investing in lifetimes

Clarion University of Pennsylvania

2007-2009

Graduate Catalog

Clarion University of Pennsylvania
Clarion, Pennsylvania 16214-1232
814-393-2000
www.clarion.edu

Graduate Catalog
2007-2009

Clarion University of Pennsylvania

Accreditations, Approvals, Certifications, Affiliations,
and Registrations
AACSB International—The Association to Advance Collegiate Schools of Business
College of Business Administration/Baccalaureate and Master’s degree programs
Accreditation Association for Ambulatory Health Care
Division of Student and University Affairs/Keeling Student Health Center
American Bar Association (ABA)
College of Business Administration/Department of Finance/Legal Business Studies Program (approved)
American Chemical Society
College of Arts & Sciences/BS Chemistry (approved)
American Library Association (ALA)
College of Education and Human Services/Dept. of Library Science/Master of Science in Library Science
Association for Childhood Education International (ACEI)
College of Education and Human Services/Elementary Education
Association of Small Business Development Centers (ASBDC)
Small Business Development Center
Certified Financial Planner Board of Standards, Inc.
College of Business Administration/Financial Planning Curriculum (registered)
College Reading and Learning Association (CRLA)
College of Arts and Sciences/Department of English/Writing Center Tutoring Program (certified)
Division of Enrollment Management/Center for Academic Enrichment Tutoring Program (certified)
Venango Campus/Learning Support Centers (certified)
Council for Exceptional Children (CEC)
College of Education and Human Services/Special Education
Council on Academic Accreditation of the American Speech Language Hearing Association (ASHA)
Department of Speech Pathology and Audiology/Master Degree in Speech Language Pathology
International Association of Counseling Services Inc.
Division of Student and University Affairs/Department of Counseling Services
International Reading Association (IRA)
College of Education and Human Services/Reading
Middle States Commission on Higher Education
3624 Market Street, Philadelphia, PA 19104-2680
Phone: 215-662-5606
National Association for the Education of Young Children (NAEYC)
College of Education and Human Services/Department of Education/Early Childhood Program
Earl R. Siler Children’s Learning Complex
National Association of Schools of Art and Design (NASAD)
College of Arts and Sciences/Art
National Association of Schools of Music (NASM)
College of Arts and Sciences/Department of Music
National Council for Accreditation of Coaching Education (NCACE)
College of Education and Human Services/Dept. of Health and Physical Education/Coaching Education
National Council for Accreditation of Teacher Education (NCATE)
College of Education and Human Services/Teacher Education Programs
National Council for the Social Studies (NCSS)
College of Education and Human Services/Social Studies
8555 Sixteenth Street, Silver Spring, MD 20910

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Clarion University of Pennsylvania

National Council of Teachers of English (NCTE)
College of Education and Human Services/English Education
1111 Kenyon Road, Urbana, IL 61801-1096
National Council of Teachers of Mathematics (NCTM)
College of Education and Human Services/Mathematics Education
1906 Association Drive, Reston, VA 20191-1502
National Council on Economic Education (NCEE)
Center for Economic Education (affiliated)
1140 Avenue of the Americas, New York, NY 10036
National League for Nursing Accrediting Commission (NLNAC)
School of Nursing/Associate Degree Program
School of Nursing/Baccalaureate Degree Program
School of Nursing/Master Degree Program
National Science Teachers Association (NSTA)
College of Education and Human Services/Science Education and Secondary Science Education
1840 Wilson Boulevard, Arlington, VA 22201-3000
Pennsylvania Department of Education/College of Education & Human Services/
Teacher Certification Programs (approved)
U.S. Department of Education (approved)
U.S. Department of Veterans Affairs (approved)

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Clarion University of Pennsylvania

Table of Contents
Academic Calendars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Graduate Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Master of Arts degree
English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Business-Master of Business Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Master of Education degrees in
Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Curriculum & Instruction concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Early Childhood concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

English concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

History concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Literacy concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Mathematics concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Principalship Preparation concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Reading Concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Science Education Concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Science concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Technology concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

World Languages concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Reading Specialist certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Graduate Pennsylvania Secondary Education Certification. . . . . . . . . . . . . . . . . . . . . . . 41
Master of Science degrees in
Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Biological Sciences concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Environmental Science concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Library Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Pennsylvania Library Science Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Certificate of Advanced Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Mass Media Arts and Journalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Family Nurse Practitioner concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Nurse Educator concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Post-Master’s Family Nurse Practitioner certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Post-Master’s Nurse Educator certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Rehabilitative Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Speech Language Pathology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Instructional Technology Specialist certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Post-Master’s Principalship Preparation Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Directories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Graduate Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

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Clarion University of Pennsylvania

Clarion University

Academic Calendar 2007-08
(Subject to change without notice)

Fall Semester 2007
Registration for day and evening classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, August 27
Classes begin 8 a.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, August 27
Labor Day Holiday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, September 3
Midsemester Break begins 10 p.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, October 4
Midsemester Break ends 8 a.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, October 8
Friday classes meet in place of Tuesday classes. . . . . . . . . . . . . . . . . . . . Tuesday, November 20
Thanksgiving Holiday begins 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tuesday, November 20
Thanksgiving Holiday ends 8 a.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, November 26
Classes end 10 p.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, December 7
Final Examination Period begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, December 10
Final Examination Period ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, December 14
Semester ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, December 14
Winter Commencement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saturday, December 15
Semester grades due from faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, December 20

Winter Intersession 2007
Registration and Drop/Add; Classes begin. . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, December 17
Final Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 7
Winter Intersession grades due from faculty . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, January 10

Spring Semester 2008
Registration for day and evening classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 14
Classes begin 8 a.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 14
Martin Luther King Jr. Birthday observed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 21
Winter Holiday begins 10 p.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, March 7
Winter Holiday ends 8 a.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, March 17
Spring Vacation begins 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wednesday, March 19
Spring Vacation ends 8 a.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wednesday, March 26
Monday classes meet in place of Wednesday classes . . . . . . . . . . . . . . . . . Wednesday, March 26
Classes end 10 p.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, May 2
Final Examination Period begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, May 5
Final Examination Period ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, May 9
Semester ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, May 9
Spring Commencement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saturday, May 10
Semester grades due from faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, May 15

Summer Sessions 2008
Session I: Pre-session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 12 – May 30
Session I: Regular Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . June 2 – July 3
Session II: Regular Session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 7 – August 8

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Clarion University of Pennsylvania

Clarion University

Academic Calendar 2008-09
(Subject to change without notice)

Fall Semester 2008
Registration for day and evening classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, August 25
Classes begin at 8 a.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, August 25
Labor Day Holiday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, September 1
Midsemester Break begins 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, October 2
Midsemester Break ends 8 a.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, October 6
Thanksgiving Holiday begins 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tuesday, November 25
Friday classes meet in place of Tuesday classes . . . . . . . . . . . . . . . . . . . Tuesday, November 25
Thanksgiving Holiday ends 8 a.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, December 1
Classes end 10 p.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, December 5
Final Examination Period begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, December 8
Final Examination Period ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, December 12
Semester ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, December 12
Winter Commencement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saturday, December 13
Semester grades due from faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, December 18

Winter Intersession 2008
Registration and Drop/Add; Classes begin. . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, December 15
Final Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 5
Winter Intersession grades due from faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, January 8

Spring Semester 2009
Registration for day and evening classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 12
Classes begin 8 a.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 12
Martin Luther King Jr. Birthday observed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, January 19
Winter Holiday begins 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, February 27
Winter Holiday ends 8 a.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, March 9
Classes end 10 p.m.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday, April 27
Final Examination period begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tuesday, April 28
Final Examination period ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, May 1
Semester ends 10 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, May 1
Spring Commencement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saturday, May 2
Semester grades due from faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday, May 7

Summer Sessions 2009
Session I: Pre-Session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 4 – May 21
Session II: Regular Session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . June 1 – July 3
Session III: Regular Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 6 – August 7

vii

1

General Information
Core Values of Clarion University of Pennsylvania
1. We believe in the learning potential of all of our students
who are willing to invest hard work in the pursuit of
their education.
2. We are committed as a faculty, staff, and administration to creating opportunities for all of our students to
achieve success beyond their own expectations within
an environment that cultivates tolerance, civility, and
respect.
3. We value the individual relationship between student
and faculty as central to the learning process and

recognize the contributions of staff in providing the
necessary support for that endeavor.
4. We believe that we exist to serve the needs of all people
of the Commonwealth of Pennsylvania and to advance
higher education as a public good.
5. We are committed to advancing our relationships with
the larger communities of which we are a part.
Approved by the Council of Trustees,
Clarion University, January 18, 2001

Vision of Clarion University of Pennsylvania
Clarion University of Pennsylvania will serve the
Commonwealth ever more effectively as a high quality, dynamic, technologically advanced, publicly owned
university dedicated to advancing knowledge with a
focus on learning and collaborating with educational and
business partners. Clarion University will be accessible
to students from diverse backgrounds, accountable to its
many constituencies, and actively engaged in the continuous improvement of its programs, services, faculty, and

staff. Above all, Clarion University will prepare students
to succeed in the global economy, to contribute to the
economic and social well being of the Commonwealth and
the nation, to play constructive roles in their communities,
and to lead productive and meaningful lives, including a
passion for continuous learning.
Approved by the Council of Trustees,
Clarion University, January 18, 2001

Mission of Clarion University of Pennsylvania
Clarion University seeks to excel in all that it does and
challenges students to develop their talents, extend their
intellectual capacities and interests, expand their creative
abilities, and to develop a respect and enthusiasm for
learning that will extend throughout their lives. The university acknowledges that learning requires a partnership
demanding hard work by students, faculty, and staff, and
that learning extends beyond the classroom. The university
community is dedicated to helping students see in themselves what they may become by creating opportunities to
develop the knowledge, skill, and attitudes necessary for
both enlightened citizenship and successful participation
in a technologically advanced, global society.
Clarion University is primarily an undergraduate institution with selected graduate programs. Instructional
programs–delivered on campus, throughout the state, and
beyond via appropriate distance education technologies–
range from associate degrees and certificate programs to

baccalaureate degree programs in the arts and sciences
and professional fields, graduate programs in selected
fields, and continuing education. University programs are
administered through campuses in Clarion and Oil City.
Clarion University seeks to admit, retain, and graduate
students who are qualified and motivated, and to recruit,
retain, and support highly qualified and dedicated faculty
and staff. The university is a learning community that
seeks diversity in its faculty, staff, and student body and
values this diversity as providing richness in the learning
process. This community strives to treat its members with
civility and respect. Students, faculty, and staff value
learning, contribute to the development of new knowledge
through scholarly activities, and participate in community
and public service responsive to the needs of society.
Approved by the Council of Trustees,
Clarion University, January 18, 2001

General Information

Clarion University of Pennsylvania

2

Clarion University of Pennsylvania

General Information

Graduate Studies Mission

Clarion University recognizes the role that a high
quality graduate program plays in maintaining excellence
in the institution. The opportunity to work with graduate
students, the challenge to remain at the forefront in the
discipline, and the stimulus resulting from research all
contribute to the recruitment, development, and retention
of a concerned, productive faculty. Clarion University
shall maintain a graduate program that supports the goals
of the university.

Non-Discrimination
Statement

It is the policy of Clarion University of Pennsylvania
that there shall be equal opportunity in all of its
educational programs, services, and benefits, and there
shall be no discrimination with regard to a student’s or
prospective student’s race, color, religion, sex, national
origin, disability, age, sexual orientation/affection, veteran
status, or other classifications that are protected under
Title IX of the Education Amendments of 1972, Section
504 of the Rehabilitation Act of 1973, the Americans with
Disabilities Act of 1990, and other pertinent state and
federal laws and regulations. Direct equal opportunity
inquiries to: Assistant to the President for Social Equity,
207 Carrier Administration Building, 840 Wood Street,
Clarion, PA 16214-1232, 814-393-2000; and direct
inquiries regarding services or facilities accessibility to
the compliance specialist, 207 Carrier Administration
Building, 840 Wood Street, Clarion, PA 16214-1232,
814-393-2000; (or to the Director of the Office for Civil
Rights, Department of Education, 330 Independence
Avenue, SW, Washington, DC 20201).

Clarion Campus

Now well into its second century of service to
the people of Pennsylvania, Clarion University has
successively been Carrier Seminary, a state normal school,
a state teachers’ college, a state college, and beginning
July 1, 1983, a university in the State System of Higher
Education. Each phase of this development has marked a
stage in the continuing effort of the institution to respond
to the educational needs and aspirations of increasing
numbers of students.
Today, Clarion University is a multi-purpose institution
with an enrollment of approximately 6,500 students offering
associate’s degrees in five areas; more than 70 baccalaureate
programs leading to degrees in the arts, fine arts, nursing,
and sciences; and 10 graduate programs leading to master’s
degrees in the arts, business administration, education,
library science, nursing, and sciences.
The main campus of the university contains 99 acres
and 43 buildings—the majority of which were constructed
within the past 20 years. Beyond the main campus, situated
at the west end of the town of Clarion, is a 27-acre athletic
complex with football, baseball, and practice fields and
Memorial Stadium, seating 5,000 spectators. The university
is within the Borough of Clarion some two miles north of
Interstate 80 at Exits 62 and 64 and is approximately 2.5
hours’ driving time from the urban centers of Pittsburgh,
Erie, and Youngstown. High on the Allegheny Plateau
overlooking the Clarion River, the rural setting is in the
midst of one of Pennsylvania’s most scenic resort areas.
The rolling wooded countryside, interspersed with small
farms, affords some of the most enjoyable outdoor activities
to be found anywhere in northwestern Pennsylvania, and
the Clarion River provides an excellent setting for summer
boating, swimming, and other aquatic sports.
Among facilities supporting programs at Clarion

University are the Carlson and Suhr libraries; the Center
for Computing Services operating Digital Equipment
Corporation computers and associated equipment; several
microcomputer laboratories; a planetarium; modern
science laboratories having excellent instrumentation;
well-equipped support areas for special education and
speech pathology and audiology; a modern business
administration building; technologically equipped
classrooms for library science; radio and television studios
and experimental audio-visual facilities in the Department
of Mass Media Arts, Journalism, and Communication
Studies; and a writing center, tutorial services, and a
counseling center to assist students who can benefit from
these services.

Clarion University–Venango
Campus

Clarion University–Venango Campus, established in
1961, was the first regional campus in the Pennsylvania
State System of Higher Education. Located in Oil City,
Venango Campus is scenically situated on 62 acres
surrounded by heavily wooded foothills overlooking the
Allegheny River. Student apartment housing includes
modern, upscale amenities. A newly renovated student
center houses an enhanced and enlarged dining services
and bookstore, fitness center, gymnasium, auditorium, and
Student Affairs and organizations offices.
Venango Campus is appropriate for students who
prefer the atmosphere of a small campus with its capacity for
providing individual attention for students and for permitting

3

and encouraging varied student-initiated activities. An
Honors Program provides an opportunity for an enhanced
and stimulating college experience for academically highachieving students.
Venango Campus offers programs for both part-time
and full-time students. Students may study for one of
eleven associate degrees in administration technology,
allied health, arts and sciences, business administration,
criminal justice, early childhood education, industrial
technology, legal business studies, nursing, rehabilitative
services, and respiratory care.
To complete an associate degree, a minimum of 30
credit hours must be completed at Clarion University–
Venango Campus. Students also may begin any of the
university’s bachelor’s degrees at Venango Campus.
Complete baccalaureate degrees offered at Clarion
University–Venango Campus include radiologic science
and nursing. Master’s degrees include nursing and
business administration.
Other programs offered at the Venango Campus
include eleven one-year certificates and a variety of
continuing education courses and seminars.
The School of Nursing and Allied Health, which is
located at the Venango Campus, offers an on-line Bachelor
of Science in Nursing degree. A Master of Science in
Nursing degree is offered jointly by Clarion, Edinboro, and
Slippery Rock Universities’ Nursing Departments. Courses
for this master’s program are offered at sites in Clarion,
Edinboro, Oil City, Pittsburgh, Slippery Rock, Wexford,
and other locations.

General Information

Clarion University of Pennsylvania

Clarion University of Pennsylvania

5

Graduate Study at Clarion University
Individuals seeking regular full admission to a graduate
program must meet the minimum admission requirements
for the Division of Graduate Studies and any additional
requirements of the program. To meet the minimum
requirements for admission to the Division of Graduate
Studies an applicant must provide evidence of:
• A bachelor’s degree or its equivalent from an
acceptably accredited college or university. Individuals
who have not yet completed the baccalaureate degree
may submit transcripts for course work completed, along
with application materials. Final transcripts noting the
completion of the degree will be required.
• A minimum quality-point average of 2.75/4.00 at
the undergraduate level. Some programs require a higher
undergraduate QPA. Please review the program admission
requirements listed elsewhere in this catalog.
Individuals not meeting the QPA requirement
of a graduate program may be eligible for regular
admission when the lower QPA is evaluated in terms
of supplementary factors, including recommendations/
references, examination scores on such instruments as
the Graduate Record Examination, Graduate Management
Admission Test, and/or the Miller Analogies Test, or
achievement in graduate-level course work.
Information regarding the Miller Analogies Test
(MAT), the Graduate Record Examination (GRE), and the
Graduate Management Admission Test (GMAT) may be
obtained from the Graduate Studies office.
Applicants should refer to the admission requirements
of specific programs as listed in this bulletin.

Categories of Admission

Admitted applicants will be classified in one of the
following categories of admission.

Regular Full Admission

Individuals meeting all of the admission requirements
for a graduate program shall be granted regular fulladmission status. Only individuals with regular fulladmission status are eligible for graduate assistantships.
Individuals must achieve regular full-admission status
before they graduate. A student may apply and be
admitted to a graduate program during his/her last year
of undergraduate study. This admission, however, is
contingent upon the student providing the Graduate
Studies office an official final undergraduate transcript that
indicates the baccalaureate degree has been awarded.

Provisional Admission

Individuals not meeting all of the admission
requirements for a graduate program may be admitted
on a provisional basis. In such cases, admission will
be based upon specific conditions that the student must
meet in order to be reclassified as regular full admission.
Individuals admitted on a provisional basis are not eligible
for graduate assistantships. Individuals admitted on a
provisional basis are not guaranteed regular full-admission
status.

Courtesy/Transient Admission

A graduate student from another institution may
enroll for graduate courses at Clarion University on a
courtesy basis if he or she intends to transfer the credit
for the course to another institution. Information about
courtesy admission may be obtained from the Division
of Graduate Studies.

Non-Degree Status Admission

Occasionally individuals will want to engage in
graduate study without formally entering a graduate
program. Such individuals should apply for a non-degree
admission status at the time of application. All admission
requirements must be met. Individuals remaining in this
status may not receive a graduate degree. Courses taken
while a person is in this status will be identified as nondegree on the student’s transcript. The non-degree student
who, after taking courses in non-degree status determines
to seek a graduate degree, must be formally admitted
to a graduate degree program under regular admission
procedures. Graduate programs may or may not accept
courses taken while a student is in non-degree status. No
program may accept more than nine credits taken in nondegree status. Applicants admitted on a non-degree basis
are not guaranteed regular full-admission status. Certain
course restrictions may apply for non-degree students.

Graduate Study at
Clarion University

Eligibility for Admission

6

Admission Procedures

Graduate Study at
Clarion University

Application forms and information about graduate
programs may be obtained by writing to:
Division of Graduate Studies
Clarion University of PA
108 Carrier Administration Building
840 Wood Street, Clarion, PA 16214-1232
Routine admission policy requires that all graduate
applicants submit:
1. a completed application form;
2. an official transcript from each college or
university attended as an undergraduate or
graduate student (regardless of whether or not
a degree was earned). Official transcripts are
issued from colleges/universities in sealed
envelopes with the seal of the university and
the signature of the registrar on the outside of
the envelopes. The transcripts must be sealed
by the registrar and remain sealed until their
arrival in the Graduate Studies Office. Partial
transcripts are acceptable, but evidence of a
degree must be submitted before a student may
enroll in classes;
3. at least three current faculty and/or professional
recommendations on the Clarion University
recommendation forms;*
4. a $30 non-refundable application fee; and
5. a resume.
Some graduate programs require additional information
or procedures.
*May not be required of non-degree students.
All documents become the property of Clarion
University and will not be returned or duplicated for any
purpose outside the university. Each application must be
for one program only. An additional complete application
packet including the $30 fee must be submitted if you

Clarion University of Pennsylvania

are applying to more than one program. Following one
semester of enrollment, if you want to change to another
graduate program you must resubmit all application
materials (including $30 fee) as previously outlined.
Applications will be reviewed only after all materials
have been received.

Admission Application Deadlines for
Regular, Provisional, Transient, and
Non-Degree Admissions

The following deadlines apply to graduate applicants.*
Biology applicants: April 1—last date to complete
an application file for the upcoming fall term and
consideration for graduate assistantships. November 1—
last date to complete an application file for the upcoming
spring term..
Nursing applicants:
Early Admission Deadline—Nov. 1;
Regular Admission—April 1;
RN-MSN Deadline—April 1.
Speech Language Pathology applicants: Jan.
31—last date to complete an application file for upcoming
academic year.
Other programs
Fall:
Aug. 1—last date to complete an
application file
Spring: Dec. 1—last date to complete an
application file
Summer: May 1—last date to complete an
application file for Summer I
June 1—last date to complete an
application file for Summer II
*International students must complete an application
file at least four months before the term applicant wishes
to begin study. See section below on “Admission of
International Students.”

Admission of International
Students

Clarion University is authorized under federal law to
enroll nonimmigrant students. The university welcomes
international students to its campus and has an Office
of International Programs to assist students from other
countries in achieving a successful educational experience
at Clarion. International students may write to:
Office of International Programs
Clarion University of Pennsylvania
840 Wood Street
Clarion, PA 16214-1232 U.S.A.
International students seeking admission to graduate
study at Clarion University should follow directions
specified for all students under “Admission and Degree
Requirements.” In addition, the international student
applicant must satisfy the following requirements:
1. Submit his or her application for admission at
least four months before the term in which he
or she wishes to begin study at Clarion.
2. International appllicants must provide evidence
of a bachelor’s degree or its equivalent from
an acceptably accredited college or university.
International applicants must have their complete
academic records (transcripts, mark sheets,
certificates) evaluated by one of the following
professional credential evaluating services:
World Education Services (WES) (www.wes.org)
or
    Educational Credential Evaluators, Inc. (ECE)
(www.ece.org)

Applicants should request WES or ECE to
forward the evaluation results directly to
the Clarion University Graduate Admissions
Office.
3. A minimum quality-point average of 2.75/4.00
scale at the undergraduate level. Some programs
require a higher undergraduate quality-point
average. Please review the program admission
requirements listed on the “Checklist for
Completion of Graduate Application.” Individuals
not meeting the quality-point average requirement

7

of a graduate program may be eligible for regular
admission when the lower quality-point average
is evaluated in terms of supplementary factors,
including recommendations, examination scores
on such instruments as the Graduate Record
Examination (GRE), Graduate Management
Admission Test (GMAT), and/or the Miller
Analogies Test (MAT), or achievement in
graduate-level course work. Information
regarding the GRE, GMAT, or MAT may
be obtained from the Division of Graduate
Studies.
4. Demonstrate English language proficiency.
Acceptable evidence of proficiency is successful
completion of Test of English as a Foreign
Language (TOEFL) with a minimum score of 550
(paper-based test), 213 (computer-based test),
or a minimum International English Language
Testing System (IELTS) score of 7.0. For the
programs in biology, speech language pathology,
and communication, TOEFL score of 600 (paperbased test), 250 (computer-based test), or IELTS
score of 7.5 is required. Satisfactory completion
of a bachelor’s degree from an accredited U.S.
university or college is also acceptable evidence
of English language proficiency. Additionally,
speech language pathology requires a score of
200 on the Test of Spoken English (TSE). Other
evidence may be approved by the Graduate
Studies office, such as affirmation of proficiency
by a Clarion faculty member, other individual, or
organization known to Clarion University.
5. Furnish evidence of adequate financial support
on the Financial Support Statement form. The
applicant must provide an official statement
from an authorized bank certifying that sufficient
funds are available to the student to cover costs
of university fees and general living expenses for
one academic year of study in the United States.
Immigration form I-20 will not be issued until the
international applicant has submitted the required

Graduate Study at
Clarion University

Clarion University of Pennsylvania

8

Clarion University of Pennsylvania

Graduate Study at
Clarion University

evidence of financial support.
6. Carry a full program of studies (at least nine
semester hours) upon admission and matriculation.
The Bureau of Citizenship and Immigration
Services regulations require students holding an
“F” or “J” visa to carry a full program of study.
7. Be covered by adequate health insurance. Due to
the high cost of health care in the United States,
all international students are required to carry
comprehensive medical insurance. For further
information on insurance, see section entitled
“Student Health Insurance” on page 16.

Academic Policies and
Procedures
Academic Honesty Policy

Students at Clarion University shall maintain a high
standard of honesty in scholastic work. As members of
the university community, students have a responsibility
to be familiar with the conduct regulations found in the
university catalogs, Student Handbook and Calendar;
Residence Hall Handbook; Student Rights, Regulations,
and Procedures Handbook, and other university documents.
Among the conduct regulations addressed are acts of
academic dishonesty, including plagiarism or cheating on
assignments, examinations, or other academic work, or
without prior approval of the instructor, submitting work
already done for another course.
Students shall avoid all forms of academic dishonesty,
including but not limited to:
1. Plagiarism-the use of another’s words without
attribution and without enclosing the words in
quotation marks. Plagiarism may also be defined as
the act of taking the ideas or expression of ideas of
another person and representing them as one’s owneven if the original paper has been paraphrased or
otherwise modified. A close or extended paraphrase
may also be considered plagiarism even if the source
is named.
2. Collusion-when specifically prohibited in advance
by the instructor, collaborating with another person
in the preparation of notes, themes, reports, or other
written work offered for credit.
3. Cheating on an examination or quiz-giving or
receiving information or using prepared material
on an examination or quiz.
4. Falsification of data-manufacturing data,
falsification of information, including providing
false or misleading information, or selective use of
data to support a particular conclusion or to avoid
conducting actual research.
Any member of the academic community may bring
complaints of academic dishonesty against a student.
Sanctions for academic dishonesty can range from a
failing grade on a particular assignment or examination to
dismissal from the university based on the seriousness of

the action and whether it is part of a pattern of academic
dishonesty. Instructors imposing a lowered or failing
grade on an assignment or course because of a charge of
academic dishonesty must inform the student. Students
have the right to appeal instructor decisions (Student
Rights, Regulations, and Procedures Handbook) either
through the grade-appeal process (see section on Student
Rights in the Classroom) or directly to the Conduct
Board (see section on Adjudication Appeals) depending
on the nature of the dispute. Sanctions extending beyond
a particular course, such as suspension or dismissal from
an academic program or from the university, can only
be imposed as the result of complaints filed under the
Disciplinary Procedures Code and after Formal Hearings
under this code.

Good Academic Standing

All graduate students are expected to remain in good
academic standing by maintaining a cumulative QPA of
3.00/4.00 and earning no more than six semester hours of
“C” or lower grades in graduate courses.
Students who do not maintain a cumulative QPA of
3.00/4.00 and/or who earn more than six hours of credit
with grades below a “B” are automatically placed on
probation. A student placed on probation must return
to “good academic standing” through grades earned in
course work during the next semester or summer session
in which he or she enrolls. A student may be removed
from probation by:
A. Taking additional courses in his or her program and
earning grades sufficient to raise the cumulative
QPA to 3.00/4.00 or above. This single measure
may be sufficient unless the student has more than
six semester hours of “C” grades.
B. Repeating courses in which the original grade is
less than “B.” A repeat course grade will replace
the original grade for quality-point calculations. A
maximum of six semester hours of credit may be
repeated. Library science students receiving a grade
of less than “B” in two courses are disqualified as
a candidate in that degree program.
Failure to meet this requirement will result in the
student being dropped from the graduate program in which
he or she is enrolled.
A student placed on probation automatically loses
his or her graduate assistantship. A reapplication for an
assistantship will be required once he or she has returned
to “good academic standing.”

Transfer of Credit

Some graduate programs allow students to transfer
credit for graduate courses taken at other regionallyaccredited institutions for coursework of higher academic
caliber in accepted fields of study. It is university policy
that no more than 30 percent of the total credits for a
degree may be transfer credits. The course(s) taken
must be recognized in content and quality as similar

to Clarion University’s approved academic credit. The
credits must be capable of counting toward a graduate
degree at the sponsoring institution. Course credit will
not be transferred until the course has been evaluated
and approved. A student enrolled in a degree program at
Clarion who wishes to take a course at another institution
for transfer to Clarion should obtain prior approval from
his/her academic advisor, department chair, and the
college and graduate deans (see transfer credit form for
approval process). The student is required to furnish a
complete description of the intended transfer course(s)
usually through a catalog description and the syllabus
of the course(s) for which he/she is requesting transfer
credit.
Courses transferred must be certified as graduate level
on the official transcript and must have a grade of B or
better. Transfer credit course grades are not computed in
the Clarion quality-point-average and all transfer credits
will be calculated in semester hours. The proposed transfer
credit must not be more than six years old at the time of
completion of the degree program at Clarion University.
Courses already credited toward an earned degree may
not be used for a second degree.
The following types of courses are not accepted for
transfer credit: correspondence course credit, pass/fail
grades, and workshop courses. Graduate Transfer Credit
Request forms are available in the Graduate Studies
office.

Residency

Seventy percent of all credits required for completion
of a graduate degree must be earned in course work
offered by Clarion University. All graduate-degree
programs require a minimum of 30 semester hours of
credit. Individual programs may require more than 30
semester hours.

Timeliness of Enrollment and
Completion of Degree
It is expected that an applicant admitted to graduate
study will enroll for course work at once. Students who
do not enroll at Clarion for graduate courses in programs
to which they are admitted within 12 months following
admission may be required to reapply before they can
enroll. Information about eligibility to enroll in classes
may be obtained from the Graduate Studies office.
A degree must be completed within six years from the
date of initial enrollment. Extensions may be allowed only
by approval of the department chair, dean of the college
in which the student’s program resides, and the dean of
Graduate Studies.

Full-Time Status

A graduate student enrolled in nine semester hours of
course work in a term is considered a full-time student.

Graduate Credit Load

9

The policy regarding credit load for graduate students
is to limit students to a maximum of 12 graduate credit
hours per semester. Students who wish to enroll for more
than 12 graduate credit hours must have the approval of
the graduate program coordinator, the college dean, and
dean of graduate studies.

400-Level Courses

Not all 400-level courses can be taken for graduate
credit. Students should consult with graduate program
coordinators or the Graduate Studies office to determine
400-level courses that have been approved for graduate
credit. These approved 400-level courses are listed
each semester in the Graduate section of the published
Schedule of Classes. Note: courses taken at the 400-level
for undergraduate credit cannot be repeated for graduate
credit. The maximum number of 400-level courses
accepted toward degree requirements varies among the
graduate programs. See specific program descriptions
and requirements.

Withdrawals

All class withdrawals must be made through the
Office of the Registrar, 122 Carrier Administration
Building. Classes from which a student withdraws
during the period of drop/add will not appear on the
student’s record. Withdrawals between the end of the
second and ninth weeks may be made without penalty.
After the beginning of the 10th week of a semester or the
second half of a summer session, a course from which a
student withdraws shall be finally reported with a grade
of “E.” Exceptions may be made for withdrawals due to
extenuating circumstances such as illness or some other
unavoidable occurrence.
If a student is on probation at the time of withdrawal
from all classes and the withdrawal is after the 12th week
of the semester, the student will not be permitted to return
for the following semester unless the withdrawal is based
on extenuating circumstances.
If a withdrawal is not made through the Office of the
Registrar, a failing grade will be recorded for the affected

Graduate Study at
Clarion University

Clarion University of Pennsylvania

10

Clarion University of Pennsylvania

and cannot be repeated later for credit or a letter grade.

Graduate Study at
Clarion University

course(s).
Any student who withdraws from the university either
during or at the end of a semester must notify the Office
of the Registrar of his or her intention to withdraw and the
reason for withdrawal. This is necessary for completion
of the student’s permanent record. Failure to comply with
this regulation will constitute an unofficial withdrawal and
may affect the student’s chances of future readmission or
his or her obtaining an honorable dismissal.
Please see section on “Refund Policies,” page 13, for
financial implications of withdrawal.

Grading System
A
B
C
D
E
IP
I
P
W
WX
Z
AU

excellent
good
satisfactory
poor
failure
in progress
incomplete work
passing
withdrawal from a course
withdrawal from the university
grade not submitted (Temporary)
audit

Auditing Courses
With the permission of the instructor, interested
students may audit courses if there is space available in the
course from the first day of class and up until the end of
the drop/add period. Students must declare their intentions
in writing to the Office of the Registrar before the end of
the drop/add period. Laboratory courses may not be taken
as an audit. Students who enroll in a course for credit may
change to an audit grade only during the drop/add period.
Likewise, students who enroll in a course to audit may
only change to credit during this same period.
Courses taken as an audit will be recorded on the
official transcript with a grade of “AU”; no credit or letter
grade will be received. Graduate-level courses taken as an
“audit” cannot be counted as credits in a degree program

Incomplete Grades
The “I” grade may be used when a student has
completed the major portion of the requirements for a
given course, but for reasons beyond expected control,
such as illness or family emergency, cannot complete
all requirements. Normally, incomplete grades must be
removed by the end of the first semester subsequent to the
awarding of the incomplete. Extensions may be granted if
the instructor awarding the incomplete deems that more
time is necessary to fulfill course requirements. Research
and thesis incomplete grades normally continue beyond
one semester.
An incomplete that is not converted to a final grade
by the end of the semester following its issuance and is
not approved for extension by the instructor becomes a
failing grade.
No one may be cleared for graduation with “I” grades
on record.
In Progress Grades
The grade “IP” is given for thesis work and/or courses
at the graduate level that might take more than a semester
for completion. The grade “IP” is given only when the
work in a course extends beyond the semester or term
originally scheduled. It implies satisfactory performance.
The grade “IP” will not alter the QPA of the student since
hours attempted, hours earned, and quality points earned
will be entered in cumulative totals once the final grade
is submitted. The “IP” grade shall remain on the student’s
transcript until the instructor submits a grade.

Advisement

Upon admission to a graduate program, a student is
assigned an advisor. The advisor will assist the student
in planning an individual program and in maintaining
progress within the program.

Research, Theses, and Comprehensive
Examinations

The individual graduate programs within the university
establish research, theses, and/or comprehensive
examination requirements. The student should refer to
the section of this catalog presenting specific programs
to determine exact requirements.

Student Responsibility for Academic
Requirements

Provisions in the Clarion graduate catalog cannot be
considered an irrevocable contract between the university
and the student.
The university makes every effort to keep information
in the catalog current. It must reserve the right, however,
to amend any academic, administrative, or disciplinary
policies or regulations and to update fees or service
charges described in this catalog without prior notice to

11

Graduate Study at
Clarion University

Clarion University of Pennsylvania

persons affected.
Students are held responsible for reading and
understanding the academic, administrative, and
disciplinary policies or regulations and for understanding
the general education requirements as published in the
catalog when they matriculate. They are held responsible
for the requirements of a major in effect at the time they
officially declare a major. If students change majors, they
are responsible for the requirements of the major in effect
when they officially change majors.
Requirements for graduation as well as those for
various curricula and degree programs may change
after students matriculate at Clarion. Such changes
will not be retroactive, although students will have the
option to elect to meet the new program requirements, if
desired. Exceptions may be necessary when changes in
professional certification or licensure standards mandate
such changes in requirements or programs.

Nondiscrimination on the Basis of Disability

Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990 have provided
the framework for those individuals with disabilities
to not be discriminated against. Clarion University,
which is a federally funded institution, must provide for
nondiscrimination under its federal grants and programs.
Thus, “no otherwise qualified individual with a disability
in the United States... shall, solely by reason of her or
his disability be excluded from the participation in, be
denied the benefits of, or be subjected to discrimination
under any program or activity receiving federal financial
assistance...” (29 U.S.C. § 794(a), see also 29 U.S.C.
§ 706(8), see also 42 U.S.C. §§ 12132, 10102, 12114).
An “individual with a disability” has been defined, with
certain exceptions, as “any person who (i) has a physical
or mental impairment which substantially limits one or

more of such person’s major life activities, (ii) has a record
of such an impairment, or (iii) is regarded as having such
an impairment. (See 42 U.S.C. § 12101 et. seq. And 29
U.S.C. § 701 et. seq.)
The applications of these laws at Clarion University
ensures that:
1. no qualified individual with a disability may
be excluded solely by such disability from any
course, or courses of study;*
2. classes will be rescheduled for those students
with mobility impairments if they are scheduled
for inaccessible class­rooms;*
3. academic degree or course requirements may
be modified in certain instances to ensure full
participation by students with disabilities;*
4. alternate methods of testing and evaluation
are available in all courses offered by the
university for students with documented
requirements for such methods;*
5. auxiliary aids are made available by the
university for students with impaired sensory,
manual, or speaking skills;*
6. certain campus rules and regulations may
be waived if they limit the participation of
students with disabilities;* and
7. housing opportunities, employment
opportunities, and other opportunities for
students with disabilities are equal to those of
students without disabilities.*
*Note: The university is only legally obligated
to provide academic adjustments to a qualified
individual with a disability who has made his
or her need known and when it has received the
appropriate documentation of such disability to
support the adjustment. Thus, students must provide
the university with the necessary medical and
diagnostic information to support their requests,

12

Clarion University of Pennsylvania

including specifying what academic adjustments
are needed.

Graduate Study at
Clarion University

The Office of Disability Support Services (DSS)
functions as the university’s primary vehicle for assisting
students with physical and/or learning disabilities. Students
must initiate the process of receiving accommodations
by contacting the coordinator of Disability Support
Services, located in 102 Ralston Hall. Also, as part of the
university’s registration process, students are provided
with a confidential questionnaire that enables them
to notify the university of possible accommodations
and services that are related to a disabling condition.
Students should return these forms to the office of the
Registrar. In addition, students must contact the DSS office
to submit proper documentation and discuss requested
accommodations. Students should contact the DSS
office far enough in advance to allow sufficient time to
coordinate accommodations.
Information on services for students with disabilities
may be obtained by contacting the Coordinator of Disability
Support Services, 102 Ralston Hall, 814-393-2095.
Inquiries regarding services and facilities accessibility
may also be obtained by contacting the Assistant to the
President for Social Equity, 207 Carrier Hall, 814-3932109.

Student Support Services Program

The Student Support Services Program is available
to students with disabilities who desire additional help
in the form of academic advising, freshmen seminars,
informational workshops, and assistance with study skills.
Students interested in obtaining information about the
program should contact the director, Student Services
Program, 104 Ralston Hall, 814-393-2347.

Tuition and Fees for
Graduate Study

Tuition and fees are subject to change without notice.
Payments can be made by cash, check, money order, or
credit card. Credit card payments can be made on the
Clarion University iPortal at www.iclarion.clarion.edu.
Tuition and fees not covered by financial aid are to be
paid at the beginning of the semester or session.

Summary of Tuition and Fees

(Per Semester) 2007-2008 Academic Year

I.
II.

Application Fee (non-refundable)......................$30
Basic Graduate Tuition (subject to change
without notice)
Pennsylvania residents:
Full-time (9-15 credits)...............................$3,107
Each additional credit over 15.......................$345
Part-time per credit (fewer than 9 credits).....$345
Non-Pennsylvania residents and international

students:
Full-time (9-15 credits)...............................$4,972
Each additional credit over 15.......................$552
Part-time per credit (fewer than 9 credits).....$552
III. Residence Hall and Dining Fees
Residence (double room)..............................$1,995
Dining (standard 19-meal plan).......................$909
All residence hall students must pay for both
residence hall and dining.
IV. Technology Fee
Full-time Pennsylvania resident....................$87.50
Full-time non-Pennsylvania resident
and International............................................$132
Part-time Pennsylvania resident.........................$43
Part-time non-Pennsylvania resident
and International..............................................$65
V. Instructional Support Fee
Full-time (9-15 credits)...............................$403.91
Each additional credit over 15.....................$ 44.85
Part-time per credit (fewer than 9 credits) ...$44.85
VI. Health Center Fee
Full-time (9-15 credits).................................$85.42
Each additional credit over 15...............$ 9.49
Part-time per credit (fewer than 9 credits)......$9.49
VII. Student Center Fee
Full-time (9–15 credits)..............................$170.84
Each additional credit over 15......................$18.98
Part-time per credit (fewer than 9 credits) ...$18.98
VIII. Student Activity Fee
1–8 credits.....................................................$37.25
9 or more credits...........................................$74.50
IX. Recreation Center Fee

Clarion University of Pennsylvania

Refund Policies

Basic Fees, University Residence Hall, Dining
Charges, and Student Activity Fee
Refunds are not granted on an automatic basis. A
student eligible for a partial refund of basic fees and
residence hall charges must officially withdraw from the
university through the Registrar’s Office, located in 122
Carrier Administration Building. Refunds of 100 percent
are granted only if student withdraws by the end of the
first day of the semester.
Partial refunds approved for payment are based upon
percentage of tuition and fees charged. The following
schedule applies to both full-time and part-time
students.
Semester Withdrawals
1st week
90% refund
2nd week
80% refund
3rd week
70% refund
4th week
60% refund
5th week
50% refund
After 5th week
0% refund
For refund purposes, a “week” is defined as each five
consecutive days university classes are in session.

Policy Related to Returned Checks

It is the student’s responsibility to ensure funds are
available at his/her bank when a check is presented for
payment. If a check is returned for insufficient funds, the
student will be notified the check is uncollectible. He
or she will then be required to pay the original amount
plus a $40 penalty for handling the uncollectible check.
Payments made in redeeming an uncollectible check and
paying the related late fee and penalty must be by certified
check or money order within 10 days of notification or the
student will not be permitted to attend classes.

Graduate Student Support

Services
Graduate Assistantships

Each year a limited number of graduate assistantships
are awarded to individuals with regular full-admission
status to a graduate program. Graduate assistants work
8.5 or 17 hours a week in assignments related to academic
programs or university-wide service. They are paid an
hourly stipend and receive a tuition waiver for up to 15
credits a semester. There are no summer assistantships.
There are also a limited number of Frederick Douglass
Assistantships, offered to graduates of Historically Black
Colleges and Universities (HBCU). All candidates for
these assistantships must meet full admission requirements
to a Clarion University graduate program and be a
graduate of an HBCU. All general assistantship policies
apply to the HBCU positions.
Recipients of a graduate assistantship must take at
least 6 credits a semester, perform assigned duties in
a satisfactory manner, and remain in good academic
standing. There is an approved evaluation process and
instrument for each graduate assistantship position that
is utilized annually. Graduate assistants are evaluated on
their performance in a specific position.
Students wishing to apply for a graduate assistantship
should do so at the time of application to graduate study at
Clarion University. Graduate assistant application forms
are included in the application for admission to graduate
study packet and are available in the Graduate Studies
office and academic departments.

