Clarion University of Pennsylvania

graduate
Catalog 2011-2013

Graduate
Catalog
2011-2013

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

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/Paralegal Studies
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/BS Business Administration
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 Audiology and Speech Language Pathology (CAA)
of the American Speech Language Hearing Association
Department of Communication Sciences and Disorders/Master’s Degree in Speech Language Pathology
Council on Academic Accreditation of the American Speech Language Hearing Association (ASHA)
Department of Speech Pathology and Audiology/Master’s Degree in Speech Language Pathology
International Association of Counseling Services Inc. (IACS)
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
National Association for the Education of Young Children (NAEYC)
College of Education and Human Services/Department of Education/Early Childhood Program
National Association of Schools of Art and Design (NASAD)
College of Arts and Sciences/Dept. of Art/BA in Art; BFA in Art
National Association of Schools of Music (NASM)
College of Arts and Sciences/Department of Music/Bachelor of Science in Music Education;
Bachelor of Music with Elective Studies in Business
National Council for Accreditation of Coaching Education (NCACE)
Division of Student and University Affairs/Department of Athletic Training, Sports, and Wellness/
Coaching Education Program

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Clarion University of Pennsylvania

National Council for Accreditation of Teacher Education (NCATE)
College of Education and Human Services
National Council for the Social Studies (NCSS)
College of Education and Human Services/Social Studies
National Council of Teachers of English (NCTE)
College of Education and Human Services/English
National Council of Teachers of Mathematics (NCTM)
College of Education and Human Services/Mathematics
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/Secondary Education
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 Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Graduate Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Master of Science degree in Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Biological Sciences concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Environmental Science concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Master of Business Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Master of Education degree in Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Curriculum & Instruction concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Early Childhood concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
History concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Literacy concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Master of Education with Special Education Concentration. . . . . . . . . . . . . . . . 65
Mathematics concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Reading Specialist Certification concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Science Education concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Technology concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
World Languages concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Reading Specialist certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Instructional Technology Specialist certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Graduate Early Childhood Certification program. . . . . . . . . . . . . . . . . . . . . . . . . 35
Master of Science degree in Library Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Pennsylvania Library Science Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Juris Doctor Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Certificate of Advanced Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Master of Science degree in Mass Media Arts and Journalism . . . . . . . . . . . . . . . . . . 52
Public Relations Certificate (online). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Master of Science degree in Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Post-Master’s Family Nurse Practitioner certificate. . . . . . . . . . . . . . . . . . . . . . . 61
Post-Master’s Nurse Educator certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Graduate Studies in Rehabilitative Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Master of Science degree in Rehabilitative Sciences . . . . . . . . . . . . . . . . . . . . . . 63
Master of Education degree with Special Education concentration . . . . . . . . . . . 64
Master of Science degree in Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Master of Science Degree in Speech Language Pathology . . . . . . . . . . . . . . . . . . . . . 71
Directories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Graduate Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Campus Maps and Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87-90

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Clarion University of Pennsylvania

Clarion University

Academic Calendar 2011-12
(Subject to change without notice)

Fall Semester 2011

Registration for day and evening classes.......................................................... Monday, August 29
Classes begin — 8 a.m........................................................................................ Monday, August 29
Labor Day Holiday........................................................................................Monday, September 5
Mid-semester break begins –10 p.m................................................................ Thursday, October 6
Mid-semester break ends — 8 a.m....................................................................Monday, October 10
Friday classes meet in place of Tuesday classes.........................................Tuesday, November 22
Thanksgiving holiday begins —10 p.m........................................................Tuesday, November 22
Thanksgiving holiday ends — 8 a.m..............................................................Monday, November 28
Classes end —10 p.m......................................................................................... Friday, December 9
Final examination period begins.................................................................. Monday, December 12
Final examination period ends —10 p.m......................................................... Friday, December 16
Semester ends —10 p.m................................................................................... Friday, December 16
Winter Commencement.............................................................................. Saturday, December 17
Semester grades due from faculty — Noon................................................. Thursday, December 22

Winter Intersession

Classes begin................................................................................................ Monday, December 19
Final Exams................................................................................................ Wednesday, January 11
Semester grades due from faculty — Noon.......................................................... Friday, January 13

Spring Semester 2012

Registration for day and evening classes......................................................... Monday, January 23
Classes begin — 8 a.m....................................................................................... Monday, January 23
Winter holiday begins —10 p.m............................................................................... Friday, March 9
Winter holiday ends — 8 a.m............................................................................... Monday, March 19
Classes end —10 p.m.................................................................................................. Friday, May 4
Final examination period begins — 8..am................................................................ Monday, May 7
Final examination period ends —10 p.m.................................................................. Friday, May 11
Semester ends —10 p.m............................................................................................ Friday, May 11
Spring Commencement........................................................................................ Saturday, May 12
Semester grades due from faculty — Noon...........................................................Thursday, May 17

Summer Sessions — 2012

Session I: Pre-session............................................................................................... May 14–June 1
Session II: Regular session.........................................................................................June 4–July 6
Session III: Regular session...................................................................................... July–August 9

Academic Calendar 2012-13
See Office of the Registrar website:

www.clarion.edu/registrar
vi

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General Information

Clarion University of Pennsylvania

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

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Clarion University of Pennsylvania

General Information

Vision of Clarion University

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

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

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, D.C. 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 Pennsylvania 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 more than 7,300 students offering
associate’s degrees in five areas; more than 90 baccalaureate
programs leading to degrees in the arts, fine arts, nursing,
and sciences; and 80 graduate programs leading to master’s
degrees in business administration, education, library
science, nursing, and sciences.
The main campus of the university contains 128 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; several microcomputer
laboratories; a planetarium; modern science laboratories
having excellent instrumentation; a modern business
administration building; technologically equipped
classrooms for library science; radio and television studios
and experimental audio-visual facilities in the Department
of Communication; and a writing center, tutorial services,
and a counseling center to assist students who can benefit
from these services.

Clarion University–Venango Campus

Venango Campus of Clarion University, established
in 1961, was the first branch 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.
Venango Campus offers a personal and challenging
academic experience with small classes that maximize
student-faculty interaction and student success. The
campus’ programs and services are designed to meet a
wide range of needs and are offered with the flexibility
that is required for a diverse community of learners. Many
academic programs utilize partnerships with medical,
business, industrial, and educational organizations that
bring real-world, technical expertise and resources into
our curriculum. Students and faculty utilize the latest in
electronically enhanced learning and teaching tools and
the fully wireless campus provides students the flexibility
of accessing university resources anywhere on campus.
A wide range of cultural events and activities, including
a comprehensive intramurals and outdoor recreation
program and nationally competing club sports teams,
offer students and community members opportunities for
engagement and personal enrichment.
To earn a Clarion University associate degree,
a minimum of 30 credit hours must be completed
at Clarion University–Venango Campus. Venango
Campus offers programs for both part-time and full-time
students. Students may study toward associate degrees in
administration technology, allied health, arts and sciences,
business administration, criminal justice, early childhood

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education, industrial technology, paralegal studies,
nursing, rehabilitative services, and respiratory care. An
Honors Program for students with high academic potential
offers an enhanced college experience.
Students may also complete the first two years of study
toward any of Clarion University’s 90-plus bachelor’s
degree programs. Complete baccalaureate degrees offered
at Clarion University–Venango Campus include medical
imaging sciences with multiple concentrations, nursing,
and liberal studies. A Master of Science in Nursing degree
is offered with Nurse Practitioner and Nursing Education
concentrations. Graduate programs and courses are offered
for specific student cohorts.
Other programs offered at Venango Campus include 11
certificates that can be completed in one year or less and
a variety of continuing education courses and seminars.

