2021-2022

GRADUATE
CATALOG

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TABLE OF CONTENTS

INTRODUCTION ..................................................................................................................................................... - 4 ACCREDITATION .................................................................................................................................................... - 5 UNIVERSITY CALENDAR ......................................................................................................................................... - 8 COMMUNICATIONS DIRECTORY............................................................................................................................ - 9 GRADUATE PROGRAM HEADS ............................................................................................................................. - 10 STANDARDS OF ETHICS FOR GRADUATE STUDENTS ........................................................................................... - 11 GRADUATE STUDENT DISPOSITIONS ................................................................................................................... - 11 ADMISSION POLICIES AND PROCEDURES ............................................................................................................ - 13 FINANCES ............................................................................................................................................................. - 17 ACADEMIC STANDARDS AND POLICIES ............................................................................................................... - 24 ACADEMIC RESOURCES, SERVICES, AND SPECIAL PROGRAMS ........................................................................... - 31 STUDENT ENGAGEMENT ..................................................................................................................................... - 34 DEGREES AND PROGRAMS .................................................................................................................................. - 39 DOCTOR OF NURSING PRACTICE ......................................................................................................................... - 42 EDUCATIONAL SPECIALIST IN SCHOOL PSYCHOLOGY ......................................................................................... - 45 MASTER OF FINE ARTS......................................................................................................................................... - 48 MASTER OF ARTS ................................................................................................................................................. - 51 MASTER OF ARTS IN ART ................................................................................................................................. - 52 MASTER OF ARTS IN COMMUNICATION STUDIES ........................................................................................... - 55 MASTER OF ARTS IN COUNSELING .................................................................................................................. - 58 MASTER OF ARTS IN SPEECH-LANGUAGE PATHOLOGY .................................................................................. - 67 MASTER OF BUSINESS ADMINISTRATION ........................................................................................................... - 70 MASTER OF EDUCATION...................................................................................................................................... - 73 MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION ......................................................................... - 74 MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY .............................................................................. - 76 MASTER OF EDUCATION IN READING ............................................................................................................. - 78 MASTER OF EDUCATION IN READING – DYSLEXIA INTERVENTION................................................................. - 80 MASTER OF EDUCATION IN SPECIAL EDUCATION ........................................................................................... - 81 OPTION 1 P-12 (M.Ed. in Special Education - Seeking Certification) .............................................................. - 82 OPTION 2 Behavior Management (M.Ed. in Special Education; Already certified in special education) ....... - 82 -2-

MASTER OF EDUCATION IN TEACHER LEADERSHIP ........................................................................................ - 84 MASTER OF SCIENCE............................................................................................................................................ - 87 MASTER OF SCIENCE IN NURSING ................................................................................................................... - 88 SECOND MASTER’S DEGREE FAMILY NURSE PRACTITIONER .............................................................................. - 90 MASTER OF SOCIAL WORK .................................................................................................................................. - 91 POST-MASTER’S CERTIFICATE PROGRAMS.......................................................................................................... - 94 POST-MASTER’S ART THERAPY CERTIFICATE................................................................................................... - 95 POST-MASTER’S SCHOOL COUNSELING CERTIFICATE ..................................................................................... - 97 POST-MASTER’S LICENSURE PREPARATION PROGRAMS ................................................................................ - 98 POST-MASTER’S FAMILY NURSE PRACTITIONER CERTIFICATE ........................................................................ - 99 POST-BACCALAUREATE TEACHER CERTIFICATION ............................................................................................ - 100 SPECIALIZED CERTIFICATIONS ........................................................................................................................... - 119 PA SUPERVISOR OF SPECIAL EDUCATION...................................................................................................... - 122 POST-MASTER’S CERTIFICATE........................................................................................................................ - 122 PA LETTER OF ELIGIBILITY FOR SUPERINTENDENTS ...................................................................................... - 124 POST-MASTER’S CERTIFICATE........................................................................................................................ - 124 ESL SPECIALIST CERTIFICATE.......................................................................................................................... - 126 READING SPECIALIST CERTIFICATE ................................................................................................................ - 128 SPECIAL EDUCATION (PK-12) TEACHER CERTIFICATION................................................................................ - 129 COURSE DESCRIPTIONS ..................................................................................................................................... - 135 -

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INTRODUCTION
Edinboro University is the northwestern Pennsylvania region’s largest and most comprehensive institution of
higher education. Located in the community of Edinboro, the University is only 18 miles from Erie, Pennsylvania’s
fifth largest city, and within 100 miles of and with easy interstate highway access to the major educational and
cultural centers of Buffalo, Cleveland and Pittsburgh.
Edinboro boasts 42 buildings on a beautiful 585-acre campus, which includes a five-acre lake, open fields and
woods, eight on-campus residence halls for approximately 2,500 students, and the largest and most
comprehensive academic library in northwestern Pennsylvania with nearly 420,000 volumes, 700,000 microform
units and access to over 100 databases.
Students are guided and inspired by an internationally recognized instructional faculty, 90 percent of whom hold
terminal degrees in their field of study. Celebrated for their outstanding research and scholarly accomplishments,
a number of faculty members also have held state and national leadership roles in their professional organizations.
The student-faculty ratio is 19:1.
The Office of Accessibility for Students administers support services dedicated to enhancing the University’s
commitment to equal opportunity for students with disabilities. Edinboro’s students with disabilities and many
visitors benefit from a campus that is highly accessible and celebrates diversity.
The Edinboro University Alumni Association has experienced dramatic growth during the past several years and
now has 65,000 members. Alumni have played a major role in fundraising efforts for student scholarships, and
continue to be some of the best ambassadors for Edinboro University. EU graduates have brought credit to the
University through their pursuit of graduate- and professional-level scholarship and in careers as government
officials, Disney animators, federal agents, medical professionals, acclaimed artists and college presidents as well
as leaders in business, education, science, criminal justice and countless other fields.

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ACCREDITATION
Institutional Accreditation
Edinboro University is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104
(264-284-5000). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S.
Secretary of Education and the Council for Higher Education Accreditation.

Graduate Program Accreditations and Approvals
Accrediting Agency
Accreditation Commission of Education in Nursing
3343 Peachtree Road NE, Suite 850
Atlanta, GA 30326
(404) 975-5000
Approved by the Pennsylvania State Board of Nursing

Program
MS Nursing/Family Nurse Practitioner
Joint Program with Clarion University

Commission on Accreditation of Allied Health Education Programs
9355 – 113th St. N, #7709
Seminole, FL 33775
(727) 210-2350

MA in Counseling – Art Therapy

Commission on Collegiate Nursing Education
655 K Street NW, Suite 750
Washington, DC 20001
(202) 887-6791
Approved by the Pennsylvania State Board of Nursing

Doctor of Nursing Practice
Joint Program with Clarion University

Council for Accreditation of Counseling and
Related Educational Programs
1001 North Fairfax Street, Suite 510
Alexandria, VA 22314
(703) 535-5990
Council on Academic Accreditation in Audiology
and Speech-Language Pathology
2200 Research Boulevard
Rockville, MD 20850-3289
(301) 296-5700
Approved by the Pennsylvania Department of Education
Council on Social Work Education
1701 Duke Street, Suite 200
Alexandria, VA 22314
(703) 683-8080
National Association of School Psychologists
4340 East West Highway, Suite 402
Bethesda, MD 20814
(301) 657-0270
National Association of Schools of Art and Design
11250 Roger Bacon Drive, Suite 21
Reston, VA 20190-5248
(703) 437-0700
National Council for Accreditation of Teacher Education
1140 19th Street, NW, Suite 400
Washington, DC 20036

MA Clinical Mental Health Counseling and
Clinical Rehabilitation Counseling
MA Counseling
College Counseling
School Counseling
MA Speech-Language Pathology

Master of Social Work

EDS Educational Specialist in
School Psychology

MA Art
MA Art Education
MFA
MA Counseling – Art Therapy
Post-Master’s Certificate, Art Therapy
School of Education
All Teacher Certification and School
Personnel Preparation Programs

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(202) 223-0077

Approved by the Pennsylvania Department of Education

Non-Discrimination Statement, University Policies, and Reporting Procedures

Edinboro University of Pennsylvania is an equal opportunity education institution and employer and will not discriminate on
the basis of age, race, color, religion, ethnicity, veteran status, national origin, gender, gender identity, sex, sexual orientation
or disability in its activities, programs or employment practices as required by state law, federal law, Title VI, Title VII, Title IX,
Section 504, ADEA and the ADA.
For information regarding civil rights or grievance procedures and for inquiries concerning the application of Title IX and its
implementing regulation, contact the Office of Social Equity. For information or assistance regarding services, activities and
facilities that are accessible to and used by persons with a disability, contact the Office of Accessibility for Students at the
Crawford Center. Additionally, inquiries concerning Title IX and its implementing regulation can be made to:

Social Equity

The Office of Social Equity provides leadership as well as assists others in the creation of a campus environment that promotes
diversity and values individual differences and similarities. The Office also is responsible for overseeing the University’s
compliance with Federal and State laws pertaining to equal opportunity, nondiscrimination, and affirmative action and, as
such, investigates complaints of harassment and other forms of prohibited or unlawful discrimination. Most students will
complete their education at Edinboro University without the need to pursue a complaint. Students who believe, however,
that they have been subjected to harassment or other forms of prohibited discrimination from employees may contact:
Dr. Terrence A. Mitchell
Chief Diversity and Inclusion Officer
(814) 732-1259
Reeder Hall, 306

Mr. Andrew Matt, JD
Title IX Coordinator & Investigator
(814) 732-1564
Reeder Hall, 213

University Ombudsperson

The university Ombudsperson is a confidential resource for all members of the campus community to talk with informally,
anytime, about anything. The Ombudsperson provides a safe and neutral place for faculty, staff, students, parents and
retirees to discuss conflicts, concerns or problems.
The Ombudsperson will arrange a confidential meeting at a time and place convenient for anyone interested in meeting. It’s
helpful to make an appointment, but visitors can drop by the office without an appointment. It would be most effective to
meet in person, but a meeting via telephone can also be arranged. The Ombudsperson will generally not work through email
and discourages the sharing of any confidential information.
Ms. Beth Zewe
University Ombudsperson
(814) 732-1710
Reeder Hal, 312
For more information and additional FAQ, please refer to Ombudsperson Office website.

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Mission Statement
The mission of Edinboro University is to develop students personally, intellectually, and professionally
to become contributing citizens of the Commonwealth and beyond.

Values Statement
Edinboro University maintains a welcoming culture of acceptance and belonging, and is committed to
fostering an appreciation for learning as a life-long process, supporting a community that values
integrity, responsibility, respect and inclusiveness, encouraging innovation, creativity, exploration and
reflection, and enhancing quality in all aspects of a cohesive university experience.

Vision Statement
By offering excellent programs and services for an ever-changing society, Edinboro University will be the
first choice among students, employers, and the community.

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UNIVERSITY CALENDAR
Fall Semester 2021

Classes Begin
Last Day to Drop-Add
4:30pm at Hamilton Hall
11:59pm using S.C.O.T.S.
Labor Day (No Classes)
Friday Classes Meet in Place of Tuesday Classes

Monday, August 23, 2021

Monday, August 30, 2021
Monday, August 30, 2021
Monday, September 6, 2021
Tuesday, October 5, 2021
Mid-Semester Break Begins at 10:00pm
Thursday, October 7, 2021
Mid-Semester Break Ends. Classes Resume at 8:00am Monday, October 11, 2021
Last Day to Withdraw (11:59pm using S.C.O.T.S.)
Friday, October 29, 2021
Thanksgiving Holiday Begins at 10:00pm
Tuesday, November 23, 2021
Thanksgiving Holiday Ends. Classes Resume at 8:00am Monday, November 29, 2021
Last Day of Class
Friday, December 3, 2021
Final Exam Period Begins
Monday, December 6, 2021
End of Semester at 10:00pm
Friday, December 10, 2021
Commencement
Saturday, December 11, 2021

Spring Semester 2022

Classes Begin

Tuesday, January 18, 2022

Last day to Drop-Add
4:30pm at Hamilton Hall

Tuesday, January 25, 2022

11:59pm using S.C.O.T.S.

Tuesday, January 25, 2022

Spring Break Begins at 10:00pm

Friday, March 4, 2022

Spring Break Ends. Classes Resume at 8:00am
Last Day to Withdraw (11:59pm using S.C.O.T.S.)
Last Day of Class
Final Exam Period Begins
End of Semester at 10:00pm
Commencement

Monday, March 14, 2022
Friday, March 18, 2022
Monday, May 2, 2022
Tuesday, May 3, 2022
Friday, May 6, 2022
Saturday, May 7, 2022

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COMMUNICATIONS DIRECTORY
University Switchboard .....................................................................................................................................(814) 732-2000
President ............................................................................................................................................................................. 732-2711
Provost and Vice President for Academic Affairs ................................................................................................................ 732-2729
Vice President for Enrollment Management ...................................................................................................................... 732-2761
Vice President for Finance and Administration .................................................................................................................. 732-2585
Vice President for University Advancement ....................................................................................................................... 732-2992
Interim Dean for Student Engagement ............................................................................................................................... 732-2313
Vice President for Marketing and Communications ........................................................................................................... 732-2193
School of Education ............................................................................................................................................................ 732-2752
College of Arts, Humanities, and Social Sciences ................................................................................................................ 732-2400
College of Science and Health Professions ......................................................................................................................... 732-2440
School of Business .............................................................................................................................................................. 732-2460

Academic Departments

Art ....................................................................................................................................................................................... 732-2406
Biology and Health Sciences ............................................................................................................................................... 732-2500
Business and Economics ..................................................................................................................................................... 732-2407
Chemistry ............................................................................................................................................................................ 732-2485
Communication, Journalism, and Media ........................................................................................................................... 732-2444
Communication Sciences and Disorders .............................................................................................................................. 732-2433
Counseling, School Psychology, and Special Education ....................................................................................................... 732-1326
Criminal Justice, Anthropology, & Forensic Studies............................................................................................................. 732-2409
Early Childhood and Reading ............................................................................................................................................... 732-2650
English and Philosophy ........................................................................................................................................................ 732-2736
Geosciences ........................................................................................................................................................................ 732-2529
Health and Physical Education ............................................................................................................................................ 732-2502
History, Politics, Languages & Cultures................................................................................................................................ 732-2575
Mathematics and Computer Science ................................................................................................................................. 732-2760
Middle & Secondary Education and Educational Leadership .............................................................................................. 732-2830
Music and Theatre ............................................................................................................................................................... 732-2555
Nursing ................................................................................................................................................................................ 732-2900
Physics and Technology ..................................................................................................................................................... 732-2592
Psychology .......................................................................................................................................................................... 732-2774
Social Work .......................................................................................................................................................................... 732-2013
Sociology ............................................................................................................................................................................. 732-2573

Other Offices

Admissions (Undergraduate) ............................................................................................................................................... 732-2761
Affirmative Action ............................................................................................................................................................... 732-2167
Alumni ................................................................................................................................................................................. 732-2715
Bookstore ............................................................................................................................................................................ 732-2456
Student Accounts ............................................................................................................................................................... 732-3502
Center for Career Services ................................................................................................................................................. 732-2781
Financial Aid ........................................................................................................................................................................ 732-3500
Global Education Office ...................................................................................................................................................... 732-2770
Graduate Studies ................................................................................................................................................................. 732-2856
Health Center....................................................................................................................................................................... 732-2743
Information Technology Service .......................................................................................................................................... 732-2111
Library .................................................................................................................................................................................. 732-2273
Office for Adult Student Service ......................................................................................................................................... 732-2701
Office of Accessibility for Students ..................................................................................................................................... 732-2462
Pogue Student Center.......................................................................................................................................................... 732-2842
Police .................................................................................................................................................................................. 732-2921
Public Relations .................................................................................................................................................................. 732-1731
Records and Registration .................................................................................................................................................... 732-3501
Residence Life and Housing ............................................................................................................................................... 732-2818
ROTC/Military Science ........................................................................................................................................................ 732-2562
Student Government ........................................................................................................................................................... 732-2910

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GRADUATE PROGRAM HEADS
Art ..................................................................................................... Terry McKelvey, MFA Hamilton Hall, 201
814-732-1155 / tmckelvey@edinboro.edu
Art Education ........................................................................... Mary Elizabeth Meier, PhD, Doucette Hall, 116
814-732-1267 / mmeier@edinboro.edu
Business ..................................................................................................... Christine Billen, MBA, Hendricks Hall, 219
814-732-2058/cmccallum@edinboro.edu
Communication Studies............................................................................... Melissa Gibson, PhD, Compton Hall, 202
814-732-1592 / mgibson@edinboro.edu
Counseling ................................................................................................. Adrienne Dixon, PhD Butterfield Hall, 127
814-732-1932 / amdixon@edinboro.edu
Counseling-Art Therapy Program Director ............................................. Carolyn Treadon, PhD, Butterfield Hall, 234
814-732-1104 / ctreadon@edinboro.edu
Early Childhood Education ......................................................................Karen Lindeman, PhD, Butterfield Hall, 314
814-732-1550 / klindeman@edinboro.edu
Educational Leadership ........................................................................ Andrew Pushchak, EdD, Butterfield Hall, 230
814-732-1548 / apushchak@edinboro.edu
Educational Psychology ............................................................................ Edward Snyder, PhD, Butterfield Hall, 117
814-732-1099 / esnyder@edinboro.edu
Middle & Secondary Teacher Certification ............................................ Whitney Wesley, PhD, Butterfield Hall, 220
814-732-1591 / wwesley@edinboro.edu
Nursing ................................................................................................. Colleen Barrett, DNSc, Human Services, 132
814-732-1643 / cbarrett@edinboro.edu
Reading ........................................................................................................... Karen Tyler, PhD, Butterfield Hall, 325
814-732-2750 / ktyler@edinboro.edu
School Psychology .................................................................................... Edward Snyder, PhD, Butterfield Hall, 117
814-732-1099 / esnyder@edinboro.edu
Social Work ................................................................................................... Janice Carello, PhD, Hendricks Hall, G35
814-732-1738 / jcarello@edinboro.edu
Special Education..................................................................................... Meghan Ferraro, EdD, Butterfield Hall, 121
814-732-2410 / ferrarom@edinboro.edu
Speech/Language Pathology .................................................................. Catherine Krival, PhD, Human Services, 248
814-732-1472 / ckrival@edinboro.edu

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STANDARDS OF ETHICS FOR GRADUATE STUDENTS
It is expected that graduate students of the University will maintain the highest standards of ethics in connection with all
phases of their graduate work. Any form of dishonesty, including lying, cheating or plagiarizing, will not be tolerated.
Plagiarism may be defined as the act of taking the ideas and/or expression of ideas of another person and representing them
as one’s own. It is nothing less than an act of theft and, as such, is subject to University disciplinary action. The penalty for
plagiarism may range from a failing grade on the assignment to expulsion from the University.
Clearly, plagiarism defeats the central purpose of education, namely, to enable one to think and formulate one’s own ideas.
The student who has doubts about whether or not his/her work may constitute plagiarism should consult with the course
instructor prior to submitting the work. The instructor can provide clear guidance on how the student can avoid committing
this act of academic misconduct.
When alleged violations of these standards occur, the following procedures will be followed:
1.
2.

A faculty member, who has determined to his or her own satisfaction that a graduate student is guilty of lying,
cheating or plagiarizing, may penalize the student by adjusting the course grade.
If the faculty member feels a more severe penalty is warranted than the adjustment of the course grade, he or she
must refer the case to the Student Judicial Affairs Office.

When a graduate student’s grade has been adjusted because a faculty member has determined to his or her own satisfaction
that the student was guilty of lying, cheating or plagiarizing, the student may, if he or she feels unfairly penalized, appeal the
grade by following the Grade Appeal Procedure described elsewhere in this catalogue.
A faculty member who adjusts a student grade because he or she has determined to his or her own satisfaction that the
student was guilty of lying, cheating or plagiarizing is to immediately notify the Graduate Executive Director of this action.

GRADUATE STUDENT DISPOSITIONS
By accepting admission into Edinboro University’s School of Graduate Studies, students agree to educate themselves, and
comply with, all professional dispositions applicable to their respective programs of study.

Specific professional dispositions are in effect for the following Edinboro University graduate
programs:
•

•
•
•
•
•

All Master of Arts Counseling programs including concentrations (Clinical Mental, Clinical Rehabilitation, College,
School, Art Therapy, post-Masters licensure preparation, post-Master’s certification, and certificate in Art
Therapy).
Educational Specialist in School Psychology
All Master of Education programs including teacher preparation programs. (Teacher Leadership, Educational
Psychology, Early Childhood, Reading, Special Education and post-baccalaureate teacher certification.)
Nursing (MSN and DNP)
Social Work
Speech Language Pathology

Faculty in each of the above graduate programs recognizes the importance of professional dispositions and, accordingly, the
faculty will work to help students understand the respective dispositions in preparation for professional life in their chosen
discipline.
Students will receive the professional disposition policies via their respective graduate program head, graduate program
handbooks and/or department web pages.

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The faculty will also provide students with appropriate, documented, and timely feedback to develop these disposition skills.
To that end, each graduate program will routinely measure and assess student progress in meeting respective professional
ethics and standards.
Upon admission to the above listed programs, graduate students agree to comply with programmatic assessment of these
skills and to engage in personal reflection during their academic journey in pursuit of their degree. In the event a student is
not meeting required dispositional requirements, they will be subject to due process and remediation by the graduate
program faculty. Students will be given written notice of a remediation hearing and ample time to prepare. A written
summary of a remediation will be shared within 30 days of a hearing. A student’s academic advisor will be encouraged to
attend the hearing along with the student.
A student success plan will be developed in conjunction with the student, advisor and graduate program faculty. The ultimate
goal is to prepare the student to be successful in their chosen discipline. However, in the event the plan is unsuccessful, a
student’s enrollment may be recommended for termination to the Graduate School. The Graduate School has the final
authority, in consultation with the University Provost, to terminate a graduate student’s enrollment based on academic
and/or dispositional factors.
The graduate student may appeal the decision of the Graduate School or the Provost and Vice President for Academic Affairs
only in either of the following circumstances: (1) there was an error in procedure or interpretation of this policy that was so
substantial so as to effectively deny the student a fair opportunity to be heard; or (2) new and significant evidence, which
would not have been presented by diligent preparation at the initial hearing has become available. The student shall appeal
the decision in writing within ten (10) calendar days of receipt of the decision. The decision of the Provost is final.
A graduate student at EU is also subject to the Student Code of Conduct which addresses behaviors such as plagiarism,
academic dishonesty, etc. If a student’s behavior is in violation of the Student Code of Conduct, the matter will be referred
to the Office of Student Judicial Affairs.

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ADMISSION POLICIES AND PROCEDURES
The information in this section of the catalog is relevant to all Edinboro University graduate programs. Additional information
specific to individual programs (e.g., entrance requirements and application deadlines) is located within the various fact
sheets. However, for all graduate programs, admission requires a documented bachelor’s degree from a regionally accredited
college or university. Graduate admission policies and procedures are identical for online and campus-based programs.

Application Procedures

All post-baccalaureate applicants must apply for admission directly to the Edinboro University School of Graduate Studies.
Post-baccalaureate applicants are not admitted by individual administrators, faculty, or the Office of Undergraduate
Admissions. Applicants are encouraged to apply online, although paper application forms are available in the Graduate Office.
Applicants are also encouraged to apply at least four weeks in advance of program-specific application deadlines or four
weeks in advance of the date of anticipated enrollment in the case of programs with rolling admissions.
Only complete applications will be given full consideration. A complete application is defined as one in which all materials
required for the admission decision have been received by the Graduate Office. Applicants must arrange for the Graduate
Office to receive an official transcript from each college or university at which graduate or undergraduate credit has been
earned. Transcripts must be received directly from the issuing school and will not be accepted if “issued to student.” Applicants
who have not yet earned a bachelor’s degree may submit a partial transcript at the time the application form is submitted.
This may entitle the applicant to conditional admission pending receipt of the official transcript with posting of graduation.
Transcripts may be sent to the following addresses: School of Graduate Studies, 140 Butterfield Hall, 310 Scotland Road,
Edinboro PA 16444 or gradstudies@edinboro.edu. Application materials not sent to either of these addresses may delay
or invalidate an application. No application materials are to be sent to Program Heads/individual faculty members or
specific departments.

Admission Requirements

Admission to the graduate school is based on the academic qualifications of the applicant and is made without regard to race,
color, creed, national origin, ancestry, age, sex or disability. An earned bachelor’s degree from a regionally accredited or state
approved United States college or university or an education at a foreign college or university which is judged by the Executive
Director to be equivalent to at least a bachelor’s degree from a regionally accredited United States college or university is a
prerequisite for admission to graduate study. For admission a student must:
1.

2.
3.
4.
5.
6.
7.

Provide an official transcript from each college or university at which undergraduate or graduate credit has been
earned. Note: If you have not yet graduated, file a partial transcript at the time the application is completed and file
a complete transcript as soon as the degree is awarded. Transcripts must be received directly from issuing school
and will not be accepted if "issued to student."
If required for admission, provide an official record of the scores earned on either the Miller Analogies Test or the
Graduate Record Examination
Provide a photo copy of teaching certificate(s) if applying for admission to any of the master of education programs.
Provide letters of recommendations and/or questionnaire when required by specific programs.
Complete the personal interview if one is required. Information on whether or not a personal interview is required
will be found in the curricular information section of the listing under admission requirements for the specific
program.
File the Request for Transfer Credit forms if transfer credit is desired for graduate credit which has been earned.
Additional items may be requested upon a department review.

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.

Dispositions. Dispositions are the character traits, attitudes, beliefs, behaviors, and emotional qualities necessary for
specific professions and graduate study in general. If the faculty believes that an individual does not have the appropriate
dispositions for the field of study/profession in question, they may recommend to the Executive Director of Graduate Studies
denial of admission even if undergraduate grades and admissions test results are exemplary.

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Admissions Categories

At the time of admission to graduate study, students are classified as degree-seeking, non-degree-seeking initial teacher
certification, degree-seeking initial teacher certification, advanced certificate, or special.

Degree Seeking Student An applicant who has been admitted to a master’s degree program is classified as degree-seeking.

An individual who is seeking admission to a master’s degree program but does not have a completed application, may be
permitted to enroll as a special student. However, no more than nine semester hours of credit earned prior to official
acceptance as a degree seeking student will be accepted to meet degree requirements.

Special Student An individual who wishes to take graduate courses for purposes of personal or professional development
or for transfer to another institution and who is not seeking a degree, certification, or certificate through Edinboro University
is classified as a special student. Special students must have a bachelor’s degree from a regionally accredited institution and
may enroll in any graduate courses for which they have met all the prerequisites, space considering. A special student who
later wishes to be considered for admission to a degree, certification, or certificate program must meet all of the program
requirements. No more than nine credits earned in special student status may be applied to the program. Special students
are not eligible for federal and state aid programs.
Non-Degree Seeking Student An applicant who has been admitted into a non-degree program, including initial teacher

certification, post-baccalaureate certificate, post-master’s certification, post-master’s licensure and post-master’s certificate
programs is classified as non-degree seeking. An applicant who has been admitted into both a non-degree seeking program
and a degree program is classified as a degree seeking student.

Post-baccalaureate Plans of Study for Teacher Certification

Both degree and non-degree seeking initial teacher certification students must have an individually designed plan for meeting
Pennsylvania certification standards. Students should meet with a Graduate School staff member to discuss certification
options. The School of Graduate Studies creates the initial, tentative plan and sends it to the student and pertinent graduate
program head. The student should meet with the program head during the first semester of enrollment to discuss the plan
and modifications if any are necessary. Appeals to modify the certification plan must be submitted to the Dean of Education.
The student’s plan of study is automatically approved at the end of the first semester of study unless a written request for
modification has been submitted to the Dean of Education in writing. The certification plan and master’s degree plan are not
the same, and students should discuss the relationship between the two with their academic advisor.

Reactivation and Reinstatement

Students who have not been enrolled in an Edinboro University course for one calendar year or more may be deactivated,
making it impossible for the student to register for classes. Typically, a letter or email from the student to the Graduate Office
requesting reactivation is sufficient. However, if too much time has elapsed since the previous registration or if there have
been curriculum revisions in the program, the student may be required to meet with the Graduate Executive Director and/or
reapply to the Graduate School. Students who have not been enrolled for three or more consecutive semesters, including
summers, must follow the new curriculum in the event the program has been revised during the interim.

Change of Program

Once admitted to a degree or certification program, a student may wish to change programs. The student may make the
request by submitting a Change of Program form to the Graduate Office; however, there is no guarantee of acceptance into
the new program. Entrance criteria vary from program to program. Students wishing to change programs may need to submit
additional items for review.

Admission Terms

Unconditional. A person admitted on an unconditional basis has no conditions attached to the admission decision. 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 the verbal and quantitative
reasoning areas of the Graduate Record Examination, if required by the program. Some programs have established
higher requirements. These requirements are listed under the curricular information for the specific program.
As a general rule, applicants who have earned a master’s degree or a doctorate from a regionally accredited United
States college or university are not required to take the Miller Analogies Test or the Graduate Record Examination.

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2.

A cumulative grade point average of 2.80 or better (4 point scale) or the completion of a master’s degree from a
regionally accredited United States college or university. Some programs have established higher requirements.
These requirements are listed under the curricular information for the specific program.

3.

A recommendation for admission from the program head of the department of the proposed graduate major and
the Executive Director of Graduate Studies.

Some programs have established additional admission requirements. See specific program descriptions. Because some
programs have established maximum enrollment figures, there can be no guarantee that individuals meeting the admission
requirements described above will be admitted. Final admissions decisions are at the discretion of the Executive Director of
Graduate Studies.

Conditional An individual who does not meet the GPA and exam requirements listed above for unconditional admission may

be admitted on a conditional basis. Conditional admission requires the approval of the appropriate graduate program head
and the Executive Director of Graduate Studies. 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.

A student who has been terminated from a graduate program at Edinboro University is permanently barred from admission
to any EU graduate program.

Application Fee

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 and should be submitted with the application or can be paid online with their online application.

Late Registration Fee

A late registration fee will be charged for any undergraduate or graduate registration which occurs after the established
registration date. The late registration fee is $25.00. A $100.00 late fee will also be charged for internships, practicum or
graduation applications that are submitted after their published due date.

Senior Citizen Tuition Waiver

All persons age 62 or over who wish to audit an undergraduate or graduate credit-bearing course offered by Edinboro
University will be given a full remission of tuition and fees for classes which have available seats. Sundry charges, as defined
in the undergraduate catalog, will apply as appropriate. Individuals interested in utilizing this waiver to audit classes must
contact the Registrar and are scheduled one week prior to the start of the semester/term, based on seat availability. This
tuition and fee waiver does not apply to courses taken for college credits. Courses audited cannot be applied to a degree
seeking program at a later date.

Entrance Exams

Miller Analogies Examination. The Miller Analogies Examination is given periodically on the campus of Edinboro University.
Presently, a $75.00 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. 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 814-240-5065. For other testing sites see www.gre.org or call 800-473-2255.
Graduate Management Admissions Test. The Graduate Management Admission Test is a computer adaptive test intended
to assess certain analytical, writing, quantitative, verbal, and reading skills in written English for use in admission to a graduate
management program, such as an MBA. For testing sites see www.mba.com/exams/gmat or call 800-717-4628.

International Students
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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 with an official copy of the score earned on each
section of the aptitude test of the Graduate Record Examination if required in specific program. For an application and
information on testing dates and foreign testing centers, write to:
Graduate Record Examination
Educational Testing Service
P.O. Box 6000
Princeton, NJ 0854 1-6000
or visit www.gre.org
Students who have earned a bachelor’s degree at a college or university outside the United States must have their credentials
evaluated by an independent organization that specializes in foreign credential evaluation. Students must select a service
that is a member of the National Association of Credential Evaluation Services (NACES). The evaluation is a written report
that contains both a description and an interpretation of foreign education qualifications in United States terms. Many
applicants have utilized World Education Services (www.wes.org).
All correspondence concerning admission to graduate study should be sent to the School of Graduate Studies, 310 Scotland
Road, Butterfield Hall – Suite 140, Edinboro University, 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 with assurance that they possess adequate
financial support for the period of graduate studies. Once offered admission to Edinboro University School of Graduate
Studies, additional documentation will be needed to issue a Certificate of Eligibility for Non-immigrant (F-1) Student Status,
commonly known as the Form I-20, which is needed to apply for the student visa.
More information about International Student Admissions can be found here.
Under no circumstances should the individual depart for the United States without having first received the I-20 from
International Student Services for a specific semester or summer session. This I-20 will not be released until the advanced
tuition deposit is received.
Teacher certification for international students requires that the students demonstrate their intention to become U.S.
citizens. This involves permanent residency and then application for citizenship. Any international students intending to
return to their home countries are ineligible for certification. For additional information, contact the Pennsylvania
Department of Education, www.pde.state.pa.us.

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FINANCES

Fees and Expenses
All fees and expenses are subject to change without notice
Graduate tuition and fees can be found at https://www.edinboro.edu/admissions/tuition-and-fees/index.php
Miscellaneous Service fees can be found at https://www.edinboro.edu/admissions/tuition-and-fees/index.php
Note: Tuition, Instructional Technology Tuition and the Instructional Service fee for internship credit hours are
charged equivalent to the on-campus per credit hour rate. The University Center fee and Student Activity fees are waived
for graduate students who are enrolled in all online or off-campus in accordance with Edinboro University policy F008 found
here https://www.edinboro.edu/offices-services/human-resources/policies.php

Residency Classification

A graduate student is classified as a Pennsylvania resident for tuition purposes if he or she has a Pennsylvania domicile.
Domicile is defined as the place where one intends to and does, in fact, permanently reside. Continuous residence in
Pennsylvania for a period of 12 months prior to the registration for a course is considered to be one of many factors of
evidence for a Pennsylvania domicile. Students not having a Pennsylvania domicile are considered to be non-residents of the
State and are required to pay the tuition and fees established for non-residents.
The School of Graduate Studies 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.

Transcripts

In accordance with Public Law 93-380 (Educational Amendments-Family Education Rights and Privacy Act, 1974) transcripts
will be released when an individual orders one online by logging into “my.edinboro”, selecting the S.C.O.T.S. icon, Student
Records, Get My Transcript, for the issuance of an official transcript. Written requests, telephone, or email requests cannot
be honored. Since graduate and undergraduate records are maintained separately, a student should clearly indicate when
they order their transcript that the request is for an undergraduate or graduate transcript. The fee schedule for transcripts is
as follows:
First request for transcripts $10.00
Second and subsequent requests for transcripts $10.00 each
No transcripts will be released if money is owed to the University.

Payment of Tuition and Fees

University policy requires all charges to be paid prior to the start of the semester.
Students should log in to my.edinboro and select e-Bill to review their billing statement and make payments by credit card
or
ACH (web) check. Please note that credit card payments are processed by a 3rd party servicer called Paypath and carry an
additional service fee. ACH (web) check payments have no additional fees. Students can also choose to add an authorized
user to their financial account through the eBill system. Full payment of the balance due is expected by the date reflected
on the statement unless students are enrolled in a semester payment plan or have a signed, fully executed tuition
reimbursement agreement (TRA) from their employer and have paid the student portion of the balance on the account.
Information regarding the payment plan and deferred payment options, necessary forms and related fees are available at
www.edinboro.edu In the search box type: Student Accounts.
Check and cash payments are also accepted at the Student Accounts Office.
Students may choose to complete a Free Application for Federal Student Aid (FAFSA) in order to apply for Federal Direct
Unsubsidized Stafford Loan or Federal Graduate Plus Loan. The Direct Student Loans require a completed Master
Promissory Note (MPN) and Entrance Counseling, which completed electronically at https://studentaid.gov/ before the

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funds will be released to the students account. Students who do not qualify for the Federal loan program may choose to
apply for a private loan. More information on financial aid is provided later in this document and also available at
www.edinboro.edu keyword: Financial Aid

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.
The following policy was adopted in Fall 2011 to establish tuition and fee charges for students who take graduate and/or
undergraduate coursework at the University during an academic period.
1. a) Undergraduate students will be billed for tuition and fees at the undergraduate level.
b) Post baccalaureate students will be billed for tuition and fees at the graduate level.
2. a) A post baccalaureate student who is taking a combination of graduate and undergraduate coursework in a semester will
be billed graduate tuition for undergraduate credits and graduate credits.
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
credits not to exceed the full-time undergraduate tuition and fee rates.
3. 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.

Direct Deposit of Financial Aid Refunds

All financial aid programs are administered by the University’s Financial Aid Office. Once funds are disbursed to pay
tuition, fees, room and board, the Student Accounts Office will refund excess financial aid proceeds to the student.
As a convenience to students, the University can direct deposit financial aid refunds to the student’s bank account. You may
designate any bank, savings and loan association, or credit union in the United States that is a member of the Federal
Reserve System and accepts electronic funds transfer. Student refund direct deposit is set-up through the student’s
green E-BILL icon in their my.Edinboro portal online. Anyone not choosing direct deposit will continue to receive a
university check for any excess funds which will be mailed to the student's permanent address. Refunds are processed
once a week and issued on Fridays.

Delinquent Accounts

A late payment fine of $100 and a financial hold are placed on student accounts with no payment arrangements (including
unsatisfied financial aid requirements) 30 days after the first due date of the semester. The financial hold prohibits
subsequent registration activity and release of diplomas and transcripts. No student shall be enrolled, graduated, or granted
a transcript of their records until all previous charges have been paid.

Withdrawal from the University and Refund Procedures

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. The tuition technology fee, new student application fee, semester
payment plan fee, and new student advanced registration deposit are non-refundable. The official withdrawal date from
room charges is based upon date of departure from the residence hall by removing all belongings and/or returning the room
key or the official University withdrawal date, whichever is later.
The refund policy includes a time-related schedule with a reasonable and equitable withdrawal refund deadline. Students
who withdraw totally during any enrollment period and have federal financial aid are subject to having aid returned to federal
programs (see Return of Title IV Aid Policy in the Financial Aid section).
Account adjustments are calculated in accordance with PA Board of Governor's Policy 1983-19-A and automatically credited
to student accounts. Credit balances associated with Federal Title IV aid will be automatically returned to the lender per

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Federal Title IV regulations. Personal payments on account can be carried forward one year upon request. Requests for
exceptions to the posted refund policy and/or schedule should be submitted to the Student Accounts Office and will be
forwarded to the Vice President for Finance and Administration or their designee for consideration.
Total withdrawal from the University (All semesters/sessions)
1. Prior to the first scheduled class meeting. Students who totally withdraw from all classes prior to the meeting of their
first scheduled class are entitled to a 100 percent refund of all fees (except for the new student application fee and the
new student advanced tuition deposit) for the semester or session from which they are withdrawing.
2. Voluntary Total Withdrawal after first scheduled class meeting. Students officially and totally withdrawing after the
first class meeting may seek refunds of tuition and fees according to PA State System of Higher Education Policy 198319-A should refer to the refund schedule relative to the academic term. Special start and end date program courses will
be adjusted per the published pro-rated policy. The refund schedules and policies can be found at www.edinboro.edu
keyword: Student Accounts
**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.
3. Refunds of room and food service charges. Students officially totally withdrawing from the University may have refund
adjustments posted to their accounts in accordance with the above policy. Otherwise, the Housing and Dining Service
agreements cannot be broken by the student unless they have been formally released in writing by the University
(Release fee of $250 may apply; Refer to University Policy No. A058, Housing and Food Service Release). 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 these agreements will determine the refund percentage.
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 in excess of $5.00 will be forfeited at the end of the spring semester.
4. Involuntary withdrawal after first scheduled class meeting. There will be no account adjustment or refund of tuition,
fees, room and board when a student has been suspended or expelled from the University for disciplinary or other
reasons.

Procedure

Individuals desiring to withdraw from or drop all courses and leave the University, will be able to do so via the S.C.O.T.S.
system located in the my.Edinboro Portal, during the first 10 weeks of the semester. Students are still encouraged to carefully
consider such an important decision and its impact on their academic career and financial aid status and to consult with
appropriate faculty or staff prior to submitting their withdrawal request on S.C.O.T.S. Students who withdraw from scheduled
courses during the first 8 days of a semester, or an equivalent period during a session, will be permitted to drop their classes
without academic penalty; no academic record will be kept for those courses. From the second through the tenth week, or
an equivalent period in a session, students who withdraw from their classes will receive a W (withdrawal) on their academic
record for the courses from which they withdrew. A request for an official withdrawal from any or all classes after ten week
of the semester or equivalent period in a session will be reviewed by the Dean, and, if extenuating circumstances exist, the
request may be approved.
If approved, a student will receive a W (withdrawal) on their academic record. No withdrawals are permitted once the final
exam period has begun. If a student officially withdraws from all courses and wishes to return to the University at a later
date, the student must then apply for reinstatement through the School of Graduate Studies.

Financial Assistance

The Financial Aid Office at Edinboro University is dedicated to making advanced degrees affordable and attainable for
graduate students. Graduate students can complete the Free Application for Federal Student Aid (FAFSA) and may be
eligible for Federal Direct Unsubsidized Stafford Loans. Typically, graduate students are eligible for $20,500 of
unsubsidized loans for the academic year. The combined aggregate loan limit that a graduate student may borrow is
$138,500. You can view your aggregate loan limits and loan servicer information at https://studentaid.gov/.

Enrollment Status for Graduate Students
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Full-time – 9 or more credits/term
¾ time – 7 or 8 credits/term
½ time – 5 or 6 graduate credits/term
(must have at least 5 graduate-level credit hours)
Aid eligibility, award amounts and cost of attendance (budgets) will be adjusted to reflect a change in enrollment status each
semester. Students must notify the office if not enrolled full-time or if enrollment changes from semester to semester.
If you are taking all undergraduate courses or enrolled in a post baccalaureate program (i.e. teacher certification) aid will be
awarded based on undergraduate rules. Aid for teacher certification, innovative nursing, second bachelor’s degree and/or
post baccalaureate certification programs:
•
•
•

Must be enrolled at least half-time (6 credits) to be eligible for federal student loans
Students enrolled are considered fifth-year undergraduate and subject to undergraduate lifetime loan limits.
Students are not eligible for state and federal grants, since they already have a bachelor’s degree.

Loans

Federal Stafford Loans
The Federal Unsubsidized Stafford Loan program is available based on the amount needed to meet the student’s cost
of attendance budget (COA) and their academic level. The student may opt to pay the interest while enrolled in school
or have the interest capitalized (added to the principal). Unsubsidized Stafford loan eligibility is limited by the total aid
received from all sources and their COA budget. Students must complete entrance counseling which explains their rights
and responsibilities and a master promissory note before loans are disbursed. Stafford loans may have origination
and/or rebate fees deducted from the loan amount. Interest rates are established yearly by the federal government.
Graduate students enrolled in a Master’s program have a maximum annual Stafford amount of $20,500, which includes
Fall, Winter, Spring, and Summer enrollment for an academic year.
Graduate students enrolled in the Teacher Certification program and not receiving a master’s degree are subject to
undergraduate loan limits of $5,500 Subsidized Stafford and $7,000 Unsubsidized Stafford. Graduate students enrolled in all
undergraduate coursework for any given term are also subject to undergraduate loan limits.
Federal Graduate PLUS Loan
Graduate and Professional students may borrow up to the cost of attendance less all other financial aid and available
resources. Students must be admitted to an eligible degree program, maintain satisfactory academic progress as defined
above, and enroll at least half time for the award term/s.
Sargent Emergency Student Loan Fund
Emergency 30-day loans are available to Edinboro University undergraduate and graduate students. Original funds for this
program were contributed in memory of Gray Norman and Nicholas Rock, former students, in memory of Dr. Harry Earlley,
former acting president, and Dr. L. H. Van Houten, former president of the College, and by the Alpha Phi Omega fraternity
and by the Edinboro University Alumni Association. Three alumni donors, Mary Alice (Noxon) Sargent, Dr. Harold R. Sargent
and Millard B. Sargent, have now commemorated the endowment. Application forms are available at the Financial Aid Office.
Awards may not exceed $250.
Academic Year and Enrollment Requirements
Students are required to be enrolled in a degree or certificate program in order to be considered for Federal Title IV student
grants and loans are reduced proportionately for part-time students. Student withdrawals from classes during the rebate
period (first five weeks of the semester) will limit the full-time or part-time enrollment designation. Full withdrawal from all
classes will result in restricted student aid program eligibility. Withdrawing students should seek financial aid counseling.
The Return of Title IV Funds Policy as Required by the U. S. Department of Education
The Financial Aid Office is required by federal statute to recalculate federal financial aid eligibility for students who withdraw,
drop out, are dismissed, or take a leave of absence prior to completing 60% of a payment period or term. The federal Title IV
financial aid programs must be recalculated in these situations.
If a student leaves the institution prior to completing 60% of a payment period or term, the financial aid office recalculates
eligibility for Title IV funds. Recalculation is based on the percentage of earned aid using the following Federal Return of Title

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IV funds formula: Percentage of payment period or term completed = the number of days completed up to the withdrawal
date divided by the total days in the payment period or term. (Any break of five days or more is not counted as part of the
days in the term.) This percentage is also the percentage of earned aid.
Funds are returned to the appropriate federal program based on the percentage of unearned aid using the following formula:
Aid to be returned = (100% of the aid that could be disbursed minus the percentage of earned aid) multiplied by the total
amount of aid that could have been disbursed during the payment period or term.
If a student earned less aid than was disbursed, the institution would be required to return a portion of the funds and the
student would be required to return a portion of the funds. Keep in mind that when Title IV funds are returned, the student
borrower may owe a debit balance to the institution.
If a student earned more aid than was disbursed to him/her, the institution would owe the student a post-withdrawal
disbursement which must be paid within 120 days of the student’s withdrawal. The institution must return the amount of
Title IV funds for which it is responsible no later than 45 days after the date of the determination of the date of the student’s
withdrawal.
Students receiving all F’s may be subject to return of aid if it cannot be determined that the student “earned” the F grades.

Graduate Assistantships
Approximately 120 competitive graduate assistantships are available each year. Full-time students who have been accepted
into a master’s degree program are eligible. Assistantships are awarded by the School of Graduate Studies based primarily
on the recommendations of the program faculty. Students who are employed full-time at the University or elsewhere are
ineligible.
Full-time assistantships are for Fall and/or Spring semesters. Summers are not included. Graduate assistants must be enrolled
in a minimum of 9 semester hours and a maximum of 15. The assistantship pays for tuition (9 credits) and a stipend of $7.50
per hour for 270 hours of work each semester. The assistantship does not cover fees. Assistantships in Residential Life also
include waiver of charges for a private room in one of the residential halls.
Half-time assistantships are for Fall and/or Spring semesters. Summers are not included. Graduate assistants must be
enrolled, full-time, in a minimum of 9 semester hours and a maximum of 15. The assistantship pays for ½ tuition (4.5 credits)
and a stipend of $7.50 per hour for 135 hours of work each semester. The assistantship does not cover fees.
Fall/Spring assistantships are renewable for one additional year based on satisfactory academic progress, the
recommendation of the student’s site supervisor, and the approval of the Graduate Executive Director. Graduate assistants
in the Master of Fine Arts, Counseling, and Social Work are eligible for a third year of assistantship support. Students who are
registered for student teaching or full-time internships are ineligible for assistantships.
Approximately 20 graduate assistantships are available each summer for graduate assistants who have successfully
completed the spring semester. Assistantships are awarded by the School of Graduate Studies based primarily on prioritized
work site requests. Summer Graduate assistants must be enrolled for at least 6 semester hours.
Full-time summer assistantships pay for 6 semester hours of tuition and require 200 hours of work at $7.50 per hour. Halftime summer assistantships pay for 3 semester hours of tuition and require 100 hours of work at $7.50 per hour. The
assistantship does not cover fees.
Graduate Assistantships may be revoked at the discretion of the Graduate Executive Director under the following conditions:

1. The student’s cumulative graduate GPA falls below 3.0
2. The student ceases to be a full-time graduate student during any semester in which the assistantship is in effect.

The student will have to remit to the University the tuition and fees balance for that term as well as pay FICA
taxes on stipend earnings already paid to them.
3. The student is found guilty of unethical behavior within the University community.
4. The student fails to complete assistantship work assignments in a satisfactory manner.
5. The student is working more than 37 hours per week outside the University.