Financial Aid

In addition to graduate assistantships, the following
financial aid may be available to graduate students.
Loans
Federal Perkins Loan Program-To be eligible
for consideration for this 5 percent loan, a student must
complete an application form, have a current FAFSA
form on file in the Office of Financial Aid, be a citizen
of the United States or have declared his or her intention
to obtain citizenship, and be enrolled or accepted for
enrollment as a student.
These loans, which are non-interest bearing while a
student is enrolled, are available to a maximum of $2,000
each year.
Federal Stafford Loan Program-Loans with a cap
of 8.25 percent interest are generally available from local
banks and savings and loans associations. Loans may reach
a maximum of $18,500 per academic year, with an overall
limit of $65,000 for graduate and undergraduate loans.
Loans are based on need, which must be demonstrated
through an approved need analysis system. Our approved
form is the FAFSA application.
Graduate Plus Loan Program has the same terms
and conditions as the Parent Plus Loan and is subject to a
credit test. Students may borrow up to the cost of education

Graduate Study at
Clarion University

1–8 credits.................................... $10.35 per credit
9–15 credits...................................................$93.19
X. Transcript Fee (one time charge)......................$15
Transcript release is limited to a maximum of three
per request per day.
XI. Late Fee...........................................................$100
A $50 late fee will posted 30 days after the start of
the semester to accounts with unpaid balances
in excess of $250. Additional $25 late payment
fees to accounts with unpaid balances in
excess of $250 at 60 and 90 days after the
start of the semester.
XII. Thesis Binding..............................................$54.60
Minimum three copies at approximately $18.20
per copy. Final cost subject to change.
Payment to be made when thesis submitted to
Graduate Studies for binding.
XIII. Graduation Fee . .............................................$15
A graduation fee is charged to each graduating
student.

13

14

Clarion University of Pennsylvania

less other financial aid received. Repayment begins after
full disbursement of the loan, but loans are deferrable for
in-school status. Student must complete a current FAFSA
form and apply for the maximum Stafford Loan prior to
being granted a Graduate PLUS Loan.

Graduate Study at
Clarion University

Veterans
Clarion University is approved to offer training under
the various GI bills. Students who are entitled under
one of these bills should contact the veterans counselor
immediately after being accepted for admission to the
university in order to secure additional instruction. This
procedure is necessary so veterans may be included on
the monthly payroll. The university veterans counselor is
located in the Office of Financial Aid, 104 Egbert Hall,
814-393-2315.
Scholarships for Graduate Students

Earl R. Siler Memorial Scholarship: Established in
memory of Dr. Earl Siler to recognize graduate or undergraduate
students in the areas of elementary education or early childhood
in their professional development activities. Contact the chair
of the Education Department at 814-393-2404.

Ahmad F.M. Gamaluddin Scholarship in Library
Science: Established in memory of Dr. Ahmad Gamaluddin, a
noted educator, librarian, scholar, and kind mentor who served
on Clarion University’s library science faculty for thirty years.
The award is available to all qualified graduate students, both
full- and part-time, who have demonstrable serious interest
in international/multicultural librarianship. Selection criteria
includes enrollment in the MSLS program for full- or parttime study; completion of at least six graduate credit hours
with a cumulative QPA of 3.5, and a written essay explaining
applicant’s understanding and commitment to international
and/or multicultural librarianship and how the award will help
achieve a career that will focus on either. Selection is made by the
department scholarship committee and payment is administered
by the university’s student accounts office.
Charles R. Flack Scholarship in Library Science:
Established in memory of Charles R. Flack, former head of
the Department of Library Science at Clarion. Offered to a
sophomore or junior enrolled in the Bachelor of Science in
Education degree at Clarion or in the Master of Science in
Library Science degree program for full-time continuous study.
Further criteria include evidence of professional potential in
librarianship based upon earned grades and a written statement
of personal and professional goals as well as significant
contributions to the purposes and activities of the Department
of Library Science. Preference shall be given to a physically
challenged student who meets the above criteria.
Elizabeth A. Rupert Graduate Scholarship in Library
Science: Established in honor of Dr. Elizabeth A. Rupert, an
alumna of Clarion (’59) who also served as dean of the College
of Library Science from 1971 until her retirement. The purpose of
the scholarship is to give personal encouragement and financial
support to a promising graduate student seeking a career in
librarianship by completing the Master of Science in Library
Science degree at Clarion.
H.W. Wilson Scholarship (Graduate Students): Awards
totaling $5,000 are made every five years to graduate students
majoring in library science. Recipients are chosen on the basis
of academic excellence and financial need. Selection is made by
the departmental scholarship committee, and payment is made
by the H.W. Wilson Foundation through the Clarion University
Foundation.

Library Science Department

School of Nursing

General

Clarion University Alumni Association Ross Rankin
& Family Graduate Scholarships: Graduate students must
be currently enrolled in one of Clarion University’s graduate
programs and must have completed nine graduate credit hours by
the time of the application. Students must be in good academic
standing, with at least a 3.0 QPA in their program. Part-time
students must be enrolled for at least six credits during the
semester the funds will be used. Applications are available in
the Alumni Relations Office and the Graduate Studies office at
the beginning of each fall semester.

College of Business Administration

S&T Bank Endowed Scholarship: Established by S&T
Bank for graduate students enrolled in the MBA Program
offered by the College of Business Administration. Candidates
must have attained a minimum college or university QPA of
3.5 and/or attained a score of 550 on the Graduate Management
Admission Test (GMAT). First preference is given to
Pennsylvania residents. For information, contact the MBA
Program office at 814-393-2605.

College of Education and Human Services
Communication Sciences and Disorders (CSD)
Department

Marian Renn Marshall Graduate Fellowship (Graduate
Students): Established through the Clarion University
Foundation in memory of Marian Renn Marshall. The award
offers assistance to graduate students admitted to the speech
language pathology graduate program. Selection is made by
the CSD Department on the basis of academic record. For
information, contact the CSD Department at 814-393-2581.

Education Department

Information of Library Science scholarships can be obtained by
contacting the department office at 814-393-2271.

Elizabeth M. McCord Scholarship: Established by the
McCord family in honor of Mrs. McCord and her service to the

15

Graduate Study at
Clarion University

Clarion University of Pennsylvania

university’s Health Center. First preference is given to full-time
graduate students in the M.S.N. program. Second preference is
to students with six or more graduate credits each semester. The
basis for selection is the student’s academic record; financial
need is considered secondarily. For further information, contact
the School of Nursing at 814-676-6591.

University Libraries

Carlson Library on the Clarion Campus is a stateof-the-art facility. Extensive connectivity to the campus
network and the Internet is provided through buildingwide wireless and standard data networks. There are 140
computer workstations in four computer laboratories
available for student use. The library is home to the
university’s Center for Academic Excellence and the
University Art Gallery. The Department of Library Science,
a department in the university’s College of Education and
Human Services, has its offices, classrooms, and computer
laboratory in the facility.
The mission of the Clarion University Libraries,
comprised of the Carlson Library on the Clarion Campus
and Suhr Library on the Venango Campus, is to:
• assist university undergraduate and graduate students,
faculty, staff, and administration in conveniently
locating and accessing the university’s information
resources and those of other sources;
• develop and provide timely and responsive services,
programs, and tools that facilitate translation of
information into knowledge and support research,
scholarship, teaching, and learning;
• build, select, and preserve, in cooperation with
university faculty, a collection of information
resources commensurate with the current and
anticipated discipline needs of the university’s
instructional programs and supportive of teaching
and learning processes;

• contribute to progress of the university and the
profession; and
• participate in addressing the information resource needs
of local and rural communities in Pennsylvania.
Carlson and Suhr libraries have combined collections
of more than 1.7 million volumes in various formats,
including books, microforms, periodicals, and electronic
databases. Materials not held by the two libraries may be
accessed through interlibrary loan services offered at both
libraries or directly online through the library’s Webpage.
The libraries are committed to providing excellent
service to users. Qualified library faculty and staff are
available in each of the libraries’ public service areas to
assist users in locating information, satisfying research
needs, and effectively using instructional technologies.
Library faculty also provide instruction on general library
use and on research resources and strategies which are
discipline specific. The libraries’ Webpage (www.clarion.
edu/library/) provides a gateway to Internet resources
including services which provide full-text access to
thousands of academic journals.

Health Service

Keeling Health Center, accredited by the Accreditation
Association for Ambulatory Health Centers (AAAHC),
provides health services and wellness promotion to
the student community of Clarion University. The
health center is located at the northwest corner of the
campus near Givan Hall. A highly credentialed staff,
including contracted physicians, certified registered nurse
practitioners, and registered nurses certified in college
health provide specialized student health services.
Operating hours are announced at the beginning of each
semester. After-hour and emergency services are available
from a variety of community providers.

16

Clarion University of Pennsylvania

Graduate Study at
Clarion University

(www.consolidatedhealthplan.com) has been selected as
the insurance provider, and students may choose from a
variety of options.
Parents who plan to continue a son or daughter on
family insurance plans should contact their insurance
provider to determine the effects of university entrance
upon dependent coverage. This is particularly important
under managed care plans.
University policy requires that students have medical
insurance coverage to be eligible for participation in
university-sanctioned, sponsored and/or approved activities,
including intercollegiate sports. The assumption is that
students participating in such activities are covered by
medical insurance, and proof of coverage can be produced
upon the university’s request.
Students interested in obtaining insurance from
Consolidated Health Plans should contact the Director
of Health Services at 814-393-2121.

International Students–Medical Insurance
Coverage
The services of the health center are similar to those
provided in a physician’s office. Specific services include:
physical examinations, immunizations, allergy injections,
medication and prescriptions, pregnancy testing, treatment
of acute and chronic illnesses and injuries, and referral
to appropriate community resources. Proper immunization
is highly recommended prior to university entrance.
Pennsylvania Senate Bill 955, passed into law on June
28, 2002, mandates that all university students living
in residence halls be immunized against meningitis or
sign an informed declination statement. The American
College Health Association also supports the meningitis
vaccine.
A health services fee assessed at the beginning of each
semester includes an unlimited number of visits to the
health center. There may be additional charges for any
medications or procedures associated with the visit.
Students are strongly encouraged to contact their primary
insurance carrier to determine the conditions and limitations,
if any, on medical treatment away from home.

Health Insurance

The health center fee includes basic provider services
within the Keeling Health Center. Charges for laboratory,
X-ray, outpatient or inpatient services at other facilities,
and medications are not covered, and are the responsibility
of the individual student. Health insurance coverage is
strongly encouraged prior to enrollment at Clarion
University.
In an attempt to offer students an affordable health
insurance option, Clarion University has collaborated
with nine other universities in the Pennsylvania State
System of Higher Education to offer an economical and
comprehensive insurance policy to those students not
covered by a parent policy. Consolidated Health Plans

Medical insurance is required of all international
students enrolled at Clarion University. Students who do
not show proof of health insurance coverage comparable
to Clarion University’s group plan will be required to
enroll in the university’s plan, and be responsible for
payment. Students will not be allowed to complete course
registration until all medical insurance requirements are
met. The current cost of the group insurance plan is $850/
year, full payment of which is required at the beginning of
the academic year. Please understand that the medical
insurance premium is not included in the statement of
account issued by the university for tuition, fees, and room
and board. A separate payment of cash or money order is
required. Details of payment will be explained at the time
of application for insurance.
If an international student has coverage through his or
her sponsor or through another agency in his or her home
country that provides adequate coverage during the student’s
stay in the United States as a student, the international
student may request to be exempt from subscribing to the
group plan offered through Clarion University. Coverage
must include:
*minimum medical expense benefit of $50,000
*minimum repatriation expense benefit of $7,500
*minimum medical evacuation benefit of $10,000
Students requesting exemption from the group plan
are required to submit details of insurance coverage to the
Office of International Programs upon arrival at Clarion
University. Details must be written in English and include
the following information: company name and address,
phone and fax numbers; complete name of policy holder
and identification number, if assigned; effective date of
coverage and expiration date of coverage; and policy
benefits (as described above).

Housing

Limited housing for graduate students is available in

17

Graduate Study at
Clarion University

Clarion University of Pennsylvania

the university-supervised residence halls. For information,
students should contact the Office of Residence Life, 230
Egbert Hall, telephone 814-393-2352 or e-mail at reslife@
clarion.edu.
Any arrangement for housing in the community
is a business relationship between a student and the
householder. The Office of Residence Life maintains a
limited listing of available housing in the community, but
the university does not approve or make recommendations
related to private off-campus housing accommodations.
Off-campus housing list can be found at www.clarion.
edu/reslife.

Parking and Automobile Regulations

All provisions of the Vehicle Code of the Commonwealth
of Pennsylvania as supplemented by parking regulations
issued by the chancellor, State System of Higher
Education, and Clarion University, will be strictly
enforced on the Clarion University Campus. Authority for
such enforcement rests with the director of public safety.
Vehicles are immobilized for unpaid tickets.
Students who park a vehicle on university property in
an area requiring a permit must register with the Department
of Public Safety. A valid university parking permit must
be hung down from the inside rear-view mirror and
clearly be visible from the front and rear of the vehicle
when the vehicle is parked in a lot requiring a permit.
The enforcement of parking permit regulations for
employee lots, commuter lots and metered parking shall
be from 8 a.m. until 4:30 p.m., prevailing time, Monday
through Friday, unless otherwise designated. For more
information on parking, visit the parking Website at www.
clarion.edu/parking/.

Career Services Center

Clarion University offers a number of services

to assist students with their career, educational, and
employment plans. The Career Services Center works
with students individually and through programs and
classroom presentations to assist them in developing
life-long career planning and job search skills. Students
can obtain career and job search information from its
career resource room. office publications, and Website.
In addition, staff members use several listservs and an
e-newsletter to communicate with students and provide
career information and advice.
The Career Services Center provides students with
information regarding experiential education opportunities
related to their personal interests, course requirements,
or career exploration needs. The center oversees several
databases and serves as a clearinghouse for opportunities
related to volunteerism, service-learning, part-time jobs,
and internships. Staff members administer the Off-Campus
Community Service Federal Work-Study program and
coordinate the Experience Expo event.
The Career Services Center offers a number of resources
for students as they prepare to enter the workforce.
Students can develop job search skills by participating in
the center’s professional development seminars, resume
clinic, and mock interview program, and meeting with a
staff member to organize job application materials. The
center also works to help students make connections with
employers by arranging on-campus interviews, offering
an online career services registration and resume posting
service, providing a resume search service for employers,
coordinating a database of employment opportunities,
and sponsoring a number of career events through the
academic year.

Biology

Clarion University of Pennsylvania

19

Master of Science Degree in Biology
Department of Biology

Andrew Keth, Ph.D., graduate program coordinator
219 Peirce Science Center
Telephone: 814-393-1734
E-mail: aketh@clarion.edu
www.clarion.edu/art-sci/biology/masters/masters_
index.htm

Graduate Faculty

Professors: W. Barnes, L. Bering, K. Eggleton, S. Harris,
D. Smith, A. Turner, C. Williams
Associate Professors: A. Keth, D. Lott
Assistant Professors: V. Bennett

Program Objectives

The primary objectives of the Master of Science program
in biology are to prepare individuals for leadership roles in
environmental, educational, and laboratory-oriented
science.
Candidates for the Master of Science degree can
opt for a concentration in either biological sciences or
environmental sciences. Each concentration includes a
thesis and non-thesis option.

Definition of Terms

Departmental Graduate Committee
Committee which reviews all applications for
admission to the M.S. in Biology program and makes
recommendations to the department concerning admission
of students and the existence of deficiencies.
Graduate Program Coordinator
A designated advisor in the Department of Biology
who meets all new graduate students and assists them in
planning their first semester program of courses and/or
recommends them to major advisors when desirable.

Major Advisor
A member of the graduate faculty who accepts a
student for counseling and advisement during his or her
course work and research and in the presentation and
defense of his or her thesis.
Graduate Research Committee
A committee of at least three members selected from
the graduate faculty to aid the student in determining a
course of study and to prepare, administer, and grade the
student’s comprehensive exam and thesis. The student’s
major advisor will chair this committee.

Admission Requirements

Applicants who have a bachelor’s degree in a field
within the natural sciences including 15 biology credit
hours comparable to the department’s freshman and
sophomore core, a 3.0 overall QPA on a 4.0 scale, and
a combined score of 1,000 on the Graduate Record
Examination are eligible for full admission. The natural
sciences are defined here as including anthropology,
biology, chemistry, environmental biology, geology,
geography, mathematics, molecular biology, physics,
wildlife biology, and related fields. Applicants who do not
meet the above requirements but have an overall QPA of
2.75 on a 4.00 scale or a combined score of 1,000 on the
Graduate Record Examination may be granted provisional
admission with a majority vote of the biology faculty. For
full consideration, applications must be received by April
1 for fall admission and November 1 for spring admission.
Students will be assigned a biology faculty member
who agrees to serve as his/her major advisor. It is strongly
recommended students visit the campus and interview
with potential advisors early in the application process.
Any programmatic deficiencies of students admitted into
the program will be identified by their graduate committee
and remedied by the student through appropriate
coursework.

Degree Requirements

I. M.S. in Biology: Biological Sciences Concentration
A. Thesis option:

1. Complete a total of 30 semester hours
including at least 24 hours in upper-level/
graduate courses and seminars and at least
six hours of Research and Thesis (BIOL 700).
Two Graduate Seminars (BIOL 500) must be
completed, one of which must be outside of
the student’s research emphasis.

2. Conduct an original research project; submit
and defend a thesis. Before beginning the
research, the student must present and defend
the proposed project in a seminar open to the
university community.
B. Non-thesis option:

This option is designed for prospective medical
students, elementary and high school teachers,
and others who wish to further their knowledge
of biology at an advanced level but do not desire
careers in research.

1. Complete a total of 30 semester hours
including at least 24 hours in upper-level/
graduate courses. Complete at least two hours
of Graduate Seminar (BIOL 500).

2. Complete an independent study project or

Biology

College of Arts and Sciences

20

Biology

complete and report on an internship for at
least two hours credit.
II. M.S. in Biology: Environmental Science
Concentration
A. Thesis option:

This option is designed for students whose
career goals include research or graduate study
in environmental science. This interdisciplinary
option will be a cooperative effort between the
Department of Biology and the Department of
Anthropology, Geography and Earth Science.

1. Complete a total of 30 semester hours
including at least 24 hours in courses and
seminars in required areas and at least six
hours of Research and Thesis (ENVR 700).
Required course areas include:
• Natural and Physical Sciences: complete
at least 12 hours of approved courses
in anthropology, biology, earth science,
geography, chemistry, or physics, three
hours of which must be a field experience.
• Quantitative Methods: complete at least
six hours of approved courses in statistics,
mathematics, remote sensing, or geographic
information systems.
• Policy, Planning, Communication, and
Social Sciences: complete at least three
hours of approved courses.
• Graduate Seminar (ENVR 500): complete
one to two semesters for at least two
hours.

2. Conduct an original research project; submit
and defend a thesis. Before beginning the
research, the student must present and defend
the proposed project in a seminar open to the
university community.
B. Non-thesis option:

This option is designed for returning environmental
professionals who desire advanced training to
enhance their career potential, elementary and
high school teachers who wish to enhance their
background in content areas, and others who
wish to further their knowledge of environmental
science but do not anticipate a career in
research.

1. Complete a total of 30 semester hours of
courses, seminars, and independent study or
internship. Courses must cover the required
content areas prescribed for the environmental
science thesis option, including at least three
hours of field experience.

2. Complete an independent study or complete
and report on an internship for at least two
hours.
When a preliminary draft of the thesis is judged
by the major advisor to be suitable, the candidate
will provide each member of his or her committee
with a copy of the preliminary draft. The date of the

Clarion University of Pennsylvania

oral thesis defense must be announced to the general
college faculty at least two weeks before the defense.
The defense will be conducted by the graduate research
committee, which will report its approval or disapproval
along with recommended revisions. At least five copies
of the final draft of the thesis shall be prepared by the
student, who will deliver them to the major advisor
who will obtain the appropriate signatures and deliver
the copies to the Division of Graduate Studies. The
Division of Graduate Studies will charge a binding fee
to the student.
Only 400-, 500-, 600-, and 700-level courses
can be taken for graduate credit. No more than six
semester hours of approved 400-level courses taken
for graduate credit may count toward the master’s
degree (see below).

Placement

A great need for good professional biologists exists
at the present, and should continue into the near future.
Projections by both industry and federal government
sources indicate that the need for life scientists and health
workers should increase. The need for individuals with
additional or more specialized training than required for
a B.A. or B.S. degree is increasing. Placement of past
graduates of the program has been excellent in teaching
and research; federal, state, and local government; private
industry; medical technology; dentistry; optometry; and
doctoral and specialist programs.

Graduate Assistantships

Clarion University of Pennsylvania

A limited number of graduate assistantships and/
or research assistantships are available. Departmental
graduate assistants are assigned to assist in laboratory
supervision in the undergraduate program in biology.
Research assistants generally work on a grant-funded
project directed by a faculty member. Graduate assistants
must have full-admission status.
All applicants for graduate assistantships must first
complete the regular admission procedure and submit the
application for a graduate assistantship to the Department
of Biology. Applicants for graduate assistantships must
request their referees include in their three letters of
recommendation a statement concerning the student’s
potential as a laboratory assistant.
All new applicants for graduate assistantships will be
required to complete an interview before appointment.
Graduate assistantships are usually renewable for two
years if the student has made reasonable progress toward
the degree (see below).
New applicants for graduate assistantships must
submit completed applications no later than April
15; appointments are usually made by May 1 of each
year. Continuing students must submit an assistantship
application packet by April 1.

21

Before course work begins, the admitted student
should meet with the graduate program coordinator or
assigned major advisor for orientation and assistance in
planning the first semester program. The student should
initiate the selection of a major advisor and a graduate
committee during the first semester at Clarion. The student
and the graduate committee shall develop an academic
research program leading to the M.S. degree. The student
will be responsible for scheduling a Graduate Committee
meeting once per semester to evaluate progress toward
the completion of the program. Minutes of the graduate
meetings will be recorded by the major advisor and will
become a part of the student’s permanent file.
A minimum of nine credits per semester is considered
a full load for graduate students. Twelve semester hours
(three credits per session) is a maximum load during
summer sessions. Exceptions may be authorized by the
dean of Graduate Studies upon recommendation by the
Department of Biology acting upon a written petition by
the student.
It is the candidate’s responsibility to file, with the aid
of his or her major advisor, an Application for Graduation
before the published deadline during the semester in which
he or she intends to graduate.

Advisement

Biology

Courses

22

Clarion University of Pennsylvania

Courses may be taken from any curriculum in the
Graduate Catalog. Students are encouraged to go outside
the Department of Biology for courses if their program
goals and career interests will benefit as determined by
their graduate research committee.
While students can, and frequently do, take
undergraduate courses at all levels of instruction, only
400-, 500-, 600-, and 700-level courses can be taken for
graduate credit. No more than six semester hours of 400level courses may count toward the master’s degree. The
400-level courses that may count toward the master’s
degree are BIOL 410, 460, 464, 470, 471, CHEM 453,
and 463. Please note that 400-level courses taken for
undergraduate credit cannot be repeated for graduate
credit.

Reasonable Progress Toward Degree

Biology

It is the expectation of the Biology Department that
the first priority of all full-time graduate students is the
completion of the requirements of the master of science
degree in a timely manner. The student’s major advisor and
graduate research committee will determine reasonable
progress toward completion of the degree. At a minimum,
reasonable progress will include:
Thesis options:
(1) a public presentation of the student’s proposed
research project in a seminar open to the
university community;
(2) submission and tentative approval of the
research prospectus by the student’s major
advisor and graduate research committee by
the end of the second semester in residence;
and
(3) holding graduate research committee meetings
once per semester;
Thesis and non-thesis options:
(1) maintaining a minimum QPA of 3.0 in all
course work attempted.
Students who are applying for a second year of support
as a departmental graduate assistant must submit evidence
of relevant degree progress to the departmental graduate
committee that includes documentation of the criteria
listed above in addition to evidence that professional
duties associated with the current year’s assistantship have
been completed in a satisfactory manner.

Physical Facilities

The Department of Biology is located in the Peirce
Science Center, a four-story teaching and research
building. This facility is well supplied with sophisticated
equipment and instrumentation necessary for studying the
many facets of biology. In addition, the department also
maintains continually expanding herbarium and vertebrate
biology collections, animal and aquarium rooms, an
environmental chamber room, a cell culture laboratory,
and a greenhouse located adjacent to the building.
Recently renovated molecular biology/biotechnology and
ecology laboratories provide research support for students

in these growth areas. Field work is conducted on land
owned by the university adjacent to the campus or on the
huge expanse of state, federal, or privately owned land/
waters in close proximity to the university. Ecologically
interesting areas within a 100-mile radius of the campus
include the Jennings Nature Preserve, Allegheny National
Forest, Cook Forest State Park, Tionesta Scenic Area,
Heart’s Content Scenic Area, Presque Isle State Park,
Power Mill Nature Reserve, and the Pymatuning region.

Pymatuning Laboratory of Ecology

Because of a unique cooperative program with the
University of Pittsburgh, Clarion University is able to offer
an outstanding program of studies in ecology. Courses
are taken at Clarion Campus during the academic year.
In the summer, courses in field biology are offered at the
Pymatuning Laboratory of Ecology. Classes are taught and
research is directed by faculty from several institutions.
The laboratory is located approximately 1.5 hours
northwest of Clarion on the shores of the Pymatuning
Reservoir.
The teaching and research facilities of the field
laboratory are on a site within a wildlife sanctuary and
propagation area managed by the Pennsylvania Game
Commission. A hatchery of the Pennsylvania Fish
Commission is adjacent to these facilities. The housing
and dining area for the laboratory is located three miles
away, on the public portion of the Pymatuning Reservoir.
A waterfront area is available for recreational use by
students and staff.

Release of Data from M.S. Thesis-Publication
Policy

Publications resulting from research done at Clarion
University shall give credit to people involved in the
research, to Clarion University, and to any granting
agencies that supported the research.

Clarion University of Pennsylvania

23

A maximum of six credits from the 400-level courses listed below can be taken for graduate credit with permission from the graduate
program coordinator or department chair. 400-level courses taken for undergraduate credit cannot be repeated for graduate credit.

410:
Field Methods in Environmental Biology
3 s.h.
A field-based course designed to give students hands-on experience in the various methods needed in environmental studies.
The course will focus on the environmental assessment of terrestrial and aquatic habitats and the impacts of perturbations
on flora, fauna, and natural landscapes. Prerequisites: BIOL 155/156: Principles of Biology II and laboratory, BIOL 202:
Principles of Ecology, or permission of instructor. Summers, on demand.
BIOL 460:
Comparative Vertebrate Anatomy
3 s.h.
Traces the most important trends in the evolution of basic structures in vertebrate lines and conveys an appreciation of how
the mammals came to possess the combination of characters that make this group unique. Two lecture and three laboratory hours
weekly. Prerequisites: Completion of two semesters of introductory biology or permission of instructor. Alternate years.
BIOL 464:
Developmental Biology
3 s.h.
Study of the major processes in development and their underlying mechanisms. Includes descriptive study and mechanisms
such as differentiation, induction, and morphogenesis. Deals primarily with animal development. Two lecture and three
laboratory hours weekly. Prerequisites: Completion of two semesters of introductory biology, genetics, and two semesters of
general chemistry or permission of instructor. Annually.
BIOL 470:
Mammalology
3 s.h.
Interrelationships of mammals and the biotic and abiotic environment. Includes discussions and investigations of mammalian
distribution, diversity, taxonomy, ecology, and physiology. Includes both field and laboratory studies. Two lecture and three
laboratory hours weekly. Prerequisite: A course in ecology or permission of instructor. On demand.
BIOL 471:
Plant Ecology
3 s.h.
In-depth approach to the interaction of plants with the physical and biotic environments at population, community, ecosystem,
and landscape scales. Lecture and discussion focus on current topics in plant ecology such as disturbance, succession, herbivory,
dispersal, competition, and environmental stress. Laboratory includes field-based experimental and descriptive investigations
of plant population and communities. Two hours lecture/discussion and three laboratory hours weekly. Prerequisite: A course
in principles of ecology or permission of instructor. On demand. (Pymatuning)
BIOL 500:
Graduate Seminar
1-2 s.h.
A survey of current literature, concepts, and theories from selected fields of biology. Two discussion hours weekly. By
arrangement.
BIOL 502:
Biometry
3 s.h.
Collection, analysis, and presentation of biological data. Fundamental aspects of designing and executing descriptive and
experimental studies with emphasis on biological research. Applications to undergraduate and graduate research in progress
in the Department of Biology are stressed. Three lecture hours per week. Spring, alternate years.
BIOL 503:
Special Topics in Biology
1-4 s.h.
Semi-independent studies of topical material under the guidance of the instructor. Maximum credit allowable toward
graduation: nine semester hours. Prerequisites: permission of instructor and the student’s graduate committee.
BIOL 504:
Computational Molecular Biology and Bioinformatics
3 s.h.
The new disciplines of genomics, proteomics, and bioinformatics attempt to analyze and make sense of the data generated
by the Human Genome Project and other genome projects. This course is an introduction to the computational techniques and
algorithms which are used. Topics will include data base searches, pair-wise and multiple alignments, similarity searching,
protein structure, gene mapping and genomic maps and simulation. This interdisciplinary course will be of interest to students
in biology, molecular biology, ecology, evolutionary biology, biochemistry, industrial mathematics, and computational science.
Prerequisite: BIOL 201 Genetics and MATH 260 Applied Calculus or MATH 221 Elementary Applied Statistics, or permission of
instructor. No programming experience is necessary, but a facility with computers is assumed. Pre-session, alternate years.
BIOL 505:
Ecological Applications
3 s.h.
A case history approach to the analysis and possible resolution of both terrestrial and aquatic environmental problems.
Students will analyze the problem from a number of perspectives, including the biological, in an assessment of the problem.
Sample design, cost considerations, data collection, and analysis will be incorporated into the assessment. The overall assessment
of the problem and possible resolution will be conveyed both orally and in a written format. This course is considered a capstone
for students in the Applied Ecology Program, but is appropriate for other students who meet the prerequisites. Prerequisites:
BIOL 202, or permission of the instructor. BIOL 493 and 494 are recommended. Spring, alternate years.
BIOL 508:
Biology Internship
1-3 s.h.
Internships provide practical experiences that are related to a student’s academic program or research area. Credits earned
can be utilized as partial fulfillment of the Master of Science degree in biology. Students considering internship credits to be
applied toward the Master of Science degree must have the approval of their graduate advisory committee, the cooperating
agency, and the appropriate university administrators. On demand.
BIOL 511:
Wildlife Ecology and Management
3 s.h.
A study of the ecology and management of mammals, birds, amphibians, and reptiles. Lectures cover population dynamics,
estimation, and population viability, sampling techniques, habitats, disease, and both game and non-game management. Labs
emphasize wildlife population modeling, habitat assessment using GIS, and evaluation of alternative management strategies.
Students will develop their own wildlife management plans. Two hours of lecture and three hours of laboratory weekly.
Prerequisite: BIOL 202 or permission of instructor. Fall, alternate years.

Biology

Biology Courses

24

Clarion University of Pennsylvania

Biology

BIOL 520:
Terrestrial Botany
3 s.h.
A field course emphasizing the identification, distribution, and ecology of upland vascular plants of Western Pennsylvania.
Field and laboratory projects will focus on plant characteristics, taxonomic relations, floristics, habitat relationship, inventory
methods, and plant community description and dynamics. (Pymatuning)
BIOL 521:
Aquatic Entomology
3 s.h.
Emphasis in this course is on identification of the major groups of invertebrates playing a role in natural communities and
on the methods of quantifying their relative importance in the community. (Pymatuning)
BIOL 522:
Aquatic Botany
3 s.h.
Study of freshwater algae and aquatic vascular plants in field communities, methods of quantifying relative numbers and
mass, and structural and physiological adaptations to the aquatic environment. (Pymatuning)
BIOL 523:
Experimental Vertebrate Ecology
3 s.h.
Designed to give knowledge of basic field identification, capture techniques, quantification, and natural history of some
of the common vertebrates of Pennsylvania. (Pymatuning)
BIOL 524:
Microbial Physiology
4 s.h.
A study of the physiological reaction involved in the growth, reproduction, and death of microbes. Consideration is
placed upon the metabolism of carbohydrates, proteins, vitamins, and fats. Enzymes, oxidation-reduction potentials, energy
relationships, membrane potentials, and nutrients are considered. Prerequisites: General Microbiology and Biochemistry or
permission of instructor. Two lecture and four lab hours per week.
BIOL 525:
Fisheries Biology
3 s.h.
Ecology of fish populations, including identification, age and growth, populations estimation and analysis, food habits,
environmental requirements, and management considerations. Prerequisites: Environmental Biology or permission of
instructor. Three lecture hours per week. Laboratory sessions held on Saturdays. Student must possess a valid Pennsylvania
fishing license.
BIOL 526:
Field Ichthyology
3 s.h.
A field course dealing with the interrelationships of fish with their biotic and abiotic environment. Fish in their natural
habitats, pollution, and improvements of aquatic habitats, and applied aspects of fish ecology and fishery management will be
studied. (Pymatuning). Student must possess a valid Pennsylvania fishing license.
BIOL 527:
Field Botany
3 s.h.
Field-based course emphasizing the identification and natural history of common vascular plants native to western
Pennsylvania and methods used to study them. Course is taught at a time when the spring flora is conspicuous. Spring,
alternate years.
BIOL 528:
Ornithology
3 s.h.
This course deals with the biology of birds. Lectures cover topics such as classification, internal and external adaptations
for flight, migration, nesting and feeding habits, behavior, ecology, and physiology. There are two lectures and three laboratory
or field trip hours per week. Prerequisite: Permission of the instructor. Spring, even-numbered years.
BIOL 532:
Field Ornithology
3 s.h.
This course deals primarily with the identification and natural history of birds of western Pennsylvania. It is taught at a
time when migratory species are also commonly seen. Although lectures are an important component, indoor and outdoor
laboratory activities play a predominant role in this course. Prerequisites: BIOL 155/165; BIOL 156/166; or permission of
the instructor. Spring, even-numbered years.
BIOL 543:
Virology
3 s.h.
A study of plant, animal, and bacterial viruses, including the biochemistry of viruses and viral life cycles, techniques in
the study of viruses in relation to diseases, tumors, and cancer. Prerequisites: Microbiology or Biochemistry or permission of
instructor. Three lecture hours per week.
BIOL 544:
Immunology
4 s.h.
A study of cellular immunology, immunochemistry, and immunogenetics, with emphasis on the physiology of immune
responses. Prerequisite: Permission of instructor. Three lecture and three lab hours per week.
BIOL 546:
Pathogenic Microbiology
4 s.h.
A study of the bacteria, fungi, and viruses which cause human disease. Laboratory emphasis is on isolation and identification
of pathogens and on elementary immunology. Two lectures and four laboratory hours weekly. Prerequisites: BIOL 341.
Spring, annually.
BIOL 550:
Cell Physiology
4 s.h.
Explores the molecular dynamics of eukaryotic cells. Includes functional and structural organization of the cell, the cell
as a unit of inheritance, and the cell as a biochemical transducer. Prerequisites: C or better in BIOL 155, 156, 165, 166, and
203, and completion of CHEM 252 and 262 or permission of instructor. Fall semester only.
BIOL 551:
Advanced Animal Physiology
1-3 s.h.
A detailed treatment of fundamental concepts and techniques of animal physiology. Includes literature reviews and
individual investigations. Two lecture and three lab hours per week.
BIOL 552:
Advanced Plant Physiology
3 s.h.
Life processes and responses of plants to the environment. Topics include water relations, transpiration, translocation,
photosynthesis, respiration, metabolism, plant hormones and morphogenesis, photoperiodism, temperature responses,
environmental and stress physiology. Two lecture and three lab hours weekly. Prerequisites: BIOL 201, 203, and CHEM 254.
Spring, odd-numbered years.

25

BIOL 555:
Endocrinology
3 s.h.
A survey of the chemical and physiological principles of hormonal integrations in animals. Three lecture hours per
week.
BIOL 556:
Entomology
3 s.h.
A general study of insects, including structure, physiology, classification, economic importance, and relationships. Two
lecture and three laboratory or field work hours weekly. Fall, odd-numbered years.
BIOL 559:
Physiological Ecology
3 s.h.
Nearly every habitat on earth, from thermal hot springs to polar ice caps, is home to some form of life. Physiological
ecology explores the biotic and abiotic challenges to organisms imposed by their environments and adaptations which allow
them to survive in various habitats, both in terms of how organisms physiologically adapt to short-term fluctuations in their
environment and how adaptations influence biogeographic distribution and evolutionary success of various species. Topics
include adaptations related to temperature, water and salt balance, and gas exchange. Adaptations of organisms to extreme or
unusual environments may be considered. Prerequisite: BIOL 202, 203, 451, or permission. Spring, alternate years.
BIOL 563:
Behavioral Ecology
3 s.h.
An examination of the behavior of animals in relation to their natural environment with emphasis on the functioning of
patterns of behavior in nature, intraspecific communication and social organization, behavioral relationships between species,
and the regulation of behavior by the environment. (Pymatuning)
BIOL 571:
Habitat Ecology–Aquatic
6 s.h.
A detailed examination is made of the structure and functioning of selected aquatic ecosystems. Emphasis is placed on
the interrelationships of functioning systems. (3 credits at Pymatuning)
BIOL 572:
Terrestrial Community Ecology
6 s.h.
A study of the composition, distribution, and dynamics of plants and animals in selected terrestrial communities. Major
biomes to be included will be grassland, deciduous forest, coniferous forest, and tundra. Summers only: six weeks. (3 credits
at Pymatuning)
BIOL 573:
Freshwater Ecology
3 s.h.
A field-oriented study of the physics, chemistry, and biology of standing and flowing inland waters.
BIOL 574:
Ecology of Aquatic Insects
3 s.h.
Examination of the ecological adaptations of aquatic insects with special emphasis on morphology, habitat, and trophic
relationships. (Pymatuning)
BIOL 575:
Experimental Ecology
3 s.h.
Study of designs suitable for investigation of natural populations and communities stressing statistical analysis, and the
logical control of experiments in natural situations. (Pymatuning)
BIOL 576:
Fungal Ecology
3 s.h.
Emphasis will be on the role of fungi in the decomposition of organic materials in terrestrial and aquatic communities,
and the recycling of mineral nutrients. (Pymatuning)
BIOL 577:
Forest Ecology
3 s.h.
An in-depth approach to the structure, function, and dynamics of forest ecosystems at multiple scales. Lecture and discussion
focuses on current topics in forest ecology and management such as major forest types and climate, influence of physical factors
like soils and hydrology on forest ecosystem function, the importance of disturbance, herbivores, and pathogens in structuring
forest ecosystems, and the concept and practice of sustainability in forest management. Laboratory emphasizes descriptive
and investigative studies of local forest ecosystems. Two lecture and three laboratory hours weekly. Fall, alternate years.
BIOL 578:
Biome Studies
3 s.h.
A travel-study program which offers opportunities for study in the various biomes, e.g., grasslands, montane, seashore,
etc. Summers only. Prerequisites: Environmental Biology or permission of instructor.
BIOL 579:
Alpine Ecology
3 s.h.
Students travel to the Beartooth Mountains in northern Wyoming where they may undertake field studies of aquatic and
terrestrial communities along an altitudinal transect. Permission to register granted on an individual basis. (Students will share
cost of travel and food. Tents and cooking facilities will be provided.) (Pymatuning)
BIOL 581:
Microbial Genetics
3 s.h.
A study of bacterial and viral genetics with emphasis upon mutation, mutant selection, gene action, recombination genetic
mapping, gene regulation, and recombinant DNA technology. Laboratory sessions are on an arranged basis. Prerequisite:
permission of instructor. Two lecture and three lab hours per week.
BIOL 583:
Molecular Biology
4 s.h.
The study of the structural and functional relationships of the major biological macro-molecules, with emphasis on nucleic
acid biology. Current systems, methods, and applications of biotechnology, including recombinant DNA techniques, will be
emphasized in the laboratory. Two lectures and three laboratory hours weekly. Spring, annually.
BIOL 585:
Biotechnology
4 s.h.
Advanced topics in the current systems, methods, and applications of recombinant DNA and protein biotechnology. Three
lecture/discussion and three lab hours each week. Prerequisite: BIOL 483/583 or consent of instructor. Spring, annually.
BIOL 591:
Biogeography
3 s.h.
The subject matter covers aspects of the distribution of plants and animals. Main topics of concern include interpretive
approaches to biogeography, paleobiogeographic evidence of past distributions, the centers of origin of various groups,
mechanisms and routes of dispersal and colonization, and the dynamics of extinction. Prerequisites: BIOL 202 and 203.

Biology

Clarion University of Pennsylvania

26

Clarion University of Pennsylvania

Biology

BIOL 592:
Animal Behavior
3 s.h.
Study of the biological concepts of animal behavior. Investigates sensory receptors, internal mechanisms, genetics, learning
and habituation, social organization, and communication. Lecture topics include techniques of observation and experiments
in animal behavior. Three lecture hours weekly. Prerequisites: BIOL 201, 202. Alternate years.
BIOL 593:
Community and Ecosystems Dynamics
4 s.h.
An in-depth approach to the structure, function, and dynamics of ecological systems at community, ecosystem, and landscape
scales. Lecture and discussion will focus on current topics such as niche theory, the regulation of community structure, food webs,
ecological stability, diversity, succession, and energy and material cycles. Laboratory will emphasize field-based descriptive
and investigative studies of local communities and ecosystems. Three lecture and three lab hours weekly. Prerequisites: BIOL
202 or equivalent is required. A basic statistics course is highly desirable. Fall, even-numbered years.
BIOL 594:
Population Biology
4 s.h.
Investigates the empirical, experimental, and theoretical aspects of the structure, growth, and evolution of biological
populations. Takes a holistic approach to how population genetics and population ecology interact to produce observed
population structure and dynamics. Two hours lecture/discussion and three laboratory hours weekly. Prerequisites: BIOL 202,
MATH 260 or 270. Spring, even-numbered years.
BIOL 597:
Evolutionary Ecology
3 s.h.
This course explores contemporary topics as well as landmark contributions in ecology and evolutionary biology. These
topics are explored by readings of research and review papers. Three hours lecture/discussion weekly. Prerequisites: completion
of courses in each of the following: principles of ecology, evolution, and genetics; or permission of instructor.
BIOL 600:
Special Problems in Biology
1-3 s.h.
By permission.
Research and Thesis
minimum of 6 s.h.
BIOL 700:
Prerequisite: Successful oral defense of prospectus seminar.

Clarion University of Pennsylvania

27

Environmental Science Courses

ENVR 500:
Graduate Seminar in Environmental Science
1-2 s.h.
A survey of current literature, concepts, theory, and applications from selected fields of environmental science. One to
two discussion hours weekly. By arrangement. Fall and Spring, yearly.
ENVR 501:
Environmental Science Internship
1-3 s.h.
Internships provide practical experiences that are related to a student’s academic program or research area. Credits earned
can be utilized as partial fulfillment of the Master of Science degree in biology. Students considering internship credits to be
applied toward the Master of Science degree must have the approval of their graduate advisory committee, the cooperating
agency, and the appropriate university administrators. On demand.
ENVR 600:
Special Problems in Environmental Science
1-3 s.h.
Advanced topics in environmental science. The professor selects the format most suitable to the study. Course offered on
request of students, subject to availability of staff. Prerequisite: Permission of instructor. On demand.
ENVR 700:
Research and Thesis in Environmental Science
1-6 s.h.
Independent research project on an approved topic supervised by a faculty member. Required of all students working
toward the thesis option Master of Science in Biology, Environmental Science concentration. Prerequisite: Permission of
instructor. On demand.

