language skills to
children. Students will be expected to identify
areas of problems related to language instruction which will be pursued and form the major
content of the course.
ELED719
INTRODUCTION TO
DIAGNOSTIC AND
PRESCRIPTIVE MODELS
FOR MATHEMATICS
REMEDIATION 3 sem. hrs.
This course is an introduction to diagnostic
and prescriptive clinical procedures in elementary mathematics remediation. Typical learning characteristics of the remedial mathematics student will be identified with suggestions
for selecting a more effective learning environment for success in mathematics. Various
methods of prescriptive instruction will be
presented with emphasis on availability and
effectiveness. Each participant will be
assigned a student to tutor, applying a clinical
diagnostic model. Prerequisite: two of the following: MATH107; MATH201; MATH250.
ELED720
DIAGNOSTIC MATH
WORKSHOP FOR
ELEMENTARY TEACHERS
2 sem. hrs.
This course prepares teachers and administrators in diagnostic techniques for prescribing
remedial instruction, focusing on student's
individual needs. This course may not be used
for the master's degree if ELED719 has been
taken.
ELED721
SEMINAR IN CHILDREN'S
LITERATURE
3 sem. hrs.
This course provides opportunities for students to become familiar with the history and
recent developments in literature for children
through investigations and research. Consideration is given to different types of materials
used in creative interpretation of literature and
in related areas of choral reading, storytelling
and illustration. Special emphasis is placed on
the role of children's literature in the total
school program. Prerequisite: undergraduate
course in Children's Literature.
ELED724
INSTRUCTIONAL DESIGN
3 sem. hrs.
This online course provides an overview of the
field of instructional design incorporating various instructional design models and paradigms. It includes the historical perspective,
research findings, and current issues and
trends. This course is designed to promote
problem solving of current design issues to
include a needs assessment, product development, implementation, and evaluation of
school curriculum needs.
ELED725
MATHEMATICS CLINIC
3 or 6 sem. hrs.
This course is a practicum of clinical experiences for elementary and middle school teachers. Diagnostic and prescriptive instructional
techniques with low and under achievers will
be undertaken. The clinician will develop abilities to select and/or design test experiences
for mathematics achievement and attitude
analysis for clients. Clinicians will study the
characteristics of various instructional systems
appropriate for specific learning behavior and
apply these systems after analysis of student
test data. The learning model will include one
teacher – one student and small group instruction. Prerequisites: ELED654 and ELED719.
ELED726
MICROCOMPUTERS IN
EDUCATION II 3 sem. hrs.
The contemporary classroom uses of microcomputers will be reviewed and expanded in
this course. Each student will select two areas
for supervised study in "Computers in Education." Specific curricular revisions and additions for computer usage will be presented.
Methods of using the microcomputer in record
keeping and research is included. Prerequisites: ELED526 and either CSCI117 or
demonstrated beginning competency in
BASIC.
ELED727
MICROCOMPUTERS IN
EDUCATION CLINIC II
3 sem. hrs.
Clinic II is an opportunity for experience in
teaching using microcomputers. Professional
software and student produced mini-soft programs will be incorporated into learning modules. These modules will be field-tested. Practice teaching may include young children, special classes, or adults. Prerequisite: previous
experience with BASIC programming.
ELED728
INSTRUCTIONAL
TECHNOLOGY PROJECT
MANAGEMENT FOR
EDUCATORS
3 sem. hrs.
This course involves the examination of
ergonomics and its application in an educational setting. The students will apply instructional design principles, communication theories, and innovation techniques to analyze
available technology resources within a school
environment. Students must conduct a needs
assessment, develop a facility and technology
plan, and disseminate findings in a written
report. Prerequisite: ELED626, ELED627.
ELED729
INSTRUCTIONAL
TECHNOLOGY
PRACTICUM 3-6 sem. hrs.
This course presents prospective technology
media specialists with the opportunity to apply
all facets of technology management, integration, and instruction using theoretical constructs. The students employ decision-making
when planning, developing, implementing and
assessing technology integration appropriate
for diverse settings. This practicum experience
addresses PDE’s Instructional Technology
Specialist Performance and International Society for Technology in Education (ISTE) Standards for Technology Facilitation. Prerequisite: Students must successfully complete all
coursework and the Praxis exam prior to
enrollment in this course.
ELED730
FOUNDATIONS OF
CHARACTER EDUCATION
3 sem. hrs.
This course, intended for upper-level education majors and graduate students, examines
how children develop a sense of character. It
includes theories of moral development, character formulation, the role of the family,
teacher, peer groups, and additional environmental factors influencing character. Current
curricular approaches to character education
are examined.
ELED732
IMPROVEMENT OF
INSTRUCTION IN
ELEMENTARY SCHOOL
SOCIAL STUDIES
3 sem. hrs.
This course analyzes the elements of a good
curriculum and familiarizes the students with
the guides and criteria utilized in course construction. Major curriculum organization,
reorganization of the social studies and the
unit or broad-view design are given special
attention. The strengths and weaknesses of
present programs in social studies are evaluated and an opportunity is provided for students
to share their experiences.
ELED735
DEVELOPING
CREATIVITY IN YOUNG
CHILDREN
3 sem. hrs.
The purpose of this course is to define and
examine the nature of creativity, to learn its
recognizable characteristics, and to present
methods of nurturing creative talent. This
course will utilize recent research findings and
available instruments to identify creativeness
in young children. Research and experimentation will be used to identify, select, and evaluate instructional materials.
66/Elementary Education and Reading Programs
ELED740
CONFLICT RESOLUTION
IN EDUCATIONAL
SETTINGS
3 sem. hrs.
This course examines perspectives on prosocial guidance and the concepts and skills
underlying conflict resolution related to character education. It explores developmental
perspectives and the roles of students, teachers, administrators, and families in resolving
conflict. This course addresses types and
sources of conflict and introduces strategies,
materials, and resources for dealing with conflict within the curriculum. Prerequisite:
EDUC703 or ELED730.
ELED747.40
WORKSHOP FOR
CLASSROOM
ENRICHMENT: ART
ACTIVITIES (ELED647
ART WORKSHOP FOR
ELEMENTARY
TEACHERS) 3 sem. hrs.
This course studies recent research in Art Education, provides for a reevaluation of objectives and applications of art education principles and involves working with materials to
expand the experiences and capabilities of the
elementary teacher in the art program.
ELED754
PROBLEMS AND TRENDS
IN TEACHING
ARITHMETIC – MODERN
MATH CONCEPTS
3 sem. hrs.
Inquiry is emphasized in this course to analyze
and evaluate trends and practices in elementary school arithmetic. Criteria for evaluation
are located through confrontation and analysis
of the relationships between the developmental processes of child development and the
structure of mathematics. An opportunity is
provided for experimentation, demonstration,
and criticism.
ELED758
IMPROVEMENT OF
INSTRUCTION IN
ELEMENTARY SCHOOL
SCIENCE
3 sem. hrs.
The purpose of this course is to prepare elementary school science teachers to meet the
challenge of the recent curriculum trends in
elementary education. Inquiry, observational
skills and inductive reasoning techniques are
used as tools to develop methods of instruction
in elementary science. Analysis and evaluation
are made of newer ideas for instruction. The
increasing role of the laboratory activity in the
elementary schools will be explored.
ELED759
INSTRUCTIONAL
TECHNIQUES IN SCIENCE
3 sem. hrs.
This course promotes science teaching competence and instructional leadership in science
among elementary and middle school teachers.
It emphasizes the development of science
teaching skills directly applicable to the class-
room through hands-on strategies, content,
and materials reflecting the current recommendations set forth by state and federal agencies and associations.
eral, and private programs in the United States
and other countries, as well as philosophies
and procedures will be emphasized.
ELED782
ELED775
INFANT/TODDLER CARE
AND EDUCATION
3 sem. hrs.
This course provides an in-depth study of the
growth and development of infants and toddlers. Students examine the application of
child development principles to practices in
various types of child care settings. The course
also addresses topics such as learning through
play, components of quality programs, and the
characteristics and responsibilities of caregivers.
ELED776
THEORY AND PRACTICE
IN EARLY CHILDHOOD
EDUCATION
3 sem. hrs.
A search for effectual techniques for promoting the maximum of learning in classroom situations, this course is founded in the theories
of learning educators. Application of theoretic
principles to real and hypothetical problem
areas will constitute a significant portion of
the study. To aid the experienced teacher in
exploring new avenues to learning and finding
solutions to current problems are purposes of
this course.
ELED777
METHODS AND
MATERIALS FOR EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This workshop-type course will concern itself
with the examination and evaluation of techniques, facilities, and equipment used in connection with the instruction of young children.
Recent research findings regarding educational trends will be utilized. Included will be the
planning, preparation, and critical analyses of
materials for individual, small group and large
group instruction.
ELED778
PLAY AND
DEVELOPMENT 3 sem. hrs.
This course examines the rationale and value
of play for children. It reviews the dynamics
and categories of play as defined by classical
and contemporary theories. The motor skills,
cognitive abilities, creativity, and social-emotioanl factors influencing children’s play are
presented. Sociopolitical, educational, psychological, and medical issues affecting children’s
play are explored. The course examines how
play can be integrated into the curriculum of
preschool through primary grades.
ELED779
PROGRAMS IN NURSERY
SCHOOL EDUCATION
3 sem. hrs.
This course is designed to confront the inservice teacher with problems, issues and
trends in nursery school education. State, fed-
ASSESSMENT AND
EVALUATION IN
ELEMENTARY AND
MIDDLE SCHOOLS
3 sem. hrs.
This course encompasses the study of assessment and evaluation of student academic
achievement, attitudes, and skills in elementary and middle schools. Contemporary methods of assessment and evaluation are critiqued.
Students design, implement, and evaluate
alternative assessment instruments focusing
on improved instruction. School-wide assessment strategies are developed. Prerequisite:
ELED380 or professor approval.
ELED783
ISSUES AND TRENDS IN
EARLY LITERACY
DEVELOPMENT
3 sem. hrs.
This course provides an in-depth study of current issues and trends relating to literacy
acquisition and development in young children. It examines 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. Those who have
taken ELED520 may not take ELED783 for
credit.
ELED784
CURRICULUM IN EARLY
CHILDHOOD EDUCATION
3 sem. hrs.
This course investigates the nature and scope
of curriculum development for children, from
birth through third grade, and analyzes various
curriculum concepts, principles and organizational patterns. It also addresses historical
foundations, philosophies, learning theories,
and contemporary influences on early childhood curriculum.
ELED785
EARLY CHILDHOOD
PROGRAMS:
ADMINISTRATION
AND SUPERVISION
3 sem. hrs.
This course examines the development of special knowledge, competencies and interpersonal relationships needed by successful
administrators, managers and supervisors of
early childhood programs. Topics include the
development and management of early childhood programs and proposal writing. The
course also addresses staff selection and training as well as issues related to curriculum, parent involvement and child advocacy.
Elementary Education and Reading Programs/67
ELED786
ELEMENTARY AND
MIDDLE
SCHOOL CURRICULUM
IMPROVEMENT AND
DEVELOPMENT 3 sem. hrs.
This course investigates the nature and scope
of curriculum improvement and development
in both the elementary and middle schools.
Various curriculum concepts, principles and
organizational patterns are analyzed in-depth.
The influence of curriculum foundations is
thoroughly examined. The development of
educational goals and objectives is studied in
relation to educational strategies, resources,
and evaluation. The course also emphasizes
the study of curriculum evaluation and curriculum innovation or problems. Current curriculum issues are explored.
ELED787
SEMINAR IN
ELEMENTARY
EDUCATION
1 or 3 sem. hrs.
This course is designed to provide an avenue
for investigations of special progress projects
and areas within the scope of elementary education. The course will be offered by department members who are especially qualified to
lead studies in-depth.
ELED789
STRATEGIES FOR
TEACHING
MATHEMATICS 3 sem. hrs.
This course focuses on both math content and
pedagogy using a variety of math manipulative materials and explores cooperative learning, alternative assessment techniques, and
communicating the language of mathematics.
This course discusses the NCTM Curriculum
and Evaluation Standards for School Mathematics and Professional Standards for Teaching Mathematics, and introduces strategies for
use by teacher leaders in their local school districts.
Reading Courses
READ607
READING AND WRITING
IN THE CONTENT AREAS
3 sem. hrs.
This course explores methods and materials
for effective secondary reading instruction and
is designed for the full-time reading teacher or
the regular academic teacher who provides
reading and writing instruction. The course is
designed to permit discussion and independent
study in areas of major concern for secondary
teachers in better reading and writing acquisition.
READ701
ISSUES AND TRENDS IN
READING
3 sem. hrs.
This course is designed for the purpose of
keeping the student informed on the changing
nature of the teaching of reading. Students will
be expected to demonstrate a sound understanding of the following contemporary issues
and trends: Mental Retardation, Early Childhood, Primary, Intermediate, Jr.-Sr. High
School, College, Vocational and Adult Basic
Education. The field of new research in reading will be extensively explored. Prerequisite:
READ706 or consent of the instructor.
READ702
READING AND THE
SPECIAL NEEDS STUDENT
3 sem. hrs.
This course will investigate reading problems
inherent to various categories of special needs
students. Students will demonstrate competencies in interpreting their cumulative records,
making recommendations for further testing
and understanding physical and mental problems that may hinder reading progress. It also
explores specific problems that affect reading
and remedial strategies, inclusion practices,
and working with support personnel. Prerequisites: RD706 or permission of the instructor.
FOUNDATIONS OF
LITERACY THEORY AND
INSTRUCTION 3 sem. hrs.
This course will deal with the foundations of
literacy in the elementary and middle school.
It will offer a careful study of theory and best
practice as applied to literacy learning for
diverse learners. Emphasis will be given to the
scope and sequence of literacy instruction,
instructional methods and materials, assessment, and strategies used in teaching reading
and writing to elementary and middle school
children. An observational field component is
included in the course. Prerequisites for
teacher certification students: ELED180,
ELED220, ELED240 or ELED721.
program development and implementation,
organizational patterns in reading programs,
and designing and operating professional
development programs.
READ712
READING CLINIC
3 sem. hrs.
This course is designed to present the prospective Reading Specialist the opportunity to
begin to put into practice the theoretical constructs learned in preceding courses. The clinic practicum requires the graduate student to
diagnose the reading problems of several different clients (e.g., different age, sex, mental
abilities, and learning problems) and prepare
and carry out a remedial program of instruction. Based on the needs of the student, as
determined in consultation with members of
the reading faculty, this course may be repeated. A student may earn a maximum of 9
semester hours, no more than 3 semester hours
in any semester. Prerequisites: READ706,
READ709 and READ607 or permission of
the instructor.
READ706
READ709
LITERACY DIFFICULTIES:
ASSESSMENT AND
INTERVENTION 3 sem. hrs.
This course will emphasize techniques for
diagnosing and providing instructional intervention for student with literacy difficulties.
Emphasis will be placed on appropriate diagnostic techniques, plans for the organization of
an effective literacy program, and the development of practical intervention strategies. The
student will complete a field component by
preparing a detailed case study. Prerequisite:
READ706 or READ607 or permission of the
instructor.
READ710
SEMINAR:
ORGANIZATION,
SUPERVISION, AND
ADMINISTRATION OF
READING PROGRAMS
3 sem. hrs.
This course emphasizes organization and
supervision of reading programs from kindergarten through high school. Specific focus is
given to the role of the reading specialist in
READ720
READING RECOVERY I
3 sem. hrs.
This course prepares experienced teachers to
become sensitive observers of at-risk first
grade students' reading and writing behaviors.
It develops skills in making informed diagnoses to guide instruction. Prerequisite: permission of instructor.
READ721
READING RECOVERY II
3 sem. hrs.
This course refines and expands teachers' level
of awareness and understanding of how to
implement the Reading Recovery program
effectively. Teachers learn to use diagnostic
techniques and strategies for conducting lessons through clinical and peer critiquing. Prerequisite: READ720.
READ794
RESEARCH AND DESIGN
IN READING
3 sem. hrs.
The acquiring of competencies in the evaluation of current research in reading, ability to
apply research methods and techniques to
problems in reading and to analyze and make
implications of results are the goals of this
course.
68/Information Technology Program
INFORMATION
TECHNOLOGY
PROGRAM
MASTER OF SCIENCE
DEGREE
Information Technology
The Master of Science in Information Technology is a program of the School of Science,
Management and Technology. Emphasis in
this program is placed on securing the information transmission environment, modeling
the storage of information, analyzing the information needs of the organization and understanding the importance and application of
information in the organization. In addition,
the practical concerns of managing networks,
web sites, databases and systems are
addressed.
The Master of Science in Information Technology is designed to supplement the participant's domain specific knowledge with expertise, experience, and understanding of computer systems, application tools and related
vocabulary. It will enable the participant to
integrate information system technology into
enterprise processes, prepare the participant to
effectively use current technology in the professional arena and provide the participant
with basic skills to pursue learning new computer tools and applications independently.
Admission Requirements
In addition to the standard graduate admissions application materials:
1. A statement of purpose detailing past professional experience and why the current
degree is being pursued.
2. Access to electronic communication.
3. Knowledge of the principles of financial
accounting and microeconomics as
demonstrated
through
appropriate
coursework or a portfolio of professional
experience.
Information Technology Curriculum
The Master of Science in Information Technology requires the completion of 36 credit
hours of graduate work. Twenty-four credits
are earned in IT courses and nine credit hours
are earned in business administration courses.
There is also a three credit hour capstone experience.
IT600
IT610
IT620
Information Technology (3)
Network Technology (3)
Database Management Systems
(3)
IT630
Project Management (3)
BUAD640 Economics of Markets and
Enterprise Finance (3)
BUAD645 Enterprise Management and
Marketing (3)
IT650
Information System Analysis
and Design (3)
IT660
Web Systems and Interface
Design (3)
IT665
Internet Technology (3)
IT670
Electronic Security (3)
BUAD675 E-commerce (3)
IT790
Independent Study (1-9)
The three semester hour capstone experience
requirement may be completed by either of the
following options.
IT795
IT799
Seminar in Information
Technology (3)
Thesis (3-9)
INFORMATION TECHNOLOGY
CERTIFICATE
Information Technology (IT) is a cutting-edge,
multifaceted technology field designed to
meet the needs of today's enterprises as they
expand into the Internet age. Information
Technology includes the technical areas of
computer systems networking, management
information systems, database design, systems
security and electronic commerce, with an
added emphasis placed on the knowledge of
business practices.
IT training prepares graduates for a variety of
career paths, including system manager, network manager/technician, database manager/designer, web page designer, and system
project manager. Since information flow is at
the heart of every organization, the information technologist provides critical link to the
management and planning function of the
organization.
Admission Requirements
In addition to the standard graduate admissions application materials:
1. Completed graduate application.
2. Application fee of $30.00.
3. Submit an official transcript reflecting a
baccalaureate degree from an accredited
institution.
4. A statement of purpose detailing past
experience and the reasons for pursuing
graduate work.
IT Certificate Curriculum
The certificate requires the completion of 15
credit hours of graduate work comprised of the
following list:
IT600
IT610
IT620
Information Technology
Network Technology
Database Management Systems
IT630
Project Management
COMM645 Tech. of Communications
The COMM645 course serves as a capstone
for the certificate and should be taken after the
other courses are completed.
Information Technology
Courses
BUAD640
THE ECONOMICS OF
MARKETS AND
ENTERPRISE FINANCE
3 sem. hrs.
This course presents those elements of economic and financial theory and those characteristics of the economic environment that are
necessary to an understanding of enterprise
decision making. The role of the external economic environment and that of the financial
function within the enterprise are emphasized.
Those topics that are of particular relevance to
information technology are emphasized.
Enrollment is this course is restricted to students in the Master of Science in Information
Technology program. Prerequisite: knowledge
of the principles of financial accounting and
microeconomics.
BUAD645
ENTERPRISE
MANAGEMENT AND
MARKETING
3 sem. hrs.
This course presents established management
and marketing theory and practice utilized in
successful enterprise decision making. Topics
that are of particular relevance to the management of information technology are emphasized. Enrollment is this course is restricted to
students in the Master of Science in Information Technology program. Prerequisite:
knowledge of principles of financial accounting and microeconomics.
BUAD675 E-COMMERCE 3 sem. hrs.
This course examines the current business and
technical issues of electronic commerce.
Focus is on the motivation for and structure of
the electronic commerce environments. Critical success factors, both economic and technical, are explored as well as legal and ethical
issues. Design and deployment challenges are
investigated. Enrollment is this course is
restricted to students in the Master of Science
in Information Technology program. Prerequisites: IT660, BUAD640, BUAD645.
COMM645 TECHNOLOGY OF
COMMUNICATION
3 sem. hrs.
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
Information Technology Specialist Certification Program/69
how communication technology structures
perceptions and interactions through web
pages, digital stories and multimedia texts.
IT600
INFORMATION
TECHNOLOGY 3 sem. hrs.
This course examines the use of information
technology in organizations. Computer systems are covered as are communications technologies and networks. The effect of technology on information flow in organizations is
examined and legal questions regarding the
use of information technology are discussed.
Basic tools such as word processors, spreadsheet software, and presentation graphics
packages are taught.
IT610
NETWORK TECHNOLOGY
3 sem. hrs.
This course examines the access to and use of
networks. Network design, implementation,
and administration are covered. It explains
available communication technologies and
computer networks and applications such as
those on the Internet, videoconferencing, collaborative computing, and the virtual office.
Prerequisite: IT600.
IT620
DATABASE MANAGEMENT
SYSTEMS
3 sem. hrs.
This course examines databases ranging in
size from those suitable for personal computers through large databases provided by large
organizations and online information services.
Topics include database applications, file management, data modeling, database design and
implementation, database management systems, and data mining. Prerequisite: IT600.
PROJECT MANAGEMENT
3 sem. hrs.
This course surveys the types of projects
found in organizations and examines current
project management software. Various models
of project management, from design through
implementation, are studied. The role of information, including information management
systems, in projects and organizational decision making is presented. Prerequisite: IT600.
IT660
WEB SYSTEMS AND
INTERFACE DESIGN
3 sem. hrs.
This course explores web concepts and implementation issues. Topics include markup languages, script customization, web interface
design principles, security issues, and information retrieval techniques. Each student
designs and creates web-based projects.
Enrollment is this course is restricted to students in the Master of Science in Information
Technology program. Prerequisite: IT600.
IT665
INTERNET TECHNOLOGY
3 sem. hrs.
This course examines the technical characteristics and logical structure of networks. Focus
will be on Internet technology, applications
and governance. Network management functions such as inventory, financial, fault and
performance management are explored.
Enrollment is this course is restricted to students in the Master of Science in Information
Technology program. Prerequisites: IT610,
BUAD640, BUAD645.
IT670
ELECTRONIC SECURITY
3 sem. hrs.
This course examines security in information
technology, including the need for security,
risk analysis, security solutions and security
management. Encryption methods are
explored. Both software and network security
are discussed. Case studies are used as practical applications of security topics. Enrollment
is this course is restricted to students in the
Master of Science in Information Technology
program. Prerequisites: IT610, BUAD640,
BUAD645.
IT630
IT650
INFORMATION SYSTEM
ANALYSIS AND DESIGN
3 sem. hrs.
This course examines techniques for developing modern business information systems. Students will have the opportunity to develop
skills necessary to design, present, implement,
manage and maintain information systems.