Clarion University–Virtual Campus

Clarion University, combines its academic tradition of
excellence with online educational technology to provide
programs that are—ACCREDITED.ACCESSIBLE.
ANYWHERE. Clarion has been offering classes off the
Clarion Campus using a variety of technologies since
1996. There are currently several graduate degree and
certificate programs available fully on-line. The courses
required to support these degrees meet the same curricular
and instructional standards and are taught by the same
faculty as classes delivered on Clarion Campus. As a
result, the degree you earn online through the Virtual
Campus offers the same quality and accreditation as a
degree you would earn through the university’s traditional
on-campus program. All classes are delivered over the
Internet and are designed to allow students flexibility to
complete their course work at times convenient to them.
Students also have access to extensive online resources
including online library materials and databases.
Information on the availability of specific degrees
online is indicated under each of the degree program areas.
A list of current course offering and online undergraduate
programs is available on the Web at www.clarion.edu/
virtualcampus.

General Information

Clarion University of Pennsylvania

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Clarion University of Pennsylvania

Graduate Study
at Clarion University
Eligibility for Admission

Individuals seeking regular full admission to a
graduate program must meet the minimum admission
requirements for the Graduate Programs and any
additional requirements of the program. To meet the
minimum requirements for admission to the Graduate
Programs 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 (QPA) 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

Clarion University of Pennsylvania

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
Programs 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.

Conditional Admission

A conditional admission is provided to students,
particularly international students, to enable them to
apply for scholarships. It does not permit the student
to enroll in classes or obtain a visa. It requires specific
additional information providing proof of meeting all
admissions requirements to be converted to a provisional
or regular admission. Conditionally admitted students may
be rejected upon review of their completed application.

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 Graduate Programs.

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.

Admission Procedures

Application forms and information about graduate
programs may be obtained by writing to:
Graduate Programs
Clarion University of PA
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 Programs 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
are applying to more than one program. Following one

Graduate Study at
Clarion University

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 Programs office.
Applicants should refer to the admission requirements
of specific programs as listed in this bulletin.

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Clarion University of Pennsylvania

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
Graduate Study at
Clarion University

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. Nov. 1—last
date to complete an application file for the upcoming
spring term.
Nursing applicants:
Fall Admission Deadline—Nov. 1
(for the following fall)
Spring Admission Deadline—April 1
(as space is available for the following fall or for
the succeeding year)
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: April 15—last date to complete an
application file for Summer
*International students must complete an application
file by July 1 for the fall term or by November 1 for
the spring term. 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 each program’s “Admission
Requirements” and “Degree Requirements.” In addition,
the international student applicant must satisfy the
following requirements:
1. Submit his or her application for admission by
the specified deadline in which he or she wishes
to begin study at Clarion.

2. International applicants 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
evaluation results directly to the Clarion University
Graduate Programs Office.
3. A minimum quality-point average (QPA) of
2.75/4.00 scale at the undergraduate level.
Some programs require a higher undergraduate
QPA. Please review the program admission
requirements listed on the “Checklist for
Completion of Graduate Application.”
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, 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 Graduate Programs.
4. Demonstrate English language proficiency.
Acceptable evidence of proficiency is successful
completion of Test of English as a Foreign
Language (TOEFL) with a score of 550 (paper-

Clarion University of Pennsylvania

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, Residence Hall Handbook; Student
Rights, Regulations, and Procedures Online 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-collaborating with another person in
the preparation of notes, themes, reports, or other
written work offered for credit, unless specifically
permitted by the instructor.
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 Online 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

Graduate Study at
Clarion University

based test), 213 (computer-based test), or 80
(Internet-based). Also a minimum International
English Language Testing System (IELTS) score
of 7.0 is acceptable. Speech language pathology
applicants are required to submit minimum
TOEFL scores of 573 (paper -based), 230
(computer-based), or 89 (Internet-based) with a
breakdown of minimum scores of 18 in reading,
26 in speaking, 21 in listening and 24 in writing.
Biology and mass media arts and journalism
(communication) applicants are required to
submit minimum TOEFL scores of 600 (paperbased test), 250 (computer-based test), or 100
(Internet-based). A minimum IELTS score of
7.5 is acceptable for biology, mass media arts
and journalism (communication), and speech
language pathology applicants. Clarion offers an
Intensive English Program (IEP) and satisfactory
completion of the program meets the university’s
English language proficiency requirement.
As an ESL coop university, the 112-level
intensive also meets the university’s English
language proficiency. Satisfactory completion
of a bachelor’s degree from an accredited U.S.
university or college is also acceptable evidence
of English language proficiency. Other evidence
may be approved by the Graduate Programs
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
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.
According to U. S. immigration regulations, no
more than the equivalent of one on-line/distance
education class or three credits per session
may count toward the “full course of study”
requirement.
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
“Health Insurance” on page 13.

7

8

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

Graduate Study at
Clarion University

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

Clarion University of Pennsylvania

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 QPA 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 will be required to reapply before they can
enroll. Information about eligibility to enroll in classes
may be obtained from the Graduate Programs 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 Programs.

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

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 programs.

Clarion University of Pennsylvania

9

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 refer to the Clarion University Student Accounts
webpage at http://www.clarion.edu/finaid/ for financial
implications of withdrawal.

400-Level Courses

Not all 400-level courses can be taken for graduate
credit. Students should consult with graduate program
coordinators or the Graduate Programs 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
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

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

Graduate Study at
Clarion University

Grading System

10

Graduate Study at
Clarion University

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
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.

Clarion University of Pennsylvania

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,
including specifying what academic adjustments
are needed.

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, 814-393-2109.

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 Support
Services Program, 104 Ralston Hall, 814-393-2347.

Financial Information

Please refer to the Clarion University Student Accounts
webpage at www.clarion.edu/finaid/ for current costs
of attending Clarion University and billing/payment
information.

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
10 or 20 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 nine
credits a semester based on a Pennsylvania resident rate.
There are no summer assistantships.
There also are 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.

11

Recipients of a graduate assistantship must take at least
six graduate 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 $1,000
each year.
Federal direct staFFord loan Program-Loans
with a cap of 8.25 percent interest are generally available
from the U.S. Department of Education. Loans may reach
a maximum of $20,500 per academic year, with an overall
limit of $138,500 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. https://studentloans.gov
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 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 Federal
Direct Stafford Loan prior to being granted a Graduate
PLUS Loan. https://studentloans.gov
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.

Graduate Study at
Clarion University

Clarion University of Pennsylvania

12

Scholarships for Graduate Students

general

Graduate Study at
Clarion University

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 3.5 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, Inc. 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

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

Library Science Department

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

Clarion University of Pennsylvania

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
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, Inc..

School of Nursing

Elizabeth M. McCord Scholarship: Established by the
McCord family in honor of Mrs. McCord and her service to the
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 and Suhr Library
on the Venango Campus have combined collections of
more than 1.7 million items in various formats, including
books, e-books, microforms, journals, e-journals, media,
streaming video, 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 libraries’ Webpage. The
libraries are committed to providing excellent service to
users. Qualified library faculty and staff are available in
the libraries’ public service areas and via phone, chat, and
e-mail 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 scholarly resources including services which provide
full text access to thousands of academic journals and
services for distance learners.
The mission of the Clarion University libraries 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 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
four computer laboratories with PCs, Macs, and printers
available for student use. Laptop computers are available
for use in the library. The Carlson Library building is
home to the university’s Center for Academic Excellence
as well as 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.
Suhr Library on the Venango Campus provides an
inviting research and study environment. It is a wireless
zone containing a computer lab and providing laptop
computers for both library and off-site use. Suhr Library
houses the Barbara Morgan Harvey Center for the Study
of Oil Heritage, which sponsors a range of activities and
contains primary source information on the region.

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

13

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.
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 residing 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
(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.

Graduate Study at
Clarion University

Clarion University of Pennsylvania

14

International Students–Medical Insurance
Coverage

Graduate Study at
Clarion University

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. Group insurance plan is approximately $1,100.00 per
year payable in full or on a semester basis at the beginning
of each semester. 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
*Coverage of treatment for preexisting medical
conditions
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
the university-supervised residence halls. For information,
students should contact the Office of Residence Life
Services, 230 Egbert Hall, by telephone 814-393-2352,
or e-mail 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.