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Satisfactory Academic Progress (SAP) Policy for Financial Aid Recipients
Edinboro University has developed standards of Satisfactory Academic Progress (SAP) in accordance with federal regulations.
This Policy measures quantity (number of credits completed), quality (cumulative quality point average), and maximum time
frames for completion and measures progress incrementally. SAP will be reviewed after each payment period, (fall, spring,
and summer).
For financial aid purposes, a student is considered to be making satisfactory academic progress if he/she maintains a minimum
3.00 QPA and completes at least 75% of hours attempted.
Graduate students who have attempted 46 credits and/or 6 semesters with or without the benefit of financial assistance are
no longer eligible for financial aid. Programs requiring more than 60 credit hours will be review individually for maximum
time frames.
The number of semesters is based on full time enrollment of 9 credits or more as full time. An adjustment is made for
less than full time enrollment based on financial aid academic status as follows: 6.75 – 8 credits = ¾ time enrollment or
75% of a semester enrollment; 4.5-6 graduate credits = ½ time enrollment or 50% of a semester enrollment.
Effect of incompletes, withdrawals, failures, and repeats. All incompletes, withdrawals, failures, and repeats are included
as attempts when determining SAP for financial aid.
Effect of changing major/double major. A change of academic major or the pursuit of a double major does not automatically
extend eligibility for financial aid.
Effect of summer school enrollment/cooperative education/consortium agreement/study abroad. Students who enroll in
summer school will be charged with 0.5 to 1.0 semester of attendance, depending on enrollment. Credit hours attempted
will be used to determine SAP.
Students enrolled in cooperative education will be treated as a regular semester student.
If a student is enrolled via a consortium agreement/study abroad, a transcript will be obtained from the visiting school and
the credit hours will be included as attempts along with the credit hours earned.
Effect of credits by examination, military credits, life experience credit. Transfer credits that have been accepted, will be
used as attempts and completes and included when determining SAP.
Academic credits received via examination, military, or life experiences are counted as attempts and as earned credits.
Failure to meet SAP requirements – Probation/Suspension. Any student who fails to meet SAP requirements will be placed
on financial aid warning for one semester if they have not received a warning or probation period in a prior semester. If at
the end of the warning period, the student does not meet the requirements for SAP, the student will be placed on financial
aid suspension and will not be eligible for aid. Students who submit an appeal and academic plan that has been approved are
placed on financial aid probation and regain eligibility for financial aid. Failure to follow the academic plan as approved will
result in immediate suspension of financial aid without the opportunity to appeal until the student has met the minimum
requirements for federal financial aid as a graduate student. Students who are on Financial Aid Warning or Probation must
attend a mandatory SAP meeting. Academic and/or personal counseling services are encouraged and can provide the student
with additional support to alleviate obstacles that hinder satisfactory academic progress. Students on probation are further
encouraged to consult with a financial aid counselor prior to withdrawing from any classes or if midterm grades are not
satisfactory.
Reinstatement of Aid. Aid is reinstated based on a successful appeal or meeting the minimum requirements for satisfactory
academic progress for financial aid recipients. Periods of non-enrollment or enrollment at other schools does not reinstate
the student’s aid eligibility for Edinboro University.
Appeals. Students who wish to appeal the suspension of financial aid eligibility based on mitigating circumstances (e.g. severe
illness, death of close family member, severe injury, other factors relevant to student success) may do so by submitting a
letter of appeal and supporting documentation to the financial aid office within the first 2 weeks of the semester which is
affected by the SAP status for which the appeal applies.
All appeals for reinstatement of aid must include:

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A completed appeal form which identifies the reason for unsatisfactory progress and what has changed in order to better facilitate
academic success.
Once this material is received and approved by the financial aid office, an academic plan will be issued to the student. This academic plan
will outline the number of credits and required term GPA in order to achieve SAP. This plan must be signed by the student as well as the
academic advisor and must be received by the financial aid office no later than the end of the 8th week of classes.
The Director of Financial Aid will notify the student of the decision to reinstate or deny aid. If the appeal is approved, the student must
adhere to the signed academic plan and if the conditions are not satisfied, students are placed on Financial Aid Suspension without an
opportunity to appeal and aid will denied in all subsequent terms until the student can regain aid eligibility by reaching the required 75%
completion rate and a 3.0 cumulative GPA.
The committee will not review incomplete and/or partial appeals. All documentation is retained by the Financial Aid Office for audit
purposes.
Scholarships
Edinboro University Scholarships. Edinboro University offers a wide variety of scholarships with different criteria. Scholarships are based
upon scholastic achievement, major program of study, athletic prowess, class rank, financial need or a combination of these criteria. Funds
for the various scholarship areas are made available through donations by private industry, by faculty, staff and community contributions
and through private endowments.
The financial aid office identifies eligible students based on the criteria and submits the list of eligible students to the selection committee.
For some scholarships, students who meet the general criteria may be contacted for more information in the event there are criteria that
are not stored on the database or if the scholarship requires an essay. A full listing of scholarships is available on the University’s web site
by typing in the keyword search “scholarship”.
External/Miscellaneous Scholarships. The Financial Aid Office regularly receive scholarship information from external sources. Students
who meet the criteria for these scholarships are sent an email announcing the scholarship, the criteria, deadline date, and contact
information.
Veterans Success Center
The mission of Edinboro University’s Veterans Success Center (VSC) is to provide military veterans, current service members, and their
dependents with access to an affordable, high-quality education and comprehensive support services to meet their individualized and
diverse needs.
We offer a unique lounge area with extended hours and ample study space, computers, access to campus and off-campus resources, and
a one-stop-shop for all GI Bill® benefit programs.
More information is available by https://www.edinboro.edu/life-at-the-boro/support-and-services/veterans-success-center/index.php ,
calling (814)-732-1568, or by emailing veterans@edinboro.edu
Change of Address or Name
Students can change their address through their SCOTS account. A change of name form is required for a name change. Please see Records
and Registration for this form and procedure.

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ACADEMIC STANDARDS AND POLICIES
The awarding of a master’s degree by Edinboro University 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.
The decisive factor in qualifying for the master’s degree is the quality of a student’s performance and level of achievement.
While the number of courses or credits required of individual candidates may vary depending upon their preparation and
graduate objectives, each candidate will earn 30 or more semester hours of graduate credit and will have demonstrated
achievement of the objectives established for the specific degree programs.

Academic Advisement and Student Responsibility

Upon entering Edinboro University, each student is assigned a faculty advisor who, by experience, professional background
and example, should be particularly qualified to assist the student in planning the program of study, in developing successful
strategies for academic success and in providing insight into preparation for a career and the value of the program of study
the student has undertaken. Academic advisors are available during regularly scheduled office hours or by appointment to
meet with their advisees.
The student is responsible for ensuring that all requirements for graduation have been met. It is expected that each student
will discuss, on a regular basis, the development and execution of a plan of study for his or her academic program with the
assigned academic advisor. However, the final responsibility rests with the student.

Confidentiality and Privacy of Student Records (F.E.R.P.A.)

The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that colleges and universities, with certain
exceptions, obtain a student's written consent prior to disclosure of personally identifiable information. However, institutions
may (not must) disclose appropriately designated "directory information" without written consent, unless the university has
been advised by the student that he/she does not wish to have his/her directory information released.

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can,
but is not required to be disclosed to outside organizations without the student's written permission.
Edinboro University is committed to maintaining the privacy of its students' records and therefore also limits its release of
Directory Information for official University purposes only.
Edinboro University will not release Directory Information for solicitation purposes to 3rd parties from outside the university.
This includes outside vendors, businesses and organizations unless the university has entered into a contract or agreement
with the organization to supply specific service to the university or its students that requires the use of this information.
The Registrar, as the custodian of student records, also carefully screens the release of Directory Information to parties within
the university to assure that its students only receive correspondence related to the academic and social missions of the
institution.
Edinboro University hereby designates the following student information as "directory information." Such information may
be disclosed without a student's previous consent by the institution for any purpose, at its discretion with the exceptions
noted below:
1. Name
2. Addresses (campus, local, permanent, and email)
3. Telephone number
4. Program and concentration(s) and minor(s)
5. Student activity participation, including athletics
6. Weight, height (athletic teams)
7. Dates of attendance
8. Full-time, Three-Quarter Time, Half-Time, Less Than Half Time Enrollment Status
9. Anticipated graduation date
10. Class level
11. Degrees and awards received

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12.
13.
14.
15.

Date of graduation
All educational institutions previously attended
Academic awards/scholarships/honors received
Student Photograph

Currently enrolled students have the opportunity to withhold disclosure of all 15 categories of information under the Family
Educational Rights and Privacy Act (FERPA). The University will not partially withhold this information, so students are advised
to think carefully before requesting non-disclosure. To withhold disclosure, written notification must be received in the Office
of Records and Registration, Hamilton Hall, 210 Glasgow Road, Edinboro, PA 16444. Forms requesting the withholding of
"directory information" are available online or in the Office of Records and Registration.
Edinboro University assumes that failure on the part of any student to specifically request the withholding of "directory
information" indicates individual approval for disclosures. Former students and alumni are not covered under the Family
Educational Rights and Privacy Act (FERPA). As such, the University is not obligated to honor requests for non-disclosure of
"directory information" from former students.
Note: Students requesting that "directory information" not be disclosed will have this information withheld indefinitely after
leaving the University. Students are cautioned that making such a request may adversely impact future requests from
potential employers, and other important individuals/organizations.

Grading System

Grade
A (Excellent)
AB+
B (Good)
BC+
C (Below Average)
C-

Grade Points
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67

Grade

Grade Points

F (Failing)
(0 Grade Points)
AU (Audit)
(0 Grade Points)
R (Research in Progress)
RT (Research Terminated)
S (Satisfactory)
(0 Grade Points)
TR (Transfer)
U (Unsatisfactory)
UF (Unearned Failing)
UU (Unearned Unsatisfactory)
W (Withdrawal)
WF (Withdrawal: Failing-Prior to 2016)
WP (Withdrawal: Passing-Prior to 2016)
I (Incomplete Grade)

An incomplete grade, I, will be issued when the work is interrupted because of poor health. An instructor may, in unusual
circumstances other than poor health, assign an incomplete grade. Incomplete grades must be removed within four weeks
of the beginning of the following semester (fall or spring). It is the student’s responsibility to see that the work is completed
within this four-week period. The incomplete grade will automatically be changed to an F grade if the work is not completed
during this time period. If a student has an incomplete grade in the semester of graduation, he/she must complete the work
and have the grade assigned by the instructor within two weeks after commencement.
A temporary grade of R is issued to indicate that no grade is presently available because the research/thesis is still in
progress. After the research has been completed, the R is replaced with the appropriate letter grade. RT is a permanent
transcript grade that automatically replaces the R grade after a period of two calendar years. In order to complete the
thesis, a student must reinitiate the proposal process, which includes registering and paying for thesis credits a second time.
The satisfactory completion of the thesis does not result in removal or replacement of the RT grade.
A grade of W shows that the student withdrew between the end of the add/drop period and the beginning of the final
examination period for that term or part of term.
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 W grade.

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Maximum Number of C and F Grades

No more than six semester hours of C or C+ grades will be accepted during a student’s graduate career. This includes both
graduate and undergraduate courses taken while a graduate student. If a student earns more than six credits of C or C+
grades, the usual consequence is termination of the student’s program. If a student earns a C- or an F in any course during
their graduate career, the usual consequence is termination of the student’s program. Repeats of C, C-, or F grades are not
automatic and require the permission of the Graduate Executive Director. As noted under “Cumulative Grade Average”,
graduate students are expected to maintain a minimum GPA of 3.0.

Cumulative Grade Average

In order to graduate with a degree, complete a certificate or earn a recommendation for a state certification, a student must
have a minimum cumulative grade point average of 3.0 for all courses taken as part of the program. Moreover, students are
expected to maintain a 3.0 grade point average throughout the program of study. If a student’s GPA falls below 3.0, the
student will receive a warning letter from the School of Graduate Studies and their program may be terminated at the
Executive Director’s discretion. Two consecutive semesters – including summers – of lower than 3.0 GPA will result in
termination of the student’s program.

Undergraduate Courses Taken for Graduate Credit

A maximum of six credits of undergraduate credit at the 400-500 may be applied to meeting degree requirements, courses
need to be approved in advance by the student’s advisor or department chairperson of the student’s graduate major and the
Executive Director of Graduate Studies. Undergraduate courses should not be standard offerings for post-baccalaureate
degree programs.

Substitution of Credit

A “Request for Substitution of Graduate Credit” form should be completed and forwarded to the Graduate Program Head,
Academic Dean and Graduate Executive Director for approval. Substitution requests should be made prior to enrolling in the
substitute class and must be made prior to the semester in which the student graduates.

Transfer of Credit

A maximum of nine (9) semester hours of graduate credit earned at a regionally accredited or state approved college or
university will be accepted for transfer to a student’s graduate program at Edinboro University.

Students in the Master of Fine Arts, Master of Arts in Counseling, Educational Specialist in School Psychology and Master of
Social Work degree programs may transfer a maximum of 15 semester hours. The Executive Director of Graduate Studies
must authorize transfer credits. Transfer credit is, as a general rule, only authorized if the course is not offered by Edinboro
University. If the institution granting the graduate credit has placed limitations on the use of this credit, these same
limitations will be placed on transfer credit requests.
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 is provided
with an official transcript for the completed credit.
The Executive Director of Graduate Studies 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. 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. Transfer credit will not be authorized if prior written approval for the
transfer credit has not been granted by the Graduate Executive Director.

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3.

Students who have been admitted to a graduate program and have a GPA of at least 3.0 may take one or more courses
at another institution and transfer those credits to Edinboro University with advance approval using the transfer credit
form. The completed form must be date stamped in the Graduate Office at least four weeks prior to the semester in
which the course begins. After-the-fact requests for transfer credit will be denied. Transfer credit may not be used to
repeat courses already taken at Edinboro University. The Graduate Executive Director is the final point of approval for
all transfer credits.

Time Limitations on Meeting Degree Requirements

All requirements for the 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 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
Executive Director for an extension of the five-year time limit.

Repeating Courses

Courses may be repeated only under extenuating circumstances and then only with the approval of the Executive Director
of Graduate Studies. The grade earned when a course has been repeated is shown on the official transcript along with the
original grade. In computing the cumulative grade average the grade earned when the course was repeated is substituted
for the original grade.

Auditing a Graduate Course

A student possessing a bachelor’s degree from a regionally accredited college or university may audit a graduate course.
This student will not be responsible for course examinations; however, the instructor may, as a condition for approving the
auditing of the course, require that the individual be responsible for course assignments. Although no credit or grade is
received when a student audits a graduate course, regular course fees and special fees are charged. Students who register
on an audit basis may not change to credit status after the end of the “add” period.
Official grade sheets and transcripts will contain the letter “AU” to show that the course was completed. If the individual
fails to complete the course the official grade report and transcripts will show a “W” 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

This policy provides for due process in the rare instance when a student can provide clear evidence that the assignment of
the grade was a result of a calculation error or was assigned based on unsubstantiated academic evaluation by the instructor.
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 fifteen (15) 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. The procedures are as follows:
1.

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.

2.

All grade appeals shall be made by the student in writing directly to the faculty member who gave the grade within
twenty-five (25) calendar days after the beginning of the semester following the issuance of the grade. A copy of the
appeal must be sent to the chairperson of the department in which the appeal is made. Summer school shall not
constitute a semester.

3.

Should the faculty member find in favor of the student, the grade change form, initialed by the department
chairperson, shall be sent within ten (10) University calendar days to the Registrar. Should the faculty member find in
favor of the grade as given, the student shall be notified in writing within ten (10) University calendar days.

4.

Should the student desire, he/she may appeal a negative decision by the faculty member to the Academic Appeals
Committee of the department in which he/she received the grade within ten (10) calendar days after being notified
by the faculty member. The appeal shall be made in writing to the chairperson of the departmental Academic Appeals

- 27 -

Committee. A copy should be delivered to the department chairperson.
The committee shall hold a hearing within ten (10) 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 assigned based on this policy. 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 an shall thereafter submit the grade change form to the Registrar after the department chairperson has
initialed the grade change form with a copy to the Executive Director of Graduate Studies. A tie vote of the committee
upholds the faculty member’s decision. No student or faculty member shall sit in judgment if he/she is involved in
the case. With the exception of the grade, no part of this procedure shall become the part of any individual’s (faculty
or student) University record or file.
5.

The student may appeal the ruling of the departmental Academic Appeals Committee to the Provost and Vice
President for Academic Affairs only in either of the following circumstances: (1) there was an error in procedure or
interpretation of this policy that was so substantial as to effectively deny the student a fair hearing; or (2) new and
significant evidence, which could not have been presented by diligent preparation at the initial hearing, has become
available. The student should present this appeal in writing to the Office of the Provost/VPAA within ten (10) calendar
days of receipt of the ruling from the departmental Academic Appeals Committee. The appeal must include evidence
indicating the occurrence of one of the two above cited circumstances. The Provost/VPAA will hold a hearing within
fifteen (15) calendar days of receipt of this appeal, if the appeal appears warranted; otherwise the student will be
informed that the appeal has been denied. If a hearing is scheduled, the participants will include the Provost/VPAA
(or his/her designee), the FACULTY member, the chairperson of the Academic Appeals Committee, and the student
involved. The student will receive a written decision regarding the grade appeal from the Provost/VPAA, copied to
the department’s Academic Appeals Committee and department chairperson. The decision of the Provost/VPAA
regarding the grade appeal will be final. If the Provost/VPAA finds for the student, the Provost/VPAA will direct the
department chairperson to work with the FACULTY member and/or other faculty in that discipline to determine the
appropriate grade.

Withdrawal from a Course

Graduate students may withdraw from one or more classes at any point in the semester after the first week of classes.
Students who withdraw from scheduled courses during the first week 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 second week until the beginning of final exam week, students who withdraw from their classes will
receive a W on their academic record for the courses from which they withdraw.
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.

Withdrawal from the University

Enrolled graduate students who wish to completely withdraw from their courses must inform the staff of the School of
Graduate Studies of their intention to leave school.

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.

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Registration Procedures

Students may register online using S.C.O.T.S. 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.. Newly admitted students will be informed
of the registration process at the time of admission.

Adding Courses or Changing Courses

Students who have completed registration may, prior to the end of the Add period, add a course to their schedule through
the SCOTS system. Students who have completed registration may, prior to the end of the Add period, change a course on
their schedule through SCOTS.

Academic Credit and Course Load

The unit of academic credit is the semester hour which normally represents 50 minutes of lecture or recitation per credit
during each week of a 15-week semester. Seminars, research courses and laboratories bear academic credit appropriate to
the work expected of the students in the course.

Students attending on a part-time basis while being employed on a full- time basis may enroll for no more than six semester
hours of credit a semester. A full-time student may earn 15 semester hours of credit each semester, but it is recommended
that they not enroll for more than 12 semester hours.
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 they 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 Executive Director n of Graduate Studies 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 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 Executive Director of Graduate Studies, (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. The
application for admission to a second degree program will be evaluated by the Executive Director. The Executive Director
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 graduate courses if 60 or more semester hours of credit have been earned, if their cumulative quality point
average is 3.0 or better on a 4 point scale, and if they have the written approval of the course instructor, their advisor, the
dean of the appropriate school and the Executive Director of Graduate Studies. Students must complete the “Permission to
Enroll in a Graduate Course” form.

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)

- 29 -

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.

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. 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.

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 nondegree 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
Executive Director of Graduate Studies for final approval. The individualized instruction must be designed so that it will be
satisfactorily completed before the end of the semester or summer session in which registration for the individualized
instruction occurred. Authorization for individualized instruction is a privilege and not a student right.

Graduation Review and Commencement

It is the student’s responsibility to apply for graduation at the appropriate time. To avoid a fine your online application must
be submitted within the first two weeks for the respective graduation semester/session. All fines are $100. Applying for
graduation is done via the SCOTS portal. Additional details can be obtained from Records and Registration.
Upon official verification that your degree requirements have been met and provided you have no holds on your University
account, your diploma will be mailed a few weeks after the graduation date to your home address unless you request
otherwise.

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. Diplomas will be mailed to students following official
verification of completion of degree requirements.

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ACADEMIC RESOURCES, SERVICES, AND SPECIAL PROGRAMS
Performing Arts Series

The mission of the Office of Performing Arts is to promote the live performance of musical and performing arts. Sponsored
by the Edinboro University Student Government Association and Edinboro University, the Performing Arts Series provides as
diverse a programming schedule allowed as possible. With a commitment to lifelong learning and artistic expression of the
human experience, the Performing Arts Series embodies the education of the individual in a democratic society. The
Performing Arts Office is located in the Diebold Center for the Performing Arts, phone 814-732-2518.

Baron-Forness Library (temporarily located in Van Houten for the 2021-22 academic year)

Baron-Forness Library is a progressive and dynamic resource committed to supporting the curricular and research needs of
Edinboro University. As the largest academic library in the region, Baron-Forness provides information resources and services
to members of the University community and to the residents of northwest Pennsylvania, ever mindful of the challenge of
change in an information-driven environment.
To meet the needs of today’s information consumers, the Library provides access to online indexes, electronic books, fulltext journal databases, reserve materials, multimedia, software, and equipment. As such, many of the important indexes and
databases in the various academic disciplines are accessible from any networked or Wi-Fi enabled devices. The vast majority
of the Library’s online resources are also available remotely to meet the needs of the growing number of commuter and
distance education students.
The Library’s catalog provides a web-based resource for identifying and locating books, periodicals, media, and other
materials in the library. Along with the search functionalities, this sophisticated tool enables library users to access their
library accounts and renew materials online. The library’s “Discovery” search tool enables library users to search across
multiple resources simultaneously with an easy-to-use Google-like search box. To obtain materials not available locally, library
users have access to the holdings of 60+ academic libraries in the region with the “EZBorrow” shared library catalog and
“RapidILL”, a system for obtaining periodical content quickly and efficiently.
To aid in the use of Library resources, library faculty are available Monday through Friday to provide research assistance.
Library faculty also teach research techniques through classroom presentations and workshops. For assistance with term
papers and writing assignments, students can visit the University’s Writing Center on the second floor of the Library. The
Library also contains a computer lab with a total of 40 networked PCs loaded with standard productivity software and
courseware applications. Both black and white and color printing are available in the lab. In addition to the desktop PCs, the
library maintains 24 laptop computers that can be checked out and used by students anywhere in the building along with 10
notebook computers that can be used outside of the library.
The library is organized to allow students and faculty easy access to library materials. The open stack plan allows researchers
direct access to the collections. University archives and special collections spaces are staffed and open to the public. A wireless
network is available throughout the building to ensure ready access to electronic resources. Group study spaces, classrooms,
and a 24-hour study room are also available. Ample space is provided for individual study with both tables and private carrels.
A coffee bar is available on weekdays for drinks and other refreshments. The library maintains a presence on Facebook
(@baronfornesslibrary) as well as Twitter (@baronforness). Visit these pages for announcements about resources and
services and photos of recent events.

Information Technology Services - ITS

With state-of-the-art facilities and services, Edinboro 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
•

•

Students can access over 60 computer labs with a variety of hardware and software. A number of academic
departments operate their own computer labs in conjunction with ITS. All computer labs are connected to the
campus network and the Internet.
The campus features over 150 technology enhanced classrooms, which include cutting-edge teaching and learning
resources. Most of these classrooms include a “smart podium,” a specially equipped desk that enables faculty

- 31 -

•

•

members to operate computer and audio-visual equipment from one location. One 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.
The campus features over 150 technology-enhanced classrooms that are equipped with smart podiums that control
a variety of audio and video components such as but not limited to: video projectors, smart boards, document
cameras and DVD/blue ray players. Faculty are able to operate these devices from the confines of the podium
within the classrooms.
Many courses have web-based supplements, and Edinboro University offers a growing number of web-based
courses and programs.

Co-Curricular Resources

StudentNet is the term we use for technology services provided for students living in the residence halls. We provide internet
connections, cable television service, telephone service, and technicians who are available to assist students with their
technology needs. All residence housing is wired for high-speed data connections, digital satellite cable television service, and
all have wireless internet.
Wireless internet access is available in all areas frequented by students including classroom buildings, the library, student
lounges, dining areas and the Frank G. Pogue Student Center.
The Technology Help Center is located in the upper level lobby of Ross Hall near the entrance to the pedestrian bridge. All
students can receive assistance with technology issues by stopping in, calling, or scheduling an appointment. Services
available to students include:
• residence hall internet and cable television
• network, email, S.C.O.T.S. account help
• wireless connectivity assistance
• assistance with ensuring your computer is up-to-date with
• the latest updates, hot fixes, patches, antivirus & security
• computer hardware sales & service
Student Resources
• Students are provided e-mail accounts and cloud storage for their academic files. Their e-mail and cloud storage can
be accessed via a web browser at any time and from anywhere in the world.
• The my.Edinboro portal and Mobile Edinboro app along with the newly redesigned Edinboro.edu complement each
other to provide a full service web experience for students of Edinboro University. Applications available include
notification messages and alerts, the campus calendar, University News, S.C.O.T.S., Student Jobs, and more!
• With S.C.O.T.S., our Student-Centered On-Line Transaction System, students can register, add and drop classes, view
their academic history, grades, and conduct other University business including financial transactions.
• Information such as course schedules, course descriptions, and student handbook are available on the University’s
web site.
For more information on technology at Edinboro, please call the Technology Help Center at 814-732-2111.

Graduate Student Organizations

Graduate Student Council

The Graduate Student Council serves as a student council to graduate studies. Of specific concern are issues related to
responsiveness of graduate programming to student needs and policies and practices in the presentation of graduate
education at Edinboro University. Membership on the Graduate Student Council consists of one representative of each
graduate program nominated by the head of each graduate program for a term of office not to exceed two years. However,
all graduate students are invited to participate in Graduate Student Council. When deemed appropriate, the president of the
Graduate Student Council may be invited to attend Graduate Council meetings.

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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 Graduate Studies 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 on the Graduate Studies website.

Other Services

The Reading Clinic is offered by the Masters in Reading Program through the Department of Early Childhood and Reading as
part of the READ 712 Reading Clinic course. The Clinic’s primary purpose is to train reading specialists at the graduate level
to operate in a clinical setting under the direct supervision and guidance of the Reading faculty. The Reading candidates work
with children who may have a variety of reading difficulties.
The Governor George M. Leader Speech and Hearing Center provides assessment and treatment services for individuals with
communication disorders. A wide range of services are provided for children and adults with needs in the areas of
articulation/phonology, accent reduction, augmentative and alternative communication, fluency, voice, receptive and
expressive language, cognition, and swallowing. Clients are seen on a regular basis and are accepted from within the
University, public and parochial schools, hospitals, nursing homes, and the community at large. We are a fee-for-service clinic
providing services at a reasonable cost. A reduced rate, based on a sliding fee scale, is available for those with low income
and/or extreme financial hardship who meet the qualifying guidelines.
All clinical activities are supervised by faculty holding the Certificate of Clinical Competence in Speech/Language Pathology or
Audiology from the American Speech-Language-Hearing Association and a Pennsylvania license.
Any interested student or University employee may obtain additional information by contacting the Leader Speech and
Hearing Center Office at 814-732-2433.

Learning Technology Services

Located in the lower level of Ross Hall, provides a variety of services to students, faculty and staff. Falling within the framework
of the Information Technology Services, the services are divided into the following key areas.
Classroom Technology, provides 1st line support for all classroom technology on campus.
Distance Education, provides support, and training of online technologies used by students and faculty.
Event AV, maintains and supplies AV equipment and staff for events on campus
Faculty Development Center (FDC), an instructional technology resource available to Faculty 24/7.
Media Services, supports all video conferencing technologies on campus, maintains a studio to record and edit AV
content.
Professional Development, working in conjunction with the Center for Faculty Excellence (CFE), provides individual
and group training events, 3rd party training resource

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STUDENT ENGAGEMENT
President’s Expectations for Student Services

Edinboro University is committed to ensuring the highest quality of service to its students. As president, I am keenly interested
in the quality of the student campus experience and student success, and therefore want to share my strong expectations of
all University faculty and staff in this critical area. Consistent with our institutional values, these expectations support our
commitment to providing a welcoming, attentive and supportive environment for all students in a community that values
integrity, responsibility, respect and inclusiveness.
Edinboro University and its employees provide all students with a range of services to assist them in reaching their
educational and professional goals, including:





Effective academic and career advising and support and access to technology and digital resources
Assistance and support with financial aid and billing, registration and scheduling, career development,
academic support and study abroad
Support and guidance in physical and mental health and wellness, student safety and fulfilling campus and
residential life experiences

All Edinboro University personnel are expected to be helpful, respectful and constructive in all communications and
interactions with students.
All campus offices and personnel are expected to make every effort to respond to student inquiries and requests immediately,
if possible. Two to three business days is a reasonable period of time if the response cannot be immediate.
All departments and offices are expected to regularly evaluate their policies and processes from a student perspective and
adjust them as needed to ensure that services and resources are being provided in the clearest, most accessible and most
supportive way.
Edinboro University and its various units are expected to proactively seek student feedback through surveys, focus groups
and other methods and to take timely action to improve the student experience based on that feedback.
These expectations will be shared with all new employees as part of new employee orientation to ensure knowledge of these
expectations and to promote discussion of them regarding employee engagement with students.
These expectations will be shared on a periodic basis with all employees for refreshment/reinforcement.
In cases where there are complaints or concerns raised or observed with regard to meeting the expectations, the employee’s
supervisor will be expected to address such concerns through discussion with the employee and with reference to these
expectations. Repeated concerns may be elevated to a higher-level supervisor for intervention with the employee.

Office of Accessibility Services

Edinboro University is committed to providing access, equal opportunity, and reasonable accommodation in its services,
programs, activities, education, and employment for individuals with disabilities. Enrolled students who believe they have a

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disability for which they seek accommodation should request disability accommodation from the Office for Accessibility
Services (OAS).
More information about OAS can be found at https://www.edinboro.edu/academics/support/accessibility-services/

Frank G. Pogue Student Center

College is an experience, and Edinboro University offers seemingly endless opportunities to get involved, stay active, and
develop valuable life skills. Edinboro has over 140 clubs and organizations; 18 competitive NCAA Division I and Division II teams;
and 12 social fraternities and sororities. Pogue Student Center is the hub for campus life activity. Students can grab a meal in
the food court, work out in the Fitness Center, shop in the Bookstore or campus convenience store, and meet with friends to
watch a movie in Scot Cinema or socialize in the Game Room.

Scot Cinema

Located on the first floor of Pogue Student Center is our 75-seat theater. The theater is free for students and only $1 for guests.
A stage is also available for small productions and speaker events.

Fitness Center

The Fitness Center, located in the Pogue Student Center, is a space that will suit nearly anyone’s fitness needs. With name
brand equipment such as Life Fitness, Nautilus, and Matrix, you will be able to fulfill your fitness goals. Two Aerobics Studios
allow the opportunity to provide a variety of fitness classes, as well as space for Open Recreation. Our Elevated Track, which
spans 1/14 of a mile, also overlooks the lake. Two gymnasiums allow for a variety of activities and provide a lot of space for
open recreation as well as the ability to reserve a gym for a group or organization.

Student Government Association

The Student Government Association (SGA) office is located in the Frank G. Pogue Student Center. SGA is the official
representative body of the students of Edinboro University. SGA officially recognizes student organizations for funding and
allocates an annual budget to the various organizations on campus. SGA also sponsors campus-wide programs and activities
with funds collected from the Student Activity Fee.

Student Health Services

The mission of the Student Health Services is to provide the highest quality of episodic patient care, to support and enhance
education and increase retention by modifying or removing health-related barriers to learning, and to promote optimal
wellness. Health is viewed as more than the absence of illness; it is a positive state of full functioning in relation to one’s
capacities. Student Health Services is staffed by licensed family physicians, a certified registered nurse practitioner, and
registered nurses. A wide referral base is maintained for any expertise needed to treat the student. Ambulance service is
available from the local community fire department and is utilized at the student’s own expense or his/her insurance carrier.
Extreme confidentiality is maintained and information will not be released without the student’s written permission. Shortterm observation is available if the staff feels it would be appropriate.
A Parenting Resource Room is also available at McNerney Hall across the lobby from Ghering Health and Wellness Center to
assist students who are pregnant or parents by providing a safe space for themselves and their children while on campus. For
additional information, please call to schedule an appointment with our professional staff at 814-732-2743.

Counseling and Psychological Services

Counseling and Psychological Services (CAPS) is part of the University’s comprehensive student health program. 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 short-term basis with a focus on facilitating personal and
academic growth. The faculty includes psychologists who provide counseling for personal, social, and emotional concerns, as
well as brief psychotherapy, crisis intervention, group programs, and personal development opportunities. A listing of the

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personal development and group programs being offered is available from CAPS. The Wellness Peer Educator program is
coordinated by this office.
Hours are 9:00 a.m.-5:00 p.m., Monday through Friday, during each semester, except when the University is officially closed.
Appointments are by request and can be made by phone or in person. At times there may be a waiting list to initiate services,
except for emergencies. All services provided are held strictly confidential. For additional information, call 814-732-2252 or
visit us at www.edinboro.edu, search: CAPS

Campus Life

The Campus Life Office serves as a campus programming center for University clubs and organizations, ROTC/Military Science,
Recreational Sports, Club Sports, University Programming Board, Homecoming Activities, Greek Life, The Pogue Student
Center, and Leadership Development. We host a number of events throughout the year that are planned and coordinated by
students, for students. The University Programming Board is the central event-planning group for the campus. This studentrun committee provides entertainment and activities for all students. The purpose of these events is to enhance the
educational, cultural, social, and recreational aspects of the university experience. Activities include speakers, comedians,
recreation, and a wide variety of other events that are free to students. The University Programming Board also oversees the
Student Concert Committee, Homecoming Committee, Welcome Week Committee, and SnowFest Committee.
Campus Life also offers many multicultural programs and resources to our students. We are charged with creating a climate
that is sensitive to the needs of its diverse population. The office achieves these objectives by designing and sponsoring
programs that lead to an increased understanding of diversity and by providing opportunities to learn, work, and live in a
harmonious environment that is free of discrimination.
Our office offers a variety of resources and programming that enhance college life and celebrate individual differences. We
provide leadership opportunities that foster personal and professional development while coordinating multicultural
initiatives. We encourage acceptance and appreciation of cultural differences where everyone is welcomed and supported.

Volunteer Service

The Office of Volunteer Services is located in the Campus Life Office. Over the years, Edinboro University students have
contributed thousands of dollars and hundreds of service hours to northwest Pennsylvania. Community service and volunteer
work are expectations of students at Edinboro University. This is one more way the University, students, clubs, and the
community work together to create a more positive living/learning environment for the greater Edinboro area.

Center for Diversity and Inclusion

The Center for Diversity and Inclusion seeks to identify and eliminate barriers to an equitable and diverse environment. We
serve as a catalyst in assisting the Edinboro community in creating a climate that promotes civility, respect, and sensitivity.
Our goal is for all students, faculty, and staff to obtain understanding and foster awareness of different cultures, languages,
and peoples.

Student Conduct

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 Conduct provides the due process through which allegations of
misconduct are adjudicated. The Student Code of Conduct and Judicial Procedures is available on the Office of Student Conduct
website.

Recreational Sports

Looking to participate in a structured recreational sports activity? Boro Rec Sports offers a host of co-ed, men’s, and women’s
leagues year round for both individual and team sports. These sports include basketball, flag football, soccer, tennis, floor
hockey, volleyball, racquetball, softball, table tennis and more.

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Campus Outdoor Recreational Experience

The Campus Outdoor Recreational Experience (CORE) provides the campus community with additional outlets for the
expenditure of leisure time. Outdoor recreational trips complete with equipment rentals include white water rafting, skydiving,
caving, mountain biking, hiking, camping, canoeing, paintball, the spring break adventure trip, alpine and cross country skiing,
rock climbing, snowshoeing, and snowboarding. These programs are structured for any level of adventure. No experience
necessary! Stop by our office in the climbing gym in the Pogue Student Center for more trip information or to rent any of our
outdoor equipment. Our rentals include everything from bikes and roller blades to tents and corn-hole boards. Come join the
experience!

Interested in developing your leadership and team building? Stop into the CORE office to schedule you and your friends for a
day at the Ropes Course. Students can have programs designed specifically for them in the areas of communication, team
building, organization and more! Interested students can participate in a variety of high and low ropes obstacles, including our
leap of faith, whale watch, zip line, and giant swing, just to name a few! Stop by the climbing gym for more information on this
great opportunity!

Wheelchair Basketball Program

Edinboro University offers a unique opportunity for students with disabilities. The Wheelchair Basketball program offers
students with disabilities the opportunity to compete in intercollegiate wheelchair basketball.

Athletics

Recognized as one of the top programs in the Pennsylvania State Athletic Conference, Athletics continues to promote
excellence in and out of the classroom.
Offering 18 intercollegiate sports, the University has established a rich tradition with its ongoing accomplishments in the
arena of collegiate athletics. The foundation of the athletic success is an experienced and knowledgeable staff, consisting of
professional coaches and support personnel who have combined to serve Edinboro University for 300 years. Many of the
coaches are recognized annually for their statewide and national success.
Overall, it is the goal of the University to provide the best quality educational and athletic experience possible for its studentathletes. The program has also enjoyed success in the classroom with numerous student-athletes earning Academic AllAmerican honors. The department annually recognizes its scholar-athletes at a recognition banquet for those students who
have earned a cumulative grade point average of 3.0 or better during their careers. Generally over 40 percent of all studentathletes meet this criterion. Edinboro has enjoyed unprecedented individual and team success in recent years, and this past
year was no exception. Seven teams competed in their respective NCAA championships, including women’s soccer; men’s and
women’s cross country, men’s tennis, women’s indoor track and field, women’s volleyball and wrestling.
All students with valid IDs are permitted free of charge to all University regular season athletic events.

Residence Life and Housing

If you are interested in on-campus housing as a Graduate Student, please email boroliving@edinboro.edu or call 814-7322818.

Center for Career Development and Experiential Learning

The Center for Career Development and Experiential Learning (CCDEL) offers a variety of programs, information and services
to undergraduate and graduate students, alumni, and prospective students. Students may meet with professional staff to help
clarify goals and interests review occupational workforce data and connect with hands-on learning opportunities in their field.
Edinboro University is on Handshake, a network of career, internship and opportunities in the immediate region and across
the nation. The CCDEL also provides personality and career assessments, education on interview preparation and assistance
with professional writing. The CCDEL offers free professional headshots, personal branding guidance and online tools to help
in career discovery and planning. CCDEL staff provide educational programs for classes and student clubs and organizations
on a variety of topics including career development and planning, resume writing, interviewing, and job searching. Several
events, including on-campus career fairs, employer information sessions, and interview days take place throughout the year.
Please visit our website at https://tartanedge.edinboro.edu/ for more information and resources. Online students are
encouraged to utilize the robust online services and resources available through TartanEdge as many on-campus services may
not be available to them.

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Global Education Services

Global Education at Edinboro University is founded upon a recognition of the diversity of the world in which we live. For more
than 50 years, The Global Education Office has been welcoming students from around the world to Edinboro. The office
provides qualified support to international students from application to graduation and beyond. This support includes, but is
not limited to, non-immigrant student status compliance, cultural adjustment, academic success, and liaising with other
campus offices and the surrounding community.
Students interested in applying for admission can learn more by visiting Edinboro University’s website at:
https://www.edinboro.edu/offices-services/global-education-office/index.php

Identification Cards

Identification cards can be obtained at the Access Office in the lobby of Lawrence Towers from 8:00am-4:00pm MondayFriday. University policy requires that all students, faculty and staff carry the Edinboro University ID card at all times while
on campus. ID Cards are required for accessing dining, door access, fitness center admittance, charging books to Financial Aid
at bookstore, getting parking passes, Baron-Forness Library services, and entry into University athletic games and cultural
events. ID cards are valid as long as the holder is associated with the University and is in good standing. Students can apply
online for an ID card here.

Parking on Campus

Parking on campus is by decal which you apply for on line at https://www.edinboro.edu/offices-services/police/campusparking.php or temporary permit which may be obtained 24/7 from the University Police located at the 6N main entrance of
the University in the Information Center. Your current University ID, a valid Driver’s License, and Vehicle Registration must be
presented when picking up your parking decal at the University Police Department.

Student Accessibility Services

Edinboro University has been actively involved in providing services to students with disabilities since September 1974. Student
Accessibility Services (SAS) provides needed support services to students with various disabilities who attend the University.
These disabilities include, but are not limited to, physical disabilities, learning disabilities, autism spectrum disorders, visual
impairments, and hearing impairments. Students are required to provide appropriate medical documentation and/or test
evaluations to the SAS if they are going to request any accommodations; it is important to note that providing documentation
of a disability does not always suffice for documenting accommodation needs. Educational accommodations at the university
level are provided based upon current documentation, expressed need of the student, and involve an interactive process.
Educational accommodations may include priority scheduling, alternative testing arrangements, books and materials in
alternate formats, readers, scribes, interpreters or real-time captioning service, and laboratory aides.
Edinboro also offers a number of services that are personal in nature and are offered on a fee for service basis. Services include
personal care attendant, van transportation, wheelchair maintenance, peer advisors, meal aides, academic aides, occupational
therapy, and assistive technology services/training. The Office for Accessibility Services (OAS) works closely with disability
related agencies including the Office of Vocational Rehabilitation and the Bureau of Blindness and Visual Services.

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DEGREES AND PROGRAMS

- 39 -

DOCTOR OF NURSING PRACTICE (DNP)
EDUCATIONAL SPECIALIST (EdS)
School Psychology

MASTER OF FINE ARTS (MFA)
- Ceramics
- Jewelry/Metals
- Painting
- Printmaking
- Sculpture

MASTER OF ARTS (MA)
Art

- Art Education
- Studio Art

Communication Studies

Counseling

- Art Therapy
- Clinical Mental Health
- Clinical Mental Health/Clinical Rehabilitation
- College
- School

Speech and Language Pathology

MASTER OF BUSINESS ADMINISTRATION (MBA)
MASTER OF EDUCATION (MEd)
Early Childhood Education
Educational Psychology
Reading
Reading – Dyslexia Intervention
Special Education
Teacher Leadership

MASTER OF SCIENCE (MSN)
Nursing

MASTER OF SOCIAL WORK (MSW)
POST-MASTER'S CERTIFICATION
Art Therapy
School Counseling
Family Nurse Practitioner

- 40 -

POST-BACCALAUREATE TEACHER CERTIFICATION*

Art Education (K-12)
Biology (7-12)
Chemistry (7-12)
Comprehensive English (7-12)
Early Childhood Education (PreK-4)
Health & Physical Education
Mathematics (7-12)
Middle Level - English/Language Arts/Reading
Middle Level - Mathematics
Middle Level - Mathematics & English/Language Arts/Reading
Middle Level - Mathematics & Science
Middle Level - Mathematics & Social Studies
Middle Level - Science
Middle Level - Science & English/Language Arts/Reading
Middle Level - Science and Social Studies
Middle Level - Social Studies
Physics (7-12)
Social Studies (7-12)

SPECIALIZED CERTIFICATIONS

Educational Leadership
- K-12 Principal Certification*
- Letter of Eligibility for Superintendents*
- Supervisor of Special Education*
Reading Specialist (K-12) (requires an existing Instructional I certification)*
Special Education
- Autism Spectrum Disorders Endorsement
- PreK-8 Teacher Certification (requires an existing Instructional I certification in a PreK-8 area)*
- 7-12 Teacher Certification (requires an existing Instructional I certification in a 7-12 area)*

ENDORSEMENTS

Autism Spectrum Disorders*
English as a Second Language–Program Specialist (requires an existing Instructional I certification)*
Online Teaching Endorsement*
STEM Teaching Endorsement*

GRADUATE INSTITUTIONAL CERTIFICATES
Arts Infusion
Conflict Management

* endorsed by the Pennsylvania Department of Education

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DOCTOR OF NURSING PRACTICE
(Major Code 9005)

The Edinboro and Clarion Universities’ Doctor of Nursing Practice (DNP) program has a minimum requirement of 27 credits,
based on graduate preparation upon application to the program. This program is accredited by the Commission on Collegiate
Nursing Education (CCNE). Courses are taken part-time over a minimum of 5 semesters in an online format. Students will be
admitted in cohorts and begin courses in summer session of each year. The program is designed to be flexible, affordable and
professionally rewarding. The online, part-time structure accommodates full time employment for students while pursuing
their DNP. This program offers the opportunity to advance skills in:
•
•
•
•

Leadership
Policy
Population health
Clinical practice

The DNP program has students from diverse populations and professional backgrounds with broad areas of expertise. The
cohort design allows students to learn from each other as well as the coursework and faculty members leading to professional
collaboration that is one of the keystone goals for DNP education.
Faculty oversight and advisement is completed using an online learning platform, phones, emails, and virtual meetings as
well as face to face if requested.

Contact Information

Dr. Deborah J. Kelly, DNP, RN, CHPCA
Clarion University of Pennsylvania, Venango College School of Health Sciences Department of Nursing
1801 West First Street
Oil City, Pennsylvania 16301
Phone: (814) 393-1258
Fax: (814) 676-0251
dkelly@clarion.edu

Admission Requirements and Procedures

Students must hold a Master’s degree from a nationally accredited program. Eligible Master’s degrees include: MSN, MBA,
and MHSc. Master’s Degrees in other disciplines will be considered. Those applicants with a Master’s Degree other than the
MSN must also have a BSN. Eligible applicants may be educated in direct care roles such as nurse practitioner, nurse
anesthetist, clinical specialist, and nurse midwife; or may practice in roles such as nurse administration (leadership), nursing
informatics, or nurse education.
The student must also meet the following requirements:
1. Completed online application form
2. Non-refundable application fee ($40 payable at the time of online application submission)
3. Official transcripts from all undergraduate and graduate institutions attended
4. Applicants must have at least one degree in nursing, either a BSN, BSN equivalent, or a Master of Science in Nursing
(MSN), with a minimum 3.25 GPA
5. MSN or other master's degree from an accredited program with a GPA of 3.25 or higher (Applicants with a master's
degree other than nursing may require additional coursework prior to enrollment, as determined by a review of
official transcripts)
6. A graduate course in research with a grade of "B" or higher or successful completion of graduate thesis
(Completion of a graduate level capstone project will be considered upon review of the project)
7. Two professional recommendations; excluding peer reference
8. Resume/CV
9. Current unencumbered licenses as a Registered Nurse
10. Written documentation of completed clinical hours in a master’s program (DNP degree requires a total of 1000
hours of clinical time between the master’s and doctoral programs)
11. A type-written 1-2 page personal statement describing your learning goals and a telephone interview

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Curriculum

DNP Core Courses
NURS 806 DNP Leadership
NURS 807 Information Management in Health Care
NURS 808 Analytical Methods of Evidence-Based Practice

NURS 809 Advanced Topics in Population Health
NURS 810 Advanced Care of the Individual and Family
Advanced Practice

Culminating practice-based experiences build on the foundation of previous coursework in the program. Note that the
internships and DNP project are also considered part of the core curriculum.
Clinical Courses
NURS 849: DNP Clinical Internship Elective - 45 hours
(1cr.varied) *
NURS 850: DNP Internship I - 135 hours (3cr.)

NURS 851: DNP Internship II – 135 hours (3cr.)
NURS 900: DNP Project (Clinical Dissertation) – 135 hours (6
credits +)

All DNP degrees require a minimum of 1000 clinical hours with 500 hours potentially transferred in from a master’s
program.**
*For Professional Nurses accepted into the DNP program with less than 500 clinical hours NURS 849 can be taken as needed
to meet the 1000 total hour requirement for a DNP.
**Transfer of clinical hours from a previous program requires 1) documentation of the hours from the prior master’s program
and 2) Approval of clinical hours by admission committee 3) No more than 500 hours can be transferred.
Approved Clinical Internship Hours are available for review at:
http://www.clarion.edu/academics/colleges-and-schools/college-of-health-sciences-and-human-services/department-ofnursing/dnp_approvedinternshiphours.pdf

Degree Requirements
•
•
•
•
•
•
•
•

Core classes *
Internship hours equaling a minimum of 1,000 practice hours (MSN + DNP) *
500 Internship hours from the DNP Program *(for a total of 1000 hours between MSN and DNP)
Professional Portfolio completed *
DNP Project Completion and Defense *
DNP Professional Poster *
DNP Project Presentation
Proof of submission for publication (not acceptance)

* These must be completed to walk during commencement.

Program Plans

All students follow a part-time program plan. Part-time is defined as 8 credits or less.

Program Plan with Advanced Clinical Practice Specialty Electives
Year 1 ***
Summer
Course
NURS 806

Cr
3

Fall
Course
NURS 807
NURS 808

Cr
3

Spring
Course
NURS 809

3

NURS 810

Cr
3

Year 2***
Summer
Course
NURS 850

Fall
Cr Course
3 NURS 850

Cr
3

3

NURS 900

3

3

NURS 900

*Students may choose to complete the NURS 900 DNP Project over extra semesters.
**Students with less than 500 clinical hours at admission will need to complete additional sections of NURS 851 Clinical
Internship for a total of 1000 hours between MSN and DNP Completion
***Students may take sections of NURS849 at any time during the program

- 43 -

Advising

Upon admission to the MSN Program, students are assigned a faculty advisor at the university closest to their home. Before
beginning the first course, successful applicants should meet with the graduate advisor for orientation and assistance in
planning their program of studies. This can be accomplished face-to-face, by phone, email, or desktop conferencing.

Program Faculty
Edinboro University
Dr. Colleen Barrett, DNP, CRNP, FNP-BC
Dr. Meg Larson, DNP
Dr. Jill Rodgers, DOC
Dr. Thomas White, DEd, CRNP, CEN

cbarrett@edinboro.edu
mlarson@edinboro.edu
jrodgers@edinboro.edu
twhite@edinboro.edu

Dr. Deborah J. Kelly, DNP, RN, CHPCA
Dr. Lana Smith, PhD, CRNP

dkelly@clarion.edu
lasmith@clarion.edu

Clarion University

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EDUCATIONAL SPECIALIST IN SCHOOL PSYCHOLOGY
(Major Code 8700)

Program Description

The Educational Specialist Degree in School Psychology is a 67 credit program of study that in conjunction with passing scores
on the National School Psychology Exam leads to Pennsylvania School Psychologist Certification and recognition as a
Nationally Certified School Psychologist.
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 graduates students according
to the National Association of School Psychologists (NASP) training standards and develop leaders in schools who use
empirically supported practices for instruction, mental health/crisis intervention, and special education 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 intervention of problems experienced by children, schools, and communities.

Contact Information

Please feel free to contact us to schedule a visit, meet with current students, tour campus, attend an open house, and/or answer any
questions you may have.
Dr. Edward Snyder, Graduate Program Head
Butterfield Hall 117
(814) 732-1099
esnyder@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education. A grade point average of 3.0 or better for the junior and senior years is required.
4. GRE results are required. Scores in the 30th percentile or above for the verbal, quantitative, and analytical writing sections are
preferred.
5. Applicants must submit three reference letters.
6. A one to two page essay answering the following questions:
a. What attracted you to the field of school psychology?
b. What attributes do you possess that will enable you to succeed as a graduate student and ultimately as a
practitioner?
c. What are your professional goals?
7. A professional resume.

Upon receipt of all application materials you will be contacted for an interview. For full consideration of a graduate
assistantship, the application for a fall semester start must be received by February 15th. Applications received after this date
will be considered.
An advance tuition deposit of $150 shall be paid by all new students in the EdS School Psychology program. This deposit is
required within two weeks of an offer of admission to the Graduate School. This student deposit is a guarantee of the
intention of the applicant to register at the University for the term indicated on the admissions letter. Upon receipt, the
University will credit the $150 deposit to the student's account. Applicants who subsequently cancel their application or fail
to register shall forfeit their advance deposit; there will be no full or partial refunds.
Candidates seeking certification from a state other than Pennsylvania should follow the procedures required by that specific
state. Only international students who hold immigration status and have submitted a form of intent to become a citizen are
eligible to apply for certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.