GEOG/ES 500:
Introduction to Remote Sensing with Laboratory
3 s.h.
Explores aerial photographs for geographic investigation of physical and cultural features of the landscape; the application
of remote sensing to topographic and planimetric map construction, agricultural and land use identification, landform study,
and forestry. Fall annually.
GEOG/ES 525:
Advanced Remote Sensing with Laboratory
4 s.h.
Examines satellite-based earth imaging instruments, data sources, and products, and their applications to land use
management, geologic assessments, agriculture, forestry, soil resources, archeology, meteorology, and oceanography. Utilizes
visual and digital data. Prerequisite: GEOG 500 or permission of instructor. Spring, annually.
GEOG/ES 550:
Field Geography with Laboratory
3 s.h.
Systematic study of techniques essential to geographic field investigation. Emphasizes practical, first-hand experiences
in the field where students learn techniques and procedures of compass traversing, plane tabling, rural and urban land use
surveying, and field research. Prerequisite: Cartography I and consent of instructor. Offered occasionally.
ES 555:
Field Methods in Environmental Geoscience
4 s.h.
Field-based course designed to give upper-level students hands-on experience in various aspects of hydrogeology,
surficial geology and meteorlogy. Emphasis on principles and practice of the most recent field and laboratory techniques
of instrumentation, sampling, and monitoring as applied to relevant environmental problems. Prerequisite: ES 260, 280, and
330. Summer session, on demand.
GEOG/ES 570:
Introduction to Geographic Information Systems
4 s.h.
Addresses basic concepts and principles of geographic information systems, data models, data structures, applications,
and technical issues. Lab focuses on how these basic principles are implemented in a GIS. Lab includes an entire sequence
of building spatial database: data capturing, editing, adding attributes, building topography, registering layers to real-world
coordinates, making map compositions, data conversion, and basic analysis. Prerequisite: GEOG/ES 345 or permission of
instructor. Fall, annually.
GEOG/ES 590:
Advanced Geographic Information Systems with Laboratory
3 s.h.
Provides students with the ability to apply GIS for spatial problem-solving in applied setting. Lecture- and application/
project-based course. Lecture covers spatial modeling and analysis based on a raster data structure. Laboratory sessions
introduce students to three-dimensional surface modeling, cost-distance analysis, runoff modeling, and diffusion analysis.
Prerequisite: GEOG/ES 570. Spring, annually.

Biology

Geography/Earth Science Courses

Business Administration

Clarion University of Pennsylvania

29

Master of Business Administration

Soga Ewedemi, Ph.D., director
302 Still Hall
Telephone: 814-393-2605
E-mail: mba@clarion.edu
www.clarion.edu/mba/
Graduate Faculty

Professors: R. Balough, J. Eicher, S. Ewedemi,
B. Garland, A. Grenci, P. Kim, W. Lancaster, M. Olivas,
T. Oliver, J. Pesek, B. Ponsford, L. Quesenberry, R. Raehsler,
K. Roth, W. Sanders, S. Sohng, W. Stine, T. Stuhldreher,
C. Yang
Associate Professors: T. Johns, P. Woodburne

COBA Mission

The College of Business Administration at Clarion
University of Pennsylvania prepares students for success
in business, government, and other organizations while
serving the academic and business communities through
effective teaching, professional responsibilities, scholarly
contributions, and service appropriate to the university
and the region. (Revised April 2006)

Program Objectives

The major objective is to provide a basic core of
knowledge about various theories, techniques, and
practices relating to business administration and problem
solving. In addition, candidates for the degree have an
opportunity for in-depth study in a areas of interest.
Specific objectives are to prepare candidates for:
• positions in middle management with private and
public organizations;
• teaching positions in community colleges;
• enrollment in doctoral programs in business
administration.
The program is designed for candidates with
undergraduate degrees not only in business administration
but also in other disciplines. Graduate courses are offered
in the evening for the convenience of employed or parttime students.
The College of Business Administration at Clarion
University is accredited by AACSB International—The
Association to Advance Collegiate Schools of Business.

Admission Requirements

Division of Graduate Studies admission requirements
apply with the following additions:
• Students must submit official scores on the Graduate
Management Admissions Test (GMAT).
• Applicants currently employed should include
references from both professors and employers,
if possible. Applicants should submit three

recommendations on the Clarion University
recommendation forms.
• Resume

Requirements for Graduates

Requirements for the MBA degree are in two
components, course requirements and a portfolio
completion requirement. Course requirements for the
MBA degree are composed of Foundation Courses, MBA
Core Courses, and Elective Courses. A total of 33 graduate
credits in the MBA Core and MBA Electives is required for
completion of the degree. The portfolio requirement will
not be specific to any course; however, the requirements
for completion will be introduced in a first-level MBA
core class and the portfolio submission is expected in the
last semester of study. Specific requirements for each of
these components are given below.
I. Course Requirements for the MBA Degree
A. Foundation Courses
MBA Foundation course requirements are designed
to meet all of the “Undergraduate Knowledge and
Skill Areas” required for the degree and a portion of
the “Undergraduate and Master’s Level Knowledge
and Skill Areas” requirements. MBA Foundation
courses, waived for most candidates with a business
undergraduate degree, are not subject to residency
requirements and are considered to be prerequisite
or corequisite to the MBA Core. MBA Foundation
coursework may be completed at Clarion or other
approved institutions at either the undergraduate
or the graduate level. Graduate courses taken
at another institution to meet foundation course
requirements may be used in transfer to meet MBA
Foundation requirements but not MBA Core or
MBA Elective course requirements. At Clarion,
courses that meet the foundation requirements are
offered at the undergraduate level. Some of these
foundation courses may have prerequisite courses.
The following are the foundation areas and courses
at Clarion (with the graduate course equivalents)
that meet foundation requirements for the MBA
degree:
Knowledge and Skill Area

Clarion Course
(or equivalent)
Micro Economics
ECON 215
(ECON 500)
Financial Accounting
ACTG 251
(ACTG 500)
Economic and Business Statistics ECON 222 or 230
(BSAD 501)
Management Theory and Practice MGMT 320
(MGMT 500)
Principles of Marketing
MKTG 360
(MKTG 500)
Financial Management
FIN 370
(FIN 500)

Business Administration

College of Business
Administration

30

Clarion University of Pennsylvania

B. MBA Core Courses
MBA Core Courses are designed to complete
the “Undergraduate and Master’s Level Knowledge
and Skill Areas” requirements for each student. The
MBA Core courses are:
Knowledge and Skill Area
1. Leadership, Organization
& Assessment1
2. Quantitative Methods
and Statistics
3. Managerial Accounting
4. Legal / Ethical Environment
of Business
5. Managerial Economic
Analysis
6. Financial Management
7. Marketing Concepts
and Strategy
8. Operations and Information
Management
9. Global Environment of
Business
10. Strategic Management/
Integration2
1

2

Course ID

SCH

MGMT 521

3.0

BSAD 503
ACTG 552

3.0
3.0

BSAD 540

3.0

ECON 510
FIN 570

3.0
3.0

MKTG 560

3.0

MGMT 626

3.0

BSAD 661

3.0

BSAD 690

3.0

The introduction to the required student portfolio
at the beginning of the program is included in this
course.
To be taken during the final semester of study.

C. MBA Elective Courses
In addition to the core courses, all students will
complete the balance of 33 credits of graduate
course work from the following courses, subject
to the offering of those courses. Graduate-level
courses, other than those listed, may be used as
elective credit toward the MBA degree only with
prior approval of the MBA program director and
the dean of the college.

Business Administration

ACTG 451, 452, 453, 454, 455, 461, 463, 490, 499,
554, 650, 652, 653
CIS 402, 403, 462
BSAD 637, 699
ECON 461, 470, 490, 570, 600, 611, 612, 699
FIN 463, 471, 476, 480, 671, 676
MGMT 420, 423, 427, 428, 483, 485, 486, 621, 622,
625, 650
MKTG 461, 462, 465, 468, 469, 491, 562, 604, 661

A maximum of three hours of approved 400‑level
courses, taken for graduate credit, may be used as
elective credits. Please note that a 400-level course
previously taken for undergraduate credit may not
be repeated for graduate credit. A maximum of nine
graduate credit hours toward the 33 required for the
MBA degree may be transferred from accredited
graduate programs with the approval of the MBA
program director and the department chairperson
of the course for which transfer credit is sought.
II. Additional Requirements for the MBA Degree
A. Assessment Portfolio Requirement
In addition to the required coursework, each
student must successfully complete the assessment

portfolio requirement. Students must submit to
the MBA Director, at the beginning of the final
semester of study, a portfolio of work completed
for the various courses taken as MBA Core and
MBA Elective courses. Expectations regarding
the contents of the portfolio to be submitted will
be given to students in MGMT 521 early in the
program. Once submitted, the portfolio will be
evaluated, any specific deficiencies identified, and
the student will be given the opportunity to correct
these deficiencies. No student will be cleared
for graduation without completing the portfolio
requirement. The MBA program director will
coordinate the evaluation of the portfolios.
B. Performance Requirements
Students who earn more than six hours of
graduate credit at Clarion with a grade of “C” or earn
any credits with grades below “C” and/or fall below
a 3.00/4.00 graduate overall quality‑point average
(QPA) are automatically placed on probation.
Students whose QPA in the foundation courses falls
below a 3.00/4.00 are also placed on probation.
Students placed on probation must achieve
satisfactory academic standing within one semester
of registration or be removed from the program.
Any credits earned with grades below “C” cannot
be used to meet MBA degree requirements.
All prerequisite courses for a given course must
be met before taking that course. BSAD 690 must
be taken during the last semester of graduate course
work. The maximum time for completion of the
degree program is six calendar years from the date
of the first graduate enrollment.
Professional Accountancy Course of Study
Students pursuing the MBA degree may enroll in the
Professional Accountancy Course of Study. Clarion
University undergraduate students may also apply for this
course of study, and upon completion will have received
both the Bachelor of Science in Business Administration
and the Master of Business Administration degrees. Only
those students whose career aspirations require the highest
discipline in accounting expertise are advised to apply for
this course of study. The sequence of 156 total semester
hours of course work, including 36 sch of graduate course
work, is designed to prepare students for entry into the
practice of professional accountancy as prescribed by
the American Institute of Certified Public Accountants.
Entrance into the Professional Accountancy Course of
Study will normally occur upon admission to the MBA
Program or, for undergraduates, during the student’s
junior year upon formal approval of the Department
of Accountancy chair. Entrance into this program for
undergraduate students does not ensure admission into
the MBA program upon completion of the bachelor’s
degree. Interested students should contact the Department
of Accountancy chair for details and options.

Clarion University of Pennsylvania

31

Liberal Arts Pre-Professional MBA Option
The College of Business Administration, in conjunction
with the College of Arts and Sciences, offers a Liberal
Arts Pre-Professional MBA Option. Undergraduate
foundation course requirements in business administration
may be taken concurrently with a liberal arts major, giving
students many of the courses prerequisite to the MBA
Program before graduation. Undergraduates interested in
this program should contact their liberal arts advisor for
details and requirements.
Students wishing to pursue the P rofessional
Accountancy or the Liberal Arts Pre-Professional
options must follow the normal MBA admission
procedures. Admission to one of these options does
not guarantee admission to, or completion of, the MBA
degree.

Graduate Assistantships

Placement

Facilities

Graduate students are encouraged to use the services
of the University Career Services Office. Graduates
often obtain positions with banks, manufacturing
concerns, accounting firms, other business and industrial
organizations, hospitals, and government agencies.

Graduate assistantships are available to qualified
MBA students. Awarded competitively, they cover some
or all basic tuition expenses and provide a stipend. They
also may furnish additional opportunity for close work
with graduate faculty on a variety of research projects.
Applications for assistantships are available in the MBA
Office.

Advisement

All graduate students are assigned an advisor upon
admission. Students must obtain the signature of
their advisor when registering for courses, changing
schedules, on any special requests for course substitutions,
independent study, individualized instruction, internship,
or special problems courses.
The College of Business Administration is located
in Still Hall, the newest classroom building on campus.
In addition to classrooms and a 225-seat auditorium, the
facility includes an up-to-date microcomputer lab and
reading/study center.

A maximum of three credits from the 400-level courses listed in the sections below can be taken for graduate credit
with permission from the graduate program coordinator. 400-level courses taken for undergraduate credit cannot be
repeated for graduate credit.

ACTG 451:
Accounting Problems
3 s.h.
A problem-oriented study of topics most often tested on the CPA exam. Included are inventory methods, long-term
contracts, partnerships, leases, consignments, installment sales, receiverships, fiduciary accounting, and government accounting.
Emphasizes preparations for the practice portion of the CPA exam. Prerequisite: ACTG 355.
ACTG 452:
Advanced Cost Accounting
3 s.h.
A study of advanced concepts of cost accounting to provide useful quantitative information for decision-making. Includes
inventory valuation, cost allocations, joint-product costs, process costing, accounting systems, profit center costs, and segment
performance measuring. Prerequisites: ACTG 352.
ACTG 453:
Problems in Federal Taxation Accounting
3 s.h.
Examines federal income tax concepts and compliance problems of partnerships, corporations, estates, and trusts. Briefly
considers social security, estate, and gift taxation. Prerequisites: ACTG 353.
ACTG 454:
Comparative Accounting Systems
3 s.h.
Helps students develop a holistic approach to the concepts and practices for the examination and exploration of accounting
systems. Discusses specialized accounting systems in detail, depending upon the interest and desires of students. Prerequisites:
ACTG 251, 252, 350, 351, 354, CIS 223 and 301.
ACTG 455:
Not-For-Profit Entities
3 s.h.
Studies the principles and practices of budgeting and accounting for activities of entities that are operated for purposes
other than making profits. Prerequisite: ACTG 351.
ACTG 461:
International Accounting
3 s.h.
Studies the influence of cultural values on the practice and theory of accounting and developing sensitivity to the differences
and similarities of different accounting systems. Includes consolidation, translation of foreign currency statements, inflation,
replacement cost accounting of global-oriented corporations, and harmonization of accounting standards. Prerequisites:
ACTG 252.
ACTG/FIN 463:
Tax Planning
3 s.h.
Acquaints students with tax-planning techniques that can be used to accomplish an individual’s financial goals. Enables
students to suggest actions that fit the individual’s financial priorities based on an understanding of financial position, cash
flow and income, gift and estate tax matters. Prerequisite: ACTG 353.

Business Administration

Accounting Courses

32

Clarion University of Pennsylvania

ACTG 490:
Current Accounting Pronouncements and Practice
3 s.h.
A research study of current Financial Accounting Standards Board statements of standards, interpretations, concepts,
exposure drafts, and discussion memorandums. The internship experience and related research topics will be presented,
discussed, and integrated with the pronouncements. Prerequisite: COOP 420: Accounting Internship.
ACTG 499:
Special Topics in Accounting
3 s.h.
Presents various current topics affecting accounting practice and theory. Covers different topics from year to year as
subjects of importance are identified. Prerequisite: ACTG 351 or consent of instructor.
ACTG 500:
Financial Accounting
2 s.h.
Examines the principles and procedures for collecting, recording, summarizing, and reporting financial information.
ACTG 552:
Management Accounting
3 s.h.
A graduate course for non-accounting majors which deals with the application of concepts and tools of accounting analysis
necessary for planning, control, and decision-making functions of national and multinational organizations. Topics include financial
statement analysis and interpretation, budgeting, standards, and forecasting. Prerequisites: ACTG 251 and ACTG 252.
ACTG 554:
Advanced Auditing
3 s.h.
An advanced study of current topics in auditing. The course is intended to develop more complex issues than those
encountered in an introductory auditing course. Topics include current audit influences, special problems with audit reports,
SEC practice, computer auditing, and related topics. Prerequisite: ACTG 354 (or its equivalent).
ACTG 650:
Theory of Accounts
3 s.h.
A study of past and contemporary accounting theories. The course is concerned with the historical development of
accounting and its evolution to present times. Present-day accounting concepts are critically examined from the standpoint
of how well they serve the needs of those who use the products of accounting. Prerequisite: ACTG 351 (or its equivalent) or
permission of the instructor.
ACTG 652:
Advanced Cost and Managerial Accounting
3 s.h.
A study of complex problems in cost accounting. Use of cost accounting as a tool for managerial control is emphasized.
Prerequisite: ACTG 352 (or its equivalent) or permission of the instructor.
Federal Tax Research and Practice
3 s.h.
ACTG 653:
A study of federal tax law emphasizing the underlying philosophy of the law. Research procedures and techniques in the
handling of complicated problems in tax practice and tax planning will be set forth. Prerequisite: ACTG 453 (or its equivalent)
or permission of the instructor.

Business Administration Courses

Business Administration

BSAD 501:
Economics and Business Statistics
2 s.h.
An accelerated combination of Economics 221 and Economics 222. Topics covered are descriptive statistics, probability,
probability distributions, mathematical expectation, sampling distributions, confidence intervals, hypothesis testing, the
analysis of variance and covariance, regression and correlation analysis, nonparametric statistics, and time series analysis.
Applications of these techniques in the area of business and economics are emphasized. Statistical computer routines will be
used. The course cannot be used to meet general education requirements.
BSAD 503:
Quantitative Analysis for Business Decisions
3 s.h.
Quantitative techniques and models which can be used for solving many of the problems that arise in business. Techniques
include simple and multiple regression analysis, experimental design and analysis of variance, nonparametric tests, time series
analysis, and decision theory. Opportunity is provided for students to become familiar with the use of computer statistical
software packages. Applications include domestic and international situations. Prerequisites: MBA foundation courses in
economic and business statistics and business mathematics. Basic computer competency is required.
BSAD 540:
Legal Environment and Ethical Conduct of Business
3 s.h.
Provides the MBA student with an understanding of the concepts and issues related to the management of legal, ethical,
and social responsibilities of business organizations. Students learn the basic tools needed to manage a business in the legal
environment in which it operates, to recognize and respond to ethical problems and social responsibilities of business, and to
understand their personal responsibilities as business managers.
BSAD 637:
Multinational Business Seminar
3-6 s.h.
This course incorporates an established program involving a consortium of American universities called the “International
Business Seminar.” The program involves a variety of trips to different nations for meetings with top-level executives of various
organizations. The program is supplemented with a series of meetings with the instructors both before and after returning
from the trips. Individual assignments are made, and a text which includes topical materials is provided. The assignments are
of a graduate-level caliber, and are expected to produce presentable and/or publishable papers. Participation in seminars is
expected to be at the graduate level. Should the student take this course for six credits, additional research will be required
such that the student would be able to demonstrate graduate-level competency in one select area of international business.
The area chosen will be mutually acceptable to both the instructor and the student, and the instructor will guide the student’s
research efforts. Prerequisite: MGMT 320 and MGMT 521.
BSAD 661:
Global Environment of Business
3 s.h.
Provides the MBA student with an understanding of the concepts, tools, and issues related to the strategic management
of a modern business organization in the global environment. Students are exposed to characteristics of the international
business environment in relation to core theories of international business. The skills needed by managers to make informed
ethical business decisions in a diverse and complex global environment are stressed. Prerequisites: MBA foundation course
in macroeconomics.

Clarion University of Pennsylvania

33

BSAD 690:
Strategic Management and Business Policy
3 s.h.
Examines the set of managerial decisions and actions that determine the long-run performance of an organization.
Emphasizes the integrative concerns of business policy, environmental and strategic analyses, and creating competitive
advantage. Taken last MBA semester and after all foundation courses.
BSAD 699:
Special Problems
(1–6 s.h. per enrollment; 6 s.h. maximum) 1-6 s.h.
A thorough study of a business topic selected by the student from his or her area of major interest. It may take the form of
research, readings, practical on-site applications, or a combination of these. Findings must be presented in a written paper which
the student may be required to defend orally before a committee of graduate faculty and/or graduate students. Prerequisites:
One or more graduate courses in the area from which the special project is selected, and consent of the student’s advisor.

ECON 461:
International Financial Economics and Capital Markets
3 s.h.
An applied analysis of the behavior and rationale for multinational corporations, with a special emphasis on the economics
of technology transfer. Topics include: theory of the firm; foreign direct investment; intellectual property rights; market
imperfections; international trade; international finance; economic development; and technology. Prerequisite: ECON 361 or
permission of the instructor.
ECON 470:
Business Cycles and Forecasting
3 s.h.
Theories of business fluctuations; applications of modern income theory to business cycles; examination of business cycle
indicators and forecasting techniques. Prerequisite: ECON 211 and ECON 222. Spring, annually. Note: Cannot be taken for
credit after the completion of ECON 570.
ECON 490:
History of Economic Thought
3 s.h.
Development of economic ideas from ancient times to the present. Emphasis upon the period from Adam Smith onward.
Considers the economic and political environment in which ideas emerged as well as the leading economists advancing or
defending the ideas. Prerequisite: ECON 211 and 212 or permission of instructor.
ECON 500:
Principles of Economics
2 s.h.
An accelerated combination of Economics 211 and Economics 212. Topics covered are national income analysis, money
and banking, monetary and fiscal policies, inflation, unemployment, international finance, consumer behavior and demand,
organization of production, market structures, the pricing of inputs and outputs, and international trade.
ECON 510:
Advanced Managerial Economics
3 s.h.
This course will focus on the development and practical application of theoretical and quantitative techniques to business
decision-making, including international applications. Optimization techniques draw on the student’s knowledge of economics,
mathematics, and statistics through modeling and the use of computer statistical packages. Prerequisite: Microeconomics
foundation course, ECON 222, MATH 232.
ECON 570:
Economic and Business Forecasting
3 s.h.
An advanced study of forecasting techniques and business conditions analysis. Topics include: economic indicator analysis,
classical time series components, econometric forecasting techniques, exponential smoothing models, and ARIMA models.
Emphasis is placed on model development and evaluation using pre-written computer forecasting routines. Prerequisites:
ECON 222 and macroeconomics foundation course.
ECON 600:
Independent Study
3 s.h.
An opportunity for the graduate student to investigate in depth a facet of economics not covered by course offerings.
The topic of study and course requirements must be approved by the Department of Economics chair, and the work must be
supervised by a faculty member. Prerequisites: ECON 603, ECON 510 or ECON 611, and other requirements as deemed
appropriate by the faculty supervisor.
ECON 611:
Advanced Microeconomic Analysis for Business Decisions
3 s.h.
An advanced study of the logical and mathematical development of microeconomic theories and the application of economic
models to business problems. Major areas of study include demand theory, market models, welfare economics, and general
equilibrium analysis. Prerequisite: Microeconomics foundation course.
ECON 612:
Advanced Macroeconomic Analysis
3 s.h.
An advanced study and analytical development of macroeconomic theory. Major areas include national income accounts, aggregate
income determination models, monetary aggregates, and macro dynamics. Prerequisite: Macroeconomics foundation course.
ECON 699:
Special Topics
3 s.h.
An opportunity for students to investigate specific topics or current issues on the graduate level. Prerequisites depend on
the subject to be covered.

Finance Courses

FIN/ACTG 463:
Tax Planning
3 s.h.
Acquaints students with tax-planning techniques that can be used to accomplish an individual’s financial goals. Enables
students to suggest actions that fit the individual’s financial priorities based on an understanding of financial position, cash
flow and income, gift and estate tax matters. Prerequisite: ACTG 353.
FIN 471:
Financial Problems
3 s.h.
Capstone course challenges students to integrate and synthesize, through case methods, their knowledge in finance.
Emphasizes corporate finance in application of theoretical underpinning, but some cases will deal with investments and
financial institutions, and markets. Prerequisite: FIN 371.

Business Administration

Economics Courses

34

Clarion University of Pennsylvania

FIN 476:

Portfolio Theory and Management
3 s.h.
Examines modern portfolio theory and its application to investment strategies; study of options and future markets;
investigation of market efficiency. Prerequisite: FIN 376.
FIN 480:
Multinational Financial Management
3 s.h.
Examines the theory and practice of financial management in multinational firms. Focuses on important differences between
domestic and international financial decision-making. Prerequisite: FIN 370.
FIN 500:
Financial Management
2 s.h.
Examines the acquisition, management, and analysis of short-term and long-term funds both in the domestic and international
environment. Emphasizes financial analysis, time value of money and valuation of securities, working capital management,
capital budgeting under certainty and uncertainty, risk and return, cost of capital, and the optimal capital structure.
FIN 570:
Managerial Finance
3 s.h.
A study of financial management approaches to evaluating complex alternatives for using available resources in both a
domestic and a multinational context. Prerequisites: ACTG 252, FIN 370.
FIN 671:
Financial Theory and Practice
3 s.h.
A case-study approach to the theory and practice of corporate financial issues which must be addressed by a financial
manager. Emphasis will be placed on capital budgeting decisions under varying circumstances and theoretical corporate
financial concerns. Prerequisite: FIN 570.
FIN 676:
Investment and Management
3 s.h.
A study of the structure and management of investment portfolios. Various types of investments are examined in terms of
their risk elements and the purposes they serve.

Management Courses

Business Administration

MGMT 420:
Operations Research
3 s.h.
Examines scientific methods that provide managers with a quantitative basis for making decisions. Emphasizes deterministic
and stochastic methods, including the transportation method, linear and dynamic programming, PERT, inventory control,
queuing theory, and Markov analysis. Prerequisite: ECON 222.
MGMT 423:
Business, Society, and Corporate Conduct
3 s.h.
A study of concepts of, and theories about, interrelationships between business units and society in general. Employs the
concepts and theories in the analysis of complex environmental problems encountered by business managers. Prerequisite:
MGMT 320.
MGMT 427:
Small Business Seminar
3 s.h.
“Hands-on” approach to the study of small business as it applies to the various sectors of the economy. Students gain
direct exposure to small business through the development of a formal business plan for a new small business. Emphasizes
the entrepreneurial activities involved as they relate to this process. Prerequisite: MGMT 320.
MGMT 428:
Entrepreneurship
3 s.h.
Explores entrepreneurship and the entrepreneurial process associated with new venture formation. Emphasizes creativity
and innovation as they relate to the initiation of a new business. Highlights the preparation involved in the formation of a new
venture, developing the entrepreneurial plan, and adapting to contemporary challenges facing the entrepreneur. Prerequisite:
MGMT 320.
MGMT 483:
Compensation Management
3 s.h.
A study of the processes in analyzing, developing, implementing, administering, and performing on-going evaluation of
a total compensation and benefit system for all organizational groups. Prerequisite: MGMT 324.
MGMT 485:
Labor Relations and Public Policy
3 s.h.
Examines the industrial relations functions as they relate to federal, state, and local statutes and labor policies. Includes
EEO, OSHA, FMLA, ADEA, ADA, NLRA, LMRA, LMRDA, workers’ compensation, and unemployment compensation.
Prerequisite: MGMT 324. .
MGMT 486:
Occupational Safety Management
3 s.h.
Provides students with information concerning management techniques, government regulation, and safety and health
program development within organizational settings. Prerequisite: MGMT 320.
MGMT 500:
Management Theory and Practice
2 s.h.
Focuses on the development of management thought and its application. Includes planning, organizing, controlling,
decision-making, motivation, leadership, work groups, and organizational change and development. Considers the domestic
and international environments and changing societal values. Prerequisites: ECON 211, ECON 212.
MGMT 521:
Leadership and Organization
3 s.h.
Studies the ways in which leaders, groups, and individuals interact in organizations and how leadership plays important
roles in organizations in today’s business environments. Covers various leadership and organization issues including theoretical
foundations of leadership and organizations, roles of top management, corporate governance, organizational culture and
change, stakeholder analysis, leading and managing groups, motivation and influence, satisfaction, and leadership development.
Introduces students’ business competency portfolios. Prerequisites: MGMT 320.
MGMT 621:
Human Resources Management
3 s.h.
A study of human resources management issues and practices in business organizations. Topics covered include the analysis
and design of jobs, staffing the organization, training, and development of employees, and the design and administration of
compensation systems. Prerequisite: MGMT 320.

Clarion University of Pennsylvania

35

MGMT 622:
Business Operations in a Multi-National Environment
3 s.h.
A study of the nature, organization, and operation of multinational firms. Selected cases of foreign operations of multinational
corporations are discussed and analyzed. Prerequisite: MGMT 320.
MGMT 625:
Labor Arbitration/Negotiation
3 s.h.
A synthesis of industrial relations theory and practice. The union/employer relationship will be explored from the union
organization drive through the continued negotiation of collective bargaining agreements, and attendant grievance arbitration
procedures. Prerequisite: MGMT 320.
MGMT 626:
Operations Management and Information Systems
3 s.h.
Addresses the understanding of how business information systems and business operations, with special emphasis on supply
chain management, are integrated and managed in the modern enterprise. Utilizes both live-case and classroom instruction
to facilitate student understanding of the material. Prerequisite: BSAD 503.
MGMT 650:
Quality Management
3 s.h.
Examines Quality Management (QM), including the philosophies and principles of Deming, Juran, and Crosby. Focuses on
the management and continuous improvement of quality and productivity in manufacturing and service organizations. Includes
quality measurement, quality assurance, giving employees responsibility for quality, the team approach to quality, employee
recognition, and various QM tools and process management techniques including Six Sigma. Prerequisite: MGMT 320. .

MKTG 461:
Marketing Research
3 s.h.
Examines the application of scientific and statistical methods and tools to the solution of marketing and e-marketing
problems. Prerequisites: ECON 221, 222 and MKTG 360.
MKTG 462:
Personal Selling and Sales Management
3 s.h.
Covers the process of personal selling and all aspects of the management of a sales force, including the selection and testing
of sales representatives, training, devising compensation plans and expense accounts, territories, quotas, and evaluations. Emarketing topics are discussed. Prerequisite: MKTG 360.
MKTG 465:
Marketing Problems
3 s.h.
Utilizes the case and/or simulation gaming methods to consider the problems faced by the producer and reseller, including
traditional marketing and e-marketing issues. Prerequisites: MKTG 360, and senior standing.
MKTG 468:
Buyer Behavior
3 s.h.
Examines theories, models, recent research, and research techniques in buyer motivation, decision making, and buyer-seller
interaction, including consumer buyers, business and organizational buyers. Includes traditional consumer marketing, businessto-business marketing, and e-marketing issues. Prerequisites: MKTG 360 and PSY 211 or permission of the instructor.
MKTG 469:
International Marketing
3 s.h.
Analytical approach to study marketing and e-marketing management decisions involving multinational operations. Focuses
on the management of the marketing functions within the multinational corporation. Prerequisite: MKTG 360.
MKTG 491:
E-marketing
3 s.h.
Examines concepts, vocabulary, and contemporary practices in e-marketing management, including e-marketing planning,
e-marketing mix decision making, ethical and legal issues affecting the environment of e-marketing. Prerequisites: MKTG
360. In rotation with other marketing electives.
MKTG 500:
Principles of Marketing
2 s.h.
The process in our society by which needs and wants of consumers are anticipated and satisfied. An examination of a
systems approach to and analysis of the organizational function and the set of processes for creating, communicating, and
delivering value to customers and for managing customer relationships in ways that benefit the organization and its stakeholders.
Students develop an understanding of the increasing complexity of the modern marketing system, why it is essential and how
it performs in both domestic and international marketing situations.
MKTG 560:
Marketing Decision Making
3 s.h.
The analysis of marketing concepts and problems from a managerial point of view. Emphasis is placed upon planning,
organizing, and controlling of marketing and e-marketing activities and their integration with the objectives and policies of
the firm. Both domestic and multinational marketing concepts are addressed in this course. Prerequisite: MKTG 360 and
ECON 222.
MKTG 562:
Channels of Distribution
3 s.h.
A study of components of a vertical marketing system and of the methods for making them effective. Also included are
means of evaluating alternative marketing systems and the development of international marketing channels as well as emarketing systems. Prerequisite: MKTG 360.
MKTG 604:
Marketing Research
3 s.h.
Methods of solving marketing research problems, including library, survey, and experimental research methods; project
design; data collection, analysis, and interpretation; presentation of marketing research reports for managerial user. Problems in
international marketing research, e-marketing research, and research ethics are also included. Selection, design, and completion
of a marketing-oriented research project and computer work are required. Prerequisite: ECON 603.
MKTG 661:
Marketing Strategy
3 s.h.
A study of strategies for attaining a suitable “marketing mix” for various types of entities including e-marketers. Marketing
knowledge from previous courses and experiences will be applied to the formation of overall programs for dealing with both
international and domestic marketing problems. Prerequisite: MKTG 360.

Business Administration

Marketing Courses

Education/Reading/
Science Education

Clarion University of Pennsylvania

37

Master of Education Degrees

Department of Education
Graduate Faculty

Professors: B. Brancato, J. Brown, L. Brown, V. Harry,
S. McKee, D. Poljanec, B. Smith, S. Stalker
Associate Professors: J. Colantonio, S. Courson,
D. Ellermeyer, S. Heeter, M. Howe, P. Kolencik, B. Maguire,
J. McCullough, J. Smrekar
Assistant Professors: G. Goodman, K. Murphy


M.Ed. in Education

Brian E. Maguire, Ph.D.,
graduate program coordinator
205 Stevens Hall
Telephone: 814-393-2058
E-mail: bmaguire@clarion.edu
www.clarion.edu/edu~humn/edu

Program Objectives

The master’s degree program in education is accredited
by the National Council for Accreditation of Teacher
Education. This program encourages students to view
themselves as researchers of teaching and learning and
as professionals whose continued growth can best be met
through inquiry, reflection, and sustained dialogues with
peers. It affords practitioners the opportunity to share
effective classroom practices while reading, interpreting,
and analyzing current research and professional literature.
Students must choose and complete course requirements
within a specified concentration area.

Admission Requirements

Clarion University’s general admission requirements
apply, with the following additions:
• A baccalaureate degree from an acceptably
accredited college or university.
• Undergraduate minimum QPA is 3.0 or above
(on a 4.0 scale).
• Three faculty and/or professional
recommendations; recommendation forms
should document applicant’s potential and/or
effectiveness in the areas of teaching ability
and/or professional performance.
• Teacher certification. Submit two copies of
evidence of certification. If the applicant does not
meet this requirement, the graduate faculty of the
department shall determine existing deficiencies
and how they may be met.

• Admission to provisional status may be granted
at the discretion of the graduate faculty if the
applicant’s QPA is less than 3.0/4.0 scale.
Regular status may be granted upon completion
of 12 semester hours of graduate study with a
minimum of 3.0/4.0 average.

Degree Requirements

Total 30-33 s.h.

Core Competencies ..................................................... 12 s.h.
Research—ED 520: Introduction to Research . ............3 s.h.
Pedagogy—ED 522: Analysis of Teaching
or ED 563: Reading Pedagogy . ..................................3 s.h.
Curriculum—ED 523: Curriculum Development
and Evaluation ............................................................3 s.h.
Professional Seminar—ED 578: Professional
Seminar ........................................................................3 s.h.

Concentration Areas
Course selection is to be made from the following:
Curriculum and Instruction Concentration. ........... 12 s.h.
ED 403:
Field Experience and Methods in
Environmental Education ....................3 s.h.
ED 501: Seminar in Critical Educational
Issues......................................................3 s.h.
ED 506: Gender Issues in Education...................3 s.h.
ED 509: Observations and Analysis of the
Urban Classroom..................................3 s.h.
ED 521: Instructional Leadership Skills...........3 s.h.
ED 526: Sociology of Education. .......................3 s.h.
ED 530: Connecting Standards, Instruction,

and Assessment: Designing and
Implementing Authentic Assessment

in the World of Standards ..................3 s.h.
ED 533:
Recent Developments in Elementary
Social Studies........................................3 s.h.
ED 534:
Workshop in Education - with

permission of academic advisor.............3 s.h.
ED 537: Strategies and Problems of Teaching
Elementary School Mathematics. ........3 s.h.
ED 568: Language and Literacy.........................3 s.h.
ED 599: Special Topics in Education - with

permission of academic advisor
ECH 501: Early Childhood Curriculum

and Instruction. ....................................3 s.h.
ECH 502: Early Childhood Curriculum

and Assessment.....................................3 s.h.
ECH 510: Leadership in Early Childhood
Education and Care. ............................3 s.h.
SCED 502: Investigative Techniques and
Process Approach to Modern
Science Curricula. ...............................3 s.h.
SPED 536: Advanced Methods for Individuals

with Mild/Moderate Handicaps...........3 s.h.
SPED 596: Contemporary Education Practices

and Directions......................................3 s.h.
SPED 597: Collaboration and Cooperation:
Improved Teaching and Learning
Outcomes . ............................................3 s.h.
Additional courses as approved by advisor

Education/Reading/
Science Education

College of Education and
Human Services

38

Clarion University of Pennsylvania

Education/Reading/
Science Education

Coaching Education Concentration.......................... 18 s.h.
HPE 556: Athletic Injuries: Prevention,

Recognition, and Evaluation . ..............3 s.h.
HPE 557: Physiological Foundations of
Athletic Coaching . ..............................3 s.h.
HPE 558: Principals and Problems of
Athletic Coaching. ...............................3 s.h.
HPE 559: Kinesiological Foundations of
Athletic Coaching . ..............................3 s.h.
Electives: Six credits of education or concentration
area approved for the education degree requirements. A
maximum of three credits of 400-level courses approved
for graduate credit may be counted toward the degree.
A maximum of six thesis credits may be substituted as
electives.
...............................................................6 s.h.
Early Childhood Concentration. ............................. 12 s.h.
ECH 501: Early Childhood Curriculum
and Instruction ...................................3 s.h.

ECH 502: Early Childhood Curriculum
and Assessment. ...................................3 s.h.

ECH 505: The Healthy Infant, Toddler,
and Young Child..................................3 s.h.

ECH 510: Leadership in Early Childhood
Education and Care.............................3 s.h.
ED 534:
Workshop in Education - with

permission of academic advisor.............3 s.h.
Special Topics in Education - with
ED 599:

permission of academic advisor
Additional courses as approved by advisor
English Concentration............................................... 12 s.h.
ENG 510: Seminar in English Literature . ..........3 s.h.
ENG 511: Seminar in American Literature .........3 s.h.
ENG 520: Seminar in Writing: Theory

& Practice ............................................3 s.h.
AND one of the following or additional courses
as approved by advisor:........................................3 s.h.
ENG 512: Seminar in Literary Studies

ENG 515: Seminar in Film
ENG 521: Seminar in Composition Studies
ENG 522: Practicum in College Teaching
ENG 530: Seminar in Linguistics
ENG 531: Seminar in the History of the
English Language
Additional courses as approved by advisor
History Concentration................................................12 s.h.
HIST 511: Seminar in Ancient and
Medieval Europe .......................... 3 or 6 s.h.
HIST 512: Seminar in Early Modern
Europe . ......................................... 3 or 6 s.h.
HIST 513: Seminar in Modern Europe........... 3 or 6 s.h.
HIST 520: Seminar in U.S. History to 1877...... 3 or 6 s.h.
HIST 521: Seminar in U.S. History
since 1877...................................... 3 or 6 s.h.

HIST 530: Seminar in Non-western History..... 3 or 6 s.h.
HIST 562: The Holocaust........................................3 s.h.
HIST 700: Thesis.............................................. 3 or 6 s.h.
Additional courses as approved by advisor
Literacy Concentration............................................. 12 s.h.
ED 534:
Workshop in Education - with

permission of academic advisor.............3 s.h.
ED 563:
Reading Pedagogy.................................3 s.h.
ED 564: Evidence-based Literacy Instruction..3 s.h.

ED 565:
Reading and Language Arts

in Early Childhood...............................3 s.h.
ED 568: Language and Literacy........................3 s.h.
ED 575: Seminar in Children’s Literature. .......3 s.h.
Special Topics in Education - with
ED 599:

permission of academic advisor
LS 540: Multicultural Sources and Services
for Educators & Librarians.................3 s.h.

LS 551: Storytelling..........................................3 s.h.
LS 555:
History of Children’s Literature .......3 s.h.
LS 577: Libraries, Literature, and the Child . .3 s.h.
LS 583: Libraries, Literature, and
Young Adults........................................3 s.h.
SPED 580: Special Reading Instruction.................3 s.h.
Additional courses as approved by advisor
Mathematics Concentration...................................... 15 s.h.
* MAED 501: Teaching Secondary Mathematics......3 s.h.
+ MAED 537: Geometry/Trigonometry for
Secondary Teachers............................3 s.h.
* MAED 540: Discrete Mathematics for
Grades 7-12.........................................3 s.h.
+ MAED 550: Pre-Algebra for Teachers..................3 s.h.
* MAED 551: Algebra/Number Theory
for Teachers. .......................................3 s.h.

* MAED 556: Research in Mathematics

Teaching & Learning...........................3 s.h.
+ MAED 571: Analysis for Teachers.........................3 s.h.
*Required math core +Choose two of these
* MAED 511: Technology for Teaching Secondary
Mathematics........................................3 s.h.
# MAED 532: Teaching Statistical Reasoning..........3 s.h.
# MAED 581: Problem Solving..................................3 s.h.
# MAED 585: Applications and Mathematical
Modeling for Teachers.......................3 s.h.
# MAED 590: Historical Development of
Mathematics.........................................3 s.h.
# electives = 6 s.h. Choose two as approved by advisor

Principalship Preparation Concentration................. 16 s.h.
EDAD 710: Leadership & the Administrative
Process.................................................2 s.h.
EDAD 711: Foundations, School Reform, &
Alignment of School Curriculum. .....1 s.h.
EDAD 712: Instructional Supervision for the
School Administrator. ........................1 s.h.
EDAD 713: School Facilities and Plant
Operations............................................1 s.h.
EDAD 714: School Finance....................................1 s.h.
EDAD 715: Administrative Ethic and School Law....1 s.h.
EDAD 717: Practicum in School Administration I.....1 s.h.
EDAD 720: The Law and Special Education..........1 s.h.
EDAD 721: Special Education Program
Administration and Evaluation ..........1 s.h.
EDAD 722: Personnel Selection and Supervision. 1 s.h.
EDAD 723: Staff Development. .............................1 s.h.
EDAD 724: Mediating Conflict in Organizations. 1 s.h.
EDAD 725: Oral and Written Communication
for the School Administrator.............1 s.h.

EDAD 726: Developing Positive Relationships

with Stakeholders...............................1 s.h.
EDAD 727: Practicum in School Administration II....1 s.h.
Reading Specialist Certification Concentration..... 18 s.h.
ED 564: Evidence-based Literacy
Instruction ..........................................3 s.h.
ED 567: Secondary, College, and Content
Area Reading Instruction...................3 s.h.
ED 569: Assessment of Literacy ......................3 s.h.
ED 570: Practicum I: Analysis..........................3 s.h.
ED 571: Practicum II: Instruction....................3 s.h.
ED 574:
Reading Program Organization,
Administration, and Supervision . .......3 s.h.
Successful completion of Reading Specialist Praxis
Exam required for certification.
Science Education Concentration. ............................ 18 s.h.
Core Competencies.................................................. 12 s.h.
Research–SCED 538 or ED 520...............................3 s.h.
Pedagogy–SCED 502................................................3 s.h.
Curriculum–SCED 538 or ED 523...........................3 s.h.
Professional Seminar–SCED 541 or ED 578...........3 s.h.
Science Education concentration area................... 12 s.h.
SCED 501: Seminar in Science Misconceptions.....3 s.h.
SCED 505: Investigation in the Sciences...............3 s.h.
SCED 555: History of Science...............................3 s.h.
SCED 5XX: Science Education elective. ................3 s.h.
Electives: A total of six credits from education, science
education, special education, science, mathematics,
or other graduate areas with approval of advisor. A
minimum of 18 science education credits are required for
the degree. A maximum of 3-6 thesis credits (ED 701)
may be substituted for electives.
Science Concentration................................................ 12 s.h.
ED 403:
Field Experience and Methods
in Environmental Education. ..............3 s.h.