Clarion University of Pennsylvania

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 serves as a
clearinghouse for opportunities related to 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.

15

Biology

Clarion University of Pennsylvania

Master of Science Degree in

Biology

College of Arts and Sciences
Department of Biology
Craig Scott, Ph.D., Graduate Program Coordinator
257 Science and Technology Center
Telephone: 814-393-2560
E-mail: cscott@clarion.edu
www.clarion.edu/biology

Graduate Faculty

Professors: W. Barnes, L. Bering, K. Eggleton, S. Harris,
D. Smith, A. Turner
Associate Professors: V. Bennett, A. Keth
Assistant Professors: S. Boyden, S. Nix, K. Regester, C. Scott

16

Clarion University of Pennsylvania

Program Objectives

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.

Definition of Terms

Degree Requirements

The primary objectives of the Master of Science programs
in biology are to prepare individuals for leadership roles in
environmental, educational, and laboratory-oriented
sciences.
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.

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.

Biology

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 evaluate
the student’s 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.

M.S. in Biology: Biological Sciences
Concentration
Thesis option:
Designed for students who wish to pursue a career in
research or further graduate study with a broad or
flexible background in biological sciences.
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.
Non-thesis option:
This option is designed for prospective pre-health
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 complete
and report on an internship for at least two hours
credit.

M.S. in Biology: Environmental
Science Concentration
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.

Clarion University of Pennsylvania

17

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.
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.

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 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

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 references and include in their three letters
of recommendation a statement concerning the student’s
potential as a laboratory assistant.

Biology

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.

18

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.

Advisement

Biology

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 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 before
he or she intends to graduate.

Courses

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
400-level courses may count toward the master’s degree.
The 400-level courses that may count toward the master’s
degree are BIOL 410, 460, 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

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

Clarion University of Pennsylvania

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 Science
and Technology Center, a three-story teaching and research
building opened in 2009. The facility is well supplied with

Clarion University of Pennsylvania

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.

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. Any 400-level courses taken for undergraduate credit cannot be repeated for graduate credit.

Biology Courses
BIOL 410:

Field Methods in environMental Biology

3 s.h.

BIOL 460:

CoMparative verteBrate anatoMy

3 s.h.

BIOL 471:

plant eCology

3 s.h.

BIOL 500:

graduate seMinar

BIOL 502:

BioMetry

BIOL 503:

speCial topiCs in Biology

BIOL 504:

genoMiCs and BioinForMatiCs

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.
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.
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)

1-2 s.h.

A survey of current literature, concepts, and theories from selected fields of biology. Two discussion hours weekly. By
arrangement.

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.

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.

3 s.h.

The new disciplines of genomics, proteomics, and bioinformatics analyze the deluge of DNA sequence data currently
being generated. Topics include comparative structure of prokaryotic and eukaryotic genomes, genetic variation in humans
and pharmacogentics, and genetic circuits and complex disease. Students will be introduced to the computational techniques

Biology

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, and a cell culture laboratory. New
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.

19

20

Clarion University of Pennsylvania

and algorithms of bioinformatics, and use them to mine information about a gene and genome of their choice. Designed for
students in biology, molecular biology, evolutionary biology, biochemistry, industrial mathematics, and computational science.
Two hours of lecture and three hours of lab. 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. Prerequisites: A course in genetics and calculus or statistics or permission of the instructor Pre-session,
alternate years.

BIOL 505:

eCologiCal appliCations

3 s.h.

BIOL 508:

Biology internship

BIOL 511:

WildliFe eCology and ManageMent

3 s.h.

BIOL 525:

Fisheries Biology

3 s.h.

BIOL 527:

Field Botany

3 s.h.

BIOL 528:

ornithology

3 s.h.

BIOL 532:

Field ornithology

3 s.h.

BIOL 543:

virology

3 s.h.

BIOL 544:

iMMunology

4 s.h.

BIOL 546:

pathogeniC MiCroBiology

4 s.h.

BIOL 550:

Cell physiology

4 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.

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.
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.
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.

Biology

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.
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. Alternate years.
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.
Study of plant, animal, and bacterial viruses, emphasizing biochemistry, structure, life cycles, and disease-causing
mechanisms. Three lecture hours weekly. Prerequisites: BIOL 201, 203, 341; CHEM 251, 261, 252, and 262, all with a grade
of C or better. Alternate years.
Study of the mammalian immune system. The course will focus on the parts of the system and how they function together to
produce the varied and complex regulated responses that provide innate and adaptive immunity. The course will also incorporate
case studies involving dysfunction and pathophysiology of the immune system. Three lecture hours weekly. Prerequisites:
BIOL 201, 203, 341; CHEM 251, 261, 252, and 262, all with a grade of C or better. Spring, annually.
Study of the infectious agents of mammals and the diseases that result from infection by these agents. The course will focus
on bacterial agents, their diagnosis and treatment. The laboratory portion of the course incorporates experiential learning of
diagnostic procedures and case studies involving examples of pathogenic organisms. Three lecture hours and three laboratory
hours weekly. Prerequisites: BIOL 201, 203, 341; CHEM 251, 261, 252, and 262, all with a grade of C or better. Spring, annually.
Study of the regulatory processes that occur within the eukaryotic cell that govern homeostasis and allow for adaptive
change. The course will focus on membrane biochemistry, transport, protein sorting, cell signaling, cytoskeletal nanomotors,
and cell specialization. The laboratory portion of the course incorporates experiential learning of basic procedures that allow
experimentalists to uncover the workings of the eukaryotic cell. Three lecture hours and three laboratory hours weekly.
Prerequisites: BIOL 201, 203, 341; CHEM 251, 261, 252, and 262, all with a grade of C or better. Fall, annually.

Clarion University of Pennsylvania

21

BIOL 551:

advanCed aniMal physiology

3 s.h.

BIOL 556:

entoMology

3 s.h.

BIOL 559:

physiologiCal eCology

3 s.h.

BIOL 564:

developMental Biology

3 s.h.

BIOL 573:

FreshWater eCology

3 s.h.

BIOL 574:

aquatiC entoMology

3 s.h.

BIOL 577:

Forest eCology

3 s.h.

BIOL 578:

BioMe studies

3 s.h.

BIOL 583:

MoleCular Biology

4 s.h.

BBIOL 585:

BioteChnology

4 s.h.

BIOL 592:

aniMal Behavior

3 s.h.

BIOL 593:

CoMMunity and eCosysteMs dynaMiCs

4 s.h.

BIOL 594:

population Biology

4 s.h.

BIOL 600:

speCial proBleMs in Biology

1-3 s.h.

BIOL 700:

researCh and thesis

1-6 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.
A general study of insects, including structure, physiology, classification, economic importance, and relationships. Two
lecture and three laboratory or field work hours weekly. Alternate years.
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.
The course focuses on the major processes in multi-cellular development and embryogenesis and their underlying
biochemical mechanisms. Throughout the semester, students will study various processes, such as cell differentiation, intra- and
inter-cellular induction, and organismal morphogenesis. The class will primarily focus on animal or vertebrate development,
though invertebrate and plant model organisms will also be examined. Prerequisites: BIOL 201, 203, 341; CHEM 251, 261,
252, and 262, all with a grade of C or better. Fall, alternate years.
Field-oriented study of the physics, chemistry, and biology of standing and flowing inland waters. Prerequisite: Completion
of two semesters of introductory biology or permission of instructor. Alternate years.

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. Three lecture and three laboratory hours weekly. Alternate years.
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.
Study of the structural and functional relationships of the major biological macromolecules, emphasizing nucleic acid
biology. Laboratory emphasizes current systems, methods and applications of biotechnology, including recombinant DNA
techniques. Two lecture and four laboratory hours weekly. Prerequisites: BIOL 201, 203, 341; CHEM 251, 261, 252, and 262,
all with a grade of C or better. Annually.
Advanced topics in the current systems, methods, and applications of nucleic acid and protein biotechnology. One lecture
hour and three laboratory hours weekly. Prerequisite: BIOL 583 Molecular Biology or permission of instructor. Spring, annually.
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.
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. Spring, alternate years.
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. Alternate years.
By permission.