- 45 -

Curriculum

Fall Year One

*APSY720 Learning Theories (3 credits)
APSY722 Assessment in School Psychology I (3 credits)
APSY781 Statistics in Education (3 credits)
*SPED710 Seminar in Special Education and Exceptionalities (3 credits)
Begin 50 hour school experience
Spring Year One
APSY723 Assessment in School Psychology II (3 credits)
*APSY727 Psychoeducational Counseling and Interviewing (3 credits)
COUN712 Human Development Across the Lifespan (3 credits)
*SPED725 Seminar in Mild to Moderate Disabilities (3 credits) online
Complete-50 hour school experience

online
online and Saturday
online and Saturday
online

online and Saturday
online
online

Summer Year One
APSY721 Cultural, Social, and Biological Bases of Personality
Development (3 credits)
*APSY796 Crisis Management and Violence Prevention (3 credits)

online

Fall Year Two
APSY615 Professional Development in School Psychology (3 credits)
*APSY625 Collaborative Consultation in Educational Settings (3 credits)
APSY725 Clinical Practicum in School Psychology
(3 credits)
*APSY/SPED 788 Research in Education I (3 credits)

online and Saturday
online
2 days/week
online

Spring Year Two
APSY724 Psychoeducational Assessment of Behavioral and
Developmental Disabilities (3 credits)
APSY735 Clinical Practicum in School Psychology (3 credits)
*APSY789 Research II: Seminar in Ed. /Psych. Research (3 credits)
*READ706 Foundations of Literacy (3 credits)
*Pass MEd Education Psychology Comprehensive Exam
*Submit Research Project Paper for MEd in Educational Psychology
Completion of MEd in Educational Psychology Degree
Summer Year Two
APSY790 Seminar in School Psychology (3 credits)

online

online and Saturday
2 days/week
online
online

online

Year Three
APSY795 Internship in School Psychology (10 credits) >1200 hours
Pass Praxis II exam
Pass Comprehensive Internship Review
Completion of Ed.S. in School Psychology Degree

Degree Requirements

The Educational Specialist Degree in School Psychology will be awarded to candidates who satisfactorily complete the
previously described curricula, have a cumulative grade point average of 3.5 or better for the credits earned as part of the
program, satisfactorily complete the comprehensive examination, successfully complete internship, and pass the National
School Psychology Examination.
Comprehensive Evaluation. During internships, candidates complete artifacts for the internship portfolio including the
following reports: psychological evaluation report, intervention consultation report for an academic goal, intervention
consultation report for a behavior goal, and program evaluation report. Portfolio artifacts are evaluated by program faculty

- 46 -

using rubrics. Formative evaluations are completed by program faculty using the following methods: Individual meetings with
candidates and site supervisors, monthly group intern meetings, reviewing Intern Evaluation Forms completed by site
supervisors, and reviewing intern hourly logs of their experiences. Summative intern evaluations are conducted by program
faculty using the 40-week Intern Evaluation form, the final logs submitted by interns, intern portfolio artifacts, and intern
performance on the National School Psychology (Praxis II) exam.
Internship. APSY795 Internship in School Psychology is a field-based experience, which is completed on a full-time basis
during one academic year. The internship is the culminating experience of the program. It is a two-semester (1200 clock hour
minimum) field placement during which the student functions under the direct supervision of a certified school psychologist.
Candidates must complete at least 600 hours of the internship in an approved school setting. In non-school settings,
supervisory personnel hold an appropriate credential for that setting. Where employed, a rationale specifies its appropriate
relationship to the practice of school psychology. The candidate functions in a carefully supervised, but relatively independent
manner. During this time the candidate progressively assumes the role and functions of a psychologist in the schools.
Candidates are placed in urban, rural, and/or suburban settings but must be exposed to the fullest extent possible to children
and families with diverse backgrounds.
National School Psychology Exam (School Psychologist 5402). A product of Educational Testing Service, this instrument is
designed for use by school psychology candidates and should be taken toward the end of the program. Questions focus on
content and process issues relevant to the school setting. The main content areas include data-based decision making;
research-based academic practices; research-based behavioral and mental health practices; consultation and collaboration;
applied psychological foundations; and ethical, legal, and professional foundations. Qualifying scores vary by state.

Advising

Upon acceptance into the program, candidates will be assigned an advisor. Candidates are strongly encouraged to contact
their advisor prior to the start of each semester to discuss course, field, and examination requirements.

Program Faculty

The following faculty are most active in teaching classes, supervising field experiences, and providing advising.
Joel Erion, Professor
B.S. Elementary Education, Clarion University of Pennsylvania
M.Ed. Educational Psychology, Indiana University of Pennsylvania
School Psychology Certification, Indiana University of Pennsylvania
Ed.D School Psychology, Indiana University of Pennsylvania
Professional interests: Parent involvement, response to intervention, and program assessment.
Meghan Ferraro, Assistant Professor
B.S. in Education, Lock Haven University
M.S. Education, Educational Psychology, Indiana University of PA
School Psychology Certification, Indiana University of PA
Ed.D. School Psychology, Indiana University of PA
Pennsylvania Teaching Certificate, Elementary and Special Education
Pennsylvania Certified School Psychologist
Nationally Certified School Psychologist
Professional interests: Consultation, special education, behavioral assessments and interventions, reading
instruction/intervention, and Multi-Tiered System of Supports.
Edward P. Snyder, Professor
B.A. History, minor: education, Bucknell University
M.S. Education, Bucknell University
School Psychology Certification, Bucknell University
Ph.D. School Psychology, Lehigh University
Professional interests: Behavior disorders, functional assessments, self-determination, goal setting, and school-based
intervention

- 47 -

MASTER OF FINE ARTS
(Major Code 8596)

Program Description

The Master of Fine Arts degree is a terminal degree designed to develop the technical, aesthetic, and conceptual
competencies at the highest level. Students must fulfill a residency requirement in this intensive three-year program.
Graduates become studio artists, university professors, or some work in industry. Graduates are prepared for life-long
research and routinely exhibit and publish their work in their specific field of study.

Contact Information

Please feel free to contact us to schedule a visit, meet with current students, tour campus, attend an open house, and/or
answer any questions you may have.
Terry McKelvey, MFA, Graduate Program Head
(814) 732-1155
tmckelvey@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Submit a letter of intent (Please indicate the main medium of interest: Ceramics, Metals/Jewelry, Painting,
Printmaking or Sculpture).
5. Three letters of reference. At least two of these should be faculty members the applicant had as instructors for
undergraduate or graduate art courses.
6. Submit the required portfolio of 20 images of recent studio work using the Edinboro SlideRoom account found at
https://edinboroart.slideroom.com/. Include title, media, size, and date of each image. These must be submitted
on or before the application deadline of February 1 for Fall admission.
7. A personal interview if notified by the department.
All necessary steps of the admission process, except the personal interview, must be completed by February 1st.
Must be able to enroll in this program as a full-time student for at least two consecutive semesters excluding summer. If
applicable, submit request for the acceptance of transfer credit.
Note: This program has a limited enrollment; therefore there is no guarantee that individuals who meet the admissions
requirements will be accepted into this program or that accepted students will be allowed to enter at a later date.
An advance tuition deposit of $150 shall be paid by all incoming students in the MFA program. This deposit is required within
two weeks of acceptance of an offer of admission to the Graduate School. This student deposit is a guarantee of the intention
of the applicant to register at the University for the term indicated on the admissions letter. Upon receipt, the University will
credit the $150 deposit to the student's account. Applicants who subsequently cancel their application or fail to register shall
forfeit their advance deposit; there will be no full or partial refunds.

- 48 -

MFA Curriculum
The MFA program has five studio concentrations: Ceramics, Jewelry/Metals, Painting, Printmaking, and Sculpture.
Curricular requirements vary depending on the studio concentration. A minimum of 60 semester hours of graduate credit
must be earned as a partial requirement for this degree. At least 30 semester hours must be in graduate student-only
courses. While the following is a general description of the curriculum, students must meet with an advisor to develop
their Plan of Study.
MFA, CERAMICS CURRICULUM (Concentration Code 8590)
I. Courses in Ceramics
30 cr. hrs.
(A minimum of fifteen credits of level I studio courses, and fifteen credits of level II studio work in the major must be completed
– see Candidacy.)
II. Courses in a complementary studio area*
6 cr. hrs.
III. Courses in Art History, Aesthetics, or Criticism**
12 cr. hrs.
IV. Courses in related electives**
9 cr. hrs.
V. ART 799 Studio Exhibit
3 cr. hrs.
* Complementary studio area courses and electives may be taken in ceramics, drawing, jewelry/metals, painting,
printmaking, sculpture and wood furniture design.
**May include credits in ARHI 730 and ART 700/701/702
MFA, JEWELRY / METALS CURRICULUM (Concentration Code 8591)
MFA, PAINTING CURRICULUM (Concentration Code 8592)
MFA, PRINTMAKING CURRICULUM (Concentration Code 8593)
MFA, SCULPTURE CURRICULUM (Concentration Code 8594)
I. Courses in the major studio area*
30 credit hours
(A minimum of fifteen credits of level I studio courses, and fifteen credits of level II studio work in the major must be completed
– see Candidacy.)
II. Courses in a complementary studio area**
6 cr. hours
III. ARHI 730 Special Topics in Art History
9 cr. hours
IV. ART 700/701,702 Seminar in Fine Arts
9 cr. hours
V. Courses in related electives**
3 cr. hours
VI. ART799 Studio Exhibit
3 cr. hours
*The major studio area courses are in jewelry/metals, painting, printmaking, or sculpture.
**Complementary studio area courses and electives may be taken in ceramics, drawing, jewelry/ metals, painting,
printmaking, sculpture, and wood furniture design.

Degree Requirements

Individuals must comply with the degree requirements of master's degrees listed under Academic Standards and Policies in
this catalogue. In addition to these requirements the individual must meet the following requirements:
1. Secure pre-approval from the student’s graduate committee for the site and duration of the Studio Exhibit;
2. Must satisfactorily complete a thesis exhibition, earning a grade of "B" or better for the course ART 799 Studio
Exhibit; and
3. Must satisfactorily complete a comprehensive verbal defense of the work in the thesis exhibition as reviewed by the
student’s graduate committee;
4. Submit a flash drive of images documenting each piece in the final exhibition and a written artist’s statement, to the
student’s advisor prior to the awarding of the degree; and
5. Refer to Academic Information section of the Graduate catalogue for general degree requirements.
Candidacy. During his or her fifteenth semester hour of level I course work in the major studio area, the student must submit
to the School of Graduate Studies an Application for Admission to Candidacy for the MFA Degree. This application may be
obtained from the School of Graduate Studies.
Prior to the student's enrollment in level II courses, the student's MFA Committee will review and evaluate the applicant's

- 49 -

progress in the MFA program. This committee will make one of the following recommendations:
1. Admission of the student to Candidacy for the MFA degree with authorization given to the student to enroll in the
level II course work in the major studio area.
2. Deny the student's request for admission to Candidacy with authorization for the student to enroll in up to six
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 completion of the sixth 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 to continue as a student
in the MFA degree program.
Note: To be admitted to Candidacy the student must have earned a minimum 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 digital image of each piece included in
the Studio Exhibit. These images on a flash drive must be presented to the student’s Advisor and are expected to be at a
professional quality prior to receiving a grade for ART 799 and subsequently the awarding of the degree. A written artist’s
statement concerning the work in the Studio Exhibit must be displayed in the exhibition, and included with the images
mentioned above. The department chairperson will maintain a file of the images and statement from each Studio Exhibit.

Advising

Students in the MFA program will be assigned an advisor from the MFA faculty of their major studio area. The student may
retain this advisor or choose another from within the faculty of the major area any time prior to the Candidacy meeting. A
student's progress in the MFA program will be reviewed and evaluated by a three person MFA Committee on a regular basis.
This committee shall include the student's advisor who shall serve as chairperson. With the advisor's assent, the student shall
select the other two members of the committee from the MFA faculty within their first semester of study. Two of these
individuals must be from the MFA faculty of the student's studio major provided 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 at least once per semester and at the time of the Studio Exhibit.

Program Faculty
Suzanne Amendolara
Lisa Austin
Shelle Barron
John Bavaro
Geoffrey Beadle
Malcolm Christhilf
Cappy Counard
Mark Deka
Karen Ernst
Charles Johnson
David Martin
William Mathie
Terrence McKelvey
James Parlin
Suzanne Proulx
Michelle Vitali
Dietrich Wegner
Charlotte Wellman

samendolara@edinboro.edu
laustin@edinboro.edu
sbarron@edinboro.edu
jbavaro@edinboro.edu
gbeadle@edinboro.edu
mchristhilf@edinboro.edu
ccounard@edinboro.edu
mdeka@edinboro.edu
kernst@edinboro.edu
cjohnson@edinboro.edu
dmartin@edinboro.edu
wmathie@edinboro.edu
tmckelvey@edinboro.edu
jparlin@edinboro.edu
sproulx@edinboro.edu
mvitali@edinboro.edu
dwegner@edinboro.edu
cwellman@edinboro.edu

- 50 -

MASTER OF ARTS

- 51 -

MASTER OF ARTS IN ART
(Major Code 8005)

The Master of Arts (M.A.) degree in Art will fill specific educational needs within Pennsylvania, 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 available at Edinboro University. The student may concentrate in art education or studio art.

ART EDUCATION CONCENTRATION
(Concentration Code 08011)
Program Description

The Art Education concentration within the MA in Art degree is oriented towards the teaching of art and the building
of leadership in elementary and secondary schools. The Art Education program is designed to provide a deeper social
and contextual understanding of the teaching of art and promoting leadership in the schools and within the field of art
education.
Students who have a baccalaureate degree in art education or other appropriate baccalaureate, and hold certification
to teach art, will complete 30 semester hours of graduate work. Course work is rooted in theory and reflects current
directions and literature in the field. The field of art education, in the contemporary world, touches upon many diverse
content areas, such as psychology, humanities, and interdisciplinary studies, as well as the more traditional content
areas such as studio and art history.

Contact Information

Dr. Mary Elizabeth Meier, Graduate Program Head
Doucette Hall 116
(814) 732-1267
mmeier@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80. For students with a GPA below 2.80 scores from the Miller Analogies Test (MAT) or
Graduate Record Examination (GRE) are required.

Curriculum (30 credits)

ARED 650 Strategies for Art Teachers
ARED 701 Current Issues in Art Education
ARED 705 Aesthetics & Art Criticism for Art Education
ARED 706 Curriculum Development in Art Education
ARED 715 Critical Readings in Art Education

ARED 720 Therapeutic Art Education
EDUC 788 Research in Education
ARED 750 Research in Art Education
ARED 775 Culminating Experience in Art Education (6 cr)

Degree Requirements

Individuals must comply with the degree requirements of master's degrees listed under Academic Standards and Policies in
this catalogue.

Advising

The program director will serve as the advisor.

- 52 -

STUDIO ART CONCENTRATION
(Concentration Code 08013)
Program Description

The Master of Arts degree is designed to further develop the artistic competencies for the post baccalaureate student.
Students achieve a depth of study by enrolling in at least 12 credits in a specific discipline over the course of the degree.
Many M.A. degree students are public school teachers and/or artists seeking to remain current in their field.

Contact Information

Please feel free to contact us to schedule a visit, meet with current students, tour campus, attend an open house, and/or
answer any questions you may have.
Terry McKelvey, MFA, Graduate Program Head
(814) 732-1155
tmckelvey@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Submit a letter of intent (If applying for the studio, please indicate the main medium of interest; Ceramics, Metals/Jewelry,
Painting, Printmaking or Sculpture)
5. Three letters of reference. These should include at least two faculty members the applicant had as instructors for undergraduate
or graduate art courses.
6. Submit the required portfolio of 10 images of recent studio work using the Edinboro SlideRoom account found at
https://edinboroart.slideroom.com/. Include title, media, size, and date of each image. These must be submitted on or before
the application deadline of February 1 for Fall admission.
7. A personal interview if notified by the department.

NOTE: This program has a limited enrollment; therefore, there is no guarantee that individuals who meet the admissions
requirements will be accepted into this program.

Curriculum

A minimum of 30 semester hours of graduate credit must be earned as a partial requirement for this degree. Master of Arts
students must take at least 12 hours in one area as a concentration. These credits need to be earned as follows:
I.
II.
III.
IV.

Studio concentration courses
Art Studio/Art Education/Art Theory courses
Related elective courses
Culminating experience (Select A or B)
A. Final Exhibition
3 credits
B. Thesis
3 credits

12 credits
6-9 credit hours
6 credit hours
3-6 credit hours

Courses eligible include studio Art Courses, Art Education, or Art History courses currently offered at the 600 level or above.

Degree Requirements

Individuals must comply with the degree requirements of master's degrees listed under Academic Standards and Policies in
this catalogue. In addition to these requirements the individual must meet the following requirements:
1.
2.
3.

Earn a grade of "B" or better for the course ART 735 - Final Exhibit (3 credits)
Satisfactorily complete a one-person show, the site and duration of which have been pre-approved by the student’s
graduate committee.
Satisfactorily complete an oral examination based on the exhibition.

- 53 -

4.
5.

Submit a written artist’s statement concerning the work in ART 735 to be displayed during the exhibition
Submit a flash drive with one quality image of each piece documenting the final exhibition and the written artist’s
statement submitted to the student’s Advisor prior to awarding the degree.

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.
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.
Candidacy: It is important for students to read and comply with the Admission to Candidacy section of the University
catalogue.
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.

Advising

Each MA student will be assigned an advisor in the program. The advisor will be assigned by the Area faculty and by the
Chairperson of the Art Department, selected from the graduate faculty of the student's major area of study. The student may
change advisors at any time prior to the Candidacy meeting, with the approval of the department chairperson. The advisor
will meet with the student to develop a plan of study. All course registration by the student must be done with the approval
of the advisor. In conjunction with the advisor, the MA student will pick a three-person committee to review the student's
ongoing work and final exhibition or thesis.

Program Faculty
Suzanne Amendolara
Lisa Austin
John Bavaro
Geoffrey Beadle
Malcolm Christhilf
Cappy Counard
Mark Deka
Karen Ernst
Charles Johnson
David Martin
William Mathie
Terrence McKelvey
James Parlin
Suzanne Proulx
Michelle Vitali
Dietrich Wegner
Charlotte Wellman

samendolara@edinboro.edu
laustin@edinboro.edu
jbavaro@edinboro.edu
gbeadle@edinboro.edu
mchristhilf@edinboro.edu
ccounard@edinboro.edu
mdeka@edinboro.edu
kernst@edinboro.edu
cjohnson@edinboro.edu
dmartin@edinboro.edu
wmathie@edinboro.edu
tmckelvey@edinboro.edu
jparlin@edinboro.edu
sproulx@edinboro.edu
mvitali@edinboro.edu
dwegner@edinboro.edu
cwellman@edinboro.edu

- 54 -

MASTER OF ARTS IN COMMUNICATION STUDIES
(Major Code 8006)

Program Description
The study of communication is important to virtually every profession that involves working with people – education,
advertising and public relations, management and marketing, health care and social services, politics and public services, and
other organizational and institutional contexts, public and private. The Master of Arts in Communication Studies (MACS)
program seeks to develop a student’s specialized knowledge and skill in the following areas of emphasis: managerial and
leadership communication, and integrated marketing communication. Students also have the option of obtaining the
Graduate Certificate in conflict Management concurrently with their program of study. A Master of Communication Studies
develops capabilities to initiate and advance his or her professional career in one or more of these areas, 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 Art in Communication Studies program goals are as follows:
• To provide students with a foundation for successful performance in communicative and decision-making roles.
• To provide students with a sound understanding of the diverse forms of communication and information theory,
and how to apply these theories in organizational, institutional and other relational contexts.
• To enhance students' creative skills, especially in the use of new communication technologies.
• To introduce students to quantitative, qualitative, and critical methodologies and procedures of research and
analysis in human communication.
• To prepare students to design, carry out, and evaluate projects in the communication field.
Program Emphases
In conjunction with Core Courses, and in addition to the Certificate in Conflict Management, students select courses to
develop expertise in one or more of the following emphases. To claim an emphasis, students must take the required core
course (marked with an asterisk*) for that emphasis, and a minimum of two additional courses listed under the emphasis.
Managerial and Leadership Communication
 COMM 630 Interpersonal Communication Strategies
 JOUR 640 Public Relations Management
 COMM 660 Organizational Communication
 COMM 665 Managing Conflict
Integrated Marketing Communication
 COMM 605 Communication Strategies in Advertising
 COMM 635 Integrated Marketing Communication*
 PR 640 Public Relations Management




COMM 740 Communication Consulting
COMM 760 Managerial and Leadership
Communication*





COMM 645 Technology of Communication
COMM 685 Crisis Communication
COMM 750 Persuasion & Propaganda

Contact Information

Dr. Melissa Gibson, Graduate Program Head
Compton Hall 202
Phone: (814) 732-1592
Email: mgibson@edinboro.edu

Admission Requirements and Procedures
1.
2.
3.
4.

Complete the online application
Pay an application fee of $30.
Submit an official transcript verifying an earned baccalaureate degree from an accredited institution
Scores for the Miller Analogies Test (MAT), or the general aptitude portion of the Graduate Record Examination
(GRE). If you possess a master’s degree you do not need to complete the exams listed above. Applicants with at
least a 2.8 undergraduate QPA and two years of professional experience are not required to submit MAT/GRE

- 55 -

scores, but must submit a writing sample or samples demonstrating research, analytical and writing capabilities.

5. Two letters of reference (educational or professional)
6. Statement of purpose (1-2 pages)

Applicants without full-time professional work experience or at least one semester of full-time field experience at the
undergraduate level at time of admission into the degree program will be encouraged to enroll in the internship track and
participate in a field experience of at least 3 credit hours.
These credentials will be evaluated by the Departmental Admissions Committee, which will consider such factors as suitability
of previous course work, undergraduate scholarship, work experience, and potential for growth as a professional in a
communication management field. Any deficiencies in preparation will be cause for the prescription of prerequisite work.
Applicants who do not meet the minimum GPA or exam scores may be admitted on a conditional basis, but will be required
to earn a B or better in all coursework within the first 9 credit hours to remain in the program.

Curriculum

In addition to the three required Core courses, each student will select Elective courses according to his or her Area(s) of
Emphasis for a total of 36 credit hours. The program offers the flexibility to individualize the curriculum to meet the interests
of each student. Students must satisfactorily complete the following:

Required Core Courses1

6 credits

Theory (Choose one; 3 credit hours)
COMM 600 Communication Theory
COMM 700 Language and Human Conduct
COMM 730 Communication and Social Process

3 cr. hrs.
3 cr. hrs.
3 cr. hrs.

Research (Choose one; 3 credit hours)
COMM 610 Communication Research
COMM 620 Qualitative Communication Research
COMM 650 Rhetorical Theory and Criticism

3 cr. hrs.
3 cr. hrs.
3 cr. hrs.

Any additional Core course taken may be counted as an elective.

1

Elective Courses (24 credit hours; any additional Core course taken may be counted here)
COMM 605 Communication Strategies in Advertising
COMM 607 Criticism of Mass Media
COMM 630 Interpersonal Communication Strategies
COMM 635 Integrated Marketing Communication
COMM 640 Small Group Communication
COMM 645 Technology of Communication
COMM 655 Political Communication
COMM 660 Organizational Communication
COMM 665 Managing Conflict
COMM 675 Intercultural Conflict & Communication
COMM 680 Gender and Communication

COMM 685 Crisis Management Communication
COMM 700 Language and Human Conduct
COMM 725 Negotiating Intractable Conflict
COMM 740 Communication Consulting
COMM 750 Persuasion and Propaganda
COMM 760 Managerial and Leadership Communication
COMM 793 Independent Study in Communication
COMM 796 Internship in Communication Studies*
COMM 798 Practicum in Communication
COMM 799 Thesis
PR 640 Public Relations Management

All internship courses, whether in an online or campus-based program, will be charged at the off-campus rate.
For Internship track, the student must complete 3-6 credit hours of COMM 796 in consultation with the program advisor.
Students must take a minimum of two 700-level courses (in addition to COMM 710 or COMM 770), which provide advanced knowledge
in their selected area(s). Students may also select 600-level and 700-level level cognate courses outside of the program, up to nine
credit hours (three courses) in consultation with the MACS program head and professor of the course.
*

- 56 -

Students may also petition the Graduate School to enroll in 400-level and 500-level undergraduate courses (up to six credit hours) for
graduate credit if it pertains to an Area of Emphasis; the professor of the course is required to complete a form that specifies the
advanced work for graduate students who enroll in the course.

Degree Requirements

Internship and Non-internship Options. Students select one of the two following options:
Non-internship track (Concentration code 08007): Students must complete 36 hours of coursework according to the curriculum
shown above.
Internship track (Concentration code 08008): Students must complete 30-33 hours of coursework according to the curriculum shown
above, and 3 to 6 credit hours of COMM 796 Internship in Communication. The internship option provides graduate students in the
Master of Arts in Communication Studies program with an opportunity to gain relevant, significant supervised work experience in a
professional setting (business, non-profit, educational institution, government, etc.). The graduate internship track option is reserved
for students who have no professional work experience and who have not completed an internship in their undergraduate program. In
consultation with the Graduate Program Head, students submit an internship proposal to the Department Internship Coordinator for
initial review and enrollment. Students keep and submit a journal/log daily until mid-term, and weekly from mid-term to finals, then
submit a final paper that includes an analysis of some aspect of the internship to the Internship Supervisor and Graduate Program
Head, who evaluates student internship activities.
Capstone Options. Students select one of the following three options in the final term of their programs:
Option A: Comprehensive Examination and Project/Portfolio. After students take 27 credit hours, they are required to take
comprehensive examinations, and must submit a project/portfolio prior to being approved for graduation that illustrates their best
applied work.
Option B: COMM 799 Thesis (3 credit hours). Students complete three credits of thesis research which requires writing a prospectus,
conducting systematic inquiry of a communication phenomenon, and applying pertinent communication theories and methodologies.
Students then orally defend the thesis to a committee of three faculty.
Option C: COMM 798 Practicum (3 credit hours). Students who select this option must be working professionals. Any time after
completing 18 credit hours (six courses) they enroll in 3 hours of Practicum during which they complete an audit or analysis of
communication policies and practices in their respective business, non-profit corporation, educational institution, or governmental
agency.
Cumulative Grade Point Average. A GPA of 3.0 or better is required for graduation.

Advising

The program advisor for the Master of Arts in Communication Studies Dr. Melissa Gibson, Phone: (814) 732-1592,
mgibson@edinboro.edu. Students are required to contact Dr. Gibson soon after admission to schedule a meeting to review
requirements and prepare a Plan of Study.

Program Faculty

Dr. Anthony Esposito
Dr. Melissa Gibson
Dr. Anthony Peyronel
Dr. Ronald Raymond
Dr. Timothy Thompson
Dr. Andrew R. Smith
Dr. James Wertz

aesposito@edinboro.edu
mgibson@edinboro.edu
apeyronel@edinboro.edu
rraymond@edinboro.edu
tthompson@edinboro.edu
arsmith@edinboro.edu
rwertz@edinboro.edu

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MASTER OF ARTS IN COUNSELING
(Major Code 8049)

Program Description

The Edinboro University of PA Counseling programs provide courses of study leading to a Master of Arts degree in Counseling with
emphases in school counseling, college counseling, clinical mental health counseling and art therapy. Edinboro University is proud to
be one of the first universities in the nation to offer a dual Clinical Mental Health Clinical Rehabilitation Counseling and Counseling
master’s program. Edinboro University has four CACREP accredited Counseling programs including Clinical Mental Health Counseling,
Clinical Mental Health Counseling/Clinical Rehabilitation Counseling, Student Affairs and College Counseling, and School Counseling.
Art Therapy is accredited by the Commission on Accreditation of Allied Health Education Programs (www.caahep.org ) upon the
recommendation of The Accreditation Council for Art Therapy Education (ACATE) and is also accredited by the National Association of
School of Art and Design (NASAD) Commission on Accreditation. All Counseling programs are offered completely online.
Overarching Mission Statement. The students and faculty of the Counseling Program at Edinboro University are a diverse community
of learners who engage in service, leadership, and scholarship. Faculty are committed to providing developmentally sound academic
and field experiences to educate counselors in training to be effective practitioners in a pluralistic society. Collectively, our mission is
to prepare professional counselors who embody ethical and culturally responsive behavior, enhance the well-being of families, groups,
couples and individuals, and advocate on behalf of both the counseling profession and those who are served.
Online Program Applicants: It is important that online applicants who are applying to graduate programs leading to state licensure in
states other than Pennsylvania be aware of the various state professional licensure requirements. Please use this link to check the
licensure requirements by state via careerstop.org: Counseling Licensure Requirements by State
Counseling Program Outcomes
Counseling Manuals, Guides, and Policies

SCHOOL COUNSELING

(Concentration Code 08056)
School Counseling Program Goals. It is expected that graduates of Edinboro University school counseling program will:
• Be competent professional counselors.
• Be knowledgeable about ethics, theory, clinical skills, and school counselor roles and functions.
• Promote counselor accountability and professional credibility.
• Be psychologically healthy people who use high levels of self-awareness in their work.
• Learn how to become advocates and educational leaders within a pluralistic school and community that will assist in the
academic, career and social development of students.
• Students will become familiar with ASCA model of School Counseling.
• Students will be provided learning experiences in the following CACREP identified general content areas:
o professional identity
o social and cultural diversity
o human growth and development
o helping relationships
o group work
o assessment
o research and program evaluation
School Counseling Program Objectives. Demonstrate knowledge of the history, philosophy, and trends in school counseling.
• Development of a “Plan of Study” for each student including 60 graduate credits that meet the educational requirements
for certification as a school counselor and counselor licensure in the state of Pennsylvania.
• Demonstrate knowledge of the school setting and curriculum.
• Demonstrate an understanding of the ethical standards and guidelines of the American School Counselor Association
(ASCA), of policies, laws, and legislation relevant to school counseling.
• Demonstrate methods of planning and presenting guidance-related educational programs for school personnel and
parents.
• Use surveys, interviews, and needs assessments and data to improve the school environment.

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•
•
•
•
•
•

Design, implement, and evaluate a comprehensive developmental school program.
Implement and evaluate specific strategies designed to meet program goals and objectives.
Design appropriate developmental structured activities for small groups, peer helper groups, classroom guidance, and
programs for a pluralistic school community.
Demonstrate knowledge of issues which may affect the development and functioning of children and adolescents (e.g.,
abuse, eating disorders, and attention deficit hyperactivity disorders).
Demonstrate methods of consulting with parents, teachers, administrators, support staff and community agency personnel.
Encourage students’ involvement in professional counseling organizations (e.g., Counseling Club, Chi Sigma Iota Fraternity
Inc., Pennsylvania Counseling Association, Pennsylvania School Counseling Association, American School Counseling
Association, American Counseling Association, and National Rehabilitation Association) by discussing the benefits of such
involvement and providing students with membership application material.

Students in the School Counseling program are eligible to sit for the National Certified Counselor Exam (NCE) exam during the last
semester of their course work. The NCE exam is recognized as a credentialing exam to become a Licensed Professional Counselor (LPC)
in Pennsylvania.

School Counseling Curriculum

60 Credit Hours

Core Courses
COUN 705 Group Processes
COUN 707 Ethical and Legal Issues in Counseling
COUN 710 Appraisal Techniques in the Helping Professions
COUN 712 Human Development Across the Lifespan
COUN 715 Career Development and Life Planning
COUN 720 Counseling and Consultation Theories
COUN 730 Supervised Counseling Practice
COUN 745 Multicultural Counseling
COUN 791 Addictions Counseling
COUN 794 Research and Program Evaluation

33 Credit Hours

School Counseling Specialized Courses
COUN 700 Introduction to the Helping Professions
COUN 740 Individual Development: Childhood through Adolescence
COUN 742 Developmental Counseling in Schools
COUN 744 Techniques for Counseling the Student w/a Disability

12 Credit Hours

COUN 797 Crisis and Trauma Counseling

School Counseling Electives

6 Credit Hours

School Counseling Fieldwork Courses
COUN 735 Counseling Practicum
COUN 795 Internship in Counseling*

9 Credit Hours

COLLEGE COUNSELING

(Concentration Code 08051)
College Counseling Program Mission. In addition to addressing the overall mission for all counseling programs, the College Counseling
program provides a high quality learning experience that prepares graduate students to work in a variety of collegiate/academic
settings. The program is responsive to changing CACREP standards that emphasize the significance of fully-credentialed college
counselors, functioning throughout the campus environment. The program is one of only two fully-accredited College Counseling
programs in Pennsylvania.
This academic program prepares College Counseling program graduates to pass national certification and licensure examinations and
serves as a strong precursor for supervised experiences in the field.
College Counseling Program Goals. The goals of the College Counseling program include providing students:
• Functional knowledge of developmental processes appropriate to college students and the academic community.
• Functional knowledge and application of processes related to the “common language” of diagnosis, assessment, treatment
planning, and relevant psychopharmacology within the collegiate/academic environment.

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•
•
•

Ability to communicate effectively with and appropriately advocate for diverse communities within the collegiate/academic
environment.
Ability to plan preventive, interventive, and postventive processes as appropriate for the client and/or the
collegiate/academic environment, including research and evaluative applications that assist in refining those processes.
Functional knowledge of ethical and legal issues impacting college counseling, including application of that knowledge.

Program Objectives. Program-specific objectives center upon core counseling areas, as well as specific learning outcomes. Students
in College Counseling will demonstrate:
• Knowledge and application of skills that evidence a solid foundation in the historical and contemporary significance of their
work in collegiate/academic settings, as well as fundamental and functional knowledge and application of developmental
theory.
• Functional knowledge and application of processes related to diagnosis, assessment, treatment planning, and related
psychopharmacology throughout their coursework and fieldwork experiences.
• Their ability to communicate effectively with and advocate for diverse populations within a collegiate/academic
environment throughout their coursework and related field experiences.
• Their ability to plan preventive, interventive, and postventive processes during coursework, research, and planning-related
activities, as well as within the context of their field activities.
• Their skill in assessment throughout their coursework experiences, as well as during their field experiences.
• Functional knowledge of ethical and legal issues impacting College Counseling, including application of that knowledge
during their coursework activities and at field sites.
• Advocacy for College Counseling through their class discussions, field work, and community/professional activities.
Students enrolled in the College Counseling program are eligible to sit for the National Certified Counselor Exam (NCE) exam during
the last semester of their course work. The NCE exam is recognized as a credentialing exam to become a Licensed Professional
Counselor (LPC) in Pennsylvania.

College Counseling Curriculum

60 Credit Hours

Core Courses
COUN 705 Group Processes
COUN 707 Ethical and Legal Issues in Counseling
COUN 710 Appraisal Techniques in the Helping Professions
COUN 712 Human Development Across the Lifespan
COUN 715 Career Development and Life Planning
COUN 720 Counseling and Consultation Theories
COUN 730 Supervised Counseling Practice
COUN 745 Multicultural Counseling
COUN 791 Addictions Counseling
COUN 794 Research and Program Evaluation

33 Credit Hours

College Counseling Specialized Courses
COUN 700 Introduction to the Helping Professions
COUN 750 College Student Development
COUN 753 Student Affairs Practice and Administration
COUN 755 Psychopathology and Interventions OR
COUN 756 Counseling the College Student

12 Credit Hours

COUN 797 Crisis and Trauma Counseling

College Counseling Electives

3 Credit Hours

College Counseling Fieldwork Courses
COUN 735 Counseling Practicum
COUN 795 Internship in Counseling*

9 Credit Hours

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CLINICAL REHABILITATION COUNSELING AND CLINICAL MENTAL HEALTH
(Concentration Code 08059)

Clinical Rehabilitation Counseling and Clinical Mental Health Program Mission. The mission of the Clinical Rehabilitation Counseling
and Clinical Mental Health Counseling Program is to prepare graduates with the professional knowledge, skills, and practices necessary
to address a wide variety of circumstances within the context of rehabilitation counseling and clinical mental health counseling. The
Council for Accreditation of Counseling and Related Educational Programs (CACREP) has accredited the program. A primary part of the
mission of the Clinical Rehabilitation and Clinical Mental Health Counseling Program is to prepare graduates to become Licensed
Professional Counselors (LPCs). Students who complete the program meet the educational and clinical training requirements for
certification as a Certified Rehabilitation Counselor (CRC) and licensure as a Licensed Professional Counselor (LPC). Students are eligible
to take the CRC Exam administered by the Commission on Rehabilitation Counselor Certification (CRCC) and/or the National Counselor
Examination for Licensure and Certification (NCE) administered by the National Board for Certified Counselors (NBCC) within their final
semester of study or post-graduation. Either the CRC Exam or the NCE may be used as the counselor licensure exam in Pennsylvania.
Clinical Rehabilitation Counseling and Clinical Mental Health Program Objectives. The Clinical Rehabilitation Counseling and Clinical
Mental Health Counseling program equips students with the knowledge necessary to become highly skilled professionals in
rehabilitation counseling and mental health counseling. Graduates are prepared for employment in a variety of public and private
employment settings, including, but not limited to, the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

State-federal rehabilitation agencies (e.g., BVRS or BBVS)
Private rehabilitation organizations
Centers for Independent Living (CILs)
Community-based mental health agencies
Private mental health counseling practices
Substance abuse treatment programs
Employee assistance programs (EAPs)
Veterans Affairs Medical Centers
Community-based corrections
State correctional institutions
Hospital-based programs
Group homes
Developmental disability agencies
Geriatric counseling and rehabilitation programs
Head injury programs
Educational settings

The program provides students with CACREP standards-based learning experiences in the following content areas:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

Professional counseling orientation and ethical practice
Social and cultural diversity
Human growth and development
Career development
Counseling and helping relationships
Group counseling and group work
Assessment and diagnosis
Research and program evaluation
Prevention and intervention
Family dynamics
Medical and psychosocial aspects of disability, including functional and environmental aspects
Rehabilitation services and related services
Case management
Advocacy and accommodation
Principles of crisis intervention during crises, disasters, and other trauma-causing events

The Clinical Rehabilitation Counseling and Clinical Mental Health Counseling program offers students experiences that promote

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development of their professional identities as counseling professionals by:
•
•
•
•

Providing the necessary knowledge and skills to work effectively as a counselor
Fostering participation in professional counseling organizations
Meeting criteria for professional credentialing, certification and licensure
Encouraging advocacy activity for the counseling profession as well as for clients

Clinical Rehabilitation Counseling and Clinical Mental Health Curriculum

63 Credit Hours

Core Courses
COUN 705 Group Processes
COUN 707 Ethical and Legal Issues in Counseling
COUN 710 Appraisal Techniques in the Helping Professions
COUN 712 Human Development Across the Lifespan
COUN 715 Career Development and Life Planning
COUN 720 Counseling and Consultation Theories
COUN 730 Supervised Counseling Practice
COUN 745 Multicultural Counseling
COUN 791 Addictions Counseling
COUN 794 Research and Program Evaluation

33 Credit Hours

Clinical Rehabilitation and Clinical Mental Health Counseling Specialized Courses
COUN 702 Introduction to Rehabilitation Counseling
COUN 754 Family Counseling
COUN 755 Psychopathology and Intervention
COUN 780 Medical Information for the Helping Professions
COUN 782 Vocational Development in Rehabilitation
COUN 784 Psychosocial Aspects of Disabilities
COUN 788 Case Management

21 Credit Hours

COUN 797 Crisis and Trauma Counseling

Clinical Rehabilitation and Clinical Mental Health Counseling Fieldwork Courses
COUN 735 Counseling Practicum
COUN 795 Internship in Counseling*

9 Credit Hours

CLINICAL MENTAL HEALTH COUNSELING
(Concentration Code 08058)

Clinical Mental Health Counseling Program Mission. The students and faculty of the Clinical Mental Health Counseling Program at
Edinboro University are a diverse community of learners collaboratively engaged in research, scholarship, leadership and service.
Faculty are committed to providing didactic and experiential learning experiences to educate counselors to be effective clinical
practitioners in a pluralistic community. Collectively, our mission is to prepare professional counselors who embody ethical behavior,
provide services to enhance the mental health and well-being of families, groups, couples, and individuals, and advocate on behalf of
both the counseling profession and those we serve.
Clinical Mental Health Counseling Program Goals. To provide students with an understanding of the various roles and responsibilities
of clinical mental health counselors in various settings.
• To provide students with the knowledge to design, implement and evaluate psychoeducational programs and clinical
interventions to effectively facilitate change in the community.
• To foster enthusiasm and commitment for ongoing professional development and integration of theory, research and
practice.
• To promote ethical and legal considerations specifically related to the practice of community counseling.
• To encourage the understanding and use of a biopsychosocial perspective when working with families, groups, couples and
individuals.
• To provide a high quality program that enhances the professional identity of the community counselor.
Clinical Mental Health Counseling Program Objectives. To provide networking opportunities for clinical mental health counseling
students with mental health professionals in the field of counseling.

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•
•
•

To provide diverse training experiences for community counseling students with experts on a variety of mental health
topics via video conferencing.
To increase awareness of, and facilitate critical thinking related to, new treatment interventions, current trends and
controversial issues related to community counseling.
To demonstrate an enthusiasm for learning, ongoing professional development and scholarly work via faculty participation
in research, writing and presentation at local and national conferences.

A primary goal of the Clinical Mental Health Counseling program is to prepare graduates to become Licensed Professional Counselors
(LPCs) in Pennsylvania. Students are eligible to take the National Certified Counselor Exam (NCE) exam during the last semester of
their course work. The NCE exam is recognized as a credentialing exam to become an LPC in Pennsylvania.

Clinical Mental Health Curriculum

60 Credit Hours

Core Courses
COUN 705 Group Processes
COUN 707 Ethical and Legal Issues in Counseling
COUN 710 Appraisal Techniques in the Helping Professions
COUN 712 Human Development Across the Lifespan
COUN 715 Career Development and Life Planning
COUN 720 Counseling and Consultation Theories
COUN 730 Supervised Counseling Practice
COUN 745 Multicultural Counseling
COUN 791 Addictions Counseling
COUN 794 Research and Program Evaluation

33 Credit Hours

Clinical Mental Health Counseling Specialized Courses
COUN 704 Clinical Mental Health Counseling
COUN 754 Family Counseling
COUN 755 Psychopathology and Intervention
COUN 757 Child and Adolescent Counseling

12 Credit Hours

COUN 797 Crisis and Trauma Counseling

Clinical Mental Health Counseling Electives

6 Credit Hours

Clinical Mental Health Counseling Fieldwork Courses
COUN 735 Counseling Practicum
COUN 795 Internship in Counseling*

9 Credit Hours

ART THERAPY

(Concentration Code 08057)
Art Therapy Program Mission. In September 2018, the Commission on Accreditation of Allied Health Education Programs, the largest
programmatic accreditor of health science professions in the U.S., granted Edinboro’s Master of Arts in Counseling – Art Therapy the
nation’s first standard-compliant accreditation at the recommendation of the Accreditation Council for Art Therapy Education. The
mission of the art therapy program is to empower the artist and clinician within the art therapist through an accessible, shared learning
experience designed to develop successful, contributing professionals in our communities and world.
The Art Therapy program is dedicated to achieving excellence in counseling, art therapy education, research, clinical and community
service while fostering the highest ethical standards. The program integrates both counseling and visual arts practice, engaging the
creative power of art for clinical assessment and treatment. In particular, we promote (1) scholarly research abilities and evidencebased clinical practice, (2) cross-cultural competency, and (3) technologies of media art.
To fulfill our mission we:
• Provide a rigorous didactic curriculum in counseling and experiential art therapy education
• Emphasize the understanding of various individual, group, and family theoretical approaches
• Prepare graduates to integrate theoretical approaches into the practice of art therapy with culturally diverse people of all
ages in a variety of settings
• Encourage students to develop a personal and ethical approach to counseling and art therapy
• Ground students in a mental health perspective
• Promote clinical competence in assessment and treatment

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•
•
•

Develop competency in planning, conducting, and evaluating counseling and art therapy research
Enhance student self-awareness and development of counseling and artist-therapist identity through personal art making
and self-reflection
Foster skills in the therapeutic use of a broad range of art processes and material

Art Therapy Program Goals.
• Demonstrate fluency in counseling psychology fundamentals and art therapy approaches.
• Demonstrate competency in case conceptualization and clinical practice.
• Demonstrate cultural competency.
• Relate foundational knowledge of research and science to counseling psychology fundamentals and art therapy
approaches.
• Pursue a professional identity as a Counselor and Art Therapist.

Art Therapy Curriculum

60 Credit Hours

Core Courses 36 Credit Hours
COUN

710

Appraisal Techniques in the Helping Professions

COUN

712

Human Development across the Lifespan

COUN

715

Career Development and Life Planning

COUN

730

Supervised Counseling Practice

COUN

735

Counseling Practicum

COUN

745

Multicultural Counseling

COUN

755

Psychopathology and Interventions Addictions

COUN

791

Counseling

COUN

795

Crisis and Trauma Counseling

COUN

797

Internship in Counseling (6 credits)

Required Art Therapy Courses 21 Credit Hours
ARTT

710

History and Theory of Counseling and Consultation in Art Therapy

ARTT

720

Media and Materials in Art Therapy

ARTT

730

Art Therapy Practice and Assessment

ARTT

735

Clinical and Group Art Therapy

ARTT

740

Professional Functioning, Standards, and Ethics in Art Therapy

ARTT

790

Introduction to Art Therapy Research

ARTT

791

Advanced Research in Art Therapy

Art Therapy Electives (2 credits each – must take 6 credits)
ARTT

750

Current Trends in Art Therapy

ARTT

751

Trauma Informed Art Therapy

ARTT

752

Metaphor and Creativity in Art Therapy

ARTT

753

Clinical Approaches in Art Therapy

ARTT

754

Digital Media in Art Therapy

ARTT
ARTT

755
760

Community Engagement in Art Therapy
International Art Therapy

*All internship courses, whether in an online or campus-based program, will be charged at the off-campus rate.

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Contact Information

College, Clinical Mental Health, Clinical Rehabilitation and School Counseling Programs
Dr. Adrienne Dixon, Program Head
(814) 732-1932
amdixon@edinboro.edu
Art Therapy Program Director
Dr. Carolyn Treadon
(814) 732-1104
ctreadon@edinboro.edu

Admissions Requirements and Procedures

Edinboro University has four CACREP accredited Counseling programs including Clinical Mental Health Counseling, Clinical Mental
Health Counseling/Clinical Rehabilitation Counseling, Student Affairs and College Counseling, and School Counseling.
Applications for admissions are reviewed between August 15 and September 15 (application deadline for spring semester) and
December 15 and February 15 (application deadline for fall semester).
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.
2.
3.
4.
5.

Complete the online application.
Pay an application fee of $30.
Provide the name, email address, and place of employment for three (3) professional references (electronic reference
requests will be emailed to each). These individuals should be able to describe your interpersonal skills, ethical judgment,
and professional potential for counseling or art therapy
Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education. If you have completed graduate work, please include an official transcript of all previous graduate work.
Complete an APA formatted writing sample of 500-750 words, with a minimum of two (2) references and citations answering
the following:
a. Why do you want to study counseling/art therapy at Edinboro University?
b. What are the personal and professional experiences that have led you to choose a career in counseling/art
therapy?
c. In your research, what have you learned about your chosen counseling/art therapy concentration?

Additional Requirements for Admission to the Art Therapy Concentration:
1. A link to an online portfolio (ex. flickr, dropbox, snapfish) of 20 images of applicant’s art demonstrating variety of 2 and 3-D
pieces.
2. Psychology Credits: (12) graduate or undergraduate credits, including Abnormal Psychology or Psychopathology and a
course that addresses Developmental Psychology. Twelve credits must be taken before candidacy.
3.
4.

Studio Art credits: (18) graduate or undergraduate credits in 2 and 3-D studio art areas. Up to six credits can be done as portfolio review.
This must be done prior to application through the program director.
Applicants with more than two (2) outstanding prerequisites will not be considered for admission.

An individual admission interview with at least two faculty members is a requirement of the admission process. Interviews are
completed on Mondays following the application deadline. The Program Head will contact the applicants after the fall or spring
admission deadline to set up interviews. Interviews are conducted using Zoom online and will last 30 minutes.
There are three different admissions outcomes: Acceptance, Waitlist, and Denial. Students who are accepted into a CACREP
accredited program have twenty days from the date of admission to confirm or deny their acceptance. Students who are placed on
the waiting list will be ranked and will receive notification as soon as a space is made available in the program.
Students who are admitted will be assigned a faculty advisor scheduled to attend a mandatory New Student Orientation Session
(multimodal or online and in person options).

Degree Requirements

Candidacy- Because of the nature of the role of the professional counselor, degree candidates of the programs must demonstrate
such qualities as genuineness, warmth, empathy, ethics, professionalism, and interpersonal skills. Students will be evaluated on
Knowledge, Skills and Dispositions necessary for professionals at various transition points through the program. Candidacy is the first

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point where these qualities will be formally evaluated. Both the individual student and faculty will have input into this evaluation.
Review of the Application for Admission to Candidacy is seen as very important and this review will include interpersonal skills as well
as academic progress. The advisor presents the candidacy application for program staff recommendation. A degree student may not
be admitted to Candidacy until (1) at least 12 semester hours of degree credit have been completed, (2) an Application for Admission
to Candidacy has been filed with the advisor, and (3) the student has made satisfactory progress in her or his degree program
(minimum of a 3.0 QPA).
Comprehensive Exams- The student must satisfactorily complete a comprehensive examination. Specific requirements for the
comprehensive exams are outlined in the Counseling Advisement Guide, which will be made available to each student.
Culminating Project- A Master’s Project or Thesis is required for graduation. Additional information concerning this requirement can
be found in the Counseling Advisement Guide.
Internship- All degree seeking students must complete an internship. All students must have completed all core required courses in
the area of specialty unless otherwise approved by the advisor and instructor. Generally speaking, the internship hours must be
completed within the time frame of the 15 week semester. Thus, the interns would be on-site 40 hours per week (15 x 40=600). The
student must make the necessary plans and arrangements in order to complete an internship. The Internship Manual contains more
information regarding the internship experience. NOTE: Graduate assistantships are NOT available during internship. NOTE: Students
may opt to divide the internship over two semesters. Students should discuss this option with their advisors. Additional information
on 300 hours internships can be found in the Internship Manual.