ED 534:
Workshop in Education–with

permission of academic advisor...........3 s.h.
ED 599: Special Topics in Education–with

permission of academic advisor
SCED 502: Investigative Techniques and
Process Approach to Modern
Science Curricula . .............................3 s.h.
SCED 503: Special Topics in Science Education
with permission of academic advisor

39
SCED 505: Investigation in the Sciences ..............3 s.h.
SCED 538: Science Curriculum ............................3 s.h.
SCED 570: Local School Curriculum
Development in Science ......................3 s.h.
SCED 574: Science and Software for
Elementary Teachers . ........................3 s.h.
SCED 576: Science, Technology, and Society:

Topics for Teachers.............................3 s.h.
Additional courses as approved by advisor
Technology Concentration........................................ 12 s.h.
ED 517: Educational Computer Applications...3 s.h.
ED 534:
Workshop in Education - with

permission of academic advisor...........3 s.h.
Special Topics in Education - with
ED 599:

permission of academic advisor
ED 617: Advanced Educational Technology.....3 s.h.
ED 620: Internet Applications for K–12
Educators ............................................3 s.h.
MMAJ 558: Society, Law, and Media

Technology..........................................3 s.h.
ED/CIS 649: Educational Technology
Leadership............................................3 s.h.
MMAJ/CIS 650: Advanced Technology
Applications. ........................................3 s.h.
MMAJ/CIS 651: Networking Media

Technology Centers............................3 s.h.
LS 540: Multicultural Sources and Services
for Educators and Librarians.............3 s.h.

Additional courses as approved by advisor
World Languages Concentration.............................. 18 s.h.
SPAN 417: Spanish Language and Culture
Immersion. ............................................3 s.h.
SPAN 501:* Special Topics in Hispanic Language

and Culture. ........................................3 s.h.
ED 539: Methods of Teaching and
Evaluating World Languages . ..........3 s.h.
FR 417:
French Language and Culture
Immersion. ............................................3 s.h.
*Special topics courses which can be repeated
for a total of nine credits.
Electives: Six credits approved by advisor.
Electives...........................................................................6 s.h.
Electives can be from any of the concentration areas. To be
selected from appropriate 400- or 500-level courses as approved
by the advisor. A maximum of three credits of 400-level courses
approved for graduate credit may be counted toward the degree.
Please note that 400-level courses taken for undergraduate credit
cannot be repeated for graduate credit. A maximum of 3–6 thesis
credits may be substituted as electives.
Mathematics concentration elective courses (6 s.h.) – see
mathematics concentration listing for electives.
Principalship Preparation concentration electives – 2 s.h.
of education or concentration area approved for the education
degree requirements. A maximum of three thesis credits may
be substituted as an elective in this concentration.

Written comprehensive exam required, except for the
mathematics concentration which requires a Mathematical
Portfolio.
Presentation portfolio, thesis defense, or written
comprehensive exam required, except for the mathematics
concentration which requires a Mathematical Portfolio.

Education/Reading/
Science Education

Clarion University of Pennsylvania

40

Clarion University of Pennsylvania

Graduation Requirements

Education/Reading/
Science Education

Students must complete 30 credit hours (33 credits
for mathematics concentration) of required and advisor
approved elective courses with a cumulative gradepoint average of 3.00/4.00. Additionally, students are
required to complete a written comprehensive exam
representing the following core competencies: research,
pedagogy, and curriculum. In addition, in relation to the
core competencies, content from the student’s area of
specialization will be incorporated within these areas.
Mathematics concentration requires a Mathematical
Portfolio.

Reading Specialist
Certification

Satisfactory completion of the M.Ed. with reading
concentration meets the requirements for reading
specialist certification. Students desiring reading specialist
certification without the degree must complete the
following sequence of courses:
Reading Specialist Certification.........................27 s.h.
ED 520: Introduction to Research........................ 3 s.h.
ED 563: Reading Pedagogy.................................... 3 s.h.
ED 564: Evidence-based Literacy Instruction...... 3 s.h.
ED 567: Secondary, College, and
Content Area Reading Instruction......... 3 s.h.
ED 569: Assessment of Literacy............................ 3 s.h.
ED 570: Practicum I: Analysis............................... 3 s.h.
ED 571: Practicum II: Instruction......................... 3 s.h.
ED 574: Reading Program Organization,
Administration, and Supervision.............. 3 s.h.
ED 578: Professional Seminar............................... 3 s.h.
Reading Specialist Test (PRAXIS) required.

Placement

Typically, graduate program enrollees are already
involved in professional careers that are being enhanced
by the graduate studies. For those people who are without
career placement, the faculty and the university Career
Services can provide assistance in seeking appropriate
employment. Students should register with Career
Services before graduation.

Graduate Assistantships

A limited number of graduate assistantships are
granted for 8.5 and/or 17 hours of departmental service
per week in exchange for a waiver of tuition and a stipend.
Applications are available in the Graduate Studies office
and should be submitted with the application for admission
to graduate study.

Advisement

Upon acceptance into the graduate program, students
will be assigned a department advisor who is qualified to
assist the student in his or her specific career goals. The
responsibility for meeting all stated requirements for the
master’s degree, however, is with the student.

Instructional Technology
Specialist Certificate Program

Certified Instructional Technology Specialists (ITS)
help educational institutions apply technology to improve
teaching and learning. The ITS program emphasizes the
use of instructional technology as it relates to specific
learning outcomes. Clarion University’s program also
addresses the dynamics of rural communities and
the changing diversity of our urban areas through a
multimedia approach.
Graduates of the ITS certificate program will be able to:
• develop instructional materials;
• determine appropriate uses of instructional
technology in learning;
• evaluate materials and technologies;
• develop effective multimedia instructional
materials;
• develop regulation-compliant media utilization
plans;
• identify strategies to increase the use of
instructional technology in underserved
communities including specific plans to reach
culturally diverse and special needs; and
• utilize human resource management skills.

Clarion University of Pennsylvania

The ITS Certificate may be pursued alone or as part of
any Clarion University master’s degree program. The ITS
Certificate program requires 24 semester hours.
ITS candidates must satisfy preparation standards set
forth by the Pennsylvania Department of Education (PDE).
Students may satisfy the PDE preparation standards for
Instructional Technology Specialist by completing Clarion
University’s ITS certificate program.

Admission Requirements

Clarion University’s general admission requirements
apply, with the following additions:
• A baccalaureate degree from an acceptably
accredited college or university.
• Undergraduate minimum QPA is 3.0 or above
(on a 4.0 scale).
• Three faculty and/or professional
recommendations; recommendation forms
should document applicant’s potential and/or
effectiveness in the areas of teaching ability
and/or professional performance.
• Admission to provisional status may be granted
at the discretion of the graduate faculty if the
applicant’s QPA is less than 3.0/4.0 scale.
Regular status may be granted upon completion
of 12 semester hours of graduate study with a
minimum of 3.0/4.0 average.

Program Requirements

Required Courses......................................................... 18 s.h.
MMAJ 558: Society, Law, and Media
Technology.............................................................. 3 s.h.
ED 520: Introduction to Research ............................. 3 s.h.
ED/MMAJ 540: Principles of Instructional
Design in Educational Technology . ...................... 3 s.h.
ED 617: Advanced Educational Technology ............. 3 s.h.
ED 620: Internet Applications for K-12 Educators .. 3 s.h.
ED/CIS 649: Educational Technology Leadership ..... 3 s.h.
Electives...........................................................................6 s.h.
MMAJ/CIS 650: Advanced Technology
Applications ............................................................ 3 s.h.
MMAJ/CIS 651: Networking Media Technology
Centers . .................................................................. 3 s.h.
LS 540: Multicultural Library Services
and Sources . ........................................................... 3 s.h.
Students without teaching certification must take:
ED 522: Analysis of Teaching .......................... 3 s.h.
ED 523: Curriculum Development
and Evaluation .................................................. 3 s.h.
Students without technology expertise must take:
ED 517: Educational Computer
Applications........................................................ 3 s.h.

A student must maintain a QPA of 3.0 on a 4.0 scale.

Graduate PA Secondary Teacher
Certification Program

Clarion University’s Graduate-level Secondary
Teacher Certification Program is designed for those who
have earned a B.A. or B.S. in a specific discipline and who
wish to earn Pennsylvania secondary teacher certification.
The Web-based certification program is available in
several content areas and can be completed in a minimum
of 12 months. The program consists of six core courses
plus a semester in a teacher practicum.
Secondary certification can be earned in social studies,
English, modern languages, biology, chemistry, physics,
earth and space science, and general science.
Related content area degrees will be examined
by departmental committees for alignment with state
certification and accreditation requirements before
admission. For example, Pennsylvania certification
requires that candidates have six credits of college-level
mathematics and six credits of college-level English
literature and composition. Deficiencies can be completed
before or during education certification coursework.
Required courses.................................................24 s.h.

ED 517: Educational Computer Applications........ 3 s.h.
ED 524: Foundations in Education......................... 3 s.h.
ED 530: Connecting Standards, Instruction,
and Assessment......................................... 3 s.h.

ED 554: Graduate Certification Practicum.......... 6 s.h.
ED 558: Practicum Seminar. .................................. 3 s.h.
ED 567: Secondary, College, and Content
Area Reading Instruction........................ 3 s.h.

Choose one from the following

ED 339: Methods of Teaching and Evaluating
Secondary Mathematics........................... 3 s.h.
ED 531: Teaching Secondary Social Studies........ 3 s.h.
ED 532: Teaching Secondary Science for
Understanding.......................................... 3 s.h.

Education/Reading/
Science Education

Program of Study

41

42

Clarion University of Pennsylvania

A maximum of three credits from the 400-level courses listed in the sections below can be taken for graduate credit
with permission from the graduate program coordinator. 400-level courses taken for undergraduate credit cannot be
repeated for graduate credit.

Education Courses
Early Childhood Courses

Education/Reading/
Science Education

ECH 501:
Early Childhood Curriculum and Instruction
3 s.h.
Early Childhood Curriculum and Instruction focuses on developmentally appropriate curriculum design and implementation
for infants, toddlers, and young children. Emphasis will be given to teaching to enhance development and learning, constructing
appropriate curriculum, creating a caring community of learners, and establishing reciprocal relationships with families.
Summer, on demand.
ECH 502:
Early Childhood Curriculum and Assessment
3 s.h.
Early Childhood Curriculum and Assessment will focus on the assessment of individual infants, toddlers, and young
children’s development and learning as an essential component of planning and implementing appropriate curriculum. The
importance of the learning community and family relationships to appropriate assessment will be emphasized. Action research
will be conducted utilizing developmentally appropriate assessment practices. Prerequisite: ECH 501. Summer, on demand.
ECH 505:
The Healthy Infant, Toddler, and Young Child
3 s.h.
Exploration of the factors that effect and support the development of a healthy lifestyle in infants, toddlers, and young
children. Knowledge and skills will be developed in understanding and appreciating foundations and development of movement,
health and safety issues, programmatic development, and building partnerships. Summer, on demand.
ECH 510:
Leadership in Early Childhood Education and Care
3 s.h.
Leadership in Early Childhood Education and Care will explore and develop the key components in the design of a quality
early childhood program and in the development of visionary leadership skills. Participants will be guided through the areas
of need assessment, licensing and accreditation procedures, financial matters, curriculum, environment, policies, management
skills, community support, and staff development and mentoring. Summer, on demand.

Education Courses
ED 403:

Field Experience and Methods in Environmental Education
3 s.h.
Focuses on methods used to teach environmental knowledge, concepts, and concerns, including the history and research
in environmental education. Examines the relationship of all curriculum areas to environmental education. May be taken for
graduate credit with the approval of the Education Department chair and the instructor.
ED 414:
Volunteers for Literacy
3 s.h.
Enables student volunteers to teach in literacy programs aimed at adult and secondary school learners in different settings.
Integrates basic methods for instruction in vocabulary, comprehensive study skills, and writing with the aim of fostering an
appreciation for reading. Open to all university students regardless of major. Prerequisites: 2.5 QPA minimum, sophomore or
above standing, and consent of instructor.
ED 501:
Seminar in Critical Educational Issues
3 s.h.
Examines the current critical educational issues with special emphasis on school funding, legal issues, gender equity,
curriculum and cultural issues, and school reform.
ED 502:
Creative Response to Conflict
3 s.h.
A study of the current research in the development of a classroom environment which fosters cooperation, communication,
affirmation, and problem-solving for children as well as for teachers, staff, instructional teams, parents, support personnel, and
other adults. Emphasizes human capabilities for resolving conflicts at various life stages and situations. Examines a range of
discipline models as their implementation relates to the classroom environment. (Designed to be taken in conjunction with student
teaching in the undergraduate program, or as an elective in the master’s program.) Elective course in either the undergraduate
or graduate program. Prerequisite: ED 121 or 122 for undergraduate credit. Summer session only, on demand.
ED 506:
Gender Issues in Education
3 s.h.
Examines the ways in which schools perpetuate gender bias and how educational institutions, as a reflection of the
patriarchal society in which they exist, provide different experiences and outcomes for female and male students and teachers.
Prerequisite: ED 110 or WS 100 or consent of instructor.
ED 509:
Observations and Analysis of the Urban Classroom
3 s.h.
Provides opportunities for pre-service teachers, both elementary and secondary education majors, and both undergraduate
and graduate students, to observe and participate in urban classrooms. Students travel in university vehicles to visit schools in
major urban areas and spend a minimum of five consecutive days participating in urban classrooms. Prerequisite: junior-level
standing or consent of instructor. Offered each year during Summer Pre-session, on demand.
ED 517:
Educational Computer Applications
3 s.h.
Provides in-service educators (K-12) who have had little or no computer experience with the knowledge, skills, and attitudes
necessary to use microcomputers as instructional tools in their classrooms. While acquiring computer skills, students will
explore, use, and demonstrate competence in each of the following areas: word processing, databases, spreadsheets, graphics,
multimedia, instructional design, telecommunications, and major issues associated with the use of technology in education. The

43

course will provide in-service teachers with the knowledge base to make appropriate decisions regarding the use of technology
in their respective classrooms. Not available to students who have taken ED 217 since summer 1994.
ED 520:
Introduction to Research
3 s.h.
This seminar course covers the selection, investigation, and writing of a research topic. Students are introduced to the
planning of research projects, major methods of obtaining data, descriptive statistics, statistical inferences, methods of analysis
and critical evaluation of published research, and the preparation of written reports. Proposed research problems and procedures
are prepared for discussion and critical analysis. Offered each semester and summer.
ED 521:
Instructional Leadership Skills
3 s.h.
Involves a survey of various theories, models, and styles of leadership, followed by the application of leadership skills in
teacher-pupil and teacher-colleague relationships.
Analysis of Teaching
3 s.h.
ED 522:
Presents an analysis of various teaching models and instructional designs. Lessons and clinical field experiences applying
course competencies are critiqued by peers and faculty so as to expand the teaching repertoire of classroom teachers. Offered
fall semester only.
Curriculum Development and Evaluation
3 s.h.
ED 523:
Presents philosophic, psychological, and social foundations of the school curriculum as well as principles of curriculum
development, curriculum design, curriculum implementation, and curriculum evaluation with an emphasis on K-12 models.
A range of views both historical and current is presented along with curriculum issues, trends, and future directions. Ideologic
biases from traditional to pragmatic and postmodern are considered across major time frames for the 20th century and early
21st century. Offered spring semester only.
ED 524:
Foundations in Education
3 s.h.
By exploring the social realities and challenges confronting today’s diverse classrooms and the teaching profession, this
course introduces pre-service teacher candidates to the foundations of education through an examination of the historical,
philosophical, and social context of American education as well as the cognitive, psychological, and social-emotional
perspectives of the classroom in a multicultural society. By exploring the actuality of career commitment to the teaching
profession, the course prepares pre-service teacher candidates for their role in today’s diverse classrooms with the essential
knowledge, skills, and disposition necessary to become reflective practitioners. Prerequisite: Pass Praxis I.
ED 526:
Sociology of Education
3 s.h.
This course is an analysis of the public school as an institution in modern societies and its operation in complex social
structures. The course draws upon the science of sociology and other social fields to explain the operation of the school as one of the
social systems which operate to influence the development of people in becoming efficient and cooperative members of society.
ED 530:
Connecting Standards, Instruction, and Assessment: Designing and
Implementing Authentic Assessment in the World of Standards
3 s.h.
Provides educators with a brief review of the purpose and process of assessment and to introduce them to design options
available in designing and implementing authentic assessment. Students acquire, synthesize, interpret and discuss a range of
topics dealing with assessment in the educational process. Emphasizes a backward design process for curriculum development
that links standards, curriculum, instruction, and embedded assessment. Students construct and evaluate a variety of assessment
tools with a particular emphasis on authentic assessment. Every other year and/or as needed.
ED 531:
Teaching Secondary Social Studies
3 s.h.
Prepares social studies candidates for teaching diverse learners in a secondary setting through field-based experiences;
emphasizes critical pedagogical methods, strategies, and research-based best practices to make social studies content
comprehensive to secondary students; expands on models of differentiated instructional design, effective interdisciplinary
planning, and technology integration to teach content; builds a repertoire of teaching strategies to enhance students’ diverse
learning in the secondary classroom; emphasizes NCSS essential skills for social studies and disciplinary standards for history,
geography, civics, government, economics, and behavioral sciences. Prerequisites: Completion of the five required courses
in the Graduate Secondary Teacher Certification Program (15 s.h.)
ED 532:
Teaching Secondary Science for Understanding
3 s.h.
Prepares post-baccalaureate candidates to teach the sciences in secondary schools. Emphasizes teaching science for
understanding and application of science knowledge. Includes basic curriculum design-formulating goals and objectives,
selecting and organizing content, developing skill in using a variety of teaching strategies, and evaluating pupil progress.
Stresses the inquiry approach to teaching science. Includes observations and teaching experiences in schools. Prerequisite:
ED 534, SPED 418. Fall/Spring as needed.
ED 533:
Recent Developments in Elementary Social Studies
3 s.h.
Students explore recent trends in promoting learning in the social studies as well as study current problems involved.
Social forces at work today and their effect on curriculum development are considered.
ED 534:
Workshop in Education
3 s.h.
Provides opportunities for in-service teachers to encounter new ideas, knowledge, and methods in meeting problems in
today’s schools. Prerequisite: Teaching experience in the elementary or secondary schools.
ED 537:
Strategies and Problems of Teaching Elementary School Mathematics
3 s.h.
Deals with recent trends and methods of teaching mathematical concepts and skills appropriate to the elementary grade
level. Particular attention is given to diagnostic procedures and to a “hands-on” laboratory approach. Classes are conducted in a
well-equipped elementary mathematics laboratory. Recent research which applies to the teaching and learning of mathematical
skills and concepts is considered.

Education/Reading/
Science Education

Clarion University of Pennsylvania

44

Clarion University of Pennsylvania

Education/Reading/
Science Education

ED/MMAJ 540:
Principles of Instructional Design in Educational Technology
3 s.h.
Focuses on systematic procedures for designing, developing, evaluating, and revising instruction to meet identified goals and
objectives for promoting educational technology. Instructional design theories and applications are examined. The appropriateness
and production of both projected and non-projected multimedia are explored in the production of instructional solutions for the
targeted audience including the K-12 community and other training and development learning environments. Fall, annually.
Graduate Certification Practicum
6 s.h.
ED 554:
A professional practicum that requires the application and integration of instruction, management, and professional
knowledge and competencies in a school setting. Secondary certification candidates participate in a 12-week teacher
internship in their certification area under the direction of a classroom cooperating mentor teacher and a university supervisor.
Prerequisites: Completion of the five required courses in the Graduate Level Secondary Teacher Certification Program (15
s.h.), completion of the required professional course in certification area (3 s.h.) with a minimum grade of B, a cumulative
3.0 QPA and satisfactory standing in admission and retention standards in the college. Each semester.
Practicum Seminar
3 s.h.
ED 558:
Supports teaching interns in the classroom with discussions of classroom management problems and strategies, and
organization as a path to fewer management issues. Includes teacher effectiveness research and its application to instructional
strategies and materials, classroom and behavior management, as well as inclusion strategies for students with special needs.
Web-based asynchronous seminar concurrent with student teaching internship. Prerequisite: Must be taken concurrently with
ED 554. Each semester.
Reading Pedagogy
3 s.h.
ED 563:
Students define and investigate reading as related to the individual learner. Study is made of the current research into
sequential and systematic reading development and the application of multi-dimensional techniques, strategies, and materials
in the teaching of reading K-12 for both narrative and expository structures. Prerequisite: teaching certification. Annually.
Evidence-Based Literacy Instruction
3 s.h.
ED 564:
Students will review the major national studies in literacy since the 1960s and investigate current research on various
literacy topics for the purpose of developing a model of best practice based on inquiry and reflection.
ED 565:
Reading and Language Arts in Early Childhood
3 s.h.
Study and observation of the child’s early reading behavior during early childhood and observation of other aspects of
language arts; exercises for listening experiences and developing writing skills; assessment of some of the causes of difficulties
in learning to read and to use language effectively.
Secondary, College, and Content Area Reading Instruction
3 s.h.
ED 567:
Survey of reading programs and principles at secondary and post-secondary levels; examination of materials and strategies
for various instructional settings and populations with an emphasis on secondary content area reading. Fall, annually.
Language and Literacy
3 s.h.
ED 568:
A study of literacy acquisition which includes consideration of developmental and sociocultural factors. The course examines
instructional practices which utilize children’s literature in teaching the language arts. Writing is emphasized. Prerequisite:
Teaching certification. As needed.
Assessment of Literacy
3 s.h.
ED 569:
Provides an in-depth analysis of assessment strategies and techniques in the field of literacy. Features of this course include
evaluating, implementing, and analyzing data gathered from formal and informal assessment approaches for the purpose of
planning instruction. Introduction to literacy profile. Prerequisite: Two graduate-level literacy courses. Spring, annually.
Practicum I: Analysis
3 s.h.
ED 570:
The investigation of an individual’s background to determine possible casual factors for underachievement in reading
through (1) the selection and administration of appropriate diagnostic instruments, and (2) a sensitive interpretation of the
cumulative results. Prerequisite: ED 569 and permission of the instructor. Course must be taken concurrently with ED 571.
Summer, annually.
Practicum II: Instruction
3 s.h.
ED 571:
Emphasizes the development of competency in the instructional process of addressing reading problems. Includes (1)
learning the techniques used for corrective instruction, (2) learning how to teach individuals strategies which will enable them
to be readers, (3) developing expertise in using materials related to the immediate needs of individuals, and (4) preparing a
literacy profile which suggests to schools and other agencies procedures to use for a student’s academic progress. Prerequisites:
ED 568, ED 569, and permission of the instructor. Course must be taken concurrently with ED 570. Summer, annually.
Reading Program Organization, Administration, and Supervision
3 s.h.
ED 574:
The organization, administration, and supervision of reading programs from kindergarten through high school. Particular
emphasis is given to the functions of a reading specialist and development of a curriculum guide for reading, organizational
patterns in reading programs, and procedures for instituting and operating in-service reading education programs. Prerequisites:
Two graduate-level literacy courses. Spring, annually.
Seminar in Children’s Literature
3 s.h.
ED 575:
This seminar is an intensive study of various genres of children’s literature, with emphasis upon correlating into study units
books that appeal to the interests of boys and girls. A study of storytelling techniques and other literature sharing methods are
included. Prerequisite: ELED 331 or LS 358.
Advanced Seminar in Reading and Literacy
3 s.h.
ED 576:
The study and evaluation of research and current reports on reading education issues. Prerequisite: ED 560.
ED 578:
Professional Seminar
3 s.h.
Intended as the capstone course for all graduate students in the Education Department graduate programs and the Instructional
Specialist Certification Program. Students will focus on a classroom-based action research project which will serve as an
integrating element for knowledge and experiences acquired during the graduate program. Students will recognize the integrity

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of classroom research and demonstrate proficiency in using and assisting classroom teachers in the process of collecting data,
generating hypotheses, and implementing instructional changes grounded in inquiry and reflection. The project will synthesize
course readings, discussions, group activities, applications, and observations. It will afford students the opportunity to share
effective classroom practices and will require studies of and experiences in interpreting and analyzing pertinent research to
promote professional growth. Students will be encouraged to view themselves as researchers of teaching and learning and
as professionals whose continued growth can best be met through inquiry, reflection, and sustained dialogue with peers.
Prerequisite: ED 520 or permission of graduate committee.
Special Topics in Education
1-3 s.h.
ED 599:
Examines current topics and issues in education. Topics, announced in advance, focus on the needs and interests of
educators.
Research
3-6 s.h.
ED 600:
ED 617:
Advanced Educational Technology
3 s.h.
Advanced course for graduate students who have a background in computers or who have taken ED 217 or ED 517 at
Clarion University. Focuses on the development of knowledge and skills in: hardware/software maintenance; instructional
design; educational electronic networking; sophisticated applications of integrated software; assistive technology; and
educational applications of multimedia, including interactive video CD-ROM, sound, text, and graphics. Prepares teachers
to make appropriate decisions regarding the use of technology in their classrooms/schools. Admission by permission of
instructor. On demand.
Internet Applications in the K-12 Classroom
3 s.h.
ED 620:
Introduces K-12 educators and/or Technology Specialist Certificate candidates to the potentials of the Internet and assists
them in using the multi-faceted resource as an effective teaching tool within the classroom. Participants are introduced to
the history, structure, and overall capabilities of the Internet, including Electronic Mail, Telnet, File Transfer Protocol (FTP),
World Wide Web, and Web-based distance education. Within the framework, students create their own Webpages, design
online instructional lessons appropriate to their discipline, and demonstrate the integration of Internet/technology information
throughout the K-12 curriculum. Annually.
Educational Technology Leadership
3 s.h.
ED/CIS 649:
Involves a survey or various theories, models, and styles of leadership, followed by the application of leadership skills in
teacher-pupil, teacher-colleague, teacher-administrator relationships and how those relationships are affected by the use of
technology in schools and how technology, in turn, impacts these roles. Summer, annually.
Thesis
3 s.h.
ED 701:
Provides graduate students enrolled in M.Ed. programs with an elective course to focus on writing a professional research
report in the student’s field of study under the supervision of a graduate faculty member in the department. Upon completion,
the thesis is presented to all members of the student’s thesis committee. Both qualitative and quantitative investigations may
be completed as a thesis. Thesis option may be taken in lieu of the comprehensive examination and, therefore, may be used
in partial fulfillment for the Master of Education degree. Students must complete applications for independent study with
their advisor before registering for ED 701. Prerequisite: ED 520 and ED 578 or permission of the Education Department
graduate committee.

Education Administration Courses

EDAD 710: Leadership & The Administrative Process
2 s.h.
This course is designed to provide an introduction to the theory and practice of educational administration. The course is
concerned with the competencies for managing and leading effective schools and increasing individual and group productivity.
Theories and research findings that guide sound leadership practice will be uncovered. This course has been designed as the
first course in the Principal Certification Program taken by the prospective school administrator. (Theme1)
EDAD 711:
Foundations, School Reform, & Alignment of School Curriculum
1 s.h.
This course is designed to provide the principal candidate with an examination of the curricular issues facing school
administrators. Topics covered include but are not limited to: curriculum theory and practice, school reform/standards movement,
curriculum mapping and assessment, and the curriculum adoption process. Prerequisite: Successful completion of Theme 1.
EDAD 712: Instructional Supervision for the School Administrator
1 s.h.
This is the second course in Theme II (Curriculum Issues) of the principal certification program. This course is designed to
provide the candidate with an examination of the instructional supervision issues facing school administrators. Topics covered
may include, but are not limited to: principal as instructional leader, brain theory, multiple intelligences, mastery teaching,
teacher expectation theory, and models of supervision. Prerequisite: Successful completion of Theme I.
EDAD 713: School Facilities and Plant Operations
1 s.h.
This is the first course in Theme III (School Management) of the principal certification program. It is designed to provide
the principal candidate with an examination of the physical building issues facing school administrators. Topics covered
include: transportation, managing renovation and construction, food service operation, and custodial operations. Prerequisite:
Successful completion of Theme II.
EDAD 714: School Finance
1 s.h.
This is the second course in Theme III (School Management) of the principal certification program. Candidates will obtain
theoretical and practical information about the basic principles of school finance, accounting procedures, and school business
management. Prerequisite: Successful completion of Theme II.
EDAD 715: Administrative Ethic and School Law
1 s.h.
This course represents the fourth theme (Administrative Ethics and School Law) in the principal certification program. This
course is designed to provide the candidate with an examination of the legal and ethical issues facing school administrators.
Prerequisite: Successful completion of Theme III.

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Science Education

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Clarion University of Pennsylvania

Education/Reading/
Science Education

EDAD 717: Practicum in School Administration I
1 s.h.
This course provides the candidate an authentic experience during the first semester of the principal certification program.
It will begin on the first day of the semester and continue until the last day of the semester unless extended by the candidate,
the university mentor, or the field mentor. Candidate will focus on areas of educational administration via their experience in
the administrative assessment center. Prerequisite: Enrollment in Themes I through IV.
EDAD 720: The Law and Special Education
1 s.h.
This is the first course within the fifth theme of the principal certification program. (The first theme in semester 2.) This
course is designed to provide the candidate with an examination of the legal issues and challenges of the special education
program facing school administrators today. Prerequisite: All first semester requirements. (Themes I thru IV)
EDAD 721:
Special Education Program Administration and Evaluation
1 s.h.
This is the second course in Theme V (Special Education) of the principal certification program. It is designed to provide
the candidate with an examination of the administration and evaluation of the special education program including an overview
of the special education audit process. Prerequisite: All semester one courses and requirements.
EDAD 722:
Personnel Selection and Supervision
1 s.h.
This is the first course in Theme VI (Human Resource Management) in the principal certification program. It is designed
to provide the candidates with an introduction to personnel selection, supervision, and evaluation. Prerequisite: Successful
completion of Theme V.
EDAD 723:
Staff Development
1 s.h.
This is the second course in Theme VI (Human Resource Management) in the principal certification program. It is designed
to provide the candidate with concepts and strategies designed to plan and implement programs that will meet the needs of
professional educators having a broad range of experience and maturity with regard to their teaching pedagogy. Prerequisite:
Successful completion of Theme V.
EDAD 724:
Mediating Conflict in Organizations
1 s.h.
This is the third course in Theme VI (Human Resource Management) in the principal certification program. This course
will help candidates to develop an understanding of the management of power and conflict in organizations. Attention will be
given to group process, consensus building, and group dynamics. Case studies and simulations will be used to foster skills in
conflict resolution. Prerequisite: Successful completion of Theme V.
EDAD 725:
Oral and Written Communication for the School Administrator
1 s.h.
This is the first course in Theme VII (Community Relations) of the principal certification program. It is designed to provide
the candidate with an examination of the issues related to working with the general public and various stakeholders within
the school community. Prerequisite: Successful completion of Theme VI.
EDAD 726:
Developing Positive Relationships with Stakeholders
1 s.h.
This is the second course in Theme VII (Community Relations) in the principal certification program. It is designed to
provide the candidate with an examination of issues related to working with the public facing school administrators. Prerequisite:
Successful completion of Theme VI.
EDAD 727:
Practicum in School Administration II
1 s.h.
This course provides the candidate an authentic experience during the second semester of the principal certification
program. It will begin on the first day of the semester and will continue until the last day of the semester unless extended
by the candidate, university mentor, or field mentor. Candidates will focus on areas of educational administration via their
experience in the administrative assessment center. Prerequisite: Enrollment in Themes V through VII.

Coaching Education Courses

HPE 556: Athletic Injuries: Prevention, Recognition, and Evaluation
3 s.h.
Presents the latest principles and techniques for preventing common athletic injuries. New theories on the care of injuries
are discussed and implemented. Students will be provided with the knowledge and skills necessary to help provide a safe
environment for athletes while they are participating in sports. Also, in an emergency, students will learn how to help sustain
life and minimize the consequences of injury or sudden illness until medical help arrives. Students in this class will earn a
Sport Safety Training Certificate from the Red Cross. Summer course for Act 48 requirements.
HPE 557: Physiological Foundations of Athletic Coaching
3 s.h.
Study of the scientific principles of physiology and how they can be applied to athletic conditioning. Both muscular and
energy fitness development are covered in detail. Sport nutrition and a wide variety of training methods are covered. Summer
course for Act 48 requirements.
HPE 558: Principles and Problems of Athletic Coaching
3 s.h.
Study of modern theory and practices of athletic coaching, including: philosophy, sport psychology, risk management,
team management, self management, teaching sport skills, and problems and issues of concern in athletics. Summer course
for Act 48 requirements.
HPE 559: Kinesiological Foundations of Athletic Coaching
3 s.h.
Helps coaches understand basic scientific information concerning athletic movement. Biomechanics emphasize the analysis
of motion and application of force. Applies scientific principles to effective teaching of athletic skills. Summer course for Act
48 requirements.

English Courses (for concentration areas): see page 58 and 59

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HIST 511:
Seminar in Ancient and Medieval Europe
3 s.h.
Survey of major historical problems in the history of ancient and medieval Europe (c. 3000 B.C.E.–1300 C.E.). Much
attention devoted to historiographic problems in secondary scholarship as well as to primary sources. Students will write an
in-depth paper or lesson plan. Course may be taken twice (with consent of instructor).
HIST 512:
Seminar in Early Modern Europe
3 s.h.
Survey of major historical problems in the history of early modern Europe (1300–1789). Much attention devoted to
historiographic problems in secondary scholarship as well as to primary sources. Students will write an in-depth paper or
lesson plan. Course may be taken twice (with consent of instructor).
HIST 513:
Seminar in Modern Europe
3 s.h.
Survey of major historical problems in the history of modern Europe (1789–present). Much attention devoted to
historiographic problems in secondary scholarship as well as to primary sources. Students will write an in-depth paper or
lesson plan. Course may be taken twice (with consent of instructor).
HIST 520:
Seminar in U.S. History to 1877
3 s.h.
Survey of major historical problems in the history of the United States from colonial times to 1877. Much attention
devoted to historiographic problems in secondary scholarship as well as to primary sources. Students will write an in-depth
paper or lesson plan. Course may be taken twice (with consent of instructor).
HIST 521:
Seminar in U.S. History since 1877
3 s.h.
Survey of major historical problems in the history of the United States from 1877 to the present. Much attention devoted
to historiographic problems in secondary scholarship as well as to primary sources. Students will write an in-depth paper or
lesson plan. Course may be taken twice (with consent of instructor).
HIST 530:
Non-Western History
3 s.h.
Survey of major historical problems in the area of African, Asian, or Latin American history (depending on the instructor).
Much attention devoted to historiographic problems in secondary scholarship as well as to primary sources. Students will
write an in-depth paper or lesson plan. Course may be taken twice (with consent of instructor).
HIST 562:
The Holocaust
3 s.h.
Explores the social policy of Nazi Germany as it was applied to various minority groups. Includes an examination of the
evolution of the concentration camp from policital prisons to death factories. Special attention is paid to the experience of the
Jewish victims.
HIST 700:
Thesis
3-6 s.h.
Independent research project on an approved topic supervised by a faculty member. Prerequisite: Permission of instructor.
On demand.

Mathematics Education Courses
MAED 501:
Teaching Secondary Mathematics
3 s.h.
Teachers learn how to integrate a variety of strategies in teaching secondary mathematics. They improve their understanding
of mathematical concepts and apply the instructional strategies to improving student understanding. Prerequisite: Certification
in Teaching–Mathematics.
MAED 511:
Technology for Teaching Secondary Mathematics
3 s.h.
Designed to give secondary mathematics teachers an in-depth look at the research on the impact of technology on teaching
and learning mathematics. Students will learn how to develop and critique technology experiences and will be exposed to new
technologies and programs that aid in teaching mathematics. Prerequisite: Certification in Teaching Secondary Mathematics
or permission of instructor.
MAED 532:
Teaching Statistical Reasoning
3 s.h.
Quantitative Literacy (QL) is an exciting, standards-based approach for teaching statistical techniques in K-12 classrooms.
Through stimulating practical activities, the TI-83 graphing calculator, and the statistical software FATHOM, teachers in the
course explore real data focusing on classification, graphing, sampling, probability, simulation, and inference. The direct
involvement and in-depth training enables teachers to experience first-hand the value of QL and gain confidence in their
ability to incorporate it into their classrooms. The course includes a fall follow-up session where teachers report the use of a
quantitative reasoning activity in their own classroom. Prerequisite: Certification in Teaching–Secondary Mathematics.
MAED 537:
Geometry/Trigonometry for Secondary Teachers
3 s.h.
The course visits axiom systems, reviews the core theorems of high school geometry, considers advanced topics in Euclidean
geometry, explores non-Euclidean geometries, examines area and transformations, looks at trigonometry, and includes student
presentations of a relatively new geometric topic. Computer software (Geometer’s Sketchpad, Kaliedomania, Maple,…) are
at the center of the students’ work.
MAED 540:
Discrete Mathematics for Grades 7-12
3 s.h.
A course to review and develop a sound mathematical foundation for the discrete mathematics topics covered in secondary
school mathematics. Prerequisite: Certification in Teaching Secondary Mathematics or permission of instructor.
MAED 550:
Pre-Algebra for Teachers
3 s.h.
Teachers learn how to integrate a variety of strategies in teaching concepts found in pre-algebra (grades 6-8). Improves
understanding of mathematical concepts from an advanced perspective and applies the instructional strategies to improving
student understanding. Prerequisite: Certification in Teaching–Mathematics teachers who are presently teachers of grades 5-9.

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Clarion University of Pennsylvania

Education/Reading/
Science Education

MAED 551:
Algebra/Number Theory for Secondary Teachers
3 s.h.
Examines pedagogy and uses recent technology to reinforce understanding of algebra and number theory topics covered
in high school algebra and how to present them to students. Develops a deeper understanding of the principles underlying
these topics, allowing greater ability to adapt teaching to meet the changing needs of students. Look at the effects technology
has on subject matter and methods of teaching it. Prerequisite: MATH 451 or equivalent.
MAED 556:
Research in Mathematics Teaching and Learning
3 s.h.
Investigates research in mathematics teaching and learning that has been conducted in the last century, particularly in
the last three decades, to become more aware of critical issues within the field of mathematics education. Various areas are
considered, including teachers’ knowledge and beliefs, students’ learning in number theory, rational numbers, algebra, and
geometry, technology in mathematics education, and issues of affect and gender. Prerequisite: Certification in Secondary
Mathematics or permission of instructor.
MAED 571:
Analysis for Teachers
3 s.h.
Gives secondary mathematics teachers an in-depth look at the analysis covered in the secondary mathematics curriculum.
The function concept is covered in great detail. Examines the historical development of calculus to provide insight into
the fundamental theories of calculus (secondary level). Prerequisite: Certification in Teaching Secondary Mathematics or
permission of instructor.
MAED 581:
Problem Solving
3 s.h.
Provides experience solving novel and often open-ended problems in multiple ways. Posing and solving problems drawn
from rational numbers, number theory, algebra, measurement, and geometry helps students to reinforce and integrate various
strands of their high school mathematics curriculum and to reason and communicate more effectively. Prerequisite: Certification
in Secondary Mathematics Education or ED 339 and permission of instructor.
MAED 585:
Applications and Mathematical Modeling for Teachers
3 s.h.
Use mathematics in representing and solving real world problems. Mathematical concepts from middle school and high
school mathematics are applied to problems in social, physical, and biological sciences. Pedagogical and assessment issues
are studied. Prerequisite: Certification in teaching, mathematics, or mathematical science teachers in grades 7 through 12.
MAED 590:
Historical Development of Mathematics
3 s.h.
Explores the development of mathematics, from the early development of numeration systems to modern mathematics.
Learn how the technology and culture of different places and times affected the topics developed as well as the methods
used. Discusses and develops ways to incorporate the information into classroom teaching and encourage cross-disciplinary
connections.

Science Education Courses

SCED 456:
Electronics for the High School Science Teacher
4 s.h.
Intended for the science teacher who has had little or no previous course work in physics or mathematics. Covers the
fundamental laws of electricity and magnetism, alternating current theory, and the theory and practical application of such
devices as ammeters, voltmeters, oscilloscopes, vacuum tubes, transistors, power suppliers, amplifiers, and oscillators. Examples
of some of these devices will be built in the laboratory, and general procedures for troubleshooting faculty equipment will
be illustrated. Summer only, on demand.
SCED 463:
Astronomy: Observation and Field Studies
3 s.h.
Examines experimental tools and methods useful in astronomy. Concentrates on mastery of important techniques and
concepts by a “do-it-yourself” process, not an encyclopedic survey of astronomy. Complements courses in descriptive astronomy
(ES 200 and 201 and SCED 550) rather than duplicating them, serving much the same purpose as a laboratory in astronomy.
Students will build simple telescopes, spectroscopes, and other astronomical instruments. Summer only, on demand.
SCED 466:
Field Photography
3 s.h.
Teaches students how to use a modern camera and accessories to photograph subjects in the field. Includes techniques of
close-up, telephoto, and wide-angle photography as well as film development, lighting, use of filters and composition will be
included. Provides students with opportunities to learn and practice techniques for photographing such subjects as small animals,
birds, flowers, large animals, and other field subjects. Students provide camera and film. Summers only, on demand.
SCED 500:
Seminar 1-3 s.h.
Current topics in science education. May be repeated (as topics vary) up to nine credits. On demand.
SCED 501:
Seminar in Science Misconceptions
3 s.h.
A survey of current literature in the area of science misconceptions. Each student will research a topic and develop
interviews and surveys to determine the misconceptions in the area. Fall, odd-numbered years.
SCED 502:
Investigative Techniques and Process Approach to Modern Science Curricula
3 s.h.
Enables elementary, middle, and junior high school teachers to use investigative techniques and the process approach in
their own classrooms. Investigative techniques focus on developing skills in science processes such as observing, classifying,
formulating hypotheses, collecting and analyzing data, and designing experiments. Includes experiences with modern elementary
and junior high school science curricula. Two lecture and two lab hours. Fall, annually.
SCED 503:
Special Topics of Science Education
1-4 s.h.
Studies of topical material under the guidance of the instructor. Maximum credit allowable toward graduation: 9 credits.
Prerequisites: Permission of the instructor and the student’s graduate committee. On demand.