The role of the systems analyst is explored
through projects and case studies. Enrollment
is this course is restricted to students in the
Master of Science in Information Technology
program. Prerequisites: IT620, IT630,
BUAD640, BUAD645.
INDEPENDENT STUDY
1-9 sem. hrs.
This experience is designed to meet the needs
of students who wish to prepare individual
studies or projects in the field of information
technology under the direction of the faculty
of the Department of Mathematics and Computer Science or the Department of Business
Administration and Economics. It is the student's responsibility to complete the required
forms and to submit them for approval. Enrollment is this course is restricted to students in
the Master of Science in Information Technology program.
dents in the Master of Science in Information
Technology program. Prerequisite: 30 credit
hours of IT and BUAD courses.
IT799
THESIS
3-9 sem. hrs.
This course gives Master of Science in Information Technology degree candidates the
opportunity to apply information technology
principles to a chosen research topic in
advanced information technology under the
supervision of a research advisor. Enrollment
is this course is restricted to students in the
Master of Science in Information Technology
program. Prerequisite: 30 credit hours of IT
and BUAD courses.
INSTRUCTIONAL
TECHNOLOGY
SPECIALIST
CERTIFICATION
PROGRAM
The Instructional Technology Specialist certification program emphasizes both the scholarly understanding of research and theory as
well as the practical application of instructional technology and its integration in the school
system. The graduate certification program
provides students with a wide range of emerging technologies while still ensuring the basic
competencies required of all practitioners.
IT790
Curriculum
ELED726
or
SEDU731
ELED626
SEDU670
ELED627
IT795
SEMINAR IN
INFORMATION
TECHNOLOGY 3 sem. hrs.
This course integrates information technology
topics through their application to real world
environments. Students select, research, present and discuss topics of timely importance in
information technology. Current enterprise
resource planning software may be used to
explore the integrated enterprise model.
Enrollment is this course is restricted to stu-
SEDU680
ELED728
ELED729
Instructional Design (online) (3)
A Technological Approach to
the Selection, Utilization,
Evaluation, and Production of
Instructional Media
Technology Integration in the
Classroom (Replaces EE526
Microcomputers in Education I)
(3)
Applications of Multimedia in
Education (3)
Technology Implementation and
Assessment (replaces EE527
Educational Technology Clinic I)
(3)
Telecommunications in
Education (replaces EDUC580
Telecommunications) (3)
Instructional Technology
Project Management for
Educators (3)
Instructional Technology
Practicum (6)
70/Middle and Secondary Instruction Program
Instructional Technology
Specialist Courses
ELED626
TECHNOLOGY
INTEGRATION IN THE
CLASSROOM
This course examines current issues that shape
technology’s future role in restructuring education. Current technology applications, procedures, learning theories and ISTE standards
will be addressed in an instructional plan for
school curriculum. Ethical and legal issues
related to technology will be examined.
ELED627
TECHNOLOGY
IMPLEMENTATION AND
ASSESSMENT
This course identifies appropriate assessment
strategies used to evaluate technology integration in the classroom and considers implications for curriculum planning. Students will
examine assessment strategies teachers use to
evaluate student multimedia products as well
as the analysis of implementation decisions
and application in creating technology rich
classrooms in diverse settings. Prerequisite:
ELED626.
ELED726 INSTRUCTIONAL DESIGN
This online course provides an overview of the
field of instructional design incorporating various instructional design models and paradigms. It includes the historical perspective,
research findings, and current issues and
trends. This course is designed to promote
problem solving of current design issues to
include a needs assessment, product development, implementation, and evaluation of
school curriculum needs.
ELED728
INSTRUCTIONAL
TECHNOLOGY PROJECT
MANAGEMENT FOR
EDUCATORS
This course involves the examination of
ergonomics and its application in an educational setting. The students will apply Instructional Design principles, communication theories, and innovation techniques to analyze
available technology resources within a school
environment. Students must conduct a needs
assessment, develop a facility and technology
plan, and disseminate findings in a written
report. Prerequisites: ELED526, ELED527.
ELED729
INSTRUCTIONAL
TECHNOLOGY
PRACTICUM
This course presents prospective Technology
specialists the opportunity to apply all facets
of technology management, integration, and
instruction using theoretical constructs. The
students employ decision-making while planning, developing, implementing and assessing
technology integration appropriate for diverse
settings. This practicum experience addresses
PDE’s Instructional Technology specialist Performance standards and International Society
for Technology in Education (ISTE) Standards
for Technology Facilitation. Prerequisite: Students must successfully complete all coursework prior to enrollment in this course.
APPLICATIONS OF
MULTIMEDIA IN
EDUCATION
This course explores the history of multimedia
and the application and production of multimedia in its present day format. Emphasis will
be placed on enabling the student to interact
with many types of media via the computer,
such as text, graphics, photos, sounds, animation and video. Techniques for the active integration of present day multimedia platforms
such as CD-ROM, presentation software, the
Internet, and commercial packages with
instructional curriculum will be demonstrated.
MIDDLE AND
SECONDARY
INSTRUCTION
PROGRAM
SEDU670
SEDU680
TELECOMMUNICATIONS
IN EDUCATION
This course helps students develop frameworks for applying and integrating informational networks and resources into the teaching and research process via the computer.
Various browsing tools, search methodologies,
online software and maintenance techniques
help develop instructional strategies in the student’s content area. The course emphasizes
active student integration of the information
infrastructure in current educational settings.
SEDU731
A TECHNOLOGICAL
APPROACH TO THE
SELECTION,
UTILIZATION,
EVALUATION, AND
PRODUCTION OF
INSTRUCTIONAL MEDIA
This course assists students in the discovery of
systematic approaches to mediate teaching and
learning problems through the selection, utilization, evaluation, and production of instructional media. Focus will be on a practical
hands-on approach that will involve students
directly in solving instructional problems
through the use of commercial programs and
the development of student produced media.
The Secondary Education Department offers
graduate programs leading to the master of
education in middle and secondary instruction
degree for the bachelor’s level adult learner
who desires certification as a teacher or for
current teacher practitioners who wish to complete a master’s degree.
MASTER OF
EDUCATION DEGREE
Middle and Secondary
Instruction
The master of education in middle and secondary instruction degree provides opportunities for both certified and non-education
majors to pursue an advanced degree. The program focuses on the needs of the adult learner
by offering choices based on the individual’s
varied skills, knowledge, expertise, and needs.
A core battery of essential courses is required
while subject specific electives are also available thus, satisfying individual requirements
and interests.
Because the University recognizes that change
is persistent, the program is also designed to
be flexible and bases modifications on planned
sequential evaluations. It is anticipated that the
master of education in middle and secondary
instruction degree will provide the candidate
with the opportunity to (1) pursue personal
development because it strengthens and
extends teachers’ and future teachers’ desire
for lifelong learning experiences by offering
programs in one’s area of interest; (2) enhance
professional competencies by offering both
education/methods courses and select content
courses; (3) acquire skills necessary to develop appropriate educational goals that are
essential for current and long term planning;
and (4) expand existing methodology, content,
and educational knowledge by providing a
knowledgeable, experienced, and educated
University staff to deliver service to students.
The master of education degree is a 30 hour
program, the completion of which results in
the earning of a master of education degree
with specialization in the areas of: biology,
English, geosciences, mathematics, social
studies (history, political science, psycholo-
Middle and Secondary Instruction Program/71
gy, economics, geography, anthropology,
sociology), and health. Additional concentration areas include the Behavior Management
Certificate, the Character Education Certificate, the Instructional Technology Specialist I
PDE Certification, and the Information Technology Certificate programs. Additional content areas may be pursued with permission
from the Dean of Graduate Studies and
Research.
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.
3.
4.
5.
6.
7.
complete an application for admission to
the master of education in middle and
secondary instruction degree program.
These applications may be obtained at the
Secondary Education or Graduate Studies
and Research offices.
have earned a score at, or above, the 50th
percentile on either the Miller Analogies
Test or the Aptitude Test of the Graduate
Record Examination.
have earned an undergraduate cumulative
quality point average of 2.50 or better (4
point scale).
satisfactorily complete a personal interview with the program chair or his/her
designee. The applicant should, as soon
as he or she is informed by the University, make an appointment for this interview with a specific individual.
possess, in the judgment of personnel of
the Secondary Education Department,
personal and professional characteristics
and the academic background believed to
be conducive to success in one’s chosen
field of study.
if applicable, apply for the acceptance of
transfer credit by providing the Dean’s
Office with and official transcript of all
graduate credit earned.
receive recommendation for admission
from the program head to the Dean of
Education.
Degree Requirements
Individuals must satisfy requirements for the
master of education in middle and secondary
instruction. including the attainment of teacher
certification in a secondary subject area or in a
K-12 subject area before the awarding of the
MEd. In addition, students will be required to
satisfactorily complete or maintain the following:
A statement of personal program objectives.
Development and presentation of a portfolio.
A written examination for students whose
QPA is less than 3.25.
A 3.0 cumulative grade average.
Eligibility for certification in the content
area of the master’s degree.
Required Courses for Master of Education in Middle and Secondary Instruction
The following outline applies to educators
who hold certification.
Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom
SEDU786 Secondary and Middle
School Curriculum
Improvement and
Development
Research
3 sem. hrs.
EDUC788 Research in Education
Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education
Special Populations
3 sem. hrs.
SPED780 Learning Disabilities
Computer Literacy
3 sem. hrs.
SEDU731 A Technological Approach
to the Selection,
Utilization, Evaluation and
Production of Instructional
Media
Specialty Area
12 sem. hrs.
To be selected with advisors.
Thesis
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy
3 sem. hrs.
SEDU731 Selection, Utilization and
Production of Instructional
Materials (3)
VI. Pedagogy
9 sem. hrs.
Choice of subject specialty, pedagogy,
or certificate program
VII. Thesis
3 sem. hrs.
EDUC799 Thesis (3)
TOTAL
30 sem. hrs.
Non-Thesis
30 sem. hrs.
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom
SEDU786 Secondary and Middle
School Curriculum
II. Research
3 sem. hrs.
EDUC788 Research in Education
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities
V. Computer Literacy
3 sem. hrs.
SEDU731 Selection, Utilization and
Production of Instructional
Materials
VI. Pedagogy
12 sem. hrs.
Choice of subject specialty, pedagogy,
or certificate program
Master of Education in Middle and
Secondary Instruction with Behavior
Management Certificate
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy
3 sem. hrs.
SEDU731 Instructional Technology (3)
VI. Behavior Management Specialist
Certificate
9 sem. hrs.
SPED628 Classroom and School-wide
Behavior Management
Strategies for Inclusive
Settings (3)
SPED794 Management of Serious
Behavior Problems in
Applied Settings (3)
APSY796 Crises Management and
Violence Prevention (3)
VII. Electives
3 sem. hrs.
TOTAL
30 sem. hrs.
Master of Education in Middle and
Secondary Instruction
Character Education Certificate
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy
3 sem. hrs.
SEDU731 Instructional Technology (3)
VI. Character Education Introductory
Courses
3 sem. hrs.
EDUC703 Character Education in
American Public Schools
(3) Or
72/Middle and Secondary Instruction Program
ELED730
Character Education and the
Young Child
VII. Character Education Electives
6 sem. hrs.
Choose two from the following list of
courses
EDUC686 Classroom Management
and Control (3)
SPED628 Classroom and School-wide
Behavior Management
Strategies for Inclusive
Settings
SPED710 Seminar in Exceptionalities
(3) Or
ELED740 Conflict Resolution in
Educational Settings
VIII. Character Education Capstone
Courses
3 sem. hrs.
CHAR750 Program Development and
Practicum in Character
Education (3)
TOTAL
30 sem. hrs.
Master of Education in Middle and
Secondary Instruction with Technology
Instructional Specialist Certificate
I. Teaching Practices
6 sem. hrs.
SEDU702 Teaching in the
Contemporary Classroom (3)
SEDU786 Secondary and Middle
School Curriculum (3)
II. Research
3 sem. hrs.
EDUC788 Research in Education (3)
III. Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
IV. Special Populations
3 sem. hrs.
SPED780 Learning Disabilities (3)
V. Computer Literacy/Educational
Technology
21 sem. hrs.
ELED724 Instructional Design Or
SEDU731 Instructional Technology (3)
ELED626 Technology Integration (3)
ELED627 Technological
Implementation and
Assessment (3)
SEDU670 Multimedia and Web Page
Design (3)
SEDU680 Telecommunications (3)
ELED728 Instructional Technology
Project Management (3)
ELED729 Instructional Technology
Practium (3)
TOTAL
36 sem. hrs.
Alternative Certification Options
Graduate students who wish to pursue certification while enrolled in the master of education in middle and secondary instruction
degree must complete the following undergraduate courses:
SEDU565 Instructional Techniques for
English and Modern Foreign
Languages Or
SEDU571 Instructional Techniques for
Mathematics Or
SEDU572 Instructional Techniques for
Secondary Science Or
SEDU573 Instructional Techniques for
Social Studies
SEDU575 Junior Field Experience in
Secondary Education
SEDU381 Measurement and
Evaluation
SEDU495 Student Teaching
The following graduate courses may be used
to satisfy the remaining certification requirements:
SCHA710 Education and Society
(substituting for SEDU271)
SEDU607 Reading in the Secondary
Schools (substituting for
SEDU306)
SEDU700 Educational Assessment of
Students in the Middle and
Secondary Schools
(substituting for SEDU381)
SEDU731 Selection, Utilization, and
Production of Instructional
Materials (substituting for
SEDU383)
SEDU774 Contemporary Problems in
Public Education
(substituting for SEDU486)
EDUC784 Psychological Foundations
of Education (substituting
for APSY213)
All students who pursue certification must follow Act 354 requirements which is a set of
procedures and standards that govern teacher
education programs. A copy of this information may be secured from the office of the
Dean of Education or from the Secondary
Education Department, Miller Research
Learning Center.
Advising Guidelines
The master of education in middle and secondary instruction degree is unique in that it
provides a co-advising component consisting
of an advisor from the content area and one
from the Secondary Education Department.
The purpose of dual advisement is to provide
comprehensive service to students in planning
their program of studies. Because students
must secure approval from both advisors, an
initial planning meeting should be arranged
for the student and advisors to identify the type
of program to be pursued – its scope, depth,
and design. For the candidate who has a generalist background, it would be desirable to
focus on content courses that are sequential
and hierarchical in development while the
highly trained or academic specialist may
profit from a broader perspective. The initial
conference, then, would establish priorities
and long range goals toward which the candidate will work. The advisors will assist stu-
dents in selecting and sequencing course work
and determine an appropriate program of
study based on the individual’s competencies
and goals.
When the candidate has completed 12 semester hours, he or she must apply for candidacy.
When the candidate has completed 24 semester hours, an interim conference composed of
advisors and student would be arranged to
review progress and reassess remaining goals.
The 24 hour review is necessary to ensure that
both advisors and the student are focused on
the approved plan of study or that necessary
modifications can be effected.
At the completion of the 30 semester hours a
final conference will determine whether or not
the candidate will be recommended to go
before the three member program committee
for terminal evaluation. If at any point during
the formative assessments, the advisors and/or
student cannot reach consensus, the matter
will be referred to the Dean of Education who
will decide the issue or refer the problem to the
appropriate content area deans for their recommendations.
Education Courses
EDUC601
COOPERATIVE/
COLLABORATIVE
STRATEGIES FOR
LEARNING
3 sem. hrs.
This course provides information concerning
cooperative/collaborative strategies to develop
effective teaching techniques. It explores characteristics of cooperative/collaborative learning and application of these characteristics to
specific curriculum instruction.
EDUC602
LEARNING STYLES
3 sem. hrs.
This course is designed to assist educators in
identifying individual students’ learning styles
and individual teachers’ teaching styles and in
expanding their teaching styles to teach students through their own unique learning styles
characteristics. The course will provide teachers with a knowledge base that enables them to
organize and administer a program based on
learning styles, develop instructional
resources, design specific strategies, and
redesign typical classrooms to respond to
learning style differences.
EDUC686
CLASSROOM
MANAGEMENT AND
CONTROL
3 sem. hrs.
This course acquaints upper-level education
majors with behavioral and humanistic theories of classroom management, the elements
which create a positive learning atmosphere,
and the most recent research on classroom
organization and student motivation, with a
Middle and Secondary Instruction Program/73
practical emphasis on case studies and classroom simulations. The class addresses problem solving, the ethical dimension of classroom management, conflict resolution, and
management issues as they relate to urban,
suburban, and rural schools. Students with
credit in EDUC386 may not enroll in
EDUC586.
EDUC781
STATISTICAL METHODS
IN EDUCATION
3 sem. hrs.
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.
EDUC783
PHILOSOPHICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course draws on philosophical thought to
study past and present American educational
theory and practice. It critically analyzes
national, state, and local policies, trends, and
controversies to determine their corresponding
theoretical and philosophical underpinnings.
Study topics include multicultural education,
equity and excellence, constructivist vs. traditional teaching, and the arts in education.
EDUC784
PSYCHOLOGICAL
FOUNDATIONS OF
EDUCATION
3 sem. hrs.
This course provides for advanced study of the
psychological aspects of contemporary theories of human learning and development. It
examines constructivist approaches to instruction. Students apply knowledge of learning
theories to classroom decisions concerning
student diversity, student motivation, and
instructional strategies.
EDUC788
RESEARCH IN
EDUCATION
3 sem. hrs.
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.
SCHA710
SEMINAR: EDUCATION
AND SOCIETY 3 sem. hrs.
This course analyzes the social structures and
interrelations of elementary, secondary, and
higher education institutions. It identifies and
analyzes school-community interrelationships
and processes by which educational objectives
are developed, implemented, and evaluated by
society. (SCHA710 replaces SCHA710.40)
SEDU381
MEASUREMENT AND
EVALUATION IN THE
MIDDLE AND SECONDARY
SCHOOL CLASSROOM
2 sem. hrs.
This course introduces prospective teachers to
principles and procedures of measurement and
evaluation used in secondary schools. It
emphasizes well-written objectives, well constructed tests to measure the achievement of
those objectives, proper analysis of the results
of the tests, and the use of that information to
evaluate students. This course should be taken
prior to the junior level field experience. Prerequisite: SEDU370-373, Instructional Techniques or permission of the instructor.
SEDU495
STUDENT TEACHING
6-12 sem. hrs.
This culminating experience coordinated and
supervised by a University faculty, provides
opportunities to display competency in professional informed decision making in middle
and secondary schools under the direct, daily
supervision of a qualified cooperating teacher.
Under extenuating circumstances, enrollment
for six semester hours requires permission of
both the chairperson of the Department of Secondary Education and Dean of Education. Prerequisites: current PDE and University
requirements.
SEDU565
INSTRUCTIONAL
TECHNIQUES FOR
ENGLISH AND MODERN
FOREIGN LANGUAGES
3 sem. hrs.
This advanced undergraduate course prepares
prospective language teachers to make
informed decisions regarding theories and
models of language instruction, elements of
daily and unit planning, learning styles, use of
visuals, techniques for teaching ESL and special needs students; and addresses problem
solving in delivering instruction, in classroom
management, in assessment, and in motivational strategies. Students who have successfully completed EDUC380 may not take this
course for credit. Prerequisite: ENGL102 and
18 hours in major area.
SEDU571
INSTRUCTIONAL
TECHNIQUES FOR
MATHEMATICS 3 sem. hrs.
This advanced undergraduate course prepares
prospective mathematics teachers to make
informed decisions regarding theories and
models of mathematics instruction, elements
of daily and long range planning, teacher and
student characteristics, learning styles, use of
technology and prepared visuals, and inclusion
of students with special needs; and addresses
problem solving in the selection and delivery
of instruction, classroom management, assessment, and motivational strategies. Students
who have successfully completed EDUC380
may not take this course for credit. Prerequisite: ENGL102 and 18 hours in major area.
SEDU572
INSTRUCTIONAL
TECHNIQUES FOR
SECONDARY SCIENCE
3 sem. hrs.
This advanced undergraduate course prepares
prospective science teachers to make informed
decisions regarding theories, research, and
models of best practice for daily and long
range planning, learning styles, use of technology; techniques for teaching students of
diverse backgrounds and those with special
needs; and addresses problem solving in delivering science instruction, in classroom management, in assessment, and in motivational
strategies. Students who have successfully
completed EDUC380 may not take this course
for credit. Prerequisite: ENGL102 and 18
hours in major area.
SEDU573
INSTRUCTIONAL
TECHNIQUES FOR SOCIAL
STUDIES
3 sem. hrs.
This advanced undergraduate course prepares
prospective social studies teachers to make
informed decisions regarding theories and
models of social studies instruction, ramifications of the individual social sciences on the
integrated social studies curriculum, elements
of short term and long range instructional
planning, student characteristics and learning
styles, and the inclusion of students with special needs; and addresses reflection and problem solving in instructional strategy selection,
classroom management techniques, and methods of assessment. Students who have successfully completed EDUC380 may not take
this course for credit. Prerequisite: ENGL102
and 18 hours in major area.
SEDU575
SECONDARY EDUCATION
FIELD EXPERIENCE
3 sem. hrs.
This course provides secondary education
majors with a pre-student teaching field experience which complements the on-campus
methods course. The field experience enables
teacher candidates to correlate both the theoretical and the practical aspects of classroom
management and instruction. Corequisite:
concurrent with the methods course.
SEDU607
READING IN THE
SECONDARY SCHOOLS
3 sem. hrs.
This course provides information about the
historical and philosophical influences on
reading in middle and secondary schools in
America. It offers information regarding the
developmental needs of these students as a
prerequisite to making decisions regarding
reading instruction. Students will learn how to
integrate reading and study skill strategies into
their teaching while meeting the needs of
diverse learners.
74/Middle and Secondary Instruction Program
SEDU625
MIDDLE LEVEL
INSTRUCTIONAL
LEADERSHIP 1-3 sem. hrs.
The course develops instructional leadership
skills by studying instructional leadership,
staff management, cooperative planning, and
the application of educational research to curriculum development. The course will also
include strategic teaching as a means to mastery level teaching and as a basis for team
leadership.
SEDU670
APPLICATIONS OF
MULTIMEDIA IN
EDUCATION
3 sem. hrs.
This course explores the history of multimedia
and the application and production of multimedia in its present day format. Emphasis will
be placed on enabling the student to interact
with many types of media via the computer,
such as text, graphics, photos, sounds, animation and video. Techniques for the active integration of present day multimedia platforms
such as CR-ROM, presentation software, the
internet, and commercial packages with
instructional curriculum will be demonstrated.
SEDU680
TELECOMMUNICATIONS
3 sem. hrs.
This course helps students develop frameworks for applying and integrating informational networks into the teaching and research
process via the computer. Various browsing
tools, search methodologies and maintenance
techniques help develop instructional strategies in the student’s content area. The course
emphasizes active student integration of the
information highway in current educational
settings.
SEDU700
EDUCATIONAL
ASSESSMENT OF
STUDENTS IN THE
MIDDLE AND
SECONDARY SCHOOLS
3 sem. hrs.
This course acquaints teachers with techniques
in choosing and developing appropriate
assessment methods. It emphasizes skills in
administering, scoring, and interpreting results
of assessment methods.
SEDU702
TEACHING IN THE
CONTEMPORARY
CLASSROOM
3 sem. hrs.
The dominant theme in this course in current
educational practice and research is the importance of analysis and reflection in the teaching
process. Through the study of three related
issues each practitioner-graduate student will
determine a path for professional development. Theories of adult development guide
and structure learning experiences in reflective
practice, school reform, and effective schools
research.