Prerequisite: Successful oral defense of prospectus seminar.

Biology

A study of the ecology, natural history, and classification of aquatic insects with emphasis on their adaptations and tropic
relationships. Two lecture and three laboratory hours weekly. Alternative years.

22

Clarion University of Pennsylvania

Environmental Science Courses
ENVR 500:

graduate seMinar in environMental sCienCe

1-2 s.h.

ENVR 501:

environMental sCienCe internship

1-3 s.h.

ENVR 600:

speCial proBleMs in environMental sCienCe

1-3 s.h.

ENVR 700:

researCh and thesis in environMental sCienCe

1-6 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.
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.
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.
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.

Geography/Earth Science Courses
GEOG/ES 500:

introduCtion to reMote sensing With laBoratory

3 s.h.

GEOG/ES 525:

advanCed reMote sensing With laBoratory

4 s.h.

GEOG/ES 550:

Field geography With laBoratory

3 s.h.

ES 555:

Field Methods in environMental geosCienCe

4 s.h.

GEOG/ES 570:

introduCtion to geographiC inForMation systeMs

4 s.h.

GEOG/ES 590:

advanCed geographiC inForMation systeMs 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.
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.

Biology

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.
Field-based course designed to give upper-level students hands-on experience in various aspects of hydrogeology,
surficial geology and meteorology. 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.
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.
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.

Clarion University of Pennsylvania

23

Master of
Degree

College of Business Administration
Graduate Faculty

Professors: R. Balough, K. Danvers, J. Eicher, A. Grenci,
T. Johns, P. Kim, M. Olivas-Luján, T. Oliver,
J. Pesek, B. Ponsford, L. Quesenberry, R. Raehsler,
K. Roth, W. Sanders, S. Sohng, W. Stine, S. Trejos, C. Yang
Associate Professors: G. Barboza, P. Woodburne

COBA Mission

The College of Business Administration at Clarion
University of Pennsylvania is committed to preparing
its students for success as ethical business leaders and
professionals in a dynamic, complex global environment
through high quality, challenging academic and related
programs, while serving the academic and business
communities through effective teaching, scholarly
contributions, and appropriate service to the university
and the region. (Revised April 27, 2010)

Master of Business
Administration

Brenda Ponsford, Ph.D., MBA Director
302 Still Hall
Telephone: 814-393-2605
E-mail: mba@clarion.edu
www.clarion.edu/mba

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. 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.

Business Administration

Business Administration

24

Clarion University of Pennsylvania

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.

courses are not subject to residency requirements and
are considered to be prerequisite or corequisite to the
M.B.A. Core. M.B.A. Foundation coursework may
be completed at Clarion or other approved institutions
at either the undergraduate or the graduate level and
is not subject to the nine-credit transfer limit for the
core/elective courses but requires pre-approval. 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 M.B.A. degree:

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)
or GRE.
• 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
In general, admissions are on a “rolling” basis.

Knowledge and Skill Area
Micro/Macro Economics
Financial Accounting

Economic and Business Statistics
Management Theory and Practice
Principles of Marketing

Program Options

The College of Business Administration offers a fulltime traditional M.B.A., an accelerated M.B.A., and a
part-time online M.B.A. program option. Please visit
www.clarion.edu/mba for more information regarding any
of these program options, including admissions criteria
and program features.

Requirements for Graduates

Business Administration

Requirements for the M.B.A. degree are in two
components: course requirements and a portfolio
completion requirement. Course requirements for the
M.B.A. degree are composed of foundation courses, M.B.A.
core courses, and an elective course. A total of 33 graduate
credits is required for the completion of the degree:
• one 3-credit M.B.A. elective course and
• ten 3-credit M.B.A. core courses
(excluding foundation courses).
A maximum of nine graduate credit hours toward the 33
credits required for the M.B.A. degree may be transferred
from accredited graduate programs with the pre-approval
of the M.B.A. program director and the department
chairperson of the course from which transfer credit is
sought.

Course Requirements
for the M.B.A. Degree

a. Foundation Courses
M.B.A. 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. M.B.A. Foundation

Financial Management

Clarion Course
(or equivalent)
ECON 211 & 212
or 215 (ECON 500)
ACTG 251
(ACTG 500)
ECON 221 & 222
or 230 (BSAD 501)
MGMT 320
(MGMT 500)
MKTG 360
(MKTG 500)
FIN 370 (FIN 500)

B. M.B.A. Core Courses
M.B.A. Core Courses are designed to complete the
“Undergraduate and Master’s Level Knowledge and
Skill Areas” requirements for each student. The
M.B.A. Core courses are:
Knowledge and Skill Area
Course ID SCH
1. Leadership, Organization
and Assessment1
MGMT 521 3.0
2. Quantitative Methods
and Statistics
BSAD 503 3.0
3. Managerial Accounting
ACTG 552 3.0
4. Legal / Ethical Environment
of Business
BSAD 540 3.0
5. Managerial Economic Analysis
ECON 510 3.0
6. Managerial Finance
FIN 570
3.0
7. Marketing Concepts and Strategy MKTG 560 3.0
8. Operations and Information
Management
MGMT 626 3.0
9. Global Environment of Business BSAD 661 3.0
10. Strategic Management/Integration2 BSAD 690 3.0

1
2

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. M.B.A. 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 M.B.A. degree only with prior approval of the
M.B.A. program director and the dean of the college.

Clarion University of Pennsylvania

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.

Additional Requirements
for the M.B.A. 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 M.B.A.
director, at the beginning of the final semester of
study, a portfolio of work completed for the various
courses taken as M.B.A. Core and M.B.A. Elective
courses. Expectations regarding the contents of the
portfolio to be submitted will be given to students
in MGMT 521 early in the program. No student will
be cleared for graduation without completing the
portfolio requirement. The M.B.A. 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 M.B.A. degree or foundation
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 Preparation

Students who desire to become Certified Public
Accountants (CPAs), may fulfill Pennsylvania’s 150-credit
-hour requirement for CPA licensure through an
undergraduate degree in accounting (120 credits), along
with the Clarion M.B.A. degree (33 credits). An integrated

BS-Accounting/MBA program of study can be completed
in five years and provides a total of 153 semester hours of
coursework. Along with 36 hours in accounting subjects
(i.e., accounting, auditing, business law, finance, and tax),
the student may fulfill the educational requirement for
CPA licensure under the Pennsylvania CPA law.

Liberal Arts Pre-Professional M.B.A. Option

The College of Business Administration, in conjunction
with the College of Arts and Sciences, offers a Liberal
Arts Pre-Professional M.B.A. 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 M.B.A.
Program before graduation. Undergraduates interested in
this program should contact their liberal arts advisor for
details and requirements.
Students wishing to pursue the Professional
Accountancy or the Liberal Arts Pre-Professional options
must follow the normal M.B.A. admission procedures.
Admission to one of these options does not guarantee
admission to, or completion of, the M.B.A. degree.

Placement

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

Graduate Assistantships

Graduate assistantships are available to qualified
M.B.A. 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 M.B.A.
Office.

Advisement

All graduate students are assigned an advisor upon
admission. Before registering for classes, students
should meet with their advisor. Students must obtain
the signature of their advisor on any special requests for
course substitution, individualized instruction, internship,
or special problems courses.

Facilities

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
trading room.

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

25

26

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. Any 400-level courses taken for undergraduate credit cannot
be repeated for graduate credit.

Accounting Courses
ACTG 451:

aCCounting proBleMs

3 s.h.

ACTG 452:

advanCed Cost aCCounting

3 s.h.

ACTG 453:

proBleMs in Federal taxation aCCounting

3 s.h.

ACTG 454:

CoMparative aCCounting systeMs

3 s.h.

ACTG 455:

not-For-proFit entities

3 s.h.

ACTG 461:

international aCCounting

3 s.h.