49

SCED 505:
Investigation in the Sciences
3 s.h.
Presents a survey of types of investigations. Emphasizes typical investigations which may be used as models for classroom
use. Students will experiment with published experiments within their discipline and at the appropriate grade level as well as
design their own. Two hours lecture, two hours laboratory. Fall, even-numbered years.
SCED 530:
Field Biology
3 s.h.
Field course designed to acquaint elementary, middle, and secondary teachers with the biological environment outside
of the classroom as it pertains to plants and animals, their collection, identification, preservation, and ecology. Activities that
are applicable to the public school will be provided. Summers, on demand.
SCED 531:
Field Botany
3 s.h.
Gives elementary, middle, and secondary teachers an understanding of the basic aspects of plant science. Emphasizes
taxonomy, morphology, and life processes of the flowering and nonflowering plants as they relate to work done in elementary
and secondary schools. Two lecture and two lab hours. Summer, on demand.
SCED 532:
Field Ornithology
3 s.h.
This is primarily a course on the identification and natural history of birds of this area. The primary teaching methods will be
illustrated lectures, identification practice via color slides, and field trips. Prerequisite: Basic Biology. Summers, on demand.
SCED 534:
Field Zoology
3 s.h.
Field course designed to acquaint the elementary, middle, and secondary teachers with the biological environment outside
the classroom as it pertains to animals, their collection, preservation, identification, and ecology. Activities that are applicable
to K-12 schools will be provided. Summer, on demand.
SCED 535:
Field Ecology
3 s.h.
Familiarizes elementary, middle, and secondary teachers with the relationships between plants and animals and their
environment. Emphasizes field work. Frequent field trips to areas of particular ecological interest in Northwestern Pennsylvania.
Five field, laboratory and lecture hours. On demand.
SCED 536:
Chemistry
3 s.h.
Lecture-laboratory course designed to give elementary, middle, and secondary teachers an understanding of basic chemistry.
The chemistry of common experience in the public school is explored and the manipulation of chemical apparatus is given
special attention. Two laboratory hours. On demand.
SCED 537:
Physics
3 s.h.
Lecture-laboratory course designed to give elementary, middle, and secondary teachers an understanding of basic physics.
Areas of concentration are the metric system, properties of matter, mechanics, atomic energy, heat, sound, light, magnetism,
and electricity. Particular attention will be provided for the application of these areas to public school sciences. Two lecture
and two laboratory hours. On demand.
SCED 538:
Science Curriculum
3 s.h.
This course is designed to come late in the program when the student will have an adequate background for discussions
centered around the various approaches to the teaching of science in the elementary, middle, and secondary schools. A study of
the principles of curriculum construction, including curriculum origins, goals, objectives, scope and sequence, and evaluation.
Spring, annually.
SCED 539:
Resources and Materials
3 s.h.
Gives teachers experience with literature, equipment, and materials used in teaching science in the school. Explores physical
and human resources from national, state, and local communities. Students will be given ample opportunity to develop and
try out teacher-made resources. On demand.
SCED 540:
Supervision of Science Teaching
3 s.h.
Prepares science educators (elementary, middle, junior high, and senior high school teachers) for leadership and supervisory
roles in the improvement of science curricula and instruction. Spring, even-numbered years.
SCED 541:
Science Specialist Internship in Teaching and Supervision
1-4 s.h.
Gives practical experiences in working with teachers and children as a specialist in science teaching, supervising, and
assisting in curriculum work. On demand.
SCED 550:
Astronomy
3 s.h.
Deals with the planets and their satellites, including the earth and moon, with comets and meteors, with the sun, the stars
and clusters of stars, with the interstellar gas and dust, with the Milky Way, and other galaxies that lie beyond the Milky Way.
Includes the fundamental concepts of cosmology and the basic principles of light. Three lecture and/or laboratory hours. On
demand.
SCED 551:
Geology
3 s.h.
A study of rocks, minerals, and geologic formation as they are related to elementary and secondary school science. Past
history of the earth as well as present geologic phenomena are discussed. Fields trips to areas of geologic interest are taken.
Two lecture and two field or laboratory work hours. On demand.
SCED 552:
Geomorphology
3 s.h.
A study of the interaction between humans and the physical environment as it is related to elementary and secondary
school science. On demand.
SCED 553:
Meteorology
3 s.h.
Stresses fundamentals of weather and weather instruments, maps, records, as well as other activities applicable to elementary
and secondary school science. Three lecture and/or laboratory hours. On demand.

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Clarion University of Pennsylvania

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Science Education

SCED 554:
Recent Advances in Sciences
3 s.h.
Acquaints students with significant developments in the field of science that have taken place in the last two decades.
Assumes a background of information in the fundamentals of the biological and physical sciences. Three lecture hours. On
demand.
SCED 555:
History of Science
3 s.h.
A study of the history of science with accent on the way in which broad scientific principles have developed and those
who played a part. On demand.
SCED 556:
Research Grant Writing for Science Education
3 s.h.
Covers topics to analyze, critique, and develop a research proposal. Students will study the methodology of research as
well as the mechanisms of obtaining external funding for their proposed projects. The students will develop problems, search
literature, write rationales, critically evaluate each other’s work, and turn in a complete research or funding proposal. Spring,
annually. May be repeated (as topics vary) up to six credits.
SCED 560:
Science Curriculum in the Middle and Junior High School
3 s.h.
A course designed to acquaint students with modern science instructional strategies and curricula for the junior high/middle
school levels. Recent developments in curricular objectives, the unique physiological and psychological qualities of middle
level students, science content, teaching strategies, and laboratories are stressed. Fall, annually.
SCED 561:
Modern Astronomy
1 s.h.
Covers recent developments in astronomy which are not normally covered in a traditional astronomy course. Topics include
stellar, evolution, pulsars, neutron stars, black holes, quasars, and supernovae. Summer, on demand.
SCED 562:
Topics in Cosmology
1 s.h.
This short course deals in a non-mathematical manner with questions related to the universe as a whole-its beginning,
geometry, present state and future development. Topics include the origin of the elements, expansion of the universe, geometry
of the universe and observational evidence. Summer, on demand.
SCED 563:
Demonstrations and Projects in Astronomy
3 s.h.
Emphasizes the selection and preparation of demonstrations and projects in astronomy for teachers of elementary and
secondary schools. Summer, on demand.
SCED 566:
Advanced Field Photography
3 s.h.
Teaches in-service teachers how to use the advanced aspects of modern SLR 35mm camera and accessories to photograph
science subjects in the field. Includes advanced techniques of close-up, telephoto, and photomacrography, as well as use of
advanced depth of field, lighting, and composition. Students learn advanced techniques of photographing flora and fauna,
geological, astronomical, meteorological, and ecological subjects. Students provide camera and film. Prerequisites: SCED
466 or permission of instructor. Summer, on demand.
SCED 567:
Slide Program Development
3 s.h.
This course is normally taken concurrently with SCED 466: Field Photography or SCED 566: Advanced Field Photography.
It is designed to be taken by in-service teachers and will teach them how to put together short, single-concept slide programs
to be used in their elementary or secondary science classrooms. The Karplus and Generative Models of teaching concepts will
be stressed for use with the program. Prerequisites: SCED 466 or SCED 566 or must be taken concurrently, or permission of
instructor. Summer, on demand.
SCED 570:
Local School Curriculum Development in Science
3 s.h.
Assists individual or groups of teachers with sufficient science background to develop, improve, or implement science
curricula for the elementary and secondary schools. Focuses on the production of curricular materials for actual use and
evaluation. Permission of instructor. Each semester. May be repeated (as topics vary) for nine credits.
SCED 571:
Program for Improving Elementary Science (PIES)
3 s.h.
PIES promotes effective science teaching and instructional leadership in science in the elementary school. In-service
teachers, through hands-on investigations in the life, physical, and earth sciences, acquire knowledge of science, increase their
skills in using science process skills, and develop positive attitudes toward science. A similar course, SCED 471: Program for
Improving Elementary Science, is offered for undergraduate, senior, elementary majors. On demand. Permission of instructor
required.
SCED 572:
Program for Enhancing Educational Leadership in Science (PEELS)
1 s.h.
PEELS involves elementary administrator/teacher teams in exemplary science experiences. Teams are instructed in science
process skills, effective science teaching strategies, development of science program goals, and the application of science
education research to elementary school science programs. Each team designs and implements an action plan which focuses
on specific actions for the improvement of science in their own schools. On demand. Permission of instructor required.
SCED 573:
Creative Integration of Science in Elementary Education (CISEE)
3 s.h.
CISEE helps in-service elementary teachers learn how to integrate science content and science-process skills with other
subject areas, including reading and language arts, math, social studies, physical education, art, music, and microcomputer
education. Emphasis on the use of hands-on investigations; teachers are required to design and implement lessons for their
own students which demonstrate the integration of science and other elementary curriculum areas. On demand. Permission
of instructor required.
SCED 574:
Science and Software for Elementary Teachers
2 s.h.
Helps elementary teachers identify, select, and integrate science courseware appropriate for implementation into existing
elementary school science curricula. Participants use exemplary science courseware to introduce, enhance, and reinforce
related hands-on science activities. The culminating project for this course is the presentation of action research findings
related to the relationships between microcomputers and hands-on elementary school science. On demand. Permission of
instructor required.

51

SCED 575:
Career Orientation in Science and Technology (COST)
3 s.h.
COST involves middle/junior high teachers in utilizing the skills of community resource people to demonstrate the need
for science in many careers-including those not traditionally associated with science. The format of the course follows the
COMETS (Career Orientated Modules to Explore Topics in Science) model. Teachers learn where to find science-resource
people and how to work with the resource person to present lessons in the classroom. Teachers implement lessons with a
resource person during the course. On demand. Permission of instructor required.
SCED 576:
Science, Technology, and Society: Topics for Teachers
3 s.h.
Interdisciplinary course covering topics in biology, earth science, chemistry, and physics designed to acquaint students
with information, curricula, and teaching methodologies appropriate for teaching STS topics in traditional science courses.
Students will be involved in studies and hands-on activities concerning science computer software, testing water for chemical
and biological agents, and remote sensing techniques in geology, geography, physics, and medicine. Investigates and discusses
ethical issues and scientific principles concerning computers, energy, nuclear waste, biotechnology, and others, will be
investigated and discussed. Participants develop curriculum activities for implementation in their science discipline. Required
for environmental biology, general science, and earth science certification.
SCED 577:
Microcomputers Science Laboratory Interface
1 s.h.
This course is designed to instruct elementary and/or secondary science teachers in basic interfacing and interfacing
applications for their own classrooms. Course participants construct interfacing materials, set up related science investigations,
and analyze data collected from the constructed probes. Course participants also explore possible uses for interfacing equipment
in the science curriculum. On demand. Permission of instructor required.
SCED 578:
Information Technology Education for the Commonwealth (ITEC I)
3 s.h.
ITEC I is designed to provide teachers with computer literacy, programming skills, and experiences with exemplary
courseware and software. The course is designed specifically for computer novices. Teachers will learn to operate and program
microcomputers while developing skills needed for teaching their students to use microcomputers for classroom applications.
The course also prepares teachers to evaluate courseware and software appropriate for use in their school curriculum. On
demand. Permission of instructor required.
SCED 579:
Information Technology Education for the Commonwealth (ITEC II)
3 s.h.
Provides K-12 educators with intermediate-level competencies to effectively integrate microcomputer courseware,
hardware, and related microprocessor technology into the teaching and learning process. Instructional theory for the design
and evaluation of solutions to problems of learning, and using computer technology as a tool, will also be emphasized in
the course. Students will complete a computer-generated portfolio of related lesson plans, handouts, transparencies, etc. On
demand. Permission of instructor required.
SCED 585:
Planetarium Operation and Management
3 s.h.
An introduction to the techniques of operation and maintenance of planetarium projectors. Opportunities are provided for
writing and presenting programs at various levels of instruction. The use of auxiliary projectors, the production of audiovisual
materials, multimedia displays and live versus programmed presentations are emphasized. Prerequisite: ES 200 and 201 or
consent of instructor. On demand.
SCED 600:
Research Project in Science Education
1-3 s.h.
With the approval of his or her advisor a student may research a selected topics related to the teaching of elementary and/or
secondary science. Permission of instructor. Each semester. Maximum credits allowable toward graduation: 9 credits.

World Languages Courses
ED 539:


Second Language Acquisition and Methods of Teaching
and Evaluating World Languages
3 s.h.
Examination of the psychological and linguistic foundations of modern language acquisition. Techniques of teaching and
evaluating modern languages and cultures. Analysis of recent research in the area of second language acquisition with a focus
on the integration of the National Standards for Foreign Language Education.
FR 417:
French Literature and Culture in an Immersion Setting
3 s.h.
This course, taught in France, includes three core components: 1. Contemporary French culture, 2. French literature (with
focus on a specific topic or author), and 3. French art history, as well as mandatory field trips and informal cultural experiences.
Graduate-level course primarily offered for K-12 teachers of French.
SPAN 417:
Spanish Language and Cultural Immersion
3 s.h.
Consists of a trip to a Spanish-speaking country for two to five weeks depending on the itinerary planned by the instructor
prior to departure (no matter what the length, however, it will consist of the usual number of semester hours). During this
period, students will visit places of historical and cultural interest in the country, receive lectures on the historical, cultural,
artistic, or literary importance of the sites visited, conduct as much of their daily routines in Spanish as possible. Course
offered to graduate students and undergraduates.
SPAN 501:
Special Topics in Hispanic Language and Culture
3 s.h.
In-depth examination of contemporary Hispanic literature and cultural issues including but not limited to such topics as
Hispanic women writers, Latino cultures in the United States, and relationships between Hispanic nations and the United
States. Course is taught in Spanish. Student may enroll up to three times for a maximum of nine credits.

Education/Reading/
Science Education

Clarion University of Pennsylvania

Principalship
Preparation

Clarion University of Pennsylvania

53

Slippery Rock University/Clarion University

Post-Master’s Principalship Preparation Program
College of Education, Slippery
Rock University (administrative site)
C. Jay Hertzog, D.Ed., dean

105 McKay Education Building
724-738-2007
Website: www.sru.edu/dept/educatio/principalship.htm

College of Education and Human
Services, Clarion University
John Groves, Ph.D., dean

The Post-Master’s Principalship Preparation Program,
a collaborative offering through Slippery Rock and
Clarion universities, is designed around the standards of
principalship certification of the Pennsylvania Department
of Education (PDE) and the Interstate School Leaders
Licensure Consortium (ISLLC). The PDE and ISLLC
standards provide the framework for the themes of the
program.
These themes include: Leadership and the
Administrative Process; Curriculum Issues; School
Management; Administrative Ethics and School Law,
Special Education; Human Resource Management; and
Community Relations. The program is designed to provide
a strong clinic-theory link and to prepare candidates to
become collaborative, instructional leaders for the new
millennium.

Admission Requirements

For admission to the program, each candidate must:
1. Provide evidence of completing a master’s degree
from an accredited institution with official transcripts
showing a cumulative QPA of 3.0/4.0 scale.
2. Submit two personal writings: 1) Leadership
Philosophy; and 2) a personal Teaching/Learning
Philosophy. Each philosophy must contain citations
from the literature relevant to the philosophy
discussed.
3. Three years of satisfactory teaching experience
(although other certificates are acceptable for
principal certification in the state of Pennsylvania,
admission to this program is limited only to those
candidates who have a valid Pennsylvania teaching
certificate).

Principalship
Preparation

102 Stevens Hall
814-393-2146
Website: www.sru.edu/dept/educatio/principalship.htm

4. Names and phone numbers of two individuals to
serve as references who are qualified to speak about
the candidate’s professional qualifications.

Throughout the Program:
1.

2.

3.

Successfully complete a minimum of 30 clock
hours in field experience per theme. The field
experience must reflect the practical application
of the module being discussed.
Successfully complete a minimum of 90
clock hours practicum per semester to include
information obtained from his/her developmental
assessment center activity.
Work on his/her school improvement project.
The project, based on an identified need of the
school and with the approval of the university
mentor and mentor administrator, is developed
and implemented during the first semester of the
program. The project is completed and evaluated
during the second semester of the program.

54

Clarion University of Pennsylvania

4.

Begin to develop an administrative portfolio of
the experiences in which he or she participates
complete with a weekly summary of the field
experiences and internship activities. The
portfolio must be linked to the PDE standards
and must include links the candidate finds
between the theory of the classroom and the
application in practice.

Completion of the program

Principalship
Principalship
Preparation
Preparation

The candidate will complete the program when he or
she has:
1. Completed the school improvement project
evaluation and presented the findings to his/her
university mentor, mentor administrator, and
peers.
2. Completed his/her administrative portfolio and
shared this document with his/her university
mentor, mentor administrator, and peers.
3. Taken and passed the School Leadership Series
Test
4. Completed a minimum of five years of full-time
teaching service in Pennsylvania public schools
to receive certification (although other certificates
are acceptable for principal certification in the
state of Pennsylvania, admission to this program
is limited only to those candidates who have a
valid Pennsylvania teaching certificate).

Summer Modules

Theme I:
Leadership and the Administrative Process
Theme II:
Module 1: School Facilities and Plant Operations
Module 2: School Finance

Fall Modules

Theme III:
Module 1: Foundations and School Reform and
Alignment of School Curriculum
Module 2: Instructional Supervision
Theme IV:
Administrative Ethics and School Law
Theme V:
Module 1: Oral and Written Communications
Module 2: Developing Positive Relations With the
Stakeholders
Practicum

Spring Modules

Theme VI:
Module 1: Personnel Selection and Supervision
Module 2: Staff Development from Induction to
Continuous Staff Development
Module 3: Mediating Conflict in Organizations
Theme VII:
Module 1: The Law and Special Education
Module 2: Special Education Program Administration
Practicum

Education Administration Courses
See page 45

55

Principalship
Principalship
Preparation
Preparation

Clarion University of Pennsylvania

English

Clarion University of Pennsylvania

57

Master of Arts Degree in English
Department of English

Richard Lane, Ph.D.,
graduate program coordinator
111 Davis Hall
Telephone: 814-393-2740
E-mail: gradenglish@clarion.edu
www.artsci.clarion.edu/english/gradmain.htm

Graduate Faculty

Professors: D. Fink, K. Graham, R. Leary, H. Luthin,
E. MacDaniel, D. Sheraw, K. Stemmler, P. Terman, G. Xu
Associate Professors: J. Bodziock, J. Huber, C. McCarrick,
K. Smith, K. Welsch
Assistant Professors: M. Downes, J. Knepper, R. Lane,
U. Pack, A. Rosati, D. Sarbin, J. Smart

Program Objectives

The Department of English offers the M.A. in English
to a diverse selection of students and teachers from
Pennsylvania and beyond. The degree, which is structured
yet flexible enough to accommodate a wide range of needs
and interests, is particularly well suited for applicants
seeking to:
• prepare for doctoral programs elsewhere
• enhance or develop secondary English teaching
credentials
• develop professional writing and consulting skills
• take courses to accumulate Act 48 credits
• satisfy a personal love or interest in the field of English
At the heart of the program lies a broad, well-rounded
English studies curriculum with required courses in the
four core fields of literature, linguistics, composition, and
theory. Students are free to build upon this common base,
adapting their elective coursework to suit their own goals.
Our graduate faculty members contribute a wide range of
interests and specializations to the curriculum. The small,
congenial size of our program encourages close working
relationships between students and faculty.

Admission Requirements

Preferred candidates for admission to the M.A. program
have a minimum undergraduate QPA of 2.75 and positive
recommendations from three referees, at least two of
whom will have known the applicant in an academic
context. GRE scores for the general test must be reported,
along with an official transcript of academic work. A brief
(1-2 page) “Statement of Interests and Goals” should
accompany the application as well. (Please refer to the
program Website for further information regarding the
admissions process. Students with difficulties satisfying
these requirements may still be eligible for provisional
admission, depending on the circumstances.)

Degree Requirements

The degree of Master of Arts in English is conferred
upon candidates who satisfy the following requirements:
• maintenance of a minimum cumulative QPA of 3.0
• completion of the designated 36 semester hours of
graduate study
• completion of the requirements for one of three
qualifying options
These requirements are described in more detail below:
Grade-point Average
Students must maintain a minimum QPA of 3.0 in the
program. Students falling below this average, or who
accumulate more than six semester hours below the grade
of B, are placed on academic probation and given one
semester in which to remedy the average. (Please refer
to the Graduate Division’s section on “Good Academic
Standing” for further details.)
Coursework
Students are required to complete a total of 36 semester
hours of approved graduate classes—18 from required
courses, and 18 from electives. (Courses marked with an
asterisk may be repeated as elective courses, provided their
content is substantially and demonstrably different.)

Required Courses
ENG 501 Introduction to English Studies
ENG 509 Seminar in Literary Theory
ENG 510* Seminar in English Literature
ENG 511* Seminar in American Literature
­­ ENG 520 Seminar in Writing: Theory & Research
ENG 530 Seminar in Linguistics
Elective Courses
ENG 512* Seminar in Literary Studies
ENG 515 Seminar in Film
ENG 521 Seminar in Composition Studies
ENG 522 Practicum in College Teaching
ENG 523 Internship in Writing
ENG 531 Seminar in the History of the English
Language
ENG 534* Workshops in English
ENG 540 Independent Study
ENG 562 Methodology in Teaching English
to Non-Native Speakers
ENG 563 Second Language Acquisition
ENG 601 Thesis and Research

In addition to the courses listed above, the following
400-level courses all have graduate sections and may be
taken as graduate electives: ENG 401, ENG 412, ENG
413, ENG 457, ENG 458, ENG 459, and ENG 482. No
more than six semester hours of 400-level courses may
be taken for graduate credit.
Qualifying Options
To complete the M.A., students must choose one of three
qualifying options, or “degree tracks”: the thesis option,
the examination option, and the coursework option. The
thesis and examination options are designed primarily

English

College of Arts and Sciences

58

Clarion University of Pennsylvania

(though not exclusively) for students who plan to go on
to doctoral programs or other professional work in the
field of English, while the coursework option is designed
(though again not exclusively) for students who wish to
further their study of English at the graduate level, but are
not anticipating a career in research.
Thesis Option
Students who choose the thesis track must complete
30 hours of regular graduate coursework, plus six
hours of ENG 601; propose, research, and compose
an acceptable master’s thesis; and defend the thesis
in an oral qualifying examination, conducted by
members of the student’s Master’s Committee.
Examination Option
Students who choose the examination track must
complete 33 hours of regular graduate coursework,
plus 3 hours of ENG 601; and take and pass a
written qualifying examination, administered by
the student’s Master’s Committee.
Coursework Option
Students who choose the coursework track must
complete 36 hours of regular graduate coursework
and submit a portfolio of three representative
seminar papers drawn from those courses.

Students choosing the thesis and examination options
must have advanced to candidacy before registering for
ENG 601 credits. Candidacy is granted upon formation
of a Master’s Committee. For further details concerning
the steps and procedures of the qualifying process, please
contact the program coordinator or consult the program’s
Website.

Graduate Assistantships

The department offers a small number of graduate
assistantship positions in the Writing Center which
provide stipends and tuition waivers to recipients. Working
closely with faculty, undergraduates, and fellow graduate
students, graduate assistants gain invaluable hands-on
experience in the business of teaching and thinking about
writing, including opportunities to:
• tutor and consult one-on-one with student writers
• assist in first-year writing classes
• develop professional expertise in writing and
consulting
• acquire technical skills with writing software and
computers in a lab setting
The Writing Center is also authorized to award College
Reading & Learning Association Tutor Certification to
writing consultants who meet the training and tutoring
hour qualifications.
Assistantships in the Writing Center are limited in
number; as a result, awards are highly competitive.
(Additional assistantships outside the Writing Center
are available from the university.) Students applying for
positions in the Writing Center should make sure that at
least one reference letter addresses the applicant’s potential
to tutor writing in a college setting. Applicants should
submit an additional statement explaining their interest
in the graduate assistantship position and outlining their
qualifications for the job. Interviews are required of new
applicants for positions in the Writing Center (arrangements
can be made with the Writing Center director). Decisions
are made at the beginning of May for the following
academic year; applicants should therefore complete their
applications by the middle of April, at the latest, in order
to be considered.

A maximum of six credits from the 400-level courses listed below can be taken for graduate credit with permission
from the graduate program coordinator or department chair. 400-level courses taken for undergraduate credit cannot
be repeated for graduate credit.

English

English Courses

ENG 401:
Chaucer
3 s.h.
Studies in Middle English of Chaucer’s early poems, Troilus and Criseyde, and the Canterbury Tales. Fall, even-numbered
years.
Shakespeare: Comedies and Histories
3 s.h.
ENG 412:
Provides study and discussion of problems of style, characterization, and motivation in Shakespeare’s maturing and
experimental comedies and his history of plays. Also examines how the plays reflect and challenge the cultural attitudes of
Shakespeare’s time. Fall, annually.
ENG 413:
Shakespeare: Tragedies and Romances
3 s.h.
Provides study and discussion of problems of style, characterization, and motivation in Shakespeare’s tragedies and romances. Also
examines the production practices of Shakespeare’s time and contemporary production approaches. Spring, annually.
Introduction to Linguistics
3 s.h.
ENG 457:
Presents key concepts and basic analytical procedures common to many contemporary linguistic theories. Covers phonetics
and phonology, morphology, and syntax. Analyzes the integration of these sub-systems in the overall design of a generative
grammar. Prerequisite: ENG/Anth 262. Fall, annually.
ENG 458:
History of the English Language
3 s.h.
Studies the history of the language, including its origins and changes in structure, usage, pronunciation, spelling, vocabulary, and meaning. Intensive readings in Old and Middle English. Spring, even-numbered years.
Language Acquisition Across Cultures: Materials and Assessment
3 s.h.
ENG 459:
Introduces current research in first and second language acquisition with an emphasis on the preparation of classroom
teachers and other professionals to work with children/adults coming from a background where languages other than English
are spoken. Prerequisite: ENG 262 recommended but not required. Spring, odd-numbered years.

59

ENG 482:
Composition Theory and Practice
3 s.h.
Provides a systematic study of theory and practice in the teaching of composition, conducted through workshop methods.
Requires extensive writing and a major written project. Prerequisites: secondary education majors in English must have completed
ENG 111, 200, or 301 and have taken or be taking their methods course; others by permission of the instructor. Fall, annually.
ENG 501:
Introduction to English Studies
3 s.h.
An introduction to the strategies of graduate and professional discourse in English studies. The course also includes an introduction to bibliographic and library resources in the field. Should be taken at, or near the beginning of, graduate study. Fall annually.
Seminar in Literary Theory
3 s.h.
ENG 509:
A seminar on general and/or selected theoretical issues implicit in the reading of literary texts. Depending upon the instructor, the course may cover broad matters of interpretation (authorial intention, the reader’s share, intertextuality), focus on more
specific theories of reading (reader-response, phenomenology, post-structuralism), or consider the conceptual foundations of
certain literary structures (narrative, genre, tropes).
ENG 510:
Seminar in English Literature
3 s.h.
This course provides students with critical strategies to apply to specific periods, figures, or problems in English literature.
This course may be taken more than once if the course content is different.
Seminar in American Literature
3 s.h.
ENG 511:
This course provides students with critical strategies to apply to specific periods, figures, or problems in American literature. This course may be taken more than once if the course content is different.
Seminar in Literary Studies
3 s.h.
ENG 512:
This seminar encompasses topics that combine English, American, and other literatures in a critical discourse. Topics may
include ethnic, non-canonical, and comparative literature. Studies in the novel, drama, and the satire may be subjects of this
seminar. This course may be taken more than once if the course content is different.
ENG 515:
Seminar in Film
3 s.h.
Film language views movies as a discourse medium, using a variety of formal structures: montage, mise-en-scene, and
narrative and non-narrative patterns. These grammatical and rhetorical elements will be studied as they structure representative movie texts. Specific theories of film will also be reviewed.
ENG 520:
Seminar in Writing: Theory and Research
3 s.h.
Seminar in Writing explores important movements in rhetorical theory and recent trends in research as conceptually applied
to writing, education, and related fields. Students study major theories about the nature of writing and scientific inquiry into it.
Seminar in Composition Studies
3 s.h.
ENG 521:
Seminar in Composition Studies, which builds on the classroom practices presented in ENG 520, examines recent issues
and innovations in writing with emphasis on the subspecialties of writing. Topics may include: the composing process, computers in composition, evaluation, writing across the curriculum, or critical thinking and writing.
ENG 522:
Practicum in College Teaching
3 s.h.
Introduces prospective composition instructors to the principles and practices of teaching at the college or university levels
and provides a forum for discussing those ideas. Students observe composition classes, draft syllabi, and develop, sequence, and
test writing assignments. Emphasis is placed on diagnosing writing weaknesses, responding to writing, and evaluating it.
Internship in Writing
3 s.h.
ENG 523:
Interns receive tutorial, promotional, educational, organizational, or technical writing experience in university or other
professional settings. This course provides for writing and editing tasks appropriate to the unit or organization. Some administrative and research work may be involved. (No more than 6 credits may be taken from ENG 523 and ENG 522 combined.)
Seminar in Linguistics
3 s.h.
ENG 530:
A study of the philosophical basis of present day generative-transformational theory and its relationship to language
acquisition and semantics.
Seminar in History of the English Language
3 s.h.
ENG 531:
Advanced study in historical linguistics. The development of the English language is reviewed toward supporting study
and analysis of original historical texts in the English language. Students may elect a general approach or focus on a specific
historical period.
Workshops in English
1-3 s.h.
ENG 534:
Independent Study
1-3 s.h.
ENG 540:
Methodology in Teaching English to Non-native Speakers
3 s.h.
ENG 562:
Overview of the current trends in Teaching English as a Second Language Methodology. Explores techniques that may be
used to teach students who are part of the regular classroom but who need to develop skills in language to be able to succeed.
Techniques involving speaking, reading, writing, and listening activities are discussed, along with interactive exercises utilizing
the culturally diverse language styles found in a regular classroom. Students utilize the comprehensible input of native-speaking
members of the class and improve upon their own interaction style. Major approaches and methods in language teaching such
as grammar translation, audiolingualism, communicative language teaching, and the natural approach are discussed, along with
syllabus design, teaching activities, teacher and learner roles, and materials. Every three semesters.
ENG 563:
Second Language Acquisition
3 s.h.
Provides an overview of the current state-of-the-art in Second Language Acquisition studies and explores the linguistic,
psycholinguistic, and sociolinguistic factors in learning a second language. Every three semesters.
Thesis and Research
3-6 s.h.
ENG 601:
The course provides master’s candidates in English with the opportunity to conduct research or literature review for the
purposes of writing the master’s thesis and/or preparing for the qualifying examination. Thesis and examination track students
only. Prerequisite: Advancement to candidacy, pursuant to the approval of an acceptable research proposal.

English

Clarion University of Pennsylvania

Library Science

Clarion University of Pennsylvania

61

Master of Science Degree in Library Science

Department of Library Science
Bernard F. Vavrek, Ph.D., chair
209 Carlson Library
Telephone: 866-272-5612
E-mail: bvavrek@clarion.edu
www/clarion.edu/libsci

Graduate Faculty

Professors: W. Buchanan, M. Harhai, B. Vavrek
Associate Professors: J. Maccaferri, A. Miller, E. Reid
Assistant Professor: I. Doku, J. Krueger

Mission

The mission of the Department of Library Science of
Clarion University is to educate individuals for careers
in a diverse information society.

Goals

To achieve its mission, the department will:
I. Education
Teach students the major theories, principles,
and current and emerging practices in the
field
II. Leadership and Service
Instill in students the qualities, knowledge,
skills, and passion inherent in effective leaders
and modeled by the faculty through their
research and service
III. Research
Teach students to understand, design, conduct,
and disseminate research in the library
professions and related disciplines
IV. Professional Development
Provide opportunities for lifelong learning

Graduate Program Objectives

The graduate program in library science provides
professional study encompassing principles and techniques
common to all types of libraries and information centers
with the opportunity for advanced work in areas of special
interest. The curriculum reflects today’s applications
of information technology in libraries and information
centers.
The master’s program at Clarion University was
initiated in 1967 and has the distinction of being the
first graduate library science program offered within
the State System of Higher Education. The program has
been accredited by the American Library Association
since 1976.

M.S.L.S. Admission Requirements
Eligibility

Applicants for admission to the Master of Science
in Library Science degree program must meet Division
of Graduate Studies admission requirements with the
following additions:
M.S.L.S.
1. an overall QPA for the baccalaureate degree of
at least 3.00 on a 4.00 scale; or
2. a 3.00 QPA for the last 60 credits of the
baccalaureate degree with an overall qualitypoint average of at least 2.75; or
3. a 2.75 to 2.99 overall QPA for the baccalaureate
degree with a score of at least 50 on the Miller
Analogies Test or a combined score of at least
1,000 on the quantitative and verbal sections of
the Graduate Record Examination; or
4. a graduate degree in another discipline with an
overall QPA of at least 3.00 and an overall
undergraduate QPA of at least 2.75.
International students are required to achieve a
minimum score of 550 on the TOEFL.

M.S.L.S. with Pennsylvania Library Science
Certification
In addition to the above, students earning their initial
M.S.L.S. certification with Pennsylvania Library Science
Certification program in Spring 2002 or later must meet
the following additional requirements:
1. completion of at least six credits of college-level
mathematics; and
2. completion of at least six credits of college-level
English composition and literature.
Applicants without valid teacher certification must
also pass the Praxis I pre-professional skills tests. State
law limits the number of applicants with an overall
quality-point average for the baccalaureate degree of
less than 3.00 on a 4.00 scale who can be admitted to
the School Library Media Certification program.

Procedure

Students may begin their studies during the fall or
spring semesters or during any summer session. All
students must enroll in LS 504, Introduction to the
Information Professions, as close as possible to the start
of their program as the department’s course schedule
permits. For most students this will be in their first term
of study.

Transfer of Credits/Waiver of Courses

A maximum of six graduate semester hours may be
transferred and/or waived in any of the following ways:
• Acceptable graduate credits in library science
completed at Clarion University as a nondegree student or at another institution with an

Library Science

College of Education and
Human Services

62

Clarion University of Pennsylvania

ALA-accredited program may be transferred
and applied toward the master’s degree. The
student is responsible for filing an official
graduate transcript of any work presented for
transfer credit with the chair of the Department
of Library Science.
• Graduate credit in related disciplines may be
transferred upon prior approval by advisor and
chair.
• Students who have had library experience
duplicating the subject matter covered in
required courses may be permitted to take a
qualifying examination to determine whether he
or she might waive the course(s) and substitute
elective courses. Qualifying examinations may
be waived at the chair’s discretion.

Degree Requirements

The degree of Master of Science in Library Science is
conferred upon the candidate who has met the following
requirements:
• The completion of 36 hours of approved
graduate study, including five required core
courses (LS 500, 501, 502, 504, and 550), one
management course (LS 530, 531, 532, 533, or
569), and six elective courses.
• The maintenance of a cumulative average of
3.00 or higher. A student who receives a grade
of “C” or lower in two or more courses is
disqualified as a candidate in the degree program
unless special permission to continue is obtained
from the dean of the College of Education and
Human Services and the coordinator of Graduate
Studies.
• The completion of all degree requirements
within a six-year period. Course work over
six years old may not be applied toward the
degree.

Master of Science in Library
Science with Pennsylvania Library
Science K-12 Certification

Library Science

A student wishing to obtain Pennsylvania Library
Science Certification, K-12, must hold a valid teaching
certificate (or meet the requirements for preliminary
certification by taking required undergraduate courses);
complete 36 semester hours of an approved curriculum
in library science. Students without prior certification
will take twelve semester hours of student teaching;
students with emergency Pennsylvania Library Science
Certification may petition the department to substitute a
portfolio for the internship requirement.
Required courses for the Master of Science in Library
Science degree with Pennsylvania Library Science
Certification, K-12, include: LS 459g, 500, 501, 502,
504, 532, 550, 555/577, 570, 583, 589, and two elective
courses.

Master of Science in Library Science/
Juris Doctor Program

The department offers a joint M.S.L.S./J.D. program
in cooperation with Widener University School of Law’s
Harrisburg, Pennsylvania, campus. Students must be
admitted to both programs separately. Any six credits of
coursework taken as part of a student’s J.D. program may
be applied to that student’s M.S.L.S. program, and vice
versa. These courses will be chosen in consultation with
the student’s faculty advisors.

Continuing Education
Certificate of Advanced Studies

The Certificate of Advanced Studies program
is designed to provide the post-master’s student an
opportunity to expand and update professional skills and
competencies through a structured pattern of continuing
education. Study may be either full- or part-time. On a
full-time basis, the certificate may be completed in two
semesters. Requirements include a written statement of
personal/professional goals, completion of a program
of 24 graduate credits within a four-year period, and
maintenance of a 3.00 QPA.
Documentation required for admission includes a
goals statement, an official transcript from the school
that granted the master’s degree in library science,
completed university application for admission form
and recommendation forms, and the $30 application
fee. Further information is available from the Graduate
Studies office.

Non-Degree Status

Individuals not interested in a formal degree or
certificate program may enroll in courses as a nondegree student; however, no more than six credits of
work completed as a non-degree student may later be
transferred to a degree or certificate program. Students
must have a baccalaureate degree from a regionally
accredited institution, submit a completed application
form and official transcripts, and pay the $30 application
fee. Further information is available from the Graduate
Studies office.

Clarion University of Pennsylvania

As part of its commitment to meeting the needs of
all residents of the Commonwealth of Pennsylvania,
the Department of Library Science offers a variety of
distance education programs. These programs utilize
various delivery techniques, including on-site instruction,
interactive television (ITV), and Web-based delivery. The
department offers two online cohort programs that begin
each January. See www.clarion.edu/libsci for the programs
currently being offered.
Once admitted to graduate study at Clarion University,
students may enroll in any of the distance education
courses offered by the department. These courses may
be taken as part of a master’s or Certificate of Advanced
Studies program, or individually for continuing education
purposes.
The following distance education programs are
currently available:
• Dixon University Center, Harrisburg, Pennsylvania
• Philadelphia area
• Web-based courses

Graduate Assistantships and
Scholarships

The Department of Library Science has available
a number of assistantships for both entering and
continuing students. Continuing students may compete
for several department scholarships. For more information
concerning assistantships, refer to the general information
section of this catalog. Graduate students are eligible for
the following department scholarships:
• The Ahmad F. M. Gamaluddin Scholarship in
Library Science
• The Charles R. Flack Scholarship in Library
Science
• The Elizabeth A. Rupert Graduate Scholarship
in Library Science
• The H. W. Wilson Scholarship
Scholarship application deadlines are announced on
the department’s calendar. Applications for graduate
assistantships are included in the packet of information
sent to all prospective students.

Additional information on financial aid may be obtained
from the booklet, Financial Assistance for Library and
Information Studies, published by the American Library
Association Committee on Education.

Advisement

Students are assigned a faculty advisor upon admission
to the program. Students must discuss course scheduling
with their advisor in order to register for classes each
semester. At any time, a student may select a different
advisor having greater expertise and experience in the
student’s area of interest. In addition to assisting students
in developing a program of study, faculty advisors work
with students to develop career objectives, prepare
resumes, and plan a job search.

Internship

LS 570, Internship in Librarianship, enables a student
to anticipate the librarian’s professional role and to gain
related experience. The major purpose of this course is to
familiarize the student with practical problems in the field
by providing laboratory experience in the professional
atmosphere of a cooperating library or information center.
For more information, see http://www.clarion.edu/libsci/.

Resources and Facilities

The Department of Library Science is located on
the second floor of Carlson Library. The department
offices, classrooms, and laboratories accommodate a
variety of activities for students and faculty within a
compact area. The library science classroom features
ITV equipment and networked computer display units.
Students have ready access to a variety of information
services, both on-line and on CD-ROM, and to standard
microcomputer applications in the department’s Computer
Laboratory. Also housed here are cataloguing tools and
other print resources. A separate Media Production
Laboratory supports the creation and editing of multimedia
presentations. All students receive e-mail accounts and
access to the Internet.

Center for the Study of Rural Librarianship

Library Science

Distance Education

63

64

The Department of Library Science is dedicated to
addressing the information needs of the constituencies
of all types of libraries, large and small. The Center
for the Study of Rural Librarianship was organized in
recognition of this need. “Rural” is defined by the center
as a population of 25,000 or fewer people. The center has
developed out of a particular concern for library services
apart from areas influenced by metropolitan library
systems, i.e., the small library in the rural context. Public,
school, academic, and special or corporate libraries are all
within the interests of the center. Further, library systems
or networks that include the small library are included in
the center’s work.
The activities of the center are varied. They include
the annual hosting of a national bookmobile conference
along with statewide and regional conferences relating
to community economic development and information
technology. In addition to continuing education activities,
the center conducts ongoing research on a variety of
rural-related topics. Additionally, a major project of the
center involves an annual investigation of the impact of
public libraries in the United States. The H.W. Wilson
Foundation supports the latter activity.
The center supports a publication program that includes
a biannual journal, Rural Libraries, the only one that is
being published in the area of rural librarianship.

Current Studies in Librarianship

Library Science

Current Studies in Librarianship is a forum for
research by library science students on subjects of general
interest to librarians. It is published jointly by the
Department of Library Science and the Division of
Graduate Studies under the co-editorship of Dr. James T.
Maccaferri and Dr. William Buchanan. Current Studies
in Librarianship is indexed by Library and Information
Science Abstracts (LISA) and Library Literature &
Information Science.

Institute for the Study and Development of

Clarion University of Pennsylvania

School Library Information Centers

The institute was established in fall 1999 as a unit
of the Center for the Study of Rural Librarianship. It
conducts and disseminates research in the areas related to
school library development and the professional education
of school librarians; provides professional development
opportunities for school library information professionals,
classroom teachers, and school administrators within
Pennsylvania and across the nation; and provides
consulting services to schools and agencies interested in
the development of urban or rural school library media
centers.

Beta Phi Mu International Library Science
Honor Society

Beta Phi Mu was founded in August 1948 at the
University of Illinois by a group of leading librarians
and library educators. The motto of the society is “Aliis
Inserviendo Consumor,” which reflects the dedication
librarians must possess toward service to others if books
are to become instruments of liberal education.
Beta Phi Mu approved a chapter at Clarion in August
1978. The chapter, Beta Sigma, was installed and the
first members were initiated in spring 1980. Membership
in this international society is granted to a graduate of
a library school program accredited by the American
Library Association who has earned a 3.75 scholastic
average on a 4.00 scale and has been recommended by
the library school faculty. The faculty recommendation
attests to the candidate’s professional competence and
promise. At present, the local chapter is permitted to
grant membership to only 25 percent of the graduating
class each year.

Opportunities for Service

Clarion University of Pennsylvania

American Library Association Student Chapter
The American Library Association Student Chapter
was established in 1992 and formally recognized by the
Student Senate in 1993. It provides both undergraduate
and graduate students with opportunities for professional
education and service beyond those provided by course
work. Chapter activities include round table discussions,
field trips, participation in community projects, and
sponsorship of colloquium speakers.
Special Libraries Association Student Chapter
The Special Libraries Association Student Chapter
was established in 1996 and officially recognized by
the association in the same year. Special libraries and
information centers are found in businesses, government
agencies, museums, hospitals, and professional
associations. The student chapter offers students
opportunities to learn more about special librarianship by
visiting special libraries, by sponsoring speakers, and by
participating in service projects in local libraries.
Department Governance
Students are encouraged to participate in developing
and evaluating department policies and procedures through
membership on department and university committees.

65

Prospects for the future are extremely positive for
well-prepared new graduates guided by creative faculty
advisors. Employment opportunities vary according to the
type of library, educational qualifications, and the areas
of specialization of the individual preparing to enter the
profession. The librarian who is flexible with respect
to geographic area and willing to meet the challenge
of serving special groups will have especially good
opportunities for employment.

Placement Service

Clarion University of Pennsylvania and the Department
of Library Science assist both students and alumni in
obtaining positions in libraries and related agencies by
acting as a clearinghouse for current job information and
by posting vacancy announcements. The student must
request official academic transcripts from the university
registrar. The Department of Library Science publishes a
comprehensive position listing on the World Wide Web.
The Office of Career Services provides assistance to all
graduates by maintaining a file of vacancy notices received
from public schools, government agencies, business, and
industry. It also provides assistance in preparing resumes
and in developing interview and communication skills.