Advising

Accepted students will be assigned a faculty advisor. It is expected that the student will make an appointment with the advisor and
will develop a Plan of Study within the first semester of attendance. Group advising meetings are also held each semester.

Faculty

Dr. Kevon Bruce
Dr. Adrienne Dixon
Dr. Julaine Field
Dr. Sheila Lorenzo de la Pena
Dr. Penelope Orr
Dr. Susan Packard
Dr. Everett Painter
Dr. Carolyn Treadon
Dr. Katherine Wardi-Zonna

kbruce@edinboro.edu
amdixon@edinboro.edu
jfield@edinboro.edu
slorenzo@edinboro.edu
porr@edinboro.edu
spackard@edinboro.edu
epainter@edinboro.edu
ctreadon@edinboro.edu
kwardizonna@edinboro.edu

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MASTER OF ARTS IN SPEECH-LANGUAGE PATHOLOGY
(Major Code 8045)

Program Description
Edinboro University’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, schools,
rehabilitation facilities, skilled nursing facilities, clinics, and private practices. They are qualified to provide services to people
of all ages who have communication and/or swallowing and feeding disorders. By engaging students in the acquisition and
application of knowledge, Edinboro University faculty members encourage students to become thoughtful and insightful
decision makers. Students work closely with faculty and clinical instructors as they learn to make informed professional
judgments and use contemporary approaches to prevention, diagnosis and management across the speech-language
pathology scope of practice. Students must complete all academic courses and clinical practicum required for clinical
certification by the American Speech-Language-Hearing Association. The Master of Arts education program in Speech
Language Pathology education at Edinboro University is accredited by the Council on Academic Accreditation in Audiology
and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310,
Rockville, MD 20850, 800-498-2071 or 301-296-5700

Admission Requirements and Procedures
Individuals seeking admission as degree students in this curriculum must comply with the special admission requirements of
this curriculum listed below:
1. Create an account with CSDCAS and follow the application instructions thoroughly.
2. All required components of the application must be submitted to CSDCAS before the posted deadline (February 1) to
be considered for admission.
a. Official transcripts from all institutions where you have received college credits must be sent to CSDCAS
Verification Department, PO Box 9113, Watertown, MA 02471. Edinboro welcomes applications from graduates
of CSD programs, as well as any other baccalaureate program. Graduates of the latter will need to complete
certain prerequisite courses (see next pages) either prior to or after being accepted into the program, which can
be completed in a fall-spring sequence.
b. Graduate Record Examination (GRE) scores sent to CSDCAS. (Edinboro code 0735) [NOTE: for the 2020-21
application cycle, no GRE will be required to qualify for admission.]
c. Three letters of reference, with preferably at least two from CSD faculty familiar with your work.
d. Statement of purpose (1-2 pages).
e. Current resume
3. A minimum undergraduate GPA of 3.0/4.0 is required for fully qualified admission.
4. Please do not submit any application materials (including GRE score) to Edinboro University directly.
5. Initial offers of admission are normally made by April 1 and those applicants will automatically be considered for a
graduate assistantship, which combine partial tuition waivers with a paid work assignment.
6. CSDCAS customer service is available Monday thru Friday from 9 am to 5 pm (ET) at 617-612-2030 or
csdcasinfo@csdcas.org.
An advance tuition deposit of $150 shall be paid by all incoming students in the MA Speech Language Pathology program.
This deposit is required within two weeks of an offer of admission to the Graduate School. This student deposit is a guarantee
of the intention of the applicant to register at the University for the term indicated on the admissions letter. Upon receipt,
the University will credit the $150 deposit to the student's account. Applicants who subsequently cancel their application or
fail to register shall forfeit their advance deposit; there will be no full or partial refunds.
Graduate students enrolled in the MA Speech Language Pathology program will pay an additional 10% tuition differential

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Undergraduate Prerequisite Courses and Requirements
Students with an undergraduate degree in Communication Sciences and Disorders from a university in the United States will
typically meet all of the requirements for graduate admission. Students who have an undergraduate degree in another field
may need to complete additional coursework at the post-baccalaureate level. Undergraduate courses equivalent to the
Edinboro University courses listed below are required for admission to the MA in Speech-Language Pathology program.
Students with insufficient undergraduate preparation will be required to complete undergraduate prerequisite courses prior
to fulfilling course requirements for the master's program.
CSD 230 Intro to Audiology
CSD 300 Normal Communication Development
Across the Lifespan
CSD 355 Anatomy and Physiology of the Speech/Hearing
Mechanism
CSD 375 Acoustical Phonetics and Phonetic Analysis
CSD 350 Speech and Hearing Science
CSD 420 Clinical Observation (Minimum of 25 hours of
approved clinical observation)

CSD 500 Neuroanatomy (may be taken concurrently with
graduate courses)
CSD 515 Audiologic Rehabilitation (may be taken
concurrently with graduate courses)
At least one course in statistics.
At least one biological science.
At least one physical science course.
At least one course 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 PA licensure. A minimum of 54 semester hours of graduate credit is required. Students must also pass
the National Examination for Speech-Language Pathology (PRAXIS II: Speech- Language Pathology). These credits should be
earned as follows:
I. Core Courses (36 cr. hrs.)
CSD 605 AAC Assessment and Intervention
CSD 611 Seminar in Clinical Methods
CSD 616 Audiology for the Speech Language Pathologist
CSD 630 Fluency Disorders
CSD 635 Speech Sound Disorders
CSD 640 Language Disorders
CSD 650 Aphasia/Neurological Disorders
CSD 655 Swallowing Disorders
CSD 706 Professional Issues in Speech-Language
Pathology/Audiology
CSD 740 Voice Disorders
CSD 772 Research Methods in Communication Disorders
CSD 790 Communication Disorders in the Educational
Setting

II. SLP Program Electives (3 cr. hrs.)
CSD 675 Topics in Communication Disorders: Motor
Speech Disorders
CSD 745 Early Intervention in Speech-Language
Pathology
CSD 793 Independent Study
III. Clinical Education (15 cr. hrs.)
CSD 711 Advanced Clinical Practice--on campus
CSD 711 Advanced Clinical Practice--off campus
CSD 711 Advanced Clinical Practice--on campus
CSD 711 Advanced Clinical Practice--pediatric
CSD 711 Advanced Clinical Practice--adult
IV Thesis (optional)
CSD 799 Thesis

Certification. To be recommended for Pennsylvania Educational Specialist Certification, the student must:
1. Complete all requirements for the Master of Arts degree in Speech-Language Pathology.
2. Complete one internship that involves providing pediatric services under the supervision of a qualified clinical
instructor.
3. Complete the online portion of the application through the Teacher Information Management System (TIMS)
4. Earn a passing score on National Examination for Speech-Language Pathology (PRAXIS II: Speech- Language
Pathology)

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Degree Requirements

Individuals must comply with the degree requirements for the Master of Arts degree listed in the graduate catalog. The
student must also complete the National Examination for Speech-Language Pathology (PRAXIS II: Speech- Language
Pathology). It is the student's responsibility to schedule this test through ETS prior to completion of the graduate program.

Advising

Students will be assigned an advisor from the Speech/Language Pathology faculty. Students are expected to consult with
their advisor as their program progresses.

Program Faculty
Craig Coleman, M.A., CCC-SLP, BCS-F, ASHA Fellow - Department Chair ccoleman@edinboro.edu
M.A., Speech-Language Pathology, University of Pittsburgh
B.A., Communication Sciences and Disorders, Clarion University
Kate Krival, Ph.D., CCC-SLP, Graduate Program Head ckrival@edinboro.edu
Ph.D., Communication Sciences and Disorders, University of Cincinnati
M.S., Speech-Language Pathology, University of Wisconsin-Whitewater
B.A., Psychology, University of Wisconsin-Madison
Cynthia Reyes-Pabon, M.S., CCC-SLP, (Director of Clinical Education), creyes@edinboro.edu
M.S., Speech-Language Pathology, Clarion University
B.A., Communication Sciences and Disorders, Clarion University

Amitkumar Tayade, Ph.D. atayade@edinboro.edu

Ph.D., Audiology, The University of North Carolina at Greensboro
Masters in Audiology and Speech Language Pathology, Maharashtra University of Health Sciences
B. Sc. Hearing, Language and Speech, Maharashtra University of Health Sciences

Mary Weidner, Ph.D., CCC-SLP aweidner@edinboro.edu
Ph.D., Communication Sciences and Disorders, West Virginia University
M.A., Speech-Language Pathology, Indiana University of Pennsylvania
B.S., Speech-Language Pathology & Audiology, Indiana University of Pennsylvania
Expert adjunct instructors augment our core faculty to provide advanced clinical practicum instruction and to teach in areas
of expertise: Julie Haas, MA CCC-SLP, Christine Shumaker, MA CCC-SLP, Kristen West, MA CCC-SLP

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MASTER OF BUSINESS ADMINISTRATION
(Major Code 8060)

Program Description
Edinboro University’s Master of Business Administration program is designed to meet the needs of leaders in various
industries who manage people, processes, or finances. As such, the degree provides for an emphasis in business, which
allows students to explore graduate-level coursework in human resources, marketing, and supply-chain management.
Alternatively, students interested in managing government or non-profit organizations will find coursework in other graduate
programs at Edinboro University. The flexibility of the MBA program at Edinboro University allows students to focus their
graduate management education in a discipline(s) that will best meet their career goals. Students may take courses from a
variety of graduate programs offered by Edinboro, including business, communication studies, and social work. In addition,
students may take more focused business courses online through partnerships with California University and Clarion
University. This allows students currently working in various business and social service industries to complete a graduate
degree that fits their professional goals.
The Edinboro University Master of Business Administration program is offered in an innovative blended format. This format
delivers MBA courses in a face-to-face environment with online content which allows for individualized learning. Students
may attend sessions on a face-to-face basis or in an online environment. By utilizing this advanced delivery approach, students
are provided the ultimate flexibility in program delivery that allows a student to choose the delivery modality not only from
course to course, but from class session to class session. In addition, students are exposed to working in an environment with
fellow students that is comparable to current expectations in organizations in our global economy. Students will work in
groups with students from different locations utilizing technology and other tools to facilitate not only completion of course
requirements, but development of leadership and team-building skills used today.

Contact Information

Christine Billen, MBA, Graduate Program Head
Hendricks Hall 219
814-732-2058
cmccallum@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution
of higher education.
4. Completion of the Graduate Management Admission Test (GMAT), if required.¹
(If GMAT is required, students must achieve an undergraduate GPA x 200 + GMAT Score equal to at least 1050.)
5. Provide current professional resume or CV.
6. Submit two professional letters of recommendation.
7. If applicable, apply for the acceptance of transfer credit prior to the beginning of the program (when possible).
¹ Students may be able to waive the GMAT based on college GPA, prior graduate study, and/or work experience. Please contact the School of
Graduate Studies for additional information.

Prerequisites
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Students will be expected to possess competencies through prior coursework or relevant experience in accounting or finance
(accounting preferred), economics, management, marketing, statistics, and business mathematics**. Students who do not
demonstrate these competencies through prior coursework or relevant experience may illustrate these competencies by
completing assessment tests offered by Ivy Software.
*For students who do not have these courses as undergraduate courses, or for information on how to demonstrate competencies based on prior
experience, please contact the School of Graduate Studies.
** Students will meet the prerequisites for courses in the MBA program and not require additional coursework, provided students obtained a B or better in
the equivalent to following courses: ECON220 Principles of Economics – Micro, ECON225 Principles of Economics – Macro, either ACCT215 Principles of
Accounting I and ACCT220 Principles of Accounting II or FIN300 Principles of Finance, either MGMT260 Fundamentals of Management and Marketing or
MGMT300 Principles of Management and MKTG4300 Principles of Marketing, and either MATH105 College Algebra or STAT260 Elements of Statistics.
*** Ivy Software provides the assessments for a fee of $25.00 per assessment. Once a student completes an assessment, if he or she is successful, the
competency is satisfied. If not, he or she is given the option to complete modules through Ivy Software for a fee of $75.00 per module (and achieve a
satisfactory score) or take the equivalent course provided by Edinboro University. Successful completion of the assessment or the module will be deemed
an equivalent to the required course.

Curriculum

Given the approach of the program to provide courses that are interdisciplinary in nature and that break down the silos that
usually handcuff traditional MBA programs, the course learning objectives of all required courses in the program are designed
so each course touches on nearly all program learning objectives.
The program requirements include a core of 18 credits, 9 credits of electives, which can be used to complete a concentration
or emphasis, and a 3 credit capstone course as follows:

Core Courses (18 credit hours)

MBA 600 History of Management Decision-Making
MBA 610 Managers’ Use of Accounting in Decisions
MBA 620 Employees’ Decisions in Organizations

MBA 660 Investors’ and Creditors’ Decisions
MBA 710 Implementation of Change
MBA 720 Leadership in Decision

Electives (9 credit hours)
Business focus:

Social Work focus:

Communications focus:

SOWK 600 Human Behavior and the Social Environment I
SOWK 604 Social Policy and Social Policy Practice I
SOWK 706 Trauma-Informed Policy
SOWK 744 Social Work Administration

MBA 630 Customers’ Decisions in the Marketplace
MBA 640 Supplier Decisions and Support
MBA 650 Employers’ Decisions in the Workplace
Any COMM courses 600 or higher

Required Capstone (3 credit hours)
MBA 790 Strategic Decision-Making

Learning Objectives

The MBA program is designed to meet the following program goals:
•

•

•

Develop an appreciation for the importance of the organization’s stakeholders in making sound, ethical business
decisions. Each student will develop an appreciation for the impact various stakeholders have on business
organizations. Consequently, students will understand the impact business decisions have on these stakeholders
and how to respond to the ethical dilemmas that can result.
Apply analytical and collaborative processes in business decision-making. Each student will apply appropriate
quantitative and analytical skills to not only solve practical business problems, but make decisions in the best
interest of the organization’s stakeholders in a collaborative manner.
Integrate the needs of the various stakeholders, on a global level, with the needs of the organization to improve
the organization’s value. Each student will demonstrate the ability to reflect on the impact decisions have on
stakeholders and integrate these reflections into a decision that increases the value to all constituents of the
organization. Students will be able to incorporate global issues into these decisions, as appropriate.

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•

•

Effectively collaborate and communicate with other stakeholders to make effective business decisions. Each
student will effectively communicate complicated business issues across disciplines and effectively work in teams
for the benefit of all stakeholders of the organization.
Demonstrate the ability to lead an organization through an ethical, strategic decision-making process. Each
student will learn leadership skills that will allow him or her to help lead teams through strategic decision-making.
Each student will have an appreciation for the ethical implications that working with competing stakeholders have
on the organization and will ensure that the team he or she leads maintains an ethical mind-set.

While Edinboro offers these three elective courses, students can create a specialized degree emphasis in alternate ways.
Graduate MBA courses offered by California University or Clarion University (which are offered online at each institution and are,
therefore, accessible to EU students).
Upon approval by the Program Head and Dean of the School of Business, a degree plan can be created by the student through
other graduate courses offered at Edinboro University to meet the student’s career goals, including, but not limited to the Master
of Social Work or Master of Arts in Communication Studies Program. Students may, but are not required to, choose an emphasis
by selecting courses that are in a related discipline or field.

Program Faculty

Christine Billen, cmccallum@edinboro.edu

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MASTER OF EDUCATION

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MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION
(Major Code 8662)

Program Description

The Department of Early Childhood and Reading offers an online graduate program enabling students to obtain a Master of Education
in Early Childhood Education. The graduate level degree will prepare practicing and pre-service teachers to work with children birth
through grade 3 by aligning their work to best practices and research. The Master’s degree is offered online with a one-week summer
residency with children. Students in the Early Childhood Master’s program may also pursue Early Childhood certification with a blend
of on campus and online courses.

Contact Information

Dr. Karen Lindeman, Graduate Program Head
Butterfield Hall 312
(814) 732-1550
klindeman@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Verification of possession of a valid elementary education or early childhood teaching certificate, if applicable.
5. Minimum undergraduate GPA of 2.8 or satisfactory scores on the Miller Analogies Test (MAT) or Graduate Record
Examination (GRE).
6. An essay may also be required/as requested.

Curriculum
Required Courses (27 cr. hrs.)
ECED 700 Development of Young Learners
ECED 710 Issues and Trends in Early Literacy Development
ECED 715 Curriculums in Early Childhood Education
ECED 720 Math and Science for Young Children **
ECED 730 Observation, Documentation, and Assessment in Early Childhood **
ECED 740 Family, School and Community: Partnerships in Early Childhood Education
ECED 750 Play, Research and Advocacy
EDUC 788 Research in Education
SPED 710 Seminar in Exceptionalities
Elective Choice (3 cr. hrs.)
Graduate level ECED courses not yet taken will meet this requirement as well as other graduate level READ and SPED courses
as approved by the Graduate Program Head.
**Completed during summer residency

Degree Requirements

Individuals must comply with the degree requirements for the Master’s Degrees listed under Academic Standards and Policies in this
catalogue. In addition to these requirements, the individual must meet the following requirements:
Research Requirements. Candidates for the Master of Education Degree in Early Childhood must conduct an independent study
related to their major field. This action research project is conducted while enrolled in ECED 750 Play, Research and Advocacy.

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Teacher Certification
Students not holding Elementary Education Certification who seek Early Childhood Certification (Program code 08107) must complete
additional coursework in Early Childhood Education. The curriculum may be found in the section of the graduate catalog on PA Teacher
Certification programs.
Additional Requirements and Procedures for Certification. In addition to successful completion of the prescribed coursework, it is
the student’s responsibility to:
1. Meet the cut off score for the PRAXIS/PECT to meet certification requirements, and
2. Submit the appropriate forms needed to obtain PA certification to the Office of the Dean of Education as soon as
certification requirements have been completed.
Candidates seeking teacher certification from a state other than Pennsylvania should follow the procedures required by that specific
state.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.
Only international students who hold immigration status and have submitted a form of intent to become a citizen are eligible to apply
for PDE teacher certification.

Advising

The program director will serve as the advisor.

Program Faculty
Dr. Kristina Bodamer
Dr. Michelle Kimmy
Dr. Karen Lindeman
Dr. Mary Jo Melvin

kbodamer@edinboro.edu
mkimmy@edinboro.edu
klindeman@edinboro.edu
mmelvin@edinboro.edu

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MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY
(Major Code 8641)

Program Description
The MED Educational Psychology program has been designed to give the interested student a broad understanding of theory in the areas of education
and psychology. The student will understand the application of education and psychology to help children, adolescents, teachers, and families. The
program may 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 empirically based approaches or evidence based practices.
Respect for diversity among individuals, groups, and communities is emphasized throughout the curriculum. The goal of the program is to help each
student to identify and apply his/her unique talents and understand how to utilize a problem-solving, data based approach for working with P-12
students, teachers, and families. The application of empirically supported approaches to assist all children in achieving academic success, social
competence, and emotional and physical health is valued by the program.
It is important to point out that there is no license or certification for working with students and families as part of this program. The MED Educational
Psychology program is a degree only program and is NOT the School Psychology Certification program.

Contact Information

Dr. Edward Snyder, Graduate Program Head
Butterfield Hall 116
(814) 732-1099
esnyder@edinboro.edu

Admission Requirements

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Minimum 3.0 GPA for junior and senior year of bachelor’s degree.
5. Three letters of reference.
6. Professional resume.
7. Submit an essay (1-2 pages) answering the following questions:
a. What attracted you to the field of educational/school psychology?
b. What attributes do you possess that will enable you to succeed as a graduate student and ultimately as a practitioner?
c. What are your professional goals?

Curriculum

Required Courses (21 credits)
APSY 625 Collaborative Consultation in Educational Settings
APSY 720 Learning Theories
APSY 727 Psychoeducational Counseling and Interviewing
APSY 788/SPED 788 Research I: Educational Psychology and
Special Education

APSY 789 Research II: Seminar in Educational and
Psychological Research
APSY 796 Crisis Management and Violence Prevention in
Schools
SPED 710 Seminar in Exceptionalities

Elective Courses (9 credits; 6 with APSY or SPED prefix)
APSY 721 Biological, Social, and Cultural Bases of Personality
APSY 724 Psychoeducational Assessment of Behavioral and
Developmental Disabilities
APSY 781 Statistical Methods in Education
COUN 712 Human Development across the Lifespan

READ 706 Foundations of Literacy: Theory and Instruction
SPED 628 Classroom and School-wide Behavior Management
Strategies for Inclusive Settings
SPED 720 Advanced Assessment
SPED 750 Behavior Disorders and Positive Behavior Supports

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Degree Requirements
The master’s degree in Educational Psychology will be awarded to candidates who satisfactorily complete the previously described
curricula, have a cumulative grade point average of 3.5 or better for the credits earned as part of the program and satisfactorily
complete the comprehensive examination.
Comprehensive Examination. All students must take the written comprehensive examination and receive a score of 70% correct or
higher.
The Educational Psychology comprehensive examination is available online. Students must contact the program head and request to
take the examination. Requests can be made by phone (814 732-1099) or by e-mail (esnyder@edinboro.edu). The exam should be
taken during the last semester before graduation. Once the request for taking the comprehensive exam is approved, student will find
access to the examination via D2L.
The comprehensive exam covers 5 key courses (APSY 625, APSY 720, APSY 727, APSY 789, and APSY 796). There are 25 questions
related to each course. The format of the exam is multiple-choice for questions. Students have 2 hours to complete the examination.
To pass the examination, students must receive a cumulative percentage of correct responses at 70% or higher. If a student fails to
pass the exam, they must discuss the results of the exam with the program head. They may be allowed to retake a second version of
the exam after discussion with the program head. Students will be notified of their results immediately after taking the online exam.

Advising

Upon acceptance into the program, candidates will be assigned an advisor. Candidates are strongly encouraged to contact their advisor
prior to the start of each semester to discuss course, field, and examination requirements.

Program Faculty

Dr. Joel Erion
Dr. Meghan Ferraro
Dr. Edward P. Snyder

jerion@edinboro.edu
ferrarom@edinboro.edu
esnyder@edinboro.edu

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MASTER OF EDUCATION IN READING
(Major Code 8705)

Program Description

This program will enable students to obtain a Master's Degree in Reading and will qualify them for certification as a Reading Specialist
(upon passing the PRAXIS exam). This professional training is essential in diagnosing and helping children overcome reading disabilities,
as well as in promoting developmental and interventional reading practices in schools.

Contact information

Dr. Karen Tyler, Graduate Program Head
Butterfield Hall 330B
(814) 732- 2303
ktyler@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Minimum 3.0 overall GPA.
5. Copy of valid teaching certificate or complete a program of study approved by the Dean of Education, leading to
certification as an elementary or secondary school teacher prior to completion of the program.

Curriculum

A minimum of 30 semester hours of graduate credit is required to complete the degree. These credits should be earned as follows:
READ 702 Literacy Interventions for Striving Readers -or- READ 624 Introduction to Dyslexia and Dyslexia Interventions
READ 704 Comprehensive Literacy Curriculum: Design and Implementation
READ 706 Foundations of Literacy: Theory and Instruction
READ 707 Literacy Instruction for the Content Area Professional
READ 708 English Language Learners in the Literacy Curriculum
READ 709 Literacy Difficulties: Assessment and Intervention
READ 710 Organization, Supervision and Administration of Reading Programs
READ 712 Reading Clinic
READ 717 Language Arts Instruction: Design and Implementation
READ 794 Research Design in Reading

Degree Requirements

Degree candidates must comply with the degree requirements for the Master’s of Education degree listed in the Graduate Catalogue.
Candidacy: Graduate Requirements in Progress [GRIP].

Admission to graduate study as a degree candidate does not automatically mean that the student will meet all requirements and
complete the Master’s in Education: Reading at Edinboro University.
The academic record of each Master’s in Education: Reading degree candidate is reviewed at the conclusion of the semester or
summer session in which the candidate is enrolled for his or her 15th credit at the University. Students who have made satisfactory
progress in the degree program will be approved for continuation. This approval includes the satisfactory completion of 15 hours of
course work, a cumulative average of “B” or better, and appropriate Dispositions. After this approval, a student may be removed from
the program based on the recommendations of the graduate faculty, Program Head with supporting evidence, and approved by the
Dean of Education and the Executive Director of Graduate Studies.
It is the student’s responsibility to submit the GRIP Form to the Graduate Program Head of Reading.
Certification: PRAXIS II: Reading Specialist Exam 5301.

The Master of Reading program prepares students for certification as a Reading Specialist. It is the student’s responsibility to register
for the Reading Specialist PRAXIS exam and to apply for Reading Specialist Certification. Candidates seeking teacher certification from

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a state other than Pennsylvania should follow the procedures required by that specific state. Only international students who hold
immigration status and have submitted a form of intent to become a citizen are eligible to apply for PDE teacher certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.
In order to obtain certification, you must be a U.S. citizen. If you are not a U.S. citizen you must have a permanent immigrant visa
which permits you to seek employment within the United States. Additionally, you must intend to become a citizen and file a notarized
form titled, “Declaration of Intent to Become a Citizen of the United States” (part of Foreign Supplement Package available from the
Bureau of Teacher Certification and Preparation).

Advising

Students in the online program will follow a prescribed sequence that is shared through a Plan of Study.

Faculty

Dr. Jessica Fuda Daddio
Dr. Karen Tyler
Dr. Kristin Webber

jfuda@edinboro.edu
ktyler@edinboro.edu
kwebber@edinboro.edu

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MASTER OF EDUCATION IN READING – DYSLEXIA INTERVENTION
(Major Code 8706)

Program Description

It is estimated that 1 in 5 children could potentially struggle with dyslexia today. This program will enable students to obtain a
Master’s Degree in Reading with specialized qualifications in dyslexia interventions. Educators, educational professionals, parents,
and speech and language professionals will be guided to further understand structured literacy approaches in curriculum,
instruction, and assessment. The literacy professional will learn evidence-based programmatic research to match the specific needs
of individuals challenged with spoken and written language.

Contact information

Dr. Karen Tyler, Graduate Program Head
Butterfield Hall 330B
(814) 732- 2303
ktyler@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution
of higher education.
4. If applicable, submit a copy of valid teaching certificate or complete a program of study approved by the Dean of Education,
leading to certification as an elementary or secondary school teacher prior to completion of the program.

Curriculum

30 semester hours of graduate credit is required to complete the degree.
These credits should be earned as follows:
READ 624/SPED 624
Introduction to Dyslexia and Dyslexia Interventions
READ 625/SPED 625
Fundamentals of Phonics and English Language Structure
READ 706
Foundations of Literacy: Theory and Instruction
READ 709
Literacy Difficulties: Assessment and Intervention
READ/APSY 726
The Reading Brain and Evidence-Based Instruction
READ 727
Advanced Structured Language Teaching Practicum, Part I
READ 728
Advanced Structured Language Teaching Practicum, Part II
READ 729
Assistive Technology in Literacy Instruction
READ 730
Advocating for Individuals with Dyslexia
READ 794
Research and Design in Reading

Degree Requirements

Degree candidates must comply with the degree requirements for the Master’s of Education degree listed in the Graduate
Catalogue.

Advising

Students in the online program will follow a prescribed sequence that is shared through a Plan of Study.

Faculty

Dr. Karen Tyler
Dr. Jeanne Faieta
Dr. Kristin Webber

ktyler@edinboro.edu
jfaieta@edinboro.edu
kwebber@edinboro.edu

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MASTER OF EDUCATION IN SPECIAL EDUCATION
(Major Code 8688)

Program Description

There are two options available for students wishing to pursue Master of Education Degrees in Special Education.
OPTION 1 Individuals who hold undergraduate teaching certification from an accredited institution and individuals who hold
a related undergraduate degree without certification may enroll in the M.Ed. in Special Education with PK-12 certification.
The courses are designed to meet all Pennsylvania Department of Education Special Education guidelines and Council for
Exception Children standards. For individuals who already hold a teaching certificate, the program is 36 credits. For
individuals seeking initial teaching certification, the program requires a minimum of 42 credits (additional coursework may
be required based on degree/previous coursework).
OPTION 2 The Master of Education degree program for students who are currently certified in special education is designed
to develop and improve knowledge of and performance in core professional competencies related to the field of special
education in behavior management.

Contact Information

Dr. Meghan Ferraro, Graduate Program Head
Butterfield Hall 121
(814) 732-2410
ferrarom@edinboro.edu

Admissions Requirements and Procedures

Visit the Graduate School webpage and click the “Applying to Graduate School” link on the left side of
the screen.
Begin by creating an account on CollegeNET by clicking the “account” link on the Apply page.
CollegeNET is a self-managed application system. It will allow you to submit admission materials, check the
status of your application, and view your decision letter using this account. If you have issues with your
CollegeNET account, consult the CollegeNET help desk by submitting a Help Request Form or email
help@collegenet.com.
Individuals seeking admission as degree students in this program must comply with the general
admission
requirements for graduate students at Edinboro University and with
the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores form the Miller Analogies
Test (MAT) or Graduate Record Examination (GRE) are required.
5. Copy of valid teacher certification when applicable (for Option 2 – Behavior Management and for Option 1 – Adding on
Special Education Certification to existing teaching certificate).

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Curriculum

OPTION 1 P-12 (M.Ed. in Special Education - Seeking Certification)
ADDING SPECIAL EDUCATION CERTIFICATION (36 credits)

INITIAL SPECIAL EDUCATION CERTIFICATION (Minimum 42
credits)

SPED 715 – Behavior Management Strategies
SPED 710 – Seminar in Exceptionalities
SPED 714 – Instructional Strategies to Promote Inclusion
Inclusion
SPED 720 – Advanced Assessment
SPED 725 – Seminar in Mild to Moderate Disabilities
SPED 740 – Issues Affecting Individuals with Severe Disabilities
Disabilities
SPED 745 – Language/Literacy-Based Instruction in Special Ed.

SPED 715 – Behavior Management Strategies
SPED 710 – Seminar in Exceptionalities
SPED 714 – Instructional Strategies to Promote

SPED 755 – Collaboration and IEP Development
SPED 695 – Graduate Field Experience in Special Ed.
APSY 788 – Research I
APSY 789 – Research II

SPED 720 – Advanced Assessment
SPED 725 – Seminar in Mild to Moderate Disabilities
SPED 740 – Issues Affecting Individuals with Severe
SPED 745 – Language & Literacy-Based Instruction in
Special Ed.
SPED 755 – Collaboration and IEP Development
SPED 695 – Student Teaching (minimum of 9 credits;
Full Semester)
APSY 788 – Research I
APSY 789 – Research II
*ECED 720 – Math and Science Experiences for Young
Children
*READ 625 – Fundamentals of Literacy

**Depending on prior coursework and education, post-baccalaureate students pursuing initial teacher certification may be required to take
one or more additional courses.

OPTION 2 Behavior Management (M.Ed. in Special Education; Already certified in special education)
APSY 788 – Research I
APSY 789 – Research II
SPED 610 – Secondary Transition
SPED 715 – Behavior Management Strategies
SPED 760 – Early Intervention and Working with Families
SPED 765 – Response to Intervention, Progress Monitoring, and Data Management
APSY 796 – Crisis Management and Violence Prevention in Schools
SPED 750 – Behavior Disorders and Positive Behavior Supports
SPED 785 – Applied Behavior Analysis
SPED 695 – Graduate Field Experience in Special Education*
*All internship courses, whether in an online or campus-based program, will be charged at the on-campus rate.

Degree Requirements

Students in these programs must comply with the course requirements for the master of education degree. In addition,
students must satisfactorily complete a non-credit master’s project that is developed and implemented during the two
research courses (APSY 788 and APSY 789).
Note: Students who enter the Special Education M.Ed. program seeking teacher certification in Special Education must
also meet the requirements for Pennsylvania certification including the Special Education Praxis Exams.

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Candidates seeking teacher certification from a state other than Pennsylvania should follow the procedures required
by that specific state. Only international students who hold immigration status and have submitted a form of intent
to become a citizen are eligible to apply for PDE teacher certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.

Advising

Faculty advisors are assigned to students at the time of admission.

Program Faculty
Dr. Erik Bentsen
Dr. Joel Erion
Dr. Jeanne Faieta
Dr. Meghan Ferraro
Dr. Juanita Kasper
Dr. Mary Nientimp
Dr. Edward Snyder

ebentsen@edinboro.edu
jerion@edinboro.edu
jfaieta@edinboro.edu
ferrarom@edinboro.edu
jkasper@edinboro.edu
mnientimp@edinboro.edu
esnyder@edinboro.edu

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MASTER OF EDUCATION IN TEACHER LEADERSHIP
(Major Code 8673)

Program Description

The coursework and related experiences prepare the M.Ed. candidate to promote the success of all students by being a
teacher leader within their classroom, content area, school, or district. Emphasis is placed on determining candidate’s own
personal leadership vision and leadership style while at the same time learning to lead others.

Contact Information

Dr. Andrew J. Pushchak, Graduate Program Head
Butterfield Hall 230
Phone: (814) 732-2548
Fax: (814) 732-2233
Email: apushchak@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Have earned an undergraduate cumulative quality point average of 3.0.
5. Complete the required writing sample (500 word) answering the question. Why have you chosen to be an
educational leader?
6. Submit a copy of valid teaching certificate. If not certified submit letter stating access to a school building/leader
or educational agency.
7. If applicable, apply for the acceptance of transfer credit prior to the beginning of the program (when possible)

Curriculum

30 semester hours of prescribed graduate credit is required as a partial requirement for the degree. These required graduate
credits should be earned as follows:
EDLR 700 Introduction to Educational Leadership
EDLR 716 Foundational Principles of Trauma Informed Practices in Schools
EDLR 720 Dynamics and Processes for Leading Change
EDLR 731 School and Community Relations
ELDR 735 Content Literacy
EDLR 741 Curriculum Leadership
EDLR 745 Instructional Leadership
EDLR 775 Educational Leadership Theory and Practice
EDLR 770 Action Research for Teachers
EDLR 795 Technology Standards for Educational Leaders

Degree Requirements

In addition to successful completion of the prescribed 30 graduate credits of course work for the M.Ed. in Teacher
Leadership, the individual will be required to satisfactorily complete a comprehensive exam administered in the final
semester of their program. No more than six semester hours of "C" grade will be accepted toward meeting the 30 semester
hours of credit required for the M.Ed. in Teacher Leadership.
Add-on Fast Track Teacher Certification
Candidates already possessing an undergraduate degree who are seeking teacher certification may take advantage of this
fast track teacher certification opportunity. The Fast Track program allows students to complete their certification
requirements as little as three semesters*, with new cohorts beginning every summer.

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The teacher certification requirements must be completed prior to beginning coursework for the master’s degree. Upon
completion of the fast track certification program, candidates may transfer 12 graduate credits in to the Master of Education
degree in Teacher Leadership.
Only international students who hold immigration status and have submitted a form of intent to become a citizen are eligible
to apply for PDE teacher certification.

Concentration: Teacher Certification (8626)
The following courses are required for teacher certification (40-43 semester hours)

Foundations of Education (online)

SEDU 692 Adolescent Development
SEDU 702 Teaching in a Multicultural Classroom
SEDU 731 Applied Technology Integration in Education
SPED 710 Seminar in Exceptionalities

Field Block (on campus and in field)

SEDU 606 Content Literacy
SEDU 700 Assessment in Middle & Secondary Schools
SEDU 691 Classroom Management
SEDU 675 or MLED 675 Field Experience
and up to two of the following:
MLED 666 English, Language Arts & Social Studies for the
Middle Level Learner

MLED 667 Mathematics & Science for the Middle Level
Learner
SEDU 681 Instructional Techniques for Mathematics
SEDU 682 Instructional Techniques for Secondary Science
SEDU 683 Instructional Techniques for Social Studies
SEDU 684 Instructional Techniques for the Teaching of
English

Student Teaching Block (online and in field)
SEDU 695 or MLED 695 Student Teaching
SPED 725 Adaptations and Accommodations

*Additional courses in content area may be required as needed.

Add-On Concentrations

Candidates already possessing teacher certification may take advantage of adding the following concentrations on to the Master
of Education degree in Teacher Leadership:

Concentration: ESL Specialist (8624)

Specialization Courses (15 credit hours)
ECED 710 Issues and Trends in Early Literacy Development
TESL 603 Human Language and Culture
TESL 675 Second Language Methodologies
TESL 700 Assessing English Language Learners
TESL 790 ESL Field Experience

Advising

All Teacher Leadership graduate students will be assigned a program faculty advisor upon acceptance into the program. Although
this faculty member will serve as the primary contact for the graduate student, all program faculty may provide assistance to
Teacher Leadership graduate students throughout their programs.

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Program Faculty

Dr. Heather-Lee Baron
Mr. Ken Berlin
Dr. Jennifer Dempsey
Dr. Tracy McCalla
Dr. Andrew Pushchak
Dr. Annessa Steele
Dr. Whitney Wesley
Dr. Connie Youngblood
Dr. John Ziegler

hbaron@edinboro.edu
kberlin@edinboro.edu
jdempsey@edinboro.edu
tmccalla@edinboro.edu
apushchak@edinboro.edu
asteele@edinboro.edu
wwesley@edinboro.edu
cyoungblood@edinboro.edu
jfziegler@edinboro.edu

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MASTER OF SCIENCE

- 87 -

MASTER OF SCIENCE IN NURSING
(Major Code 8400)

Clarion and Edinboro Universities

Program Description

The Master of Science in Nursing program is sponsored jointly by Clarion and Edinboro Universities. The focus of this degree is family
nurse practitioner (FNP; Concentration Code 8402). The FNP concentration is 45 semester hours in length and includes 600 hours of
clinical practice. FNP graduates are prepared to provide primary care in medically under-served areas and are eligible to apply to the
Pennsylvania State Board of Nursing for legal certification as certified registered nurse practitioners (CRNP) in family health after
passing professional certification exams through either the American Nurses Credentialing Center (ANCC) or the American Academy
of Nurse Practitioners (AANP). Courses are delivered online with the exception of clinical practica and a limited number of skill labs
and workshops. Graduates of the program receive a joint degree granted by both universities. Students may select one university site
for advisement and may utilize facilities and services of both universities. The MSN program is accredited by the Accreditation
Commission for Education in Nursing (ACEN). Students should check the program website for the most up-to-date program
information: http://www.clarion.edu/msn/ Information about program requirements and administrative matters is also available at
both universities.
Program Objectives. The Master of Science in Nursing program affords advanced practice nurses the opportunity to develop as expert
clinicians or nurse educators, participate in shaping health policy, and contribute to research that improves patient care or nursing
education. The nursing program provides the foundation for a life-long process of personal and professional growth as well as for
doctoral education. Specifically designed for the working professional, all didactic courses are taught via the internet. Most students
study on a part-time basis.
Program Outcomes. Graduates will:

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

Synthesize knowledge from nursing, the sciences, and humanities into advanced nursing practice.
Demonstrate critical thinking and diagnostic reasoning in decision-making activities.
Use theoretical knowledge and research findings as a foundation for advanced nursing practice.
Incorporate professional/legal standards and moral/ethical values into a culturally sensitive practice.
Apply nursing knowledge and related theories to nursing and health through nursing education and advanced clinical
practice.
Build a professional system that includes interdisciplinary communication, collaboration, and teamwork.
Participate in legislative and policy-making endeavors that influence health care services and practices.
Contribute to nursing knowledge through advanced clinical practice and/or education and research.

Contact Information

Dr. Colleen Barrett, DNP, CRNP, FNP-BC
Graduate Program Head, Edinboro University
Rm. 122 Jeremy D. Brown Human Services Building
(814) 732-1643
cbarrett@edinboro.edu
Dr. Deborah J. Kelly, DNP, RN, CHPCA
Nurse Administrator
Clarion University of Pennsylvania
Venango College School of Health Sciences
Department of Nursing
1801 West First Street
Oil City, Pennsylvania 16301
Phone: (814) 393-1258
Fax: (814) 676-0251
dkelly@clarion.edu

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Admission Requirements and Procedures

The admission requirements for the MSN are the following:
1. Payment of the application fee.
2. Evidence of an earned baccalaureate degree in nursing from an accredited program.
3. Licensure as a registered nurse in the state where they plan to complete clinical practicum.
4. An undergraduate grade point average of 2.75 on a 4.0 scale or
5. A graduate grade-point average of 3.0 on a 4.0 scale (if seeking second MSN degree)
6. One year of recent full-time clinical practice or two years of part-time clinical practice (2,000 hours)
7. Evidence of completion of a college level statistics course with a 'C' or better.
Application Deadlines. Early admission deadline is November 1. All completed applications received by November 1 will be reviewed
and considered for early admission into the MSN program for the upcoming fall term. Students meeting the criteria for early admission
will be notified by December 15.
Regular admission deadline is April 1. All completed applications received by April 1 will be reviewed and considered for regular
admission into the MSN program for the upcoming fall term. Students meeting the criteria for admission will be notified by May 15.
In addition to meeting the criteria for admission, students will be accepted on a 'seat available' basis.
An applicant may be placed on a waiting list for the upcoming fall admission or for the following fall admission. All students will be
notified by May 15 of their admission status.
For detailed instructions and to request an application, please visit: Master of Science in Nursing
Tuition and fees for graduate students enrolled in the Nursing program can be found at http://www.clarion.edu/60195/.

Curriculum

The following courses are required of all students graduating with a Master of Science in Nursing:
NURS 601: Advanced Concepts in Pathophysiology*
NURS 602: Pharmacologic Applications
NURS 605: Evolution of Nursing Theory**
NURS 610: Advanced Concepts in Nursing Research
NURS 614: Health Promotion: Family and Community Perspectives***
NURS 615: Advanced Health Assessment
NURS 616: Advanced Health Assessment Practicum
NURS 620: Clinical Decision Making
NURS 621: Clinical Decision Making I Practicum
NURS 630: Clinical Decision Making II
NURS 631: Clinical Decision Making II Role Seminar
NURS 632: Clinical Decision Making II Practicum
NURS 640: Clinical Decision Making III
NURS 641: Clinical Decision Making III Role Seminar
NURS 642: Clinical Decision Making III Practicum
NURS 645: Nursing and Public Policy
NURS 750: Family Nurse Practitioner Internship
NURS 800: Scholarly Project/Thesis
* NURS 601 is a prerequisite to NURS 602 and is a prerequisite or co-requisite to NURS 615 and NURS616.
** NURS 605 is a prerequisite to NURS 610.
*** NURS 614 is a prerequisite to the clinical courses and is a prerequisite to NURS 620 and 621

Degree Requirements

To fulfill degree requirements for graduation, the student must complete 45 semester hours or required course work for the family

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nurse practitioner concentration. The student must maintain a QPA of 3.0 or better on a 4.0 scale. Successful completion of a
comprehensive assessment in the form of a professional portfolio is required. A scholarly project/thesis is also required for graduation.
All degree requirements must be completed within six years of the first date of enrollment.

Advising

Upon admission to the MSN Program, students are assigned a faculty advisor at the university closest to their home. Before beginning
the first course, successful applicants should meet with the graduate advisor for orientation and assistance in planning their program
of studies. This can be accomplished face-to-face, by phone, email, or desktop conferencing.

Program Faculty
Edinboro University
Dr. Colleen Barrett, DNP, CRNP, FNP-BC
Dr. Meg Larson, DNP
Dr. Jill Rodgers, DOC
Dr. Thomas White, DEd, CRNP, CEN

Clarion University

Dr. Deborah J. Kelly, DNP, RN, CHPCA
Dr. Lana Smith, PhD, CRNP

cbarrett@edinboro.edu
mlarson@edinboro.edu
jrodgers@edinboro.edu
twhite@edinboro.edu

dkelly@clarion.edu
lasmith@clarion.edu

SECOND MASTER’S DEGREE FAMILY NURSE PRACTITIONER
(Concentration Code 8402)

Individuals holding a graduate degree in nursing may earn a second masters in nursing degree in the Clarion and Edinboro Universities
Family Nurse Practitioner concentration. In order to qualify for a second master’s degree, regardless of where the first degree was
earned, graduate students must successfully complete a minimum of 30 hours of credit in the Clarion and Edinboro Universities
Program beyond the first master’s degree and meet program requirements with respect to the required semester hours of credit and
courses for the major. Second master’s degree students would typically have transfer credits in nursing theory and research that could
apply to the requirements of NURS 605: Evolution of Nursing Theory, NURS 610: Advanced Concepts in Research, and NURS 800:
Scholarly Project/Thesis. Students may petition for life experience credits for NURS 614: Health Promotion: Family and Community
Perspectives and NURS 645: Nursing and Public Policy. Clinical courses and the internship are required of all degree students regardless
of prior advanced education.

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MASTER OF SOCIAL WORK
(Major Code 8022)

Program Description

Social work is one profession with countless ways to help. Social workers work with clients and within systems to address
individual and social problems such as domestic violence, mental health issues, substance abuse, chronic or catastrophic
illnesses, disabilities, adoption, divorce, loss of loved ones, and other challenges.

Social workers are employed in a variety of roles, such as individual, family, and group therapists, adoption facilitators,
community organizers, program evaluators, case managers, patient advocates, policy advocates, directors of nonprofit
agencies, and disaster relief workers.
Trends suggest that the demand for the social work professional will grow dramatically over the next decade. In fact, the
U.S. Bureau of Labor Statistics (www.bls.gov) reported that “Employment for social workers is expected to grow faster
than the average for all occupations.” Upon completion of the MSW program, graduates are eligible to sit for state
licensure examinations and pursue additional credentials to become licensed social work practitioners.
Edinboro's trauma-informed and family-focused MSW programs prepares graduates to work in a wide range of practice settings,
including private practice, family based agencies, mental health care agencies, addiction treatment centers, schools, medical care
facilities, psychiatric facilities, rehabilitation facilities, hospitals, correctional facilities, veteran’s agencies, foster care and adoption
agencies, nursing homes, senior centers, and in community practice and policy settings.
Applicants should have a commitment to a career in social work, to serving those who are vulnerable, and becoming
leaders of change in their agencies and in their communities. Applicants must also possess the interpersonal qualities to work
with a multicultural and diverse population including differences in gender, age, physical or mental abilities, social class, various
races/ethnicities, economic status and sexual orientation.
The Master of Social Work (MSW) degree program is fully accredited by the Council on Social Work Education (CSWE).
Contact
Dr. Janice Carello, Graduate Program Head
Hendricks Hall G35
(814) 732-1738
jcarello@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education. The transcript should include:
• One course evidencing significant content in human biology or human anatomy & physiology (this
can be completed during the first year of the MSW Program if not taken during undergraduate
studies).
• A minimum of 21 semester hours of credit (or equivalent) distributed within a liberal arts curriculum
in humanities, mathematics, physical and biological sciences, social and behavioral sciences, and fine
arts.
4. Eligibility for the Advanced Standing One Year Program requires a completed baccalaureate degree in social work
received within the last five years from a program accredited by the Council on Social Work Education in addition
to the above criteria.
5. Applicants to the Regular Two Year Program must have a minimum GPA of 2.8. Those with an overall GPA of less
than 2.80 must produce scores from the Miller Analogies Test (MAT) or the general aptitude portion of the
Graduate Record Examination (GRE). Required scores are related to the applicant’s GPA level.
6. Applicants to the Advanced Standing One Year Program must have a minimum GPA of 3.0.
7. All applicants must supply two letters of reference from individuals who know you in a professional or
educational setting.

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•

8.
9.

References should indicate readiness for graduate study and/or readiness for advanced social work
practice.
• Applicants to the Advanced Standing One Year Program should submit references from their
undergraduate field coordinator or faculty field liaison and their field supervisor. These references
should speak to one’s performance in the social work field and in social work courses.
All applicants must provide a professional resume.
All applicants must submit a personal statement. This statement is considered a writing sample and is reviewed
as part of your application for content and writing quality. Your statement should be 3-4 pages, typed and
double-spaced in correct APA format. The purpose of this statement is to obtain a clear understanding of your
background and should include content about:
• Why you have chosen to enter the social work profession.
• Your ability to value the perspectives of diverse populations.
• How your academic, professional, personal, and volunteer experiences have prepared you for
graduate studies in social work.
• Your motivation to apply to the MSW Program at Edinboro University.

An advance tuition deposit of $150 shall be paid by all new students in the MSW program. This deposit is required within two weeks of an
offer of admission to the Graduate School. This student deposit is a guarantee of the intention of the applicant to register at the University
for the term indicated on the admissions letter. Upon receipt, the University will credit the $150 deposit to the student's account. Applicants
who subsequently cancel their application or fail to register shall forfeit their advance deposit; there will be no full or partial refunds.
Note: The priority deadline for application to the Regular program is July 1st for Fall and November 15th for Spring. Applications
received after that date will be considered on a space-available basis. The deadline for Advanced Standing applicants is May 1.

Curriculum

The program prepares student for advanced social work practice with a specialized focus on family centered
trauma-informed approaches providing services at all system levels.
•

Regular Two Year Program. The Master of Social Work degree requires a minimum of 60 semester hours of
professional training and a minimum of 900 clock hours of supervised internship. The curriculum is divided into
two levels, the foundation year and the concentration year.

•

Advanced Standing One Year Program. Admission to Advanced Standing is competitive. The maximum number of
courses eligible for waiver is nine (9); based on this, Advanced Standing students are exempt from most Foundation
Year courses. Course credits waived is dependent on both equivalency to courses in Edinboro University’s MSW
program and having earned grades of B or better. Course syllabi may be requested. No credit will be given for life or
work experience or by examination. All students admitted to the Advanced Standing program begin in the summer semester
and are required to complete SOWK 640 in addition to any Foundation Year courses not waived.