ACTG/FIN 463:

tax planning

3 s.h.

ACTG 490:

Current aCCounting pronounCeMents and praCtiCe

3 s.h.

ACTG 499:

speCial topiCs in aCCounting

3 s.h.

ACTG 500:

FinanCial aCCounting

2 s.h.

ACTG 552:

ManageMent aCCounting

3 s.h.

ACTG 554:

advanCed auditing

3 s.h.

ACTG 650:

theory oF aCCounts

3 s.h.

ACTG 652:

advanCed Cost and Managerial aCCounting

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.
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.
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.
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.
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.
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.
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.
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.

Business Administration

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.
Examines the principles and procedures for collecting, recording, summarizing, and reporting financial information.

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.
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).
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.
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.

Clarion University of Pennsylvania

ACTG 653:

27

Federal tax researCh and praCtiCe

3 s.h.

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
BSAD 501:

eConoMiCs and Business statistiCs

2 s.h.

BSAD 503:

quantitative analysis For Business deCisions

3 s.h.

BSAD 540:

legal environMent and ethiCal ConduCt oF Business

3 s.h.

BSAD 637:

Multinational Business seMinar

3-6 s.h.

BSAD 661:

gloBal environMent oF Business

3 s.h.

BSAD 690:

strategiC ManageMent and Business poliCy

3 s.h.

BSAD 699:

speCial proBleMs

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.
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.
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.

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.
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.

(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.

Economics Courses
ECON 461:

international FinanCial eConoMiCs and Capital Markets

3 s.h.

ECON 470:

Business CyCles and ForeCasting

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.
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. Note: Cannot be taken for credit after the
completion of ECON 570.

Business Administration

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.

28

Clarion University of Pennsylvania

ECON 490:

history oF eConoMiC thought

3 s.h.

ECON 500:

prinCiples oF eConoMiCs

2 s.h.

ECON 510:

advanCed Managerial eConoMiCs

3 s.h.

ECON 570:

eConoMiC and Business ForeCasting

3 s.h.

ECON 600:

independent study

3 s.h.

ECON 611:

advanCed MiCroeConoMiC analysis For Business deCisions

3 s.h.

ECON 612:

advanCed MaCroeConoMiC analysis

3 s.h.

ECON 699:

speCial topiCs

3 s.h.

FIN/ACTG 463:

tax planning

3 s.h.

FIN 471:

FinanCial proBleMs

3 s.h.

FIN 476:

portFolio theory and ManageMent

3 s.h.

FIN 480:

Multinational FinanCial ManageMent

3 s.h.

FIN 500:

FinanCial ManageMent

2 s.h.

FIN 570:

Managerial FinanCe

3 s.h.

FIN 671:

FinanCial theory and praCtiCe

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.
An accelerated combination of ECON 211 and ECON 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.
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.
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.
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.
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.
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.
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

Business Administration

A survey course to acquaint students with tax-planning techniques which can be used to accomplish an individual’s financial
goals. An understanding of financial position, cash flow and income, gift and estate tax matters enables the student to suggest
actions that fit the individual’s financial priorities. Prerequisite: ACTG 353.
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.
Examines modern portfolio theory and its application to investment strategies; study of options and future markets;
investigation of market efficiency. Prerequisite: FIN 376.
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.
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.
A study of financial management approaches to evaluating complex alternatives for using available resources in both a
domestic and a multinational context. Prerequisites: ACTG 251 or ACTG 500, and FIN 370 or FIN 500.
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.

Clarion University of Pennsylvania

FIN 676:

investMent and ManageMent

29

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
MGMT 420:

operations researCh

3 s.h.

MGMT 423:

Business, soCiety, and Corporate ConduCt

3 s.h.

MGMT 427:

entrepreneurial leadership seMinar

3 s.h.

MGMT 428:

entrepreneurship

3 s.h.

MGMT 470:

projeCt ManageMent

3 s.h.

MGMT 483:

CoMpensation ManageMent

3 s.h.

MGMT 485:

laBor relations and puBliC poliCy

3 s.h.

MGMT 486:

oCCupational saFety ManageMent

3 s.h.

MGMT 500:

ManageMent theory and praCtiCe

2 s.h.

MGMT 521:

leadership and organization

3 s.h.

MGMT 621:

huMan resourCes ManageMent

3 s.h.

MGMT 622:

Business operations in a Multi-national environMent

3 s.h.

MGMT 625:

laBor arBitration/negotiation

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.
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.
“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.
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.
Introduces students to basic project management concepts and reinforces those concepts through the use of project
management software. Provides students with the knowledge and skills necessary to plan, organize, and control information
technology projects. Key topics include monitoring and controlling schedules, progress reporting, risk management, quality
management, cost management as well as contracting and procurement. Prerequisite: MGMT 320.
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.
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.

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.
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.
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.
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.
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.

Business Administration

Provides students with information concerning management techniques, government regulation, and safety and health
program development within organizational settings. Prerequisite: MGMT 320.

30

Clarion University of Pennsylvania

MGMT 626:

operations ManageMent and inForMation systeMs

3 s.h.

MGMT 650:

quality ManageMent

3 s.h.

MKTG 461:

Marketing researCh

3 s.h.

MKTG 462:

personal selling and sales ManageMent

3 s.h.

MKTG 465:

Marketing proBleMs

3 s.h.

MKTG 468:

Buyer Behavior

3 s.h.

MKTG 469:

International Marketing

3 s.h.

MKTG 491:

e-Marketing

3 s.h.

MKTG 500:

prinCiples oF Marketing

2 s.h.

MKTG 560:

Marketing deCision Making

3 s.h.

MKTG 562:

Channels oF distriBution

3 s.h.

MKTG 604:

Marketing researCh

3 s.h.

MKTG 661:

Marketing strategy

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.
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.

Marketing Courses

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.
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.
E-marketing topics are discussed. Prerequisite: MKTG 360.
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.

Examines theories, models, recent research, and research techniques in buyer motivation, decision making, and buyerseller interaction, including consumer buyers, business and organizational buyers. Includes traditional consumer marketing,
business-to-business marketing, and e-marketing issues. Prerequisites: MKTG 360 and PSY 211 or permission of the instructor.
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.

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.

Business Administration

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.
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.
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
e-marketing systems. Prerequisite: MKTG 360.
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.
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.

Clarion University of Pennsylvania

31

Master of

Education Degrees
College of Education
and Human Services
Department of Education
Graduate Faculty

Professors: B. Brancato, J. Brown,S. Courson, J.
McCullough,
B. Smith, D. Ellermeyer
Associate Professors: L. Bonnett, G. Goodman, S. Heeter,
M. Howe, P. Kolencik, B. Maguire, J. McCullough,
K. Murphy, J. Smrekar
Assistant Professors: C. Matthews,

M.Ed. in Education

Sonja Heeter Ph.D.,
Graduate Program Coordinator
111 Stevens Hall
Telephone: 814-393-2385
E-mail: sheeter@clarion.edu
www.clarion.edu/education

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.

32

Admission Requirements

Education

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 six 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 or Ech 501 ................3 s.h.
Curriculum—ED 523: currIculum DEvEloPmEnT
anD EvaluaTIon or Ech 502 ........................................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 502:
crEaTIvE rEsPonsE To conflIcT .............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 517:
EDucaTIonal comPuTEr aPPlIcaTIons ...3 s.h.
ED 521:
InsTrucTIonal lEaDErshIP skIlls ..........3 s.h.
ED 526:
socIology of EDucaTIon ........................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 544:
classroom assEssmEnT for lEarnIng ...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.