Career Outlook

LS 459g:
Media, Methods, and the Curriculum
3 s.h.
Introduces planning for the effective use of school library media services in cooperation with the instructional staff.
Examines school library media philosophies and educational objectives, the process of developing a library media program,
and the librarian’s role in designing curriculum, developing teaching-learning strategies, and working with teachers, students,
and administrators. Includes a three-week practical experience in a school library media center. Prerequisites: Valid teaching
certificate or the following courses: LS 555 or 577, 583, and 589.
LS 500:
Information Sources and Services
3 s.h.
Philosophy and techniques of information services in libraries, with the sources, tools, and technology essential to the
reference process. Specific reference problems and research studies, the reference interview, bibliographic instruction, and
search strategies are considered. Recommended as an elective for nonlibrary science students in other graduate programs.
LS 501:
Developing Library Collections
3 s.h.
Acquiring familiarity with basic bibliographical tools, current reviewing media, and acquisitions procedures. Establishment
of policies and criteria for the selection and evaluation of book and nonbook materials.
LS 502:
Cataloging and Classification
3 s.h.
Introduction to the principles and techniques of organizing information with special reference to contemporary library
practice. Students are introduced to descriptive cataloging using Anglo-American Cataloguing Rules, alphabetical indexing
using Library of Congress Subject Headings and Sears List of Subject Headings, and systematic indexing using the Dewey
Decimal Classification and the Library of Congress Classification. The structure and use of manual and automated catalogs
and indexes are considered.
LS 504: Introduction to the Information Professions
3 s.h.
This course introduces students to the nature of information and its role in society, the philosophical, ethical, and
historical foundations of the information professions, major professional organizations, and the legal, political, and social
issues confronting today’s information professionals. The identification and use of print and electronic information resources
pertinent to library and information science are also covered.
LS 530:
Management of Academic Libraries
3 s.h.
Introduction to managerial and administrative principles as applied in academic libraries; the role of the academic library
in higher education and scholarly communication; current issues in academic librarianship. Pre- or corequisite: LS 504.
LS 531:
Management of Public Libraries
3 s.h.
Introduction to managerial and administrative principles as applied in public libraries; the role of the public library current
issues in public librarianship. Pre- or corequisite: LS 504.

Library Science

Library Science Courses

66

Clarion University of Pennsylvania

Library Science

LS 532:
Management of School Library Media Centers
3 s.h.
Introduction to managerial and administrative principles as applied in school library media centers; the role of the library
media center in the school’s educational mission; current issues in school media librarianship. Pre- or corequisite: LS 504.
Management of Special Libraries and Information Centers
3 s.h.
LS 533:
Introduction to managerial and administrative principles as applied in special libraries and information centers; theory,
history, functions, operations, organizational patterns, and services provided by special libraries and information centers.
Pre- or corequisite: LS 504.
Multicultural Sources and Services for Educators and Librarians
3 s.h.
LS 540:
This course provides an opportunity for students to explore, understand, and develop library and educational resources and
services for multicultural, diverse, and other special populations. Resources and services are examined particularly as they
relate to ethnicity, race, gender preference, and disability. Students will develop a sensitivity to the learning and informational
needs of various cultural and ethnic groups and will develop techniques for selecting and using materials relevant to a
multicultural society.
Introduction to Research in Library Science
3 s.h.
LS 550:
Study of the scientific methods of planning, conducting, and reporting investigation and research in library science,
including specific problems in library service. Critical analysis of research in professional literature. Designed to develop
skill in interpreting research results.
Storytelling
3 s.h.
LS 551:
Study of the heritage and art of traditional storytelling, the literary sources for contemporary storytelling, and the techniques
for preparing and presenting story programs. Consideration will be given to multi-media storytelling, including puppetry.
Students will present stories in class and in the community. Prerequisite: LS 577 (or equivalent). Open to M.Ed. candidates
by permission from the instructor.
Advanced Cataloging and Classification
3 s.h.
LS 552:
In-depth exploration of the issues involved in organizing collections with special reference to authority control, the
cataloging and classification of nonbook materials (including electronic resources), and the use of Library of Congress Subject
Headings and the Library of Congress Classification. Prerequisite: LS 502.
History of Children’s Literature
3 s.h.
LS 555:
Survey of the history and development of children’s literature from the Anglo-Saxon period in England through the
nineteenth century. Biennially.
Bibliography of the Sciences
3 s.h.
LS 556:
Survey of the literature and practice of librarianship in major areas of the sciences, including biology, chemistry, engineering,
geology, mathematics, medicine, and physics. Prerequisite: LS 500.
Bibliography of the Social Sciences
3 s.h.
LS 557:
Survey of the literature and practice of librarianship in major areas of the social sciences, including anthropology, business,
economics, education, geography, history, political science, and psychology. Prerequisite: LS 500.
Bibliography of the Humanities
3 s.h.
LS 558:
Survey of the literature and practice of librarianship in the humanities, including art, literature, music, philosophy, religion.
Prerequisite: LS 500.
Libraries and Public Access Computing
3 s.h.
LS 560:
Analysis of the present and future roles of academic, school, and public libraries in the emerging environment of public
access computing. Enabling librarians to take a leadership role in public access computing is a major goal of this course.
Government Documents
3 s.h.
LS 562:
Study and evaluation of selected federal, state, and municipal documents, foreign government publications, and the
United Nations. The nature of documents, their reference and research value; the techniques of acquisition, organization, and
bibliographic control; on-line commercial and government data bases. Prerequisite: LS 500.
History of Books and Printing
3 s.h.
LS 568:
Study of the evolution of the printed book through a survey of the origin of recorded communication; history of writing
materials; study of manuscript production, typography, type design, illustration, bookbinding, book production, and copyright
from the earliest times to the present.
Management of Technical Access Services
3 s.h.
LS 569:
Introduction to managerial and administrative principles as applied in library technical and access services. Areas covered
include acquisitions, cataloging, serials control, circulation, document delivery, interlibrary loan, and preservation. Special
attention is paid to automation issues. Pre- or corequisites: LS 502, 504.
Internship in Librarianship
3 or 6 s.h.
LS 570:
Provides an advanced preprofessional experience in the atmosphere of a cooperating library or information center in
which the student is able to apply and evaluate the theory and practice learned in the classroom. Students participate in
seminar meetings, prepare an evaluative paper, and are observed and evaluated by both the site supervisor and the internship
coordinator. Prerequisites: four core and four elective courses pertinent to the internship, permission of the student’s advisor,
the internship coordinator, and the department chair.
Library Automation
3 s.h.
LS 573:
Survey of library automation; the application of computers to library technical and administrative processes. The state of
the art; case studies of automation projects; systems analysis; design of library automation projects.

Clarion University of Pennsylvania

67

Database Searching
3 s.h.
General introduction to interactive database searching, including database producers, search system vendors, management
of search services, search strategy, Boolean searching, structure and indexing of computer stored files. The course includes
historical and background information. Greatest emphasis is on becoming a proficient searcher. Prerequisite: LS 504.
LS 575:
Information Systems
3 s.h.
Seminar approach is used to allow students to examine topics of interest in the information systems field, culminating in
the preparation of a term project such as a literature survey, the design of a computer program, or other topics appropriate to
the course of studies.
LS 576:
Special Topic in Librarianship
3 s.h.
In-depth discussion, study, and research of a topic related to the role of the library in responding to social issues, service
to special groups, or problem areas. The following represent typical offerings: (1) Bibliotherapy; (2) Microcomputers in
Libraries; (3) Library Services for the Gifted; (4) Media and Minorities; (5) Oral History; (6) Connectivity: Understanding
the Information Infrastructure. A maximum of six credit hours may be applied toward graduation.
LS 577:
Libraries, Literature, and the Child
3 s.h.
Opportunity for graduate students to investigate (1) the nature of children’s literature; (2) the utilization of children’s
literature in school, public and special library settings; (3) trends in children’s literature as a part of the total body of literature
and as an educational force; and (4) current research in the field. Biennially.
LS 578:
The Rural Public Library in an Urban Environment
3 s.h.
Introduction to the public library in the United States, with special concern for the small rural library. Particular emphasis
on the problems and limitations of such libraries and approaches for overcoming them.
LS 579:
Issues in Urban Librarianship
3 s.h.
A survey of issues facing all types of libraries located in urban settings. School, public, and academic libraries will be
discussed in the context of how the urban environment presents special challenges in designing, implementing, and managing
library services. Prerequisite: LS 504.
LS 580:
Library Marketing and the Community
3 s.h.
Addresses the following aspects of successful community analysis and marketing of library services: the current and
potential library users; their specific informational needs; and how the library can provide adequate service.
LS 581:
Issues in Rural Library Services
3 s.h.
Problem-analysis approach to providing services to rural populations by school, public, academic, and other libraries.
Examines networking, technology, funding, governmental regulations, etc., as they relate to rural library services. Prerequisite:
LS 550.
LS 582:
Serials
3 s.h.
Organization and management of serial publications: includes the format, selection, bibliographic control (manual and
mechanized), and preservation techniques; the selection of jobbers and the services they offer. Prerequisites: LS 501, 502.
LS 583:
Libraries, Literature, and Young Adults
3 s.h.
Examination of the role of the librarian in the selection, evaluation, and use of materials for junior and senior high school
age persons. Includes a study of young adult literature and trends affecting its development; techniques for providing reader
advisory services; methods of reaching and serving multicultural and special needs audiences; characteristics of the young
adult in contemporary society; and development of programs and other means of introducing young adults to books and
nonbook media, with special attention to emerging electronic products and services.
LS 587:
Indexing and Abstracting
3 s.h.
In-depth survey and hands-on development of documents surrogates, including annotations, abstracts, precis, and other
forms of indexing.
LS 588:
Preservation and Conservation of Library Materials
3 s.h.
Survey of preservation and conservation activities in libraries and information centers, including disaster planning,
environmental factors, treatment of brittle books, library binding, special problems of nonbook materials, and basic conservation
treatments. Pre- or corequisites: LS 501 or permission of instructor.
LS 589:
New Technology for Educators
3 s.h.
Studies the use of new and emerging technology in educational settings, including developing technology planning
documents, developing requests for proposals, selecting and evaluating educational computing hard and software, and utilizing
this technology for instructional purposes.
LS 591:
Business References Sources and Services
3 s.h.
Surveys the information sources and services typically found in corporate libraries, public library business information
centers, and other specialized libraries with a business clientele. Includes in-depth examination of major business reference
tools, as well as in-depth examination of the special operations, organization, and management of business libraries and
departments of business information. Prerequisite: LS 500.
LS 600:
Independent Study/Seminar
3 s.h.
An opportunity for the advanced graduate student to investigate in depth a facet of librarianship and to prepare a scholarly
paper or project to report his or her findings. The topic for study must be approved by a faculty committee, and the work must
be supervised by a faculty member. Prerequisites: Four core and four elective courses pertinent to the independent study,
permission of the student’s advisor and the department chair. On demand.

Library Science

LS 574:

Mass Media Arts
and Journalism

Clarion University of Pennsylvania

69

Master of Science Degree
in Mass Media Arts and Journalism
College of Arts and Sciences

Department of Mass Media Arts,
Journalism, and Communication
Studies
Susan Hilton, Ed.D., chair
130 Becker Hall
Telephone: 814-393-2540
E-mail: hilton@clarion.edu
www.clarion.edu/gradstudies/programs.htm

Graduate Faculty

Program Objectives

The Master of Science in Mass Media Arts and
Journalism is a hybrid online program that provides the
student with an outstanding education from a respected
program without having to leave family, home, or career.
The program seeks to strongly connect students with each
other and with faculty by combining the online courses
with an intensive one-week on-campus experience, held
in the summer. At this time, students meet the members
of their cohort and work closely with faculty to develop
relationships and the skills they will need to be successful
with the remaining online work. The program can be
completed in fourteen months.
The 36-credit curriculum provides students with a
broad-based foundation with courses in communication
skills and theory. Students take courses in management,
strategies for distance communication, public relations
message design, professional writing, and research.
Completion of the degree requires the completion of
one of three options: the development of a portfolio, an
internship, or the writing of a research study.
Graduates of the program are prepared for work
in media organizations, corporate communication,
healthcare, non-profit organizations, journalism, and
media production. The program provides a solid
foundation for those seeking to enter doctoral programs.

Admission Requirements

Graduate Studies admission requirements apply with
the following additions:
• All applicants must submit a statement of purpose for
pursuing the Master of Science in Mass Media Arts,
Journalism, and Communication Studies.

• Applicants for full admission must have an overall
QPA for the baccalaureate degree of at least 3.0 on a
4.0 scale.
• Admission on a provisional basis may be granted if
the applicant’s QPA is at least 2.75 on a 4.00 scale
and a raw score of 45 or above is achieved on the
Miller Analogies Test or a combined score of 1,000
from two sections is obtained on the Graduate Record
Examination. Degree status may be obtained upon
completion of 12 semester hours with a minimum of
3.0 average.
• Individuals with disabilities are encouraged to meet
with the department chair before admission to the
program.
• Non-native applicants must submit TOEFL scores.
TOEFL scores of 600 or above are required for
admission to the degree program.

Degree Requirements

To fulfill the degree requirements for graduation,
the student must complete 36 semester hours, including
required courses with a QPA of 3.00 or better on a 4.00
scale. Passing grade is “C” or above. There is also a media
writing competency for which MMAJ 140: Writing for
Media may be required if sufficient background is not
obtained through previous course work or experience as
demonstrated through portfolio or testing. This decision
will be made in consultation with your advisor.

Transfer Credits

A maximum of nine semester hours of graduate course
work may be transferred toward the degree. These hours
must come from an accredited institution and must have
a grade of “B” or better.

Mass Media Arts
and Journalism

Professors: S. Kuehn
Associate Professors: S. Hilton, J. Washington
Assistant Professors: A. Lingwall, M. Torres, R. Nulph

70

Requirements for Graduation

The following courses are required of all students
graduating with a Master of Science degree in Mass Media
Arts and Journalism.
MMAJ 525: Mass Communication Theory . . . . . . . . . . . 3 s.h.
MMAJv 548: Media Strategies for
Distance Communication. . . . . . . . . . . . . . . . . . . . . . . 3 s.h.
MMAJ 551: Public Relations Message Design. . . . . . . . 3 s.h.
MMAJ 558: Society, Law, and Media Technology . . . . 3 s.h.
MMAJ 559: Management of the
Communication Process. . . . . . . . . . . . . . . . . . . . . . . . 3 s.h.
MMAJ 621: Mass Communication Research. . . . . . . . . . 3 s.h.
MMAJ 641: Professional Communication Writing. . . . . 3 s.h.
Choose one production course:
MMAJ 560: Audio and Television Production. . . . . . . . 3 s.h.
MMAJ 565: Photography and Graphics Production . . . 3 s.h.
MMAJ 572: Designing World Wide Web Media. . . . . . 3 s.h.
MMAJ 580: Applied Design and Production. . . . . . . . . . 3 s.h.
Choose one:
MMAJ 700: Thesis (by permission of graduate faculty). 6 s.h.
No comprehensive exam required.
MMAJ 701: Communication Internship. . . . . . . . . . . . . . 6 s.h.
No comprehensive exam required.
MMAJ 702: Communication Portfolio . . . . . . . . . . . . . . 6 s.h.
Comprehensive exam is required.
Electives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 s.h.
Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 s.h.

Clarion University of Pennsylvania

Students must file for candidacy at the end of their
second semester, specifying a three-member committee
and an elective course schedule. At least two of the
three members of the committee should be faculty from
the Department of Mass Media Arts, Journalism and
Communication Studies. Committee members must have
graduate faculty status.

Electives

Electives may be taken from any curriculum in the
graduate catalog, if approved by the student’s committee,
with a limit of three credits at the 400-level. Please note
that 400-level courses taken for undergraduate credit
cannot be repeated for graduate credit.

Placement

Placement of past graduates has been excellent in business,
industry, public relations, broadcasting, corporate
communication, education, training and development,
and doctoral and specialist programs.

Advisement

Based on career goals of the student, an advisor is
selected by the student from the graduate faculty of the
department.
Advisement is at the convenience of the student
and may occur at any time. Frequently the advisor will
recommend the student talk with another member of the
faculty who may be more closely associated with a specific
problem or interest of the student.
In all cases, the responsibility of meeting the stated
requirements of the master’s degree lies with the student.

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and Journalism

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71

in more than one assistantship. Awards are made as
vacancies exist, and are based on the applicant’s
professional qualifications as shown in transcripts,
resume, and portfolio of work samples. A personal
interview is desirable.
Applicants for graduate assistantships must complete
the regular admission procedure, then file a letter of
application with the chair of the Department of Mass
Media Arts, Journalism, and Communication Studies.
Applications for graduate assistant positions should be
received no later than March 15; appointments are usually
made by May 15 of each year.

Physical Facilities

Graduate Assistantships

Graduate assistants are employed in the Department
of Mass Media Arts, Journalism, and Communication
Studies in such areas as television management, radio
management, multimedia production, and journalism.
These assistantships usually require 8.5 or 17 hours of
work per week, for which partial or full tuition is waived
and a small bi-weekly stipend is paid. Assistantships run
from September to May; no student may be employed

The Department of Mass Media Arts, Journalism, and
Communication Studies is housed in Becker Hall and
offers outstanding physical facilities. In addition to
modern classrooms, students have access to:
Digital video studio post lab
Publication design studio
Multimedia studio
Music production studio
Non-linear video editing suite
Modern television studio
1000-watt FM radio broadcasting station
Digital audio production suite

A maximum of three credits from the 400-level courses listed below can be taken for graduate credit with permission
from the graduate program coordinator. 400-level courses taken for undergraduate credit cannot be repeated for graduate
credit.

Mass Media Arts and Journalism Courses
Database Management Systems
3 s.h.
A study of database management systems with hands-on experience. Students investigate the analysis, design,
implementation, and maintenance of a modern database management system. Prerequisite: CIS 301.
CIS 403:
Data Communications
3 s.h.
Focuses on the OSI model of data communications and uses the model as the basis for discussions of protocols, topologies,
transmission media, and communications security. The TCP/IP protocol suite is examined in detail. Prerequisite: CIS 303.
CIS 462:
Simulation and Modeling
3 s.h.
Covers the advantages and disadvantages of using computer simulation in modeling. Students learn and practice techniues
of computer simulation. Prerequisite: CIS 244 or 330.
MMAJ 426:
Telecommunications Policy
3 s.h.
Provides a foundation in the U.S. policymaking process in telecommunications (broadcasting, cable, telephony, and the
Internet). Examines the impact of technology and social influences on policymaking and the theoretical perspectives that drive
policymaking. Prerequisite: MMAJ 100.
MMAJ 441:
Advanced Media Writing
3 s.h.
Extensive work in research, writing, and marketing of written products for magazines, newspapers, and other publications.
Requires selection and acquisition of appropriate photographs and graphics to complement the articles. Prerequisite: MMAJ 140.
MMAJ 442:
News Writing for Electronic Media
3 s.h.
Provides students with advanced instruction and experience in writing and reporting news for radio, television, and World
Wide Web media. Includes rewriting wire copy, using actualities, broadcast news interview techniques, broadcast news feature
writing, rewriting and reformatting copy for Web media, and investigative reporting and research techniques. Prerequisites:
MMAJ 100, 101, and 140.
MMAJ 443:
Promotional Writing
3 s.h.
Provides students with advanced instruction and experience in public relations and advertising writing. Prerequisites:
MMAJ 100, 101, and 140.

Mass Media Arts
and Journalism

CIS 402:

72

Clarion University of Pennsylvania

Mass Media Arts
and Journalism

MMAJ 445:
Digital/Film Producing
3 s.h.
Explores all aspects of the role of the producer for film. The student will examine the business of film production, from the
develoopment of script proposals through final distribution. The student will become involved in all areas of script breakdown,
storyboard development, planning, budgets, and legal aspects. Prerequisite: MMAJ 302.
MMAJ 455:
Digital/Film Directing
3 s.h.
Provides students with hands-on experience as a single-camera director. Students will critique professional directors and
examine directing theories and techniques and will apply theory and techniques of script breakdown, directing talent and
blocking, camera placement, shot execution, and communication of the director’s vision to crew and talent. Students will
direct a narrative short or one-act screenplay. Prerequisite: MMAJ 351.
MMAJ 470:
Visual Literacy
3 s.h.
Examines the theoretical basis for encoding and decoding visual statements, both temporal and spatial. Analyzes the
technology that has expanded and enhanced the powers and pervasivenesss of visual communication. No prerequisite.
MMAJ 476:
Digital/Film Production
3 s.h.
A film-production course in which students make up a crew and produce a feature-style film short. This capstone course
in the film concentration applies previous coursework and experience to the creation of a major work and allows students the
full expression of the concentration. Prerequisite: MMAJ 440, 450.
MMAJ 525:
Mass Communication Theory
3 s.h.
Provides introduction and examination of the major theories relevant in the study of mass communication. Students
understand the application and relevance of these theories in the industries, practices, and effects of the mass media.
MMAJ/ED 540:
Principles of Instructional Design in Educational Technology
3 s.h.
Focuses on systematic procedures for designing, developing, evaluating and revising instruction to meet identified goals
and objectives for promoting educational technology. Instructional design theories and applications are examined. The
appropriateness and production of both projected and non-projected multimedia are explored in the production of instructional
solutions for the targeted audience including the K-12 community and other training and development learning environments.
Fall, annually.
MMAJ 548:
Media Strategies for Distance Communication
3 s.h.
Explores the various media strategies used to deliver distance learning and other distance communications. Learners will
examine the various modes of delivering information from printed correspondence to the newer media technologies. Media will
be analyzed to determine the best delivery system for specific audiences and various communication goals. Every other year.
MMAJ 551:
Public Relations Message Design
3 s.h.
Provides advanced instruction in persuasion techniques in the design of public relations. Successful case studies are
analyzed in terms of persuasion techniques used.
MMAJ 558:
Society, Law, and Media Technology
3 s.h.
Examines the social impact and regulation of media technology in society. The course explores the relationships between
societal uses of media technology, the law that addresses media technology issues, and the role of media in larger communication
and mass media systems. Every other year.
MMAJ 559:
Management of the Communication Process
3 s.h.
Defines and applies the general principles of management—planning, organizing, staffing, directing, and controlling—to
the design and administration of communication organizations and communication functions. The course relates behavioral
variables to the understanding and motivation of employees.
MMAJ 560:
Audio and Television Production
3 s.h.
Develops basic skills in audio, ENG, and television production. A variety of projects in both media concentrates on proper
equipment operation and recording and editing techniques.
MMAJ 565:
Photography and Graphics Production
3 s.h.
Provides an integrated introduction into graphic and photographic production techniques. Layout, design, and composition
techniques will be developed.
MMAJ 572:
Designing World Wide Web Media
3 s.h.
Prepares students to design World Wide Web-based media. Students will learn to structure Websites, layout copy, use
color and text effectively, position images, and deploy sound and video on pages as necessary.
MMAJ 580:
Applied Design and Production
3 s.h.
Prepares students to design and produce multimedia programs for communication functions. Explores research
concerning interactive multimedia as a delivery medium, and examines key elements of program design, pre-production, and
evaluation.
MMAJ 591:
Independent Study
1-2 s.h.
Allows the imaginative student to structure an independent research project in the area of communication with a minimum
of faculty supervision. A proposal specifying objectives, methods, and evaluation techniques must be submitted and approved
by the student’s advisor prior to enrolling in the course. 1 or 2 credit hours.
MMAJ 621:
Mass Communication Research
3 s.h.
Examines research in mass communication and develops competencies in research methods. Topics include statistical
analysis, experimental and survey research methods in communication, content analysis, and evaluation of mass media
technology in communication.
MMAJ 641:
Professional Communication Writing
3 s.h.
Provides advanced instruction in communication writing for use in a range of media-related careers. Focuses on the
methodology and execution of specific projects professionals are likely to encounter in the workplace including speeches,
grants, visual presentations, and research reports. Prerequisites: COMM 525 and 551.

73

MMAJ/CIS 650:
Advanced Technology Applications
3 s.h.
This course develops advanced skills to support instructional technology programs. Coursework will cover areas such as
advanced microcomputer applications, Internet concepts as they apply to instructional technology, and PC operating system
issues related to instructional technology. The focus will be on computers and related technologies used in educational and
training environments. Summers/spring annually.
MMAJ/CIS 651:
Networking Media Technology Centers
3 s.h.
This course will enable the student to install and configure computers and computer networks in educational/training
settings. Emphasis will be placed on systems commonly found in K-12 schools. Software/hardware selection, installation
and maintenance will be covered as related to technology integration. The student will identify ethical and legal procedures
as well as issues related to adaptive assistive hardware/software. Summers/spring annually.
MMAJ 692:
Seminar in Communication Education and Mass Media Technology
3 s.h.
Focuses on critical examination of issues, research, and innovations in the field of communication education and mass
media technology.
MMAJ 700:
Thesis
6 s.h.
Requires the student to conduct a research study in communication, using acceptable research methods and under the
supervision of a faculty member and committee. Permission to enroll in the course is by invitation of the graduate faculty in
the Department of Mass Media Arts and Journalism. The course is one of three options to complete the degree requirements
in the graduate program. Prerequisite: MMAJ 621. Three or six credits a semester for an overall total of six credits.
MMAJ 701:
Internship
6 s.h.
Provides practical experience in the supervision and operations of some aspect of a communication/instructional system
program. A proposal specifying objectives, methods, and evaluation techniques must be submitted and approved by the
student’s advisor and the cooperating agency prior to enrolling in the course. The course is one of three options to complete
degree requirements in the graduate program. Students may take three credits in two consecutive semesters or six credits in
one semester. Prerequisite: MMAJ 621.
MMAJ 702:
Portfolio
6 s.h.
Requires the student to prepare a portfolio of professional materials, including written documentation outlining the purpose
and application of the materials. Students will produce professional-quality media products, such as video programs, multimedia
programs, printed materials, audio programs, or Web-based products. Students complete a comprehensive examination. The
course is one of three options to complete the degree requirements in the graduate program. Prerequisite: MMAJ 621. Six credits
(required/maximum); students can enroll for three credits in two consecutive semesters or six credits in one semester.

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75

Master of Science Degree in Nursing
Clarion University/
Edinboro University/
Slippery Rock University
Debbie Ciesielka, D.Ed.
graduate program coordinator
Clarion University–Pittsburgh Site
4900 Friendship Ave.
Pittsburgh, PA 15224
Telephone: 412-578-7277
E-mail: dciesielka@clarion.edu

Graduate Faculty

Professors: A. Conway (EU), D. Kubinski (EU),
J. Penrose (SRU)
Associate Professors: D. Ciesielka (CU), C. Stiller (EU)
Assistant Professors: D. Carlson (EU), J. DePalma (SRU),
A. McClune (EU), P. Nosel (EU), K. Risco (SRU),
J. Sparlin (CU)

The Master of Science in Nursing program is
sponsored jointly by Clarion, Edinboro, and Slippery
Rock Universities. There are two concentration areas
in this program: one leads to preparation as a family
nurse practitioner (FNP) and the other to preparation
as a nurse educator (NE). The FNP concentration (45
semester hours) educates family nurse practitioners to
provide primary care in medically under-served areas in
western Pennsylvania and prepares graduates to apply
for Certified Registered Nurse Practitioner (CRNP)
status to the Pennsylvania State Board of Nursing. The
NE concentration (36 semester hours) prepares nurse
educators to teach in undergraduate nursing programs
such as ASN and diploma programs. NE students learn
to design, implement, and evaluate instruction.
This program is accredited by the National League for
Nursing Accrediting Commission (NLNAC). Graduates
of the program will receive a joint degree granted by all
universities and nurse practitioner graduates are eligible
to apply for legal certification in the Commonwealth of
Pennsylvania. As of 2006, nurse practitioner graduates
must pass a national certifying examination prior to
obtaining legal certification in Pennsylvania.
Courses are offered at Clarion, Edinboro, and Slippery
Rock Universities, including sites in Edinboro, Clarion,
Oil City, Pittsburgh, and Slippery Rock. Students may
select one university site for advisement and may utilize
facilities and services of all three universities. Information
about program requirements and administrative matters
is available at all universities. Students should check the
MSN Student Handbook (online) and the program Website
for the most up-to-date program information.

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
courses are taught via interactive television and the World
Wide Web. Most students study on a part-time basis.

Program Outcomes

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

Admission Requirements

Admission requirements include:
• Payment of the $30 application fee
• Evidence of an earned baccalaureate degree in
nursing from an NLNAC- or CCNE-accredited
program
• Hold licensure as a registered nurse in the state
where the student’s clinical experience will be
precepted
• An undergraduate QPA of 2.75 on a 4.00 scale
or a graduate QPA of 3.0 on a 4.0 scale
• One year of recent full-time clinical practice or
two years of part-time clinical practice; submit
a resume describing professional experience
• Interview with a member of the CU, EU, or SRU
nursing faculty

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Clarion University of Pennsylvania

Nursing

• Verification of professional liability insurance
• Two recommendation forms to be completed
by physicians, registered nurses, supervisors,
and/or teachers who have first-hand knowledge
of applicant’s professional performance
• Ability to analyze statistical data; applicants
may demonstrate competency in statistics by
providing evidence of course work successfully
completed in the past or current enrollment in a
basic statistics course.
• All students are required to maintain certification
in CPR throughout the clinical course work.
• Health forms are no longer required for
admission to MSN program. However clinical
agencies that may require certain health
requirements which must be met prior to
clinical practice in that agency. It is the student’s
responsibility to meet those requirements. All
fees incurred in attaining health requirements
are the responsibility of the student. The faculty
reserves the right to request medical clearance
from a student prior to clinical placement.

Second Master’s Policy
Second Master’s Degree Curriculum

Individuals holding a graduate degree in nursing
may earn a second masters in nursing degree in the FNP
program. 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 this 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 Nursing Research, and NURS 800: Thesis/Project.
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.

Post-Master’s Certificate

A post-master’s certificate is available to individuals
who hold a graduate degree in nursing as nurse practitioners in
specialty areas such as pediatrics, adult, women’s health,
and other nursing fields. Nurse practitioners who wish to
broaden their education as family nurse practitioners or
nurse educators would have their previous educational
preparation evaluated on an individual basis according
to credentials, education, and professional experience.
This review would be used to determine a program of
study in the masters program that would be applicable
for broadening their education to encompass family practice
or nursing education.

Program Policies

• Nursing License Requirement: All students
are required to possess a current Pennsylvania
Nursing License or a license in the state where
the clinical experience will be precepted.
• Students may transfer up to 12 credits of
approved non-clinical course work if courses
were taken within five years. Students may
transfer up to nine credits from another master’s
degree.
• Students may challenge up to three credits of
course work with permission.
• Students are admitted into this program after they
have met the graduate admission requirements
and have been recommended for acceptance
by the Admission, Progression, and Graduation
committee. Notification of acceptance is by the
Graduate Studies office of Clarion University
(Administrative Site).
• Students are encouraged to have identified
potential preceptors by the time they register
for clinical courses in which a preceptor is
required.

Degree Requirements

To fulfill degree requirements for graduation, the
student must complete 45 semester hours or required
course work for the family nurse practitioner concentration
and 36 semester hours of required course work for the
nurse educator concentration. The student must maintain a
QPA of 3.0 or better on a 4.0 scale. Successful completion
of a written comprehensive examination is required. A
research project or thesis is also required for graduation.
All degree requirements must be completed within six
years of the first date of enrollment.

Performance Requirements

Retention Policy
Students who fail to maintain an overall QPA of 3.0
are automatically placed on probation. Students placed
on probation must achieve satisfactory academic standing
within one semester of registration or be removed from
the program.

Clarion University of Pennsylvania

Clinical Courses Students must maintain a “B”
average in all clinical courses. If a grade of “C” or
below is earned, the student will be automatically
placed on probation. Students placed on probation
must repeat that clinical course and earn a grade of
“B” or better the next semester that course is offered
or be removed from the program. Students can repeat
one clinical course. An additional “C” in any clinical
course will be cause for removal from the program.
Progression Policy
Students must maintain a “B” average or better in
order to remain in good standing and a grade of “B” or
higher in each clinical course in order to progress in the
clinical sequence.
Readmission Policy
Students who withdraw from the program without
securing a leave of absence, leave because of unsatisfactory
performance, or fail to complete the program requirements
in six years (or by the approved extension date) may apply
for readmission to the nursing program if they have a
cumulative QPA of 3.0.
The Admission, Progression, and Graduation committee
will evaluate student requests for readmission and make
a recommendation to the graduate faculty based on the
following criteria: general academic history; grade-point
average; clinical performance as evaluated by graduate
nursing faculty and preceptors; time absent from the
academic program; and potential for success. Readmission
to the nursing program is based on the professional
judgment of the graduate nursing faculty and is contingent
upon class size (space available).
Graduation Policy
Students must have an overall QPA of 3.0 in order
to graduate from the program. The maximum time
for completion of the degree program is six calendar
years. Students must finish the program no later than
two semesters after completing the clinical practice and
research requirements.
It is the student’s responsibility to file, with the aid of
his or her advisor, an Application for Graduation prior to
the published deadline during the semester in which he
or she intends to graduate. Information on applying for
graduation can be obtained from the Division of Graduate
Studies at Clarion University.

Advisement

As part of the application process, the candidate must
meet with a faculty member for an admission interview.
Upon admission to the graduate nursing program, the
student will be assigned a faculty advisor. The student
may select an advisor from Clarion, Edinboro, or Slippery
Rock graduate faculty. Before beginning coursework,
the successful applicant should meet with the graduate
advisor for orientation and assistance in planning the
first-semester program.
A minimum of nine credits per semester is considered
a full load for graduate students, although students may
register for up to twelve credits per semester without
special permission. Students may not register for more
than twelve semester hours during the summer. Exceptions
may be authorized by the Coordinator of Graduate
Studies at Clarion University upon recommendation by
the graduate faculty acting upon a written petition by the
student.

Required Courses

The following courses are required of all students
graduating with a Master of Science in Nursing–Family
Nurse Practitioner concentration:
* NURS 601: Advanced Concepts in
Pathophysiology................................................... 3 s.h.
NURS 602: Pharmacologic Applications................ 3 s.h.
** NURS 605: Evolution of Nursing
Theory.................................................................. 3 s.h.
NURS 610: Advanced Concepts in Nursing
Research............................................................... 3 s.h.
*** NURS 614: Health Promotion: Family
and Community Perspectives. .............................. 3 s.h.
NURS 615: Advanced Health Assessment.............. 2 s.h.
NURS 616: Advanced Health Assessment
Practicum............................................................. 1 s.h.
NURS 620: Clinical Decision Making I.................. 2 s.h.
NURS 621: Clinical Decision Making I
Practicum............................................................. 1 s.h.
NURS 630: Clinical Decision Making II................. 3 s.h.
NURS 631: Clinical Decision Making II:
Role Seminar........................................................ 1 s.h.
NURS 632: Clinical Decision Making II
Practicum............................................................. 2 s.h.
NURS 640: Clinical Decision Making III............... 3 s.h.
NURS 641: Clinical Decision Making III:
Role Seminar........................................................ 1 s.h.
NURS 642: Clinical Decision Making III:
Practicum............................................................. 2 s.h.
NURS 645: Nursing and Public Policy................... 3 s.h.
NURS 750: Internship.............................................. 6 s.h.
NURS 800: Thesis/Project................................... 3–6 s.h.

* NURS 601 is a prerequisite to NURS 602 and is a
prerequisite or co-requisite to NURS 615 and NURS
616.
** NURS 605 is a prerequisite to NURS 610.
*** NURS 614 is a prerequisite to the clinical courses
and is a prerequisite or co-requisite to NURS 620
and NURS 621.

Nursing

Non-Clinical Courses Students may earn a grade
of “C” in only one non-clinical course without
jeopardizing their status in the program. If an
additional grade of “C” is earned, the student will be
automatically placed on probation. Students placed on
probation must repeat a “C” course and earn a grade of
“B” or better the next semester the course is offered or
be removed from the program. Only two “C” grades
can be repeated. Additional grades of “C” will be cause
for removal from the program.

77

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Nursing

The following courses are required of all students
graduating with a Master of Science in Nursing– Nurse
Educator concentration:
* NURS 601: Advanced Concepts in
Pathophysiology................................................... 3 s.h.
NURS 602: Pharmacologic Applications................ 3 s.h.
** NURS 605: Evolution of Nursing
Theory.................................................................. 3 s.h.
NURS 610: Advanced Concepts in Nursing
Research............................................................... 3 s.h.
*** NURS 614: Health Promotion: Family
and Community Perspectives. .............................. 3 s.h.
NURS 615: Advanced Health Assessment.............. 2 s.h.
NURS 616: Advanced Health Assessment
Practicum............................................................. 1 s.h.
NURS 645: Nursing and Public Policy................... 3 s.h.
NURS 675: Nursing Curriculum
Development......................................................... 3 s.h.

NURS 676: Educational Strategies in
Nursing................................................................. 3 s.h.
NURS 677: Evaluation and Assessment
in Nursing............................................................. 3 s.h.
NURS 750: Internship.............................................. 3 s.h.
NURS 800: Thesis/Project................................... 3–6 s.h.

* NURS 601 is a prerequisite to NURS 602 and is a
prerequisite or co-requisite to NURS 615 and NURS
616.
** NURS 605 is a prerequisite to NURS 610.

Comprehensive Examination

In order to successfully complete the program, nurse
practitioner students must pass a written comprehensive
examination after completing all courses, except NURS
750, with a minimum cumulative quality-point average
of 3.0. The nurse practitioner comprehensive exam tests
the ability of the student to synthesize information from
biological and pharmacologic sciences, with principles of
diagnosis and management in primary care and education.
A student who fails the comprehensive examination will
be contacted by the program coordinator and plans will
be made for remediation and re-examination. A second
failure of the comprehensive examination will result in
additional coursework followed by a third administration
of an exam or dismissal from the program.
Nurse educator students must pass a comprehensive
assessment in the form of a professional portfolio.
The portfolio is based on the eight core competencies
developed by the National League for Nursing for nurse
educators.

Curriculum

Course Sequence: Family Nurse Practitioner Concentration
Fall-Year 1
615/616 Adv. Health Assessment
601
Adv. Con. Pathophysiology
614
Health Promotion: Family

and Community Perspectives
605
Evol. of Nursing Theory
Fall-Year 2
630/631/632 Clinical Decision II

Full-Time

Spring-Year 1
610
Adv. Con. in Research
602
Pharmacologic App
645
Nursing & Public Policy
620/621 Clinical Decision I

Summer-Year 1
800
Thesis/Project

Spring-Year 2
640/641/642 Clin. Decision III

Summer-Year 2
750
Internship

Part-Time

Fall-Year 1
614
Health Promotion: Family

and Community Perspectives
601
Adv. Con. Pathophysiology

Spring-Year 1
645
Nursing & Public Policy
602
Pharmacologic App

Summer-Year 1

Summer-Year 2
800
Thesis/Project

Fall-Year 3
630/631/632 Clinical Decision II

Spring-Year 2
610
Adv. Con. in Research
620/621 Clinical Decision I
Spring-Year 3
640/641/642 Clin. Decision III

Fall-Year 2
615/616 Adv. Health Assessment
605
Evol. of Nursing Theory

Summer-Year 3
750
Internship

Clarion University of Pennsylvania

79

Course Sequence: Nurse Educator Concentration
Fall-Year 1
615/616 Adv. Health Assessment
601
Adv. Con. Pathophysiology
605
Evol. of Nursing Theory

Full-Time
Spring-Year 1 Summer-Year 1
610 Adv. Con. in Research 800 Thesis/Project
602 Pharmacologic App

Fall-Year 2
Spring-Year 2 Summer-Year 2
675
Nurs. Curriculum Development
645 Nursing & Public Policy 750 Internship
676
Educational Strategies in Nursing
677 Eval. and Assessment in
614
Health Promotion: Family
Nursing

and Community Perspectives
Part-Time

Fall-Year 1
614
Health Promotion: Family

and Community Perspectives
601
Adv. Con. Pathophysiology
Fall-Year 2
615/616 Adv. Health Assessment
605
Evol. of Nursing Theory

Spring-Year 1 Summer-Year 1
602 Pharmacologic App

Spring-Year 2 Summer-Year 2
610 Adv. Con. in Research 800 Thesis/Project
645 Nursing & Public Policy

Fall-Year 3
Spring-Year 3 Summer-Year 3
675
Nurs. Curriculum Development
677 Eval. and Assessment in 750 Internship
676
Educational Strategies in Nursing
Nursing

Nursing Courses
NURS 601:
Advanced Concepts in Pathophysiology
3 s.h.
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 nurse practitioners can apply to their clinical experiences.
Specific diseases are 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. Fall, annually.
Pharmacologic Applications
3 s.h.
NURS 602:
This course will cover principles of pharmacology as applied to advanced nursing practice. This includes drug effectiveness, mechanism, and interaction. Emphasis will be on the pharmacological action of drugs on specific organ systems and the
clinical use of drugs in treatment of disease conditions. Emphasis will be on critical decision making skills in the selection
of drug therapy, doses of drugs, routes of administration and preferred therapy. This course focuses on pharmacological implications for the family nurse practitioner in working with individuals across the life span. Prerequisite: NURS 601. Spring,
annually and as needed.
Evolution of Nursing Theory
3 s.h.
NURS 605:
This course focuses on selected aspects of theory development in nursing science. Emphasis is given to the study of
epistemological issues related to the evolution of theory in nursing. Varying levels and components of theories are explored.
Major strategies for theory development, including concept analysis, synthesis, and theory derivation are analyzed. Students
gain experience in critically examining major existing theoretical models. Fall, annually.
Advanced Concepts in Nursing Research
3 s.h.
NURS 610:
This course examines the relationship and contribution of nursing research to the development of nursing science. The
growth of research will be traced over the course of the last century, with particular emphasis on the evolution that has occurred since mid-century. Students will be assisted to increase their ability to critically evaluate published research and to
make decisions concerning its applicability to practice. Additionally, students will develop a proposal for an individual or
group research project which may become the foundational work for the scholarly project/thesis. Prerequisite: NURS 605 or
by permission of instructor. Spring, annually and as needed.
Health Promotion: Family and Community Perspectives
3 s.h.
NURS 614:
This course introduces the advanced practice nurse student to health promotion and disease prevention strategies for families
and communities. Students will explore principles of family theory, established models of family development, epidemiology,
and demography. An opportunity will be given to develop intervention plans to improve wellness based on risk assessment
and knowledge of national standards of clinical preventive services. The course is a prerequisite to all clinical nursing courses,
but must be taken concurrently with NURS 620. Fall, annually.