SEDU731
A TECHNOLOGICAL
APPROACH TO THE
SELECTION,
UTILIZATION,
EVALUATION, AND
PRODUCTION OF
INSTRUCTIONAL MEDIA
3 sem. hrs.
This course assists students in the discovery of
systematic approaches to mediate teaching and
learning problems through the selection, utilization, evaluation, and production of instructional media. Focus will be on a practical
hands-on approach which will involve students directly in solving instructional problems through the use of commercial programs
and the development of student produced
media.
SEDU735
SEMINAR IN
INSTRUCTIONAL
TECHNOLOGY 3 sem. hrs.
The student will be presented with a forum in
which he will present, discuss, and resolve for
himself selected issues and problems facing
the area of instructional technology today.
This course should allow the student an opportunity to bring together the theory of his/her
course work with the experience of his/her
practicum to develop strategies for implementing technology in the schools.
SEDU774
CONTEMPORARY
PROBLEMS IN PUBLIC
EDUCATION
3 sem. hrs.
In this course graduate students critically
examine complex problems confronting education. The problems generally included are:
the impact of state and federal laws and regulations; the social context for working with
students at risk for health problems, child
abuse, and poverty related concerns; and the
realities of managing a classroom during an
era of educational and political reform.
SEDU786
SECONDARY AND MIDDLE
SCHOOL CURRICULUM
IMPROVEMENT AND
DEVELOPMENT 3 sem. hrs.
This course provides educators an opportunity
to investigate current issues and procedures in
the development and improvement of curriculum for the middle school and secondary
school. The initial focus is upon conventional
methods and techniques for curriculum analysis and design, followed by the study of contemporary curriculum developments and
trends with the emphasis on the task of implementing curriculum change.
SEDU796
SEMINAR IN
PROFESSIONAL
EDUCATION
3 sem. hrs.
This seminar is designed to provide educational experiences in selected areas current to the
needs of inservice teachers. The subject matter
will reflect the interests of teachers who wish
to enhance their competencies in professional
education as related to their respective academic disciplines. Prerequisite: consent of the
instructor.
SEDU799 THESIS
3 sem. hrs.
The thesis in education completes the masters
level study in the art of teaching. Under the
supervision of both members of their advisement team, students prepare a major scholarly
paper within the framework of current
research methods. Prerequisite: EDUC788.
SPED710
SEMINAR IN SPECIAL
EDUCATION AND
EXCEPTIONALITIES
3 sem. hrs.
This course acquaints graduate students with
the historical development of special education and current and anticipated issues in special education. It reviews the attitudes toward
and treatment of exceptionalities and the
impact of exceptionalities on self, family, and
community. It stresses etiology and identification of the various exceptionalities, as well as
knowledge of the educational process for each.
SPED770
PSYCHOLOGY OF THE
CULTURALLY DIFFERENT
3 sem. hrs.
This course is designed to broaden the preparation of professionals who may serve culturally different populations. Definition, identification and development of culturally different
groups will be reviewed. The course will consider the educational, sociological, political,
and economic factors as they affect the psychology of the culturally different. Instruction
will include classroom lectures, activities, discussions, field experiences and guest resource
personnel.
SPED780
LEARNING DISABILITIES
3 sem. hrs.
This course provides theoretical and practical
knowledge in teaching youngsters who manifest a significant discrepancy between their
estimated intellectual potential and demonstrated achievement due to disorders in the
learning processes. It explores behavioral
analysis and diagnostic-remedial procedures
through an inter-disciplinary view of psychology and special education.
Nursing Program/75
z
NURSING
PROGRAM
MASTER OF SCIENCE
IN NURSING
(Consortium with Clarion
University and Slippery Rock
University)
Family Nurse Practitioner Program
Program of Study
Clarion University, Edinboro University, and
Slippery Rock University jointly offer the
Master of Science in Nursing with a family
nurse practitioner concentration and a nurse
educator concentration. The family nurse practitioner concentration is a 45-credit degree
program. The nurse educator concentration is
a 36-credit program. Both concentrations lead
to a Master of Science in Nursing. The graduate program in nursing is accredited by the
National League for Nursing Accrediting
Commission.
Individuals already holding a master’s degree
in nursing may earn a second master’s while
completing the family nurse practitioner program. Additionally, a certificate track is available for post-master’s registered nurse practitioners who wish to become certified as family nurse practitioners and for masters' prepared
clinicians who wish to prepare themselves for
careers in nursing education. All post-masters
individuals are eligible for advanced placement in the program. The number of advanced
placement credits for these students will be
evaluated on an individual basis according to
credentials, education, and professional experience.
Courses are offered at Clarion, Edinboro, and
Slippery Rock universities and their off-campus sites. Students may select one university
site for advisement. This program has received
accreditation through NLNAC for both tracks
and approval from the Pennsylvania State
Board of Nursing (for the FNP concentration).
Admission Requirements
Minimum requirements for admission to this
degree program are:
z
Complete program application materials
z
Evidence of an earned B.S.N. from an
NLNAC accredited program
z
An undergraduate quality point average
of 2.75 on a 4.0 scale
z
Completion of admission interview and
required essay
z
One year of recent full-time or two years
of recent part-time clinical practice
z
Demonstration of computer literacy
Ability to use statistical measures to analyze data
Admission to this program is competitive. A
complete application does not guarantee
admission. Individuals not meeting the quality
point average and/or competency requirements MAY be eligible for provisional admission into the program.
Successful completion of the program makes
FNP students eligible to apply to the State
Board of Nursing for legal certification.
Nursing License Requirement: All students are
required to possess a nursing license in the
state in which they have precepted clinical
experiences.
For an application packet contact:
Division of Graduate Studies
108 Carrier Administration Building
Clarion University of Pa.
840 Wood Street
Clarion, PA 16214-1232
814-393-2337, Fax: 814-393-2722
www.clarion.edu/graduatestudies/
index.shtml
e-mail: jmcclaine@clarion.edu
or mritzler@clarion.edu
Direct information requests to:
MSN Graduate Program Coordinator
Department of Nursing
Slippery Rock University of Pa.
Slippery Rock, PA 16057
724-738-2323, Fax: 724-738-2509
e-mail: joyce.penrose@sru.edu
MASTER OF SCIENCE
IN NURSING DEGREE
NURS630 Clinical Decision Making II
NURS631 Clinical Decision Making II Role
Seminar
NURS632 Clinical Decision Making II
Practicum
NURS640 Clinical Decision Making III
NURS641 Clinical Decision Making III Role
Seminar
NURS642 Clinical Decision Making III
Practicum
NURS645 Nursing and Public Policy
NURS750 Internship
NURS800 Scholarly Project/Thesis
MASTER OF SCIENCE
IN NURSING DEGREE
Nurse Educator
Concentration
NURS601 Advanced Concepts in
Pathophysiology
NURS602 Pharmacologic Applications
NURS605 Evolution of Nursing Theory
NURS610 Advanced Concepts in Nursing
Research
NURS614 Health Promotion: Family and
Community Perspectives
NURS615 Advanced Health Assessment
NURS616 Advanced Health Practicum
NURS645 Nursing and Public Policy
NURS675 Nursing Curriculum
Development
NURS676 Educational Strategies in Nursing
NURS677 Evaluation and Assessment in
Nursing
NURS750 Internship
NURS800 Scholarly Project/Thesis
Graduation Requirements
Family Nurse Practitioner
Concentration
1.
2.
Curriculum
A minimum of 45 semester hours of graduate
credit must be earned for this degree. The program of study is as follows:
NURS601 Advanced Concepts in
Pathophysiology
NURS602 Pharmacologic Applications
NURS605 Evolution of Nursing Theory
NURS610 Advanced Concepts in Nursing
Research
NURS614 Health Promotion: Family and
Community Perspectives
NURS615 Advanced Health Assessment
NURS616 Advanced Health Practium
NURS620 Clinical Decision Making I
NURS621 Clinical Decision Making I
Practicum
3.
Successful completion of required course
work including all clinical experiences.
A cumulative quality point average of
3.00 or better. Students may earn a grade
of "C" in only one non-clinical course
without jeopardizing their status in the
program. If an additional grade of "C" is
earned, the student will be automatically
placed on probation. Students placed on
probation must repeat a "C" course and
earn a grade of "B" or better the next
semester that the course is offered or be
removed from the program. Only two "C"
grades can be repeated. Additional grades
of "C" will be cause for automatic
removal from the program.
Students must maintain a "B" average in
all clinical courses. If a grade of "C" or
below is earned the student will automatically be placed on probation. Students
placed on probation must repeat that clinical course and earn a grade of "B" or bet-
76/Nursing Program
4.
5.
ter the next semester that course is
offered or be removed from the program.
Students can repeat one clinical course.
An additional "C" in any clinical course
will be cause for removal from the program.
Successful completion of the comprehensive examination for nurse practitioner
students and a portfolio for the nurse educator students.
Completion of a thesis or scholarly project. The procedure established for the
MSN program will be followed.
Degree Requirements
Candidates for this degree must have satisfactorily completed the degree requirements for
the master of science degree described in the
catalogue. The student must satisfactorily
complete a comprehensive examination and a
thesis/scholarly project.
Nursing Courses
NURS601
ADVANCED CONCEPTS IN
PATHOPHYSIOLOGY
3 sem. hrs.
The certified nurse practitioner must combine
an understanding of the complexity of biochemical and anatomical alterations that culminate in disease, and the corrective mechanisms of a wide range of drugs and other therapies that will result in a best fit of diagnosis
and treatment. Since patients afflicted with
major diseases present with diverse signs and
symptoms, the goal of the course will be to
present diseases from a multi-system approach
and then explore the logic of the current therapies known to cure or arrest the disease. Fall
annually.
NURS602
PHARMACOLOGIC
APPLICATIONS 3 sem. hrs.
This course will cover 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. Prerequisite: NURS601. Spring annually.
NURS605
EVOLUTION OF NURSING
THEORY
3 sem. hrs.
This course 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. Fall annually.
NURS610
ADVANCED CONCEPTS IN
NURSING RESEARCH
3 sem. hrs.
This course 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/thesis.
Prerequisite: NURS605 or by permission of
instructor. Spring annually and as needed.
NURS614
HEALTH PROMOTION:
FAMILY AND COMMUNITY
PERSPECTIVES 3 sem. hrs.
This course 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 prerequisite to all other clinical
nursing courses in the nurse practitioner concentration, but may be taken concurrently with
NURS620. Fall annually.
NURS615
ADVANCED HEALTH
ASSESSMENT
2 sem. hrs.
This course builds upon the basic assessment
skills of the nurse. It is designed to augment,
refine, and enhance the practitioner's ability to
assess the health status of individuals, to recognize deviant and abnormal findings, to evaluate responses to illness and to identify health
risks. The course enables the practitioner to
collect a comprehensive health history and
perform a complete physical assessment in a
systematic and organized manner. Course content emphasizes a holistic approach towards
assessment; incorporating the client's response
to wellness and illness, sociocultural influences, and health seeking behaviors. Specialized assessment tests and procedures and laboratory test data are used by the practitioner to
uncover client health cues in addition to those
identified by questioning and examining. The
practitioner's skill in assessing a client's
resources, strengths, limitations, and coping
behaviors are intensified. Two lecture hours
weekly. Prerequisite or co-requisite:
NURS601. Fall annually and as needed.
NURS620
CLINICAL DECISION
MAKING I
2 sem. hrs.
This course emphasizes clinical data-gathering
skills, diagnostic reasoning, and clinical problem-solving for application in NURS630 and
NURS640 directed toward the management of
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. Two lecture hours weekly. This
course is required as a prerequisite to all other
clinical nursing courses. Prerequisite:
NURS615 and NURS616. Spring annually
and as needed.
NURS630
CLINICAL DECISION
MAKING II
3 sem. hrs.
This course focuses upon birth through adolescence in regard to health promotion, wellness
maintenance, disease prevention, early detection of problems, prompt treatment of acute
illness, and support for management and selfcare during chronic conditions. All dimensions
of development and the total health of the
child and family are considered. Course theory seeks to expand the practitioner's base of
knowledge and understanding while clinical
practicum provides an opportunity for the
application of learning and the enhancement
of decision-making skills. Opportunity is provided for the development of skill in selected
therapeutic interventions related to health care
of the client from birth through adolescence.
The course provides for expansion of knowledge for application in working with clients,
families, and colleagues in clinical practice.
Collaboration with other health care providers
is fostered. Three lecture hours weekly. This
course must be taken concurrently with
NURS631 and NURS632. Prerequisite: Minimum grade of "B" in NURS614, NURS615,
and NURS620. Fall annually.
NURS631
CLINICAL DECISION
MAKING II: ROLE
SEMINAR
1 sem. hr.
This seminar, a controlled environment for
deliberation on clinical situations encountered,
explores the role of the practitioner in
advanced nursing practice. It provides opportunities for discussion of alternative approaches to diagnosis, advanced nursing, medical or
collaborative management. The seminar will
include the discussion of clinical based
research questions, client presentation, and
effective treatment interventions. Two laboratory hours weekly. This course must be taken
Psychology Program/77
concurrently with NURS630. Prerequisite:
Minimum grade of "B" in NURS614,
NURS615, and NURS620. Fall annually.
NURS640
CLINICAL DECISION
MAKING III
3 sem. hrs.
This course focuses upon adults (young, middle aged, and older) in regard to 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.
All dimensions of development and the total
health of the adult and family are considered.
Course theory seeks to expand the practitioner's base of knowledge and understanding
while clinical practicum provides an opportunity for the application of learning and the
enhancement of decision-making skills.
Opportunity is provided for the development
of skill in selected therapeutic interventions
related to health care of the adult. The course
provides for expansion of knowledge for
application in working with clients, families,
and colleagues in clinical practice. Collaboration with other health care providers is fostered with emphasis upon the coordination and
continuity of client care. Three lecture hours
weekly. This course must be taken concurrently with NURS641 and NURS642. Prerequisites: Minimum grade of "B" in NURS614,
NURS615, and NURS620. Spring annually.
NURS641
CLINICAL DECISION
MAKING III: ROLE
SEMINAR
1 sem. hr.
This seminar, a controlled environment for
deliberation on clinical situations encountered,
explores the role of the practitioner in
advanced nursing practice. It provides opportunities for discussion of alternative approaches to diagnosis, advanced nursing, medical or
collaborative management. The seminar will
include the discussion of clinical-based
research questions, client presentations, and
effective treatment interventions. Two laboratory hours weekly. This course must be taken
concurrently with NURS640. Prerequisites:
Minimum grade of "B" in NURS614,
NURS615, and NURS620. Spring annually.
NURS645
NURSING AND PUBLIC
POLICY
3 sem. hrs.
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. Spring annually.
NURS675
NURSING CURRICULUM
DEVELOPMENT
This course examines curriculum development
in post-secondary nursing programs. It focuses on philosophical issues, learning theories,
learner needs assessment, and curriculum
design for target populations in various nursing education programs. It enables advanced
practice nursing students to develop and evaluate curriculum for selected nursing education
programs.
NURS676
EDUCATIONAL
STRATEGIES IN NURSING
This course provides a comprehensive
overview of educational strategies for students
who desire to function as advanced practice
nurses in the educational arena. It provides the
necessary theory to implement the instructional process with various populations. It 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.
NURS677
EVALUATION AND
ASSESSMENT IN
NURSING
This course provides a comprehensive
overview of evaluation and assessment in
learning for students who desire to function as
advanced practice nurses in the educational
arena. It emphasizes current issues in assessment, establishment and measurement of
learning outcomes, and development and utilization of assessment tools. Students design
and use evaluation tools for clinical and classroom application in nursing and health education.
NURS750 INTERNSHIP 3-6 sem. hrs.
Provides the opportunity to gain competency
in the multifaceted role of nurse practitioner or
nurse educator through a supervised clinical
experience. Students enact their chosen role in
selected settings with target populations while
functioning under the guidance of certified
nurse practitioners, licensed physicians, or
nurse educators who have been approved by
the department as preceptors. Nine to 18 hours
of clinical experience weekly, depending on
program concentration. Prerequisites include
all program course work, excluding scholarly
paper/thesis. Summer annually and as needed.
RESEARCH PROJECT/
THESIS
3 sem. hrs.
Students will engage in individual or group
research related to an aspect of care relevant to
the nurse practitioner. The scholarly activity is
supervised by a research advisor and committee. Prerequisites: NURS605 and NURS610.
PSYCHOLOGY
PROGRAM
The Psychology Department provides programs leading to a master of arts degree in
clinical psychology. The clinical psychology
program prepares students for careers as
providers of psychological services in mental
health and other community settings.
MASTER OF ARTS
DEGREE
Clinical Psychology
The purpose of the master of arts degree program in clinical psychology is to provide
knowledge and training for qualified college
graduates in the findings and principles of the
science of psychology; and the knowledge
which will enable them to function on a professional level in a variety of settings where in
psychological principles and skills are used to
aid in the solution of specific human problems
and in the general promotion of human welfare. The graduate training of this program is
in the area of "clinical psychology" and is
designed to prepare the graduates of the program to perform psychological services at a
professional level in a wide variety of human
service organizations and agencies.
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.
2.
NURS800
3.
Must have a bachelor of arts degree in
psychology or completed a minimum of
15 semester hours of undergraduate credit in psychology including one course in
statistics, one course in learning or experimental, and one course in either personality or abnormal psychology.
Must have three individuals write letters
of recommendation. At least one of these
letters must come from a professor of
psychology.
Must complete the department admissions information and essay which
includes the following:
(a) a listing of all psychology courses
completed, the semester in which
they were completed, the final grade
received, and an indication if any
were taken for graduate credit;
78/Psychology Program
(b) a list of relevant clinical experience;
(c) a list of relevant research experience;
(d) a personal essay indicating the student’s professional goals and the
personal qualities which would
facilitate achieving those goals.
Curriculum
A minimum of 48 semester hours of graduate
credit is required for completion of this
degree. These credits need to be earned as follows:
dent or the staff of the Center for Career
Services, provide the Center for Career
Services with a copy of the evaluation
reports for specific students enrolled in
the course PSYC744.
**A double asterisk for a graduate course title indicates the course was designed for majors only.
Psychology Courses
PSYC664
PSYC664
PSYC666
PSYC668
PSYC761
PSYC762
Clinical Neuropsychology (3)
Childhood Psychopathology (3)
Personality Development (3)
Adult Psychopathology (3)
Clinical Assessment I: Cognitive
(3)
PSYC763 Clinical Assessment II:
Personality (3)
PSYC764 Psychopharmacology (3)
PSYC766 Learning Bases of Behavior
Change (3)
PSYC767 Essentials of Psychotherapy (3)
PSYC768 Clinical Research Methods (3)
PSYC770 Ethics and Professional Issues (3)
PSYC773 Clinical Assessment III – The
Rorschach Test and Other
Projectives (3)
PSYC744 Internship* (12)
*In this course the student will receive a grade
of either "S" (Satisfactory) or "U" (Unsatisfactory).
Degree Requirements
Individuals must comply with the degree
requirements established by Edinboro University for the Master of Arts degree. A degree
will not be awarded solely on the basis of credit earned. Candidates for the degree must
demonstrate they possess the ability to assume
the degree of responsibility required of a master’s level clinician and the personal characteristics essential to effective working relationships with others. Students in this program
must also:
1.
2.
3.
4.
satisfactorily complete a non-credit master's project.
satisfactorily complete a comprehensive
examination.
have earned a cumulative average of "B"
or better at the time they are scheduled to
enroll for the course PSYC744 Internship. No more than 6 semester hours of
"C" grades may be earned prior to enrollment in PSYC744.
earn a grade of "S" (Satisfactory) in the
course PSYC744 Internship.
NOTE: The Psychology Department will
maintain a file of all evaluation reports
for students enrolled in the course
PSYC744 Internship. This department
will, at the request of an individual stu-
CLINICAL
NEUROPSYCHOLOGY
3 sem. hrs.
This course will introduce students to the
anatomy and functions of the mammalian
peripheral and central nervous systems under
healthy and pathological conditions. Students
will investigate topics including historical
concepts, cellular physiology, synaptic neurotransmission, transmitter agents, psychopharmacology, neuroanatomy, and contemporary
brain imaging systems. Students will also survey brain-behavior relationships as they relate
to sensation, perception, emotion, cognition,
and selected mental disorders.
PSYC668
PERSONALITY
DEVELOPMENT 3 sem. hrs.
This course reviews major theories of personality development, and relates these theories to
clinical activities such as case conceptualization, assessment and intervention. The basis
premises of each theory are discussed, and theories are compared and contrasted.
PSYC716
CHILDHOOD
PSYCHOPATHOLOGY
3 sem. hrs.
Students will develop an indepth understanding of childhood psychopathology from birth
through adolescence. A developmental conceptualization will be utilized. Theories/
approaches used to understand disorders, classification systems, and research strategies will
be addressed. Emphasis will be placed on etiology, prevalence, assessment, diagnosis, and
treatment of each disorder discussed.
PSYC740
PRACTICUM IN CLINICAL
PSYCHOLOGY 3 sem. hrs.
This course will provide students with an
opportunity to practice skills obtained in psychotherapy, assessment, and theory classes, in
an applied setting of interest. In addition, students will have an opportunity to consider ethical principles as they relate to actual clinical
practice, and to develop greater sensitivity to
client from diverse backgrounds. Prerequisite:
acceptance into MA clinical psychology program.
PSYC744
INTERNSHIP (**)
12 sem. hrs.
This course provides a fifteen week full-time
internship. Prerequisite: Satisfactory completion of the comprehensive examination for the
Clinical Psychology degree program. NOTE:
The grading system used for this course is "S"
(satisfactory) or "U" (unsatisfactory).
PSYC761
ADULT
PSYCHOPATHOLOGY
3 sem. hrs.
This course is intended for students preparing
for careers in the professional practice of clinical psychology. This course adopts a scientistpractitioner approach to the definition, etiology, epidemiology, diagnosis, assessment, and
treatment of adult disorders included in the
Diagnostic and Statistical Manual of Mental
Disorders-Fourth Edition-Text Revision
(DSM-IV-TR).
PSYC762
CLINICAL ASSESSMENT I:
COGNITIVE
3 sem. hrs.
This course addresses fundamental theoretical
and applied issues associated with cognitive
assessment. It includes an overview of basic
psychometric principles, the historical context
of intelligence testing, major theories of intelligence, the APA ethical principles, test bias,
and multicultural assessment. Primary emphasis will be placed on the administration, scoring, and verbal and written interpretation of
major cognitive assessment instruments. Prerequisite: Acceptance into the M.A. Clinical
Psychology Program or permission of instructor.
PSYC763
CLINICAL ASSESSMENT
II: OBJECTIVE
PERSONALITY
ASSESSMENT
3 sem. hrs.
This course addresses the administration, scoring, interpretation, and psychometric properties of several contemporary structured personality tests. Fundamental methods of test
development will be discussed, including logical/rational, theoretical, empirical criterion
keying, and factor analytic test construction.
In addition to this applied emphasis on specific instruments, critical topics related to the theory and practice of personality assessment will
also be addressed. Prerequisite: PSYC762 or
permission of instructor.
PSYC764
PSYCHOPHARMACOLOGY
3 sem. hrs.
This course is intended to provide the student
with sufficient knowledge of psychotherapeutic drugs to allow for effective communication
with medical practitioners and for successful
integration of psychotherapy with pharmacotherapy in the treatment of psychopathology. Prerequisite: PSYC761.