I. Foundation Year 30 cr. hrs.

II. Concentration Year 30 cr. hrs.

SOWK

600

HBSE I

SOWK

706

Trauma-Informed Policy

SOWK

602

HBSE II

SOWK

717

Family Social Work Practice I

SOWK

604

Social Policy & Social

SOWK

719

Family Social Work Practice II

SOWK

608

Social Work Research I

SOWK

722

Field Education Internship III

SOWK

609

Social Work Research II

SOWK

723

Field Education Internship IV

SOWK

612

Social Work Practice I

SOWK

742

Psychopathology

SOWK

613

Social Work Practice II

SOWK

743

Addiction Assessment & Treatment for the Individual and Family

SOWK

622

Field Education Internship I

SOWK

744

Social Work Administration

SOWK

623

Field Education Internship II

SOWK

795

Trauma Theory and Treatment

SOWK

640

Human Diversity

SOWK

796

Cognitive-Behavioral Treatment: Theory and Intervention

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Degree Requirements

Students must maintain a cumulative quality point average of 3.00 or better to remain in good standing in the program. A maximum of six
semester hours of "C" grades will be accepted. Only one "C" grade will be accepted for any field internship (SOWK 622, 623, 722 or 723).
Students are expected to comply with the Code of Ethics for the National Association of Social Workers and to demonstrate appropriate
professional behavior. Failure to do so may result in termination from the program.
Please see https://www.socialworkers.org/pubs/code/default.asp

Advising

Students will be assigned an advisor from the MSW faculty. Students are expected to consult with their advisor as their program progresses.

Program Faculty

Dr. William Koehler, MSW, Ph.D.-Social Work Department Chair
Dr. Janice Carello, MSW, Ph.D.- MSW Program Head
Natalie Montero, MSW- MSW Field Internship Coordinator
Dr. Roselle Scaggs, MSW, Ph.D.
Dr. Suzanne McDevitt, MSW, Ph.D.
Dr. David Pugh, MSW, Ph.D.
Dr. Hilary Copp, MDiv, MSW, Ph.D
Dr. Elaine Rinfrette, MSW, Ph.D.Dr. Christine Rine, MSW, Ph.D
Dr. Margaret Smith, MSW, MPH, Ph.D
Dr. Molly Wolf, MSW, Ph.D.
Dr. Shraddha Prabhu, MSW, Ph.D.
Dr. Kimberly Hardner, LSW, DSW
Dr. Stephanie Diez, LCSW, MCAP, Ph.D
Jessica Hippely, MSW
Elizabeth Sanders, MSSA, MSW
Dr. Mandy Fauble, MSW, Ph.D.
Charlene Kolupski, MSW
Kathleen Czarnecki-Smith, MSW
Steve Osterstrom, MSW
Bradley Schaffer, MSW
Julie Barry, MSW
Sherron Brinker, MSW
Dr. Sherry Burnette, MSW, Ph.D.
Dr. Steven Halady, MSW, Ph.D.
Michelle Kephart, MSW
Tracy Leet, MSW
Dr. Braden Linn, MCMP, MSW, Ph.D.
Janet Montgomery, MSW
Tonya Ravnell, MSW
Monica Levine Sauberman , MSW

wkoehler@edinboro.edu
jcarello@edinboro.edu
nmontero@edinboro.edu
rscaggs@edinboro.edu
smcdevitt@edinboro.edu
dpugh@edinboro.edu
hcopp@edinboro.edu
erinfrette@edinboro.edu
crine@edinboro.edu
msmith@edinboro.edu
mrwolf@edinboro.edu
sprabhu@edinboro.edu
khardner@edinboro.edu
sdies@edinboro.edu
jhippely@edinboro.edu
esanders@edinboro.edu
mfauble@edinboro.edu
ckolupski@edinboro.edu
kczarneckismith@edinboro.edu
sosterstrom@edinboro.edu
bschaffer@edinboro.edu
jbarry@edinboro.edu
sbrinker@edinboro.edu
sburnette@edinboro.edu
shalady@edinboro.edu
mkephart@edinboro.edu
tleet@edinboro.edu
blinn@edinboro.edu
jmontgomery@edinboro.edu
travnell@edinboro.edu
mlevinesauberman@edinboro.edu

- 93 -

POST-MASTER’S
CERTIFICATE PROGRAMS

- 94 -

POST-MASTER’S ART THERAPY CERTIFICATE
(MAJOR CODE 8949)

The Post-Master’s Art Therapy Certificate provides students with the knowledge and skills necessary for conducting art therapy within an
existing mental health practice. This program allows students to add the qualifications for a Provisionally Registered Art Therapist to their
current mental health credentials. The certificate is designed to provide mental health practitioners with the essentials of art therapy,
including history and theory, media and materials used, professional functioning and standards, clinical and group, and supervised
internship experiences. Students enrolled in the art therapy certificate program should already hold a master’s degree in a mental health
field. The mission of the art therapy program is to empower the artist and clinician within the art therapist through an accessible, shared
learning experience designed to develop successful, contributing professionals in our communities and world.

Contact Information
Dr. Carolyn Treadon
(814) 732-1104

ctreadon@edinboro.edu
ADMISSION REQUIREMENTS and PROCEDURES
• Visit the Graduate School webpage and click the “Apply” link on the left side of the screen.
• Begin by creating an account on CollegeNET by clicking the “account” link on the Apply page.
CollegeNET is a self-managed application system. It will allow you to submit admission materials, check the status of your application,
and view your decision letter using this account. If you have issues with your CollegeNET account, consult the CollegeNET help desk by
submitting a Help Request Form or email help@collegenet.com.
Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application. And pay the application fee of $30.
2. Provide an official transcript verifying an earned master’s degree in a mental health field from an accredited institution (not needed
if degree was earned at Edinboro). Include all transcripts of courses taken outside of the degree that contain prerequisite courses.
3. Provide the name, email address, and place of employment for three (3) references (electronic reference requests will be emailed to
each).
4. Complete an APA formatted writing sample of 500 – 750 words, with a minimum of two (2) references and citations answering the
following:
a. Why do you want to study art therapy/counseling at Edinboro University?
b. What are the personal and professional experiences that have led you to choose a career in art therapy/counseling?
c. In your research, what have you learned about the profession of art therapy counseling?
5. A link to an online portfolio (ex. flickr, dropbox, snapfish) of 20 images of applicant’s art demonstrating a variety of 2- and 3-D
pieces.
6. Prerequisites:
a. Studio Art credits: (18) graduate or undergraduate credits in 2 and 3-D studio art areas. Up to six credits can be done as
portfolio approval. This must be done prior to application through the program director. Eighteen (18) credits must be
taken before candidacy.
For full consideration, a completed application for a Fall semester start must be received by February 15th. Spring semester applications
must be received by September 15th. Applications will be screened after the deadline. Applicants with more than two outstanding
prerequisites will not be considered for admission.

- 95 -

Curriculum - 31 credits
ARTT 710 History and Theory of Art Therapy
ARTT 720 Media and Materials in Art Therapy
ARTT 730 Art Therapy Practice and Assessment
ARTT 735 Clinical and Group Art Therapy

ARTT 740 Professional Functioning, Standards, and Ethics in
Art Therapy
ARTT 790 Research Project in Art Therapy
COUN 795 Internship in Counseling*

Art Therapy Electives (2 credits each – must take 4 credits)
ARTT

750

Current Trends in Art Therapy

ARTT

751

Trauma Informed Art Therapy

ARTT

752

Metaphor and Creativity in Art Therapy

ARTT

753

Clinical Approaches in Art Therapy

ARTT

754

Digital Media in Art Therapy

ARTT
ARTT

755
760

Community Engagement in Art Therapy
International Art Therapy

*All internship courses, whether in an online or campus-based program, will be charged at the on-campus rate.

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POST-MASTER’S SCHOOL COUNSELING CERTIFICATE
(Major Code 8848)

Edinboro University offers post-master’s programs specifically for counselors with a master’s degree in Counseling who
determine that they would like to add PA School Counselor Certification to their credentials. Successful applicants will meet
with an advisor to determine what specific PDE state requirements need to be met.

Contact Information

Dr. Adrienne Dixon, Graduate Program Head
Butterfield Hall 127
(814) 732-1932
amdixon@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate and master’s degree in counseling or a closely
related area (e.g., clinical psychology) from a regionally accredited institution of higher education.
4. Recent resume.
5. An admissions interview may be required.

The following may be examples of courses needed:

COUN 712 Lifespan Development
COUN 735 Practicum
COUN 740 Child and Adolescent Development
COUN 742 Developmental Counseling in Schools
COUN 744 Counseling Students with Disabilities
COUN 745 Multicultural Counseling
COUN 795 Internship in Counseling*

*All internship courses, whether in an online or campus-based program, will be charged at the on-campus rate.
Based on prior coursework, the student’s advisor may waive some of these courses. An appointment with the advisor should
be held as soon as possible to develop a plan of study.

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POST-MASTER’S LICENSURE PREPARATION PROGRAMS
(Major Code 8908)

Pennsylvania Act 136 of 1998 provides for the licensure of professional counselors. Act 136 requires the completion of a
planned program of study consisting of 60 semester hours of graduate course work in counseling or a closely related field,
including a 48-semester hour master's degree in counseling or a closely related area.

You must provide board-review documentation outlining course requirements for licensure when applying for
this program.
For more information on Pennsylvania licensure you may access http://www.pacounseling.org.

* Candidates seeking licensure from a state other than Pennsylvania should follow the procedures required by
that specific state, and provide board-review documentation outlining requirements for licensure.
Edinboro offers a post-master's program that gives graduates with a master’s in Counseling or closely related field the
opportunity to earn additional credit hours to reach the minimum 60 credits*. Students consult their program advisor to
select courses that fulfill the 8 broad areas of study required by the licensing board, and that fit their interests. The program
is designed with a commitment to education and training that will provide the skills and confidence needed for students to
become competent and ethical professional counselors. It is strongly recommended that the applicant request a transcript
audit from the Counseling Licensure Board. An appointment with the advisor should be held as soon as possible to develop
a plan of study.

Contact Information

Dr. Adrienne Dixon, Graduate Program Head
Butterfield Hall 127
(814) 732-1932
amdixon@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate and master’s degree in counseling or a closely
related area (e.g., clinical psychology) from a regionally accredited institution of higher education.
4. Recent resume.
5. An admissions interview may be required.

Curriculum

COUN 700 Introduction to the Helping Professions OR
COUN 702 Introduction to Rehabilitation Counseling OR
COUN 704 Introduction to Community Counseling
COUN 705 Group Processes
COUN 710 Appraisal Techniques
COUN 712 Lifespan Development
COUN 715 Career Counseling
COUN 730 Supervised Counseling Practice
COUN 735 Practicum AND/OR COUN 795 Internship in Counseling*
COUN 745 Multicultural Counseling
COUN 794 Research in Counseling OR EDUC 788 Research in Education
*All internship courses, whether in an online or campus-based program, will be charged at the on-campus rate.

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POST-MASTER’S FAMILY NURSE PRACTITIONER CERTIFICATE
(Major Code 8951)

A Post-Master’s Family Nurse Practitioner Certificate option is available to Master of Science in Nursing graduates. A program
of study that meets all requirements to sit for national certifying exams will be tailored to the needs of the individual.

Contact Information

Dr. Colleen Barrett, DNP, CRNP, FNP-BC
Graduate Program Head, Edinboro University
Rm. 122 Jeremy D. Brown Human Services Building
(814) 732-1643
cbarrett@edinboro.edu
Dr. Deborah J. Kelly, DNP, RN, CHPCA
Nurse Administrator
Clarion University of Pennsylvania
Venango College School of Health Sciences
Department of Nursing
1801 West First Street
Oil City, Pennsylvania 16301
Phone: (814) 393-1258
Fax: (814) 676-0251
dkelly@clarion.edu

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POST-BACCALAUREATE
TEACHER CERTIFICATION

- 100 -

Edinboro University offers PA teacher certification in the following areas:
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•
•
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•
•
•
•
•
•
•
•
•
•
•

Art Education – Grades 7-12
Biology
Chemistry
Comprehensive English
Early Childhood Education
Health and Physical Education
Mathematics
Middle Level – English/Language Arts/Reading
Middle Level – Mathematics
Middle Level – Mathematics & English/Language Arts/Reading
Middle Level – Mathematics & Science
Middle Level – Mathematics & Social Studies
Middle Level – Science
Middle Level – Science & English/Language Arts/Reading
Middle Level – Science & Social Studies
Middle Level – Social Studies
Social Studies
Special Education – Grades PK – 12

The following pages have curriculum information for each teacher certification area.
All student teaching assignments are made by the School of Education Office of Field and Student
Teaching at off-campus locations. The assignments are in select school districts with which the
University has a signed affiliation agreement. The University reserves the right to assign any teacher
candidate to schools in the Edinboro University service area. These districts are within Erie County,
Crawford County and Warren County. Teacher candidates must assume responsibility for living expenses
and transportation arrangements to the schools to which they are assigned.
PA certification requires that all teacher certification programs be completed with a minimum GPA of
3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the
time at which they apply for certification.

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ART EDUCATION TEACHER CERTIFICATION
(Program Code 8105)
Program Description

This program leads to PreK-12 PA teacher certification in Art Education.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller
Analogies Test (MAT) or Graduate Record Examination (GRE) are required.

Curriculum

ARED 283 Technology Portfolio in Art Education OR SEDU 731 Applications of Technology Integration in Education
ARED 650 Strategies for Art Teachers
ARED 704 Art Education Graduate Field II
ARED 705 Aesthetics and Art Criticism for Art Education
ARED 706 Curriculum Development in Art Education
ARED 710 Graduate Student Teaching
ARHI 105 Overview of Art History
ART 101 Two-Dimensional Design
ART 102 Three-Dimensional Design
ART 103 Four-Dimensional Design
ART 105 Color
ART 106 Drawing I
ART 107 Drawing II
ART 231 Painting I
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities
One of the following:
• ART 211 Metals I
• ART 216 Ceramics I
• ART 221 Printmaking I
• ART 226 Sculpture I
• ART 251 Photography I
• ART 267 Film & Video Production I
• ART 268 Beginning Animation

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they
apply for certification.

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BIOLOGY TEACHER CERTIFICATION
(Program Code 8119)
Program Description

This program leads to 7-12 PA teacher certification in Biology.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller
Analogies Test (MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 150 Principles of Biology
BIOL 230 Botany
BIOL 240 Zoology
BIOL 300 Genetics
BIOL 320 Plant Physiology OR BIOL 340 Animal Physiology
BIOL 400 Ecology
BIOL 300+ Biology Elective
CHEM 240 Principals of Chemistry I
CHEM 241 Principals of Chemistry II
CHEM 301 General Organic Chemistry
GEOG 145 Environmental Issues
MATH 211 Analytic Geometry and Calculus I
STAT 260 Elements of Statistics
PHYS 201 Physics I
PHYS 202 Physics II
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 676 Field Experience for Middle and Secondary Education
SEDU 682 Instructional Techniques for Secondary Science
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 695 Student Teaching
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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CHEMISTRY TEACHER CERTIFICATION
(Program Code 8120)
Program Description

This program leads to 7-12 PA teacher certification in Biology.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller
Analogies Test (MAT) or Graduate Record Examination (GRE) are required.

Curriculum

CHEM 240 Principles of Chemistry I
CHEM 241 Principles of Chemistry II
CHEM 280 Laboratory Safety I
CHEM 310 Quantitative Analysis
CHEM 330 Organic Chemistry I
CHEM 331 Organic Chemistry II
CHEM 341 Biochemistry
CHEM 530 Physical Chemistry I
CHEM 531 Physical Chemistry II
GEOS 101 Dynamic Earth
GEOG 145 Environmental Issues
MATH 211 Analytic Geometry and Calculus I
MATH 212 Analytic Geometry and Calculus II
STAT 260 Elements of Statistics
PHYS 201 Physics I
PHYS 202 Physics II
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 676 Field Experience for Middle and Secondary Education
SEDU 682 Instructional Techniques for Secondary Science
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 695 Student Teaching
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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COMPREHENSIVE ENGLISH TEACHER CERTIFICATION
(Program Code 8112)
Program Description

This program leads to 7-12 PA teacher certification in Comprehensive English.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller
Analogies Test (MAT) or Graduate Record Examination (GRE) are required.

Curriculum

COMM 107 Public Speaking
ENGL 201 American Literature Survey I (Origins-1865)
ENGL 202 American Literature Survey II (1865-Present)
ENGL 209 Foundations for Literary Study
ENGL 211 Traditional Grammar
ENGL 241 British Literature Survey I
ENGL 242 British Literature Survey II
ENGL 260 Literature of the Classical World OR ENGL 261 Literature of the Renaissance
ENGL 315 Shakespeare I OR ENGL 319 Shakespeare II
ENGL 489 Literary Criticism Theory
ENGL 499 Thesis Seminar in Literature
ENGL 421 History of the English Language
ENGL 425 Composition Theory
ENGL 446 Adolescent Literature: The Problem Novel
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 676 Field Experience for Middle and Secondary Education
SEDU 684 Instructional Techniques for the Teaching of English
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 695 Student Teaching
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they
apply for certification.

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EARLY CHILDHOOD EDUCATION TEACHER CERTIFICATION
(Program Code 8107)
Program Description

This program leads to PA teacher certification in Early Childhood Education (PK-4).

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller
Analogies Test (MAT) or Graduate Record Examination (GRE) are required.

Curriculum

ECED 200 Planning, Designing/Maintaining Early Learning Environment
ECED 320 Literacy Foundations (Grades 1-4)
ECED 330 Language Arts (Grades 1-4)
ECED 340 Methods of Teaching Social Studies
ECED 350 Learning and Teaching Math Grades 1-4
ECED 360 Learning and Teaching Science Grades 1-4
ECED 370 Differentiated Reading in Grades 1-4
ECED 375 Class Guidance/Clinical Experience Grades 1-4
ECED 480 Data Driven Assessment for Student Learning
ECED 615 Language, Movement & Music in the Elementary Classroom
ECED 695 Graduate Field Experience in Early Childhood
ECED 700 Development of Young Learners
ECED 710 Issues & Trends in Early Literacy Development
ECED 715 Curriculums in Early Childhood Education
ECED 720 Math & Science Experience in ECED*
ECED 730 Observation, Documentation and Assessment in ECE*
ECED 740 Family, School and Community: Partnerships in ECED
ECED 795 Student Teaching
SEDU 702 Teaching Cont. Multicultural Class
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild/Moderate Disabilities
*These classes are completed during a one-week summer residency.

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they
apply for certification.

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HEALTH AND PHYSICAL EDUCATION TEACHER CERTIFICATION
(Program Code 8109)
Program Description

This program leads to PreK-12 PA teacher certification in Health and Physical Education.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller
Analogies Test (MAT) or Graduate Record Examination (GRE) are required.

Curriculum

HPE 133 Personal Health
HPE 135 Alcohol, Tobacco and Other Drug Education
HPE 215 Pedagogy for Individual Activities: Aquatics, Gymnastics, and Adventure Activities
HPE 220 Pedagogy for Team Games I: Basketball/Soccer/Track and Field
HPE 222 Principles of Fitness Instruction
HPE 225 Pedagogy for Team Games II: Volleyball, Softball, Football
HPE 230 Pedagogy for Lifetime Activities: Gold, Tennis, Badminton
HPE 245 Human Sexuality
HPE 265 Health Emergencies
HPE 278 Physical Education in the Elementary School
HPE 300 Applied Anatomy and Physiology for HPE I
HPE 301 Applied Anatomy and Physiology for HPE II
HPE 306 Classroom Management in Health and Physical Education
HPE 311 Planning and Evaluation in Health and Physical Education
HPE 314 Kinesiology
HPE 315 Management of Sport and Physical Education Programs
HPE 350 Exercise Physiology I
HPE 360 Adapted Physical Education
HPE 364 Health Methodology
HPE 384 Technology Integration in Health and Physical Education
HPE 400 Critical Issues in Health
HPE 405 Health and Physical Education Field Experience
HPE 495 Student Teaching
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they
apply for certification.

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MATHEMATICS TEACHER CERTIFICATION
(Program Code 8116)
Program Description

This program leads to 7-12 PA teacher certification in Mathematics.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller
Analogies Test (MAT) or Graduate Record Examination (GRE) are required.

Curriculum

CSCI 130 Principals of Programming I
MATH 211 Analytical Geometry and Calculus I
MATH 212 Analytical Geometry and Calculus II
MATH 270 Discrete Mathematics I
MATH 275 Linear Algebra
MATH 290 Intro to Proofs
MATH 311 Analytical Geometry and Calculus III
MATH 350 Mathematical Probability and Statistics
MATH 353 College Geometry
MATH 370 Discrete Mathematics II
MATH 372 History & Roots of Math
MATH 403 Mathematics for the Secondary School Teacher
MATH 404 Computers and Calculators in the Secondary Mathematics Curriculum
MATH 411 Introduction to Analysis
MATH 421 Abstract Algebra
STAT 350 Mathematical Probability and Statistics
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 676 Field Experience for Middle and Secondary Education
SEDU 681 Instructional Techniques for Mathematics
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 695 Student Teaching
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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MIDDLE LEVEL ENGLISH/LANGUAGE ARTS/READING
TEACHER CERTIFICATION
(Program Code 8126)
Program Description

This program leads to 4-8 PA teacher certification in English/Language Arts/Reading.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 150 Principles of Biology
CHEM 140 General Chemistry
ENGL 118 Introduction to Poetry
ENGL 201 American Literature Survey I (Origins-1865) OR ENGL 202 American Literature Survey II (1865-Present)
ENGL 211 Traditional Grammar
ENGL 241 British Literature Survey I OR ENGL 242 British Literature Survey II
ENGL 425 Composition Theory
ENGL 446 Adolescent Literature: The Problem Novel
HIST 101 World Civilization I OR HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 History of Pennsylvania
MATH 105 College Algebra
MATH 103 Math for Teachers I
MATH 203 Math for Teachers II
MATH 250 Informal Geometry
PHYS 201 Physics I
THEA 218 Introduction to Theatre
MLED 666 Integrated English, Language Arts and Social Studies for the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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MIDDLE LEVEL MATHEMATICS TEACHER CERTIFICATION
(Program Code 8127)
Program Description

This program leads to 4-8 PA teacher certification in Mathematics.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 150 Principles of Biology
CHEM 140 General Chemistry
ENG 115 Intro to Literature
ENG 211 Traditional Grammar
ENG 300+ English Literature 300+
HIST 101 World Civilization I OR HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 History of Pennsylvania
MATH 107 Precalculus
MATH 211 Analytical Geometry and Calculus I
MATH 212 Analytical Geometry and Calculus II
MATH 250 Informal Geometry
MATH 270 Discrete Mathematics I
MATH 275 Linear Algebra I
MATH 300 Applied Statistical Methods
MATH 403 Mathematics for the Secondary School Teacher OR MATH 404 Computers and Calculators in the Secondary Mathematics
Curriculum
PHYS 201 Physics I
MLED 666 Integrated English, Language Arts and Social Studies for the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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MIDDLE LEVEL MATH AND ENGLISH/LANGUAGE ARTS/READING
TEACHER CERTIFICATION
(Program Code 8130)
Program Description

This program leads to 4-8 PA teacher certification in Mathematics.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL103 Principles of Biology
CHEM 140 General Chemistry
ENGL 118 Introduction to Poetry
ENGL 201 American Literature Survey I (Origins-1865) OR
ENGL 202 American Literature Survey II (1865-Present)
ENGL 209 Foundations of Literary Study
ENGL 211 Traditional Grammar
ENGL 446 Adolescent Literature: The Problem Novel
HIST 101 World Civilization I OR HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 Pennsylvania History
MATH 105 College Algebra
MATH 208 Essentials of Calculus
MATH 250 Informal Geometry
STAT 260 Elements of Statistics
MATH 270 Discrete Mathematics I
MATH 275 Linear Algebra I

MATH 403 Mathematics for the Secondary School Teacher OR
MATH 404 Computers and Calculators in the Secondary
Mathematics Curriculum
PHYS 201 Physics I
MLED 666 Integrated English, Language Arts and Social Studies for
the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle
Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle and
Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for
certification.

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MIDDLE LEVEL MATH AND SCIENCE TEACHER CERTIFICATION
(Program Code 8131)
Program Description

This program leads to 4-8 PA teacher certification in Mathematics and Science.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 150 Principles of Biology
BIOL 230 Botany OR BIOL 240 Zoology
CHEM 140 General Chemistry I
ENG 115 Intro to Literature
ENG 211 Traditional Grammar
ENG 300+ English Literature 300+
GEOS 101 Dynamic Earth OR
GEOS 109 Atmospheric & Space Science
GEOS 300 Geoscience Elective 300+
HIST 101 World Civilization I OR HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 Pennsylvania History
MATH 107 Precalculus
MATH 211 Analytical Geometry and Calculus I
MATH 212 Analytical Geometry and Calculus II
MATH 250 Informal Geometry
STAT 260 Elements of Statistics
MATH 270 Discrete Mathematics I
PHYS 201 Physics I
MLED 666 Integrated English, Language Arts and Social Studies for the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.

Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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MIDDLE LEVEL MATH AND SOCIAL STUDIES TEACHER CERTIFICATION
(Program Code 8132)
Program Description

This program leads to 4-8 PA teacher certification in Mathematics and Social Studies.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL103 Principles of Biology
CHEM 140 General Chemistry
ECON 100 Elements of Economics
ENG 115 Intro to Literature
ENG 211 Traditional Grammar
ENG 300+ English Literature 300+
GEOG 200 or above
HIST 101 World Civilization I OR HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 History of Pennsylvania
MATH 105 College Algebra
MATH 208 Essentials of Calculus
MATH 250 Informal Geometry
STAT 260 Elements of Statistics
MATH 270 Discrete Mathematics I
MATH 275 Linear Algebra I
MATH 403 Mathematics for the Secondary School Teacher OR MATH 404 Computers and Calculators in the Secondary Mathematics
Curriculum
POLI 101 American Politics
PHYS 201 Physics I
MLED 666 Integrated English, Language Arts and Social Studies for the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.

Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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MIDDLE LEVEL SCIENCE TEACHER CERTIFICATION
(Program Code 8128)
Program Description

This program leads to 4-8 PA teacher certification in Science.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 150 Principles of Biology
BIOL 230 Botany OR BIOL 240 Zoology
CHEM 140 General Chemistry I
ENG 115 Foundations of Literary Study
ENG 211 Traditional Grammar
ENG 300+ English Literature 300+
GEOS 101 Dynamic Earth
GEOS 109 Atmospheric & Space Science
HIST 101 World Civilization I OR HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 History of Pennsylvania
MATH 105 College Algebra
MATH 208 Essentials of Calculus
MATH 250 Informal Geometry
STAT 260 Elements of Statistics
Science Lab Science Lab Elective (4 credits)
Science Field Course Field Course 300 level or above
PHYS 101 Physical Science
PHYS 271 Frontiers in Astronomy
MLED 666 Integrated English, Language Arts and Social Studies for the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.

Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for certification.

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MIDDLE LEVEL SCIENCE AND ENGLISH/LANGUAGE ARTS/READING
TEACHER CERTIFICATION
(Program Code 8133)
Program Description

This program leads to 4-8 PA teacher certification in Science and English/Language Arts/Reading.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 150 Principles of Biology
BIOL 230 Botany OR BIOL 240 Zoology
CHEM 140 General Chemistry I
ENGL 118 Introduction to Poetry
ENGL 201 American Literature Survey I OR ENGL 202 American
Literature Survey II (1865-Present)
ENGL 211 Traditional Grammar
ENGL 446Adolescent Literature: The Problem Novel
GEOS 101 Dynamic Earth OR
GEOS109 Atmospheric & Space Science
GEOS 300 or above
HIST 101 World Civilization I OR HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 Pennsylvania History
MATH 105 College Algebra
MATH 208 Essentials of Calculus
MATH 250 Informal Geometry

STAT 260 Elements of Statistics
PHYS 201 Physics I
MLED 666 Integrated English, Language Arts and Social Studies for
the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle
Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle and
Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for
certification.

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MIDDLE LEVEL SCIENCE AND SOCIAL STUDIES TEACHER CERTIFICATION
(Program Code 8134)
Program Description

This program leads to 4-8 PA teacher certification in Science and Social Studies.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 150 Principles of Biology
BIOL 230 Botany OR BIOL 240 Zoology
CHEM 140 General Chemistry
ECON 100 Elements of Economics
ENG 115 Intro to Literature
ENG 211 Traditional Grammar
ENG 300+ English Literature 300 level or higher
GEOG 200 or above
GEOS 300 or above
GEOS 101 Dynamic Earth OR
GEOS 109 Atmospheric & Space Science
HIST 101 World Civilization I OR
HIST 102 World Civilization II
HIST 261 History of US I OR HIST 262 History of US II
HIST 380 History of Pennsylvania
MATH 105 College Algebra
MATH 208 Essentials of Calculus
MATH 250 Informal Geometry
STAT 260 Elements of Statistics
PHYS 201 Physics I

POLI 101 American Politics
MLED 666 Integrated English, Language Arts and Social
Studies for the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the
Middle Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary
School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle
and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural
Classroom
SEDU 731 Applications of Technology Integration in
Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for
certification.

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MIDDLE LEVEL SOCIAL STUDIES TEACHER CERTIFICATION
(Program Code 8129)
Program Description

This program leads to 4-8 PA teacher certification in Social Studies.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

BIOL 103 Principles of Biology
CHEM 140 General Chemistry
ECON 100 Elements of Economics
ENG 115 Foundations of Literature
ENG 211 Traditional Grammar
ENG 300+ English Literature 300 level or higher
GEOG 101 World Geography
HIST 101 World Civilization I
HIST 102 World Civilization II
HIST 261 History of US I
HIST 262 History of US II
HIST 380 History of Pennsylvania
MATH 105 College Algebra
MATH 103 Math for Teachers I
MATH 203 Math for Teachers II
MATH 250 Informal Geometry
PHYS 201 Physics I
POLI 102 Introduction to Comparative Government

POLI 101 American Politics
MLED 666 Integrated English, Language Arts and Social Studies
for the Middle Level Learner
MLED 667 Integrated Mathematics and Science for the Middle
Level Learner
MLED 675 Middle Level Field
MLED 695 Middle Level Student Teaching
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 700 Educational Assessment of Students in the Middle
and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural
Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for
certification.

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SOCIAL STUDIES TEACHER CERTIFICATION
(Program Code 8124)
Program Description

This program leads to 7-12 PA teacher certification in Social Studies.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores from the Miller Analogies Test
(MAT) or Graduate Record Examination (GRE) are required.

Curriculum

ANTH 180 Introduction to Anthropology
ECON 220 Principles of Microeconomics
ECON 225 Principles of Macroeconomics
GEOG 101 World Geography OR GEOG 130 Cultural Geography
GEOG 300 Geography Elective 300 level or above OR HIST 300 History elective 300 level or above
HIST 100 Study of History OR SOC 250 Introduction to Sociological Research Methods
HIST 101 World Civilizations I
HIST 102 World Civilizations II
HIST 261 History of US I
HIST 262 History of US II
HIST 380 History of Pennsylvania
POLI 101 American Politics
POLI 102 Introduction to Comparative Politics
POLI 315 American State and Local Government
PSYC 390 Social Psychology or SOC 326 Society and the Individual
SOC 100 Principles of Sociology
SEDU 606 Content Literacy in the Middle and Secondary School
SEDU 676 Field Experience for Middle and Secondary Education
SEDU 683 Instructional Techniques for Social Studies
SEDU 691 Classroom Management in 7-12
SEDU 692 Seminar in Teaching Adolescents
SEDU 695 Student Teaching
SEDU 700 Educational Assessment of Students in the Middle and Secondary School
SEDU 702 Teaching in the Contemporary Multicultural Classroom
SEDU 731 Applications of Technology Integration in Education
SPED 710 Seminar in Exceptionalities
SPED 725 Seminar in Mild to Moderate Disabilities

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for
certification.

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SPECIALIZED
CERTIFICATIONS

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PA PRINCIPAL (K-12) POST-MASTER’S CERTIFICATE
(Program Code 8911)

Program Description

The coursework and related experiences prepare the candidate to promote the success of all students by becoming a building
level leader within the K-12 school system. “Leadership for Student Achievement” is the common thread throughout the
program. Upon successful completion of the program, individuals will make application for PA Principal K-12 certification.

Contact Information

Dr. Andrew J. Pushchak, Graduate Program Head
Butterfield Hall 230
Phone: (814) 732-2548
Fax: (814) 732-2233
Email: apushchak@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate and master’s degree from a regionally accredited institution of
higher education.
4. Provide a writing sample, reflecting your understanding on how educational leaders shape learning and your philosophy of
promoting student achievement and success for all students.
5. Complete the mentor form.
6. Submit copy of professional certificate.
7. Provide proof of three years of satisfactory, professional, certificated experience.
8. If applicable, apply for the acceptance of transfer credit prior to the beginning of the program (when possible).

Curriculum

Twenty-seven (27) semester hours of prescribed graduate credit is required as a partial requirement for the PA Principal K12 certificate program. These required graduate credits should be earned as follows:
EDLR 700 Introduction to Educational Leadership
EDLR 721 Collaborative Leadership for Evaluation
EDLR 731 School and Community Relations
EDLR 741 Curriculum Leadership
EDLR 760 Legal Aspects of Educational Leadership
EDLR 765 Financial Aspects of Educational Leadership
EDLR 775 Educational Leadership Theory and Practice
EDLR 789 Elementary Principal Internship*
EDLR 794 Secondary Principal Internship*
*All internship courses, whether in an online or campus-based program, will be charged at the on-campus rate.
Individuals who have earned either the Master of Education in Educational Leadership or Teacher Leadership degree offered
by Edinboro University will be allowed to transfer 12 semester hours into the Post-master's certificate program. These
students will be required to complete only 15 additional semester hours of prescribed graduate credit as a partial requirement
for the PA Principal K-12 certificate program. Students who have earned an M.Ed. in Educational Leadership at another
university should contact the Graduate Program Head to determine which courses might transfer in and count towards the
27 semester hours of graduate credit required for the PA Principal K-12 certificate program.
Additional Requirements. In addition to successful completion of the prescribed 15-27 graduate credits of course work for
the PA Principal K-12 certificate, the individual will be required to: conduct and present a focus project on student

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achievement in each of the two required internships and meet the cut off score for the PRAXIS 6990 School Leaders
Licensure Assessment (SLLA). No more than three semester hours of "C" grade will be accepted toward meeting the 15
semester hours of credit required for the PA Principal K-12 certificate.
Student Responsibility. It is the responsibility of individuals completing requirements for PA Principal K-12 certification to
submit the appropriate forms needed to obtain the certification from the Commonwealth of Pennsylvania to the Dean of
Education as soon as the certification requirements have been completed.
Candidates seeking teacher certification from a state other than Pennsylvania should follow the procedures required by that
specific state. Only international students who hold immigration status and have submitted a form of intent to become a
citizen are eligible to apply for PDE teacher certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.

Advising

All students will be assigned a program faculty advisor upon acceptance into the program. Although this faculty member will
serve as the primary contact for the graduate student, all program faculty may provide assistance to graduate students
throughout their programs.

Program Faculty

Mr. Kenneth Berlin, kberlin@edinboro.edu
Dr. Tracy McCalla, tmccalla@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. Constance Youngblood, cyoungblood@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu

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PA SUPERVISOR OF SPECIAL EDUCATION
POST-MASTER’S CERTIFICATE
(Program Code 8948)

The coursework and related experiences prepare the candidate to promote the success of all students by becoming a district
level leader for Special Education within the K-12 school system. “Leadership for Student Achievement” is the common thread
throughout the program. Upon successful completion of the program, individuals will make application for PA Supervisor of
Special Education certification.

Contact Information

Dr. Andrew J. Pushchak, Graduate Program Head
Butterfield Hall 230
Phone: (814) 732-2548
Fax: (814) 732-2233
Email: apushchak@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as students in this curriculum must comply with the general admission requirements for
graduate studies at Edinboro University. In addition, the applicant must:
1.
2.
3.
4.
5.
6.
7.

Complete the online application
Pay an application fee of $30.
Submit official transcripts verifying an earned baccalaureate and master’s degree from an accredited institution.
Writing sample, reflecting your understanding on how educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
Completed mentor form
Submit copy of a current and valid teaching certificate in Special Education.
Proof of five years of satisfactory, professional, certificate experience in Special Education on a Special Education
certificate.

Curriculum
Twenty-seven (27) semester hours of prescribed graduate credit is required as a partial requirement for the PA Principal K12 certificate program. These required graduate credits should be earned as follows:
EDLR 700 Introduction to Educational Leadership
EDLR 721 Collaborative Leadership for Evaluation
EDLR 731 School and Community Relations
EDLR 741 Curriculum Leadership
EDLR 760 Legal Aspects of Educational Leadership.
EDLR 765 Financial Aspects of Educational Leadership
EDLR 775 Educational Leadership Theory and Practice
EDLR 792 School Supervision Internship*
*All internship courses, whether in an online or campus-based program, will be charged at the on-campus rate.
Individuals who have earned either the Master of Education in Educational Leadership or Teacher Leadership degree offered
by Edinboro University will be allowed to transfer 12 semester hours into the Post-master's certificate program. These
students will be required to complete only 15 additional semester hours of prescribed graduate credit as a partial requirement
for the PA Supervisor of Special Education certificate program. Students who have earned an M.Ed. in Educational Leadership
at another university should contact the Graduate Program Head to determine which courses might transfer in and count
towards the 27 semester hours of graduate credit required for the PA Supervisor of Special Education certificate program.

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Individuals not possessing an M.Ed. in Special Education must demonstrate previous graduate course work in Special
Education or take additional graduate course work in Special education as prescribed by the Program Head for Teacher
Leadership as part of their Supervisor of Special Education certificate program.
Additional Requirements and Procedures. In addition to successful completion of the prescribed 27 graduate credits of
course work for the PA Supervisor of Special Education certification, the individual will be required to: conduct and present a
focus project on student achievement in the required internship and meet the cut off score for the PRAXIS 5412 Educational
Leadership: Administration and Supervision. No more than three semester hours of "C" grade will be accepted toward
meeting the 27 semester hours of credit required for the PA Supervisor of Special Education certificate.
Student Responsibility. It is the responsibility of individuals completing requirements for PA Supervisor of Special Education
certification to submit the appropriate forms needed to obtain the certification from the Commonwealth of Pennsylvania to
the Dean of Education as soon as the certification requirements have been completed.
Only international students who hold immigration status and have submitted a form of intent to become a citizen are eligible
to apply for PDE teacher certification.

Advising

All graduate students will be assigned a program faculty advisor upon acceptance into the program. Although this faculty
member will serve as the primary contact for the graduate student, all program faculty may provide assistance to graduate
students throughout their programs.
In order to obtain certification, you must be a U.S. citizen. If you are not a U.S. citizen you must have a permanent immigrant
visa which permits you to seek employment within the United States. Additionally, you must intend to become a citizen and
file a notarized form titled, “Declaration of Intent to Become a Citizen of the United States” (part of Foreign Supplement
Package available from the Bureau of Teacher Certification and Preparation).

Program Faculty

Mr. Kenneth Berlin, kberlin@edinboro.edu
Dr. Tracy McCalla, tmccalla@edinboro.edu
Dr. Andrew Pushchak, apushchak@edinboro.edu
Dr. John Ziegler, jfziegler@edinboro.edu
Dr. Constance Youngblood, cyoungblood@edinboro.edu

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PA LETTER OF ELIGIBILITY FOR SUPERINTENDENTS
POST-MASTER’S CERTIFICATE
(Program Code 8907)

The coursework and related experiences prepare the candidate to promote the success of all students by becoming a district
level leader within the K-12 school system and the Intermediate Unit. “Leadership for Student Achievement” is the common
thread throughout the program. Upon successful completion of the program, individuals will make application for PA
Superintendent’s Letter of Eligibility.

Contact Information

Dr. Andrew Pushchak
Phone: (814) 732-1548
Fax: (814) 732-2233
Email: apushchak@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as students in this curriculum must comply with the general admission requirements for
graduate studies at Edinboro University. In addition, the applicant must:
1. Complete the online application
2. Pay an application fee of $30.
3. Submit official transcripts verify an earned baccalaureate and master’s degree from an accredited institution
4. Writing sample, reflecting your understanding on how educational leaders shape learning and your philosophy of
promoting student achievement and success for all students
5. Completed mentor form
6. Completion of a masters of education program
7. Submit professional administrative and /or supervisory certificate
8. Six years of satisfactory professionally certified service of which three of the six years must have been in a
certificated supervisory or administrative capacity.

Curriculum

Thirty (30) semester hours of prescribed graduate credit is required as a partial requirement for the PA Superintendent’s
Letter of Eligibility program. These required graduate credits should be earned as follows:
EDLR 785 Personnel Leadership and Labor Relations
EDLR 796 The Superintendency
EDLR 797 Educational Technologies and Facilities
EDLR 798 Comprehensive Planning and Policy Analysis
EDLR 799 Superintendent’s Internship*
*All internship courses, whether in an online or campus-based program, will be charged at the on-campus rate.
Individuals must also complete or provide documentation of prior completion of the following courses:
EDLR 716 Foundational Principles of Trauma Informed Practices in Schools
EDLR 731 School and Community Relations
EDLR 741 Curriculum Leadership
EDLR 765 Financial Aspects of Educational Leadership
EDLR 775 Educational Leadership Theory and Practice
Additional Requirements. In addition to successful completion of the prescribed 30 graduate credits of course work for the
PA Superintendent’s Letter of Eligibility, the individual will be required to conduct and present a focus project on student
achievement during the required internship and meet the cutoff score for PRAXIS 6991 School Superintendent Assessment

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(SSA). No more than three semester hours of "C" grade will be accepted toward meeting the 30 semester hours of credit
required for the PA Superintendent’s Letter of Eligibility.
Student Responsibility. It is the responsibility of individuals completing requirements for PA Superintendent’s Letter of
Eligibility to submit the appropriate forms needed to obtain the certification from the Commonwealth of Pennsylvania to the
Dean of Education as soon as the certification requirements have been completed.

Advising

All Teacher Leadership graduate students will be assigned a program faculty advisor upon acceptance into the program.
Although this faculty member will serve as the primary contact for the graduate student, all program faculty may
provide assistance to Teacher Leadership graduate students throughout their programs.

Program Faculty

Mr. Kenneth Berlin
Dr. Andrew Pushchak
Dr. John Ziegler
Dr. Constance Youngblood

kberlin@edinboro.edu
apushchak@edinboro.edu
jfziegler@edinboro.edu
cyoungblood@edinboro.edu

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ESL SPECIALIST CERTIFICATE
(Program Code 8136)
DESCRIPTION OF PROGRAM
The ESL Specialist concentration prepares you to meet the needs of English Language Learners throughout the state and
the country. This concentration meets the requirements for PDE English as a Second Language Specialist Endorsement for
those holding Pennsylvania Instructional I or II teacher certification.

ADMISSION REQUIREMENTS and PROCEDURES
•
•

Visit the Graduate School webpage and click the “Apply” link on the left side of the screen.
Begin by creating an account on CollegeNET by clicking the “account” link on the Apply page.

CollegeNET is a self-managed application system. It will allow you to submit admission materials, check the status of your
application, and view your decision letter using this account. If you have issues with your CollegeNET account, consult
the CollegeNET help desk by submitting a Help Request Form or email help@collegenet.com.
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.
2.
3.
4.
5.

Complete the online application
Pay an application fee of $30.
Provide official transcripts verifying an earned baccalaureate degree from a regional accredited institution of higher eduction.
Have earned an undergraduate cumulative quality point average of 3.0
Copy of valid teacher teaching certificate.

CURRICULUM
15 semester hours of prescribed graduate credit is required for the degree. These required
graduate credits should be earned as follows:
ECED 710 Issues and Trends in Early Literacy Development
TESL 603 Human Language and Culture
TESL 675 Second Language Methodologies
TESL 700 Assessing English Language Learners
TESL 790 ESL Field Experience

CERTIFICATE REQUIREMENTS
Additional Requirements.
Candidates must submit the following clearances upon acceptance into the program:
• School of Education Clearance Requirements Permission Statement
• Act 34 Criminal Record Check
• Act 151 Child Abuse Clearance
• Act 114 FBI Fingerprint Clearance
• TB Test Results
• Act 126 Child Abuse Recognition and Mandated Reporting
• Proof of Libability Insurance
• Act 24/82 Arrest/Conviction Report & Certification Form
• Student ID or driver’s license
*For more details regarding required clearances and access to clearance links, visit www.edinboro.edu and search for “teacher
clearances.” Candidates who are employed with a school district or other educational agency during their enrollment in the
program may submit a Clearance Release Form approved by their admistration or human resources office.

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Student Responsibility.
Upon successful completion of the required coursework, candidates will apply through TIMS to have the ESL Specialist
certification added to their current Pennsylvania Instructional I or Instructional II teacher certification.
Candidates seeking teacher certification from a state other than Pennsylvania should follow the procedures required by that s
pecific state.
Only international students who hold immigration status and have submitted a form of intent to become a citizen are eligible to
apply for PDE teacher certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.

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READING SPECIALIST CERTIFICATE
(Program Code 8850)

Program Description

This program will enable students to obtain a Reading Specialist Certificate and will qualify them for certification as a Reading
Specialist (upon passing the PRAXIS exam). This professional training is essential in diagnosing and helping children overcome
reading disabilities, as well as in promoting developmental and interventional reading practices in schools.

Contact information

Dr. Karen Tyler, Graduate Program Head
Butterfield Hall 330B
(814) 732- 2303
ktyler@edinboro.edu

Admission Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for
graduate students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of
higher education.
4. Minimum 3.0 overall GPA.
5. Copy of valid teaching certificate or complete a program of study approved by the Dean of Education, leading to
certification as an elementary or secondary school teacher prior to completion of the program.

Curriculum

A minimum of 27 semester hours of graduate credit is required to complete the degree. These credits should be earned as
follows:
READ 702 Literacy Interventions for Striving Readers -or- READ 624 Introduction to Dyslexia and Dyslexia Interventions
READ 704 Comprehensive Literacy Curriculum: Design and Implementation
READ 706 Foundations of Literacy: Theory and Instruction
READ 707 Literacy Instruction for the Content Area Professional
READ 708 English Language Learners in the Literacy Curriculum
READ 709 Literacy Difficulties: Assessment and Intervention
READ 710 Organization, Supervision and Administration of Reading Programs
READ 712 Reading Clinic
READ 717 Language Arts Instruction: Design and Implementation
Cumulative Grade Point Average. Students must satisfactorily complete the course requirements of this program. To do so, the
student must earn a cumulative average of "B" (3.00) or better. Students must not earn more than 6 semester hours of credit
with a grade of "C".
Certification: PRAXIS II: Reading Specialist Exam 5301.

The Master of Reading program prepares students for certification as a Reading Specialist. It is the student’s responsibility to
register for the Reading Specialist PRAXIS exam and to apply for Reading Specialist Certification. For students seeking
certification outside of the Commonwealth of PA, it is the responsibility of the student to know the certification requirements
for that state so that their state requirements are met.
Candidates seeking teacher certification from a state other than Pennsylvania should follow the procedures required by that
state. Only international students who hold immigration status and have submitted a form of intent to become a citizen are
eligible to apply for PDE teacher certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.

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SPECIAL EDUCATION (PK-12) TEACHER CERTIFICATION
(Program Code 8139)

Program Description

This program leads to PreK-8 PA teacher certification in Special Education, and is intended for individuals who hold initial teaching
certification from an accredited institution. The courses are designed to meet all Pennsylvania Department of Education Special Education
guidelines and Council for Exception Children standards. All courses are offered online unless otherwise indicated.

Contact Information

Information regarding certification requirements may be obtained from the School of Graduate Studies
Butterfield Hall 140
(814) 732-2856

Admissions Requirements and Procedures

Individuals seeking admission as degree students in this program must comply with the general admission requirements for graduate
students at Edinboro University and with the following specific admission requirements for this program:
1. Complete the online application.
2. Pay an application fee of $30.
3. Provide an official transcript verifying an earned baccalaureate degree from a regionally accredited institution of higher
education.
4. Undergraduate GPA of a 2.80 is required for admission. Students with a GPA below 2.80, scores form the Miller Analogies
Test (MAT) or Graduate Record Examination (GRE) are required.
5. Copy of valid teacher certification.

Curriculum

SPED 695 Graduate Field Experience in Special Education*
SPED 710 Seminar in Exceptionalities
SPED 715 Creating Inclusive Classrooms
SPED 720 Advanced Assessment†
SPED 725 Seminar in Mild to Moderate Disabilities
SPED 735 Explicit Instructional Strategies in Special Education†
SPED 740 Issues Effecting Individuals with Severe Disabilities
SPED 745 Language and Literacy-based Instruction in Special Education
SPED 750 Behavior Disorders and Positive Behavior Supports
SPED 755 Collaboration, Partnerships, and IEP Development
*This course is held in a P-12 classroom. All internship courses, whether in an online or campus-based program, will be charged at the oncampus rate.

Certification Requirements

PA certification requires that the program be completed with a minimum GPA of 3.0.
Teacher candidates must meet the certification requirements, including testing, that are in effect at the time at which they apply for
certification.

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ENDORSEMETNS

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ONLINE INSTRUCTION ENDORSEMENT
(Program Code 8857)

Program Description

This graduate certificate in Online Instruction has been designed to provide pre-service and in-service teachers the additional knowledge,
skills, and competencies needed to effectively provide instruction in an online environment. The continued growth of online learning
environments necessitates the need for teachers to be trained in the research-based best practices that support teaching and learning in
distance education. Participants will explore the theories of distance education, examine various configurations of online instruction,
including fully online, hybrid, and embedded online learning modules within traditional classrooms, and engage in practical applications
of online lesson design. The field experience provides participants the opportunity to demonstrate their application of coursework and
strengthen their use of instructional technology tools.

Admission Requirements and Procedures
•
•

Visit the Graduate School webpage and click the “Apply” link on the left side of the screen.
Begin by creating an account on CollegeNET by clicking the “account” link on the Apply page.