Nursing

Curriculum

80

Clarion University of Pennsylvania

Nursing

NURS 615:
Advanced Health Assessment
2 s.h.
This course builds upon the basic assessment skills of the nurse. It is designed to augment, refine, and enhance the
practitioner’s ability to assess the health status of individuals, to recognize deviant and abnormal findings, to evaluate responses to illness, and to identify health risks. The course enables the practitioner to collect a comprehensive health history
and perform a complete physical assessment in a systematic and organized manner. Course content emphasizes a holistic
approach toward assessment, incorporating the client’s response to wellness and illness, sociocultural influences, and health
seeking behaviors. Specialized assessment tests and procedures and laboratory test data are used by the practitioner to uncover
client health cues in addition to those identified by questioning and examining. The practitioner’s skill in assessing a client’s
resources, strengths, limitations, and coping behaviors are intensified. Two lecture hours weekly. Prerequisite or co-requisite:
NURS 601. Fall, annually and as needed.
NURS 616:
Advanced Health Assessment Practicum
1 s.h.
Provides 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. The course must be taken as
a co-requisite to NURS 615. Prerequisite or co-requisite: NURS 601. Fall, annually and as needed.
NURS 620:
Clinical Decision Making I
2 s.h.
This course emphasizes clinical data-gathering skills, diagnostic reasoning, and clinical problem-solving for application
in NURS 630 and NURS 640 directed toward the management of health problems of clients throughout the lifespan. Critical
thinking skills are emphasized and honed and are used to amplify common sense, intuition, and simple reasoning. Emphasis
is placed upon the analysis and synthesis of client data for diagnosis and for identification of appropriate nursing and other
therapeutic interventions to be used by the advanced practice nurse. Two lecture hours weekly. The course must be taken
concurrently with NURS 621. The course is required as a prerequisite to all other clinical nursing courses. Prerequisite: NURS
615 and NURS 616. Spring, annually and as needed.
NURS 621:
Clinical Decision Making I Practicum
1 s.h.
Provides 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. Spring, annually and as needed.
NURS 630:
Clinical Decision Making II
3 s.h.
This course focuses upon birth through adolescence in regard to health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of acute illness, and support for management and self care during chronic
conditions. All dimensions of development and the total health of the child and family are considered. Course theory seeks
to expand the practitioner’s base of knowledge and understanding while clinical practicum provides an opportunity for the
application of learning and the enhancement of decision-making skills. Opportunity is provided for the development of skill
in selected therapeutic interventions related to health care of the client from birth through adolescence. The course provides
for expansion of knowledge for application in working with clients, families, and colleagues in clinical practice. Collaboration
with other health care providers is fostered. Three lecture hours weekly. The course must be taken concurrently with NURS
631 and NURS 632. Prerequisites: Minimum grade of “B” in NURS 614, 615, and 620. Fall, annually.
Clinical Decision Making II: Role Seminar
1 s.h.
NURS 631:
The seminar, a controlled environment for deliberation on clinical situations encountered, explores the role of the practitioner in advanced nursing practice. It provides opportunities for discussion of alternative approaches to diagnosis, advanced
nursing, medical, or collaborative management. The seminar will include the discussion of clinical based research questions,
client presentations, and effective treatment interventions. Two laboratory hours weekly. The course must be taken concurrently
with NURS 630 and 632. Prerequisites: Minimum grade of “B” in NURS 614, 615, and 620. Fall, annually.
Clinical Decision Making II Practicum
2 s.h.
NURS 632:
Provides 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. The course must be taken
concurrently with NURS 630 and 631. Prerequisite: Minimum grade of “B” in NURS 614, 615 and 620. Fall, annually.
Clinical Decision Making III
3 s.h.
NURS 640:
This course focuses upon adults (young, middle-aged, and older) in regard to health promotion, wellness maintenance,
disease prevention, early detection of problems, prompt treatment of acute illness, and support for management and self
care during chronic conditions. All dimensions of development and the total health of the adult and family are considered.
Course theory seeks to expand the practitioner’s base of knowledge and understanding while clinical practicum provides an
opportunity for the application of learning and the enhancement of decision-making skills. Opportunity is provided for the
development of skill in selected therapeutic interventions related to health care of the adult. The course provides for expansion of knowledge for application in working with clients, families, and colleagues in clinical practice. Collaboration with
other health care providers is fostered with emphasis upon the coordination and continuity of client care. Three lecture hours
weekly. The course must be taken concurrently with NURS 641 and 642. Prerequisites: Minimum grade of “B” in NURS
614, 615, and 620. Spring, annually.
Clinical Decision Making III: Role Seminar
1 s.h.
NURS 641:
This seminar, a controlled environment for deliberation on clinical situations encountered, explores the role of the practitioner in advanced nursing practice. It provides opportunities for discussion of alternative approaches to diagnosis, advanced
nursing, medical, or collaborative management. The seminar will include the discussion of clinical based research questions,
client presentations, and effective treatment interventions. Two laboratory hours weekly. The course must be taken concurrently
with NURS 640 and 642. Prerequisites: Minimum grade of “B” in NURS 614, 615, and 620. Spring, annually.

81

Nursing

Clarion University of Pennsylvania

NURS 642:
Clinical Decision Making III Practicum
2 s.h.
Provides 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. The course must be taken
concurrently with NURS 640 and 641. Prerequisite: Minimum grade of “B” in NURS 614, 615 and 620. Spring, annually.
Nursing and Public Policy
3 s.h.
NURS 645:
This course examines the implications of health care financing, structuring, labor market trends, and current health care
reform proposals for nursing in general and for advanced practice nursing specifically. Additionally, the student will be stimulated
to appreciate the critical need for nurses to engage in activities, individually and as members of professional organizations,
that will enhance the position of nursing in influencing health care policy and legislation at all levels-local, state, and federal.
A pervasive theme throughout the course is the ultimate goal of improving the health care of our citizens. Spring, annually.
Nursing Curriculum Development
3 s.h.
NURS 675:
Examines curriculum development in post secondary nursing programs. Focuses on philosophical issues, learning theories,
learner needs assessment, and curriculum design for target populations in various nursing education programs. Enables
advanced practice nursing students to develop and evaluate curriculum for selected nursing education programs. Fall, every
other year and/or as needed.
NURS 676:
Educational Strategies in Nursing
3 s.h.
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. Selfevaluation and critique of others are used as a method to improve teaching. Fall, every other year and as needed.
NURS 677:
Evaluation & Assessment in Nursing
3 s.h.
Provides a comprehensive overview of evaluation and assessment in learning for students who desire to function as
advanced practice nurses in the educational arena. Emphasizes current issues in assessment, establishment and measurement
of learning outcomes, and the development and utilization of assessment tools. Students design and use evaluation tools for
clinical and classroom application in nursing and health education. Spring, every other year and/or as needed.
NURS 750:
Internship
3-6 s.h.
Provides the opportunity to gain competency in the multifaceted role of nurse practitioner or nurse educator through a
supervised clinical experience. Students enact their chosen role in selected settings with target populations while functioning
under the guidance of certified nurse practitioners, licensed physicians, or nurse educators who have been approved by the
department as preceptors. Nine to 18 hours of clinical experience weekly, depending on program concentration. Prerequisites:
All program course work, excluding scholarly paper/thesis. Spring, annually and as needed.
NURS 800:
Thesis/Project
1-6 s.h.
Scholarly research paper based on an innovative and/or creative study pertinent to nursing or a related area. Students
register for a minimum of three credits and complete the thesis/project in one calendar year. Students who do not complete
the thesis/project in one calendar year must register for one additional credit each consecutive term until completion up to a
maximum of six credits. Prerequisite: NURS 605 and 610.

Rehabilitative Sciences/
Special Education

Clarion University of Pennsylvania

83

Master of Science Degrees in Rehabilitative
Sciences and Special Education
College of Education and
Human Services

Rehabilitative Sciences/
Special Education

Department of Special Education
and Rehabilitative Sciences
Master of Science in Rehabilitative Sciences

Mark Kilwein, Ph.D., graduate program coordinator
110A Special Education Center
Telephone: 814-393-2486
E-mail: mkilwein@clarion.edu
www.clarion.edu/departments/spec

Master of Science in Special Education

Lorie Taylor, Ed.D., graduate program coordinator
110B Special Education Center
Telephone: 814-393-2480
E-mail: ltaylor@clarion.edu
www.clarion.edu/departments/spec

Graduate Faculty

Professors: G. Clary, R. Feroz, P. Gent
Associate Professors: M. Kilwein, J. Krouse, R. Sabousky,
L. Turner, S. Sentner
Assistant Professors: A. Stearns, L. Taylor

Program Objectives

The mission of the Master of Science programs within
the Department of Special Education and Rehabilitative
Sciences is to provide opportunities:
• to update, broaden, and refine the skills and
knowledge base of the veteran professional in
designing, implementing, and evaluating instruction
and services for individuals with disabilities;
• to extend knowledge and skills in research,
administration, leadership, and the organization
of service delivery;
• to analyze technically complex and current issues
within the field; and
• to prepare for more advanced studies and
careers in special education and rehabilitative
sciences.
The graduate program in special education is accredited
by the National Council for the Accreditation of Teacher
Education, the Council for Exceptional Children and the
Pennsylvania Department of Education.

Master of Science in
Rehabilitative Sciences

The master’s degree program in Rehabilitative Sciences
is designed for students who presently hold a bachelor’s
degree and aspire to leadership and management
positions in community-based social, clinical, vocational,
recreational, case management, residential, and forensic

treatment programs. Students who are admitted to this
33-credit program typically have experience working with
people who have one or more of the following issues:
mental retardation, chemical dependency, aging, mental
health, delinquency, criminal adjudication, health issues,
poverty, and other at-risk environmental or behavioral
problems. Graduates will acquire greater knowledge and
skills to position them for increased levels of professional
responsibility. Within this degree, students will take a
core of 15 required graduate credits, and in addition,
pursue an additional 18 credits individually selected by
students in consultation with their advisors. Unless the
applicant submits documentation of prior experience in
the field through employment or practicum experience,
six credits of REHB 495 must be taken in addition to the
33 required credits for the master’s degree to fulfill the
field experience component.

Admission Requirements

Clarion University’s general admission requirements
apply, with the following additions:
• A baccalaureate degree from an acceptably
accredited college or university
• Undergraduate minimum QPA is 3.0 or above
(on a 4.0 scale)
• Satisfactory scores for the Graduate Record
Exam General Test or the Miller Analogies
Test
• Three faculty and/or professional recommendations; recommendation forms should document
applicant’s potential and/or effectiveness in the
areas of teaching ability and/or professional
performance.

84

Clarion University of Pennsylvania

Rehabilitative Sciences/
Special Education

Degree Requirements

In addition to the general requirements of the Division
of Graduate Studies at Clarion University, students shall
meet the following requirements:
• Students must complete a planned program of
study approved by their advisors including a
minimum of 33 credits.
• Students contemplating more advanced
studies after completing the master’s degree or
contemplating careers that involve research may
elect, with the approval of their advisor, a thesis
project (REHB 600).
The purpose of electives is to provide flexibility
within the program so students can further develop their
knowledge, skills, and expertise in individual areas of
career interest and to enhance their career options. The
choice of electives is, therefore, not limited to SPED or
REHB courses. With the prior approval of the student’s
advisor, the student may choose elective courses from
other departments or institutions of higher education.
Note: In accordance with Clarion University residency
requirements, no more than a maximum of 30 percent of
the total graduate credits may be transferred from other
institutions.

M.S. in Rehabilitative Sciences

Required Core..................................................... 15 credits
REHB 520: Research in Rehabilitative Sciences.... 3 s.h.
REHB 545: Rehabilitation: Philosophy and
Principles.............................................................. 3 s.h.
REHB 565: Seminar on Rehabilitative Service
Delivery Systems................................................. 3 s.h.
REHB 575: Administering Rehabilitation
Delivery Systems................................................. 3 s.h.
REHB 580: Intervention Strategies in
Rehabilitative Sciences........................................ 3 s.h.

Electives .............................................................. 18 credits
REHB 405: Substance Abuse................................... 3 s.h.
REHB 410: Prevention and Treatment of
Substance Abuse. ................................................. 3 s.h.
REHB 510: Group Process in Rehabilitation. ........ 3 s.h.
REHB 530: Aging and the Human Services............ 3 s.h.
REHB 537: Lifestyle and Career Development..... 3 s.h.
REHB 550: Issues in Rural Human Services. ......... 3 s.h.
REHB 581: Rehabilitation of Persons Living with
HIV/AIDS............................................................. 3 s.h.
REHB 585: Special Topics in Rehabilitative
Sciences.............................................................1-3 s.h.
REHB 586: Dual Diagnosis..................................... 3 s.h.
REHB 590: Special Projects. .................................. 3 s.h.
REHB 600: Thesis................................................ 3, 6 s.h.
SPED 500: Contemporary Issues in
Special Education. ............................................... 3 s.h.
SPED 505: Concepts of Intelligence...................... 3 s.h.
SPED 520: Role Development
with Parents......................................................... 3 s.h.
SPED 530: Learning Disabilities. ........................... 3 s.h.
SPED 535: Advanced Methods for
Individuals with Severe Handicaps..................... 3 s.h.
SPED 536: Advanced Methods for Individuals
with Mild/Moderate Handicaps. ......................... 3 s.h.
SPED 540: Behavior Disorders............................... 3 s.h.
SPED 567: Seminar in Advanced Applied
Behavior Analysis................................................ 3 s.h.

A maximum of six credits from the 400-level courses
listed above can be taken for graduate credit with special
permission. Please note that 400-level courses taken for
undergraduate credit cannot be repeated for graduate
credit.

Clarion University of Pennsylvania

The special education master’s degree program is
designed primarily for students whose career interests
are in special education services and programs within
educational agencies and institutions of higher education.
Students who presently hold a Pennsylvania special education
teaching certificate take a core of 21 required graduate
credits and in addition pursue 12 credits individually
selected by the student in consultation with their advisor.
Students who presently hold a bachelor’s degree from
an accredited program may pursue the master’s degree
while completing additional course work leading to
Pennsylvania certification in the area of special education.
The student’s advisor will individually determine the
specific course work for certification after a review of the
student’s past course work and experience.

Admission Requirements

Clarion University’s general admission requirements
apply, with the following additions:
• A baccalaureate degree from an acceptably
accredited college or university
• Undergraduate minimum quality-point average
is 3.0 or above (on a 4.0 scale)
• Satisfactory scores for the Graduate Record
Exam General Test or the Miller Analogies
Test
• Three faculty and/or professional
recommendations; recommendation forms
should document applicant’s potential and/or
effectiveness in the areas of teaching ability
and/or professional performance.

Degree Requirements

In addition to the general requirements of the Division
of Graduate Studies at Clarion University, students shall
meet the following requirements:
• Students must complete a planned program of
study approved by their advisors including a
minimum of 33 credits.
• Students contemplating more advanced
studies after completing the master’s degree or
contemplating careers that involve research may
elect, with the approval of their advisor, a thesis
project (SPED 600).
The purpose of electives is to provide flexibility
within the program so students can further develop
their knowledge, skills, and expertise in individual areas
of career interest and to enhance their career options. The
choice of electives is, therefore, not limited to SPED or
REHB courses. With the prior approval of the student’s
advisor, the student may choose elective courses from
other departments or institutions of higher education.
Note: In accordance with Clarion University residency

requirements, no more than a maximum of 30 percent of
the total graduate credits may be transferred from other
institutions.

M.S. in Special Education

Required Core..................................................... 21 credits
ED 520: Introduction to Research......................... 3 s.h.
SPED 500: Contemporary Issues in
Special Education. ............................................... 3 s.h.
SPED 520: Role Development with Parents.......... 3 s.h.
SPED 532: Policy and Practice in
Special Education . .............................................. 3 s.h.
SPED 535: Advanced Methods for Individuals
with Severe Handicaps......................................... 3 s.h.
or

SPED 536: Advanced Methods for Individuals
with Mild/Moderate Handicaps. ......................... 3 s.h.
SPED 567: Seminar in Advanced Applied
Behavior Analysis................................................ 3 s.h.
SPED 580: Special Reading Instruction................. 3 s.h.
Electives .............................................................. 12 credits
SPED 505: Concepts of Intelligence...................... 3 s.h.
SPED 514: Introduction to Gifted Education. ...... 3 s.h.
SPED 530: Learning Disabilities. ........................... 3 s.h.
SPED 534: Workshop in Special Education............ 3 s.h.
SPED 539: Curriculum Development and Educational
Programming in Gifted Education....................... 3 s.h.
SPED 540: Behavior Disorders............................... 3 s.h.
SPED 562: Service Learning................................... 3 s.h.
SPED 585: Special Topics in Special Education....1-3 s.h.
SPED 590: Special Projects.................................... 3 s.h.
SPED 596: Contemporary Education Practices
and Directions...................................................... 3 s.h.
SPED 597: Collaboration and Cooperation:
Improved Teaching and Learning Outcomes....... 3 s.h.
SPED 600: Thesis................................................. 3, 6 s.h.
SPED 415: Instructional Development and
Strategies for Mildly/Moderately
Handicapped. ........................................................ 3 s.h.
SPED 420: Instructional Development and
Strategies for Severely/Profoundly
Multi-Handicapped. ............................................. 3 s.h.
REHB 405: Substance Abuse................................... 3 s.h.
REHB 410: Prevention and Treatment of
Substance Abuse. ................................................. 3 s.h.
REHB 545: Rehabilitation: Philosophy and
Principles.............................................................. 3 s.h.
REHB 565: Seminar on Rehabilitative Service
Delivery Systems................................................. 3 s.h.
REHB 580: Intervention Strategies in
Rehabilitative Sciences........................................ 3 s.h.
REHB 586: Dual Diagnosis..................................... 3 s.h.

A maximum of six credits from the 400-level courses
listed above can be taken for graduate credit with special
permission. Please note that 400-level courses taken for
undergraduate credit cannot be repeated for graduate
credit.

Certification Requirements

For students already holding Pennsylvania Instructional

Rehabilitative Sciences/
Special Education

Master of Science in
Special Education

85

86

Clarion University of Pennsylvania

Rehabilitative Sciences/
Special Education

Level I certification in special education or its equivalent
and the requisite years of creditable teaching experience,
successful completion of the master’s program can lead
to Pennsylvania Instructional Level II certification. Note:
It is the responsibility of the student holding a special
education certificate from another state to ensure the
certificate is equivalent to the Pennsylvania Instructional
Level I certificate.
For students not already certified in special education
but holding a bachelor’s degree from an accredited
program and wishing to become certified in special
education while continuing their graduate studies, an
individual course of study leading to both certification
and the graduate degree is developed by the student’s
advisor with consideration for the student’s background
of education and experience in conjunction with state and
program requirements.
All courses in the graduate program are approved for
Act 48 continuing education credits.

Graduate Assistantships

The Department of Special Education and Rehabilitative

Sciences regularly awards a number of graduate
assistantships. Assistantships in special education and
rehabilitative sciences serve a variety of purposes. Graduate
assistants (GAs) assist the professors in developing course
materials and resources; carrying out literature searches; and
supervising and assisting undergraduates in the computer
lab. Graduate assistantships not only provide unique
experiences within the field, but also are an opportunity
for the student to pursue advanced training with financial
support.
Applicants for a graduate assistantship must have
completed all program application requirements and
have been admitted in full standing to the program. A
separate GA application must then be submitted to the
Department of Special Education and Rehabilitative
Sciences. All applications for GAs should be submitted
by the beginning of February to ensure consideration for
the following academic year.
Note: Graduate students who are completing a student
teaching requirement as a part of state certification

Clarion University of Pennsylvania

Physical Facilities

The Department of Special Education and Rehabilitative
Sciences is housed in a two-story wing of Stevens Hall on
the Clarion Campus. In addition to the modern classrooms,
an array of instructional support technology is available.
In addition to the numerous computer labs across the
campus, there is a computer lab in Stevens Hall and
another in the Department of Special Education and
Rehabilitative Sciences. In the lab, students have access
to a variety of instructional and management software
along with IBM and MAC hardware and adaptive
communication devices for computer and stand-alone
devices. Students have access to mainframe computer
support through the campus systems.

The department maintains ongoing cooperative relations
with numerous school districts, Intermediate Units, and
rehabilitation programs in the region, all of which are available
to assist in providing a wide array of field opportunities.

Release of Data from M.S.
Thesis-Publication Policy

In accordance with professional ethics, any
information from master’s research should be published or
otherwise released only in conjunction with the student’s
advisor. Publications resulting from research done at
Clarion University shall give appropriate credit to persons
involved in the research, to Clarion University, and to
any granting agencies which supported the research.

Rehabilitative Sciences Courses
A maximum of six credits from the 400-level courses listed below can be taken for graduate credit with special
permission from the graduate program coordinator or department chair. 400-level courses taken for undergraduate
credit cannot be repeated for graduate credit.
REHB 405:
Substance Abuse
3 s.h.

Participants study the physiological and psychological implication of drug or alcohol abuse, over-medication, and drug
dependence emphasizing intervention, advocacy, treatment, and prevention. Fall semester.
REHB 410:
Prevention and Treatment Strategies in Substance Abuse
3 s.h.

Participants engage in the study of societal pressures, attempts to prevent substance abuse, and treatment strategies along
with comparative analysis of efficacy. Prerequisite: REHB 405. Spring semester.
REHB 510:
Group Process in Rehabilitation
3 s.h.

Participants engage in the study of group development, dynamics, theory, leadership styles, participant roles, techniques,
and evaluation of effectiveness as applied to rehabilitative services contexts.
REHB 520:
Research in Rehabilitative Sciences
3 s.h.

Provides the essential knowledge and skills required to be both critical consumers and producers or researchers in
rehabilitative sciences. Students are introduced to all phases of quantitative and qualitative research design, analysis, and
evaluation. Applicable ethical standards of practice as specified by the Council on Rehabilitation Education are emphasized
throughout.
REHB 530:
Aging and the Human Services
3 s.h.

Provides information related to older adult care management from the framework of human services systems. Concepts
of client triage, assessment, planning, and brokering will be reviewed within the context of identifying problems associated
with aging, identifying components of human services delivery systems, and case management skill development. Prerequisite:
REHB 250.
REHB 537:
Lifestyle and Career Development
3 s.h.

Participants engage in the analysis of economic, social, and psychological factors which define the context of educational,
vocational, and personal decision-making; decision-making related to vocational development; the role of information in
facilitating decision-making; and the varieties of information, resources, and types of access available.
REHB 545: Rehabilitation: Philosophy and Principles
3 s.h.

Participants engage in the analysis of the values, assumptions, and the principles underlying theories of rehabilitation and
their relation to the goals and objectives of rehabilitation programs.
REHB 550:
Issues in Rural Human Services
3 s.h.

Explores the field of human services delivery and behavioral health care issues in rural environments including mental
health care, gerontology, substance abuse, education, vocational rehabilitation, disability, poverty, and the criminal justice
system. The course encompasses the various definitions of rural, diversity of rural communities, the common challenges faced
and the professional skills needed by rural practitioners.

Rehabilitative Sciences/
Special Education

requirements or other internship or apprenticeship may
not hold a graduate assistantship during the semester of
their student teaching.

87

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Clarion University of Pennsylvania

Rehabilitative Sciences/
Special Education
REHB 565:
Seminar on Rehabilitative Service Delivery Systems
3 s.h.

Participants explore the continuum of human service delivery systems, with special focus on aging, mental retardation,
and substance abuse. History and student professional experiences are considered in addition to current information and trends
to identify problems and opportunities for making systems more responsive to consumer needs.
REHB 575:
Administering Rehabilitation Delivery Systems
3 s.h.

Participants engage in the study of the business and personnel aspects of functioning in and managing human service
delivery systems, including organization, operations, and management relative to legal, economic, and personnel standards
and practice.
REHB 580:
Intervention Strategies in Rehabilitative Sciences
3 s.h.

Participants review and practice a variety of common clinical intervention techniques used by professionals in mental
retardation, gerontological, and substance abuse treatment. These include creative and expressive techniques (e.g., art, music,
drama, recreation, horticulture), behavioral interventions (e.g., relaxation, systematic desensitization, contracts), and didactic
group and individual work.
REHB 581:
Rehabilitation of Persons Living with HIV/AIDS
3 s.h.

Provides an overview of rehabilitation issues involved in working with people living with HIV/AIDS. Topics include an
overview of the medical aspects of the virus. Special emphasis is placed on issues of rehabilitation, including mental health,
substance abuse, support networks, social relationships, and employment.
REHB 585:
Special Topics in Rehabilitative Sciences
1-3 s.h.

Study of topical material reflecting new ideas, knowledge, or methods relevant to Rehabilitative Sciences. Course content
will vary from semester to semester. Topics will be announced in advance.
REHB 586:
Dual Diagnosis
3 s.h.

The course provides an overview of clinical issues involved in working with clients who suffer from co-morbid substance use
and major psychiatric disorders. Topics include assessment, counseling, prevalence, health care policy, and social stigma.
REHB 590:
Special Projects
3 s.h.
Participants engage in either scholarly or applied research related to rehabilitative sciences under the supervision of a faculty
member. By permission only. On demand.
REHB 600:
Thesis
3,6 s.h.

This elective course requires each student to develop a thesis related to rehabilitative sciences. Must be taken for two
semesters of three credits each. Prerequisite: REHB 520.

Clarion University of Pennsylvania

89

Special Education Courses

SPED 415:
Instructional Development and Strategies for Mildly/Moderately Handicapped
3 s.h.
Participants engage in the process of individualizing instruction for individuals with mild to moderate disabilities, including:
designing basic instructional sequences using behavioral objectives, matching technology and learner and goal characteristics,
identifying appropriate instructional strategies, and evaluating the effectiveness of instruction. Multicultural education is
addressed. Prerequisites: SPED 320, 345; ELED 323, 324 (rehabilitative science majors exempted). Each semester.
SPED 420:
Instructional Development and Strategies for Severely/Profoundly

Multi-handicapped
3 s.h.
Study the processes of individualizing instruction for people with moderate, severe, and multiple disabilities. Design
basic instructional sequences utilizing behavioral strategies, match instruction with learner and goal characteristics, identify
appropriate instructional strategies, and evaluate the effectiveness of instruction. Students apply oral and written communication
skills, quantitative reasoning skills, and other fundamental academic skills to the field of special education. Prerequisites: SPED
320, 360, 380, 381. Must be taken concurrently with SPED 421 (rehabilitative science majors exempt). Each semester.
SPED 500:
Contemporary Issues in Special Education
3 s.h.
Participants engage in problem-centered analyses and investigations, and in determination of responses relative to the
contemporary issues confronting special education.
SPED 505:
Concepts of Intelligence
3 s.h.
Participants engage in an extensive study of the nature of cognition, traditional and contemporary, with emphasis on the
development of a paradigm having relevance to the educational process.
SPED 514:
Introduction to Gifted Education
3 s.h.
Provides the foundational background necessary for understanding and working effectively with learners who are gifted and
talented. Focuses on foundations, nature, and definition of giftedness; characteristics of learners who are gifted and talented;
identification procedures; individual learning differences; specialized needs of learners who are gifted and talented; service
delivery options including acceleration and enrichment, and grouping strategies.
SPED 520:
Role Development With Parents
3 s.h.
Participants acquire knowledge and skills in working with and involving parents to maximize developmental and learning
opportunities for their children with disabilities, and in responding to the unique challenges confronting families of children
with disabilities.

Rehabilitative Sciences/
Special Education

A maximum of six credits from the 400-level courses listed below can be taken for graduate credit with special
permission from the graduate program or department chair. 400-level courses taken for undergraduate credit cannot
be repeated for graduate credit.

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Clarion University of Pennsylvania

Rehabilitative Sciences/
Special Education
SPED 530:
Learning Disabilities
3 s.h.
Participants acquire knowledge and skills for designing diagnostic/prescriptive programs in perceptual-motor, cognitive,
linguistic, academic, social, and career domains for individuals with specific learning disabilities.
SPED 532:
Policy and Practice in Special Education
3 s.h.
The delivery of special education is influenced by many factors other than good teaching. Compliance with federal
guidelines, ever-changing budgets, and political climates continue to act on the delivery of special education. In order for
our graduate students to be able to grow as professionals, they will need to be aware of these forces and how they interact
with special education policy and service delivery.
SPED 534:
Workshop in Special Education
1-3 s.h.
Provides practicing teachers with professional development opportunities in areas of curriculum, assessment, and instruction
for students with disabilities. Prerequisites: Teaching experience in elementary and/or secondary education and if enrolled in
the Special Education or Rehabilitative Sciences Graduate Program, permission of academic advisor.
SPED 535:
Advanced Methods for Individuals With Severe Handicaps
3 s.h.
Participants acquire knowledge and skills related to the design, implementation, and evaluation of instructional interventions
for individuals with severe/profound disabilities.
SPED 536:
Advanced Methods for Individuals With Mild/Moderate Handicaps
3 s.h.
Participants acquire knowledge and skills related to the design, implementation, and evaluation of instructional interventions
for individuals with mild/moderate disabilities.
SPED 539:
Curriculum Development and Educational Programming in Gifted Education
3 s.h.
Provides instruction in the development, selection, and implementation of appropriate curriculum for learners who are
gifted and talented. Emphasis is placed on integration of a standards-based curriculum with adaptations for learners who are
gifted and talented. Topics include: curriculum models, technology, assessment methods, special populations, specialized
instructional strategies for learners who are gifted, differentiation of curriculum and instruction, and individualized
programming. Prerequisite: SPED 514.
SPED 540:
Behavior Disorders
3 s.h.
Participants engage in the study of maladaptive behavior in individuals with emphasis on current definitions, classification
systems, major etiological perspectives, and contemporary interventions.
SPED 562:
Service Learning
3 s.h.
The course provides an overview of service-learning as a teaching methodology. History, legislation, and theory relevant
to service learning is presented. Students learn the components and standards of service-learning. Students plan and implement
service-learning projects relative to these. Students also learn how to assess service-learning projects, meet curricular and
learner needs through service-learning, and develop community partners. Literature addressing the effectiveness of servicelearning as a teaching tool and the relationship of service-learning to the educational reform movement will be examined.
SPED 567:
Seminar in Advanced Applied Behavior Analysis
3 s.h.
This seminar examines contemporary theory research, and practice in applied behavior analysis with particular emphasis
given to applications in the fields of special education and rehabilitative sciences.

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SPED/CSD 575: Augmentative and Alternate Communication
3 s.h.
This course is designed to introduce the student to various augmentative/alternative communication systems prevalent in
the field. Current and comprehensive information relative to type of disorder, diagnosis, and treatment will be discussed. An
emphasis will be placed on the application of unique criteria in diagnostics and the administration of competent and flexible
management strategies in rehabilitation.
SPED 580:
Special Reading Instruction
3 s.h.
This course is designed to provide in-service and pre-service professionals with the knowledge and skills to serve students
with mild/moderate reading disabilities. Individuals taking the course will assimilate characteristics of identified students,
assessment processes and alternative interventions.
SPED 585:
Special Topics in Special Education
1-3 s.h.
Study of topical material reflecting new ideas, knowledge, or methods relevant to Special Education. Course content will vary
from semester to semester. Topics will be announced in advance. As needed.
SPED 590:
Special Projects
3 s.h.
Participants engage in either scholarly or applied research related to the education of children and youth with disabilities
under the supervision of a faculty member. By permission only.
SPED 596:
Contemporary Education Practices and Directions
3 s.h.
This course saliently provides the philosophical and pragmatic basis for the rationale for change in contemporary education.
Legislation, litigation, and research within the profession provide the foundation for understanding why the profession must
explore innovative strategies for improving the educational outcomes of all children. Terminologies which dominate professional
dialogue are explored and studied to separate dogma from substance. Learner characteristics, which are indicative of the
diversity naturally present in society, are addressed relative to implications in teaching and learning.
SPED 597:
Collaboration and Cooperation: Improved Teaching and Learning Outcomes
3 s.h.
This course is intended to improve the teaching and learning outcomes in basic education by focusing on collaboration and
cooperative-education processes and teaching methodologies. The development of strategies for promoting professional and
community collaborations established in SPED 596: Contemporary Education Practices and Directions, is continued in this
offering. Teaching models and methods facilitative to encouraging and maintaining collaborative and cooperative-educational
practices extend the skills of professional educators in appropriately serving the educational needs of an increasingly diverse
learning audience. Prerequisite: SPED 596 or approval of instructor.
SPED 600:
Thesis
3, 6 s.h.
This course requires each student to develop a thesis related to special education. Must be taken for two semesters of three
credits each. Prerequisite: ED 520.

Rehabilitative Sciences/
Special Education

Clarion University of Pennsylvania

Speech Language
Pathology

93

Master of Science Degree in
Speech Language Pathology
College of Education and
Human Services

Department of Communication
Sciences and Disorders
Janis Jarecki-Liu, Ph.D., graduate program coordinator
114 Keeling Health Center
Telephone: 814-393-2581
E-mail: jjareckiliu@clarion.edu
www.clarion.edu/departments/csd/

Graduate Faculty

Professors: J. Jarecki-Liu, C. McAleer
Assistant Professor: K. Staub

The Communication Sciences and Disorders (CSD)
Department offers a graduate program leading to a
Master of Science degree in speech language pathology.
The graduate program is accredited by the Council
on Academic Accreditation of the American SpeechLanguage-Hearing Association.

Admission Requirements

Division of Graduate Studies admission requirements
apply with the following additions:
• A baccalaureate degree from an acceptably
accredited college or university.
For full admission consideration:
An overall QPA for the baccalaureate degree of at
least 3.0 on a 4.0 scale or a 2.75 to 2.99 overall
QPA for the baccalaureate degree with a score of at
least 1,000 on the GREs. A full-admission status is
required for graduate assistantship consideration.
For provisional admission consideration for those with
less than a 3.0 overall QPA:
An applicant must have a minimum QPA of 2.75 on
a 4.0 scale. A provisionally admitted student must
complete the first nine graduate credits by earning
grades of B or higher in each course to continue
in the program and receive a full-admission status.
Provisions of the admission will be outlined in the
admission letter.
International students must have a minimum total score
of 89 on the TEOFL iBT with the following minimum
section requirements:
• Reading 18
• Speaking 26
• Listening 21
• Writing 24

In addition to the above requirements, all applicants
must meet the following requirements:
• Writing proficiency as demonstrated by a onepage letter of intent.
• Three faculty and/or professional
recommendations; recommendation forms
should document applicant’s potential and/or
effectiveness in specialization area and/or
professional performance.
• Twelve semester hours of credit in courses
related to normal development and the sciences
related to the use of speech, hearing, and language;
three credits in speech pathology; three credits
in language disorders; six credits in audiology,
including three credits in aural rehabilitation;
three credits in augmentative and alternative
communication; 25 clinical observation hours;
three credits in statistics; three credits in
behavioral/social sciences; three credits in
biological sciences; three credits in physical
sciences; and three credits in mathematics.
Students may make up undergraduate
deficiencies.

Speech Language
Pathology

Clarion University of Pennsylvania

94

Speech Language
Pathology

Degree Requirements
General Regulations and Procedures
Advisement. Upon acceptance into the program,
students will be assigned to a departmental advisor. The
student and his or her advisor will plan a program of study.
This plan will be filed and maintained in the student’s
academic file. Students must meet with their academic
advisor every semester to pre-register for courses.
Grades. An average grade of “B” (3.0/4.0) is
required.
Graduate Courses. Graduate courses are numbered
in the 500s. Some courses open to undergraduates (400
numbers) may be taken for graduate credit by permission
of the student’s advisor. A maximum of six credits at the
400-level may be taken for graduate credit and applied
toward a graduate degree. Please note that 400-level
courses taken for undergraduate credit cannot be repeated
for graduate credit.
Specific Requirements
• The student must fulfill all general requirements
for the degree and complete a minimum of 49
semester hours of credit for the degree.

Clarion University of Pennsylvania

• The graduate student majoring in speech language
pathology will complete a minimum of 37
credits in communication sciences and disorders
courses, including CSD 500, 505, 510, 512, 520,
525, 530, 535, 540, 550, 589, and 592. Students
also must complete 12 credits of CSD 422/522
externship.
• Students may elect to take one course outside
the major providing their major and minor area
requirements will have been met. A complete
listing of graduate courses in communication
sciences and disorders is carried in the course
description section that follows.

Options. Thesis, research, and academic programs are
available. The decision as to whether a given student shall
follow one program or the other rests with the department,
as it considers the recommendations of the advisor and
the request of the student. The student will complete an
approved program under one of the following options:
Thesis Option: Fifty-two semester hours, including six
credits in CSD 590. After the completion of a satisfactory
thesis, the candidate will be asked to make an oral defense
of this thesis before a faculty committee.

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commensurate course. In addition, the student
must pass all Praxis Series Tests required by
the Pennsylvania Department of Education.
Applications for these tests can be obtained at
the Office of Field Services.

Placement

The faculty and the university’s Career Services assist
graduates of the program in finding professional positions
in public and private schools, colleges and universities,
hospitals, research centers, health departments, clinical
service centers, industry, or private practice. Graduates
of the program have historically enjoyed excellent
professional placement.

Graduate Assistantships
Research Option: Forty-nine semester hours, including
three credits in CSD 590. This option does not require a
thesis, but does require a research paper or project.
Academic: Forty-nine semester hours.
To complete the degree:
• Clinical proficiency must be demonstrated.
• Two externships in a clinic and/or public school
are necessary to satisfactorily complete the clinic
clock hours required for the degree. Students
must have a cumulative QPA of 3.00 and must
be making satisfactory progress toward the
degree to be permitted to enroll in the externship
program.
• Academic and clinical practicum requirements
for the Certificate of Clinical Competency in
Speech-Language Pathology of the American
Speech-Language-Hearing Association must be
fulfilled.
• Students who wish to obtain a Pennsylvania
Teaching Certificate for Speech Language
Impaired must obtain a master’s degree in speech
language pathology, must complete an externship
in the public schools, and must complete CSD
554: Professional Practicum or have had a

A number of graduate assistantships and other forms
of financial aid are available. Individuals who want to be
considered for financial assistance should so indicate at
the time of application.

Externship

Six-credit externships are available in a wide variety
of environments to augment the classroom experiences
and broaden clinical experiences. Students must complete
two six-credit externships.

Physical Facilities

The academic component of the department is housed
in the first floor of the Keeling Health Center. Facilities
include classrooms, a speech science/anatomy and
physiology lab, a microcomputer lab, a library which
includes a large variety of videotape resources, a student
study area, and departmental and faculty offices.
An independent Speech and Hearing Clinic is located
on the ground floor of the Keeling Health Center and
includes individual and group clinic rooms, a conference
and seminar room, an audiological suite, a clinical
instrumentation laboratory, a student study area, a
reception area, videotaping facilities, and a 10-station
closed circuit television system.

Communication Sciences and Disorders Courses
CSD 422/522:
Clinical Externship
6 or 12 s.h.
Supervised observation of and participation in school and/or clinic environments. Prerequisite: CSD 540.
Seminar in Speech Science
3 s.h.
CSD 472:
Begins with a review of the speech mechanism as a servosystem and transducer and basic knowledge of the physics of
sound. Focuses on the concept that the speech mechanism is a chain of events physiologically, acoustically, and perceptually.
Examines each link in this chain of events in terms of basic knowledge, pertinent research, and each link’s contribution to the
speech chain as a whole. Prerequisite: CSD 156.
CSD 500:
Aphasia
3 s.h.
A comprehensive study of the neuroanatomical implications related to acquired aphasia (dysphasia) in adulthood, although
study of the symptoms and treatment of both sensory states and motor disturbances in aphasia is made. The current literature
is reviewed and facilities are investigated. Opportunities are provided for the student to participate in individual and group
therapy, and for visits to centers where these types of problems are diagnosed and treated. Guidance and counseling are
provided to design an independent study in this area.

Speech Language
Pathology

Clarion University of Pennsylvania

96

Clarion University of Pennsylvania

Speech Language
Pathology

CSD 505:
Articulatory and Phonological Disorders in Children
3 s.h.
Articulatory and phonological features of the American English sound system are examined in relation to other developing
linguistic functions. The assessment of disordered articulatory and phonological behavior is stressed, and differential diagnosis
is emphasized. Based upon several traditional and current theoretical models, possibilities for therapeutic interventions are
presented.
CSD 510:
Seminar in Neuropathology
3 s.h.
A comprehensive study of pathologies of the central nervous system. Methods for identifying and treating speech,
language, and communication problems associated with progressive and non-progressive neurological disorders are explored.
Neuropathologies studied include dementia, syndromes associated with right-hemisphere lesions, and deficits subsequent
to closed-head injury. A unit on normal swallow and dysphagia is included in the course. Opportunity will be provided for
independent investigation and clinical participation.
CSD 512:
Clinical Practice I
1 s.h.
Course entails practice, under supervision, in assessment and management of individuals with disorders of speech language
or hearing. Course can be repeated for up to four credits; additional credits would count as elective credit.
Maxillofacial Anomalies
3 s.h.
CSD 515:
A comprehensive study of clinical diagnosis and treatment of patients with communicative disorders related to clefting
and/or associated syndromes. Current research regarding anatomy and physiology of the palate and velopharyngeal structures
for speech production is detailed. The genetics of clefting and associated syndromes is discussed. Special attention is directed
to early growth and development of infants with clefts. Opportunities for observation of a craniofacial team multidisciplinary
evaluations and team planning are provided in medical settings.
CSD 520:
Language Disorders in Children
3 s.h.
Models of the language function with their justifications are identified and critically analyzed. A review of normal language
development is included to provide comparison with deviations. Diagnostic procedures utilized with language disorders in
children are investigated; therapeutic means to influence them will be presented. Differential diagnostic specifics of certain
language disorders such as those associated with deafness, autism, mental retardation, and language learning disabilities are
included.
CSD 525:
Stuttering
3 s.h.
Emphasizes investigation of the major theories and therapies of stuttering. Theories of etiology and of development of
stuttering are included. The development of an understanding of stuttering behavior and similar speech behavior is included.
Management strategies and therapies are also investigated.
Voice
3 s.h.
CSD 530:
Includes the study of human voice and its manifestations across the life span. Students will be acquainted with new
developments, issues, and trends that cover the entire spectrum of voice perception and production, including vocal development
and life span changes, and the continuum of voice production from disorders through superior performance. Focus will
include pathophysiology of disorders, instrumental and noninstrumental assessment, interdisciplinary team management,
and treatment.
CSD 533:
Instrumentation and Hearing Science
3 s.h.
Deals with instruments used in a speech and hearing program and also covers basic principles of hearing science. Provides
some information on psychoacoustics. Spring, annually.
Otolaryngology
1 s.h.
CSD 534:
An introduction to the profession of otolaryngology. The course is taught by a board-certified physician and offered once
a year.
Audiology Seminar
3 s.h.
CSD 535:
The course is divided into two three-credit seminars. The first covers etiologies of hearing loss and disorders of the central
auditory system, the effects of hearing loss on communication, diagnosis, and clinical methods. The second covers aural
rehabilitation procedures.
Clinical Practice
3 or 6 s.h.
CSD 540:
This course entails practice, under supervision, in applying theory to the assessment and management of individuals from
preschool through adulthood having significant disorders of speech, hearing, or language. The clinical experience is relatively
independent in the assessment, organizing, and carrying out of effective plans of therapy. The student should demonstrate an
interdisciplinary approach and be able to generalize on the area of the disorder treated, as well as deal appropriately with the
specific clients treated.
CSD 550:
Motor Speech Disorders
3 s.h.
Explores the causes, nature, and dynamics of both developmental and acquired forms of the motor speech disorders of
apraxia and dysarthria. The specific nature of speech disturbances associated with lesions of the motor system and current
diagnostic protocols and management strategies associated with each identified.
Professional Practicum
3 s.h.
CSD 554:
Explores current issues and trends in the practice of speech-language pathology. Includes licensure, certification, and
specialty recognition. Emphasizes ethical/legal restrictions and obligations that influence professional practitioners.