PSYC766
LEARNING BASES OF
BEHAVIOR CHANGE
3 sem. hrs.
This course is designed to provide students
with a thorough understanding of learning
Social Sciences Program/79
based strategies for behavior change within a
clinical context. Students will review basic
learning theories and contemporary psychological interventions based upon behavioral
and cognitive-behavioral theories. The theory
and techniques of applied behavioral analysis
are reviewed, along with a sample of empirically validated cognitive-behavioral interventions for specific psychological disorders.
PSYC767
ESSENTIALS OF
PSYCHOTHERAPY
3 sem. hrs.
This course is designed to provide an understanding of the theory and practice of psychotherapy. There are two main foci: (1) pragmatic skills for doing short-term psychotherapy, and (2) theoretical and practical information on classic and contemporary schools of
psychotherapy, which may include psychodynamic, humanistic, cognitive, and solutionoriented therapies. Relevant issues, such as
biological models of therapy, empirically validated treatments, and delivery of services,
may also be covered.
PSYC768
CLINICAL RESEARCH
METHODS
3 sem. hrs.
This course is composed of two general topics,
statistical techniques in clinical psychology
and research design problems in clinical settings. The intent is to teach the student the
basic principles of psychological research
design for use in applied settings and the use
of the appropriate analytical procedures for the
interpretation of clinical data. Prerequisite:
Undergraduate course in statistics or permission of instructor.
ETHICS AND
PROFESSIONAL ISSUES
3 sem. hrs.
Students will develop an indepth understanding of ethical, legal, and related professional
issues in psychology, including suicide, dangerousness, mandated reporting, involuntary
commitment, managed care, and mujlti-culturalism. Other economic, political and societal
factors which affect the mental health system
will be discussed.
PSYC787
SPECIAL TOPICS IN
PSYCHOLOGY 3 sem. hrs.
This course provides for an in-depth study of a
specialized topic in Psychology.
gram and a non-thesis program. Both programs require the earning of a minimum of 36
semester hours of graduate credit as a partial
requirement of the degree. These credits must
be earned as follows:
Behavioral Science Courses
I. A Multi-disciplinary Social Science
Research Course
3 sem. hrs.
Recommended Course Options:
HIST660, SOC500, POLI770, HIST700,
HIST793, ANTH79
II. Courses in a Primary Social Science
Field*
12-15 sem. hrs.
III. Courses in a Secondary Social Science
Field*
6 sem. hrs.
IV. Social Sciences Elective Courses
Not in the Primary or Secondary Field
6 sem. hrs.
V. SSCI799 Thesis**
3-12 sem. hrs.
VI. Related Elective Courses
6 sem. hrs.
* Not all areas of the social sciences are
currently available for use as primary or
secondary social sciences fields. Interested students should contact the chairperson of the History Department to determine areas available.
** 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 Office of Graduate Studies.
BEHV708
FOUNDATIONS OF
BEHAVIORAL RESEARCH
3 sem. hrs.
This course is designed to acquaint the student
with the role of behavioral research in applied
settings. The student will be taught to critically read research literature, to design, analyze,
and interpret his or her own research; to write
a research report; and to incorporate research
findings into a broader theoretical framework.
Prerequisite: an undergraduate course in statistics or the consent of the instructor.
SOCIAL SCIENCES
PROGRAM
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.
Students not completing the thesis must
complete a non-credit research project.
**A double asterisk for a graduate course title indicates the course was designed for majors only.
PSYC770
PSYC773
CLINICAL ASSESSMENT
III – THE RORSCHACH
TEST AND OTHER
PROJECTIVES 3 sem. hrs.
This is the third in a series of courses designed
to train clinical psychology graduate students
in the art and science of psychodiagnostic
evaluation. This course focuses on the use of
projective techniques with an emphasis on the
Comprehensive System for the Rorschach
Inkblot Test. Students are introduced to procedures for administering, scoring and interpreting the Rorschach. The projective hypothesis
and other projective tests such as the Thematic Apperception Test are also reviewed. Prerequisite: PSYC763.
MASTER OF ARTS
DEGREE
History Courses
HIST500
Social Sciences
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
field.
Admission Requirements
Individuals seeking admission as degree students in this curriculum must comply with the
general admission requirements for the School
of Graduate Studies listed in this catalogue.
Curriculum
This curriculum contains both a thesis pro-
ARCHIVAL THEORY
3 sem. hrs.
This course introduces students to the principles of archival theory. It examines the basic
tenets of how to appraise material, how to preserve the material, how to arrange and
describe the material and finally, how to provide access to it. Students will also be introduced to the archival profession as a career
option. Prerequisite: HIST200 or HIST400 or
permission of instructor.
HIST515
HISTORY OF FEMINISM
IN ACTION
3 sem. hrs.
This course examines the emergence and history of feminist centuries thought and action,
focusing primarily on the 19th and 20th. It
analyzes the impact of feminism on political,
social, and economic matters. It also emphasizes the intersection of race, class, and gender
as they relate to the feminist movement.
80/Social Sciences Program
HIST520
HISTORY OF WOMEN AND
WAR: 20TH CENTURY U.S.
3 sem. hrs.
This course is an historical examination of the
contributions, experiences, and impact of
women in the U.S. during times of war, using
examples from the American Revolution, the
U.S. Civil War, Korea, Vietnam and the Persian Gulf wars. Special emphasis will be
placed upon women’s roles during World War
II. Prerequisites: Students must have taken one
of the following courses: HIST315, HIST415,
HIST515, HIST330, HIST375, HIST376,
ENGL311, ENGL365, or permission of
instructor.
HIST537
HISTORY OF EUROPE:
19TH CENTURY 3 sem. hrs.
In this course, the political, social, and economic changes which occurred in Europe
between 1815 and 1914 are studied. Attention
will be focused on the Concert System, the
forces of liberalism, nationalism, democracy,
the industrial revolution, the unification of
Germany and Italy, diplomatic developments,
the Second Industrial Revolution, and origins
of World War I.
HIST538
HISTORY OF EUROPE:
20TH CENTURY 3 sem. hrs.
A detailed study of the political, social, economic, and cultural changes in Europe which
have occurred since World War I is made.
Emphases are placed on such powerful forces
as militarism, nationalism, imperialism, fascism, and communism. The effects of the Versailles Settlement, the Depression, the Second
World War, and the Cold War upon the internal
and external policies of European nations are
analyzed.
HIST602
HISTORY OF EAST ASIA
3 sem. hrs.
This course examines economic, political,
social and cultural development of the major
countries in East Asia and the Pacific Islands
emphasizing those forces and movements of
the past which are most significant in the
understanding of the present. Graduate students will demonstrate a deeper understanding
of the complexities of the history of East Asia
as determined by the instructor.
HIST604
SEMINAR IN
MULTICULTURAL
AMERICA
3 sem. hrs.
This course examines the history and culture
of the many ethnic groups in the United States
and how they create and maintain their identities within a changing society. It also traces the
historical development of intragroup differences based on social class, gender, education,
and age. It explores topics such as race, migration, religion, politics, the role of the family,
physical and mental health, and the impact of
ethnicity on mainstream American society.
HIST606
THE UNITED STATES AND
ASIA
3 sem. hrs.
This course introduces the major principles of
the U.S. foreign policy toward Asia with special emphasis on East Asia during the 19th and
20th centuries. Students will learn the history
of the United States diplomatic/commercial
reltions with East Asia as well as history of the
six Asian wars in which the United States was
involved. Graduate students will demonstrate
a deeper understanding of the complexities of
the history of the U.S. relationship with Asia
as determined by the instructor.
HIST613
HIST541
THE HOLOCAUST IN
HISTORY
3 sem. hrs.
This course examines the Third Reich’s systematic murder of millions of Jews and other
targeted populations during the Second World
War. The nature of genocide, the evolution of
anti-Semitism, the ideology and methodology
of Nazi mass murder, and the metahistorical
consequences of this tragic event will be considered in detail.
HIST565
SLAVERY, CIVIL WAR,
AND RECONSTRUCTION
3 sem. hrs.
This course will examine the causes, pressure,
and events leading to the disruption of the
Union. It will include political, economic, and
social developments during the war period, in
addition to a study of the military and naval
operations. The struggle for the reestablishment of the Union will be explored in light of
recent revision and contemporary events.
THE MIDDLE EAST: 20TH
CENTURY
3 sem. hrs.
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.
HIST614
HISTORY OF WOMEN IN
EUROPE
3 sem. hrs.
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.
HIST615
HISTORY OF WOMEN IN
THE U.S.
3 sem. hrs.
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.
HIST616
HISTORY OF WOMEN IN
GLOBAL SOCIETIES
3 sem. hrs.
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.
HIST623
READINGS IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
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.
HIST624
SEMINAR IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
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.
HIST627
HISTORY OF MEXICO AND
CENTRAL AMERICA
3 sem. hrs.
This course studies the major economic, political and social developments in Mexico and
the Central Americas during the National Period. Special emphases will be placed on the
contemporary problems and the relationship to
each other and to the United States. Graduate
students will demonstrate a depper understanding of the complexities of Mexican and
Central American history as determined by the
instructor.
HIST632
MEDIEVAL EUROPE
3 sem. hrs.
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
Social Sciences Program/81
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.
HIST634
HISTORY OF
CHRISTIANITY 3 sem. hrs.
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.
HIST641
HISTORY OF NAZI
GERMANY
3 sem. hrs.
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.
HIST652
HISTORY OF EASTERN
EUROPE: 19TH AND 20TH
CENTURIES
3 sem. hrs.
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.
HIST655
HISTORY OF RUSSIA
SINCE 1825
3 sem. hrs.
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.
HIST660
UNITED STATES
HISTORIOGRAPHY
3 sem. hrs.
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.
HIST664
THE JACKSONIAN ERA:
UNITED STATES 1828-1848
3 sem. hrs.
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.
HIST666
THE GILDED AGE:
UNITED STATES 1870-1900
3 sem. hrs.
In this course, a detailed study is made of the
revolutionary change brought about in our
society as a result of major innovations in economic, political, and social institutions during
the last decade of the 19th century. Emphases
will be given to the theories and philosophies
which caused the changes and to the resulting
protest movements and governmental regulatory action.
HIST667
THE PROGRESSIVE ERA
3 sem. hrs.
An in-depth study of the beginning period of
20th century America, 1900-1920. By means
of lectures, seminars, intensive readings of
secondary works (earlier ones, as well as more
recent interpretations) and journal articles,
writing research papers, and book reviews, the
student will explore the economic, political,
and cultural history of the Progressive Era
which should provide him or her with an
understanding of the historical origins and
early development of Modern America.
HISTORY OF AMERICAN
LABOR
3 sem. hrs.
This course studies the rise of American labor,
presenting it as an integral part of American
political, economic, industrial, and social history. It focuses attention on the pre-Civil War
developments, upon which most labor institutions and traditions are based, and examines
labor's impact upon American institutions.
Graduate students will demonstrate a deeper
understanding of the complexities of labor history.
HIST672
U.S. SOCIAL AND
INTELLECTUAL
HISTORY II
3 sem. hrs.
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.
HIST674
ECONOMIC HISTORY OF
THE UNITED STATES II
3 sem. hrs.
This course begins with 1865 and continues to
the present. It concentrates on the rise of the
industrial standard and its impact on American
Society.
HIST675
U.S. MILITARY
HISTORY
3 sem. hrs.
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.
HIST677
AMERICAN URBAN
DEVELOPMENT 3 sem. hrs.
This course explores the historical evolution
of U.S. cities from mid-19th century to the
post-World War II era. It emphasizes urban
historiography, the process of urbanization,
population growth and demographic change,
social and geographical mobility, the relationship between technology and the urban environment, the development of municipal services, and the dichotomy between urban political
machines and reformers.
HIST668
HIST669
HISTORY OF THE NEW
DEAL
3 sem. hrs.
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.
HIST689
APPALACHIAN CULTURE
3 sem. hrs.
This course examines the ethnohistory of the
Appalachian region. It includes material of the
origins of the culture, its historical development, and its present status. Emphasis is
placed on understanding the traditional way of
life of a largely rural people, a way of life that
is rapidly changing. The course will include
the use of films, tapes, and records to bring the
authentic Appalachian culture into the classroom. Prerequisite: ANTH180 or permission
of the instructor. Students enrolling in this
course may register for anthropology or history credit.
HIST695
FIELD EXPERIENCES IN
HISTORY
2-5 sem. hrs.
This course emphasizes developing historical
research skills through supervised internships
or field work at archives or historical sites. It
uses college archives, Erie and Crawford
County records, municipal materials, or material available at other sites in the United States
or abroad. The student will acquire advanced
82/Social Sciences Program
historical research skills and will prepare a
substantial research project or paper. Graduate
students will develop a deeper understanding
of the skills and knowledge acquired through
field experiences in history as determined by
the instructor and/or site supervisor.
HIST697
AFRICA: CULTURE AND
PEOPLE
3 sem. hrs.
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.
HIST700
METHODS OF
HISTORICAL RESEARCH
3 sem. hrs.
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.
HIST713
HISTORY OF
WITCHCRAFT 3 sem. hrs.
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.
HIST714
HISTORY OF AFRICAN
AMERICAN WOMEN
3 sem. hrs.
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.
HIST715
SEMINAR IN WOMEN’S
HISTORY
3 sem. hrs.
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.
HIST717
READINGS IN AFRICAN
HISTORY
3 sem. hrs.
Students registering for this experience will do
individual reading and study of sources and
secondary materials on specific problems or
areas in African history. The readings will be
directed by a faculty member. Prerequisite:
consent of the chairperson of the History
Department.
HIST730
READINGS IN EUROPEAN
HISTORY
3 sem. hrs.
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.
HIST739
SEMINAR IN EUROPEAN
HISTORY
3 sem. hrs.
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.
HIST760
READINGS IN UNITED
STATES HISTORY
3 sem. hrs.
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.
SEMINAR IN U.S. HISTORY
3 sem. hrs.
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.
tory as determined by the instructor and site
supervisor.
HIST799
THESIS
3 or 6 sem. hrs.
Research for the Master's thesis is conducted
under the supervision of the advisor. Prerequisite: consent of the department chairperson.
MUSE501
INTRODUCTION TO
MUSEUM
ADMINISTRATION
3 sem. hrs.
This course introduces students to museum
management and operations, 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. They will also have an opportunity to
design their own museum.
MUSE502
INTRODUCTION TO
HISTORIC
PRESERVATION AND
CULTURAL RESOURCE
MANAGEMENT 3 sem. hrs.
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.
HIST769
Anthropology Courses
INDEPENDENT STUDY
3 sem. hrs.
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.
ANTHROPOLOGY OF
AGING
3 sem. hrs.
This course is an introduction to the cross-cultural study of aging. The process of aging is
studied from the holistic perspective of anthropology. The statuses and roles of the elderly
are examined as they exist in a variety of cultures. Emphasis is placed on understanding
both the process of aging as it is handled crossculturally and the relationship of other cultural variables to that process. Prerequisites:
ANTH180 or ANTH275 or permission of the
instructor.
HIST795
ANTH502
HIST793
INTERNSHIP IN HISTORY
3-12 sem. hrs.
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 his-
ANTH501
THE ARCHAEOLOGY OF
THE BRITISH ISLES
3 sem. hrs.
This course examines the archaeology of the
British Isles. Field trips to the British Museum
and to numerous archaeological sites in the
vicinity of Oxford, England, complement
course lectures.
Social Sciences Program/83
ANTH604
SEMINAR IN
MULTICULTURAL
AMERICA
3 sem. hrs.
This course examines the history and culture
of the many ethnic groups in the United States
and how they create and maintain their identities within a changing society. It also traces the
historical development of intragroup differences based on social class, gender, education,
and age. It explores topics such as race, migration, religion, politics, the role of the family,
physical and mental health, and the impact of
ethnicity on mainstream American society.
ANTH615
RITUAL, MAGIC AND
MYTH
3 sem. hrs.
This course examines religious belief and ritual in nonliterate 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.
ANTH664
CULTURE, ILLNESS AND
CURING
3 sem. hrs.
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.
ANTH671
INTRODUCTION TO
ARCHAEOLOGY
3 sem. hrs.
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.
ANTH672
CULTURES OF THE
WORLD
3 sem. hrs.
This course surveys world cultures and
describes the methods anthropologists use to
study them. It explores in cross-cultural 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.
ANTH673
ARCHAEOLOGICAL FIELD
STUDIES
3-12 sem. hrs.
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.
ANTH674
INDIANS OF NORTH
AMERICA
3 sem. hrs.
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.
ANTH695
FIELD EXPERIENCES IN
ARCHAEOLOGY
2-5 sem. hrs.
Emphasis is placed upon developing archaeological research skills through supervised
internships or field work at archives or historical sites. Utilizing college archives, Erie and
Crawford County records, municipal materials, or material available at other sites in the
United States or abroad. The student will
acquire advanced archaeological research
skills and will prepare a substantial paper.
Credit as arranged.
ANTH697
SPECIAL TOPICS IN
ANTHROPOLOGY
1-3 sem. hrs.
The subjects in anthropology treated in this
course will vary depending upon student and
instructor interests and are beyond the scope of
materials treated extensively in regularly
scheduled courses. A list of topics is maintained in the files of the department head.
ANTH795
INTERNSHIP IN
ANTHROPOLOGY
3-12 sem. hrs.
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.
Sociology Courses
SOC500
METHODS OF
SOCIOLOGICAL
RESEARCH
3 sem. hrs.
To develop an appreciation and understanding
of the essential features of the scientific
approach. The course attempts to synthesize
and coordinate the essential elements of both
logic and the scientific approach to the study
of human society. Prerequisite: SOC200 or
permission of the instructor. (Formerly
SOC300).
SOC502
CONTEMPORARY
SOCIOLOGICAL THEORY
3 sem. hrs.
Analyses of the main trends in contemporary
sociological theory and a critical assessment
of the various trends. Special consideration
will be given to power in the functionalist,
mathematical, equilibristic, and evolutionist
models. Prerequisite: SOC200 or permission
of the instructor. (Formerly SOC302).
SOC530
SOCIOLOGY OF DEVIANT
BEHAVIOR
3 sem. hrs.
This course focuses upon the process by which
individuals in our society become labeled as
deviant, the reaction of society to deviant
behavior, and the methods by which various
agencies and individuals attempt to regulate,
control and treat deviant behavior. Particular
attention is given to the assumption of deviant
identities, the formation of deviant subcultures, and the creation of secondary deviance.
Rather than focusing upon particular forms of
deviant behavior, a framework is provided
with which any form of deviance may be studied. Prerequisite: SOC200 or permission of
the instructor.
SOC532
CRIMINOLOGY 3 sem. hrs.
The primary focus of this course is upon various types of adult crime in categories such as
white collar crime, organized crime, public
order crime, professional crime, political
crime and violent personal crime. Other topics
covered include criminological theory, statistical assessment of criminal behavior, citizen
reaction to and involvement with crime, and
victimization studies. Prerequisite: SOC200
or permission of instructor.
SOC600
VICTIMOLOGY 3 sem. hrs.
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.
Prerequisite: SOC100.
84/Social Sciences Program
SOC601
INTRODUCTION TO
SOCIOLOGICAL THEORY
3 sem. hrs.
This is an introductory course in sociological
theory designed to acquaint the student with
methodological and substantive problems of
sociological knowledge; the role of theory in
research; controversial issues in theory and
research. The main focus is on the works of
particular sociologists whose theories have not
only historical interest, but also have great
impact on the subject matter and methods of
contemporary
sociology.
Prerequisite:
SOC200 or permission of the instructor.
SOC605
URBAN SOCIOLOGY
3 sem. hrs.
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.
SOC610
POPULATION AND
ECOLOGY
3 sem. hrs.
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.
SOC611
SOCIAL ORGANIZATION
3 sem. hrs.
An analysis of the various processes and forms
of social organization, with particular attention
on theoretical approaches to the study of formal organizations. Emphasis on key concepts
and their use in analyzing hospitals, churches,
schools, voluntary associations, work organizations and societies. Prerequisite: SOC200.
SOC633
METHODS OF POLICY
EVALUATION IN SOCIAL
SCIENCE
3 sem. hrs.
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.
SOC640
THE FAMILY AS A SOCIAL
INSTITUTION
3 sem. hrs.
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.
SOC643
SOCIOLOGY OF RELIGION
3 sem. hrs.
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.
SOC647
WORK AND SOCIETY
3 sem. hrs.
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.
SOC664
RACE AND ETHNIC
RELATIONS
3 sem. hrs.
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.
SOC670
SOCIAL GERONTOLOGY
3 sem. hrs.
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.
SOC675
SOCIAL PRINCIPLES OF
RELIGION AND MYTH
3 sem. hrs.
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.
SOC700
ADVANCED RESEARCH
METHODS
3 sem. hrs.
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.
SOC730
QUALITATIVE RESEARCH
METHODS FOR THE
SOCIAL SCIENCES
3 sem. hrs.
This is a 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: SOC100 or permission of instructor.
SOC757
SOCIAL STRATIFICATION
3 sem. hrs.
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.
SOC790
INDEPENDENT STUDY
2-5 sem. hrs.
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 proj-
Social Sciences Program/85
ect 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.
Social Work Courses
SOWK515 SOCIAL
ADMINISTRATION
AND SOCIAL POLICY FOR
PRACTITIONER 3 sem. hrs.
This course provides vital information for the
social services practitioner about the administration of social agencies. It also addresses
policy issues and explains some methods of
policy analysis.
Criminal Justice Courses
CRIM500
SEMINAR: CRIMINAL
JUSTICE SYSTEMS
3 sem. hrs.
This seminar will attempt to integrate the various components of Criminal Justice as a system. It will focus upon problem areas within
the criminal justice system with an attempt to
search for solutions and the improvement of
criminal justice. Particular attention is given to
the assumption of deviant identities, the formation of deviant subcultures, and the creation
of secondary deviance. Rather than focusing
upon particular forms of deviant behavior, a
framework is provided with which any form of
deviance may be studied. Prerequisite:
CRIM200 or permission of the instructor.
CRIM750
COMPUTERS, CRIME AND
CRIMINAL JUSTICE
3 sem. hrs.
This course investigates how computers intersect with crime and the criminal justice system. Students will learn to use the World Wide
Web for research and focus upon specific
criminal justice information available over the
internet. the class will look at a variety of computer crimes, crimes assisted by computers,
their investigation, security measures which
can be used, and introduce computer forensic
techniques. The use of computers by the
police, prosecutors, the courts, probation and
parole, jails and prisons, and citizen action
groups will be studied. Graduate students will
demonstrate a deeper understanding of the
complexities of computers, crime, and criminal justice. Prerequisite: CSCI104 or higher
and CRIM200, majors only or permission of
instructor.
Political Science Courses
The following political science courses are
designated according to the fields of study
they represent. American Government and
Politics (AGP): Public Administration (PA):
International Relations and Comparative Government (IR-CG) and Political Theory (PT).
tion including the establishment of the management-union relationship, the bargaining
process, impasse resolution, the contract and
grievance procedure. Special attention is given
to the question of the compatibility of unionism and the merit concept. Prerequisite:
POLI201 or POLI306 or permission of the
instructor. (PA)
POLI544
POLI508/ECON508
GOVERNMENT
BUDGETING AND
FINANCE
3 sem. hrs.