Clarion University of Pennsylvania

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 500: conTEmPorary IssuEs In
sPEcIal EDucaTIon .................................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
early cHildHood concentration .............................. 12 s.h.
Core Courses:
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.
Ech 512: lEaDErshIP In Early chIlDhooD
EDucaTIon anD carE .............................3 s.h.
ED 534:
WorkshoP In EDucaTIon—with
permission of academic advisor ............3 s.h.
ED 565:
rEaDIng anD languagE arTs In Early
chIlDhooD .............................................3 s.h.
ED 599:
sPEcIal ToPIcs In EDucaTIon—with
permission of academic advisor
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.
ED 599:
sPEcIal ToPIcs In EDucaTIon—with
permission of academic advisor
ls 540:
mulTIculTural sourcEs anD sErvIcEs
for EDucaTors & lIbrarIans ................3 s.h.

ls 551:
ls 555:
ls 577:
ls 583:

sToryTEllIng .........................................3 s.h.
hIsTory of chIlDrEn’s lITEraTurE........3 s.h.
lIbrarIEs, lITEraTurE, anD ThE chIlD ...3 s.h.
lIbrarIEs, lITEraTurE, anD
young aDulTs........................................3 s.h.
sPED 580: sPEcIal rEaDIng InsTrucTIon ................3 s.h.
Additional courses as approved by advisor

matHematics concentration .................................... 21 s.H.
Specialization Courses .......................................15 s.h.
* maED 501: TEachIng sEconDary maThEmaTIcs ......3 s.h.
* maED 551: algEbra/numbEr ThEory for
TEachErs ..............................................3 s.h.
* maED 556: rEsEarch In maThEmaTIcs
TEachIng & lEarnIng ..........................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 571: analysIs for TEachErs ........................3 s.h.
*rEquIrED maTh corE
+choosE TWo of ThEsE
Elective Courses........................................................6 s.h.
# 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
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.

33

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.
ED 599:
sPEcIal ToPIcs In EDucaTIon—with
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: DEvEloPIng IT InfrasTrucTurE .....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.
sPan 540: hIsPanIc fIlm .......................................3 s.h.
sPan 561: suPErvIsED rEaDIngs In hIsPanIc
lITEraTurE............................................3 s.h.
ED 439:
mEThoDs of TEachIng anD
EvaluaTIng WorlD languagEs ...........3 s.h.
fr 417:
frEnch languagE anD culTurE
ImmErsIon .............................................3 s.h.
fr 501:
sPEcIal ToPIcs In frEnch lITEraTurE
anD culTurE .........................................3 s.h.
fr 551:
aDvancED suPErvIsED rEaDIngs In
frEnch lITEraTurE ...............................3 s.h.
fr 557:
aDvancED frEnch lInguIsTIc anD
culTural ImmErsIon ............................3 s.h.
gEr 501:
sPEcIal ToPIcs In gErman lITEraTurE
anD culTurE .........................................3 s.h.
gEr 551:
aDvancED suPErvIsED rEaDIngs In
gErman lITEraTurE..............................3 s.h.
gEr 557:
aDvancED gErman lInguIsTIc anD
culTural 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.

Graduation Requirements

Students must complete 30 credit hours (33 credits
for mathematics concentration) of required and advisor
approved elective courses with a cumulative quality-point
average of 3.00/4.00. Additionally, students are required
to complete an online professional portfolio presentation
or thesis defense.

Education

Clarion University of Pennsylvania

34

Clarion University of Pennsylvania

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

Education

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:
ED 563:
ED 564:
ED 567:

InTroDucTIon To rEsEarch ....................... 3 s.h.
rEaDIng PEDagogy.................................... 3 s.h.
EvIDEncE-basED lITEracy InsTrucTIon ..... 3 s.h.
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.

Job Search Assistance

Typically, graduate program candidates are already
involved in professional careers that are being enhanced
by the graduate studies. For students who are seeking
employment, the faculty and the university Career
Services Center provides job search assistance.

Graduate Assistantships

A limited number of graduate assistantships are
granted for 10 and/or 20 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.

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:
• 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.

Program of Study

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

Clarion University of Pennsylvania

35

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 (21 credits)
Take all six courses:
ED 520: InTroDucTIon To rEsEarch ...............................3 cr.
ED 617: aDvancED EDucaTIonal TEchnology ...............3 cr.
MMAJ 558: socIETy, laW, anD mEDIa
TEchnology ...............................................................3 cr.
ED/cIs 649: EDucaTIonal TEchnology lEaDErshIP........3 cr.
ED 620: InTErnET aPPlIcaTIons for EDucaTors ..............3 cr.
ED/mmaJ 540: PrIncIPlEs of InsTrucTIonal
DEsIgn In EDucaTIonal TEchnology ..........................3 cr.
mmaJ/cIs 651: DEPloyIng InformaTIonal
TEchnology InfrasTrucTurE .....................................3 cr.
Elective Courses (3 credits)
Choose two courses:
ls 540: mulTIculTural lIbrary sErvIcEs
anD sourcEs ..............................................................3 cr.
ls 589: nEW TEchnology for TEachErs ........................3 cr.
mmaJ 548: mEDIa sTraTEgIEs for DIsTancE comm. .....3 cr.
mmaJ/cIs 650: aDvancED TEchnology
aPPlIcaTIons**...........................................................3 cr.
ls 529: InsTrucTIonal sTraTEgIEs for lIbrarIans
anD EDucaTors*** .....................................................3 cr.
* Candidates without teaching certification must take:
ED 522: analysIs of TEachIng .......................................3 cr.
ED 523: currIculum DEvEloPmEnT
anD EvaluaTIon ..........................................................3 cr.
ED 350 or 505: TEachIng EnglIsh languagE
lEarnErs ....................................................................3 cr.
sPED 418: ExcEPTIonalITIEs In ThE rEgular
classroom .................................................................3 cr.
sPED 442: DIffErEnTIaTED InsTrucTIon/InclusIvE
sETTIngs .....................................................................3 cr.
sPED 441: TEachIng sTuDEnTs WITh DIsabIlITIEs
In sEc .........................................................................3 cr.
* Candidates without technology expertise must take:
ED 517: EDucaTIonal comPuTEr
aPPlIcaTIons...............................................................3 cr.

**Not offered online
***Only appropriate for candidates without teaching certification

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

Clarion University’s Graduate Childhood Certification
Program offers web-based graduate courses to those who
currently hold Pennsylvania Elementary certification that
will allow them to earn Pennsylvania Early Childhood
Certification. The courses are designed to facilitate
participants’ knowledge, skills and dispositions that will
enable them to effectively interact with and guide the
learning of young children and their families and has been
approved by the Pennsylvania Department of Education.
The program currently consists of five online graduate
courses and the Praxis II exam in Early Childhood.
The graduate courses that will make up the Graduate
Early Childhood Certification program are part of the
Master of Education with a concentration in Early
Childhood Education program. The courses are designed
to address the five standards of the National Association
fort the Education of Young Children and the Pennsylvania
Early Learning Standards. Those who complete this
program may choose to continue on for the Master of
Education degree.

vProgram Requirements:

• ECH 501: Early Childhood Curriculum and
Instruction
• ECH 502: Early Childhood Curriculum and
Assessment
• ECH 505: The Healthy Infant, Toddler, and
Young Child
• ED 565: Reading and Language Arts in Early
Childhood
• ECH 510: Leadership in Early Childhood
Education

Admission Requirements and application:

The program will enroll only those who currently
possess Pennsylvania Elementary Certification. These
teachers will have met the Pennsylvania teaching
competencies and will have completed student teaching.
They are not required to student teach again to earn
teaching certification in Early Childhood through this
program. They will be required to pass he Praxis II
exam in Early Childhood before Clarion University will
recommend them to PDE for certification.
To apply, the candidate must apply for admission to
the online at the Clarion University Graduate School,
and provide a copy of their Pennsylvania Elementary
Certificate and bachelor’s degree transcript with
their graduate admission package. Also required is
documentation of current (within one year) Pennsylvania
Act 33 and Act 34 clearances and FBI clearance along with
verification of a valid health examination and negative
Tuberculin test and proof of $1,000,000 liability insurance.
NOTE: Candidates may be subject to program
adjustments to meet any new PDE regulations.