Clarion University of Pennsylvania

97

CSD 560:
Counseling in Communication Disorders
3 s.h.
Emphasizes the application of counseling strategies in the administration of diagnostic and therapeutic services as they
relate to the field of communication disorders. Addresses counseling strategies relative to the nature of the communicative
disorder and cultural background of the client. Annually.
Augmentative and Alternative Communication
3 s.h.
CSD/SPED 575:
Introduces students to various augmentative/alternative communication systems prevalent in the field. Discusses current
and comprehensive information relative to type of disorder, diagnosis, and treatment. Emphasizes the application of unique
criteria in diagnostics and the administration of competent and flexible management strategies in rehabilitation.
Research Methods in Communication Disorders
3 s.h.
CSD 589:
Research literature and methods in communication disorders with an emphasis on research design and application.
Research
3 or 6 s.h.
CSD 590:
Students may complete a study in speech or language pathology and audiology or related areas under the supervision of a
staff member. Students may select the thesis option in which six credits are required. Students may select the research option
in which three or six credits culminate in a written report presented to the faculty advisor. Types of investigations which might
be completed are original studies, comprehensive literature reviews, replication of studies, or completion of a portion of a
larger study. Students must fill out independent study forms with their research advisor before registering for CSD 590.
CSD 592:
Dysphagia
3 s.h.
Presents an introduction to swallowing disorders including basic terminology, anatomical and physiological etiologies,
and current assessment and management procedures, with special attention to laryngectomized and tracheotomized patients.
Discusses the competencies, responsibilities, and roles of the speech pathologist in various clinical settings, as well as risk
factors involved in patient care. Provides observations and experiential learning situations.
CSD 598:
Special Topics
1-6 s.h.
Topics in various areas of speech pathology and audiology. The format used will be selected by the professor as most
suitable to the study. The course may be offered on request of students, subject to the availability of staff. Enrollment by
consent of the instructor. On demand.
Independent Studies in Communication Sciences and Disorders
1-3 s.h.
CSD 599:
Designed to provide students with an opportunity to explore an area of special need or interest in speech pathology and
audiology in depth under the supervision of a member of the department. Students must develop a proposed study plan and
secure the approval of the proposed director and department chair prior to registration. Repeatable for a maximum of 6
semester hours.

Directories

Clarion University of Pennsylvania

99

Directories

Clarion University of Pennsylvania
a member of Pennsylvania’s State System of Higher Education
Judy G. Hample, Chancellor

Board of Governors, Harrisburg, Pa.

Kim E. Lyttle, Vice Chair
Indiana
C. R. “Chuck” Pennoni, Vice Chair
Bryn Mawr

Matthew E. Baker, Wellsboro
Marie Conley Lammando, Harrisburg
Paul S. Dlugolecki, Mechanicsburg
Daniel P. Elby, York
Michael K. Hanna, Lock Haven
Vincent J. Hughes, Philadelphia
Kyle Mullins, West Chester
Joshua O’Brien, Bloomsburg

Council of Trustees, Clarion, PA

Syed R. Ali-Zaidi, Shippenville
Susanne A. Burns, Clarion
H. John Drayer, Clarion
Richard R. Hilinski, Erie
R. Lee James, Oil City
James L. Kifer, Rimersburg

Allison C. Peitz, Henryville
Guido Pichini, Wyomissing
Edward G. Rendell, Harrisburg
James J. Rhoades, Mahanoy City
Christine J. Toretti-Olson, Indiana
Aaron A. Walton, Allison Park
Gerald L. Zahorchak, Harrisburg

Howard Shreckengost, New Bethlehem
Jeffrey Szumigale, Erie
Aimee Zellers, Student Trustee
Judy G. Hample, Chancellor (Ex-Officio),
Pennsylvania State System of Higher Education

President’s Office

Joseph P. Grunenwald, D.B.A., P.E., (1978), President
Youngstown State University, B.E.; Kent State University, M.B.A., D.B.A.,
Registered Professional Engineer
Jocelind Gant, Ph. D., (1994), Assistant to the President for Social Equity and Director,
International Programs
Boston State, B.A.; Boston College, M.A., Ph.D.
Linda R. Campbell, M.S., (1990), Assistant to the President
Clarion University of Pennsylvania, B.S., M.S.
Ann M. Jamison, (1988), Executive Secretary to the President

Division of Academic Affairs

Arthur J. Acton, Ph.D., (1995), Assistant Vice President for Academic Affairs
The College of Wooster, A.B.; University of Michigan, M.A., Ph.D.
William D. Bailey, M.A., (2001), Dean, Enrollment Management
University of Pittsburgh, B.A.; West Virginia University, M.A.
John R. Cosgrove, Ph.D., (2006), Director of Institutional Research
St. Bonaventure University, B.B.A.; The Pennsylvania State University, M.S., Ph.D.
Brenda Sanders Dédé, Ed.D., (1995), Assistant Vice President for Academic Affairs
Texas Southern University, B.A., M.Ed., Ed.D.
John T. Groves, Ph.D., (2007), Dean, College of Education and Human Services
Western Michigan, B.A.; Michigan State University, M.A., Ph.D.
Kenneth E. Grugel, M.A., (1981), Director of Financial Aid
The University of Toledo, B.Ed.; The Ohio State University, M.A.
Lisa Hepler, B.S.B.A., (1990), Interim Registrar

Directories

Kenneth M. Jarin, Chair
Newtown

100

Clarion University of Pennsylvania

Clarion University of Pennsylvania, B.S.B.A.
Rashelle S. Karp, Ph.D., (1983), Associate Vice President for Academic Affairs
University of Illinios, B.A., M.L.S.; Florida State University, Ph.D.
Lori Klepfer, A.S., (2004), Provost’s Office
Clarion University of Pennsylvania, A.S.
Terry S. Latour, Ph.D., (2005), Dean, University Libraries
Allegheny Course, B.A.; Case Western Reserve University, M.A.,M.S.L.S.; Florida State University, Ph.D.
Rose Logue, M.B.A., (1981), Executive Staff Assistant
Clarion University of Pennsylvania, B.S.B.A., M.B.A.
James Pesek, Ph.D., (1980), Interim Dean, College of Business Administration
Bowling Green State University, B.S., M.A.; University of Pittsburgh, Ph.D.
Rachelle C. Prioleau, Ph.D., (2007), Dean, College of Arts and Sciences
University of Pittsburgh, B.A., M.A.; University of South Carolina, Ph.D.
Samuel T. Puleio Jr., M.B.A., (2005), Assistant Vice President for Computing Services
Indiana University of Pennsylvania, B.S.; Duquesne University, M.B.A.

Division of Finance and Administration

Directories

W. Paul Bylaska, M.B.A., (2001), Vice President for Finance and Administration
University of Kansas, B.S., M.B.A.
Timothy P. Fogarty, M.S., (1991), Assistant Vice President for Human Resources
Gannon University, B.A., M.S.
John M. Frances, M.B.A., (1977), Comptroller
Clarion University of Pennsylvania, B.S.B.A., M.B.A.
David G. Tedjeske, M.A., (1999), Director of Public Safety
Indiana University of Pennsylvania, B.A., M.A.

Division of Student and University Affairs
Harry E. Tripp, M.Ed., (1993), Vice President for Student & University Affairs
Kent State University, B.S., M.Ed.
David Katis, M.Ed., (1989), Athletic Director; Executive Director, Sports and Recreation Center
Clarion University of Pennsylvania, M.Ed., B.S.
Carol Roth, B.S., (1980), Assistant Vice President for Advancement & Planned Giving
Executive Director, Alumni and Development Center
Slippery Rock University, B.S.
David Tomeo, M.A., (1975), Associate Vice President, Student and University Affairs
Indiana University of Pennsylvania, B.S.Ed., M.A.
Ronald Wilshire, M.S., (1978), Assistant Vice President of Student and University Relations
Executive Director, Student and University Relations Center
Clarion University of Pennsylvania, BS., M.S.
Diana Anderson-Brush, M.A., (1987), Associate Director, Career Services Center
Indiana University of Pennsylvania, B.A., M.A.
Rika C. Beckley, M.P.A., (2004), Associate Vice President of Development
Valparaiso University, B.A., Indiana University, M.P.A.
Jamie Bero, M.A., (1988), Assistant Director of Campus Life, Student Activities
The Ohio State University, A.A., B.S., M.A.
Brett Berquist, M.S. (2001), Area Coordinator
Bowling Green State University B.S.; Western Michigan University, M.S.
Susan Bornak, M.S.N.-C.R.N.P., (1998), Administrative Director, Keeling Health Center
Mercy Hospital School of Nursing, Diploma; Clarion University of Pennsylvania, B.S.;
Slippery Rock University, B.S. Nursing; University of Pittsburgh, M.S.N.-C.R.N.P.
Jason Braun, Psy.D., (2003), Counselor/Instructor Counseling
The Pennsylvania State University, B.S.; Wright State University, School of Professional Psychology, Psy.D.
Joseph Croskey, M.A., (2007), Coordinator of Transitions Services

101

U.S. Military Academy-West Point, B.S.; The George Washington University, M.A.
Charles Desch, B.S., (2002), Major Gifts Officer, Clarion University Foundation, Inc.
Clarion University of Pennsylvania, B.S.
MaryAnn Fricko, Psy.D., (1985), Professor, Chair, Counseling Services
University of Michigan, B.A.; Central Michigan University, Psy.D.
Carol Garbarino-Bauer, R.N.-C., (1988), Certified Registered Nurse, Keeling Health Center
Clarion University of Pennsylvania, A.R.N.
Darlene Hartle, B.S.N., (1986), Certified Registered Nurse, Keeling Health Center
St. Vincent Hospital School of Nursing, Diploma; Clarion University of Pennsylvania, B.S.N.
Richard P. Herman, B.A., (1980), Sports Information Director
Point Park College, B.A.
Shawn Hoke, M.A., (2001), Assistant Director of Campus Life, Greek Life and Student Organizations
Clarion University of Pennsylvania, B.S.; Kent State University, M.S.
Brian Hoover, M.A. (2000), Area Coordinator
Clarion University of Pennsylvania, B.A., B.S.; The Ohio State University, M.A., M.L.
Scott P. Horch, M.A., (1990), Director, Judicial and Mediation Services
St. Ambrose University, B.A.; University of North Alabama, M.A.
Michelle Kealey, M.A., (1999), Director of Residence Life Services
Gannon University, B.A.; Kent State University, M.A.
Michael Keefer, M.S., (2001), Administrative Director, Clarion University Foundation, Inc.
Slippery Rock University, B.S.; The Pennsylvania State University, M.S.
Kay King, M.S.W., (1997), Assistant Professor/Counselor, Counseling
Grove City College, B.A., University of Pittsburgh, M.S.W.
Douglas S. Knepp, M.S.Ed., (1994), Instructor, Health and Physical Education; Director, Intramurals, Recreation and Fitness
University of Akron, B.S.Ed.; University of Toledo, M.S.Ed.
Anna Kriebel, B.S., (2002), Annual Funds Officer, Clarion University Foundation, Inc.
Kent State University, B.S.
Rogers J. Laugand III, M.A., (1989), Director, Minority Student Services
University of Dubuque, B.A.; Slippery Rock University, M.A.
Connie J. Laughlin, M.Ed., (1983), Director, Career Services Center
Indiana University of Pennsylvania, B.S., M.Ed.
David N. Love, B.S., B.A., (2007), Assistant Director, Marketing
Clarion University of Pennsylvania, B.S., B.A.
Theresa A. Martin, M.S. (2005), Director, Alumni Relations and Annual Funds, Clarion University Foundation, Inc.
Clarion University of Pennsylvania, B.S., M.S.
Gretchen McCord-Wolbert, R.N.C., (1990), Nurse, Keeling Health Center
Clarion University of Pennsylvania, A.R.N.
Kenneth C. Nellis, B.S.B.A. (2007), Athletics-Major Gifts Officer, Clarion University Foundation, Inc.
Clarion University of Pennsylvania, B.S.B.A.
Beverley O’Rourke C.R.N.P., (2006), Certified Nurse Practitioner, Keeling Health Center
University of Pittsburgh-Bradford, A.S.N., B.S.N.; D’Youville College, Buffalo, M.S.N.-F.N.P.
Brenda Polatty, B.S.N., R.N.C., (1987), Registered Nurse, Keeling Health Center
Butler Hospital School of Nursing, Diploma; Slippery Rock University of Pennsylvania, B.S.N.
Lori Sabatose, M.A., (1998), Recreation Center Manager
Clarion University of Pennsylvania, B.S.; Kent State University, M.A.; P.T.R.
Erin Schuetz, B.A., (2005), Events Coordinator
Westminster College, B.A.
G. Chad Thomas, B.S., (2002), Facilities Coordinator
Clarion University of Pennsylvania, B.S.
Jeffrey N. Waple, Ph.D. (2002), Director of Campus Life
Heidelberg College, B.S.; Eastern Michigan University, M.A.; Illinois State University, Ph.D.
Jean Wolf, B.S., (1989), Director, Alumni & Development
Clarion University of Pennsylvania, B.S.

Directories

Clarion University of Pennsylvania

102

Clarion University of Pennsylvania

Clarion University–Venango Campus Staff

Directories

Christopher M. Reber, Executive Dean
Dickinson College, B.S.; Bowling Green State University, M.A.; University of Pittsburgh, Ph.D.
Emily S. Aubele, Director of Student Affairs
Westminster College, B.A.; Kent State University, M.Ed.
LaTrobe N. Barnitz, Coordinator of Admissions and Financial Aid
Clarion University of Pennsylvania, B.S.
Renee Bloom, Assistant Professor and Chair, Allied Health
ACMH School of Radiologic Technology; LaRoche College, B.S.; Slippery Rock University of Pennsylvania, M.S.
Cynthia L. Busch, Administrative Office Manager
Nancy E. Clemente, Assistant Professor, Library
Youngstown State University, B.S.Ed.; Kent State University, M.L.S.
Mark B. Conrad, Coordinator of Career Services
University of Pittsburgh, A.S.; Thiel College, B.S.B.A.
Kay E. Ensle, Assistant to the Executive Dean
Clarion University of Pennsylvania, B.S., M.S.
Jerri Gent, Director of Marketing and University Relations
Clarion University of Pennsylvania, B.S.
Darlene J. Hartman, Coordinator of Learning Support Services
Clarion University of Pennsylvania, B.S.Ed., M.Ed.
Joyce K. Keenan, Chair, Department of Nursing
Philadelphia General Hospital School of Nursing, Slippery Rock University of Pennsylvania, B.S.N.;
Edinboro University of Pennsylvania, M.S.N., C.R.N.P.
Hope E. Lineman, Coordinator of Continuing Education
Carolina A. Muschweck, Assistant to the Director for Distance Education, Coordinator of Student Activities
Slippery Rock University of Pennsylvania, B.S.
Kathleen Patterson, Director, School of Nursing and Alllied Health
Villanova University, B.S.N.; University of Pennsylvania, M.S.N.; University of Pittsburgh, Ph.D.
Philip B. Shuffstall, Building Maintenance Supervisor
Debra D. Sobina, Director of Finance and Administration
Clarion University of Pennsylvania, B.A., M.B.A.

Clarion University of Pennsylvania

103

Graduate Faculty

Stephen Agyei-Mensah, (2001), Ed.D., Associate Professor, Computer Information Science
University of Ghana, B.Sc.; University of Ife-Nigeria, M.B.A.; University of Maryland Eastern Shore, M.S.;
Oklahoma State University, Ed.D.
Robert Balough, (1981), Ph.D., Professor, Economics
Northern Illinois University, B.A., M.A., Ph.D.
William S. Barnes, (1984), Ph.D., Professor, Biology
Marietta College, B.A.; University of Massachusetts, Amherst, Ph.D.
Jon A. Beal, (1998), Ph.D., Associate Professor, Mathematics
Pittsburg State University, B.S., M.A.; Oklahoma State University, Ph.D.
Valerie A. Bennett, (2004), Ph.D., Assistant Professor, Biology
Colgate University, B.A.; Miami University, M.S., Ph.D.
C. Larry Bering, (1988), Ph.D., Professor, Chemistry
University of Houston, B.S.; Purdue University, Ph.D.
Dipendra N. Bhattacharya, (1986), Ed.D., Professor, Mathematics
Banaras Hindu University, B.S., M.S.; Queens University, Canada, B.Ed.; State University of New York
at Stony Brook, M.S.; State University of New York at Buffalo, Ed.D.
Joseph Bodziock, (1991), Ph.D., Associate Professor, English
St. Joseph’s College, B.A.; University of New Hampshire, M.A.; University of Minnesota, Ph.D.
Karen D. Bolinger, (1994), Ph.D., Associate Professor, Mathematics
Ohio State University, B.S.Ed., Ph.D.
Lou Ann Bonnett, (2001), Ph.D., Associate Professor, Education
Slippery Rock University, B.S., M.Ed.; University of Denver, Ph.D.
Barrie Brancato, (1995), D. Ed., Professor, Education
St. Francis College, B.S.; Clarion University, M.Ed.; Indiana University of Pennsylvania, D. Ed.
Jonathan J. Brown, (2002), Ph.D., Professor, Education
Edinboro University, B.S.; Kent State University, M.A.; The Pennsylvania State University, Ph.D.
Lisbeth J. Brown, (1973), D.Ed., Professor, Education
Mercyhurst College, B.A.; Edinboro State College, M.Ed.; Indiana University of Pennsylvania, D.Ed.
William E. Buchanan, (1993), Ed.D., Professor, Library Science
Middle Georgia College, A.A.; Georgia State University, B.A.; The University of Southern Mississippi, M.L.S., M.S.;
University of North Carolina at Greensboro, Ed.D.
Rose Elaine Carbone, (1998), Ed.D., Professor, Mathematics
Indiana University of Pennsylvania, B.S., M.Ed.; University of Pittsburgh, Ed.D.
Debbie J. Ciesielka, (1998), M.S.N., Associate Professor, Nursing
Indiana University of Pennsylvania, B.S., B.S.N.; University of Pittsburgh, M.S.N.
Gregory K. Clary, (1981), Ph.D., Professor, Special Education and Rehabilitative Sciences
Marshall University, B.A., M.A.; Kent State University, Ph.D.
John N. Colantonio, (2000), Ph.D., Associate Professor, Education
Clarion State College, B.S.; Indiana University of Pennsylvania, M.Ed.; Kent State University, Ph.D.
Susan K. Courson, (2001), Ph.D., Associate Professor, Science Education
Indiana University, B.A.; Clarion University, M.Ed.; The Pennsylvania State University, Ph.D.
Kreag Danvers, (2005), Ph.D., Professor, Accountancy
Robert Morris University, B.S., B.A.; Carnegie Mellon University, M.S.; Kent State University, Ph.D.
Ishmael A. M. Doku, (2002), Ed.D., Assistant Professor, Library Science
University of Ghana, Grad. Dip. Lib.; University of Western Ontario, M.L.S.; University of Toronto, M.Ed., Ed.D.
Melissa K. Downes, (2002), Ph.D., Assistant Professor, English
Brown University, B.A.; Boston University, M.A.; The University of Iowa, Ph.D.
Brian Dunn, (1978), Ph.D., Professor, History
Clarion University, B.A.; Bryn Mawr, Ph.D.
Kate H. Eggleton, (1986), Ph.D., Professor, Biology
Iowa State University, B.S., M.S.; University of Massachusetts, Amherst, Ph.D.
Jeffrey Eicher, (1983), J.D., Professor, Finance
Clarion University, B.S.; University of Pittsburgh, J.D.; State of Pennsylvania, C.P.A.
Deborah A. Ellermeyer, (2002), D. Ed., Associate Professor, Education
Indiana University of Pennsylvania, B.S., M.Ed., D.Ed.
Soga Ewedemi, (1988), Ph.D., Professor, Finance; Director M.B.A. Program

Directories

Year in parentheses indicates year of appointment to faculty

104

Clarion University of Pennsylvania

Directories

Georgia State University, B.B.A., M.B.A.; University of Pennsylvania, M.A., Ph.D.
Raymond F. Feroz, (1990), Ph.D., Professor, Special Education and Rehabilitative Sciences
Kent State University, B.A.; Boston University, M.Ed.; University of Pittsburgh, Ph.D.
Darlynn R. Fink, (1986), Ph.D., Professor, English
Clarion University, B.S., M.A.; Indiana University of Pennsylvania, Ph.D.
Robert M. Frakes, (1991), Ph.D., Professor, History
Stanford University, A.B., A.M.; University of California, Santa Barbara, M.A., Ph.D.
Benjamin M. Freed, (1975), Ph.D., Professor, Mathematics
Marietta College, B.S.; Kent State University, M.A., Ph.D.
Barbara C. Garland, (1989), Ph.D., Professor, Marketing
SUNY at Binghamton, B.A.; University of Arizona, M.B.A., Ph.D.; Indiana University, Ph.D.
Stephen I. Gendler, (1969), Ph.D., Professor, Mathematics
University of Pennsylvania, B.A.; Pennsylvania State University, M.A., Ph.D.
Pamela J. Gent, (1988), Ph.D., Professor, Special Education and Rehabilitative Sciences
Youngstown State University, B.S. in Ed.; Kent State, M.Ed., Ph.D.
Greg S. Goodman, (2005), D.Ed., Assistant Professor, Education
University of New Hampshire, B.A., M.A.; University of California at Davis, D.Ed.
Kathryn K. Graham, (1977), Ph.D., Professor, English
Salisbury State College, B.A.; Virginia Polytechnic Institute and State University, M.A.;
Indiana University of Pennsylvania, Ph.D.
Anthony F. Grenci, (2003), Ph.D., Professor, Accountancy
Indiana University of Pennsylvania, B.S.; Carnegie Mellon University, M.B.A.; University of Pittsburgh, Ph.D.
Marilyn K. Harhai, (2001), J.D., Professor, Library Science
University of Colorado, B.A., J.D.; University of Pittsburgh, M.L.S.; Barry University, Ph.D.
Steven C. Harris, (1992), Ph.D., Professor, Biology
Lock Haven University, B.A.; West Virginia University, M.S.; North Dakota State, Ph.D.
Vickie D. Harry, (1995), M.Ed., Professor, Education
Clarion University, B.S., M.Ed.; Pennsylvania State University, Ph.D.
Sonja Heeter, (2001), Ph.D., Associate Professor, Education
Clarion University, B.S., M.Ed., Pennsylvania State University, Ph.D.
Susan M. Hilton, (1992), Ed.D., Associate Professor, Mass Media Arts, Journalism, and Communication Studies
Clarion University, B.S., M.S.; NOVA Southeastern University, Ed.D.
David M. Hipfel, (1992), Ph.D., Assistant Professor, Mathematics
Northwestern University, B.S.; Rensselaer Polytechnic Institute, M.S., Ph.D.
Marilyn Howe, (2000), Ph.D., Associate Professor, Education
Duquesne University, B.S., University of Pittsburgh, M.A.T., Ph.D.
David W. Howes, (1986), Ph.D., Professor, Anthropology, Geography, and Earth Science
Michigan State University, B.A., M.A.; University of Wisconsin-Milwaukee, Ph.D.
Joan R. Huber, (1991), Ph.D., Associate Professor, English
Duquesne University, B.A.; University of Pittsburgh, M.A., Ph.D.
Judith Janes, (1988), M.Ed., Instructor/Clinical Supervisor, Communication Sciences and Disorders
Indiana University of Pennsylvania, B.S.; Clarion University, M.Ed.
Janis M. Jarecki-Liu, (1988), Ph.D., Professor, Communication Sciences and Disorders
Allegheny College, B.S.; Clarion University, M.S.; Kent State University, Ph.D.
Tony R. Johns, (1992), Ph.D., Associate Professor, Administrative Science
Auburn University, B.M.E., M.B.A.; Florida State University, Ph.D.
Catherine R. Joslyn, (1979), M.F.A., Professor, Art
Colby College, B.A.; Indiana University, M.F.A.
Cynthia Kennedy, (2000), Ph.D., Associate Professor, History
Eastern College, B.A.; University of Richmond, M.A.; University of Maryland at College Park, Ph.D.
Andrew C. Keth, (2001), Ph.D., Associate Professor, Biology
Clarion University, B.S., M.S.; The Pennsylvania State University, Ph.D.
Mark L. Kilwein, (1997), Ph.D., Associate Professor, Special Education and Rehabilitative Sciences
University of Pittsburgh, B.S.; Ohio State University, M.A., Ph.D.
Janet K. Knepper, (1998), Ph.D., Assistant Professor, English
Portland State University, B.A.; University of Pennsylvania, M.A., Ph.D.
Patricia L. Kolencik, (2001), Ed.D., Associate Professor, Education
Edinboro University of Pennsylvania, B.S.; University of Alabama, M.A.; University of Pittsburgh, Ed.D.

Janice M. Krueger, (2006), Ed.D., Assistant Professor, Library Science
Duquesne University, B.S.; Drexel University, M.S.; University of the Pacific, Ed.D.
Scott A. Kuehn, (1987), Ph.D., Professor, Mass Media Arts, Journalism, and Communication Studies
Purdue University, B.A.; Northern Illinois University, M.A.; The Pennsylvania State University, Ph.D.
Wade Lancaster, (2003), Ph.D., Professor, Marketing
Kent State University, B.B.A.; Texas Christian University, M.B.A.; University of Oklahoma, Ph.D.
Richard Lane, Ph.D., (2001), Associate Professor, English
The American University, B.A., Miami University-Ohio, Ph.D.
George M. LaRue, (1992), Ph.D., Professor, History
University of Michigan, A.B.; Boston University, M.A., Ph.D.
Ralph M. Leary, (1989), Ph.D., Professor, English
Rocky Mountain College, B.A.; Rutgers University, M.A., Ph.D.
James Andrew Lingwall, (2004), Ed.D., Associate Professor, Mass Media Arts, Journalism, and Communication Studies
University of Florida, B.S.; University of Washington, M.Ed., Ed.D.
Kathy Linnan, (1991), M.A., Assistant Professor/Clinical Supervisor, Communication Sciences and Disorders
Clarion University, B.S.; Kent State University, M.A.
David B. Lott, (1998), Ph.D., Assistant Professor, Biology
Iowa State University, B.S., Ph.D.
Herbert W. Luthin, (1990), Ph.D., Professor, English
University of Montana, B.A.; University of California at Berkeley, M.A., Ph.D.
James T. Maccaferri, (1991), Ph.D., Associate Professor, Library Science
The George Washington University, B.A.; University of California, Los Angeles, M.L.S., M.A., Ph.D.
Elizabeth J. MacDaniel, (1990), Ph.D., Professor, English
The Ohio State University, B.A.; Rice University, M.A.; The Ohio State University, Ph.D.
Brian E. Maguire, (2000), Ph.D., Associate Professor, Education
Westminster College, B.A., M.Ed.; Pennsylvania State University, Ph.D.
Jacqueline L. Manno, (2005), M.Ed., Assistant Professor, Education
Pennsylvania State University, B.S.; Clarion University, M.Ed.
Colleen A. McAleer, (1982), Ph.D., Professor, Communication Sciences and Disorders
The Pennsylvania State University, B.S.; Clarion University, M.Ed.; Kent State University, Ph.D.
Christopher McCarrick, D.A., (1991), Associate Professor, English
LaSalle College, B.A., Virginia Tech, M.A.; SUNY at Albany, D.A.
Mary P. McCarthy, (1994), M.S., Assistant Professor/Clinical Supervisor, Communication Sciences and Disorders
Clarion University, B.S., M.S.
Michael J. McConnell, (1996), Ph.D., Associate Professor, Mathematics
Allegheny College, B.A.; Kent State University, M.A., Ph.D.
John R. McCullough, (1993), Ed.D., Associate Professor, Education
Clarion University, B.S., M.Ed.; Indiana University of Pennsylvania, Ed.D.
Saundra J. McKee, (1987), Ph.D., Professor, Education
Indiana University of Pennsylvania, B.S., M.Ed.; University of Pittsburgh, Ph.D.
Andrea L. Miller, (1991), Ph.D., Professor, Library Science
Clarion University, B.S., M.A., M.S.L.S.; University of Pittsburgh, Ph.D.
Kathleen R. Murphy, (2002), D.Ed., Assistant Professor, Education
Clarion University, B.S., M.Ed.; Indiana University of Pennsylvania, D.Ed.
Robert G. Nulph, (2005), Ph.D., Assistant Professor, Mass Media Arts, Journalism, and Communication Studies
Clarion University, B.S., M.S.; University of Kansas, Ph.D.
Jon O’Donnell, (1999), Ed.D., Associate Professor, Computer Information Science
San Diego State University, B.S.; Cleveland State University, M.S.; University of Akron, Ed.D.
Miguel R. Olivas-Lujan, (2005), Ph.D., Professor, Administrative Science
ITESM, B.S., M.B.A.; University of Pittsburgh, Ph.D.
Thomas W. Oliver, (1992), Ph.D., Professor, Accountancy
Gettysburg College, A.B.; Shippensburg University, M.B.A.; University of Massachusetts, Ph.D.
Uraina N. Pack, (2002), Ph.D., Assistant Professor, English
Brooklyn College, B.A.; Clark Atlanta University, M.A., University of Kentucky, Ph.D.
Melanie S. Parker, (1994), Ed.D., Professor, Mathematics
Clarion State College, B.S.Ed., M.A.; University of Pittsburgh, Ed.D.
James G. Pesek, (1980), Ph.D., Professor, Administrative Science; Interim Dean, College of Business Administration
Bowling Green State University, B.S., M.A.; University of Pittsburgh, Ph.D.
Todd J. Pfannestiel, (2003), Ph.D., Associate Professor, History

105

Directories

Clarion University of Pennsylvania

106

Clarion University of Pennsylvania

Directories

University of Arkansas at Fayetteville, B.A.; The College of William and Mary, Ph.D.
Donna M. Poljanec, (1980), Ph.D., Professor, Education
Clarion State College, B.S.; Towson State University, M.Ed.; University of Pittsburgh, Ph.D.
Brenda J. Ponsford, (2002), Ph.D., Professor, Marketing
Virginia Polytechnic Institute and State University, B.S., M.B.A., Ph.D.
Legene Quesenberry, (1992), J.D., Professor, Finance
Washington State University, B.A.; Gonzaga University School of Law, J.D.
Rod D. Raeshler, (1992), Ph.D., Professor, Economics
University of Wisconsin-River Falls, B.S.; University of Nebraska, M.A.; University of Iowa, Ph.D.
Edna Reid, (2006), D.L.S., Associate Professor, Library Science
District of Columbia Teachers College, B.S.; University of Maryland College Park, M.L.S.;
University of Southern California, D.L.S.
James J. Reynolds, (1991), D.Ed., Professor, Mathematics
Colgate University, A.B.; The Pennsylvania State University, M.A., D.Ed.
Martha K. Robinson, (2005), Ph.D., Assistant Professor, History
University of Arizona, B.A.; University of Kansas, M.A.; University of Southern California, Ph.D.
Annette C. Rosati, Ph.D., (1999), Assistant Professor, English
Slippery Rock University, B.S., M.A.; Indiana University of Pennsylvania, Ph.D.
Kevin J. Roth, (1990), Ph.D., Professor, Administrative Science
Slippery Rock University, B.S.; Clarion University, M.B.A.; University of Pittsburgh, Ph.D.
Richard A. Sabousky, (1992), Ph.D., Associate Professor, Special Education and Rehabilitative Sciences
Clarion University, B.S., M.S.; Kent State University, Ph.D.
William V. Sanders, (1981), Ph.D., Professor, Economics
Indiana University of Pennsylvania, B.A.; Long Island University, M.C., M.A.; Pennsylvania State University, Ph.D.
Deborah A. Sarbin, (1994), Ph.D., Assistant Professor, English
University of Pittsburgh, B.A.; University of Wisconsin-Madison, M.A., Ph.D.
Sally M. Sentner, (2000), D. Ed., Associate Professor, Special Education and Rehabilitative Sciences
Pennsylvania State University, B.S., M.S., D.Ed.
C. Darrel Sheraw, (1978), Ph.D., Professor, English
Clarion University, B.S.; Ohio University, M.A., Ph.D.
Juanita Smart, (2001), Ph.D., Assistant Professor, English
Houghton College, B.A.; SUNY College at Buffalo, M.S.; Oregon State University, M.A.; Washington State University, Ph.D.
Bruce G. Smith, (2000), Ph.D., Professor, Science Education
Pennsylvania State University, B.S.; Edinboro University of Pennsylvania, B.S.; Clarion University of Pennsylvania, M.Ed.;
Pennsylvania State University, Ph.D.
Douglas M. Smith, (1992), Ph.D., Professor, Biology
Saint Vincent College, B.S.; Shippensburg University, M.S.; The Pennsylvania State University, Ph.D.
Karen R. Smith, (1992), Ph.D., Associate Professor, English
Smith College, B.A.; University of Michigan, M.A., Ph.D.
Lynn A. Smith, (1989), Ph.D., Associate Professor, Economics
University of Pittsburgh-Johnstown, B.A.; West Virginia University, M.A.; University of Pittsburgh, Ph.D.
Jocelynn Smrekar, (1998), Ph.D., Associate Professor, Education
Clarion University, B.S.; The Pennsylvania State University, M.Ed., Ph.D.
Soong Nark Sohng, (1981), Ph.D., Professor, Economics
Seoul National University, B.A.; Wayne State University, M.A., Ph.D.
Sylvia W. Stalker, (1985), Ph.D., Professor, Education
Keuka College, B.A.; Stephen F. Austin State University, M.Ed.; Indiana University, Ph.D.
Kenneth J. Staub, (2003), M.S., Assistant Professor, Communication Sciences and Disorders
Clarion University of Pennsylvania, B.S., M.S.
Ann N. Stearns, (1997), Ph.D., Assistant Professor, Special Education and Rehabilitative Sciences
Hood College, B.A.; University of Virginia, M.Ed., Ed.S., Ph.D.
Kevin M. Stemmler, (1990), Ph.D., Professor, English
Indiana University of Pennsylvania, B.A., M.A.; University of Pittsburgh, Ph.D.
William F. Stine, (1981), Ph.D., Professor, Economics
University of New Haven, B.B.A.; Baruch College, M.B.A.; Fordham University, Ph.D.
Thomas J. Stuhldreher, (1985), D.B.A., Professor, Finance
Borromeo College, B.A.; University of Notre Dame, M.A.; Kent State University, M.B.A., D.B.A.
Lorie K. Taylor, (2003), Ed.D., Assistant Professor, Special Education and Rehabilitative Sciences

James Madison University, B.S.; University of Southern Mississippi, M.S., M.Ed., Ed.D.
Philip S. Terman, (1991), Ph.D., Professor, English
Ohio University, B.A., M.A.; Ohio State University, Ph.D.
Michael A. Torres, (2004), Ph.D., Assistant Professor, Mass Media Arts, Journalism, and Communication Studies
Hunter College, B.A.; Regent University, M.A., Ph.D.
Andrew M. Turner, (1997), Ph.D., Professor, Biology
Wittenberg University, B.A.; Ohio State University, M.S.; Michigan State University, Ph.D.
Lisa P. Turner, (1995), Ph.D., Professor, Special Education and Rehabilitative Sciences
University of Tennessee, B.S., M.S.; Kent State University, Ph.D.
Bernard F. Vavrek, (1971), Ph.D., Professor, Library Science; Director, Center for the Study of Rural Librarianship
California University, B.S.; University of Pittsburgh, M.L.S., Ph.D.
Anthony J. Vega, (1994), Ph.D., Professor, Anthropology, Geography, and Earth Science
University of New Orleans, B.A.; Mississippi State University, M.S.; Louisiana State University, Ph.D.
Frank J. Vento, (1986), Ph.D., Professor, Anthropology, Geography, and Earth Science
Community College of Allegheny County, A.S.; University of Pittsburgh, M.S., M.S., Ph.D.
Joanne A. Washington, (1987), Ph.D., Associate Professor, Mass Media Arts, Journalism, and Communication Studies
Indiana University-Bloomington, B.A.; Trenton State College, M.Ed.; Indiana University-Bloomington, Ph.D.
Kathleen A. Welsch, (1997), Ph.D., Associate Professor and Director, Writing Center, English
Seton Hill College, B.A.; Virginia Commonwealth University, M.A.; University of Pittsburgh, Ph.D.
Angela West, (2002), M.S.N., Assistant Professor, Nursing
Slippery Rock University, B.S.N.; LaRoche College, M.S.N.
Paul Woodburne, (1999), Ph.D., Associate Professor, Economics
University of California at Riverside, B.S., Ph.D., University of New Hampshire, M.A.
George Q. Xu, (1988), Ph.D., Professor, English
East China Teachers University, B.A.; Shanghai International Studies University, M.A.;
Indiana University of Pennsylvania, Ph.D.
Chin-Wei Yang, (1981), Ph.D., Professor, Economics
College of Chinese Culture, B.A.; Northwest Missouri State University, M.B.A.; West Virginia University, M.A., Ph.D.

107

Directories

Clarion University of Pennsylvania

Index

Index

Academic Affairs, Division of..................................... 99
Academic Honesty......................................................... 8
Accountancy Professional Course of Study................. 30
Accounting, Courses in................................................ 31
Accreditation............................................................ iii-iv
Administrative Staff..................................................... 99
Admission (also see individual programs)..................... 5
Courtesy/Transient................................................... 5
Eligibility.................................................................. 5
International Students............................................... 7
Non-Degree Students............................................... 5
Procedures................................................................ 6
Provisional................................................................ 5
Regular Full.............................................................. 5
Advisement (also see individual programs)................. 10
Application Deadlines.................................................... 6
Application Fee............................................................ 12
Assistantships (also see individual programs)............. 13
Auditing Courses......................................................... 10
Automobiles Regulations............................................. 17
Biology......................................................................... 19
Admission............................................................... 19
Advisement............................................................. 21
Courses in............................................................... 23
Department of......................................................... 19
Master of Science in............................................... 19
Programs................................................................. 19
Requirements.......................................................... 19
Board of Governors...................................................... 99
Business Administration.............................................. 29
College of............................................................... 29
Courses in............................................................... 32
Master of................................................................ 29
Calendar, Academic...................................................... vi
Career Services............................................................ 17
Certificate of Advanced Studies................................... 62
Certification
Instructional Technology Specialist....................... 40
Reading Specialist.................................................. 40
PA Library Science................................................. 62
Clarion Campus............................................................. 2
Coaching Education, Courses in...................................46
Communication Sciences and Disorders, Courses in...95
Comprehensive Examinations (see individual.programs)
Core Values, Clarion University.................................... 1
Council of Trustees...................................................... 99
Credit, Transfer of.......................................................... 8
Degree Completion........................................................ 9

109

Degrees
Master of Arts in English....................................... 57
Master of Business Administration........................ 29
Master of Education in Education.......................... 37
Master of Science in Biology................................. 19
Master of Science in Mass Media Arts
and Journalism ...................................................... 69
Master of Science in Library Science.................... 61
Master of Science in Nursing................................. 75
Master of Science in Rehabilitative Sciences........ 83
Master of Science in Special Education................. 85
Master of Science in Speech Language
Pathology................................................................ 93
Dining Fees.................................................................. 12
Directories.................................................................... 99
Disability, Nondiscrimination on Basis of..................... 2
Distance Education Programs.......................................63
Residence Hall Fees..................................................... 12
Early Childhood, Courses in.........................................42
Economics, Courses in................................................. 33
Education
College of Education and Human Services...... 37, 93
Courses in............................................................... 42
Education................................................................ 37
Instructional Technology Specialist ...................... 40
Reading Specialist ................................................. 40
Education Administration, Courses in..........................45
Employment (see Career Services)...............................17
English..........................................................................57
Courses in................................................................58
Master of Arts..........................................................57
Enrollment, Courtesy/Transient......................................5
Environmental Science, Courses in..............................27
Externships................................................................... 95
Faculty, Graduate....................................................... 102
Fees...............................................................................12
Finance, Courses in...................................................... 33
Financial Aid................................................................ 13
Full-Time Status........................................................... 10
Geography/Earth Science, Courses in.......................... 27
Grading System.............................................................. 9
Graduate Management Admissions Test (GMAT).... 5, 29
Graduate Record Examination (GRE)........................... 5
Health and Physical Education, Courses in..................91
Health Services............................................................ 16
History, Courses in....................................................... 47
History, University......................................................... 2
Housing........................................................................ 17

Index

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Index

In Progress Grades....................................................... 10
Incomplete Grades....................................................... 10
Instructional Technology Specialist Certificate........... 40
Insurance...................................................................... 16
International Students.................................................... 7
Internships . ............................(See individual programs)
Library.......................................................................... 15
Library Science.............................................................61
Certificate of Advanced Studies............................. 62
Courses in............................................................... 65
Master of Science in............................................... 61
PA Library Science Certification............................ 62
Loans............................................................................ 13
Management, Courses in.............................................. 34
Marketing, Courses in.................................................. 35
Mass Media Arts and Journalism . .............................. 69
Courses in............................................................... 71
Master of Science in............................................... 69
Master of Business Administration.............................. 29
Liberal Arts Pre-Professional Option..................... 31
Professional Accountancy Course of Study........... 30
Master of Science
in Biology............................................................... 19
in Library Science.................................................. 61
in Mass Media Arts and Journalism ...................... 69
in Nursing............................................................... 75
in Rehabilitative Sciences...................................... 83
in Special Education............................................... 85
in Speech Language Pathology.............................. 93
Mathematics Education, Courses in..............................47
Miller Analogies Test............................. 5, 61, 69, 83, 85
Mission
Clarion University.................................................... 1
Graduate Studies...................................................... 2
Non-Degree Students..................................................... 5
Nondiscrimination on Basis of Disability.................... 11
Nursing......................................................................... 75
Courses in............................................................... 79
Master of Science in............................................... 75
Parking......................................................................... 17
Placement . ............................ (See individual programs)
Policies and Procedures..................................................8
Principalship Preparation, ..................................... 39, 53
Courses in............................................................... 45
Pymatuning Laboratory of Ecology............................. 22

Clarion University of Pennsylvania

Quality-Point Average (also see individual programs
for requirements)......................................................... 5
Reading Specialist Certification................................... 40
Refunds........................................................................ 13
Rehabilitative Sciences................................................ 83
Courses in............................................................... 87
Master of Science in............................................... 83
Requirements
Admission................................................................. 5
Degree ..............................(See individual programs)
Research....................................................................... 10
Residency....................................................................... 9
Responsibility, Student................................................ 10
Rural Librarianship, Center for the Study of............... 64
Secondary Certification Program, Graduate PA............41
Science Education, Courses in......................................48
Scholarships........................................................... 14, 63
Special Education......................................................... 85
Courses in............................................................... 89
Master of Science in............................................... 85
Special Certification............................................... 86
Speech Language Pathology........................................ 93
Courses in............................................................... 95
Master of Science in............................................... 93
Student and University Affairs, Division of.............. 100
Students
International............................................................. 7
Full-Time Status....................................................... 9
Non-Degree.............................................................. 5
Non-Resident.......................................................... 12
Resident.................................................................. 12
Student Support Services Program.............................. 12
Test of English as a Foreign Language (TOEFL).......... 7
Thesis (also see individual program)........................... 10
Transcripts................................................................ 5, 12
Transfer Credit (also see individual programs).............. 8
Tuition/Fees................................................................. 12
International ..................................................... 12,16
Non-Resident.......................................................... 12
Resident.................................................................. 12
Venango Campus................................................... 3, 102
Veterans........................................................................ 14
Vision, Clarion University............................................. 1
Withdrawals................................................................... 9
World Languages, Courses in.......................................51

Clarion University of Pennsylvania

111

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Clarion University of Pennsylvania