The policy and administrative aspects of taxation, budgeting and public expenditures in theory and in application with case studies and
field research. Federal, state and local budgetary procedures and administrative methods of
fiscal control. Prerequisite: POLI201,
POLI306-307, or instructor approval.
POLI509
ADMINISTRATIVE LAW
3 sem. hrs.
The basic legal framework of administrative
organization; the rules governing exercise of
administrative powers, including administrative procedure and legal procedures for the
enforcement of bureaucratic responsibility in
democratic state role of the ombudsman. Prerequisite; POLI201, POLI306-307 or instructor approval. (PA)
POLI510
HEALTH CARE POLITICS
AND POLICY
3 sem. hrs.
Health Care Politics and Policy will analyze
those factors in the political process that influence policy information and decision making
in the American Health Care System. The
course will also analyze health care policy
with respect to its impact on beneficiaries both
in terms of health and non-health goals.
POLI511
PUBLIC PERSONNEL
ADMINISTRATION
3 sem. hrs.
This covers the process of structuring a contemporary personnel system within the context
of the public service. The theory has application, however, in business and industry. In
scope, this course is concerned with career
systems, methods of manpower recruitment,
wage and salary criteria, evaluation, staffing,
techniques of classification, etc. Furthermore,
the course is concerned with the personnel
function both as it affects individuals and
groups, for example: disciplinary actions,
union or other group interaction. Field
research and observations will be included.
(PA)
POLI512
PUBLIC EMPLOYEE
UNIONISM
3 sem. hrs.
This course examines those features of public
employee unionism which are of greatest
importance to present day public administra-
POLITICAL SYSTEMS OF
THE NEW NATION-STATES
AND DEVELOPING AREAS
3 sem. hrs.
Theories of political modernization and comparative politics, the concept of political
development, political culture and political
socialization in developing societies; sociological and economic aspects of political modernization; the politics of the developing nations,
articulation and aggregation on interest; the
governmental and representative process; the
role of the military in developing nations. Prerequisite: POLI200 or POLI240 or permission of the instructor. (IR-CG)
POLI547
GOVERNMENT AND
POLITICS IN THE MIDDLE
EAST
3 sem. hrs.
An analysis of the transformation of middle
eastern society from Morocco to Iran as case
studies in political modernization; special reference to causes and character of modernization; role of leadership ideologies and institutions. Prerequisite: POLI200 or POLI240 or
permission of instructor.
POLI548
UNITED STATES-LATIN
AMERICAN RELATIONS:
CONTEMPORARY
PROBLEMS
3 sem. hrs.
Relations between the United States and Latin
America are highly structured by different
institutional arrangements. Historically, however, they have been influenced by political
conflicts and confrontations. The different
crises affecting the region underline the
urgency of the latter over long-standing diplomatic practices. While Latin America struggles to increase its political and economic
independence, the United States is concerned
with its own hemispheric interests. This course
will examine these and other issues affecting
U.S.-Latin American relations. (IR-CG)
POLI549
AMERICAN FOREIGN
POLICY
3 sem. hrs.
Concerns the formation and conduct of United
States relations with other nations of the
world; emphasis is institutional with policy
makers and policy execution at the center of
the stage; also places American foreign policy
in its historical and contemporary perspective.
Prerequisites: POLI201 or POLI248 or permission of instructor, (IR-CG) (AGP)
86/Social Sciences Program
POLI550
INTERNATIONAL LAW
AND ORGANIZATIONS
3 sem. hrs.
An analysis of the legal and political foundations of the international community, and the
relevance of legal norms to contemporary
international relations. Among the legal relationships to be examined are the United
Nations and selected regional organizations.
Prerequisite: POLI200 or POLI248 or permission of instructor. (IR-CG)
POLI560
JURISPRUDENCE3 sem. hrs.
This course examines legal thought of classical and modern thinkers such as Plato, Aristotle, Aquinas, Rousseau, Locke, Bentham,
Holmes, Pound, Frank, Ross, Hart, Dworkin,
and others. It includes contemporary materials
in law and legal research from several disciplines. Prerequisite: POLI201 or permission
of instructor.
POLI563
CIVIL LIBERTIES
3 sem. hrs.
This course analyzes philosophical and legal
foundations of civil liberty guarantees
expressed in the Bill of Rights. Prerequisite:
POLI201. (AGP)
thought from Colonial times to the present,
covering such theorists as Williams, Paine,
Madison, Jefferson, Marshall, Thoreau,
George and Veblen among others. Prerequisite: POLI200 or permission of instructor.
(PT)
techniques for the preparation of research
papers and other writings will be studied and
discussed in order to give the student more
adequate preparation in the systematic inquiry
necessary for graduate theses and writing projects.
POLI597
POLI780
NICARAGUA: POLITICS
AND SOCIETY 3 sem. hrs.
This course examines the social, political, and
economic changes brought to Nicaragua by
the 1979 revolution. The course includes an
experience in Nicaragua and is offered in the
summer sessions only.
POLI623
READINGS IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
This course provides students the opportunity
to do individual readings and study primary
sources and secondary materials in colonical
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.
POLI624
POLI565
CONSTITUTIONAL LAW
3 sem. hrs.
This course analyzes critical issues concerning
the U.S. Constitution. Prerequisite: POLI201.
(AGP)
POLI567
THE POLITICS OF CRIME
3 sem. hrs.
The Politics of Crime takes a systems
approach to raise questions regarding the relationship between the political process and
criminal behavior as well as other factors in
the criminal justice system. The course specifically focuses on criminal law as an important
variable operating within a political context,
the administration of criminal justice, decision
making at all levels, and value conflicts inherent in the allocation of resources for the operation of the criminal justice system. (AGP)
POLI573
CONTEMPORARY
POLITICAL THEORY
3 sem. hrs.
Political philosophy and contemporary theory
in the discipline, science and values, concepts
of normative and empirical theory in a science
of politics; inductive and deductive theories;
the behavioral approach and its current meaning and limitations in political theory; systems; game; communications and political
development
theories.
Prerequisites:
POLI200 and POLI201 or permission of
instructor. (PT)
POLI574
AMERICAN POLITICAL
THOUGHT
3 sem. hrs.
Evolution of American political ideas and
SEMINAR IN LATIN
AMERICAN HISTORY AND
POLITICS
3 sem. hrs.
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.
POLI641
GOVERNMENT AND
POLITICS OF LATIN
AMERICA
3 sem. hrs.
This course examines the structure and function of the various governmental systems of
Latin America, the political and social forces
operating within the countries that bear directly on governmental action and policy, the
trend toward democratization and civilian
government, and the social and political
impact of the external debt. The study includes
Central America, South America, and the
Caribbean island nations. Graduate students
will demonstrate a deeper understanding of the
complexities of government and politics in
Latin America as determined by the instructor.
Prerequisites: POLI200 or POLI240.
POLI770
METHODS OF POLITICAL
INQUIRY
3 sem. hrs.
This course will acquaint students with the literature of the discipline of political science
and is intended to prepare the student for
scholarly research in political science. Methods of inquiry will be examined and problems
of scope studied, including the interrelationship with cognate disciplines. Mechanics and
SEMINAR: POLITICAL
THEORY
3 sem. hrs.
This course is designed to explore and analyze
selected historical and contemporary questions
in political theory. Inquiry will embrace both
normative and empirical subject; topics will
depend upon the emphasis of the instructor
and the individual research interests of the student.
POLI782
SEMINAR: AMERICAN
GOVERNMENT AND
POLITICS
3 sem. hrs.
This course is designed to analyze special
aspects and problems dealing with the structural and behavioral concepts of the American
political system. "The Federalist Papers,"
"Election Campaign Issues," "Politics
Through Literature," are typical seminar topics. Pertinent research, discussion and readings will form the basis of meeting seminar
objectives.
POLI784
SEMINAR:
INTERNATIONAL
RELATIONS AND
COMPARATIVE
GOVERNMENT 3 sem. hrs.
This course provides for consideration of
selected topics in the advanced areas of each
field. International relations will consider foreign policy formulation, new communisms,
regional problems, development of international organizations and peace-making operations. Comparative government will extend to
non-western governments, politics and opposition, civic and political culture, political
development and political change.
POLI790
INDEPENDENT READINGS
IN POLITICAL SCIENCE
3 sem. hrs.
Through this experience, individual or independent work and directed readings are conducted under the supervision of a member of
the faculty. Prerequisite: consent of the chairperson of the Political Science Department.
Social Work Program/87
SOCIAL WORK
PROGRAM
Admission Requirements and
Procedures
1.
2.
3.
MASTER OF SOCIAL
WORK DEGREE
The Social Work Department provides a program leading to a Master of Social Work
(M.S.W.) degree. The program prepares students for advanced social work practice providing services to families, and can be completed on a full-time or part-time basis.
The program's mission is consistent with the
mission of the University and graduate division. It builds on a strong liberal arts base and
encourages students to become lifelong learners who will contribute to the profession and
their communities. The program prepares
graduates to provide service in a family context to meet the social and economic needs of
residents of the region. The program has a
commitment to social and economic justice, to
serving vulnerable and disadvantaged populations, and to promoting a civil society. The
program prepares graduates who are able to
work with individuals, families, groups and
communities of diverse ethnic, racial, religious, and cultural backgrounds, and of differing ages, abilities, social classes and sexual
orientation.
At its June 2001 meeting, the Commission on
Accreditation of the Council on Social Work
Education, the profession's national accrediting body, granted candidacy status to the
MSW program.
Program Goals
The goals of the graduate program in social
work are:
1. To prepare students for advanced social
work practice providing services to families.
2. To prepare graduates with requisite
opportunities to develop a commitment to
a civil society, contribution to the profession and their community, and to lifelong
learning.
3. To prepare graduates who can work with
individuals, families, groups and communities of diverse ethnic, racial, religious,
and cultural backgrounds, and of differing ages, abilities, social classes, and sexual orientation.
4. To prepare graduates who can assume the
profession’s commitment and responsibility to work to improve the quality of
life of populations at greatest risk, and to
the promotion of social and economic
justice.
4.
5.
6.
7.
8.
9.
Completed graduate application
Application fee of $25.00
Submit an official transcript reflecting
completion of a baccalaureate degree
including a course in statistics and a
course with substantive content on
human biology from an accredited institution, a minimum of 21 semester hours
in the liberal arts distributed among the
humanities, mathematics, fine arts, physical and biological sciences, and social
and behavioral sciences.
Three written letters of recommendation
A minimum overall GPA of 2.80
An autobiographical essay stating professional goals and how professional social
work education will help attain those
goals.
A professional resume.
Take either the Miller’s Analogies Test
(MAT) or the general Aptitude Test of the
Graduate Record Examination (GRE)
and score at the 50th percentile or better.
A copy of the scores for these tests must
be sent to the Office of Graduate Studies
and Research.
No credit will be given for life or work
experience.
Curriculum Requirements
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. It may be taken on
either a full-time or part-time basis. The program has only one concentration – advanced
social work practice providing services to
families.
The curriculum is divided into two levels, the
foundation year and the concentration year.
Each year requires completion of 30 semester
hours credit. The curriculum provides a carefully-designed sequence of courses which
build on prior learning, and courses must be
taken in sequence. Practice and Field courses
(SOWK 612, 717, 622, 623, 613, 719, 722,
723) are open only to students formally admitted to the degree program.
Applicants who have a baccalaureate degree in
social work from a program accredited by the
Council on Social Work Education, who meet
requirements for admission, who present field
or employment references indicating their
readiness for advanced social work practice,
and who have completed the following or
equivalent courses with a grade of “B” or better may be eligible for advanced standing: 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. Students
admitted to advanced standing must complete
with a grade of “B” or better the pre-entry
course, SOWK699 Principles of Advanced
Social Work Practice with Families. This
three-credit course is offered during the summer preceding fall entry into the program.
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 field (SOWK 622, 623, 722 or 723). Students are expected to comply with all requirements of the National Association of Social
Work's Code of Ethics and to demonstrate
appropriate professional behavior. Failure to
do so may result in termination of the student
from the program.
Full-Time Two-year Program
Foundation year courses
Fall
15 sem. hrs.
SOWK600 Human Behavior and Social
Environment I (3)
SOWK604 Social Welfare, Social Policy,
and Social Work (3)
SOWK608 Social Work Research I (3)
SOWK612 Social Work Practice I (3)
SOWK622 Field Education Internship I (3)
Spring
15 sem. hrs.
SOWK602 Human Behavior and Social
Environment II (3)
SOWK606 Social Policy and Social
Policy Practice (3)
SOWK609 Social Work Research II (3)
SOWK613 Social Work Practice II (3)
SOWK623 Field Education Internship II (3)
Concentration Year Courses
Fall
15 sem. hrs.
SOWK740 Family Diversity (3)
SOWK719 Social Work Practice with
Families I (3)
SOWK744 Administration and Supervision
in Family Service Settings (3)
SOWK798 Family Practice Integrative
Seminar I (3)
SOWK722 Field Education Internship III
(3)
Spring
15 sem. hrs.
SOWK717 Social Work Practice with
Families II (3)
SOWK799 Family Practice Integrative
Seminar II (3)
SOWK723 Field Education Internship IV
(3)
Program Electives (Two, one of which may
be from outside the department, with program approval.)
SOWK741 Practice for Families and
Children in Child Welfare (3)
SOWK742 Mental Health Practice in
Social Work with Individuals
and Families (3)
88/Social Work Program
SOWK743
Alcohol, Tobacco, and Other
Drugs (ATOD): Interventions
with Families (3)
Part-Time Program
A part-time program is also available.
Social Work Courses
SOWK600 HUMAN BEHAVIOR AND
SOCIAL ENVIRONMENT I
3 sem. hrs.
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 understanding 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.
SOWK602 HUMAN BEHAVIOR AND
THE SOCIAL
ENVIRONMENT II
3 sem. hrs.
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.
SOWK604 SOCIAL WELFARE,
SOCIAL POLICY, AND
SOCIAL WORK 3 sem. hrs.
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.
SOWK606 SOCIAL POLICY AND
SOCIAL POLICY
PRACTICE
3 sem. hrs.
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 familypolicy issues. Prerequisite: SOWK604.
SOWK608 SOCIAL WORK
RESEARCH I
3 sem. hrs.
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.
SOWK609 SOCIAL WORK
RESEARCH II
3 sem. hrs.
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. Prerequisites: SOWK608.
sensitivity to diverse populations. Prerequisite: SOWK612. Open only to students formally admitted to the program.
SOWK622 FIELD EDUCATION
INTERNSHIP I
3 sem. hrs.
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. One hour
weekly seminar required. Open only to students formally admitted to the program.
SOWK623 FIELD EDUCATION
INTERNSHIP II 3 sem. hrs.
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. One hour
weekly seminar required. Open only to students formally admitted to the program.
SOWK612 SOCIAL WORK
PRACTICE I
3 sem. hrs.
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.
SOWK699 PRINCIPLES OF
ADVANCED SOCIAL WORK
PRACTICE WITH
FAMILIES
3 sem. hrs.
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. Prerequisites:
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).
SOWK613 SOCIAL WORK
PRACTICE II
3 sem. hrs.
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
SOWK717 FAMILY SOCIAL WORK
PRACTICE I
3 sem. hrs.
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
Social Work Program/89
working with families in multiple, family
social work practice settings. Prerequisites:
SOWK612, SOWK613, SOWK622 and
SOWK623. Open only to majors.
SOWK719 FAMILY SOCIAL WORK
PRACTICE II
3 sem. hrs.
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 and
SOWK722.
SOWK722 FIELD EDUCATION
INTERNSHIP III 3 sem. hrs.
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 completed the foundation year.
SOWK723 FIELD EDUCATION
INTERNSHIP IV 3 sem. hrs.
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.
SOWK740 FAMILY DIVERSITY I
3 sem. hrs.
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 populationsat-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 considerations.
SOWK741 PRACTICE FOR FAMILIES
AND CHILDREN IN CHILD
WELFARE
3 sem. hrs.
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.
SOWK742 MENTAL HEALTH
PRACTICE IN SOCIAL
WORK WITH
INDIVIDUALS AND
FAMILIES
3 sem. hrs.
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.
SOWK743 ALCOHOL, TOBACCO AND
OTHER DRUG (ATOD)
INTERVENTIONS WITH
FAMILIES
3 sem. hrs.
This course presents an orientation to working
with families in social work practice, with spe-
cial 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.
SOWK744 ADMINISTRATIVE SOCIAL
WORK PRACTICE
3 sem. hrs.
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.
SOWK798 FAMILY PRACTICE
INTEGRATIVE SEMINAR I
3 sem. hrs.
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.
SOWK799 FAMILY PRACTICE
INTEGRATIVE SEMINAR II
3 sem. hrs.
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
90/Special Education and School Psychology Programs
work issues, arising from students’ research
and contemporary practice, and to present
their practice frameworks and findings. Prerequisite: SOWK798.
SPECIAL
EDUCATION AND
SCHOOL
PSYCHOLOGY
PROGRAMS
The Special Education and School Psychology
Department provides comprehensive programs leading to a master of education degree
with specializations in special education and
in educational psychology. The department
also offers an advanced program in school
psychology. Individuals completing this program may be recommended for certification
by the Commonwealth of Pennsylvania as a
school psychologist. A non-degree certificate
program in behavioral management is also
offered by the department.
MASTER OF
EDUCATION DEGREE
Educational Psychology
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.
All electives must be approved by the student’s departmental advisor and may be chosen to enhance the student’s interest in school
psychology, human development and learning,
or educational evaluation and research.
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.
2.
3.
4.
5.
Submit three letters of reference.
Submit a one-two page essay answering
the following questions:
a. What attracted you to the field of
educational/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?
Submit a professional resume.
Possess a quality point average of 3.0 or
better (4 point scale) for the junior and
senior year of the bachelor's degree.
Applicants should obtain either a Miller
Analogies Test (MAT) score at or above
the 30th percentile or Graduate Record
Examination (GRE) scores averaging at
or above the 30th percentile.
All materials should be received by February 1
for an applicant to be considered for a graduate assistantship. Application materials may be
considered after this date for enrollment in the
program.
Curriculum
A minimum of 30 semester hours of graduate
credit must be earned as a requirement for this
degree. Depending upon the individual student's interests and input from the advisor, the
student selects course work from the following
plan of study for educational psychology.
Upon entry into the program and following
each 12 credits of course work, the student and
his or her advisor assess the student’s progress.
Students in this curriculum must satisfactorily
complete:
Required Courses
21 sem. hrs.
APSY789 Research II: Seminar in
Educational and Psychological
Research
EDUC788 Research in Education
APSY720 Learning Theories
APSY724 Psychoeducational Assessment
of Beh. and Dev. Disabilities
APSY727 Psych. Counseling and Interv.
SPED710 Seminar in Exceptionalities
(SPED750 or SPED780 with permission or
recommendation of advisor)
SPED720 Advanced Assessment in
Spec. Ed. (3)
(or APSY615 for school psychology certification students)
Elective Courses
9 sem. hrs.
A minimum of six credit hours must have the
APSY or SPED prefix.
APSY721 Biological, Social, and Cultural
Bases of Personality
Development (3)
APSY796 Crises Management and
Violence Prevention (3)
COUN740 Individual Develop. Through
Adol. (3)
EDUC781 Statistics Methods
SPED628
SPED750
SPED780
SPED790
SPED794
Behavior Management
Strategies (3)
Seminar in Behavior Disorders
(3)
Learning Disabilities (3)
Instructional Techniques for
the Learning Disabled
Management Behavior
Problems (3)
* These courses must be taken if the candidate
is pursuing behavior specialist certification.
Degree Requirements
Individuals must comply with the degree
requirements for the master of education
degree described in this catalogue. The student
is also required to satisfactorily complete a
comprehensive examination and either a thesis
or non-credit master's project.
THE SCHOOL
PSYCHOLOGY PROGRAM
(Post-Master's Degree Level)
The School Psychology Program at Edinboro
University prepares its graduates for the professional practice of psychology in the schools
by emphasizing a practitioner model of training. A solid foundation of classroom and practical experience is provided which reflects
both traditional and current, empirically supported trends in psychology and education.
These experiences prepare graduates to provide assistance and expertise in the evaluation,
diagnosis, and remediation of problems experienced by children in the nation’s schools and
communities.
Respect for the diversity of individuals and
groups of people is emphasized throughout the
curriculum. The goal is to help each student
identify and apply her/his unique talents while
cultivating professional competencies which
allow her/him to work with children and families affected by a broad spectrum of exceptional conditions. The focus is on assisting all
children achieve academic success, social
competence, and emotional health.
Admission Requirements and
Procedures
Individuals who have completed the Master of
Education in Educational Psychology at Edinboro University should complete an application for admission to the School Psychology
Program by March 15 and be recommended
for admission by the program coordinator.
Individuals seeking to complete certification
as school psychologists but who have not
obtained the Master of Education in Educational Psychology at Edinboro University
must comply with the admission requirements
listed below, in addition to the general admission requirements for graduate admissions:
Special Education and School Psychology Programs/91
1.
2.
3.
4.
5.
Submit three letters of reference.
a. Be sure to note whether or not you
waive your right to review the recommendation.
b. Find recommenders who know you
well.
c. Obtain a recommendation from a
college professor, academic advisor,
or supervisor.
Submit a one-two page essay answering
the following questions:
a. What attracted you to the field of
educational/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?
Submit a professional resume.
Possess a quality point average of 3.0 or
better (4 point scale) for the junior and
senior year of the bachelor’s degree.
Applicants should obtain scores averaging the 30th percentile or above for the
verbal, quantitative, and analytical writing sections of the GRE General Test.
All materials should be received by February 1
for an applicant to be considered for a graduate assistantship. Application materials may be
considered after this date for enrollment in the
program.
Curriculum
A minimum of 75 semester hours of graduate
credit must be earned as a requirement for this
program. The student selects course work
from the following plan of study for school
psychology. Upon entry into the program and
following each 12 credits of course work, the
student and his or her advisor assess the student’s progress.
Program Requirements
An advanced certificate in school psychology
will be awarded if the student satisfactorily
completes the competency requirements for
the program, has a cumulative average of "B"
or better for the credits earned as part of the
program, and satisfactorily completes the
comprehensive examination. The comprehensive examination will be oral and will cover
the school psychology program.
Mission and Philosophy
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.
Respect for diversity among individuals,
groups, and communities 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.
Competencies for the School
Psychology Certification Program
Student Diversity in Development and
Learning
5. Candidates will develop knowledge and
skills for recognizing and implementing
accommodations for individual differences, abilities, and disabilities, as well
as, for factors stemming from cultural
variables.
School and Systems Organization, Policy
Development, and Climate
6. Candidates will develop a knowledge of
and sensitivity to organizational, policymaking, and climate factors that affect
schools and related community settings,
along with skills to work with individuals
and groups to influence policies and practices in a positive direction for improved
student services.
The general purpose of the School Psychology
Program at Edinboro University of Pennsylvania is to train candidates to become professional providers of a variety of psychological
services in schools and communities. Training
focuses on solving problems through databased decision making. The following
domains serve as goals and objectives for our
candidates and are systematically assessed
throughout training.
Prevention, Crisis Intervention, and Mental
Health
7. Candidates will develop knowledge of
developmental, biological, cultural,
social, and psychopathological factors
that affect children and adolescents. Also,
candidates will develop skills for designing prevention and intervention programs
encouraging mental and physical wellbeing among students.