Education

Graduate Early Childhood
Certification Program

36

Clarion University of Pennsylvania

Master of Education Courses

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. Any 400-level courses taken for undergraduate credit cannot
be repeated for graduate credit. NOTE: ED 523, ED 544, and SPED 500 meet PDE requirements for Level I to Level
II conversion.

Pre-K–4th Grade (Early Childhood) Courses
ECH 413:

interaCtions in early Childhood settings

3 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.

ECH 512:

supporting Children in hoMes, sChools, and CoMMunities

3 s. h.

ED 403:

Field experienCe and Methods in environMental eduCation

3 s.h.

ED 414:

volunteers For literaCy

3 s.h.

ED 501:

seMinar in CritiCal eduCational issues

3 s.h.

ED 502:

Creative response to ConFliCt

3 s.h.

ED 505:

teaChing Content to english language learners

3 s.h.

Explores knowledge and skills needed to be a leader in early childhood. Emphasis will be placed on developing and
managing a caring learning environment that enhances positive interactions among children, parents, staff, instructional teams,
and community members. Grant writing, advocacy ethics of professionalism will also be explored. Field experience will consist
of a “Stand for Children” advocacy project.

Education

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.
Early Childhood Curriculum and Assessment focuses 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.
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.
Leadership in Early Childhood Education and Care explores and develops 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.
This course will examine the factors in families and society that influence young children as they grow. Students will
review data and current trends and identify successful models for supporting children and families. Various cultures, family
forms, learning styles, and physical and mental abilities will be studied. Emphasis will be placed on collaboration between
schools, home, and communities.

Education Courses

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.
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.
Examines the current critical educational issues with special emphasis on school funding, legal issues, gender equity,
curriculum and cultural issues, and school reform.
A study of 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.
Introduces participants to background, methods, and strategies needed to effectively teach content to English language
learners. Explores the importance of native language support in achieving academic success and the teacher’s role in building

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37

a safe classroom where diversity of languages and cultures are welcomed and encouraged. Requires active participation
through class discussion, evaluation, and development of materials and instructional plans. Prerequisite: ED 524 or equivalent.

ED 506:

gender issues in eduCation

3 s.h.

ED 509:

oBservations and analysis oF the urBan ClassrooM

3 s.h.

ED 517:

eduCational CoMputer appliCations

3 s.h.

ED 520:

introduCtion to researCh

3 s.h.

ED 521:

instruCtional leadership skills

3 s.h.

ED 522:

analysis oF teaChing

3 s.h.

ED 523:

CurriCuluM developMent and evaluation

3 s.h.

ED 524:

Foundations in eduCation

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.

teaChing seCondary soCial studies

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.

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
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.
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.
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.
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.

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.
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.
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.
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:

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.)

Education

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.

38

Clarion University of Pennsylvania

ED 532:

teaChing seCondary sCienCe For understanding

3 s.h.

ED 533:

reCent developMents in eleMentary soCial studies

3 s.h.

ED 534:

Workshop in eduCation

3 s.h.

ED 537:

strategies and proBleMs oF teaChing eleMentary sChool MatheMatiCs 3 s.h.

ED/MMAJ 540:

prinCiples oF instruCtional design in eduCational teChnology

3 s.h.

ED 554:

graduate CertiFiCation praCtiCuM

6 s.h.

ED 558:

praCtiCuM seMinar

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 567:

seCondary, College, and Content area reading instruCtion

3 s.h.

ED 568:

language and literaCy

3 s.h.

ED 569:

assessMent oF literaCy

3 s.h.

ED 570:

praCtiCuM i: analysis

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.
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.
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.

Education

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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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39

ED 571:

praCtiCuM ii: instruCtion

3 s.h.

ED 574:

reading prograM organization, adMinistration, and supervision

3 s.h.

ED 575:

seMinar in Children’s literature

3 s.h.

advanCed seMinar in reading and literaCy

3 s.h.

proFessional seMinar

3 s.h.

ED 599:

speCial topiCs in eduCation

1-3 s.h.

ED 600:
ED 617:

researCh
advanCed eduCational teChnology

3-6 s.h.
3 s.h.

ED 620:

internet appliCations in the k-12 ClassrooM

3 s.h.

ED/CIS 649:

eduCational teChnology leadership

3 s.h.

ED 701:

thesis

3 s.h.

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.

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.

ED 576:
ED 578:

The study and evaluation of research and current reports on reading education issues. Prerequisite: ED 560.

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
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.
Examines current topics and issues in education. Topics, announced in advance, focus on the needs and interests of
educators.
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.
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.
Involves a survey of various theories, models, and styles of leadership, followed by the application of leadership skills in
teacher-pupil, teacher-colleague, and 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.
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

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.

40

Clarion University of Pennsylvania

Mathematics Education Courses
MAED 501:

teaChing seCondary MatheMatiCs

3 s.h.

Maed 511:

teChnology For teaChing seCondary MatheMatiCs

3 s.h.

Maed 532:

teaChing statistiCal reasoning

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 seCondary teaChers

3 s.h.

Maed 556:

researCh in MatheMatiCs teaChing and learning

3 s.h.

MAED 571:

analysis For teaChers

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.

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.
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.

Education

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.
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.
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.
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.
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.
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 TeachingSecondary Mathematics or permission of instructor.
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.
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.
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.
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.

Clarion University of Pennsylvania

Science Education Courses

41

SCED 456:

eleCtroniCs For the high sChool sCienCe teaCher

4 s.h.

SCED 463:

astronoMy: oBservation and Field studies

3 s.h.

SCED 466:

Field photography

3 s.h.

SCED 500:

seMinar 1-3 s.h.

SCED 501:

seMinar in sCienCe MisConCeptions

3 s.h.

SCED 502:

investigative teChniques and proCess approaCh to Modern sCienCe CurriCula

3 s.h.

SCED 503:

speCial topiCs oF sCienCe eduCation

1-4 s.h.

SCED 505:

investigation in the sCienCes

3 s.h.

SCED 530:

Field Biology

3 s.h.

SCED 531:

Field Botany

3 s.h.

SCED 532:

Field ornithology

3 s.h.

SCED 534:

Field zoology

3 s.h.

SCED 535:

Field eCology

3 s.h.

SCED 536:

CheMistry

3 s.h.

SCED 537:

physiCs

3 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.

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.
Current topics in science education. May be repeated (as topics vary) up to nine credits. On demand.

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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

Education

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.

42

Clarion University of Pennsylvania

SCED 538:

sCienCe CurriCuluM

3 s.h.

SCED 539:

resourCes and Materials

3 s.h.

SCED 540:

supervision oF sCienCe teaChing

3 s.h.

SCED 541:

sCienCe speCialist internship in teaChing and supervision

1-4 s.h.

SCED 550:

astronoMy

3 s.h.

SCED 551:

geology

3 s.h.

SCED 552:

geoMorphology

3 s.h.

SCED 553:

Meteorology

3 s.h.

SCED 554:

reCent advanCes in sCienCes

3 s.h.

SCED 555:

history oF sCienCe

3 s.h.

SCED 556:

researCh grant Writing For sCienCe eduCation

3 s.h.

SCED 560:

sCienCe CurriCuluM in the Middle and junior high sChool

3 s.h.

SCED 561:

Modern astronoMy

1 s.h.

SCED 562:

topiCs in CosMology

1 s.h.

SCED 563:

deMonstrations and projeCts in astronoMy

3 s.h.

SCED 566:

advanCed Field photography

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.
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.
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.

Education

Gives practical experiences in working with teachers and children as a specialist in science teaching, supervising, and
assisting in curriculum work. On demand.
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.
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.
A study of the interaction between humans and the physical environment as it is related to elementary and secondary
school science. On demand.
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.
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.
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.
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.
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.
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.
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.
Emphasizes the selection and preparation of demonstrations and projects in astronomy for teachers of elementary and
secondary schools. Summer, on demand.
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.

Clarion University of Pennsylvania

43

SCED 567:

slide prograM developMent

3 s.h.

SCED 570:

loCal sChool CurriCuluM developMent in sCienCe

3 s.h.