CollegeNET is a self-managed application system. It will allow you to submit admission materials, check the status of your
application, and view your decision letter using this account. If you have issues with your CollegeNET account, consult
the CollegeNET help desk by submitting a Help Request Form or email help@collegenet.com.
Individuals seeking admission as degree students in this program must comply with the general admission requirements
for graduate students at Edinboro University and with the following specific admission requirements for this program:
1.
Complete the online application
2.
Pay an application fee of $30.
3.
Submit official transcripts verifying an earned baccalaureate and master’s degree from an accredited institution.
Copy of valid teacher certificate in Special Education (not needed for PA certified teachers).
4.

Curriculum

12 semester hours of prescribed graduate credit is required for the degree. These required
graduate credits should be earned as follows:

SEDU 731 - Application of Technology Integration in Education
SEDU 732 - Adapting for E-Learning
SEDU 733 - Design and Delivery of Online Instruction
SEDU 734 - Online Education Field Experience

Additional Requirements
Candidates must submit the following clearances upon acceptance into the program:
• School of Education Clearance Requirements Permission Statement
• Act 34 Criminal Record Check
• Act 151 Child Abuse Clearance
• Act 114 FBI Fingerprint Clearance
• TB Test Results
• Act 126 Child Abuse Recognition and Mandated Reporting
• Proof of Liability Insurance

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•
•

Act 24/82 Arrest/Conviction Report & Certification Form
Student ID or driver’s license
*For more details regarding required clearances and access to clearance links, visit www.edinboro.edu and search for “teacher
clearances.”
Candidates who are employed with a school district or other educational agency during their enrollment in the program may
submit a Clearance Release Form approved by their admiration or human resources office.

Student Responsibility

Upon successful completion of the required coursework, candidates will apply through TIMS to have the Online
Instruction Endoresment added to their current Pennsylvania Instructional I or Instructional II teacher certification.
Candidates seeking teacher certification from a state other than Pennsylvania should follow the procedures required by that s
pecific state.
Only international students who hold immigration status and have submitted a form of intent to become a citizen are eligible to
apply for PDE teacher certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.

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INTERGRATIVE STEM EDUCATION ENDORSEMENT
(Program Code 8856)

Program Description

This graduate certificate in Integrative STEM Education has been designed to provide middle-level and secondary pre-service and
in-service teachers the additional knowledge, skills, and competencies needed to effectively integrate 21st century skills across all
academic areas. Participants will explore the theoretical and philosophical framework of STEM education and engage in practical
applications of curriculum development and lesson design. The field experience provides participants the opportunity to apply
instructional strategies that foster inquiry and problem solving in a student-centered learning environment.

Admission Requirements and Procedures
•
•

Visit the Graduate School webpage and click the “Apply” link on the left side of the screen.
Begin by creating an account on CollegeNET by clicking the “account” link on the Apply page.

CollegeNET is a self-managed application system. It will allow you to submit admission materials, check the status of your
application, and view your decision letter using this account. If you have issues with your CollegeNET account, consult
the CollegeNET help desk by submitting a Help Request Form or email help@collegenet.com.
Individuals seeking admission as degree students in this program must comply with the general admission requirements
for graduate students at Edinboro University and with the following specific admission requirements for this program:
1.
Complete the online application
2.
Pay an application fee of $30.
3.
Submit official transcripts verifying an earned baccalaureate and master’s degree from an accredited institution.
Copy of valid teacher certificate in Special Education (not needed for PA certified teachers).
4.

Curriculum

12 semester hours of prescribed graduate credit is required for the degree. These required
graduate credits should be earned as follows:

EDUC 641
EDUC 642
EDUC 643
EDUC 644

Foundations and Philosophy of STEM Education
STEM Integrated Curriculum and Assessment
STEM Strategies and Instructional Practices in Middle and Secondary Education
Internship for STEM in Middle and Secondary Schools

Additional Requirements

Candidates must submit the following clearances upon acceptance into the program:
• School of Education Clearance Requirements Permission Statement
• Act 34 Criminal Record Check
• Act 151 Child Abuse Clearance
• Act 114 FBI Fingerprint Clearance
• TB Test Results
• Act 126 Child Abuse Recognition and Mandated Reporting
• Proof of Libability Insurance
• Act 24/82 Arrest/Conviction Report & Certification Form
• Student ID or driver’s license
*For more details regarding required clearances and access to clearance links, visit www.edinboro.edu and search for “teacher
clearances.” Candidates who are employed with a school district or other educational agency during their enrollment in the
program may submit a Clearance Release Form approved by their admistration or human resources office.

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Student Responsibility

Upon successful completion of the required coursework, candidates will apply through TIMS to have the STEM
Endorsement added to their current Pennsylvania Instructional I or Instructional II teacher certification.
Candidates seeking teacher certification from a state other than Pennsylvania should follow the procedures required by that s
pecific state.
Only international students who hold immigration status and have submitted a form of intent to become a citizen are eligible to
apply for PDE teacher certification.
It is the student’s responsibility to investigate certification requirements from states other than Pennsylvania.

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COURSE
DESCRIPTIONS

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APSY 615 Introduction to School Psychology (3 credit hours)
This course covers the structure and organization of schools and systems. It offers students an overview of roles and functions of the school
psychologist as well as multiple service models for practice. The historical and legal foundations of the school psychology are explored and
contemporary demographics and issues of professional identity are reviewed in detail.
APSY 625 Collaborative Consultation in Educational Settings (3 credit hours)
This course prepares the student to participate in collaborative consultation services for students experiencing learning and/or behavior
problems. It emphasizes enhancing communications skills, interactive teaming, problem solving, case management skills, systems level
consultation, and implementation with culturally diverse students. It also reviews multi-tiered service delivery systems, including responseto-intervention.
APSY 720 Learning Theories (3 credit hours)
This course examines classic and contemporary theories of learning, particularly in regard to the learning and behavior of children and
adolescents. It explores the research base of the major theoretical models and examines the implications of those models for the education
and treatment of children and adolescents.
APSY 721 Personality Development (3 credit hours)
This course provides an overview of school psychology and psychological assessment in schools. An introduction to historical, professional,
legal, and ethical issues in psychological assessment in schools is provided. This course develops competence in administering, scoring, and
interpreting intellectual and achievement tests. 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 and legal provisions.
Closed to non-majors.
APSY 722 Assessment in School Psychology I (3 credit hours)
Develops competence in administering, scoring, and interpreting an intellectual/achievement assessment system and the use of informal
assessment to include curriculum-based measurement and curriculum-based assessment. The statistical and psychometric underpinnings
of the instruments are examined. The course emphasizes practical application of the results in school settings including report writing,
definitional guidelines, progress monitoring, program evaluation, and legal provisions. Closed to non-majors.
APSY 723 Assessment in School Psychology II (3 credit hours)
This course addresses professional, legal, and ethical issues in psychological assessment in schools in more detail. This course develops
competence in administering, scoring, and interpreting a variety of norm-referenced and informal psychological and educational
assessment instruments including curriculum-based measurement and curriculum-based assessment. Integrating data into reports and
using data for progress monitoring and program evaluation are reviewed in detail. Alternatives to classic psychometric theory and emerging
trends are discussed. Guidelines for ethically sound and culturally fair testing are reviewed in detail. Prerequisites: APSY722.
APSY 724 Psychoeducational Assessment of Behavioral and Developmental Disabilities (3 credit hours)
Presents an overview of individual psychoeducational instruments commonly used in school settings. These include behavior rating scales,
observation systems, measures of adaptive behavior, interview procedures, and some projective techniques. Students will develop skills
for the administration and interpretation of these techniques as well as incorporation of obtained information into written reports.
APSY 725 Clinical Practicum in School Psychology (3 credit hours)
This course provides advanced school psychology students with supervised practical experiences in schools and other educational and
mental health settings. Students are oriented to the educational process and are given opportunities to practice assessment and
intervention skills. Prerequisite: APSY722 or permission of instructor.
APSY 727 Psychoeducational Counseling and Interviewing (3 credit hours)
This course introduces the various points of view in psychological counseling and interviewing. Readings, discussion, role playing, and actual
counseling and interviewing encourage students to develop a theory of therapeutic interaction which is consistent with their views of
human nature and their own natural inclinations.
APSY 735 Advanced Clinical Practicum in School Psychology (3 credit hours)
This course provides advanced school psychology students with supervised practical experiences in schools and other educational and
mental health settings. Students are given enhanced opportunities to practice assessment and intervention skills. Prerequisite: APSY725 or
permission of instructor.
APSY 781 Statistical Methods in Education (3 credit hours)
This course examines statistical tools used in educational and behavioral research including descriptive measures of central tendency,
variation, and relationship. It also covers inferential techniques for evaluation measures and allies (test, analysis of variance, chi-square),
employing the hand calculator and computer system to do computations.

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APSY 788 Research I: Educational Psychology and Special Education (3 credit hours)
This is the first of a two-course series that includes information on types of research designs utilized in educational research: quantitative,
qualitative, mixed method and single case methodology. Candidates will develop a research proposal which includes a literature review
and methodology for a single case design research project unless a different design is approved by the student's advisor. The work will use
APA publication style for manuscript submission and the proposal will be implemented in APSY789.
APSY 789 Research II: Seminar in Educational/Psychological Research: (3 credit hours)
This course teaches skills required for completing data collection for research, evaluating the validity of research results, and presenting
research to the public. Single-case design is emphasized. Students are required to complete a manuscript of publishable quality. Prerequisite: EDUC788 or APSY788.
APSY 790 Seminar in School Psychology (3 credit hours)
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, common professional problems, and the organization of psychological services in school settings.
Prerequisite: Permission of instructor.
APSY 795 Internship in School Psychology (3-9 credit hours)
The 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.
APSY 796 Crisis Management and Violence Prevention (3 credit hours)
This course develops an understanding of techniques and issues related to preventing and managing crises situations in schools. It trains
students in non-violent interventions for handling aggressive and disruptive school-age individuals.
ARED 650 Strategies for Art Teachers (3 credit hours)
This course is devoted to specific, current issues in teaching and learning related to Art Education. This course requires each student to
undertake an in-depth study and research of issues provided by the instructor in light of its practical application to one's own art teaching
situation or context.
ARED 701 Current Issues in Art Education (3 credit hours)
This course is devoted to the examination of current issues in art education. The student will develop a professional awareness of global,
national, state, and local issues as they apply to their teaching situation. The course will cover an overview of current issues in the field
with emphasis on specific issues as determined by the instructor and the needs of the students.
ARED 704 Art Education Graduate Field II (3 credit hours)
This course provides graduate level teacher certification students in art education with a variety of activities and experiences in actual
school art programs. Serving as art teacher aides, the students devote two half-days per week to this supervised pre-student teaching field
experience. Pre-req. ARED305.
ARED 705 Aesthetics and Art Criticism for Art Education (3 credit hours)
This course examines the nature of the aesthetic experience as it relates to the artist, the art object/event, and the observer. Included are
topics on the function and methods of art criticism. Questions are raised concerning the creative act, theories of art, context, interpretation,
and evaluation, which are particular significance to the art educator in contemporary schools.
ARED 706 Curriculum Development in Art Education (3 credit hours)
This course is devoted to the examination of curriculum in art education. An overview of past theory as well as contemporary trends in
curriculum will be studied. The development and evaluation of art education curriculums will be the major emphasis of the course.
ARED 710 Graduate Student Teaching (12 credit hours)
This course is a culminating experience for graduate level teacher certification in art education. Art education faculty in the art department
supervises this course. This student teaching assignment provides the opportunity for the student to display competency in a K-12 public
school setting under the direct daily supervision of a qualified cooperating teacher. Prerequisite: ARED704.
ARED 715 Critical Readings in Art Education (3 credit hours)
This course will provide foundational reading of critical literature in the field of art education. Students will gain knowledge of the concepts,
theories, and developmental history of art education through readings in art education, education, policy, psychology and other related
areas that have shaped the field of art education.
ARED 720 Therapeutic Art Education (3 credit hours)
On a master’s level, art educators need to expand on the foundational courses they took in their pre-service training. This course was
created to further the master art teacher’s understanding of working with students who have special needs. This course will provide

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students with the theories and strategies of therapeutic art education and art therapy.
ARED 750 Research in Art Education (3 credit hours)
This course explores current research methodology in art education. Research designs studied will be qualitative, quantitative and mixedmethods. Topics will cover historical, philosophical, case study, survey, experimental design, feminist, ethnographic, and action research.
Pre-requisite EDUC788.
ARED 775 Culminating Experience in Art Education (6 credit hours)
The culminating Experience in Art Education Seminar provides an opportunity for students to demonstrate their proficiency in the field of
art education before completing their MA with a concentration in Art Education. This entails the completion of a manuscript in which
students synthesize previous theory and practice and extend their learning in their chosen area of interest. Prerequisite: ARED750.
ARHI 541 The History of Women in Art (3 credit hours)
This course surveys the history of women in the visual arts. 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.
ARHI 558 Contemporary Art (3 credit hours)
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.
ARHI 730 Topics in Art History (3 to 9 credit hours)
This course will focus on a specific topic in Art History suitable for graduate students in the M.F.A. program, other graduate students with
permission of the instructor. The content will vary from semester to semester according to the interests of the students and faculty. May
be repeated up to three times for credit.
ART 619 Mold-making in Ceramics (3 credit hours)
This course provides students in-depth study of mold-making and slip-casting. Students will create functional pottery or ceramic sculpture.
Topics include practical demonstration of: pattern and model making, various molds, clay modeling, mold alteration, casting, joining and
altering of cast parts, glazing and firing. Design concepts, function, and the history of mold making and its use in the creation of
contemporary art will be covered. Prerequisite: ART216, ART217, or permission of the instructor.
ART 616 Kiln Construction (3 credit hours): This course is an introduction
to methods of building kilns. Students will learn about various types of kiln, firing methods, refractories, insulation, fuels, burners, and
calculating BTU requirements. Students will construct one or more kilns and learn to repair existing gas and electric kilns as needed.
ART 618 Special Ceramic Workshop (3 credit hours): This special topic course focuses on a specific area within the ceramics field. As
with all studio art courses, technical and aesthetic aspects will be addressed in both
lectures and critiques. The topic will address a current development in the ceramics field or an essential subject identified by the
faculty.
ART 621 The Figure in Ceramics (3 credit hours)
The purpose of this course is to provide students an opportunity for in-depth study of the human figure through the medium of fired
ceramics. This class will explore the human form as a vehicle for making art. A variety of approaches to the representation of the figure
will be employed. The history of the figure in clay and its place in contemporary art will be covered through lectures and readings.
Prerequisites: ART216, ART217, or permission of the instructor.
ART 622 Ceramic Materials and Glaze Calculation (3 credit hours): This course is
designed for the advanced student of ceramics. This course will include the study of raw materials, the nature and calculation,
formulation and firing of slips, engobes and glazes.
ART 700 Seminar in Fine Arts (Topic: Study of Contemporary Aesthetics of Art) (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the class. The seminar
will include a summary of current trends as cross-field experiences related to the study areas of those involved, i.e., Ceramics, Painting,
Sculpture, Etc. The course is designed to rely on a number of possible approaches to a study of contemporary trends in the fine arts and
in professional preparation. The course instructor will assign readings or activities to further these goals. This course is required of MFA
students and must be taken during the first year of residence.
ART 701 Seminar in Fine Arts (Topic: Contemporary Art Theory) (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the class. The seminar
will include a summary of current trends as cross-field experiences related to the study areas of those involved, i.e., Ceramics, Painting,

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Sculpture, Etc. The course is designed to rely on a number of possible approaches to a study of contemporary trends in the fine arts and in
professional preparation. The course instructor will assign readings or activities to further these goals. This course is required of MFA
students and must be taken during the first year of residence.
ART 702 Seminar in Fine Arts (Topic: Professional Practices and Preparation) (3 credit hours)
A seminar designed to encompass all phases of the Visual Arts that apply to the particular study of those attending the class. The seminar
will include a summary of current trends as cross-field experiences related to the study areas of those involved, i.e., Ceramics, Painting,
Sculpture, Etc. The course is designed to rely on a number of possible approaches to a study of contemporary trends in the fine arts and in
professional preparation. The course instructor will assign readings or activities to further these goals. This course is required of MFA
students and must be taken during the first year of residence.

ART 735 Final Exhibit (3 credit hours)
During the last semester of their degree work, students enrolled in the Master of Arts in Art program with an emphasis in studio must
mount a one-person exhibition demonstrating their growth, maturity, and proficiency in one or more studio areas. Prerequisite: Candidacy
and approval of the student's graduate committee chairperson/advisor.
ART 740 Studio Problems in Painting (3 credit hours)
A course designed to allow the student to work with the individual instructor in selection of problems suitable to the development of the
particular student in painting.
ART 741 Painting I (3-24 credit hours)
This graduate course is for the first year MFA student with a major in Painting. Emphasis is on individual development and execution of
pictorial problems. The student will work with an instructor on an individual basis. A minimum of 15 semester hours must be completed
in this course to meet MFA graduate requirements. Prerequisite: MFA degree student in Art or approval of the Painting area MFA faculty.
ART 742 Painting II (3-24 credit hours)
This graduate course is designed for the second year MFA student with a major in Painting. Continued individual growth in the development
and execution of pictorial problems is expected. The student will continue to work with an instructor on an individual basis. A minimum of
15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: completion of at least 15 hours of
ART741 and a positive review by the Painting area MFA faculty.
ART 743 Drawing (3-12 credit hours)
This course emphasizes drawing as an aesthetic experience. Exploration and development of drawing as an independent discipline is
expected. Students explore a variety of media, technical processes and conceptual approaches to drawing. Prerequisite: Must be a graduate
student in Art.
ART 750 Studio Problems in Sculpture (3 credit hours)
This course is designed to allow the student to work with the individual instructor in selection of problems suitable to the development of
the particular student in sculpture.
ART 751 Sculpture I (3-24 credit hours)
This course concentrates on developing, intensifying and enhancing expressional processes as they relate to sculpture. Emphasis is on
individual initiative in both the development and the execution of sculptural problems. The student will work with an instructor on an
individual basis. A minimum of 15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite:
MFA degree student in Art or approval of the Sculpture area MFA faculty.
ART 752 Sculpture II (3-24 credit hours)
This course is designed to allow the sculpture major to develop artistic, technical and professional competence. The student will work with
a member of the Sculpture area MFA faculty on an individual basis. A minimum of 15 semester hours must be completed in this course to
meet MFA graduate requirements. Prerequisite: completion of at least 15 semester hours in ART751 and positive review by the Sculpture
area MFA faculty.
ART 760 Studio Problems in Ceramics (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to the particular
student's interest in Ceramics.
ART 761 Ceramics I (3-24 credit hours)
This studio course concentrates on developing the artistic, technical and professional competence of the first year MFA student. The

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student will work with a member of the MFA Ceramic faculty to develop and explore most fully the potentials of both the student and
medium in terms of a plastic visual expression. A minimum of 15 semester hours must be completed in this course to meet MFA graduate
requirements. Prerequisite: MFA degree student or approval of Ceramic area MFA faculty.
ART 762 Ceramics II (3-24 credit hours)
This studio course concentrates on developing the artistic, technical and professional competence of the second year MFA student. The
student will work with a member of the MFA Ceramic faculty to develop and explore most fully the potentials of both the student and the
medium in terms of a plastic visual expression. Continued growth in the student's vision and competence is expected. A minimum of 15
semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: completion of at least 15 semester
hours of ART761 and positive review by the Ceramic area MFA faculty.
ART 770 Studio Problems in Printmaking (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to the development
of the particular student in Graphics.
ART 771 Printmaking I (3-24 credit hours)
This is a beginning graduate course in Lithography, Intaglio, Relief or Serigraphy. The student will work on an individual basis with an
instructor of the student's choice in pursuit of experimental imagery research and technical control. A minimum of 15 semester hours must
be completed in this course to meet MFA graduate requirements. Prerequisite: MFA degree student in Art or approval of the Printmaking
area MFA faculty.
ART 772 Printmaking II (3-24 credit hours)
In this advanced course emphasis is placed on refining and developing personal imagery as well as developing the technical proficiency
required of the professional printmaker. Student will work on an individual basis with an instructor of the student's choice. A minimum of
15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite: completion of at least 15 semester
hours of ART771 and positive review by the Printmaking area MFA faculty.
ART 780 Studio Problems in Crafts (3 credit hours)
This course is designed to allow the student to work with the individual instructor in the selection of problems suitable to the particular
student in either fiber or wood crafts. The student works with the instructor in developing his or her competence in all phases of the media
processes. The emphasis is on the development of the student’s artistic capabilities and all around competence in the studio.
ART 791 Jewelry/Metalsmithing I (3-24 credit hours)
In this course the student selects problems in Jewelry/Metalsmithing suitable for varying levels of experience. A minimum of 15 semester
hours must be completed in this course to meet MFA graduate requirements. Prerequisite: MFA degree student in Art or approval of the
Jewelry/Metalsmithing area MFA faculty.
ART 792 Jewelry / Metalsmithing II (3-24 credit hours)
This advanced course is designed to allow the second year Jewelry/Metalsmithing major to develop and extend his or her techniques and
visual capabilities. A minimum of 15 semester hours must be completed in this course to meet MFA graduate requirements. Prerequisite:
completion of at least 15 semester hours of ART791 and positive review by the Jewelry/Metalsmithing area MFA faculty.
ART 793 Independent Study in Art (3 credit hours)
This course is devised to meet the needs of students who wish to prepare, under the direction of a member of the graduate faculty,
individual studies or projects in art history or art studio.
ART 798 Special Topics (1-12 credit hours)
ART 799 Studio Exhibit (3 credit hours)
Registration for ART799 provides credit for the preparation of the studio exhibit required of all MFA degree candidates. The studio exhibit
is presented in the form of a "one person" show expressing the culmination of experiences and achievements of the student's total graduate
program. A written statement concerning the work of the exhibition must be exhibited along with the work.
ARTT 710 History and Theory of Art Therapy & Counseling (3 credit hours)
This course explores the history of Art Therapy in Counseling through studying its founding members, related disciplines and traditional
populations. The history of Art Therapy is taught in a reflective manner to help students relate the history of Art Therapy in counseling to
current practices in Art Therapy and Counseling.
ARTT 720 Art Therapy Media & Technology (3 credit hours)
This course addresses non-verbal communications by examining symbolic representation. The course will explore therapeutic aspects of a
range of art media and the use of art in the process of therapy. The capacity to gain self-awareness and understanding of others is explored
and related to the student’s professional and clinical development.
ARTT 730 Art Therapy Practice and Assessment (3 credit hours)

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This course helps students to gain a comprehensive understanding of art-based assessments for the art therapist to use in counseling. The
historical background as well as the development and use of projective techniques and diagnostic tools in counseling are examined.
Methods of administration and interpretation of the assessment techniques in counseling are presented. Strengths and weaknesses of
these techniques are explored. Included will be the formulation of treatment goals and objectives, statistical concepts including reliability
and validity, group approaches to assessment, and an understanding how the psychological health and cultural identifiers are manifested
in the art process and product. This course relies on lecture, experientials and outside readings.
ARTT 735 Clinical and Group Art Therapy (3 credit hours)
This graduate level course teaches group art therapy and counseling leadership skills, group dynamics, group developmental stages,
theories, methods, and ethics. There are two components to this course: classroom didactics and experiential group art therapy counseling
experiences. Students analyze group art therapy counseling experiences and become familiar with the theoretical knowledge, skills and
models of group art therapy counseling.
ARTT 740 Art Therapy Standards & Ethics (3 credit hours)
This course provides an overview of the laws, ethics, and related issues affecting profession practice in Art Therapy. All aspects of
professional functioning, including history, roles, relationships to other mental health providers, organizational structures, resume building
and interviewing skills and the credentialing and licensure process will be explored through lecture, discussion, projects, and assignments.
ARTT 750 Current Trends in Art Therapy (3 credit hours)
This course explores contemporary practice in Art Therapy, current trends, and new developments in the field. This course introduces
students to current research and education in Art Therapy and related practice that have impacts on contemporary thinking in Art Therapy.
ARTT 751 Art Therapy Trauma (2 credit hours)
This course covers trauma based counseling practice as it applies and is used in Art Therapy. Art Therapy theoretical orientation, practices,
interventions, and methods for addressing trauma will be explored. Pre-requisite ARTT710 & ARTT720
ARTT 752 Metaphor in Art Therapt (2 credit hours)
This course covers the use of metaphor, symbolism and creativity in Art Therapy. Art Therapy practices, interventions, and methods will be
explored. Emphasis will be on universal and personal aspects of symbol formation and application to further the therapeutic process. PreRequisite ARTT710 & ARTT720.
ARTT 753 Clinical Art Therapy Application (2 credit hours)
This course provides students the opportunity to put theory into practice with the development of art therapy interventions to meet the
needs of diverse individuals in a variety of settings. Through the use of case studies and vignettes, students will learn to develop
interventions to address specific clients needs. Focus will be given to theoretical orientation, goal directed treatment and cultural
appropriateness. Pre-requisites ARTT710 and ARTT720
ARTT 754 Digital Media in Art Therapy (2 credit hours)
This course covers approaches to art therapy using digital media. We will explore the theories behind the use of digital media in art therapy
and the application of digital media theory
ARTT 755 Community Engagement in Art Therapy (2 credits hours)
This course explores the role of art therapy in community engagement to help prepare students to work more effectively with communities
and organizations, both domestically and abroad. Students will explore how service and research influence their understanding of art
therapy through active participation in community engagement, domestically and/or abroad.
ARTT 760 International Art Therapy (3 credit hours)
This course explores international Art Therapy, definitions of Art Therapy around the world, and practice around the world. This course
introduces students to current international programs and education in Art Therapy and related practice that have impacts on
contemporary thinking in Art Therapy.
ARTT 790 Research Project in Art Therapy (6 credit hours)
The Research Project in Art Therapy provides an opportunity for students to demonstrate their proficiency in the field of art therapy before
completing their MA in Counseling - Art Therapy track. This entails the completion of a manuscript, project, or thesis in which students
synthesize previous theory and practice and extend their learning in their chosen area of interest. Prerequisite: COUN 735.
ARTT 791 Advanced Art Therapy Research (3 credit hours)
This course provides students the support and direction to implement their final research project in art therapy. The research project in art
therapy provides an opportunity for students to demonstrate their proficiency in the field of art therapy before completing their MA in

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Counseling - Art Therapy. This entails the completion of a manuscript, project, or thesis in which students synthesize previous theory and
practice and extend their learning in their chosen area of interest. Pre-requisite: ARTT790.
COMM 600 Communication Theories (3 credit hours)
This course is designed as a general introduction to communication theory. It surveys the major approaches, processes and communication
contexts of theory building in the human sciences, and examines the primary movements that have influenced thinking about
communication as a discipline.
COMM 605 Communication Strategies in Advertising (3 credit hours)
This course teaches dynamics of communication in the creation, implementation, and criticism of advertising. Students learn to analyze
communication research, message strategies, execution of advertisements, and client-media-consumer relationships from theoretical,
critical and applied perspectives. Pre-requisites: Junior status or Permission of Instructor; Graduate status for 600 level enrollment.

COMM 607 Criticism of Mass Media (3 credit hours)
This course examines methods for the critical analysis of mass media messages generated through radio, television, film, and newspapers.
Students gain insight into the effect of media on society with particular focus on news bias, mediated politics, advertising, censorship,
television violence, economic support systems, and media stereotyping. Prerequisites: JOUR364 or Permission of Instructor. Graduate
status for 600 level enrollment.
COMM 610 Communication Research (3 credit hours)
This course introduces research methods and tools in communication studies. Students become proficient in communication design and
analysis using quantitative measures, with particular emphasis databases, constructing and applying measurement instruments, and
conducting statistical analyses.
COMM 620 Qualitative Communication Research (3 credit hours)
This course provides students with the requisite knowledge and skills to design and carry out qualitative research on communicative
practices, interactions and events. Students learn principles of and applications for participant-observation research and how interpretive
analysis can serve as the basis for hypothesis generation and quantitative design.
COMM 630 Interpersonal Communication Strategies (3 credit hours)
This course reviews recent theories of interpersonal interaction and introduces methods for analyzing communication between persons in
significant relationships. Students examine how relationships develop and deteriorate through communication practices, and how
differences in gender, ethnicity, age, class and race affect interpersonal perception.
COMM 635 Integrated Marketing Communication (3 credit hours)
This course is concerned with the creation and implementation of communication campaigns using a mix of promotional methods including
public relations, advertising, and related concepts. Goals and objectives, audience analysis, message strategies, tactics, and evaluation
research are presented in an applied communication context with particular emphasis on the non-profit sector.
COMM 640 Small Group Communication (3 credit hours)
This course examines the theory and practice of small group communication, with a focus on developing productive interaction in teams,
meetings, negotiations, and other group settings. Students take up issues of consensus-building, group leadership and effective decisionmaking through communication practices.
COMM 645 Technology of Communication (3 credit hours)
This course examines how technology is used as a medium of communication, with a particular focus on Computer Mediated
Communication (CMC), Group Decision Support Systems (GDSS), and net meetings. It takes up how communication technology structures
perceptions and interactions through web pages, digital stories and multimedia texts.
COMM 650 Rhetorical Theory and Criticism (3 credit hours)
This course surveys selected theories of rhetoric from the classical to the postmodern, and examines methods for the critical analysis of
discourse and texts of various genres.
COMM 655 Political Communication (3 credit hours)
This course examines communicative aspects of national political campaigns and related decision-making processes. The role of mass media
in political processes is of particular concern, but interpersonal, group, and organizational practices as they pertain to electoral procedures
are also examined.
COMM 660 Organizational Communication (3 credit hours)
This course examines the major theories, both classical and contemporary, that drive research in organizational communication, with a
focus on systems theory, technological development, organizational climate, information networks, management style, and human
relations skills.

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COMM 665 Managing Conflict (3 credit hours)
This course addresses problems of managing conflict in interpersonal, group and institutional contexts. Students learn theories of conflict
and strategies for negotiation and mediation. The course takes up social and psychological factors of conflict, conflict management styles,
anger management practices, assertive behavior, attitude adjustment, and meanings of peace.
COMM 675 Intercultural Conflict & Communication (3 credit hours)
This course takes up advanced theoretical and applied problems in intercultural communication with focus on conflict in the public sphere
between persons and groups of varying histories, interests and needs. The prospect for developing recognition, respect and understanding
of others in the face of differences, asymmetrical relations, perceived and real threats, non-reciprocity, and so on, is assessed through
readings, fieldwork and research reports.

COMM 680 Gender and Communication (3 credit hours)
This course considers the intersection of communication, culture, and gender. It examines the implications of socially constructed gender
roles, identifying and challenging communication practices that create inequities for both men and women. Emphasis is placed on how
such knowledge aids in solving communication problems.
COMM 685 Crisis Management (3 credit hours)
The purpose of the course is to develop a conceptual understanding of the process of communication and crisis management for application
in institutional and organizational contexts. Students explore issues of planning, development, and execution of crisis management plans
including risk assessment, media relationships, image restoration, and crisis response strategies.
COMM 697 Studies in Communication (3 credit hours)
These topics represent a variety of courses in specialized areas beyond the content of regular courses. Examples include general semantics,
creativity and communication, leadership communication, and topics relevant to select to study abroad courses. Specific areas will be
developed based on needs and abilities of students in conjunction with available faculty.
COMM 700 Language and Human Conduct (3 credit hours)
This course investigates the relation between language and human conduct, as the understanding of this relation has developed in Western
thought during the 20th century.
COMM 710 Communication Ethics (3 credit hours)
This course focuses on the analysis and interpretation of communicative conduct from ethical points of view. Students examine ethical
issues relevant to a variety of interests in interpersonal, corporate, international, mediated and other forms of communication, and interrogate the extent to which a universal communicative ethics is possible.
COMM 725 Negotiating Intractable Conflict (3 credit hours)
This course addresses the roles that communication and culture play in the development, management and potential resolution of
intractable international and institutional conflicts. Students research issues such as group and cultural identity, nationalism and historicity,
institutional interests, power relations, mediation strategies, the rhetoric of reconciliation, and transitional justice.
COMM 730 Communication and Social Process (3 credit hours)
This course examines the role of communication in the constitution of institutional and organizational ‘realities.’ The ways in which persons
internalize, legitimate and alter existing social structures through discursive practices are emphasized. Issues of leadership, agency, power,
change, positioning and problem resolution in small group contexts are also addressed.
COMM 740 Communication Consulting (3 credit hours)
This course presents consulting strategies as solutions to communication problems with a focus on research and intervention in the organizational communication situation. Communication theory is applied in the study of 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.
COMM 750 Persuasion and Propaganda (3 credit hours)
This course focuses on the communicative aspects of persuasion and the persuasive aspects of propaganda. Students engage in advanced
theoretical and critical consideration of the persuasive functions of media, especially television, through an analysis of the rhetoric of
popular trials and other media events.
COMM 760 Managerial and Leadership Communication (3 credit hours)
This course focuses on the characteristics and practices of management and leadership as communication-based phenomena within the

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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.
COMM 770 Communication Issues (3 credit hours)
This course examines, analyzes, and interprets contemporary communication issues as they relate to a broad spectrum of personal, social
and organizational concerns. It explores topics in public relations, management, business, government, the media, international areas, and
other communication concentrations.
COMM 793 Independent Study in Communication Studies (3 credit hours)
This experience meets the needs of students who wish to prepare, under the direction of a member of the graduate faculty, individual
studies or projects in the field of communication studies. Prerequisites: consent of the department chairperson, COMM601, research
course, admission to candidacy.
COMM 796 Internship in Communication Studies (3-6 credit hours)
The internship provides an integrating experience, one which allows the graduate student to observe how specific components of the
communication process work together and to test conceptual knowledge and skills against the reality of the work place.
COMM 798 Practicum in Communication (3 credit hours)
The Practicum in Communication provides students with the opportunity to conduct audits, develop crises management plans, or other
communication and conflict case studies in an organization where they currently are employed, or in an institution that they determine
has interest in developing such audits, plans or studies. Prerequisite: Candidacy and completion of 24 hours of coursework.
COMM 799 Thesis (3 credit hours)
Written under the direction of a graduate faculty member, the thesis is a major piece of scholarship that defines a problem in communication, reviews the relevant literature, explores a specific topic, and offers conclusions using quantitative or qualitative research methods.
The final document makes a coherent, cogent, and sustained argument about communication processes, theories, or practices.
Prerequisites: consent of the department chairperson.
COUN 700 Introduction to the Helping Professions (3 credit hours)
This introductory class is a core experience for students enrolled in the MA Counseling program. It exposes students to the generic
components of counseling across settings and enables students to examine in-depth their personal fitness for pursuing a career as a
professional helper. It also provides a background for specialized study in each curriculum.
COUN 702 Introduction to Rehabilitation Counseling (3 credit hours)
This course is designed to introduce students to the field of rehabilitation with an emphasis on history, legislation, psychosocial aspects of
disability and the rehabilitation process.
COUN 704 Clinical Mental Health Counseling (3 credit hours)
Students will identify the roles and responsibilities of a clinical mental health counselor, types of settings in which clinical mental health
counselors work, and the skills required for diagnostic interviews and treatment planning. Students will become familiarly with CACREP
standards, certification, and licensure in the field of counseling.
COUN 705 Group Processes (3 credit hours)
This course teaches students to understand group processes and their application. Instruction uses both a didactic approach and a
laboratory approach wherein students learn through observing their own group experience.
COUN 707 Ethical and Legal Issues in Counseling (3 credit hours)
Although counselors operate under a professional code of ethics, often these guidelines leave questions unanswered. No single universal
“right” answer exists for most ethical dilemmas. It is important for counselors to be familiar with current professional, ethical and legal
issues. Understanding professional codes and applying ethical and legal decision-making processes when faced with challenging situations
are necessary in order to be a competent professional. This course also presents the opportunity for students to consider the legal context
of a counselor’s work across the various specialty areas. Legal topics include professional risks, procedural processes, and conflicts between
laws and ethics.
COUN 710 Appraisal Techniques in the Helping Professions (3 credit hours)
This course is designed as an overview of assessing individual differences through the usage of group tests and measurements.
Competencies will be developed in the areas of selecting, administering, and interpreting group intelligence, aptitude, achievement,
interest and personality instruments. Current research involving assessment relative to educational, social, and industrial settings will be
examined.
COUN 712 Human Development Across the Lifespan (3 credit hours)
This graduate level course traces human development over the life span. Issues for each stage of development in the arenas of physical,
cognitive and psychosocial growth are explored. Culture and systemic influences on development are emphasized. Theories and research

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that have applicability to the counseling profession are examined.
COUN 715 Career Development and Life Planning (3 credit hours)
This course allows graduate counseling students to explore, in depth, selected aspects related to vocational psychology, occupational
sociology, career development, career choice, career decision making, career counseling and guidance, and other career-related issues and
behaviors. The course is designed to acquaint students with the basic theories and constructs that are essential to the understanding and
implementation of career development through the life span. Systems of career education, occupational information, decision-making
strategies, and life-work planning for special populations are examined.
COUN 720 Counseling and Consultation Theories (3 credit hours)
This course involves the study of selected theories and techniques of individual counseling. Also covered are various models of the
consultation process focusing on the rationale of why consultation has emerged as an important adjunct to personal counseling.

COUN 725 Organizational Development and Progress (3 credit hours)
This course prepares students to function productively in entry level and mid-level supervisory positions within institutions and
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.
COUN 730 Supervised Counseling Practice (3 credit hours)
This course assists students in identifying and developing skills of an effective helper. Students participate in counseling experiences using
role-playing and “real life” clients and critique in class audio and video tapes of counseling sessions conducted by students.
Prerequisite: COUN720 Counseling and Consultation Theories. Prerequisite: COUN 720 Counseling and Consultation Theories
COUN 735 Counseling Practicum (3 credit hours)
The practicum provides an arranged, supervised experience in a specialized area of counseling. It requires prerequisite training and
sufficient experience to allow the beginning of autonomous functioning. Prerequisite: COUN 730 Supervised Counseling Practice.
COUN 740 Individual Development: Childhood Through Adolescence (3 credit hours)
This course enables significant adults (primarily persons whose professions involve them directly in formal education) to base their
interactions/interventions with children, adolescents and parents on an understanding of the process of growth and development.
Students have the opportunity to engage in a use-oriented project related to their individual interests/needs.
COUN 742 Developmental Counseling in Schools (3 credit hours)
This course prepares students to apply the basic counseling skills in a school setting. It emphasizes the various roles of the elementary and
secondary school counselor, tools and strategies appropriate in those settings, and in consulting and collaboration with other school
personnel.
COUN 744 Techniques for Counseling the Student with a Disability (3 credit hours)
This course provides a foundation for graduate students in school guidance to effectively counsel the student with a disability. It emphasizes
cultural, historical, and socio-economic issues facing the adjustment of this student, as well as specific counseling procedures for assisting
him/her in a school setting.
COUN 745 Multicultural Counseling (3 credit hours)
This course enables students to develop knowledge and understanding regarding characteristics and concerns of multi-culturally diverse
groups, the attitudes and behaviors affected by dominant group membership, and individual and group approaches/interventions
appropriate with diverse populations.
COUN 750 Study of the Individual in Higher Education (3 credit hours)
This course reviews major theoretical models of student and adult development, developmental aspects of college students, and the effects
of the college experience on individuals. Student personnel practitioners learn to design programs to effect positive developmental
changes within college/university students.
COUN 753 Student Affairs Practice and Administration (3 credit hours)
This course prepares graduate students for entry level and mid-level student personnel services positions in higher education. It
emphasizes the history and philosophy of higher education, student affairs purposes and functional areas, and professional
management/leadership issues relevant to higher education institutions.
COUN 754 Family Counseling Theory and Practice (3 credit hours)
This course prepares students to counsel families. Students also learn how to use the Diagnostic and Statistical Manual of Mental Disorders

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for diagnosing and planning treatment with families and individuals.
COUN 755 Psychopathology and Intervention (3 credit hours).
This course enables students to recognize the diagnostic features of major mental disorders such as anxiety disorders, bipolar and related
disorders, schizophrenia spectrum and other psychotic disorders, personality disorders neurodevelopmental disorders, and trauma-and
stressor-related disorders. Students will demonstrate knowledge of assessments utilized in diagnosis, medications, and therapeutic
interventions used in the treatment of mental disorders.
COUN 756 Counseling the College Student (3 credit hours)
This course provides a historical perspective and overview of contemporary issues impacting counseling services for students in higher
education. College counselors will learn about factors that place postsecondary students at-risk, including related DSM diagnoses and
psychopharmacology, life experiences, and personal characteristics. Challenges associated with developmental theories within a diagnostic
framework will be addressed. Current issues related to accreditation, credentialing, evaluation, and future directions in college counseling
will be discussed.
COUN 757 Child and Adolescent Counseling (3 credit hours)
This course covers a variety of models and theories related to clinical mental health counseling, specifically applicable to working with
children and adolescents. Diagnostic procedures, assessment techniques and evidence –based intervention strategies will be presented.
Students will learn how to modify techniques based on developmental age and culture of the client.
COUN 780 Medical Information for the Helping Profession (3 credit hours)
This course is designed to provide students with a working knowledge of disabilities and an understanding of basic medical terminology
associated with a variety of disorders found in general rehabilitation settings. Areas of focus include: types of disorders, diagnostic and
treatment methods, functional issues, arranging physical restoration services, psychosocial and vocational implications of various disorders
and the role of the rehabilitation counselor.
COUN 782 Vocational Development, Services, and Resources in Rehabilitation (3 credit hours)
This course is designed to equip students with knowledge to assist rehabilitation clients in achieving their vocational potential and
independent living objectives. Students develop an understanding of the services and resources utilized to help rehabilitation clients in
their vocational development. Emphasis is placed on: (a) legislation affecting employment for persons with disabilities, (b) career
development theories for people with disabilities, (c) workplace accommodations and the use of assistive technology, (d) occupational and
labor market information, (e) career counseling with diverse populations, (f) employer and job development, (g) supported employment,
(h) job placement strategies, (i) disability benefits systems, (j) ways to overcome environmental and attitudinal barriers to employment, (k)
case management, (l) ethical considerations, (m) issues related to transition from school to work, and (n) independent living services.
COUN 784 Psychosocial Aspects of Disability (3 credit hours)
This course explores the psychological and social aspects of disabilities. Interpersonal as well as intrapersonal issues are examined.
Emphasis is placed on the impact of illness, disability, and deviance on the individual and her or his family. The course presents many of
the issues and challenges encountered by the rehabilitation professional, including attitudes toward individuals with disabilities and the
perspectives of families and professionals. The primary objective is to expand students’ perspectives regarding disability and disabilityrelated issues.
COUN 785 Trauma Informed Care for Professionals (3 credits)
This course will explore trauma-informed care and practice for helping professionals. Using an interdisciplinary approach, trauma-informed
systems, polices, procedures, and practices will be analyzed. Students will use their disciplinary lens to apply trauma theory and trauma
informed practice in the creation of discipline specific trauma-informed initiatives. Students will also work in interdisciplinary teams to
understand multi-disciplinary collaboration.
COUN 786 Professional Issues for Direct Service Providers (3 credits)
This course will explore professional issues for direct service providers including secondary and vicarious trauma, burnout, compassion
fatigue, and the ethical implications of professional impairment. Career sustaining behaviors including growth mindset, maintaining
personal and professional growth, effective strategies for self-care and coping with stress, and wellness initiative will be discussed.
COUN 788 Case Management, Rehabilitation Services, and Evaluation (3 credit hours)
This course examines the mission, role and competencies of the rehabilitation counselor relative to the principles and practices of case
management in the vocational rehabilitation process. The course prepares students to apply techniques used to evaluate consumers. A
variety of instruments used in vocational assessment are reviewed. Students learn how to assess, plan, implement, coordinate, monitor
and evaluate the options and services that will best meet the needs of consumers. Emphasis is placed on: (a) intake interviewing, (b)
services coordination, (c) case recording and reporting, (d) vocational assessment, (e) vocational counseling, (f) job placement, (g)
systematic caseload management, (h) ethical considerations in rehabilitation case management practice, (i) multicultural considerations in

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the rehabilitation counseling process, and (j) family-centered rehabilitation case management.
COUN 790 Topics in Counselor Education (3 credit hours)
Students in this course will explore in depth specific counselor education topics.
COUN 791 Addictions Counseling (3 credit hours)
This course provides counselors with an overview of various types of addiction, treatment modalities, and an understanding of the addictive
personality of the addictive process. Theories of addiction counseling and application of these theories will comprise a significant part of
this course, particularly with how they apply to work with individuals, couples, families, and groups. Co-occurring disorders such as process
addictions and mental illnesses will also be addressed. Students will develop conceptual knowledge, practical skills, and self-awareness
concerning the etiology of addiction, assessment strategies, wellness strategies for facilitating optimal development, and diagnosis and
treatment planning. This will be accomplished through assigned readings, discussions, lectures, case presentations, and experiential
assignments.

COUN 794 Research and Program Evaluation (3 credit hours)
This course provides the opportunity for all students enrolled in counseling programs to apply the knowledge and skills acquired in the
beginning research course. Each student is expected to demonstrate the ability to complete a research project in an area of importance to
their degree program. The course allows for students to broaden their understanding of important issues within the field of guidance and
counseling in addition to the application of research methodology.
COUN 795 Internship in Counseling (3-12 credit hours)
The purpose of the internship is to provide the student with one or more experiential approaches in an area of specialization. Basically the
approach(es) will be through (a) parallel program(s) - one(s) in which the student is enrolled in academic courses while spending a limited
period of time at the internship site and (b) simulated job experience where the intern performs appropriate job tasks/duties which an
employee would do. This course will be graded satisfactory/unsatisfactory. Prerequisites: must have completed all core required courses
in the area of specialty unless otherwise approved by the advisor and instructor. COUN 730 and COUN 735 must be completed before
enrolling for internship.
COUN 796 Thesis (3 credit hours)
The thesis in counseling is the capstone experience in the master’s level study of the art of counseling. Under the supervision of the
academic advisor, students prepare a major scholarly paper within the framework of current research methods. A three-member
committee is established for each student’s thesis. The student’s academic advisor serves as the committee chair and assumes primary
responsibility for reviewing drafts of the thesis and providing feedback to the student. The other two committee members review the
thesis and, when indicated, offer suggestions.
COUN 797 Crisis and Trauma Counseling (3 credit hours)
This course addresses the psychological impact of crises, disasters, emotional/physical abuse, and other trauma-causing events.
Examination includes the cognitive, affective, behavioral, developmental, and neurological effects associated with such experiences. Crisis
intervention strategies, assessment and trauma recovery models are explored within the context of working with clients in crisis. Attention
is also given to vicarious traumatization and self-care of the counselor working with this client population.
COUN 798 Advanced Substance Use Disorder Counseling (3 credits)
This course is designed to equip students with advanced counseling skills to treat individuals with substance use disorder (SUD). The course
covers screening, brief intervention, and referral to treatment (SBIRT) for people with SUDs. Students learn how to utilize motivational
interviewing (Ml), apply the transtheoretical model of counseling (stages of change), and implement evidence based practice in the
treatment of SUD and co-occurring conditions. Other topics discussed include working with groups and the professional ethics applicable
to SUD counselors. The knowledge and skills outlined in the screening, assessment, and engagement domain of the Pennsylvania
Certification Board (PCB) for the Certified Alcohol and Drug Counselor (CADC) and the Certified Advanced Alcohol and Drug Counselor
(CAADC) credentials are addressed.
COUN 799 Treatment Planning (3 credits)
This course is designed to equip students with knowledge of the treatment planning process and counseling strategies to guide addiction
recovery and reduce relapse. Students learn about assessment and collaboration with the client, relapse prevention groups for co-occurring
disorders, resources for the family, community resources to support recovery, rationale for a referral, client advocacy to facilitate continuity
of care, relapse prevention therapies, case management activities for service coordination, documentation, and multiple pathways of
recovery in treatment planning and referral. The knowledge and skills outlined in the treatment planning, collaboration, and referral domain
of the Pennsylvania Certification Board (PCB) for the Certified Alcohol and Drug Counselor (CADC) and the Certified Advanced Alcohol and
Drug Counselor (CAADC) and relapse prevention counseling are the primary focus of this course. The Council for Accreditation of Counseling

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and Related Educational Program
CSD 605 Augmentative and Alternative Communication (3 credit hours)
This course develops knowledge and skills to provide augmentative and alternative communication (AAC) clinical services to individuals
with complex communication needs. The course emphasizes the use of evidence-based practice and performance measurement to support
the assessment, intervention, and funding processes. It presents a range of AAC options and strategies based on the three language
representation methods used to generate communication.
CSD 611 Seminar in Clinical Methods (3 credit hours)
This course is designed to familiarize students with procedures, methods, and materials used in clinical service delivery to clients with
communication disorders. Hands-on training with screening and assessment procedures, treatment elicitation and behavioral management
techniques, clinical documentation and record keeping will be provided. Best practice standards for ethical service delivery to multicultural
clients and clients across the lifespan are discussed.