Data-based Decision-Making and Accountability
1. Candidates will have knowledge of varied models and methods of assessment
that yield useful and valid information for
understanding the strengths, needs, and
progress of all students. Candidates will
apply assessment methods as part of a
systematic process to collect data and
other information, translate assessment
results into empirically-based decisions
about service delivery, and evaluate the
outcome of service.
Home/School/Community Collaboration
8. Candidates will develop knowledge of
how family systems affect the academic,
emotional, developmental, and social
progress of students along with skills to
work with families and school and community representatives, to provide and
improve services to families.
Consultation and Collaboration
2. Candidates will develop a sound foundation in academic and behavioral consultation that emphasizes a collaborative
model for planning, implementing, and
evaluating interventions.
Effective Instruction and Development of
Cognitive/Academic Success
3. Candidates will develop an ability to
evaluate cognitive and academic skills
and design and evaluate interventions.
Socialization and Development of Life
Skills
4. Candidates will demonstrate skills for
evaluating behavioral, affective, adaptive, and social skills of children and adolescents, as well as, for designing, implementing, and evaluating appropriate
interventions.
Research and Program Evaluation
9. Candidates will develop knowledge of
statistical methods and research and evaluation techniques, along with skills for
applying this knowledge to improve services in schools.
School Psychology Practice and Development
10. Candidates will demonstrate the professional ethical and practice standards
delineated by NASP and develop an
understanding of service delivery models, public policy, and public law related
to school psychology. Candidates will
develop knowledge of the historical foundations of school psychology and the
importance of career-long professional
development.
Information Technology
11. Candidates will develop knowledge of
sources of information and technology
relevant to service delivery, and skills to
access this information/technology and
use it in a professionally responsible
manner.
92/Special Education and School Psychology Programs
Program Description
The school psychology program at Edinboro
University of Pennsylvania offers a graduate
program culminating with a specialist certificate as a school psychologist in the state of
Pennsylvania. Individuals with a bachelor’s
degree may enter the program and then complete the master’s level coursework and the
post-master’s school psychology coursework
and internship.
Student's Responsibility
It is the responsibility of individuals completing requirements for certification as a school
psychologist to submit the form needed to
obtain the certification from the Commonwealth of Pennsylvania to the Dean of Education as soon as the certification requirements
have been completed.
Courses in the School Psychology
Program
APSY615
APSY625
APSY720
APSY721
APSY722
APSY723
APSY724
APSY725
APSY727
APSY735
APSY789
APSY790
APSY795
APSY796
COUN740
EDUC781
EDUC788
SPED710
SPED730
SPED780
Introduction to School
Psychology (3)
Collaborative Consultation in
Educational Settings (3)
Learning Theories (3)
Cultural, Social, and Biological
Bases of Personality
Development (3)
Individual Psychological
Assessment I (3)
Individual Psychological
Assessment II (3)
Psychoeducational Assessment
of Behavioral and
Developmental Disabilities (3)
Clinical Practicum in School
Psychology (3)
Psychoeducational
Counseling and Interviewing (3)
Advanced Clinical Practicum in
School Psychology (3)
Research II: Seminar in
Educational and Psychological
Research (3)
Seminar in School Psychology
(3)
Internship in School Psychology
(18)
Crisis Management and
Violence Prevention (3)
Individual Dev. Through
Adolescence (3)
Statistics in Education (3)
Research in Education (3)
Seminar in Special Education
and Exceptionalities (3)
Analysis of Special Education
Curriculum (3)
Learning Disabilities (3)
School Psychology Courses
APSY615
INTRODUCTION TO
SCHOOL PSYCHOLOGY
3 sem. hrs.
This course offers 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.
APSY625
COLLABORATIVE
CONSULTATION IN
EDUCATIONAL SETTINGS
3 sem. hrs.
This course prepares the student to participate
in collaborative consultation services for students experiencing learning and/or adjustment
problems. It emphasizes enhancing communication skills, interactive teaming, problem
solving, case management skills, systems level
consultation, and implementation with culturally diverse students. Prerequisites: SPED215
or SPED710 or permission of instructor.
APSY720
LEARNING THEORIES
3 sem. hrs.
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.
APSY721
CULTURAL, SOCIAL, AND
BIOLOGICAL BASES OF
PERSONALITY
DEVELOPMENT
3 sem. hrs.
This course reviews theories on how social
and cultural factors influence personality
development in children and adolescents.
Additionally, drugs commonly prescribed to
school-age children are reviewed. Information
on intended effects, side-effects, and monitoring procedures of these medications are discussed in-depth.
APSY722
INDIVIDUAL
PSYCHOLOGICAL
ASSESSMENT I
3 sem. hrs.
This course develops competence in administering, scoring, and interpreting an intellectual/achievement assessment system and the use
of informal assessment to include curriculumbased 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.
APSY723
INDIVIDUAL
PSYCHOLOGICAL
ASSESSMENT II 3 sem. hrs.
This course develops competence with interpreting a variety of norm-referenced and informal psychological and educational assessment
instruments. Integration of data into psychoeducational reports is central. Alternatives to
classic psychometric theory and emergent
trends are discussed. Guidelines for ethically
sound and culturally fair testing are reviewed
in detail. The course emphasizes practical
application of the results in school settings,
including report writing, definitional guidelines, progress monitoring, program evaluation, and legal provisions. Prerequisite:
APSY722.
APSY724
PSYCHOEDUCATIONAL
ASSESSMENT OF
BEHAVIORAL AND
DEVELOPMENTAL
DISABILITIES
3 sem. hrs.
This course 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.
APSY725
CLINICAL PRACTICUM IN
SCHOOL PSYCHOLOGY
3 sem. hrs.
This course provides advanced school psychology students with supervised practical
experiences in schools and other educational
or mental health settings. Students are oriented
to the educational process and are given
opportunities to practice assessment and intervention skills. Prerequisite: APSY722 or permission of instructor.
APSY727
PSYCHOEDUCATIONAL
COUNSELING AND
INTERVIEWING 3 sem. hrs.
This course introduces the student to psychoeducational counseling and interviewing in the
schools. Emphasis is on collecting and incorporating interview data into psychoeducational reports and linking assessment data to psychoeducational interventions. Readings, discussion and role play are used to assist the student explore her/his personal views of human
nature and diversity.
APSY735
ADVANCED CLINICAL
PRACTICUM IN SCHOOL
PSYCHOLOGY 3 sem. hrs.
This course provides advanced school psychology students with supervised practical
experiences in schools and other educational
and mental health settings. Students are given
Special Education and School Psychology Programs/93
enhanced opportunities to practice assessment
and intervention skills. Prerequisite:
APSY725 or permission of instructor.
APSY789
RESEARCH II: SEMINAR
IN EDUCATIONAL AND
PSYCHOLOGICAL
RESEARCH
3 sem. hrs.
This course teaches skills required for completing data collection for research, evaluating
the validity of research results, and presenting
research to the public. Students are required to
complete a research manuscript of publishable
quality. Prerequisite: EDUC788.
APSY790
SEMINAR IN SCHOOL
PSYCHOLOGY 3 sem. hrs.
This course focuses 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.
Consultation and collaboration in educational
settings, common professional problems, and
the organization of psychological services in
school settings. Prerequisite: permission of
instructor.
APSY795
INTERNSHIP IN SCHOOL
PSYCHOLOGY
3-9 sem. hrs.
This internship in school psychology 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 assessment and direct and indirect intervention design and implementation. Interns
work with children across developmental levels from varied backgrounds who experience
educational and behavioral difficulties. Prerequisite: APSY725 or permission of instructor.
APSY796
CRISIS MANAGEMENT
AND VIOLENCE
PREVENTION IN
SCHOOLS
3 sem. hrs.
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.
Prerequisites: SPED628 and SPED794 or permission of instructor.
POST-BACCALAUREATE
PROGRAM OPTIONS IN
SPECIAL EDUCATION
Individuals who hold an undergraduate degree
– in any field – from an accredited institution
may select from among several Special Education program options, each of which is
addressed in detail, below:
Degree-only Program – M.Ed. in Special
Education for students who already hold special education teacher certification. (A minimum of 36 semester hours of graduate credit
are required for the M.Ed. in Special Education.)
Degree + Certification Program – M.Ed. in
Special Education with concomitant special
education certification. (Students pursuing
teacher certification will receive an individualized course of study specifying the additional courses required.)
Certification-only Program – a non-degree
course of study toward special education certification. (Students who do not hold a graduate
degree and pursue this option are strongly
encouraged to take graduate-level certification courses whenever possible, as most of
those graduate courses can also be applied
toward the M.Ed. in Special Education.)
Behavior Management Specialist Certificate Program – a nine credit, in-house specialization that may be taken alone or as part
of the M.Ed. program.
MASTER OF
EDUCATION DEGREE
Special Education
The Master of Education degree program in
Special Education is designed to develop and
improve knowledge of and performance in
core professional competencies related to the
field of special education. Plans of study can
be individualized, to some extent, to allow students who are already experienced in the field
to develop additional expertise in a certain
area of exceptionality (e.g., learning disabilities or giftedness) or to allow a student to
acquire specific skills needed to perform the
duties associated with a new position in the
field (one requiring specialization in, e.g.,
behavior management or early intervention.
Online M.Ed. Program
Post-baccalaureate students who live a considerable distance from the University and/or
who find themselves in situations whereby
they are unable to attend courses on campus
may choose to enroll in the online version of
the M.Ed. program in Special Education. Students in the online program are assigned to a
particular cohort. Together, students in each
cohort complete the same courses as those pursuing traditional routes of certification. In
addition, they are required to complete a threeweek summer residency component on the
Edinboro University campus. For further
information about this option, please contact
the Department of Special Education and
School Psychology or the Office of Graduate
Studies.
Admissions Requirements and
Procedures
Individuals seeking admission as degree students in the Special Education M.Ed. program
must comply with the general admissions
requirements for graduate studies at Edinboro
University. Upon acceptance to the program,
students should contact their assigned advisor
to complete a plan of graduate study that is
individualized to meet their specific needs,
including special education certification for
those who do not already possess such certification.
Curriculum
A minimum of 36 semester hours of graduate
credit is required for the Master of Education
degree in Special Education. Each student's
program of study consists of four components:
educational research, educational foundations,
core special education, and special education
electives:
Required Courses
36 sem. hrs.
Research
6 sem. hrs.
EDUC788 Research in Education (3)
APSY789 Seminar in Educational and
Psychological Research (3)
Foundations
3 sem. hrs.
EDUC784 Psychological Foundations
of Education (3)
or
EDUC783 Philosophical Foundations
of Education* (3)
Special Education Core Courses
21 sem. hrs.
SPED710 Seminar in Exceptionalities**
(3)
SPED720 Advanced Assessment in
Special Education** (3)
SPED730 Analysis of Special Education
Curriculum** (3)
SPED740 Social and Educational Issues
Affecting Individuals w/ Severe
Disabilities** (3)
SPED750 Seminar in Behavior Disorders**
(3)
SPED780 Learning Disabilities** (3)
SPED794 Management of Serious
Behavior Problems in Applied
Settings**/*** (3)
94/Special Education and School Psychology Programs
Elective Courses – choose two 6 sem. hrs.
SPED460 Young Children with Disabilities
(3)
SPED670 Teaching Strategies for Multiple
Disabilities (3)
SPED628 Classroom and School-wide
Behavior Management Strategies
for Inclusive Settings*** (3)
SPED650 Educational Strategies for
Gifted Children (3)
SPED694 Workshop in Special Education
(3)
SPED695 Graduate Practicum in Special
Education (3)
SPED760 Administration and Supervision
in Special Education (3)
SPED790 Instructional Techniques for
Learning Disabilities (3)
SPED793 Independent Study in Special
Education (3)
APSY625 Collaborative Consultation (3)
APSY796 Strategies for Crisis Intervention
and School Violence*** (3)
* Students who are pursuing teacher certification must take EDUC784.
** These courses count toward both the
M.Ed. and Teacher Certification
*** These three courses comprise the Behavior Management Specialist Certificate
program.
Degree Requirements
Students in this program must comply with the
degree requirements for the master of education degree. In addition, students must satisfactorily complete:
z
a written comprehensive examination
(for which they must register).
z
a non-credit master's project, which is
typically developed and completed during their two research courses.
Note: Students who enter the Special Education M.Ed. program without teacher certification in special education must also meet the
requirements for such certification, before the
M.Ed. will be conferred.
Post-baccalaureate Teacher
Certification in Special
Education
Program Options
The Department of Special Education and
School Psychology offers three teacher certification programs in special education:
z
Certification in Special Education, while
pursuing a B.S.Ed.
z
Dual
certification
in
Special
Education/Elementary Education, while
pursuing a B.S.Ed.
z
Post-baccalaureate certification in Special Education, at either the undergraduate or graduate level
All of our teacher certification programs prepare special education teachers according to
the criteria established and revised by the state
of Pennsylvania. In Pennsylvania, an Instructional Certificate in Special Education indicates that an individual is qualified to teach
children in grades N-12 who have disabilities
(with the exceptions of hearing, visual, and
speech/language impairments), i.e., learning
disabilities, mental retardation, emotional/
behavioral disorders, autism, traumatic brain
injury, orthopedic impairment, and other
health impairments.
The plan of study for those who do not hold
any prior type of teacher certification will be
more extensive than the plan for those who are
already certified in another area. The professional education courses required for certification in special education are listed below.
SPED325
SPED730
SPED480
SPED740
SPED500
SPED740
SPED441
SPED451
SPED475
SPED695
Curriculum for Teacher Certification, only:
Post-baccalaureate students may pursue special education teacher certification by following either the undergraduate curriculum or the
graduate-level curriculum. The undergraduate
and graduate version of each required course is
listed below. Post-baccalaureate students who
do not already hold a greaduate degree are
strongly encouraged to take graduate-levels
special education certification courses
whenever possible, as those graduate courses
may also be applied toward the M.Ed. in Special Education. Students who take the graduate
version of these courses – and include
SPED695 as one of their two M.Ed. electives
– may have as few as nine additional credits
beyond the M.Ed. requirements to complete
for teacher certification, for a total of 45 credits for the degree with concurrent certification.
Required Special Education Courses
39-42 sem. hrs.
SPED215 Psychology of Exceptional
Children (3)
or
SPED710 Seminar in Exceptionality and
Special Education* (3)
SPED230 Behavior Disorders of
Childhood (3)
or
SPED750 Seminar in Behavior Disorders*
(3)
SPED309 Principles of Behavior
Management in the
Classroom (3)
or
SPED794 Management of Serious
Behavior Problems in Applied
Settings* (3)
SPED315 Assessment in Special
Education (3)
or
SPED720 Advanced Assessment in
Special Education* (3)
Curriculum in Special Education
(3)
or
Analysis of Special Education
Curricula* (3)
Introduction to Learning
Disabilities (3)
or
SPED780 Learning Disabilites*
(3)
Low Incidence Disabilities (3)
or
Social and Educational Issues
Affecting Individuals w/ Severe
Disabilities* (3)
Two relevant electives* (6)
Teaching Strategies I** (3)
Teaching Strategies II** (3)
Field Experience in
Exceptionalities** (3-6)
Special Education Graduate
Practicum* (3)
* Each of these graduate-level courses may
also be applied to the M.Ed. in Special
Education.
** These three courses – SPED441,
SPED451, and SPED475 – do not count
toward the M.Ed. degree, only toward certification.
Depending upon their prior education and
experience, post-baccalaureate students pursuing special education certification may also be
required to take one or more additional courses from among those listed below. These
courses may not be applied to the special education M.Ed. program. Students with considerable experience working with individuals with
disabilities may apply for a waiver of
SPED295 (Pre-field). Students with prior
teacher preparation and certification in another field do not need to complete SPED495
(Student Teaching).
Potential Additional Courses
0-33 sem. hrs.
Education in a Multicultural
Society (3)
SEDU383 Educational Technology and
Computing (3)
ELED280 Methods of Teaching Reading (3)
or
READ706 Reading in the Elementary
School (3)
ELED350 Teaching Elementary Math (3)
or
ELED754 Problems and Trends in
Teaching Arithmetic (3)
SPED295 Pre-field Survey Experience (3)
ELED/SPED486 Professional Performance
in Elementary and Special
Education Classrooms (3)
SPED475 Field Experience (3)
SEDU271
Special Education and School Psychology Programs/95
SPED495
Student Teaching (12)
(Other, as determined by the
Dean of Education and the
Pennsylvania Department of
Education)
Behavior Management
Specialist Certificate
This nine-credit, practitioner-oriented program
was designed to address a growing need
among educators, mental health workers,
social services personnel, and similar professionals to effectively manage difficult behaviors and deal appropriately with crises in
schools and comparable settings. The primary
focus of the program, which reflects current
laws and best-practice research, is the technology of behavior change and regulation. The
Behavior Management Specialist program
enables individuals who hold an undergraduate degree to develop and refine critical workrelated skills without having to enter a graduate degree program. However, the credits
earned may also be applied to relevant degree
programs, such as those in special education.
Curriculum
Upon satisfactory completion of the following
nine semester hours (within no more than four
years), students will be eligible for a Behavior
Management Specialist Certificate from Edinboro University. (This in-house program has
not been accredited by a national organization.)
SPED628
SPED794
APSY796
9 sem. hrs.
Classroom and School-wide
Behavior Management
Strategies for Inclusive Settings
(3)
Management of Serious
Behavior Problems in Applied
Settings (3)
Strategies for Crisis Intervention
and School Violence (3)
Special Education Courses
SPED433
SPEECH AND LANGUAGE
PROBLEMS OF
EXCEPTIONAL CHILDREN
3 sem. hrs.
The development of the communicational
processes as they relate to the normal child and
how they deviate in the exceptional child will
be presented. The course will provide the
classroom teacher with the academic knowledge to better understand communicational
pathologies, the ability to identify specific
hearing, speech, language, and voice deviations, and practical suggestions for classroom
management of children with communicational disorders.
SPED460
YOUNG CHILDREN WITH
DISABILITIES
3 sem. hrs.
This course introduces the field of Early Childhood-Special Education with a focus on the
young child with disabilities. It emphasizes
early intervention rationale, history, identification of at-risk children, disabling conditions,
assessment and evaluation procedures, service
delivery approaches, program development and
model programs, professional resources and the
requirements of P.L. 99-457 and 90-538. Prerequisites: SPED215 or SPED710.
SPED571
PHYSICAL DISABILITIES
3 sem. hrs.
This course provides an in-depth understanding of physical disabilities and their effects on
the individual, emphasizing those conditions
and problems found in persons with disabilities rather than instructional techniques.
SPED594
WORKSHOP IN SPECIAL
EDUCATION 1-3 sem. hrs.
In this workshop, the student will gain practical experience within a specialized area of
Special Education. Topics will vary.
SPED628
CLASSROOM AND
SCHOOL-WIDE BEHAVIOR
MANAGEMENT
STRATEGIES FOR
INCLUSIVE SETTINGS
3 sem. hrs.
This is an advanced course that examines
schoolwide and classroom approaches to managing disruptive behaviors in inclusive settings. The emphasis is on current research and
effective practice on a continuum from proactive through intervention strategies for managing classroom behavior. This course is
designed for students in special education,
counseling, school administration, general
education, or school psychology who are interested in developing a repertoire of behavior
intervention strategies. This is the first course
in the Behavior Management Certificate Program.
SPED640
PSYCHOLOGY OF THE
GIFTED CHILD 3 sem. hrs.
This course studies gifted citizens’ behavior
through lectures, classroom discussion, panel
presentations and guest speakers. Major topics
include history, definition, characteristics,
identification, and programs.
SPED650
EDUCATIONAL
STRATEGIES FOR GIFTED
CHILDREN
3 sem. hrs.
This course includes a study of procedures of
placement, types of programs and methods
used in educating the gifted from kindergarten
through twelfth grade. Prerequisites:
SPED215 or SPED710 and SPED640.
SPED655
TEACHING READING IN
SPECIAL EDUCATION
3 sem. hrs.
This course studies effective procedures for
teaching mentally and/or physically disabled
students to read. It employs a diagnostic prescriptive approach. Prerequisite: ELED302 or
its equivalent.
SPED670
TEACHING STRATEGIES
FOR STUDENTS WITH
MULTIPLE DISABILITIES
3 sem. hrs.
This course provides the student with teaching/learning strategies to be used with individuals with multiple disabilities. The course
includes assessment, curriculum development,
and teaching and educational intervention
strategies, and health care needs. Prerequisites: SPED215 or SPED710; and SPED400.
SPED694
WORKSHOP IN SPECIAL
EDUCATION 1-3 sem. hrs.
In this workshop, the student will gain practical experience with a specialized area of Special Education. Topics will vary.
SPED695
FIELD EXPERIENCE WITH
EXCEPTIONALITIES
3 sem. hrs.
The graduate student participates in the educational programming of exceptional individuals
at a level of proficiency which recognizes the
graduate student as a co-teacher working
under the direct supervision of an on-site
cooperating teacher, special education supervisor, or administrative personnel. This internship enhances the graduate student's teaching
skills with the exceptional population.
SPED710
SEMINAR IN SPECIAL
EDUCATION AND
EXCEPTIONALITIES
3 sem. hrs.
This course acquaints graduate students with
the historical development of special education and current and anticipated issues in special education. It reviews the attitudes toward
and treatment of exceptionalities and the
impact of exceptionalities on self, family, and
community. It stresses etiology and identification of the various exceptionalities, as well as
knowledge of the educational process for each.
SPED720
ADVANCED ASSESSMENT
IN SPECIAL EDUCATION
3 sem. hrs.
This course studies the legal, educational, psychological and cultural bases for assessment
procedures used in special education. It prepares students to be critical interpreters of
assessment procedures, instruments, and
results. It presents in-depth diagnostic procedures in areas pertinent to children with exceptionalities. Prerequisite: SPED710.
96/Speech-Language Pathology Program
SPED730
ANALYSIS OF SPECIAL
EDUCATION CURRICULA
3 sem. hrs.
This course analyzes the changing roles of curricula in all areas of Special Education including movements in curricular thinking and
developments from school exclusion to inclusion. It considers special areas of concern in
each exceptionality from birth through age 21
and includes various approaches to developing
curricula. Prerequisite: SPED710.
SPED740
SOCIAL AND
EDUCATIONAL ISSUES
EFFECTING INDIVIDUALS
WITH SEVERE
DISABILITIES
3 sem. hrs.
This course focuses on low-incidence disabilities that include individuals with: physical disabilities, health impairments, cognitive disabilities, pervasive developmental disorder,
and multiple disabilities. Topics include: conditions, characteristics, educational, social and
ethical issues.
SPED750
SEMINAR IN BEHAVIOR
DISORDERS
3 sem. hrs.
This course is designed to increase understanding of emotional and behavioral disorders in children and to improve competencies
in working with children who have such disorders. Emphasis is placed on characteristics of
selected disorders and on recent research into
etiological factors and psychological and educational interventions. (It is strongly recommended that students have previously taken
SPED710 and/or have other recent coursework or experience in special education.)
LEARNING DISABILITIES
3 sem. hrs.
This course provides theoretical and practical
knowledge in teaching children who manifest
a significant discrepancy between their estimated intellectual potential and demonstrated
achievement due to disorders in the learning
processes. It explores behavioral analysis and
diagnostic-remedial procedures through an
inter-disciplinary view of psychology and special education.
SPED793
INDEPENDENT STUDY IN
SPECIAL EDUCATION
3 sem. hrs.
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
Special Education. Prerequisite: consent of the
chairperson of the Special Education Department.
MANAGEMENT OF
SERIOUS BEHAVIOR
PROBLEMS IN APPLIED
SETTINGS
3 sem. hrs.
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, and empirically
validated interventions for, serious behavior
problems. This course is second in the
sequence of courses for the Behavior Management Specialist certificate. Prerequisite:
SPED628 or permission of instructor.
INSTRUCTIONAL
TECHNIQUES FOR THE
LEARNING DISABLED
3 sem. hrs.
This course provides an in-depth interdisciplinary approach to both diagnostic and remedial
procedures necessary for teaching students
who manifest a significant discrepancy
between their estimated intellectual potential
and demonstrated achievement. In addition to
diagnosis and remediation, the course also
explores neuropsychology, affective behaviors, and educational alternatives. Prerequisite:
SPED780. Students that have credit in
SPED794 cannot take SPED790 for additional
credits.
Students must complete all academic courses
and clinical practicum required for clinical
certification by the American Speech-Language-Hearing Association. Students with
insufficient undergraduate preparation will be
required to complete undergraduate prerequisite courses prior to fulfilling course requirements for the master's program.
SPED794
SPEECHLANGUAGE
PATHOLOGY
PROGRAM
SPED780
SPED790
temporary approaches to diagnosis and remediation of communication disorders.
MASTER OF ARTS
DEGREE
Speech-Language
Pathology
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 a communication disorder.
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 con-
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.
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.
2. Application fee of $25.00 (if you have
never applied to Edinboro before).
3. An official transcript reflecting a baccalaureate degree in “speech and hearing
disorders” from an accredited institution
with an overall 2.8 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.
6. Professional resume.
7. 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?
8. Application for Graduate AssistantshipSpeech/Language Pathology (if you
desire to apply for a graduate assistantship).
Note: All materials must be received by March
1 to be considered.
Undergraduate Prerequisite Courses and
Requirements
SHLD125 Psychology of Communication
(3)
SHLD230 Intro to Audiology (3)
SHLD300 Normal Communication Development Across the Lifespan (3)
SHLD340 Adv. Language Dev. and
Analysis (3)
SHLD355 Anatomy and Physiology of the
Speech/Hearing Mechanism (3)
Speech-Language Pathology Program/97
SHLD375 Acoustical Phonetics and
Phonetic Analysis (3)
SHLD420 Clinical Observation (3) (may be
waived)
SHLD500 Neuroanatomy+
SHLD515 Audiologic Rehabilitation (3)
+ May be taken during graduate study for
credit.
z
Minimum of 25 hours of approved clinical observation.
z
At least one math course; two recommended for PDE Certification.
z
At least one biological and one physical
science course.
z
At least six hours in behavioral/social sciences.
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 is required as a partial requirement of this degree. These credits should be
earned as follows:
I. Core Courses
36 sem. hrs.
SHLD605 AAC Assessment and
Intervention (3)
SHLD611 Seminar in Clinical Methods
(3)
SHLD616 Audiology for the SpeechLanguage Pathologist (3)
SHLD630 Fluency Disorders (3)
SHLD635 Phonological Disorders (3)
SHLD640 Language Disorders (3)
SHLD650 Aphasia/Neurological
Disorders (3)
SHLD655 Swallowing Disorders (3)
SHLD706 Professional Issues in
Speech-Language
Pathology/Audiology (3)
SHLD740 Voice/Resonance Disorders
(3)
SHLD772 Research Methods in
Communication Disorders
(3)
SHLD790 Comm. Disorders in the
Educ. Setting (3)
II. SLP Program Electives
3 sem. hrs.
SHLD675 Topics in Communication
Disorders (1-3)
SHLD707 Advanced Augmentation
and Alternative
Communication (3)
SHLD715 Seminar in Aural
Rehabilitation (3)
SHLD745 Early Intervention in
Speech-Language Pathology
(3)
SHLD793 Independent Study (3)
III. Clinical Education
15 sem. hrs.
SHLD711 Advanced Clinical
Practice (3)
IV. Thesis (optional)
SHLD799 Thesis (3-6)
V. Total 54 semester hours (non-thesis
track)
To be recommended for Pennsylvania Instructional I Certification in Speech Language
Impaired, the following program must be completed.
1.
Complete all requirements for the Master
of Arts degree in Speech-Language
Pathology.
2. Complete the following PDE Component:
2 math courses
1 English composition course
1 English literature course
3. Meet all other requirements, such as
national standardized tests, that currently
are stipulated by the Pennsylvania
Department of Education and the University’s School of Education.
* An approved graduate course equivalent can
be substituted.
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 sit for the National Examination
in Speech Pathology (NESP).
Speech and Language
Pathology Courses
dards for ethical service delivery to multicultural clients and clients across the lifespan are
discussed.
SHLD616
AUDIOLOGY FOR THE
SPEECH LANGUAGE
PATHOLOGIST 3 sem. hrs.
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.
SHLD630
FLUENCY DISORDERS
3 sem. hrs.
This course studies the development of fluency, disfluency, and stuttering. Etiology identification, assessment, and treatment strategies
are emphasized.
SHLD635
PHONOLOGICAL
DISORDERS
3 sem. hrs.
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.
SHLD640
LANGUAGE DISORDERS
3 sem. hrs.
This course integrates theory and research in
the evaluation and treatment of language disorders in school-aged children and adolescents. It emphasizes current issues related to
the assessment of language behavior and intervention strategies.
SHLD650
SHLD605
AUGMENTATIVE AND
ALTERNATIVE
COMMUNICATION (AAC)
3 sem. hrs.
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.
SHLD611
SEMINAR IN CLINICAL
METHODS
3 sem. hrs.
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 stan-
APHASIA/
NEUROLOGICAL
DISORDERS
3 sem. hrs.
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.
SHLD655
SWALLOWING
DISORDERS IN INFANTS,
CHILDREN, AND ADULTS
3 sem. hrs.
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.
98/Speech-Language Pathology Program
SHLD675
TOPICS IN
COMMUNICATION
DISORDERS
3 sem. hrs.
In this course an in-depth study is made of a
specialized topic in the field of communication disorders.
SHLD706
PROFESSIONAL ISSUES IN
SPEECH LANGUAGE
PATHOLOGY AND
AUDIOLOGY
3 sem. hrs.
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.
tory etiologies is discussed. Hands-on training
with acoustic and instrumental diagnostic and
treatment techniques is provided. The role of
the therapeutic relationship is explored.
SHLD745
ISSUES IN EARLY
INTERVENTION FOR
THE SLP
3 sem. hrs.
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.
SHLD772
SHLD707
ADVANCED
AUGMENTATIVE AND
ALTERNATIVE
COMMUNICATION (AAC)
3 sem. hrs.
The course emphasizes the use of evidencebased practice and performance measurement
to support AAC intervention and management
with specific populations. The course explores
the range of AAC options/strategies for individuals that rely on AAC including adults with
neurologic disorders, early intervention,
school-aged populations, and individuals with
severe physical and cognitive challenges. The
course emphasizes laboratory experience with
AAC equipment.
SHLD711
ADVANCED CLINICAL
PRACTICE IN SPEECH
PATHOLOGY
3 sem. hrs.
This course will provide the advanced student
of speech and hearing with a varied clinical
experience aimed at sharpening clinical skills,
providing a greater breadth and depth of clinical involvements and generally increasing
clinical independence and clinical competency. Prerequisite: previous clinical experience.
SHLD715
SEMINAR IN AURAL
REHABILITATION
3 sem. hrs.
This course studies various approaches to the
(re)habilitation of individuals with sensorineural hearing loss. Its scope includes the
role of significant others, use of technology,
legal issues, educational vocational issues, and
therapeutic techniques.
SHLD740
VOICE/RESONANCE
DISORDERS
3 sem. hrs.
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 respira-
RESEARCH METHODS IN
COMMUNICATION
DISORDERS
3 sem. hrs.
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.
SHLD790
COMMUNICATION
DISORDERS IN THE
EDUCATIONAL
SETTING
3 sem. hrs.
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:
SHLD635, SHLD640.
SHLD793
INDEPENDENT STUDY
3 sem. hrs.
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.
SHLD799 THESIS
3-6 sem. hrs.
Research for the Master's thesis is conducted
under the supervision of an advisor. Prerequisite: consent of the departmental chairperson.
NOTE: All courses are graded based on criteria outlined by the instructor.
Graduate
Faculty
100/Faculty
GRADUATE FACULTY
KENNETH ADAMS, Professor
Professional Studies (2008)
B.S., M.Ed., Edinboro State College, 1975,
1978; Ph.D., SUNY-Buffalo, 1994
SUZANNE AMENDOLARA, Professor
Art (2009)
B.F.A., Miami University, 1985; M.F.A., Indiana
University, 1988
JOHN ASHLEY, Associate Professor
Biology and Health Services (2006)
B.S., M.S., Brigham Young University, 1981,
1983; Ph.D., Washington State University, 1988
JANET BAKER, Professor
Professional Studies (2010)
B.S., Indiana University of Pennsylvania, 1969;
M.Ed., University of Pittsburgh, 1972; Ed.D.,
Harvard University, 1987
MARY BEVEVINO, Professor
Professional Studies (2006)
B.S., Indiana University of Pennsylvania, 1964;
M.A., Gannon University, 1970; Ph.D.,
Pennsylvania State University, 1985
ALICE CONWAY, Associate Professor
Nursing (2009)
B.S.N., Syracuse University, 1964; M.N., Ph.D.,
University of Pittsburgh, 1968, 1988; CRNP,
Edinboro University of Pennsylvania, 1989
JAMES BOLTON, Assistant Professor
Professional Studies (2010)
B.S., Indiana University of Pennsylvania, 1973;
B.S., Edinboro University of Pennsylvania,
1985; M.Ed., Westminster College, 1978; Ph.D.,
Penn State University, 1992
SALENE J. COWHER, Professor
Professional Studies (2010)
B.S., M.A., Slippery Rock University, 1975,
1980; Ph.D., University of Pittsburgh, 1984;
N.C.C., L.P.C.
NANCY M. BRIGGS, Associate Professor
Elementary Education (2006)
B.S., M.Ed., The Pennsylvania State University,
1965, 1976; Ed.D., Indiana University of
Pennsylvania, 1994
JOHN R. CRISWELL, Professor
Elementary Education (2009)
B.S.Ed., M.Ed., California University of Pa.,
1971, 1978; Ed.D., West Virginia University,
1988
LISA BRIGHTMAN, Assistant Professor
Elementary Education (2009)
B.A., Mercyhurst College, 1984; M.Ed.,
Edinboro University of Pennsylvania, 1991;
Ed.D., University of Pittsburgh, 2001
SUSAN CRISWELL, Professor
Special Education and School Psychology
(2009)
B.S., Slippery Rock, 1973; M.Ed., Indiana
University of Pennsylvania, 1977; Ed.D., West
Virginia University, 1989
KAREN L. BAUER, Professor
Elementary Education (2005)
B.S.Ed., M.Ed., Ed.D., Indiana University of
Pennsylvania, 1973, 1975, 1987
DENNIS BUCKWALTER, Associate Professor,
Secondary Education (2008)
B.S., Geneva College, 1975; M.A. Ed., Ph.D.,
Virginia Polytechnic Institute and State
University, 1988, 1992
CHARLES W. CROSS, Professor
Secondary Education (2006)
A.A., Allegany Community College, 1973; B.S.,
M.Ed., Frostburg State College, 1975, 1979;
Ph.D., University of Maryland, 1989
JOHN BAVARO, Assistant Professor
Art (2006)
B.A., Miami U., 1987; M.F.A., U. of Cincinnati,
1999
RACHAEL J. BURKE, Associate Professor
Art (2010)
B.F.A., Western Kentucky University, 1977;
M.F.A., Miami University, 1983
GEOFFREY BEADLE, Assistant Professor
Art (2010)
B.F.A., Temple University, 1995; M.F.A.,
Boston University, 1997
MARY JO CAMPBELL, Associate Professor
Elementary Education (2008)
B.S.Ed., Slippery Rock University of Pa., 1972;
M.S., Duquesne University, 1975; Ed.D.,
Indiana University of Pa., 1991
SUSAN CURTIN, Assistant Professor
Elementary Education (2008)
B.S.Ed., Indiana University of Pennsylvania,
1983; M.Ed., Edinboro University of
Pennsylvania, 1990; Ed.D., Youngstown State
University, 2002
SHELLE BARRON, Assistant Professor
Art (2006)
B.A., Mercyhurst College, 1974; M.F.A.,
Edinboro University of Pennsylvania, 1985
MARIAN BECKMAN, Associate Professor
Elementary Education (2010)
B.S., M.Ed., Edinboro State College, 1971,
1974; Ed.D., Indiana University of
Pennsylvania, 1993
XIN-ZHU CHEN, Assistant Professor
History (2009)
M.A., M.B.A., Ph.D., Bowling Green State
University, 1985, 1988, 1998
IHOR BEMKO, Assistant Professor
History and Anthropology (2006)
B.A., M.P.A., Texas Tech, 1979, 1982; Ph.D.,
Texas A&M, 1991
IVAN CHOMPALOV, Assistant Professor
Sociology (2006)
B.A., M.A., Sofia University, 1980, 1992;
Ph.D., Louisiana State University, 1998
KATHLEEN BENSON, Associate Professor
Secondary Education (2010)
B.S., M.Ed., Edinboro State College, 1972,
1975; Ph.D., University of Akron, 1998
MALCOLM CHRISTHILF, Assistant Professor,
Art (2006)
B.S., Towson State University, 1979; M.A.,
M.F.A., University of California at Berkeley,
1985, 1987
LINDA BEST, Assistant Professor
Elementary Education (2009)
B.S., Edinboro State College, 1974; M.Ed.,
Edinboro University of Pennsylvania, 1991
GARY CONNELL, Assistant Professor
Professional Studies (2008)
B.A., M.Ed., University of Maine, 1972, 1975;
Ph.D., NCC, L.P.C., University of Georgia,
1979
KATHLEEN DAILEY, Professor
Elementary Education (2010)
B.A., Villa Maria College, 1979; M.Ed.,
Edinboro State College, 1982; Ed.D., Indiana
University of Pennsylvania, 1992
SONDRA L. DASTOLI, Professor
Special Education and School Psychology
(2009)
B.S., Youngstown State, 1963; M.Ed.,
University of Pittsburgh, 1965; Ph.D., Kent
State, 1987
MARK DEKA, Assistant Professor
Art (2008)
B.A., Ohio State University, 1979; M.A., Ph.D.,
Case Western Reserve, 1983, 1991
MARTHA DONKOR, Assistant Professor
History and Anthropology (2010)
B.A., University of Cape Coast, 1991; M.A.,
University of Guelph, 1995; Ph.D., University
of Toronto, 2000
JAMES DUNN, Professor
Business Administration and Economics (2009)
B.S., Edinboro State College, 1963; M.A.,
Ph.D., SUNY Binghamton, 1981
The date in parenthesis is the renewal date for graduate faculty appointment.
Faculty/101
CHARLES A. EDWARDS, Professor
Psychology (2006)
B.A., Berea College, 1976; M.A., Ph.D.,
University of Kentucky, 1979, 1983
GERRY GENDLIN, Assistant Professor
Political Science and Criminal Justice (2006)
B.A., California State University at Northridge,
1985; M.A., Ph.D., Tufts University, 1988, 1992
KAREN EISENHART, Assistant Professor
Geosciences (2006)
A.S., State U. of NY, 1992; B.A., Cornell U.,
1994; M.A., Ph.D., U. of Colorado, 1999, 2004
GLORIA GERBRACHT, Associate Professor
Elementary Education (2009)
B.S., M.Ed., Edinboro State College, 1970,
1972; Ed.D., Indiana University of
Pennsylvania, 1994
STEVEN EMMETT, Assistant Professor
Art (2008)
B.F.A., Edinboro State College, 1979; M.F.A.,
Edinboro University of Pennsylvania, 1988
JOEL ERION, Associate Professor
Special Education and School Psychology
(2006)
B.S., Clarion University of Pennsylvania, 1975;
M.Ed., Ed.D., Indiana University of
Pennsylvania, 1980, 1994
BENEDICT GIBSON, Professor
Art (2008)
B.A., Aquinas College, 1970; M.F.A.,
University of Nebraska, 1973
KATHLEEN GOLDEN, Associate Professor
Speech and Communication Studies (2009)
B.S., M.A., Youngstown State University, 1977,
1982; Ph.D., Kent State University, 1990
GREGORY HUNGERFORD, Assistant
Professor, Social Work (2009)
B.A., Youngstown State University, 1970;
M.S.W., Louisiana State University, 1973;
Ph.D., Ohio State University, 1993
DALE M. HUNTER, Professor
Biology and Health Services (2006)
B.S., Brooklyn-City University of New York,
1979; M.Phil., Ph.D., City University of New
York, 1983, 1987
JOYCE JAGIELO, Associate Professor
Psychology (2006)
B.A., B.S., University of Dayton, 1978, 1979;
M.A., Ph.D., University of Kentucky, 1983, 1989
JERRA JENRETTE, Associate Professor
History and Anthropology (2006)
B.A., Mars Hill College, 1983; M.A.,
Appalachian State University, 1985; Ph.D., West
Virginia University, 1996
ANTHONY ESPOSITO, Assistant Professor
Speech and Communication Studies (2009)
B.A., M.A., University of Akron, 1988, 1992;
Ph.D., Bowling Green State University, 1995
SHARON HAMILTON, Associate Professor
Psychology (2009)
B.A., Lock Haven University of Pennsylvania,
1977; M.A., East Carolina University, 1980;
Ph.D., West Virginia University, 1985
JEAN CROCKETT FAIETA, Professor
Special Education and School Psychology
(2008)
B.S., M.Ed, California University of Pa., 1977,
1978; Ed.D., West Virginia University, 1989
MELISSA K. GIBSON HANCOX, Assistant
Professor (2006)
Speech and Communication Studies
B.A., Edinboro University of Pennsylvania,
1992; M.A., Ph.D., Ohio University, 1995, 1997
JEAN JONES, Associate Professor
Speech and Communication Studies (2009)
B.S., M.A., Wright State University, 1988, 1989;
Ph.D., University of Pittsburgh, 1995
DAVID FERSTER, Assistant Professor
Political Science and Criminal Justice (2006)
B.A., SUNY at Buffalo College, 1973; J.D.,
SUNY at Buffalo School of Law, 1976
JAY M. HANES, Assistant Professor
Art (2006)
B.F.A., Columbus College of Art and Design,
1980; M.S., Florida State University, 1991;
Ph.D., The Ohio State University, 1994
ELISABETH JOYCE, Assistant Professor
English and Theatre Arts (2008)
B.A., University of Chicago, 1980; M.A.,
University of Delaware, 1984; Ph.D., Temple
University, 1991
MICHAEL J. HANNAN, Professor
Business Administration and Economics (2007)
B.A., University of Pittsburgh, 1984; Ph.D.,
West Virginia University, 1988
KATHE KOWALSKI, Associate Professor
Art (2009)
B.A., New York University, 1967; B.F.A.,
M.F.A., Eastern Michigan University, 1980,
1985
IRENE FIALA, Assistant Professor
Sociology (2006)
B.B.A., M.B.A., Ph.D., Kent State University,
1987, 1990, 2003
DENISE FINAZZO, Associate Professor
Elementary Education (2010)
B.S., M.Ed., Edinboro State College, 1971,
1974; Ed.D., Indiana University of
Pennsylvania, 1992
SUSAN HEGEL, Assistant Professor
Speech and Communication Studies (2010)
B.A. Kalamazoo College, 1979; M.S., Colorado
State University, 1983; Ph.D., University of
Oregon, 1998
PATRICIA FLACH, Associate Professor
Elementary Education (2008)
B.S., Millersville University of Pennsylvania,
1970; M.Ed., Ed.D., Indiana University of
Pennsylvania, 1990, 2000
JAMES HENSON, Instructor
Mathematics and Computer Science (2006)
B.A., Hiram College, 1968; M.S. Ed.,
Youngstown State, 1972
MARTIN FOX, Professor
Biology and Health Services (2010)
B.S., Monmouth College, 1985; M.S., Ph.D.,
Rutgers, The State University of New Jersey,
1988, 1992
DONNA HIXON, Assistant Professor
Social Work (2007)
B.A., M.S.W., West Virginia University, 1970;
M.P.H., Ph.D., University of Pittsburgh, 1990,
1992
DAVID E. FULFORD, Professor
Biology and Health Services (2010)
B.S., College of William & Mary, 1981; Ph.D.,
Medical College of Virginia, 1985
JO ANN HOLTZ, Associate Professor
Secondary Education (2009)
B.S., Ph.D., Kent State University, 1969, 1994;
M.Ed., Gannon University, 1989
CHARLES JOHNSON, Associate Professor
Art (2008)
B.A., M.A., M.F.A., University of Wisconsin,
1982, 1989, 1990
GARY LaBINE, Professor
Psychology (2007)
B.A., Westfield State College, 1983; Ph.D.,
State University of New York at Buffalo, 1990
SUSAN LaBINE, Professor
Psychology (2010)
B.A., Allegheny College, 1982; M.A., Ph.D.,
State University of New York at Buffalo, 1989,
1991
PAMELA LASHER, Assistant Professor
Mathematics and Computer Science (2009)
B.S., Edinboro State College, 1974; M.Ed.,
Edinboro University of Pennsylvania, 1991;
M.S., Youngstown State College, 1995; Ph.D.,
Kent State, 2001
JOSEPH LAYTHE, Associate Professor
History and Anthropology (2010)
B.A., Carroll College, 1987; M.A., Portland
State University, 1992; Ph.D., University of
Oregon, 1996
The date in parenthesis is the renewal date for graduate faculty appointment.