CSD 616 Audiology for the Speech Language Pathologist (3 credit hours)
This course provides students with an array of audiological issues relevant to the practice of speech language pathologists. Along with a
review of basic audiometric procedures are discussions about issues in screening, central auditory processing disorders, otitis media with
effusion, and contemporary technologies.
CSD 630 Fluency Disorders (3 credit hours)
This course studies the development of fluency, disfluency, and stuttering. Etiology identification, assessment, and treatment strategies
are emphasized.
CSD 635 Phonological Disorders (3 credit hours)
This course provides an in-depth study of theory and practice in the area of phonological disorders in children. Specific strategies and
techniques for assessment and intervention are emphasized.
CSD 640 Language Disorders (3 credit hours)
This course integrates theory and research in the evaluation and treatment of language dis- orders in school-aged children and adolescents.
It emphasizes current issues related to the assessment of language behavior and intervention strategies.
CSD 650 Aphasia/Neurological Disorders (3 credit hours)
This course familiarizes students with the structural and dynamic neuropathology of cerebral injury from cerebrovascular accidents (CVA),
traumatic brain injury (TBI), and dementia. Identifying, evaluating, and treating constellation symptomatology of speech, language, and
memory impairments are emphasized.
CSD 655 Swallowing Disorders in Infants, Children and Adults (3 credit hours)
This course acquaints students with the normal developmental physiology of the swallowing mechanism. Dysphagia etiologies resulting
from abnormal or acquired structural, neurological, or mechanical impairments are discussed across life span. Hands-on training with
radiographic/video-fluoroscopic diagnosis, oral-facial massage stimulation, and feeding techniques is provided. Interdisciplinary program
planning and role delineation is emphasized.
CSD 675 Topics in Communication Disorders (3 credit hours)
In this course an in-depth study is made of a specialized topic in the field of communication disorders.
CSD 706 Professional Issues in Speech Language Pathology and Audiology (3 credit hours)
This course introduces students to professional issues that currently define the field of speech language pathology. It further identifies the
administrative and clinical responsibilities expected of the speech-language pathologist and prepares students to recognize and cope with
the potentially explosive issues of the future.
CSD 707 Augmentative and Alternative Communication Intervention (3 credits)
The course emphasizes the use of evidence-based 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.
CSD 708 Autistic Spectrum Disorders and Augmentative/Alternative Communication (3 credit hours)
This course introduces strategies for enhancing functional communication skills of individuals with Autistic Spectrum Disorders. The use of
aided and non-aided augmentative communication systems are addressed as well as alternative communication systems with an emphasis
on using a multi-modality approach. FOR NON-MAJORS. Prerequisite: SPED770.

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CSD 711 Advanced Clinical Practice in Speech Pathology (3-6 credit hours)
This course will provide the graduate speech-language pathology student with varied clinical experience, in both on- and off-campus
settings, aimed at sharpening clinical skills, providing a greater breadth and depth of clinical involvements and generally increasing clinical
independence and clinical competency.
CSD 740 Voice/Resonance Disorders (3 credit hours)
This course examines the histology and physiology of the vocal mechanism and tract, as well as the organic, neurogenic, psychogenic,
iatrogenic, and idiopathic etiologies of dysphonia. Pre- and post-surgical management of cleft palate, laryngeal carcinoma, and respiratory
etiologies is discussed. Hands-on training with acoustic and instrumental diagnostic and treatment techniques is provided. The role of the
therapeutic relationship is explored.
CSD 745 Early Intervention in Speech Language Pathology (3 credit hours)
This course addresses issues encountered by speech-language pathologists when working with children ages birth through five years.
Factors placing children at risk for communication disorders will be discussed. Issues include the role of the speech-language pathologist
as a team member, the nature and delivery of family-centered services, public law, and culturally sensitive assessment and intervention
approaches.
CSD 760 Motor Speech Disorders
This course reviews current motor control processes and the neuropathologies of speech production. Diagnosis and treatment of dysarthria
and speech apraxia in children and adults is emphasized.
CSD 772 Research Methods in Communication Disorders (3 credit hours)
This course will explore various research designs and problems in speech-language pathology and audiology. It assists students in
understanding, evaluating, and designing research projects in the field of communication disorders. Focus is on critically evaluating current
research and understanding research methodology for clinical applications.
CSD 790 Communication Disorders in the Educational Setting (3 credit hours)
The course examines current issues of school management, federal and Pennsylvania special education law, and literacy disorders. It
provides hands-on experience in the assessment and treatment of children with communication disorders in school settings. Prerequisite:
CSD 635, CSD 640, CSD 793.
CSD 793 Independent Study (3 credit hours)
This experience will meet the needs of students who wish to prepare, under the direction of a member of the graduate faculty, individual
studies or projects in the field of speech-language pathology or audiology. Prerequisite: consent of the department chairperson.
CSD 799 Thesis (3-6 credit hours)
Research for the Master's thesis is conducted under the supervision of an advisor. Prerequisite: consent of the departmental chairperson.
ECED 615 Language, Movement and Music in the Elementary Classroom (3 credit hours)
This course focuses on creative combinations of language, movement, and music in the early childhood classroom. This course provides a
variety or opportunities 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.
ECED 621 Storytelling and Literature in Early Childhood Education (3 credit hours)
This course prepares students in the theories and techniques of storytelling. It involves an in-depth study of multimedia resources
appropriate for early childhood education. Students examine age-appropriate literature, methods of selecting materials, and techniques
for sharing literature. The course focuses on developing a story program around a central theme and constructing related storytelling
devices.
ECED 647 Visual Arts Infused Learning in the Early Childhood Classroom (3 credit hours)
This course presents recent research on infusing the visual arts in the early childhood classroom. The course combines the theoretical basis
with opportunities for application of knowledge and skills. The course presents a constructivist approach to teaching with a focus on infusing
visual art in the early childhood curriculum.
ECED 670 Foundations of STEM Education in Early Childhood (3 credits)
This course provides an introduction to the foundations of STEM education disciplines and the strategies used to deliver integrative STEM
education in the early childhood setting. The nature of STEM education disciplines, STEM pedagogy, teaching strategies, integrative STEM
learning, STEM careers, and problem-centered instruction are addressed.
ECED 680 Engineering and Innovation in STEM Education (3 credits)
This introductory course in technology and engineering education focuses on the development and introduction of technology and
engineering-based activities to support science and mathematics instruction in the early childhood classroom. Through problem based
learning challenges, students will develop an understanding of the design process and the integration of science, technology, engineering,

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and mathematics (STEM) often used to solve real-world problems.
ECED 695 Graduate Field Experience in Early Childhood Education (3 credit hours)
This graduate field experience provides students with an intensive experience in the instruction of children from birth to age 5. Candidates
are responsible for the assessment, planning, instruction, and classroom management of children under the supervision of a certified
teacher. Prerequisites: Minimum of 18 credits of graduate courses completed and fulfillment of PDE clearance requirements.
ECED 700 Development of Young Learners (3 credit hours)
This course examines characteristics and needs of children prenatal through ten years by studying theories of physical, cognitive, language,
social, and emotional development. Emphasis is placed on influences of development and learning as applied to education. Observation
techniques are used to collect and analyze data to formulate healthy, respectful, supportive, and challenging learning environments.
Includes 10-40 hours of observation.
ECED 705 A Comparison of Early Childhood Education Models in Europe and the United States (3 credit hours)
This course explores the historical, cultural, and philosophical foundations of early childhood education in the United States and Europe.
It analyzes curriculum concepts, principles, and organizational patterns. Students will travel to Europe to examine, compare, and contrast
their early childhood models with those in the United States.
ECED 710 Issues and Trends in Early Literacy Development (3 credit hours)
This course provides an in-depth study of current issues and trends relating to literacy acquisition and development in young children. The
psychological and sociological factors underlying the development of language and literacy, the identification of best practices, and the
evaluation and assessment of literacy environments and materials are examined.
ECED 715 Curriculum in Early Childhood Education (3 credit hours)
This course investigates the nature and scope of curriculum development for children, from birth through the primary grades, and analyzes
various curriculum concepts, principles, and organizational patterns. It addresses historical foundations, philosophies, learning theories,
and contemporary influences on early childhood curriculum.
ECED 720 Math and Science Experiences for Young Children (3 credit hours)
This course is designed to provide students with knowledge of the integration of science and mathematics concepts and appropriate
teaching pedagogy. This course incorporates the integration of text, lecture, and threaded discussions as students integrate science and
mathematics concepts through the utilization of children’s literature, creation of a mathematics/science center, and development of web
resources for cross curricular study.
ECED 730 Observation, Documentation, and Assessment in Early Childhood Education (3 credit hours)
This course identifies appropriate assessment strategies used to evaluate cognitive, physical, and psychosocial development of children
and considers implications for curriculum planning. It explores the use of systematic observations, documentation, diagnostics and
formative assessment. Candidates use Pennsylvania’s Standards Aligned System as an informative source in planning and meeting the
standards. A one week residency is required for this course.
ECED 740 Family, School, and Community: Partnerships in Early Childhood Education (3 credit hours)
This course investigates the importance of the families’ involvement in children’s education, the necessity of collaboration between home
and school, as well as the role of the school in promoting families’ involvement in their children’s education. Topics such as family
structures, family involvement, effective home-school-community relationships, support services, advocacy, and school-based, homebased and family education programs are examined.
ECED 750 Play, Research, and Advocacy (3 credit hours)
This course examines the rationale, value, dynamics, and categories of children’s play as defined by classical and contemporary theories.
Candidates explore motor skills, cognitive abilities, creativity, social-emotional factors and issues influencing children's play, and develop
strategies for curriculum integration. Candidates plan and carry out action research projects and advocacy plans based on their research.
Prerequisites: EDUC788.
ECED 760 Kindergarten Education (3 credit hours)
This course explores the nature of five- and six-year-olds’ learning and development. It investigates specific aspects of the child’s social,
emotional, cognitive, and physical needs and develops a rationale for kindergarten. It explores curriculum planning and implications of
laws and issues, including applicable kindergarten standards.
ECED 770 Childcare Leadership (3 credits)
This course provides childcare directors, preschool directors, early childhood administrators, and aspiring directors with a detailed overview
of managing staff, curriculum, schedules, safety, budgets, positive guidance and families enrolled in infant/toddler care, preschool and
before/afterschool-age childcare programming. Childcare programs are unique and essential to our community and economic stability.
This course provides opportunities for managers to explore issues related to professional leadership and to broaden their early childhood

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philosophy to best improve childcare for all children. Approved for PA Director's Credential. Prerequisites: none
ECED 776 Theory and Practice in Early Childhood (3 credit hours)
Historical to contemporary theories of early childhood education and issues influencing practice provide the basis for this course. Students
examine approaches to early childhood education derived from various theoretical perspectives and evaluate programs based on research
and a multicultural framework.
ECED 795 Student Teaching (12 credits)
This culminating experience is coordinated and supervised by University faculty and provides opportunities for teacher candidates to
display competency in teaching young children (grades PreK-4) under the direct daily supervision of a qualified cooperating teacher. This
course is part of a professional block and provides the Stage 4 Field Experience. Prerequisite: candidacy.
EDLR 700 Introduction to Educational Leadership (3 credit hours)
This introductory educational leadership graduate course is designed for prospective leaders at all levels of the school organization.
Elements of effective leadership, standards informing educational leadership, role conceptions, and personal leadership vision will be
presented. Emphasis is placed on the knowledge, skills and abilities necessary to becoming an innovative educational leader.
EDLR 711 Educational Leadership in a Pluralistic Society (3 credit hours)
This course is designed to lead prospective educational leaders in critical analysis of their roles in contemporary education in a diverse
society. Examination of the historical, philosophical, social/cultural, and political forces on institutions of learning will be conducted through
self-reflection stimulated by cognitive dissonance, constructive controversy, and ethical decision-making. Students in this course will
engage in personal, professional, and organizational discovery of what is required of educational leaders in an increasingly diverse and
connected world.
EDLR 716 Trauma Informed Practice in Schools (3 credit hours)
This course will explore trauma within the classroom and provide a detailed description of the knowledge, skills, and dispositions
compromising trauma-informed educator competencies. Using an interdisciplinary approach, students will develop a skill set to support
the education and development of the whole-child, while preparing teachers and school leaders to recognize the signs of adolescent trauma
in the classroom. Trauma-Informed knowledge invites changes to traditional and postmodern pedagogical practices, placing attunement
(connecting) and mentoring (coaching) at the core of learning. Educators currently receive little professional development on how trauma
impacts students and how to support the education of these students. To compound this, unaddressed student trauma is a major factor
in teacher frustration, low job satisfaction, and burnout. The educational needs of these youth are complex, and this course will provide
best-practices in trauma-informed care that assures ed
EDLR 720 Dynamics and Processes for Leading Change (3 credit hours)
This educational leadership graduate course studies the principles, themes, and patterns for implementing educational change. Tools,
techniques, and strategies for leading effective change are presented. The educational leader as change facilitator is emphasized.
EDLR 721 Collaborative Leadership for Evaluation (3 credit hours)
This course provides the framework for collaborative leadership in order to enhance professional practice through school personnel
evaluation. It emphasizes the linkage between evaluation and student achievement. The integration of evaluative tools, methods, and state
requirements into the evaluation system is present.
EDLR 731 School and Community Relations (3 credit hours)
This course examines the leadership roles of supervisors, principals, and superintendents to communicate effectively within the school and
community. It emphasizes the importance of designing school and community relations programs around the needs and issues of the school
and the school district. Particular attention is given to communication with, and involvement of, internal and external publics in the school
system.
EDLR 735 Content Literacy (3 credits)
This course provides opportunity for teacher leaders to explore methods for teaching adolescents to read, write, think, and learn in ways
that allow them to master subject matter and meaningfully apply their understanding. Differentiating instruction to meet the reading
needs and building supportive literacy environment will be explored.
EDLR 741 Curriculum Leadership (3 credit hours)
This course studies the leadership and processes required to align course content, academic standards, and assessments of elementary,
middle, and secondary schools curricula. It emphasizes the changing nature of curriculum, the essential elements and processes of
curriculum development, and the principal as the curriculum leader. Resources will include Pennsylvania’s Standards Aligned System (SAS)
and the research base underlying its six components.
EDLR 745 Instructional Leadership (3 credit hours)
This educational leadership graduate course is designed to guide the prospective educational leaders through knowledge and practice
related to instructional leadership. Learning theories and the latest research will be investigated. Utilizing student assessment data to

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inform practice and evaluate programs will be emphasized. Resources will include Pennsylvania’s Standards Aligned System (SAS) and the
research base underlying its six components.
EDLR 760 Legal Aspects of Educational Leadership (3 credit hours)
This course familiarizes the educational leadership graduate student with local, state and federal laws governing schools. Legal frameworks
affecting public schools are presented. Particular attention is given to leadership for Special Education law. Application of school law at
various levels of education leadership is emphasized.
EDLR 765 Financial Aspects of Educational Leadership (3 credit hours)
This course includes a study of factors governing financial policies and practices in public schools. Sources of revenue, budgeting, dispersal
of funds, school plant operations, school business operations and record keeping are major topics presented. Financial leadership and
responsibility at the district and building level is emphasized.
EDLR 770 Active Research in Teacher Leadership (3 credits)
This course explains and facilitates action research to enable teacher researchers to participate in their own inquiries; to gather, analyze,
and report information; and to effect positive change.
EDLR 775 Educational Leadership Theory and Practice (3 credit hours)
This educational leadership graduate course will focus on theoretical foundations useful to the educational leader. Organizational theories
relevant to schools and leadership processes essential to school effectiveness will be presented. Aspects of personal leadership style and
capacity will be examined.
EDLR 785 Personnel Leadership and Labor Relations (3 credit hours)
This educational leadership graduate course is designed for prospective superintendents and I.U. executive directors. It prepares the
educational leader to understand, develop and implement strategies for issues pertaining to personnel, labor relations, and negotiations.
EDLR 789 Elementary Principal Internship (3 credit hours)
This on-site experience at the elementary school level (grades K-6) provides the opportunity, under the direct supervision of university staff
personnel and public or private school principals, for practical experiences during one semester.
EDLR 792 School Supervision Internship (6 credit hours)
This internship provides individualized learning programs for each intern. Programs are to be of value to the school district, the university,
and the individual intern, and to provide the intern with a learning experience that contains both depth and breadth.
EDLR 794 Secondary Principal Internship (3 credit hours)
This on-site experience at the secondary school level (grades 7-12) provides the opportunity, under the direct supervision of university staff
personnel and public or private school principals, for practical experiences during one semester.
EDLR 795 Technology Standards for Educational Leaders (3 credit hours)
This course will address the Technology Standards for School Administrators (TSSA) as developed by the International Society for
Technology Education (ISTE). The students will examine the integration, management, planning, policy, and use of technology to improve
student achievement from a strategic perspective. The student will develop technology skills that will help the strategic implementation of
all aspects of effective technology integration. Included will be the ability to present and communicate effective, to manage and use data
effectively as well as develop resources that will be useful in the implementation of true technology integration.
EDLR 796 The Superintendency (3 credit hours)
This course examines the role and function of the superintendent as the chief educational officer of a public school system. It emphasizes
the general operations of the school system, the essential responsibilities, practices, and processes for effective educational administration
and organizational leadership.
EDLR 797 Educational Technologies and Facilities (3 credit hours)
This course examines the knowledge the superintendent needs for the effective maintenance, renovation, and construction of facilities.
Issues addressed will include, regulations and processes need to conduct the building process including planning, financing, state and local
regulations, current technologies, and the construction team.
EDLR 798 Comprehensive Planning and Policy Analysis (3 credit hours)
This course examines the role and function of the superintendent in development, implementation, and evaluation of the strategic plan
and school district policy. It presents the guidelines and requirements set forth by the Pennsylvania Department of Education. Emphasis is
placed on leadership for educational planning as well as school district policy and regulation development.
EDLR 799 Superintendent’s Internship (3 credit hours)

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This on-site internship experience at the school district level provides individualized learning programs for each intern. Programs are to be
of value to the school district, the university, and the individual intern, and to provide the intern with a learning experience that contains
both depth and breadth. Emphasis is placed on the Superintendent as the Chief Educational Officer of the School District.
EDUC 641 Foundations and Philosophy of STEM Education (3 credit hours)
This course provides an introduction to the foundations and nature of STEM (Science, Technology, Engineering, and Math) educational
disciplines in the middle level and secondary school setting. Students will develop foundational understanding of the philosophy and
importance of STEM education for 21st century citizens, focusing on the interdisciplinary nature of STEM fields and the applications of
STEM to non-­STEM fields. Students will explore the state-recognized standards for science, technology, and mathematics and how these
standards can be addressed through active, investigative, inquiry strategies in the classroom. This represents the first step for pre-­service
teachers wishing to obtain a STEM-­endorsed PA teaching certificate. Pre-­requisite: Teacher Candidacy.

EDUC 642 Stem Integrated Curriculum and Assessment (3 credit hours)
This course is designed to provide pre-­service teachers with the knowledge and skills needed to facilitate the effective delivery and
integration of STEM (Science, Technology, Engineering, and Math) fields in a learner-­centered classroom. Cognition and innovation, as
applied to the development and delivery of an interdisciplinary STEM curriculum, will be examined as students explore contemporary
research in instructional practice and 21st century skills. Students will learn and develop alternative forms of assessment appropriate for
the non-­traditional, learner-­centered classroom, as well as the delivery and integration of science, technology, engineering and
mathematics into classroom activities and concepts. Prerequisite: EDUC 441/641; Teacher Candidacy.
EDUC 643 STEM Practices in Middle and Secondary Education (3 credits)
The purpose of this course is to provide an inquiry based experience to expose students to Inquiry as learning theory and to expose students
to Problem-Based Learning as a bridge to instructional design. Additionally, students will engage in the completion of STEM (Science,
Technology, Engineering and Math) activities and analyze the activities for the effectiveness at various grade levels. Finally, students will
design a STEM based lesson using Understanding by Design (UbD) lesson planning, implement the project based activity with fellow
students, and reflect on the effectiveness of the lesson. This will be one course of four that can be used to obtain a STEM endorsement for
certified teachers from PDE. Prerequisite: SEDU 641.
EDUC 644 STEM Internship in Middle and Secondary Education (3 credits)
The purpose of this course is to provide students with the opportunity to apply STEM (Science, Technology, Engineering, and Math) related
content and pedagogical knowledge, skills, and processes in a real world setting. To be completed as an assigned school or job-embedded
internship, this course meets the PA requirement for a field experience at the appropriate developmental level and will be supervised by a
qualified faculty member. This will be one course of four that can be used to obtain a STEM endorsement for certified teachers from PDE.
Prerequisites: EDUC 642; EDUC 643.
EDUC 785 Trauma Informed Care for Professionals (3 credits)
This course will explore trauma-informed care and practice for helping professionals. Using an interdisciplinary approach, trauma-informed
systems, polices, procedures, and practices will be analyzed. Students will use their disciplinary lens to apply trauma theory and trauma
informed practice in the creation of discipline specific trauma-informed initiatives. Students will also work in interdisciplinary teams to
understand multi-disciplinary collaboration.
EDUC 788 Research in Education (3 credit hours)
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.
EDUC 798 Educational Services Elective (1-12 credit hours)
ENGL 620 Feminist Literature (3 credits)
This course examines feminist thinking as expressed in writing by women. It includes investigation of elements of feminist literary criticism
and traces relationships between individual works of literature and cultural values, historical contexts, and literary movements.
ENGL 621 History of the English Language (3 credits)
This course studies the English language from Anglo-Saxon times (5th century) through the period of early modern English (18th century)
with emphasis on the diachronic development of grammatical and lexical patterns. Students will examine the historical effects of migration,

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invasion, language contact, and technology that influenced specific changes in English over the centuries. Prerequisite: Permission of
Instructor.
ENGL 625 Composition Theory (3 credits)
This course introduces students to the theories and research informing the writing process and the teaching of that process.
examines the relationship of grammar instruction to the writing process. Prerequisites: Permission of Instructor

It also

ENGL 646 Adolescent Literature (3 credits)
This course examines the historical development and current forms of literature for young adults. It also examines strategies and resources
for teaching literature in grade 7-12. Prerequisite: Permission of instructor.
ENGL 709 Methods for Graduate Literature Study (3 credit hours)
This course provides graduate students with advanced theory and practice of literary study. It includes forms and readings of the genres of
poetry, fiction and drama. It also reinforces and expands theoretical approaches and research methods for this discipline. Prerequisite:
None

ENGL 783 Fiction (3 credit hours)
This course provides graduate students an in-depth treatment of the forms and techniques of fiction as exemplified during various historical
periods and in various regions and cultures. Prerequisite: Graduate-student academic standing.
ENGL 790 Independent Study (3-6 credits)
The independent study aims to serve those students whose scholarly interest seems clearly adapted to independent work. Students may
earn credit for work performed outside the classroom requirements of any specific course in the curriculum. Permission of the chairperson
is required.
HIST 600 Public History (3 credit hours)
This course offers an examination of public history that is history practically applied. It is a set of theories, methods, assumptions, and
practices guiding the identification, preservation, interpretation, and presentation of historical artifacts, texts, structures, and landscapes
for the public. Students will learn the principles and issues and the role of official public policy in public history. They will examine critically
the public presentation of history and gain an awareness of the role of public history in contemporary culture as well as its use in the past.
HIST 604 Multicultural America (3 credits)
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.
HIST 605 China, Past and Present (3 credit hours)
This course briefly examines dynastic changes, philosophy and religions, and family and society of traditional China, but greater emphasis
will be placed on contemporary history of China since the Opium War. Graduate students will be required to demonstrate a deeper
understanding of Chinese history.
HIST 606 The United States and Asia (3 credits)
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 relations 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.
HIST 609 Japan, Past and Present (3 credit hours)
This course briefly introduces traditional Japan but focuses on contemporary Japan since the creation of the Tokugawa Shogunate in the
17th century. Graduate students will be required to demonstrate a deeper understanding of Japanese history.
HIST 610 Oral History (3 credit hours)
This course offers a detailed examination of oral histories. It introduces the student to oral history as a historical source and the
complications of planning, development and operation of oral history projects for colleges, libraries, museums, corporations, professional
organizations and public schools. The course will further emphasize finding interview subjects, research and preparation for interviewing,
interviewing techniques, post-interview procedures, transcription, legal aspects, management of oral history collections, and the uses of
oral history. Prerequisite: Undergraduate degree or completion of HIST200 and HIST400.

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HIST 614 History of Women in Europe (3 credit hours)
This course studies the political, social, and economic history of women in Europe from antiquity to the present. It examines and analyzes
traditional assumptions about women, but gives particular emphasis to the roles/contributions of women since the Renaissance. Graduate
students will demonstrate a deeper understanding of the complexities of women in European history.
HIST 615 History of Women in the U.S. (3 credit hours)
This course studies the political, economic, and social history of women in the United States from colonization to the present. Graduate
students will demonstrate a deeper understanding of the complexities of U.S. women's history as determined by the instructor.
HIST 616 History of Women in Global Societies (3 credit hours)
This course studies the history of women in a global context. It examines their status in precolonial times but concentrates on women since
the beginning of the independence movements, analyzing their roles in the struggles for liberation. Graduate students will demonstrate a
deeper understanding of the complexities of women’s history in global societies as determined by the instructor.
HIST 623 Readings in Latin American History and Culture (3 credit hours)
This course provides students with the opportunity to do individual readings and study primary sources and secondary materials in colonial
and modern Latin American history and politics. The reading will be directed by a faculty member. Readings and topics will vary depending
on the interests of student and faculty. Students may register for History or Political Science credit.
HIST 624 Seminar in Latin American History (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of the course is the preparation of a scholarly
paper. Topics and periods will vary, depending upon the faculty member. Students may register for History or Political Science credit.
HIST 625 History of Manhood in America (3 credit hours)
This course deals with the development of ideas of “manhood” in the United States. It explores the Classical and Medieval roots of
American masculinity, the transmission of these ideas to the New World, and how the social, cultural, physical and political environment
of the United States affected these ideas.
HIST 632 Medieval Europe (3 credit hours)
This course stresses the development of European civilization and culture from the 5th century A.D. to about the middle of the 15th century
A.D. Emphasis is placed on major social and economic attainments, on the work of the church, on political developments, and on intellectual
movements. Graduate students will demonstrate a deeper understanding of the complexities of Medieval European history.
HIST 634 History of Christianity (3 credit hours)
This course studies the political, social, and economic history of Christianity. It also examines the causes and results of Christianity's
geographic expansion, and draws comparisons between its various forms and expressions. Graduate students will demonstrate a deeper
understanding of the complexities of the history of Christianity.
HIST 635 Archival Theory (3 credits)
This course introduces the 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: HIST100.
HIST 639 History of Modern Germany (3 credit hours)
This course examines modern German history beginning with the growth of the nation state, influence of the French Revolution, revolution
and counter-revolution, World Wars I and II, rise of Hitler, and reconstruction after 1945. It also analyzes the impact of the Cold War and
its conclusion on Modern Germany. Graduate students enrolled in this course will be required to demonstrate a deeper understanding of
the complexities of Modern German history.
HIST 640 Historiography (3 credits)
This course deals with historical research methods, the writing and interpretation of history, and the nature of history. Students will write
and report on selected problems in historiography.
HIST 642 History of Nazi Germany (3 credit hours)
This course surveys the origins and development of the NSDAP (National Socialist German Workers Party, or Nazi) which held power in
Germany from 1933-1945. It concentrates on the major political leaders and processes, the goals and appeal of the Nazis, and their impact
upon Germans and Europeans.
HIST 655 History of Russia since 1825 (3 credit hours)
This course examines Russia from 1825 through the present. It covers the Russian Empire, U.S.S.R., and the Russian Federation. Emphases
include relationships of economic development, politics, competing ideologies and foreign policies.
HIST 660 US Historiography (3 credit hours)

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Students in this course will explore the development of the historical theories and schools of the major historians from William Bradford
to Patricia Limerick. This course will further examine the forces compelling the changes in historical interpretations as well as research
philosophies and techniques. Availability and use of the major source collections will be discussed. The students will prepare a major paper
dealing with a controversial problem in American History.
HIST 668 History of American Labor (3 credits)
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.
HIST 669 The History of the New Deal (3 credits)
This course provides an in-depth study of the maze of the shifting and contrary interpretations of this complex era in order for the student
to develop a framework of understanding that will provide him/her with the proper perspective to evaluate the social, economic and
political significance and legacy of the New Deal.

HIST 672 U.S. Social and Intellectual History II (3 credit hours)
The origins and developments of ideas, ideals, and philosophies which led to social movements and the establishment of cultural patterns
in the United States will be studied in these courses. This course begins with 1876.
HIST 675 U.S. Military History (3 credit hours)
This course is a study of the development of the American colonial and United States military and naval establishments. Emphases are
placed on the evolution, growth, and problems of military and naval policy rather than on specific wars. Graduate students will demonstrate
a deeper understanding of the complexities of military history.
HIST 676 History of Women and War: 20th Century U.S. (3 credit hours)
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 War(s). Special emphasis will be placed
upon women’s roles during World War II. Prerequisites: Students must have completed ENGL 102 and one of the following: HIST 315, 415,
515, 330, 375, 376, ENGL 365, WMST 204 or permission of instructor.
HIST 677 American Urban Development (3 credits)
This course explores the historical evolution of U.S. cities from mid-nineteenth 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. Graduate students will demonstrate a deeper understanding of the complexities of urban history.
HIST 682 The Old South: Southern Culture Before the Civil War (3 credit hours)
This course studies the history and culture of the U.S. South prior to 1877. Focusing on the key issues that dominated southern culture
during this period, the course examines and analyzes the myths and realities of southern life. Prerequisite: Students must have completed
one of the following: HIST 261 or HIST 271, and have junior standing, or permission of instructor.
HIST 695 Field Experience: The History of Archives
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 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.
HIST 700 Methods of Historical Research (3 credit hours)
This course introduces students to the scope of history and historical research. It also stresses historiography and a variety of historical
interpretations, with emphasis on newer methodologies used by historians. Students will utilize computers and advances in the social
sciences. Graduate students will demonstrate a greater understanding of the major sources and historiography of their respective areas of
study and produce the first chapter of their thesis or project paper.
HIST 713 History of Witchcraft (3 credit hours)
This course examines the history of witchcraft, and allegations of, in Europe and the United States from the early Middle Ages to the
present. It analyzes the role women played in the "witch-craze" through the 17th century in Europe and New England. Special attention
focuses on the reaction of Christianity to the real and imagined practice of witchcraft. Graduate students will demonstrate a deeper
understanding of the complexities of the history of witchcraft.

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HIST 714 History of African American Women (3 credit hours)
This course examines the experiences of African-American women from the colonial period to the present. It analyzes the West African
heritage, and African-American women's struggle and contributions to the political, economic, and social history of the United States. An
important component is an examination of the intersection of race, class, and gender.
HIST 715 Seminar in Women’s History (3 credit hours)
This course provides an in-depth examination of the political, economic, social and cultural developments of women in history. Students
read, research, write, and report on selected problems in women’s history.
HIST 730 Readings in European History (3 credit hours)
Students registering for this experience will do individual reading and study of sources and secondary materials on specific problems or
areas in European history. These readings will be directed by a faculty member. Prerequisite: consent of the chairperson of the History
Department.
HIST 739 Seminar in European History (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of this course is the preparation of a scholarly
paper. Topics and periods will vary, depending upon the faculty member presenting the course.
HIST 760 Readings in United States History (3 credit hours)
Students registering for this experience will do individual readings and study sources and secondary materials on specific problems or areas
in United States history. The reading will be directed by a faculty member. Prerequisite: consent of the chairperson of the History
Department.
HIST 769 Seminar in U.S. History (3 credit hours)
This course provides directed research in a specific period or topic. The culminating activity of this course is the preparation of a scholarly
paper. Topics and periods will vary depending upon the faculty member presenting the course.
HIST 793 Independent Study (3 credit hours)
This experience is designed to meet the needs of the students who wish to prepare, under the direction of a member of the graduate
faculty, individual studies or projects in the field of history. Prerequisite: consent of the department chairperson.
HIST 795 Internship in History (3-12 credit hours)
This internship gives students the opportunity to apply, improve, and develop historical skills in a variety of settings, including historic sites,
archives, and other locations where institutional histories are being developed. Graduate students will develop a deeper understanding of
the skills acquired through internships in history as determined by the instructor and site supervisor.
HIST 799 Thesis (3 or 6 credit hours)
Research for the Master's thesis is conducted under the supervision of the advisor. Prerequisite: consent of the department chairperson.
MBA 600 History of Management Decision Making (3 credit hours)
This course will provide an in-depth understanding of the theories and practices that have shaped management theory. Schools of thought
including scientific management, organization theory, and management science and their impacts on society will be explored. Emphasis
will be placed on how these foundations of management theory impact decisions made today in an organizational context and how those
decisions impact internal and external stakeholders. Prerequisites: Demonstrated competency equivalent to Principles of Management
(MGMT 300).
MBA 610 Managers’ Use of Accounting in Decisions (3 credits)
This course will provide an in-depth understanding of the accounting theories and practices used by management in making decisions. Cost
allocation theories, transfer pricing, and variance analysis will be explored. Emphasis will be place on how these theories and practices
impact decisions made today in an organizational context and how those decisions impact internal and external stakeholders.
Prerequisites: Demonstrated competency equivalent to College Algebra (MATH105), and demonstrated competency equivalent to
Elements of Statistics (STAT260), and demonstrated competency equivalent to Principles of Accounting I and II (ACCT215 and ACCT220).
MBA 620 Employees’ Decisions in Organizations (3 credit hours)
This course will provide an in-depth understanding of how decisions related to organizational behavior can impact the organization’s
success. This course will focus on organizational culture, individual differences, coping, power, team dynamics and organizational processes
in the decision-making process. Emphasis will be placed on how these theories and practices impact decisions made today in an
organizational context and how these decisions impact internal and external stakeholders. Prerequisites: Demonstrated competency
equivalent to Management (MGMT 300).
MBA 630 Customers’ Decisions in the Marketplace (3 credit hours)

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This course will provide an in-depth understanding of how decisions related to marketing and consumer behavior can impact the
organization’s success. This course will focus on the theories underlying and decision-making process used to evaluate market orientation
and analysis, consumer behavior, and strategic marketing. Emphasis will be placed on how these theories and practices impact decisions
made today in an organizational context and how those decisions impact internal and external stakeholders. Prerequisites: Demonstrated
competency equivalent to Principles of Microeconomics (ECON220) and demonstrated competency equivalent to Principles of Marketing
(MKTG300).
MBA 640 Supplier Decisions and Support (3 credit hours)
This course will provide an in-depth understanding of how decisions related to the supply chain impact the organization’s success. This
course will focus on the strategic framework, design of networks, logistics, planning and control of supply systems in the decision making
process. The interaction of supply chain management and quality assurance will be explored. Emphasis will be placed on how these
theories and practices impact decisions made today in an organizational context and how those decisions impact internal and external
stakeholders. Prerequisites: Demonstrate competency equivalent to Principles of Microeconomics (ECON220) and demonstrate
competency equivalent to College Algebra (MATH105), and demonstrate competency equivalent to Principles of Management (MGMT300),
and demonstrate competency equivalent to Principles of Marketing (MKTG300).
MBA 650 Employers’ Decisions in the Workplace (3 credit hours)
This course will provide an in-depth understanding of how decisions related to human resources and managing the human capital of the
organization can impact the organization’s success. This course will focus on how planning and incentive structures are used in human
resources in the decision-making process. The course will evaluate performance management, compensation management, and
governance and legal issues involved in managing the workforce. Emphasis will be placed on how these theories and practices impact
decisions made today in an organizational context and how those decisions impact internal and external stakeholders. Prerequisites:
Demonstrated competency equivalent to Principles of Accounting II (ACCT220) and demonstrated competency equivalent to Principles of
Management (MGMT300).
MBA 660 Investors’ and Creditors’ Decisions (3 credit hours)
This course will provide an in-depth understanding of corporate finance theories and practices and their use by management in making
decisions. Financial ratios, time value of money, cost of capital, and risk and return concepts will be explored. Emphasis will be placed on
how these theories and practices impact decisions make today in an organizational context and how those decisions impact internal and
external stakeholders. Prerequisites: Demonstrated competency equivalent to Principles of Microeconomics (ECON220) and MBA610.
MBA 710 Implementation of Change (3 credit hours)
This course will provide an in-depth understanding of how decisions related to change can impact the organization’s success. This course
will focus on the forces that impact and strategies for adaptation to change. The course will examine how change impacts stakeholders as
well as how organizational change impacts the decision-making process. Emphasis will be placed on how these theories and practices
impact decisions made today in an organizational context and how those decisions impact internal and external stakeholders.
Prerequisites: Demonstrated competency equivalent to Principles of Microeconomics (ECON220) and MBA600.
MBA 720 Leadership in Decision (3 credit hours)
This course will provide an in-depth understanding of leadership with an emphasis on organizational settings. Leadership theories and
their impact and influence on decision making will be explored. Emphasis will be placed on how these theories and practices impact
decisions made by internal and external stakeholders. Prerequisite: MBA600.
MBA 790 Strategic Decision Making (3 credit hours)
This course is designed as a capstone experience to provide an in-depth understanding of how decisions can be made strategically within
the organization. The impact of assumptions, controversies, rationality, power, and chance will be explored while considering the impact
of and on the functional areas of the business organization. Emphasis will be placed on how theories of strategic management and practice
impact decisions made today in an organizational context and how those decisions impact internal and external stakeholders. Prerequisite:
MBA 600, and MBA610, and MBA 660 (note: MBA660 may be taken concurrently with MBA 790).
MLED 666 Integrated English, Language Arts, and Social Studies for the Middle Level Learner (3 credit hours)
This course prepares prospective teachers to make informed decisions regarding theories and models of language arts and social studies
instruction. It addresses instruction, planning, application of standards, classroom management, assessment, motivational strategies, and
techniques for teaching diverse populations. This course is part of professional block and includes Stage 3 Field Experience. Prerequisite:
candidacy.
MLED 667 Integrated Mathematics and Science for the Middle Level Learner (3 credit hours)

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This course utilizes national and state standards; hands-on, minds-on inquiry investigations; and problem solving activities. Students will
use content and assessments when developing and implementing science and mathematics instruction for diverse learners. Theories,
content, instruction, and resources for middle level math and science classrooms will be examined. This course is part of Professional Block
and includes Stage 3 Field Experience. Prerequisite: candidacy.
MLED 675 Middle Level Field (3 credit hours)
Teacher candidates will practice teaching skills in a middle level classroom, be provided a variety of experiences, and be supervised by
university faculty and a certified cooperating teacher. Teacher candidates will teach integrated lessons developed in block classes. This
course is part of professional block and includes Stage 3 Field Experience. Prerequisite: candidacy.
MLED 695 Middle Level Student Teaching (12 credit hours)
This culminating experience is coordinated and supervised by University faculty and provides opportunities for teacher candidates to
display competency in teaching young adolescents (grades 4-8) under the direct daily supervision of a qualified cooperating teacher. This
course is part of professional block and provides the Stage 4 Field Experience. Prerequisite: candidacy.
NURS 601 Advanced Concepts in Pathophysiology (3 credit hours)
This course is devoted to the study of the physiological process of disease and the body's response to this process. It is the goal of the
course to present broad physiological principles that advanced practice nurses can apply to their clinical experiences. Specific diseases will
be used to exemplify pathophysiological concepts, and treatment is examined at the molecular level as response to the pathophysiology.
The course investigates exogenous causes of diseases, emphasizing infection, inflammation and the immune response, as well as
endogenous diseases of the nervous, endocrine, cardiovascular, hepatic pulmonary, and renal systems. Offered fall annually.
NURS 602 Pharmacologic Applications (3 credit hours)
Covers principles of pharmacology as applied to advanced nursing practice. This includes drug effectiveness, mechanism and interaction.
Emphasis will be on the pharmacological action of drugs on specific organ systems and the clinical use of drugs in treatment of disease
conditions. Emphasis will be on critical decision-making skills in the selection of drug therapy, doses of drugs, routes of administration and
preferred therapy. This course focuses upon pharmacologic implications for the family nurse practitioner in working with individuals across
the life span. Pre-requisite: NURS 601. Offered spring annually.
NURS 605 Evolution of Nursing Theory (3 credit hours)
Focuses on selected aspects of theory development in nursing science. Emphasis is given to the study of epistemological issues related to
the evolution of theory in nursing. Varying levels and components of theories are explored. Major strategies for theory development
including concept analysis, synthesis, and theory derivation are analyzed. Students gain experience in critically examining major existing
theoretical models. Offered fall annually.
NURS 609 Advanced Evidence Based Practices (3 credit hours)
This course focuses on the elements of evidence-based practice. Identifying clinical/research questions and critically analyzing current
nursing and health related research provides the basis for translation of the evidence into day-to-day practice. Integration of existing
evidence with clinical judgement forms the basis for improvement in patient, population and organizational outcomes.
NURS 610 Advanced Concepts in Nursing Research (3 credit hours)
Examines the relationship and contribution of nursing research to the development of nursing science. The growth of research will be
traced over the course of the last century, with particular emphasis on the evolution which has occurred since mid-century. Students will
be assisted to increase their ability to critically evaluate published research and to make decisions concerning its application to practice.
Additionally, students will develop a proposal for an individual or group research project which may become the foundational work for the
scholarly project. Pre-requisite: NURS 605 or by permission of instructor. Offered spring annually and as needed.
NURS 611 Family Nurse Practitioner Role Transition (2 credit hours)
This course prepares students for successful development from the role of RN to that of practicing family nurse practitioner. The evolving
role of the family nurse practitioner will be explored as will approaches for employment contract/collaborating agreements, practice
development, and advancing professional standards. Professional, ethical, and legal accountability are emphasized. Prerequisites:
NURS601, NURS602, NURS614, NURS609
NURS 612 Clinical Diagnostics (1 credit hour)
This course builds on previous knowledge of basic microbiology, physiology. The focus of the course is application of diagnostic methods
and procedures typically carried out in various practice roles and sites. The content addresses selected common laboratory and imaging
tests applicable to NP practice, the rationale for these tests, expected results and common abnormal results. The legal, ethical and financial
consequences of testing will be reviewed. Prerequisites: NURS601, NURS602
NURS 614 Health Promotion: Family & Community Perspectives (3 credit hours)

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Introduces the advanced practice nurse student to health promotion and disease prevention strategies for families and communities.
Students will explore principles of family theory, established models of family development, epidemiology, and demography. An
opportunity will be given to develop intervention plans to improve wellness based risk assessment and knowledge of national standards of
clinical preventive services. This course is a pre-requisite to all other clinical nursing courses in the nurse practitioner concentration. Offered
fall annually.
NURS 615 Advanced Health Assessment (2 credit hours)
This course builds upon the basic assessment skills of the nurse. It prepares the advanced practice nurse to conduct focused and
comprehensive health assessments of clients across the lifespan. The process of diagnostic reasoning is emphasized as the primary means
of collecting and analyzing data obtained from the client history, physical examination, and diagnostic procedures. Two hours lecture
weekly. Must be taken concurrently with NURS 616. Pre- or Co-requisite: NURS 601. Offered fall annually and as needed.
NURS 616 Advanced Health Assessment Practicum (1 credit hour)
Provides an opportunity for the student to implement the objectives identified in NURS 615. Students may select experiences from a
variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course must be taken concurrently with NURS
615. Pre-requisite: NURS 601. Offered fall annually and as needed.
NURS 620 Clinical Decision Making (2 credit hours)
The focus of this course is clinical data gathering skills, diagnostic reasoning, and clinical problem-solving in the management of common
health problems of clients throughout the lifespan. Critical thinking skills are emphasized and honed and are used to amplify common
sense, intuition, and simple reasoning. Emphasis is placed upon the analysis and synthesis of client data for diagnosis and for identification
of appropriate nursing and other therapeutic interventions to be used by the advanced practice nurse. This course is required as a
prerequisite to all other clinical nursing courses and is to be taken concurrently with NURS 621. Prerequisite: NURS 615/616. Spring,
annually and as needed.
NURS 621 Clinical Decision Making I Practicum (1 credit hour)
Provides an opportunity for the student to implement the objectives identified in NURS 620. Students may select experiences from a variety
of clinical settings appropriate to the course focus. Three clinical hours weekly. This course must be taken concurrently with NURS 620.Prerequisite: NURS 615. Offered spring annually and as needed.

NURS 626 Primary Care I (3 credit hours)
The focus of this course is on developing skills in gathering clinical data, diagnostic reasoning, and clinical reasoning. Analysis and synthesis
of patient data to evaluate and appropriately manage acute and chronic illness across the lifespan is emphasized. Prerequisites:
NURS615/616; Concurrently with NURS627
NURS 627 Primary Care I Practicum (3 credit hours)
This seminar/practicum includes 120 direct clinical hours and 15 indirect clinical hours that give students an opportunity to implement the
objectives identified in NURS 626. Students will select a clinical setting that provide opportunities for health promotion, disease
prevention, and diagnosis and management of acute and chronic health conditions across the lifespan. Additional seminar time will include
virtual grand rounds and other sessions to augment the clinical experiences. Prerequisites: NURS615/616; Concurrently with NURS626
NURS 630 Clinical Decision Making II (3 credit hours)
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of acute illness,
and support for management and self-care during chronic conditions of children (birth through adolescence) and childbearing women. All
dimensions of development and the total health of the family are considered. Collaboration with other healthcare providers is fostered.
Three lecture hours weekly. Must be taken concurrently with NURS 631 and NURS 632. Pre-requisites: NURS 601, 602 and 614 and minimum
grade of “B” in 615 and 620. Offered fall annually.
NURS 631 Clinical Decision Making II: Role Seminar (1 credit hour)
Focus of this seminar will be clinical based research questions, client presentation, and effective treatment interventions for children (birth
through adolescence) and childbearing women. Students are given an opportunity to discuss alternative approaches to diagnosis, advanced
nursing, medical, or collaborative management in a controlled environment. Two laboratory hours weekly. Must be taken concurrently
with NURS 630 and NURS 632. Pre-requisites: NURS 601, 602, and 614; Minimum grade of “B’ in NURS 615 and 620. Offered fall annually.
NURS 632 Clinical Decision Making II Practicum (2 credit hours)
Provides an opportunity for the student to implement the objectives identified in NURS 630. Students may select experiences from a
variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken concurrently with NURS 630 and NURS
631. Pre-requisite: NURS 601, 602, and 614; Minimum grade of “B’ in NURS 615 and 620. Offered fall annually.