102/Faculty
CYNTHIA LEGIN-BUCELL, Professor
Psychology (2009)
B.A., Edinboro State College, 1975; M.A.,
Ph.D., Kent State College, 1977, 1979
PETER LINDEMAN, Associate Professor
Biology and Health Services (2010)
B.A., B.S., Eastern Illinois University, 1985;
M.S., University of Idaho, 1988; Ph.D.,
University of Louisville, 1997
JOHN LYSAK, Assistant Professor
Art (2008)
B.A., Evergreen State College, 1984; M.F.A.,
Carnegie Mellon University, 1988
MARY JO MELVIN, Associate Professor
Elementary Education (2009)
B.S., Edinboro State College, 1975; M.Ed.,
Edinboro University of Pennsylvania, 1990;
Ph.D., University of Akron, 1995
TIMOTHY MEYER, Assistant Professor
Mathematics and Computer Science (2008)
A.S., Pennsylvania State University, 1978; B.S.,
Ohio State University, 1981; M.S., Ph.D., State
University of New York, 1985, 1995
KENNETH MILLES, Professor
Psychology (2009)
B.A., John Carroll University, 1967; M.A.,
Ph.D., Kent State University, 1969, 1972
WILLIAM MacKAY, Assistant Professor
Biology and Health Services (2010)
B.S., McGill University, 1977; M.A., Holstra
University, 1979; Ph.D., Carnegie-Mellon
University, 1984
KIRAN MISRA, Professor
Biology and Health Services (2010)
B.S., University of Philippines at Los Banos,
1978; Ph.D., Cornell University, 1984
DAVID W. MARTIN, Assistant Professor
Art (2010)
B.F.A., University of Oklahoma, 1986; M.F.A.,
Virginia Commonwealth University, 1989
MARTIN J. MITCHELL, Associate Professor
Biology and Health Services (2010)
B.S., SUNY-Geneseo, 1981; M.S., Ph.D.,
Bowling Green State University, 1983, 1987
WILLIAM MATHIE, Assistant Professor
Art (2006)
B.F.A., Milwaukee Institute of Art and Design,
1985; M.F.A., Indiana University, 1989
TAMMY MITTEN, Assistant Professor
Professional Studies (2010)
B.A., Indiana University of Pennsylvania, 1982;
M.A., Edinboro University of Pennsylvania,
1985; Ph.D., Purdue University, 1994
RHONDA MATTHEWS, Assistant Professor
Sociology (2010)
B.A., Alcorn State University, 1984; M.S.,
Mississippi State University, 1986; Ph.D.,
University of Oklahoma, 1998
AMY McCLUNE, Assistant Professor
Nursing (2006)
B.S.N., Edinboro State College, 1982; M.S.N.,
Edinboro University of Pennsylvania, 1988;
Ph.D., University of Pittsburgh, 2001
SUZANNE McDEVITT, Associate Professor
Social Work (2009)
B.A., M.S.W., Ph.D., University of Pittsburgh,
1973, 1982, 1992
VIRGINIA L. McGINNIS, Assistant Professor
Elementary Education (2009)
B.S., M.Ed., Edinboro University of
Pennsylvania, 1969, 1972; Ed.D., University of
Pittsburgh, 2001
TERRY McKELVEY, Assistant Professor
Art (2010)
B.F.A., Maine College of Art, 1988; M.F.A.,
Cornell University, 1993
GRANT McLAREN, Professor
Psychology (2008)
B.A., Emory & Henry College, 1986; M.S.,
Ph.D., Washington State University, 1991, 1992
JOSEPH MOLNAR, Assistant Professor
Mathematics and Computer Science (2006)
B.S., Westminster College, 1984; M.S., Virginia
Polytechnic Institute and State University, 1986;
M.S., University of Pittsburgh, 1990
CHARLOTTE MOLRINE, Associate Professor,
Speech and Communication Studies (2010)
B.A., Stephens College, 1978; M.A., Edinboro
State College, 1982; Ph.D., Kent State
University, 1998
RUTH NASH-THOMPSON, Associate
Professor, Special Education and School
Psychology (2008)
B.A., Fisk University; 1956; M.A., Case
Western Reserve University, 1971; Ph.D., Kent
State University, 1995
SUSAN C. NORTON, Associate Professor
Professional Studies (2008)
B.A., Baldwin Wallace College, 1971; M.S.,
University of Dayton, 1984; Ph.D., Iowa State
University, 1992; N.C.C., L.P.C.
PATRICIA NOSEL, Assistant Professor
Nursing (2006)
B.S., Indiana University of Pennsylvania, 1974;
M.N., University of Pittsburgh, 1978
ROSEMARY OMNIEWSKI, Associate
Professor, Elementary Education (2009)
B.Mus.Ed., Temple University, 1971; M.Ed.,
Edinboro University of Pennsylvania, 1980;
Ph.D., Kent State University, 1999
JOHN ONDERKO, Assistant Professor
Mathematics and Computer Science (2006)
B.A., M.B.A., Gannon University, 1971, 1978
SUSAN PACKARD, Assistant Professor
Professional Studies (2009)
B.A., M.A., Edinboro University of
Pennsylvania, 1975, 1977; Ph.D., State
University of New York at Buffalo, 1994;
Licensed Psychologist, CRC, NCC, CAC, LPC
LAURIE A. PARENDES, Associate Professor
Geosciences (2010)
B.A., Wake Forest University, 1980; M.S.,
University of Florida, 1983; Ph.D., Oregon State
University, 1997
JAMES S. PARLIN, Associate Professor
Art (2008)
B.A., M.F.A., University of Pennsylvania,
1976, 1981
NAZIR MUGHAL, Professor
History and Anthropology (2006)
B.A., M.A., L.L.B., University of Sind,
Pakistan, 1958, 1961, 1963; Ph.D., Southern
Illinois University, 1971
MICHAEL D. PAULUS, Assistant Professor
Social Work (2007)
B.S., Regents College, 1982; M.S.W., SUNY at
Buffalo; Ph.D., Rutgers University, 1995
DONNA M. MURPHY, Associate Professor
Special Education and School Psychology
(2009)
B.S.Ed., M.S.Ed., University of Kansas, 1976,
1978; Ph.D., University of Virginia, 1986
ANTHONY PEYRONEL, Assistant Professor
Speech and Communication Studies (2009)
B.A., Edinboro University of Pennsylvania,
1983; M.A., The American University, 1984;
Ed.D., University of Pittsburgh, 1998
ELVAGE MURPHY, Assistant Professor
Political Science and Criminal Justice (2006)
B.S., Edinboro University of Pennsylvania,
1987; J.D., West Virginia University, 1993
PATRICIA PINEO, Associate Professor
Mathematics and Computer Science (2009)
B.A., Duke University, 1966; M.S., Ph.D.,
University of Pittsburgh, 1985, 1993
STEVEN NACHMAN, Professor
History and Anthropology (2008)
B.A., University of Pennsylvania, 1967, M.Phil.,
Ph.D., Yale University, 1969, 1978
JACQUELINE POWER, Assistant Professor
Elementary Education (2010)
B.S., M.S., The College of Saint Rose, 1973,
1985; M.F.A., Washington University of St.
Louis, 1991
The date in parenthesis is the renewal date for graduate faculty appointment.
Faculty/103
DAVID PUGH, Associate Professor
Social Work (2009)
B.S., M.S.Ed., Youngstown State University,
1982, 1983; M.S.W., Ph.D., University of
Maryland at Baltimore, 1987, 1991
SHON SMITH, Assistant Professor
Professional Studies (2010)
B.A., M.A., Edinboro University of
Pennsylvania, 1994, 1996; ABD, Duquense
University
FRANK TAYLOR, Assistant Professor
Sociology (2010)
B.A., Mayville State University, 1992; M.A.,
Ph.D., University of Nebraska-Lincoln, 1993,
1997
ANDREW J. PUSHCHAK, Instructor
Professional Studies (2010)
B.S., M.Ed., Edinboro University of
Pennsylvania, 1993, 1996; Ed.D. candidate,
Youngstown State University, 2005
DAWN M. SNODGRASS, Professor
Professional Studies (2009)
B.S., M.Ed., Edinboro State College, 1977,
1978; Ph.D., Akron University, 1991
TIMOTHY THOMPSON, Professor
Speech and Communication Studies (2010)
B.A., M.A., Ph.D., Bowling Green State
University, 1982, 1983, 1986
EDWARD SNYDER, Associate Professor
Special Education and School Psychology
(2008)
B.A., M.S., Bucknell University, 1989, 1991;
Ph.D., LeHigh University, 2000
NINA THUMSER, Assistant Professor
Biology and Health Services (2010)
B.S., Virginia Polytechnical Institute and State
U., 1982; M.S., Florida Inst. of Tech., 1985;
Ph.D., U. of Wisconsin-Wilwaukee, 1993
ULF SORHANNUS, Associate Professor
Biology and Health Services (2010)
M.S., University of Helsinki, 1983; M.A.,
Queens College of the City University of New
York, 1988; Ph.D., The Graduate School of the
City University of New York
ROSEMARY TRELOAR, Associate Professor,
Elementary Education (2009)
B.S., M.A., Northeast Missouri State University,
1969, 1974; Ph.D., University of Missouri, 1982
BARBARA RAHAL, Professor
Elementary Education (2009)
B.S., West Virginia Institute of Technology,
1970; M.Ed., Ed.D., West Virginia University,
1974, 1986
CYNTHIA REBAR, Associate Professor
Biology and Health Services (2009)
B.S., Kent State University, 1976; M.S.,
New Mexico State University, 1980; Ph.D.,
Kansas State University, 1988
LEE REXRODE, Professor
Art (2009)
B.A., Indiana University of Pa., 1978; M.F.A.,
Rochester Institute of Technology, 1982
GEORGE E. RICHARDS II, Assistant Professor
Political Science and Criminal Justice (2010)
B.A., M.S., University of Louisville, 1992,
1994; Ph.D., University of Akron/Cleveland
State University, 2004
THOMAS RODEN, Assistant Professor
Secondary Education (2008)
B.S., M.S., Clarion State College, 1976, 1980;
Ph.D., Indiana University of Pennsylvania, 1999
ROSELLE SCAGGS, Assistant Professor
Social Work (2006)
B.A., M.S.N., St. U. of NY at Buffalo, 1992,
1994; Ph.D., U. at Buffalo, 2003
STANLEY SCHUYLER, Assistant Professor
Mathematics and Computer Science (2006)
B.S., M.S., Penn State, 1971, 1973; M.S., U. of
Colorado, 1998
ROY SHINN, Professor
Speech and Communication Studies (2008)
B.S., Edinboro State College, 1982; M.S.,
Ph.D., University of Oklahoma, 1984, 1987
ANDREW SMITH, Associate Professor
Speech and Communication Studies (2010)
B.S., M.S., Ph.D., Southern Illinois University,
1976, 1977, 1990
MARGARET L. SMITH, Assistant Professor
Social Work (2006)
B.A., Temple University, 1973; M.S., University
of Michigan, 1975; M.P.H., Ph.D., University of
Pittsburgh, 1998, 1999
RONALD SPILLER, Assistant Professor
History and Anthropology (2007)
B.A., Northwestern State University, 1970;
M.A., Stephen F. Austin University, 1986;
Ph.D., Texas A&M University, 1993
ALLAN TURNER, Assistant Professor
Social Work (2009)
B.A., George Williams College, 1972; M.A.,
Washington College, 1977; M.S.W., Our Lady
of the Lake University, 1980; Ph.D., Barry
University, 1994
CRAIG W. STEELE, Professor
Biology and Health Services (2009)
B.S., Pennsylvania State University, 1976; M.S.,
Ph.D., Texas A & M University, 1978, 1986
CRAIG T. VAN BELL, Professor
Biology and Health Services (2010)
B.S., Rensselaer Polytechnic Institute, 1972;
M.S., College of Saint Rose, 1978; Ph.D.,
University of Iowa, 1982
CARA STEIN, Assistant Professor
Mathematics and Computer Science (2006)
B.A., Alfred University, 1998; M.S., George
Mason University, 2001; M.S., Ph.D.,
University of Alabama, 2003, 2004
MICHAEL VETERE, Assistant Professor
Professional Studies (2006)
B.S., Mansfield State College, 1972; M.A., Ball
State University, 1976; Ed.D., University of
Pittsburgh, 1986
KATHLEEN STEVENS, Assistant Professor
Secondary Education (2010)
B.S., M.Ed., Supervision Cert, Edinboro State
College, 1974, 1980, 1982; Ph.D., Kent State
University, 1997
SANDRA WAITE-STUPIANSKY, Associate
Professor, Elementary Education (2009)
B.A., M.A., Allegheny College, 1976, 1977;
Ph.D., Indiana University, 1987
ERIC STRAFFIN, Associate Professor
Geosciences (2010)
B.S., Clarion University of Pennsylvania, 1990;
M.S., Northern Arizona, 1993; Ph.D., University
of Nebraska, 2000
KAREN F. STUBENBORT, Assistant Professor
Social Work (2006)
B.A., Point Park College, 1978; M.S., M.S.W.,
Doctor of Philosophy, Univ. of Pitt, 1986, 1998,
2003
NICHOLAS G. STUPIANSKY, Professor
Elementary Education (2009)
B.S., M.A., Allegheny College, 1975, 1976;
Ph.D., Indiana University, 1984
MARC SYLVESTER, Associate Professor
Mathematics and Computer Science (2008)
B.A., California University of Pennsylvania,
1995; MA., Ph.D., University of Pittsburgh,
1996, 2001
MAUREEN WALCAVICH, Associate
Professor, Elementary Education (2010)
B.S., University of Maryland, 1973; M.A.,
University of Alabama Birmingham, 1976;
Ed.D., Indiana University of Pennsylvania, 1995
T.L. WARBURTON, Professor
Speech and Communication Studies (2006)
A.B., Brown University, 1969; Ph.D., University
of Denver, 1984
DAVID P. WARNER, Assistant Professor
Art (2006)
B.F.A., Roanoke College, 1975; M.F.A.,
University of Arizona, 1989
WILLIAM R. WEBER, Professor
Elementary Education (2009)
B.S., University of Utah, 1976; M.A., California
State University-Chico, 1985; Ed.D., University
of Virginia, 1988
The date in parenthesis is the renewal date for graduate faculty appointment.
104/Faculty
FREDERICK WEENING, Associate Professor
Mathematics and Computer Science (2009)
B.S., Carnegie-Mellon University, 1988; Ph.D.,
University CA San Diego, 1994
CHARLOTTE WELLMAN, Assistant
Professor, Art (2006)
B.A., Brown University; 1981; M.A., Ph.D.,
Stanford University, 1986, 1995
JOYCE Z. WHITE, Associate Professor
Social Work (2008)
B.A., St. Mary’s College, 1964; M.A.,
University of North Carolina, 1966; M.S.W.,
Virginia Commonwealth University, 1976;
Ph.D., Case Western Reserve University, 1986
MICHAEL J. WILER, Assistant Professor
Social Work (2006)
B.A., Gannon College, 1968; M.S.W., West
Virginia University, 1970
SUZANNE WINTERBERGER, Associate
Professor, Art (2009)
A.A.S., B.F.A., Rochester Institute of
Technology, 1975; M.F.A., Cranbrook Academy
of Art, 1978
CAPPY COUNARD WOLF, Assistant Professor
Art (2009)
B.S., University of Wisconsin, 1992; M.F.A.,
Southern Illinois University, 1999
ELLEN M. ZIMMER, Assistant Professor
Math and Computer Science (2010)
B.S., M.S., Rochester Institute of Technology,
1987, 1990
INDEX
A
Academic Standards and Policies ....................................................... 21
Accreditation .................................................................................... IFC
Adapted Intramural and Recreational Sports (AIRS) ........................ 34
Adding Courses .................................................................................. 25
Administration ...................................................................................... 4
Administration of Graduate Studies ................................................... 11
Admission Policies and Procedures .................................................... 13
Admission Requirements .................................................................... 14
Advanced Certificate .......................................................................... 13
Affirmative Action Statement ........................................................... IFC
Anthropology Courses ........................................................................ 82
Appeal of a Grade ............................................................................... 24
Art Programs ....................................................................................... 38
Art Education Courses ........................................................................ 40
Art History Courses ............................................................................ 40
Attendance .......................................................................................... 25
Auditing a Course ............................................................................... 23
B
Baron-Forness Library ........................................................................ 30
Basic Art Courses ............................................................................... 41
Behavioral Science Courses ............................................................... 44
Behavior Management Specialist Certificate ..................................... 44
Biology Program ................................................................................. 44
Biology Courses .................................................................................. 45
C
Campus Recreation Fitness Facilities ................................................. 34
Candidacy ........................................................................................... 22
Center for Career Services .................................................................. 31
Center for Outdoor Recreational Experience (CORE) ....................... 34
Ceramics Courses ............................................................................... 42
Change of Address or Name ............................................................... 29
Changing Courses ............................................................................... 25
Changing Curriculum ......................................................................... 20
Character Education Courses .............................................................. 48
Character Education Certification Program ....................................... 47
Class Cancellation .............................................................................. 25
Classification of Graduate Students ................................................... 13
Commencement .................................................................................. 27
Communication Studies Program ........................................................ 49
Communications Directory ................................................................. 10
Competencies for the Master’s Degree .............................................. 11
Competency Examinations ................................................................. 21
Comprehensive Examination .............................................................. 21
Confidentiality and Privacy ................................................................ 27
Cooperative Doctoral Program in Elementary Education .................. 15
Correspondence Courses .................................................................... 21
Counseling Courses ............................................................................ 54
Counseling Programs .......................................................................... 52
Counseling and Psychological Services ............................................. 35
Course Loads ...................................................................................... 25
Criminal Justice Courses .................................................................... 85
Cumulative Grade Average ................................................................. 21
D
Denied Admissions ............................................................................. 14
Dining Services ................................................................................... 31
Doctoral Collaboration – Developmental and Educational
Psychology Program ................................................................... 16
Drawing Courses ................................................................................ 42
E
Earning a Master’s Degree ................................................................. 26
Edinboro University in Erie – The Porreco Center ............................ 31
Education Courses .............................................................................. 72
Educational Foundations Courses ...................................................... 59
Elementary Education Computer Laboratory ..................................... 31
Elementary Education Courses ........................................................... 63
Elementary Education and Reading Programs ................................... 60
Enrollment of Undergraduate Students .............................................. 25
Enrollment of Seniors ......................................................................... 25
F
Faculty Enrollment in Classes ............................................................ 26
Fees and Expenses .............................................................................. 16
Financial Aid ....................................................................................... 27
G
Grading System .................................................................................. 23
Graduate Assistantships ...................................................................... 22
Graduate Council ................................................................................ 12
Graduate Curricula .............................................................................. 35
Graduate Faculty ............................................................................... 100
Graduate Record Examination ............................................................ 29
Graduate Student Council ................................................................... 12
Greek Affairs ....................................................................................... 33
H
Health Services ................................................................................... 35
History Courses .................................................................................. 79
Housing ............................................................................................... 35
I
Identification Cards ............................................................................ 29
Independent Study .............................................................................. 26
Individualized Instruction ................................................................... 26
Information Technology Courses .........................................................68
Information Technology Program ....................................................... 68
Instructional Technology Specialist Certification Program ............... 69
Instructional Technology Specialist Certification Courses ................ 70
International Students ......................................................................... 15
Internships ........................................................................................... 29
Intramural Sports ................................................................................ 34
J
Jewelry/Metalsmithing Courses .......................................................... 42
L
Late Application .................................................................................. 17
M
MA Degree – Art ................................................................................ 38
MA Degree – Clinical Psychology ..................................................... 77
MA Degree – Communication Studies ............................................... 49
MA Degree – Counseling ................................................................... 52
MA Degree – Social Sciences ............................................................ 79
MA Degree –Speech-Language Pathology ........................................ 96
Mathematics Clinic ............................................................................. 31
Maximum Credit for Independent Study ............................................ 22
Maximum Number of “C” Grades ..................................................... 21
Maximum Number of 500 Level Courses .......................................... 21
MEd Degree – Educational Leadership .............................................. 55
MEd Degree – Educational Psychology ............................................. 90
MEd Degree – Elementary Education ................................................ 60
MEd Degree – Middle and Secondary Instruction ............................. 70
MEd Degree – Reading ...................................................................... 62
MEd Degree – Special Education ...................................................... 93
MFA Degree – Studio Art ................................................................... 39
Middle and Secondary Instruction Program ....................................... 70
Miller Analogies Examination ............................................................ 29
Minimum Number of 700 Level Courses .......................................... 21
Minimum Number of Semester Hours of Credit ................................ 21
Mission Statement ............................................................................ IFC
MS Degree – Biology ......................................................................... 44
MS Degree – Information Technology ............................................... 68
MSN Degree – Nurse Practitioner ...................................................... 75
MSW Degree ...................................................................................... 87
Multicultural Programs Office ............................................................ 34
Multi-Media Courses .......................................................................... 43
N
Non-Degree Certification Student ...................................................... 14
Numbering of Courses ........................................................................ 36
Nursing Courses .................................................................................. 76
Nursing Program ................................................................................. 75
O
Off-Campus Facilities ......................................................................... 29
Office of Extended Learning .............................................................. 31
Office for Students with Disabilities .................................................. 34
Office of Distance Education and Learning Technology ................... 30
Organizations
Activity Groups .......................................................................... 33
Student ........................................................................................ 33
Greek ........................................................................................... 34
Professional ................................................................................. 33
P
Painting Courses ................................................................................. 43
Philosophy of Graduate Study ............................................................ 11
Philosophy of a Master’s Degree ........................................................ 11
Photography Courses .......................................................................... 43
Plagiarism ........................................................................................... 11
Political Science Courses .................................................................... 85
President’s Message .............................................................................. 8
Printmaking Courses ........................................................................... 43
Program Listing .................................................................................... 3
Psychology Courses ............................................................................ 78
Psychology Program ........................................................................... 77
Pymatuning Laboratory Courses ........................................................ 44
R
Reading Clinic .................................................................................... 31
Reading Courses ................................................................................. 67
Reading Specialist Certification ......................................................... 63
Readmission ........................................................................................ 20
Refund Policy ..................................................................................... 18
Registration Procedures ...................................................................... 29
Repeating Courses .............................................................................. 23
Research Requirement ........................................................................ 23
Residency Classification ..................................................................... 29
Rolling Scots Athletic Program .......................................................... 34
S
School Counselor Certification .......................................................... 53
School Principal Certification ............................................................ 56
School Psychology Courses ................................................................ 92
School Psychology Program ............................................................... 90
School Supervision Certification ........................................................ 57
Sculpture Courses ............................................................................... 43
Second Master’s Degree ..................................................................... 25
Sociology Courses .............................................................................. 83
Social Sciences Program .................................................................... 79
Social Work Courses ........................................................................... 88
Social Work Program .......................................................................... 87
Special Education and School Psychology Programs ........................ 90
Special Education Courses ................................................................. 92
Special Student ................................................................................... 14
Speech and Communication Studies Courses .................................... 49
Speech-Language Pathology Program ................................................ 96
Speech and Hearing Center ................................................................ 31
Speech and Language Pathology Courses .......................................... 97
Standards of Ethics ............................................................................. 11
Student Activities ................................................................................ 32
Student Government Association ....................................................... 32
Student Judicial Affairs ....................................................................... 32
Student Responsibilities ...................................................................... 12
T
Technology and Communications ...................................................... 29
Textbooks ............................................................................................ 29
Textile Design Courses ....................................................................... 43
Time Limitations ................................................................................. 23
Transcripts ........................................................................................... 17
Transfer of Credit ............................................................................... 21
U
Unconditional Admission ................................................................... 14
University Calendar .............................................................................. 2
University Center Information Desk .................................................. 32
University Policy Manual ................................................................... 12
University Programs ........................................................................... 34
V
Vehicle Registration ............................................................................ 35
Veterans Affairs Office ....................................................................... 16
Volunteer Service ................................................................................ 34
W
Weaving and Basketry Courses .......................................................... 43
Withdrawal from a Course .................................................................. 24
Withdrawal from the University ......................................................... 25
Writing Graduate Papers ..................................................................... 23
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Reeder Hall
Diebold Center for the Performing Arts
Doucette Hall
Louis C. Cole Auditorium – Memorial
Hall
President’s Residence
Alumni House
Biggers House
Taylor House
Academy Hall
Compton Hall
Leader Speech and Hearing Center
Faculty Annex
Heather Hall
Loveland Hall
East Hall
Garage
Earlley Hall
Maintenance Building
Ross Hall
Hamilton Hall
Crawford Center for Health & Physical
Education and Disability Resources
R. Benjamin Wiley Arts & Sciences
Center
Centennial Hall
Dearborn Hall
Earp Hall
Rose Hall
Cooper Science Hall
McNerney Hall
Butterfield Hall
Ghering Health and Wellness Center
Hendricks Hall
Baron-Forness Library
Miller Research Learning Center
VanHouten Dining Hall
University Center
McComb Fieldhouse
Scranton Hall
Shafer Hall
Lawrence Towers
Sox Harrison Stadium
Baseball Field and Recreation Area
Softball Field and Recreation Area
Gazebo
Media of