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NURS 636 Pediatric Primary Care (3 credits)
This course focuses on primary care approaches to the health care needs of pediatric patients from birth to emerging adulthood. Topics
will include health promotion, disease prevention, and disease management with an emphasis on anticipatory guidance and early detection
of health, developmental, and behavioral issues. All dimensions of development and the total health of the family are considered.
Prerequisites: NURS615/615; Concurrently with NURS637
NURS 637 Pediatric Primary Care Practicum (3 credit hours)
This seminar/ practicum includes 120 direct clinical care hours and 15 indirect clinical hours that give students an opportunity to implement
the objectives identified in NURS636. Students will select clinical settings that provide opportunities for age-appropriate health promotion,
disease prevention, and diagnosis and management of common acute and chronic health problems in pediatric patients from birth to
emerging adulthood. Additional seminar time will include virtual grand rounds and other sessions to augment the clinical experiences.
Prerequisites: NURS615/616; Concurrently with NURS636
NURS 640 Clinical Decision Making III (3 credit hours)
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of acute illness,
and support for management and self-care during chronic conditions of young, middle aged, and older adults. All dimensions of
development and the total health of the family are considered. Collaboration with other health care providers is fostered with emphasis
upon the coordination and continuity of client care. Three lecture hours weekly. Must be taken concurrently with NURS 641 and NURS 642.
Pre-requisites: NURS 601, 602, and 614 and minimum grade of “B” in 615, 620, and 630. Offered fall annually.
NURS 641 Clinical Decision Making III: Role Seminar (1 credit hour)
Focus of this seminar will be clinical based research questions, client presentation, and effective treatment interventions for young, middleaged, and older adults. Students are given an opportunity to discuss alternative approaches to diagnosis, advanced nursing, medical, or
collaborative management in a controlled environment. Two laboratory hours weekly. Must be taken concurrently with NURS 640 and
NURS 642. Pre-requisite: NURS 601, 602, and 614; Minimum grade of “B’ in NURS 615, 620, and 630. Offered spring annually.
NURS 642 Clinical Decision Making III Practicum (2 credit hours)
Provides an opportunity for the student to implement the objectives identified in NURS 640. Students may select experiences from a
variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken concurrently with NURS 640 and NURS
641. Pre-requisites: NURS 601, 602, and 614; Minimum grade of “B’ in NURS 615, 620, and 630. Offered spring annually.
NURS 645 Nursing and Public Policy (3 credit hours)
This course examines the implications of health care financing, structuring, labor market trends, and current health care reform proposals
for nursing in general and for advanced practice nursing specifically. Additionally, the student will be stimulated to appreciate the critical
need for nurses to engage in activities, individually and as members of professional organizations that will enhance the position of nursing
in influencing health care policy and legislation at all levels–local, state, and federal. A pervasive theme throughout the course is the
ultimate goal of improving the health care of our citizens. Offered spring annually.
NURS 646 Women and Gender Related Care (3 credit hours)
This focus of this course is holistic women’s health and gender related care for patients across the life span. This course includes the care
of women, men and LGBTQ individuals incorporating health promotion, wellness maintenance, disease prevention, early detection of
disease, and prompt treatment of acute and chronic illness. The inter relationship of gender, social class, culture, sexual orientation,
economic status, and socio-political power differentials will be covered. Critical thinking, diagnostic reasoning, and evidence-based practice
guidelines for acute and chronic disease management are emphasized. Prerequisites: NURS615/616; Concurrently with NURS647
NURS 647 Women’s Health Practicum (3 credit hours)
This seminar/practicum includes 120 direct clinical care hours and 15 indirect clinical hours that give students an opportunity to implement
the objectives identified in NURS 646. Students must select a clinical experience in a women’s health practice or alternative clinical
setting that provides opportunities for health promotion, wellness maintenance, disease prevention, early detection of disease, and prompt
treatment of common gender-specific health problems. Additional seminar time will include virtual grand rounds and other sessions to
augment the clinical experiences. Prerequisites: NURS615/616; Concurrently with NURS646
NURS 656 Primary Care II (3 credit hours)
This course continues the content from NURS 626. Its focus is continuing development skills in gathering clinical data, diagnostic reasoning,
and clinical reasoning. Analysis and synthesis of patient data to evaluate and appropriately manage acute and chronic illness across the
lifespan is emphasized. Prerequisites: NURS626/627; Concurrently with NURS657
NURS 657 Primary Care II Practicum (3 credit hours)

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This seminar/clinical practicum includes 150 direct clinical hours and 30 seminar hours that gives students an opportunity to implement
the objectives identified in NURS656. Students will select clinical settings that provide opportunities for health promotion, disease
prevention, and diagnosis and management with an emphasis on advanced illness care and the management of chronic diseases in adults.
Additional seminar time will include virtual grand rounds and other sessions to augment the clinical experiences. Prerequisites:
NURS636/637; Concurrently with NURS656
NURS 676 Educational Strategies in Nursing (3 credit hours)
Provides a comprehensive overview of educational strategies for students who desire to function as advanced practice nurses in the
educational arena. Provides the necessary theory to implement the instructional process with various populations. Examines issues relevant
to educational strategies and their evaluation. Students design and implement a lesson plan. Self-evaluation and critique of others are used
as a method to improve teaching. Offered fall, every other year and as needed.
NURS 750 Family Nurse Practitioner Internship (3-6 credit hours)
Provides the opportunity to gain competency in the multifaceted role of nurse practitioner through supervised clinical experience under
the guidance of certified nurse practitioners, physician assistants, or licensed physicians approved by the department as preceptors.
Prerequisites: All program course work, including completion of NURS 800. Spring, annually and as needed.
NURS 775 Advanced Psychopharmacology (2 credit hours)
This course presents advanced concepts of the neuropathophysiology of mental illness, and pharmacokinetics and pharmacodynamics of
drugs used in the psychopharmacologic treatment and clinical management of various psychiatric disorders across the lifespan. The course
reflects current scientific knowledge of the neurobiology of serious mental illness, and the application of psychopharmacology to clinical
problems. Indications for use of psychotropic medications, informed consent, external databases to track controlled substances, side
effects, compliance issues, and interactions will be discussed. Emphasis is placed on the understanding of psychotropic drug effects for
each of the disorders studied and the relationship to advanced practice psychiatric nursing practice and prescribing pharmacotherapy
interventions specific to the advanced practice prescribing nurse practitioner. Prerequisite: Admission into the PM-PMHNP program
NURS 776 Neurobiology (2 credit hours)
This course is designed to deepen students’ understanding of pathophysiology, psychopharmacology, and neuronal biology. This course
provides students with a greater understanding of developmental, cellular and network mechanisms of neuronal function. Emphasis will
be placed on neurobiology and the neuronal connections specific to pychopathology, sensory and movement systems as well as cognitive
development & aging. Students are expected to gain an in-depth understanding of the principles and concepts of neurons and
neurotransmitters and to understand and describe the cooperative function of how neurobiology exerts its effect on psychiatric health and
disorders. Emphasis will be placed on the concept of neuroplasticity, ACEs, and the impact of toxic stress on epigenetics and
psychoneurobiological implications for diseases across the lifespan. Prerequisite: Admission into the PM-PMHNP Program
NURS 777 Psychotherapeutic Modalities and Implementation
This course focuses on selected theories and interventions for individuals and groups that are utilized by the advanced practice psychiatric
nurse in planning, implementing, and evaluating care within the appropriate system for adults and children with psychiatric disorders.
Theories of various psychotherapeutic treatment modalities, therapeutic communication, and evidence-based standards of care, along
with the use of clinical practice guidelines, are also emphasized. Prerequisite: Admission into the PM-PMHNP Program
NURS 778 Professional Role Development (1 credit hour)
This course is focuses on the standards and regulations that define the role and scope of practice of the advanced practice psychiatric
mental health nurse practitioner. The course emphasizes health promotion and disease prevention education and teaching concepts as
well as exploring certification and regulating bodies for prescriptive authority for practitioners. Prerequisite: NURS775, NURS776, NURS777
NURS 779 Differential Diagnoses (3 credit hours)
This theory course builds on knowledge and skills related to health assessment. The focus is on the epidemiology of psychopathological
disorders. Emphasis is placed on assessment, differential diagnosis and interventions of common disorders and variations in health
patterns. Evidence-based practice will be used to develop an advanced understanding of PMHNPs role in providing competent care to
adults and children with mental illness. Prerequisite: NURS775, NURS776, NURS777, Concurrent with NURS780
NURS 780 Clinical Internship I (2 credit hours)
This is the first of three clinical internships that focus on the primary assessment and diagnostic skills needed to determine appropriate
therapeutic interventions in adults and children exhibiting a spectrum of psychiatric mental health and behavioral disorders across the
lifespan. The focus is on initial assessment, diagnosis, intervention, and evaluation sing the DSM-5 taxonomy and practice guidelines.
Students engage in beginning implementation of the APRN role in psychiatric and mental health. Practice in group and individual therapy
is required. Skills include the essentials of report writing, consideration of cultural issues, integrated physical and behavioral health. NOTE:
Students must complete 150 clinical hours for successful completion of this internship. Internship hours includes the role of group and
individual therapy in the adult, child and/or geriatric settings. Prerequisite: NURS775, NURS776, NURS777, Concurrent with NURS779

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NURS 781 Professional Role Development (3 credit hours)
This theory course builds on knowledge and skills from NURS779- Differential Diagnosis. The focus is on the epidemiology of
psychopathological disorders in children, adolescents and families. Emphasis is placed on assessment, differential diagnosis and
interventions of common disorders and variations in health patterns. Evidence-based practice will be used to develop an advanced
understanding of PMHNPs role in providing competent care to children, adolescents and families with mental illness. Prerequisite:
NURS775, NURS776, NURS777, Concurrent with NURS782
NURS 782 Clinical Internship II (2 credit hours)
This is the second of three clinical internships that focus on the primary assessment and diagnostic skills needed to determine appropriate
therapeutic interventions in children and adolescent and their families. The focus is on initial assessment, diagnosis intervention, and
evaluation using the DSM-5 taxonomy and practice guidelines in the child and adolescent populations. Students continue to build their
knowledge and skill in the APRN role in child and adolescent psychiatric and mental health. Report writing, consideration of cultural issues,
integrated physical and behavioral health, and parent-child information issues is emphasized. NOTE: Students must complete 150 clinical
hours with children/adolescents <18 years for successful completion of this internship. Prerequisite: NURS775, NURS776, NURS777,
Concurrent with NURS781. This course is the clinical component of NURS781 and will cover the same topics bases on patient encounters.
NURS 783 Psychopathological Care for Adults (3 credits hours)
This theory course builds on knowledge and skills from NURS779- Differential Diagnosis. The focus is on the epidemiology of
psychopathological disorders in adults with complex mental disorders. Emphasis is placed on assessment, differential diagnosis and
interventions of complex disorders and variations in health patterns. Evidence-based practice will be used to develop an advanced
understanding of PMHNPs role in providing competent care to adults with complex psychiatric mental behavioral symptoms and disorders.
Prerequisite: NURS775, NURS776, NURS777, Concurrent with NURS784
NURS 784 Clinical Internship III (2 credit hours)
This is the third of three clinical internships that focus on the primary assessment and diagnostic skills needed to determine appropriate
therapeutic interventions in adults exhibiting psychiatric symptoms and severe mental illness. The focus is on comprehensive assessment,
diagnosis, treatment using the DSM-5 taxonomy and practice guidelines in adults with complex mental disorders. Emphasis is placed on
the various roles of the APRN including collaboration with multidisciplinary teams advocacy, information systems and healthcare policy.
NOTE: Students must complete 200 clinical hours for successful completion of this internship. Completion of the APNA Medication Assisted
Treatment (MAT) waiver training is required. Prerequisite: NURS775, NURS776, NURS777, Concurrent with NURS783. This course is the
clinical component of NURS783 and will cover the same topics based on patient encounters
NURS 800 Scholarly Project/Thesis (3 credit hours)
Students will engage in group research related to an aspect of care relevant to the nurse practitioner or nurse educator professions. The
scholarly project is supervised by a research advisor and committee. Prerequisites: NURS 605 and 610.
NURS 806 Leading Nursing in Health Care Systems (3 credit hours)
Provides the advanced practice nurse leadership skills for empowering and influencing others to bring about change. Focus is on
understanding multiple perspectives and applying theories of leadership, organizational behavior, and systems to a variety of settings.
Ethical and legal strategies to influence procedures and policy will be emphasized. Prerequisites: none. Offered summer annually.
NURS 807 Information Management in Health Care (3 credit hours)
Provides students with essential knowledge and skills to utilize information and management systems to support evidence based practice.
The role of information management systems and data bases in health care will be discussed. Students will employ information technology
to implement decision support programs that are pertinent to improved practice. Co-requisite: NURS 808. Offered fall annually.
NURS 808 Methods of Evidence Based Practice (3 credit hours)
Emphasis is on analytical methods to critically appraise evidence-based literature and translate research to clinical practice. Students
appraise current literature related to their chosen topic, constructing an evidence basis for their selected practice project. Co-requisites:
NURS 807. Offered fall annually.
NURS 809 Advanced Topics in Nursing Practice (3 credit hours)
Explores emerging literature related to management of complex health conditions across the lifespan. Emphasis is on health promotion
and care of communities and populations. The effective utilization of health care systems, principles of epidemiology, environmental health,
and community partnering and planning are examined as they relate to population health promotion. Prerequisite: none. Co-requisites:
none. Offered spring annually.
NURS 810 Advanced Topics in Clinical Management (3 credit hours)
Explores the management of complex health conditions across the lifespan. Topics will vary and be drawn from emerging fields such as
genetics, immunology, behavioral health, pharmacology, and preventive medicine. Prerequisites: none. Offered spring annually.

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NURS 849 Doctor of Nursing Practice Internship Elective (1-12 credit hours)
Students will enhance their role as an advanced practice nurse. Students who have not completed at least 500 hours of clinical practice at
the master’s level upon acceptance into the program will acquire and apply Doctor of Nursing Practice and advanced practice competencies
in a mentored setting. Students will identify learning plans with faculty approval to meet their individual professional practice goals. 25%
of course hours must be working with a clinical expert. Offered all session, 1 credit=45 hours of Internship. Prerequisite: NURS 806 and
Enrollment in the DNP Program
NURS 850 Doctor of Nursing Practice Internship I (3 credit hours)
First of two required internships. Provides students an opportunity to enhance and integrate prior learning. Student acquires and applies
DNP and advanced practice competencies in a mentored clinical setting as a preceptor or direct care provider for individuals with complex
medical conditions. Student self-identifies learning goals/plan for faculty approval. Prerequisites: NURS 805, 806, 807, 808, 809 and
specialty electives related to internship focus. Offered fall annually.
NURS 851 Advanced Clinical Practice Internship II (6 credit hours)
Second of two required internships. Provides students additional opportunity to enhance and integrate prior learning and to acquire and
apply DNP and advanced clinical practice competencies in a mentored clinical setting. Focus is on vulnerable populations and their
communities. Student identifies learning goals and follows a faculty-approved plan. Prerequisites: NURS 850. Offered spring annually.
NURS 900 Doctor of Nursing Practice Capstone (3 credit hours)
Focus is on the development, implementation, evaluation, and dissemination of a research project that translates evidence to practice.
Project will relate to the advanced practice nursing role and involve direct engagement with and benefit to a group, population or
community rather than an individual. Prerequisites: NURS 805, 806, 807, 808, 809. Offered summer annually.
READ/SPED 624 Introduction to Dyslexia and Dyslexia Interventions (3 credit hours)
This course examines the topic of dyslexia as a language-based learning disability that is neurobiological in origin. The course will compare
and contrast the behaviors, characteristics, and brain-based processes that typically- and atypically-developing readers exhibit while
listening, speaking, reading, writing, and spelling, Characteristics of effective intervention programs will be examined. Related conditions
and assistive technology will also be discussed. Prerequisite: READ major or minor or permission of instructor.

READ 625 Fundamentals of Literacy (3 credit hours)
This course focuses on foundational knowledge needed to effectively teach phonics, grammar, reading comprehension, and writing
composition to school-age students. The sound-symbol correspondences of the English alphabetic code, common orthographic patterns,
and the origins of the English language will be examined. Semantic organization, discourse patterns, and common text structures are also
explored. Prerequisite: READ major or minor.
READ 702 Literacy Interventions for Striving Readers (3 credit hours)
Candidates will understand cognitive research on human learning associated with diverse needs of striving readers. Candidates will utilize
research validated literacy interventions and evidence-based instructional practices and assessments to meet the needs of diverse learners.
Candidates will demonstrate professional learning by observing and investigating reading challenges and planning differentiated instruction
for students with reading, writing, speaking and listening disabilities. This course addresses supplemental technology use in educational
settings. Prerequisite: READ 706 or permission of instructor.
READ 704 Comprehensive Literacy Curriculum: Design and Implementation (3 credit hours)
This course investigates the nature and scope of reading curriculum design and implementation in Pre K – 12 diverse educational settings.
Curriculum concepts, principles and organizational patterns are analyzed with specific focus on the integration of literacy components.
Development of curriculum aligned with national and state standards is emphasized. This course prepares the reading professional to
design and implement literate environments through integrated and differentiated curriculum development. Graduate Reading Majors
only OR Permission of Instructor.
READ 706 Foundations of Literacy: Theory and Instruction (3 credit hours)
This course develops learning theory and best practice for diverse learners and striving readers at the elementary and middle level.
Emphasis is given to the scope and sequence of literacy instruction, instructional strategies, materials, and assessment, used in creating a
literate environment to engage students in meaningful ways. An observational field component integrates foundational knowledge for
professional leaning and leadership.
READ 707 Literacy Instruction for the Content Area (3 credit hours)
Candidate explores methods and materials for content area literacy instruction and assessment in middle and secondary educational
settings. Designed for specialized reading teachers and content professionals creating a literate environment. The course promotes
research based knowledge reflecting effective practice in content literacy instruction including striving readers. Foundational knowledge

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for professional learning and leadership are evidenced within an observational field component. Prerequisite: READ 706 or permission of
instructor.
READ 708 English Language Learners in the Literacy Curriculum (3 credit hours)
Through this course, candidates will develop knowledge of an inclusive, comprehensive, and standards-based literacy curriculum for English
Language Learners by investigating literacy theories, research and best instructional practices. Instructional and assessment tools will be
analyzed to plan, implement, and evaluate effective ELL literacy instruction taking into consideration learner diversity, instructional
development, instructional materials, physical space, technology, and home-community connections. As reading educational professionals,
candidates will demonstrate and reflect leadership in culturally diverse environments.
READ 709 Literacy Difficulties: Assessment and Intervention (3 credit hours)
This course emphasizes diagnosing and providing instructional intervention for students with literacy difficulties. Emphasis will be placed
on appropriate diagnostic techniques, and the development of practical intervention strategies. The candidate will demonstrate effective
professional knowledge in analyzing data and communicating finding to appropriate audiences. Foundational knowledge and experience
in field is evidenced through the preparation of a detailed case study. Prerequisite: READ 706 or permission of instructor.
READ 710 Organization, Supervision and Administration of Reading Programs (3 credit hours)
This course emphasizes organization, supervision and administration of reading programs from kindergarten through high school. Specific
focus is given to the role of reading specialist in program development and implementation, organizational patterns in reading programs,
communication, and designing and operating professional development programs. Prerequisite: READ 706 or READ 704 or permission of
instructor.
READ 712 Reading Clinic (3 credit hours)
This course will provide the prospective Reading Specialist with the opportunity to apply the theoretical and instructional constructs of
reading. Graduate candidate will administer and analyze assessment data to develop a literate environment which optimizes student
learning. Candidates will use their foundational knowledge about literacy to design and implement a comprehensive literacy curriculum
responsive to the needs of diverse learners. Prerequisite: READ 709.
READ 717 Language Arts Instruction: Design and Implementation (3 credit hours)
This course examines current standards, research-based techniques and materials used in teaching language arts in Pre-K educational
settings. Language arts curricular programs, concepts, instructional techniques and assessment functions that positively impact reading
and learning are examined. Emphasis is given to the integration of literacy components as aligned with state, district and classroom
assessment practices.
READ/APSY 726 The Reading Brain and Evidence-Based Instruction (3 credits)
This course focuses on the biological basis of reading and dyslexia. Students will consider key brain structures and functions as they relate
to literacy, the brain activation patterns involved in efficient versus in efficient reading and spelling, and how evidence-based reading
instruction can affect processing and improve literacy skills. Prerequisites: READ/SPED 624 and READ major or permission of instructor.
READ 727 Advanced Structured Language Teaching Practicum I (3 credit hours)
This is the first of two practicum courses that focus on the planning and implementation of multisensory structured language lessons.
Lessons are based on Orton-Gillingham principles and reflect a direct, explicit, sequential, systematic, cumulative, and intensive approach
to language instruction. During a series of observed lessons, candidates receive individualized feedback from university personnel.
Prerequisites: READ/SPED 624, READ 625, and READ 709.
READ 728 Advanced Structured Language Teaching Practicum II (3 credit hours)
This is the second of two practicum courses that focus on the planning and implementation of multisensory structured language lessons.
Candidates receive additional experience planning and implementing direct, explicit, sequential, systematic, cumulative language lessons
that ate based on Orton-Gillingham principles. During a series of observed lessons, university personnel provide individualized feedback.
Prerequisites: RBAD/SPED 624,READ 625, READ 709, and READ 727.
READ 729 Assistive Technology in Literacy Instruction (3 credit hours)
This course examines the topic using assistive technology to support literacy instruction. Students will learn about the continuum of
assistive technology devices, universal design for learning, curriculum adaptation and integration strategies, and assessment and evaluation
protocols. Prerequisite: READ major or permission of instructor.
READ 730 Advocating for Individuals with Dyslexia (3 credit hours)
This course provides students with a “strengths-first” understanding of dyslexic processing. The course will examine significant
contributions of individuals with dyslexia and consider strategies for raising awareness about the scientific nature of dyslexia and the need
for widespread screening and diagnosis and appropriate accommodations for individuals with dyslexia. Students will explore tools and
resources that promote the success of individuals with dyslexia in and beyond the classroom and consider how those individuals can
become self-advocates. Prerequisite: READ/SPED 624.

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READ 794 Research Design in Reading (3 credit hours)
This course is designed to develop skills for understanding, analyzing, evaluating, and conceptualizing reading research. Candidates will
gain knowledge and skills that promote the critical analysis of reading research and the ability to conceptualize literacy-based investigations
in a classroom, school, or district setting. Candidates will learn quantitative, qualitative, and mixed methods designs that are appropriate
to investigating reading as a complex, cognitive, and social process. Candidates will develop skills to conduct a review of the literature,
explore reading-related research publications, synthesize reading research, and apply research principles to critique and analyze a study
relating to effective literacy practice.
SEDU 600 Urban Seminar (3 credit hours)
This course is designed to provide first-hand experience in an urban, multicultural setting where teacher education majors will have the
opportunity to gain an understanding of cultural, economic, ethnic, racial, linguistic, and social differences through work with a cooperating
teacher and students in an inner-city school. The seminar includes a carefully planned combination of school, community, and cultural
experiences. Prerequisite: Teacher Clearances
SEDU 601 Diverse Perspectives (3 credit hours)
This course provides an intensive investigation into school systems and organizations. Students actively learn about and participate in the
lives and communities of the visited area. This course provides participants an opportunity to gain understanding and appreciation of
cultural, economic, ethnic, racial and social differences through work in a diverse community or through investigating other educational
systems. This course includes a carefully planned mix of work in schools, community service and cultural experiences. Through
investigation, working within the community and structured reflection students will gain a more global perspective. Prerequisite:
Clearances and application.
SEDU 606 Content Literacy in the Middle and Secondary School (3 credit hours)
This course explores research relative to the literacy crises. Participants will learn methods for teaching adolescents to read, write, think,
and learn in ways that allow them to master subject matter and meaningfully apply their understanding. Differentiating instruction to meet
reading needs and building supportive literacy environment will be explored. This course provides a Stage 2 Field experience.

SEDU 607 Content Literacy (3 credit hours)
This course explores research relative to the literacy crises. Participants will learn methods for teaching adolescents to read, write, think,
and learn in ways that allow them to master subject matter and meaningfully apply their understanding. Differentiating instruction to meet
reading needs and building supportive literacy environment will be explored. This course provides a Stage 2 Field experience.
SEDU 676 Field Experience for Middle and Secondary Education (3 credit hours)
Teacher candidates will practice teaching skills in a middle/secondary classroom, be provided a variety of experiences, and be supervised
by university faculty and a certified cooperating teacher. Teacher candidates will teach integrated lessons developed in block classes. This
course is part of the professional block. Prerequisite: Teacher candidacy.
SEDU 681 Instructional Techniques for Mathematics (3 credit hours)
This course prepares prospective mathematics teachers at the undergraduate and graduate levels to make informed decisions regarding
the theories and models of mathematics instruction. It addresses instruction, lesson planning standards, the application of the Standards
Aligned System (SAS), and inclusion of students with diverse backgrounds such as special needs and English Language Learners (ELL). The
course also addresses problem solving in the selection and delivery of instruction, assessment and motivation strategies. Prerequisite:
Teacher candidacy.
SEDU 682 Instructional Techniques for Secondary Science (3 credit hours)
This course prepares prospective science teachers at the undergraduate and graduate levels to make informed decisions regarding the
theories and models of science instruction. It addresses instruction, lesson planning, application of standards, assessment, motivational
strategies, and techniques for teaching students of diverse populations, including English language learners and those with special needs.
This course also includes the use of the Pennsylvania Department of Education’s Standards Aligned System. Prerequisite: Teacher
candidacy.
SEDU 683 Instructional Techniques for Social Studies (3 credit hours)
This course prepares prospective teachers to make informed decisions regarding the theories and models of social studies. It addresses
instruction, lesson planning standards, the application of the Standards Aligned System (SAS), and inclusion of students with diverse
backgrounds such as special needs and English Language Learners (ELL). The course also addresses problem solving in the selection and
delivery of instruction, assessment and motivational strategies. Prerequisite: Teacher candidacy.
SEDU 684 Instructional Techniques for the Teaching of English (3 credit hours)

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This course prepares prospective teachers to make informed decisions regarding the theories and models of English language arts
instruction. It addresses instruction, planning, application of standards, classroom management, assessment, motivational strategies, and
techniques for teaching diverse populations including English language learners (ELL) and students with special needs. This course is part
of professional block and includes Stage 3 Field Experience. Prerequisite: Teacher candidacy.
SEDU 685 Instructional Techniques for Middle and Secondary Classrooms (3 credit hours)
This course prepares prospective teachers at the undergraduate and graduate levels to make informed decisions regarding the theories
and models of content instruction. It addresses instruction, lesson planning, standards, the application of the Standards Aligned System
(SAS), and inclusion of students with diverse backgrounds such as special needs and English Language Learners (ELL). The course also
addresses problem solving in the selection and delivery of instruction, assessment and motivational strategies. Prerequisite: Teacher
candidacy.
SEDU 691 Classroom Management (3 credit hours)
This course critically examines complex issues confronting American classrooms. Issues include: laws and regulations; academic
relationships with adolescents; the social context for teaching; teaching students with special needs and English Language Learners (ELL)
and realities of teaching and managing a classroom during an era of educational and political reform. Solutions and strategies to the issues
presented in the course are described. This course contains a field component.
SEDU 692 Seminar on Teaching Adolescents (3 credit hours)
This course provides information about the historical development, goals, philosophy, and mission of middle and secondary education.
Information relative to the characteristics of effective middle and secondary teachers, teaching diverse populations including students with
special needs and English language learners (ELL), school climate, and professional development will also be part of the course focus. This
course contains a field experience.
SEDU 695 Student Teaching (6-12 credit hours)
This culminating experience is coordinated and supervised by University faculty and provides opportunities for teacher candidates to
display competency in teaching grades 7-12 under the direct daily supervision of a qualified cooperating teacher. This course provides the
Stage 4 Field Experience. Prerequisite: Candidacy.

SEDU 700 Educational Assessment of Students in the Middle and Secondary Schools (3 credit hours)
This course provides techniques in choosing and developing appropriate assessment methods. It emphasizes skills in administering, scoring,
and interpreting results of assessment methods for all students including English Language Learners (ELL) and those with special needs.
The course contains the use of Standards Aligned Systems.
SEDU 702 Teaching in the Contemporary Multicultural Classroom (3 credit hours)
This course examines contemporary themes related to teaching in the multicultural classroom. Students will examine historical,
philosophical, legal, and societal influences that impact contemporary teaching. Each student will also determine a path for professional
development which will include developing a portfolio. This course contains the use of Standards Aligned Systems.
SEDU 731 Applied Technological Integration in Education (3 credit hours)
This course assists students in the discovery of systematic approaches to mediate teaching and learning through the selection, utilization,
evaluation, and production of instructional media. Focus will be on practical, constructivist approach that involves students directly in
developing technologically centered curriculum through the use of current technology resources. This course uses Standard Aligned
Systems.
SEDU 732 Design and Delivery of Instruction for E-Learning (3 credit hours)
This course provides an introduction to the field of online learning and prepares instructional technology leaders to design and facilitate
high-quality online learning. Course includes the examination of basic concepts and principles of online learning, the theoretical
underpinnings of the field, research and application literature, and distance education delivery technologies. A systematic approach to the
design, development, delivery and evaluation of instruction for online learners is emphasized. Pre-requisite SEDU 732.
SEDU 733 Adapting Classroom-Based Activities for an Online Learning Environment (3 credit hours)
This course provides practical experiences in the selection, implementation, and evaluation of digital resources and strategies for teaching
and learning in an online environment. Students will develop a web-based course within the framework of instructional design principles.
This course will guide students through the foundations of web-based teaching to applications and management of online courses. Students
will explore a variety of current means for conveying content in Internet based courses. Pre-requisite SEDU 732.
SEDU 734 Online Instruction Internship (3 credit hours)
Candidates are required to complete a 6-week online internship in a virtual learning environment aligned with their professional goals.
Students seeking the Pennsylvania Online Instruction Program Endorsement must complete their internship in a K-12 learning environment.
Pre-requisite: SEDU 733.

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SEDU 735 Seminar in Instructional Technology (3 credit hours)
This course assists the graduate student in examining ways to use technology in the teaching-learning process. This course focuses on
recent advances in technology which are currently used in the public schools. Emphasis is on integrating technology to create a student
centered learning environment.
SEDU 774 Issues in American Classrooms (3 credit hours)
This course critically examines complex issues confronting American classrooms. Issues include: laws and regulations; academic
relationships with adolescents; the social context for teaching; teaching students with special needs and English Language Learners (ELL)
and realities of teaching and managing a classroom during an era of educational and political reform. Solutions and strategies to the issues
presented in the course are described. This course contains a field component.
SEDU 786 Secondary and Middle School Curriculum Improvement and Development (3 credit hours)
This course investigates current issues and procedures in the development and improvement of curriculum for middle and secondary
schools. The initial focus is upon conventional methods for curriculum analysis and design, followed by contemporary curriculum
developments and trends with emphasis on understanding issues and implementing change. This course includes the use of Standard
Aligned Systems.
SOC 600 Victimology (3 credit hours)
This course will examine the current theory and research regarding victims of crime, which include intimate violence, stranger violence,
workplace violence, and school violence. The patterns of crime, patterns of victim-offender relationships, the process and consequences
of victimization, victim vulnerability and victim culpability will also be examined. In addition, victim restitution, compensation and
mediation will be addressed.
SOWK 600 Human Behavior and the Social Environment I (3 credit hours)
This course enhances student understanding of theories applied to the assessment of individuals, families, groups, organizations, and
communities. Outcomes of the course include developing student’s ability to: be self-aware of biases, conduct critical analyses of the
theories presented, and integrate evidence and support for theoretical models for understanding human behavior and the social
environment. Emphasis is placed on the assessment processes of professional social work practice including considerations of diversity,
implications of the larger practice context, and the value of an interdisciplinary approach to understanding human behavior. Prerequisites:
Majors only.
SOWK 602 Human Behavior and Social Environment II (3 credit hours)
This course builds on the frameworks, theories, and perspectives introduced in SOWK 600 and expands to focus on human behavior and
the social environment from the perspective of fundamental human rights and social, economic, and environmental justice. Herein,
traditional and alternative paradigms are explored in the context of families, small groups, organizations, and communities. Emphasis is on
theories of human need, oppression, human rights, and global interconnections to critically analyze and develop evidenced supported
strategies to eliminate structural barriers to equity. Prerequisite: SOWK600.
SOWK 604 Social Welfare Policy Practice I (3 credit hours)
This course provides a knowledge base for understanding the social welfare system and its relationship to the history and development of
social work as a profession. It examines the economic, social, political forces and trends, as well as the philosophy, values and beliefs which
shape public and private social policies and programs, and impact social work practice. Special attention is paid to inequities and
deficiencies in the institutional policies and socioeconomic structures impacting on various population groups. Student examine current
federal policies and consider their impact on family life.
SOWK 606 Social Welfare Policy Practice II (3 credit hours)
This course builds on the knowledge base for understanding the social welfare system and its relationship to the social work profession
provided in SOWK604. Students explore the connection between social problem and policies, obtain concepts and frameworks for analysis
of social policies, and develop skills in assessing, analyzing, formulating, influencing, and promulgating social policies which promote wellbeing, and economic and social justice. The ethical base for policy practice is explored. Special attention is paid to family-policy issues.
Prerequisite: SOWK604.
SOWK 608 Social Work Research I (3 credit hours)
This foundation course focuses on the use of quantitative and qualitative research methods for evidence-based practice within professional
social work roles. Course content is based on the principles of ethical research protocols, logic, and scientific inquiry. Students will acquire
skills needed for building culturally informed practice knowledge and evaluating service delivery across areas of social work through:
hypothesis formulation, research design, measurement, sampling, data collection, and analysis. The course emphasizes qualitative designs
and the development of interview and focus group protocols for evaluating service delivery. Prerequisites: Majors only.
SOWK 609 Social Work Research II (3 credit hours)

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SOWK 609 Social Work Research II (3credit hours). This course engages students in process and outcome evaluation methods integral to
ethical and accountable social work practice with diverse individuals, families, groups, organizations, and communities. Students will
integrate client system expertise, theory, and professional literature to acquire and apply skills in practice evaluation design, measurement,
sampling, data collection, analysis, and the use of findings to advance practice, policy, and service delivery effectiveness. Prerequisites:
Major only.
SOWK 612 Social Work Practice I (3 credit hours)
This course orients students to the value base of social work and the importance of relationship building emphasizing values, ethical and
professional behavior, and engagement with, and on behalf of, diverse individuals, families, groups, organizations, and communities.
Course content is rooted in family focused and trauma-informed approaches to engagement, rapport building, theory application, selfreflection, ethical decision-making, and professionalism throughout the helping process. Prerequisites: Major only.
SOWK 613 Social Work Practice II (3 credit hours)
This course builds upon the foundation of Social Work Practice I by providing comprehensive instruction in progressive social work practice
skills emphasizing implementation of evidence-based practice interventions designed to address the needs of diverse individuals, families,
groups, organizations, and communities. This course is grounded in family focused and trauma-informed approaches to interventions,
critical evaluation of applied theories, and inter-professional collaboration across areas of social work practice. This course is open to majors
only. Prerequisites: SOWK 612.
SOWK 622 Field Education Internship I (3 credit hours)
This is among a sequence of courses in which students integrate course content in: family focused and trauma-informed perspectives;
ethical and professional behavior; diversity; human rights and social, economic, and environmental justice; research; policy; engagement;
assessment; intervention; and, evaluation into professional social work practice settings. Herein, advanced generalist social work practice
is emphasized. This structured learning opportunity requires a minimal of 15-20 hours/week of professional instruction and supervision
across diverse micro, mezzo, and macro practice settings. Prerequisites: Majors only.
SOWK 623 Field Education Internship II (3 credit hours)
This is among a sequence of courses in which students integrate course content in: family focused and trauma-informed perspectives;
ethical and professional behavior; diversity; human rights and social, economic, and environmental justice; research; policy; engagement;
assessment; intervention; and, evaluation into professional social work practice settings. Herein, advanced generalist social work practice
is emphasized. This structured learning opportunity requires a minimal of 15-20 hours/week of professional instruction and supervision
across diverse micro, mezzo, and macro practice settings. Prerequisites: SOWK 622.
SOWK 640 Human Diversity (3 credit hours)
This course provides students with the understanding of human diversity, utilizing knowledge of human and social environment theory,
and information on practice models and strategies that respond to the needs of oppressed population groups and populations-at-risk and
promotes economic and social justice. A systems and ecological framework is maintained, allowing for the incorporation of multitheoretical models and applications. Focus is on multi-level systems interventions, with attention to policy and research consideration.
Prerequisites: Majors only
SOWK 699 Principles of Advanced Social Work Practice with Families (3 credit hours)
This is a three-credit course that prepares the student for entry into the advanced year of the Master of Social Work Program. The course
provides the student with a review of important theories, concepts, principles, knowledge, values and skills of generalist practice. The
course prepares the student for entry into the concentration of Advanced Social Work Practice with a focus on families.
SOWK 706 Trauma-Informed Policy (3 credit hours)
This course will examine social policy issues in relationship to Trauma Informed Care. Policymaking will be examined at the Federal, state,
local and organizational level with an emphasis on how to implement family focused and trauma-informed changes to improve client
services through legislation, regulation, funding and organizational policy. Prerequisites: This course is open to majors only; all required
600 level courses. Prerequisites: SOWK 623.
SOWK 717 Family Social Work Practice I (3 credit hours)
Family Social Work Practice I (3 credit hours) This course builds upon the foundation of social work principles, theories, and techniques by
exploring the dynamics of diverse contemporary families with an emphasis on the application of trauma-informed and family-focused
approaches to engagement and professional behavior. Students develop an understanding of the value of supervision and ethical decision
making to explore the impact of one’s own vicarious trauma and personal trauma history on their practice. This course emphasizes client
engagement through critical examination and application of family constructs that influence individual and family development, family
practice theory, and assessment of client trauma histories to facilitate relationships between families, individuals, groups, organizations,
and communities. Prerequisites: SOWK 623.
SOWK 719 Family Social Work Practice II (3 credit hours)

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Family Social Work Practice II (3 credit hours) This course synthesizes the broad context of family practice learned in Family Practice I into
a focused, integrative, intervention framework utilizing a trauma-informed approach to apply various family practice models. Students
learn to effectively employ evidenced-based, family focused, and trauma-informed practice interventions with individuals, families, groups,
organizations, and communities commonly encountered by social work practitioners. This course uses human behavior theory, a resiliency
approach, and the application of specific therapeutic models to understand how trauma history influences interventions and their
outcomes. Prerequisites: SOWK 717.
SOWK 722 Field Education Internship III (3 credit hours)
This is among a sequence of courses in which students integrate course content in: family focused and trauma-informed perspectives,
ethical and professional behavior, diversity, human rights and social, economic and environmental justice, research, policy, engagement,
assessment, intervention, and evaluation into professional social work practice settings. Herein, advanced specialized family focused,
trauma-informed social work practice is emphasized. This structured learning opportunity requires a minimum of 250 hours of professional
instruction and supervision across diverse micro, mezzo, and macro practice settings, assessment; intervention; and, evaluation into
professional social work practice settings. Prerequisites: SOWK623.
SOWK 723 Field Education Internship IV (3 credit hours)
This is among a sequence of courses in which students integrate course content in: family focused and trauma-informed perspectives,
ethical and professional behavior, diversity, human rights and social, economic and environmental justice, research, policy, engagement,
assessment, intervention, and evaluation into professional social work practice settings. Herein, advanced specialized family focused,
trauma-informed social work practice is emphasized. This structured learning opportunity requires a minimum of 250 hours of professional
instruction and supervision across diverse micro, mezzo, and macro practice settings assessment; intervention; and, evaluation into
professional social work practice settings. Prerequisites: SOWK722.
SOWK 741 Clinical Practice in Child Welfare (3 credit hours)
This course focuses on the characteristics, strengths and service needs of families and children in the Child Welfare system. It examines
and builds policy and practice skills related to family preservation services, child maltreatment, substitute care and permanency planning.
The course considers family events within and ecological systems approach and works to build appreciation and sensitivity to various family
forms and cultural patterns.

SOWK 742 Psychopathology (3 credit hours)
This course focuses on assessment with, and on behalf of, diverse clients and constituencies by building upon courses in practice, research,
policy, human behavior and the social environment, and trauma theory. Students learn and practice differential assessment skills in the
context of mental health policy, ethics, and diversity from a family focused and trauma-informed perspective. Emerging best practices of
trauma-informed care in mental health are presented equipping students with a strengths based, multi-system, collaborative perspective
for assessing, diagnosing, and referring clients with mental health concerns into the current mental health system of care. Prerequisites:
SOWK623.
SOWK 743 Addictions Assessment & Treatment for the Individual and Family (3 credit hours)
This course provides a framework for understanding addiction of individuals, impact on family systems, relationships between trauma and
addiction, and recovery options when encountering these issues across fields of practice. Course focus is on the description, etiology,
assessment, diagnosis, empirically based and pharmacological treatments, and understanding major categories of substance use. Students
will also become familiar with the traumatic impact the addiction of one person has on that individual, family, or friends in order to apply
trauma-informed care (TIC) principles and provide recovery options for the family. Unique circumstances related to adolescents suffering
from their own addiction, as well as the addiction of another will be addressed. Prerequisites: SOWK623.
SOWK 744 Social Work Administration (3 credit hours)
This course will prepare students to develop the skills necessary to manage trauma-informed and family focused human services
organizations in an increasingly complex environment of competing values and demands. Topics covered in this course include
organizational structure, strategic planning, management of boards of directors in non-profits, personnel management, program
development, and clinical supervision techniques. Special attention is given to agency management with reference to human rights, social,
economic, environmental and global influences and the development and maintenance of trauma-informed agency culture. Prerequisites:
SOWK623 or dual MSW/MBA students.
SOWK 785 Trauma Informed Care for Professionals (3 credit hours)
This course will explore trauma-informed care and practice for helping professionals. Using an interdisciplinary approach, trauma-informed
systems, polices, procedures, and practices will be analyzed. Students will use their disciplinary lens to apply trauma theory and trauma
informed practice in the creation of discipline specific trauma-informed initiatives. Students will also work in interdisciplinary teams to
understand multi-disciplinary collaboration.

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SOWK 786 Professional Issues for Direct Service Providers (3 credit hours)
This course will explore professional issues for direct service providers including secondary and vicarious trauma, burnout, compassion
fatigue, and the ethical implications of professional impairment. Career sustaining behaviors including growth mindset, maintaining
personal and professional growth, effective strategies for self-care and coping with stress, and wellness initiative will be discussed.
SOWK 795 Trauma Theory and Treatment (3 credit hours)
This course will provide an introduction of theoretical frameworks on trauma throughout the life span. An overview of types of trauma and
the impacts of trauma on the individual, family, groups, organizations and communities will be examined. Information on treatment
methods and evidence-based practices used to address trauma will be provided. This course offers concentration year students the
opportunity to be introduced to an overview of the skills necessary to assess, intervene in, and evaluate situations involving trauma and to
evaluate outcomes of these interventions. The role of assessing and intervening in situations involving trauma will be examined from several
theoretical perspectives. Prerequisites: SOWK623.
SOWK 796 Cognitive-Behavioral Treatment: Theory and Intervention (3 credit hours)
This course emphasizes cognitive-behavioral treatment (CBT) approaches along with trauma-informed care principles that include
diagnostic information, practice-informed research and practice based on research findings when employing interventions targeted to
individuals, couples, families, and groups. This treatment model is evidence-based and considered by most experts as the treatment of
choice for most mental health problems. Furthermore, CBT has a range of applicability to a wide range of problems and age groups
including individuals, couples, groups, and families. This course will examine the fundamental principles of cognitive-behavioral treatment
and teach the skills required to implement cognitive-behavioral treatment strategies. Concentration year students will have a chance to
review the current evidence-based research on the effectiveness of CBT, understand the theoretical underpinnings of the CBT approach,
develop the skills needed for effective implementation of the CBT approach, and practice skills and techniques from the CBT model.
Students will learn that trauma-informed evidence based research considers the unique trauma histories of individuals, couples, groups,
and families as they build and apply knowledge in the practice of CBT. In addition, students will understand that trauma-informed evidencebased research inquiry in the use of CBT and trauma-informed care principles are compatible and that they must consider the intersection
of culture and ethics along with trauma history. Prerequisites: SOWK623.

SOWK 798 Integrative Seminar I (3 credit hours)
This seminar focuses on the integration of the knowledge, value, and the learning experiences of the total MSW program. It prepares and
provides the framework for the student’s completion of a major competency paper in the following semester, inclusive of content from all
social work courses, and centering on a specific population group in a family context. Students have the opportunity to dialogue on
professional issues through topical discussions, and examination of students’ research activities. Completion of the foundation courses is
required.
SOWK 799 Integrative Seminar II (3 credit hours)
This seminar is a continuation of SOWK798, promoting the integration and synthesis of the knowledge, values, and skills of the social work
profession, and the total learning of the MSW program. Students complete their research and write their competency paper, centering on
a specific population group in a family context, demonstrating theoretical preparation for advanced family practice. There is opportunity
to dialogue on social and contemporary practice, and to present their practice frameworks and findings. Completion of foundation courses
is required.
SPED 610 Secondary Transition (3 credit hours)
This course introduces the secondary transition process for individuals with disabilities. It includes transition-related: legislation,
assessment, planning, and research based instructional strategies designed to teach self-determination and adult independence.
Prerequisite: SPED210 and teacher candidacy. Undergraduate students must also have 90 credit hours and permission from instructor or
enrollment in the Masters of Special Education program.
SPED 624 Introduction to Dyslexia and Dyslexia Interventions (3 credit hours)
This course examines the topic of dyslexia as a language based learning disability that is neurobiological in origin. The course will compare
and contrast the behaviors, characteristics, and brain based processes that typically and atypically developing readers exhibit while
listening, speaking, reading, writing, and spelling. Characteristics of effective intervention programs will be examined. Related conditions
and assistive technology will also be discussed. Prerequisite: READ major or minor or permission of instructor.
SPED 628 Classroom and School-wide Behavior Management Strategies for Inclusive Settings (3 credit hours)
This is an advanced course that examines school-wide and classroom approaches to managing disruptive behaviors in inclusive settings. It
emphasizes current research and effective practice on a continuum from proactive strategies through interventions for managing classroom
behavior. Effective elements of school-wide models of classrooms management are examined. This course is designed for students in

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special education, or school psychology who are interested in developing a repertoire of classroom and school-wide behavior management
strategies.
SPED 695 Graduate Field Experience in Special Education (3 to 6 credit hours)
This graduate field experience provides students with an intensive experience in the instruction of students with disabilities in a public
school or alternative setting. Students are responsible for the assessment, planning, instruction, and classroom management of students
under the supervision of a certified special educator. Prerequisites: Enrollment in the Masters of Special Education Program, minimum of
18 credits of graduate courses completed, meets PDE clearance requirements.
SPED 710 Seminar in Exceptionalities (3 credit hours)
This course provides advanced study in the identification, prevalence, and learning characteristics of students with exceptionalities, and in
legal mandates as well as models for collaborating and coordinating with professionals and families. Appropriate classroom adaptations
and accommodations across academic, behavioral, and social areas are identified for each student with a disability.
SPED 712 – Content Enhancement Literacy Skills to Promote Secondary Inclusion (3 Credits)
Students identified as special needs at the secondary level are in need of specifically designed instructional techniques delivered by both
the content specialist as well as intervention specialist to accomplish the goals and objectives as referenced in their Individualized Education
Plan Program. This course will focus on enhancing the literacy skills of secondary students with special needs to meet the setting demands
of secondary schools. This course will serve as one of the strategies courses delivered in the newly developed special education/secondary
education graduate program.
SPED 714 – Mathematics and Content Area Study Skills to Promote Secondary Inclusion (3 Credits)
Students identified as special needs at the secondary level are in need of specifically designed instructional techniques delivered by both
the content specialist as well as intervention specialist to accomplish the goals and objectives as referenced in their Individualized Education
Plan Program. This course will focus on enhancing the calculation, mathematical reasoning, and content area study skills of secondary
students with special needs to meet the setting demands of secondary schools. This course will serve as one of the strategies courses
delivered in the newly developed special education/secondary education graduate program.
SPED 715 Creating Inclusive Classrooms (3 credit hours)
This course provides advanced study of classroom approaches to managing disruptive behaviors in inclusive settings. It emphasizes current
research and effective practice on a continuum from proactive through intervention strategies. The course addresses issues of physical
environment, daily routines, rules and appropriate consequences both natural and logical, Prerequisite: SPED 710 or permission of
instructor.
SPED 720 Advanced Assessment (3 credit hours)
This course examines formal and informal assessment instruments commonly utilized in Special Education. It provides supervised practice
in administering instruments associated with the identification programming process and in developing and using curriculum-based
measures for progress monitoring. It enables Special Education teacher-candidates to develop skills in performing relevant assessments
and in interpreting and communicating the results. Prerequisites: SPED710.
SPED 725 Seminar in Mild to Moderate Disabilities (3 credit hours)
This course provides study in the identification, learning characteristics, and instructional and behavioral needs of students with mild to
moderate disabilities. It allows special education teacher candidates to develop a repertoire of evidence-based individualization
instructional strategies. Prerequisite: SPED710 or permission of instructor.
SPED 735 Explicit Instructional Strategies in Special Education (3 credit hours)
This course examines in depth research-validated strategies, and their underlying theories, for planning and implementing instruction
appropriate for students with special needs, including English Language Learners. It enables special education graduate students to develop
expertise in selecting and designing effective curriculum materials and in planning and delivering specialized explicit instructional strategies.
Prerequisites: SPED710 Seminar in Exceptionalities.
SPED 740 Issues Affecting Individuals with Severe Disabilities (3 credit hours)
This course focuses on low-incidence disabilities that include individuals with: physical disabilities, health impairments, cognitive
disabilities, pervasive developmental disorder, traumatic brain injury and multiple disabilities. Topics include: conditions, characteristics,
education, social and ethical issues. Prerequisite: SPED 710
SPED 745 Language and Literacy-based Instruction in Special Education (3 credit hours)
This course explores atypical development in oral and written language, and the implications for assessment and instruction. It examines
the implications of cultural differences for identifying and treating language and literacy problems. It emphasizes the selection of materials
and the application of empirically-validated strategies such as direct instruction for teaching reading and written expression to exceptional
students. Prerequisite: SPED710.
SPED 750 Behavior Disorders and Positive Behavior Supports (3 credit hours)

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This course increases understanding of emotional and behavioral problems in children and adolescents, and explores diverse electronic,
text based, and community-based management techniques. It enables Special Education teacher-candidates to develop skills in assessing
and analyzing serious behavior problems, in designing and implementing empirically-validated intervention, and in accessing relevant
resources. Prerequisite: SPED 710 or permission of instructor.
SPED 755 Collaboration, Partnerships, and IEP Development (3 credit hours)
This course examines the procedures and processes involved in developing Individualized Educational Plans (IEPs) for students with
exceptionalities. It emphasizes the critical role of families in the process, and it provides strategies for encouraging active participation by
the student, the parents, and relevant school personnel. Through instruction and supervised practice, the course enables Special Education
teacher candidates to develop skills in designing and implementing appropriate IEPs. Prerequisite: SPED710, SPED720 or permission of
instructor.
SPED 760 Early Intervention and Working with Families (3 credit hours)
This course introduces the field of Early Intervention with a focus on the young child with disabilities and their families; emphasizing the
role of family in the collaborative process of early intervention. It includes all aspects of early intervention from history, legislation, service
delivery, advocacy, curriculum and evaluation.
SPED 765 Response to Intervention, Progress Monitoring, and Data Management (3 credit hours)
This course provides information and supervised practice in using the Response to intervention model commonly used in Special Education.
It addresses multi-level instruction which includes the use of several levels of intervention that increase in duration and intensity over time
and is based on individual student’s needs. It enables Special Education teacher candidates to develop skills in designing and implementing
multi-tiered instructional models.
SPED 770 Autism Spectrum Disorders (3 credit hours)
This course focuses on individuals with Autism Spectrum Disorders (ASD). Topics include: characteristics and etiology; assessment for
instructional planning, instructional interventions and educational strategies; social and ethical issues. Prerequisite: Acceptance into the
Autism Spectrum Endorsement Certification program or Masters in Special Education with a Specialization in Autism Spectrum Disorders.

SPED 785 Applied Behavior Analysis (3 credit hours)
This advanced course provides theoretical, legal, and practical foundations for the applications of established behavior management
techniques with children and adolescents in schools and other settings. It emphasizes the assessment and analysis of empirically validated
interventions for serious behavior problems.
SPED 793 Independent Study (3 credit hours)
This experience is designed to meet the needs of students who wish to prepare, under the direction of a member of the graduate faculty,
individual studies or projects in the field of Special Education. Prerequisite: consent of the chairperson of the Special Education Department.
SPED 795 Autism Spectrum Endorsement Internship (3 credit hours)
This graduate field experience provides students with an intensive experience in a setting that involves educational and behavioral
programming for students with Autism Spectrum Disorders. Students will demonstrate proficiency in the area of: assessment, planning,
instruction/intervention, and working with families to meet the needs of the student(s) with ASD. Prerequisites: enrollment in the Autism
Endorsement Certificate Program and meet PDE clearance requirements.
TESL 675 Second Language Methodologies (3 credit hours)
This course will focus on the basic study of applied linguistics, second language theory, and research-based methods for PK-12 classrooms.
The four language domains (reading, writing, listening, and speaking), grammar, and vocabulary development will be closely examined.
This course will require a field experience.
TESL 700 Assessing English Language Learners (3 credit hours)
This course will focus on the different stages of second language (L2) development and how to assess them using the state English language
proficiency assessment. Students will understand what language “looks and sounds like” at the different stages of L2 development. This
course will require a field experience.
TESL 790 ESL Field Experience (3 credit hours)
This course is designed to provide the teachers/ teacher candidates with field experience with a cooperating teacher in self-contained ESL
classroom or a mainstreamed classroom.

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EU reserves the right to repeal, change, or amend the policies, regulations, and courses contained in
this catalogue at any time. Tuition and fees are also subject to change.
Press date: September, 2020

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School of Graduate Studies
Butterfield Hall, 140
310 Scotland Road
Edinboro, PA 16444
814-732-2856 or 888-845-2890
gradstudies@edinboro.edu
For more information, visit:

gradschool.edinboro.edu
/EdinboroUniversitySchoolOfGraduateStudies
@eupgradstudies
@edinborou

One of the 14 universities in Pennsylvania’s State System of Higher Education