SCED 571:

prograM For iMproving eleMentary sCienCe (pies)

3 s.h.

SCED 572:

prograM For enhanCing eduCational leadership in sCienCe (peels)

1 s.h.

SCED 573:

Creative integration oF sCienCe in eleMentary eduCation (Cisee)

3 s.h.

SCED 574:

sCienCe and soFtWare For eleMentary teaChers

2 s.h.

SCED 575:

Career orientation in sCienCe and teChnology (Cost)

3 s.h.

SCED 576:

sCienCe teChnology and soCiety: topiCs For teaChers

3 s.h.

SCED 577:

MiCroCoMputers sCienCe laBoratory interFaCe

1 s.h.

SCED 578:

inForMation teChnology eduCation For the CoMMonWealth (iteC i)

3 s.h.

SCED 579:

inForMation teChnology eduCation For the CoMMonWealth (iteC ii)

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.

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.
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.
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.
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.
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.
Interdisciplinary course designed to acquaint students with information, curricula and teaching methodologies appropriate
for integrating STS topics into science and social studies instruction. Includes topics in natures of science, history of science,
history of technology, ethical decision-making and the influence of changes in science and technology upon society. Required
for all secondary science and social studies education majors. Spring Semester.
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.
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.
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.

Education

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.

44

Clarion University of Pennsylvania

SCED 585:

planetariuM operation and ManageMent

3 s.h.

SCED 600:

researCh projeCt in sCienCe eduCation

1-3 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.
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

Education

ED 439:

seCond language aCquisition and Methods oF teaChing

FR 417:

FrenCh literature and Culture in an iMMersion setting

3 s.h.

FR 501:

speCial topiCs in FrenCh literature and Culture

3 s.h.

advanCed supervised readings in FrenCh literature

3 s.h.

advanCed FrenCh linguistiC and Cultural iMMersion

3 s.h.

GER 501:

speCial topiCs in gerMan literature and Culture

3 s.h.

GER 551:

advanCed supervised readings in gerMan literature

3 s.h.

GER 557:

advanCed gerMan linguistiC and Cultural iMMersion

3 s.h.

SPAN 417:

spanish language and Cultural iMMersion

3 s.h.

SPAN 501:

speCial topiCs in hispaniC language and Culture

3 s.h.

SPAN 540:

hispaniC FilM

3 s.h.

SPAN 561:

supervised readings in hispaniC literature

3 s.h.

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.

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.
In-depth examination of contemporary French and Francophone literary and cultural issues. May be taken up to three
times for credit, provided that different topics are offered. Course taught in French.

FR 551:
FR 557:

Selected readings determined by the needs and interests of the individual student.

Two weeks of intensive onloine instruction on French culture and civilization, prior to a two-week trip to France. During
this “immersion” period, students will visit places of historical and cultural interest in the country, receive lectures on the
historical, cultural, artistic, and literary importance of the sites visited, and conduct as much of their daily routines in French
as possible. Course offered to graduate students.
In-depth examination of contemporary German literary and cultural issues. May be taken up to three times for credit,
provided that different topics are offered. Course taught in German.
Selected readings determined by the needs and interests of the individual student.

Two weeks of intensive online instruction on German culture and civilization, prior to a two-week trip to a Germanspeaking country. During this “immersion” period, students will visit places of historical and cultural interest in the country,
receive lectures on the historical, cultural, artistic, and literary importance of the sites visited, and conduct as much of their
daily routines in German as possible. Course offered to graduate students and undergraduates.
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, and conduct as much of their daily routines in Spanish as possible. Course
offered to graduate students and undergraduates.
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.
Examines major Spanish and Latin American films. The course offers a special and important perspective to approach
the contemporary history and culture of Hispanic countries. Students are encouraged to develop an awareness of differences
between Hispanic and Anglo-American cultures. Course is taught in Spanish.
Selected readings determined by the needs and interests of the individual student.

Clarion University of Pennsylvania

45

Master of Science Degree in

Library Science
Department of Library Science
J. Krueger, Ed.D., Chair
209 Carlson Library
Telephone: 866-272-5612
E-mail: jkrueger@clarion.edu
www/clarion.edu/libsci

Graduate Faculty

Professors: W. Buchanan, M. Harhai, A. Miller
Associate Professors: L. Lillard, J. Maccaferri
Assistant Professor: R. Clark, K. Cook,C. Gardner,
Y. Ha, 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
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

Library Science

College of Education
and Human Services

46

Clarion University of Pennsylvania

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
Pennsylvania 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 412 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 new test
equivalent; or
4. a graduate degree in another discipline with an
overall QPA of at least 3.00.
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 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 QPA
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.

Library Science

Procedure

Students may begin their studies any semester however
to complete the program in one year on campus requires
Fall Semester start. All students must enroll in LS 504,
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
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.

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 573), one
management course (LS 532 or 534), and five
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.

Clarion University of Pennsylvania

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 12 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 500, 501, 502, 504, 529,
532, 550, 577, 583, 589, and one elective course.

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, Pa., 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.
The department also offers a joint MSLS/MA
in Applied History program in cooperation with
Shippensburg University. Students must be accepted by
each instruction through a separate applications process
at teach university. Students enrolled in the joint program
will receive a six-hour (two-course) reduction in total
hours required for the two degrees.

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 15 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 ALA-accredited master’s degree in library
science, completed university application for admission
form and recommendation forms, and the 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 non-degree
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 application fee. Further
information is available from the Graduate Studies office.

Distance Education

As part of its commitment to meeting the needs of
all residents of the commonwealth of Pennsylvania, the
Department of Library Science offers an online program
that utilizes various Web-based delivery techniques. The
program consists of the same MSLS graduate courses as
the on campus program at Clarion University and students
plan a cohesive course study with their faculty advisor.
See www.clarion.edu/libsci for current program offerings.
These courses may be taken part of the MSLS, the
Certificate of Advanced Studies program, or individually
for continuing education progress.

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
• The Helen Ferry Shields Scholarship
Scholarship application deadlines are announced
through the department’s list serv. 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 to register for classes each semester. At
any time, a student may ask for a different advisor having
greater expertise and experience in the student’s area of

Library Science

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

47

48

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, contact your advisor.

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 is a smart classroom with
additional ITV equipment. Students have ready access to
a variety of Web-based resources through the department’s
computer laboratory.

Current Studies in Librarianship

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 Office of
Graduate Programs under the co-editorship of Dr. James
T. Maccaferri, Dr. Karen Cook, and Dr. Rhonda Clark.
Current Studies in Librarianship is indexed by Library
and Information Science Abstracts (LISA) and Library
Literature and Information Science.

Beta Phi Mu International Library Science
Honor Society

Library Science

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.

Clarion University of Pennsylvania

Opportunities for Service

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.

Career Outlook

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 department
webpage.
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..

Clarion University of Pennsylvania

49

Library Science Courses
ls 500:

inForMation sourCes and serviCes

3 s.h.

ls 501:

developing liBrary ColleCtions

3 s.h.

ls 502:

Cataloging and ClassiFiCation

3 s.h.

ls 504:

introduCtion to the inForMation proFessions

3 s.h.

ls 529

instruCtional strategies For liBrarians and inForMation proFessionals

3 s.h.

ls 532:

ManageMent oF sChool liBrary Media Centers

3 s.h.

ls 534

adMinistration and ManageMent oF liBraries

3 s.h.

ls 535

adMinistration and ManageMent oF liBraries

3 s.h.

ls 536

speCial ColleCtion representation and reCords ManageMent

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.
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.
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.
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.
Prepares students with various approaches for integrating information literacy and resources into instruction in libraries
and information centers; examines information literacy standards and guidelines, such as those from AASL and ACRL, for
application in all types of libraries and centers; reviews various instructional strategies, techniques, and resources, such as
Web-based tutorials and thematic webpages, for implementation in programs
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.
A study of managerial principles as they apply to libraries. Topics include, but are not limited to, planning, organizing,
influencing and controlling the human, financial, physical and informational resources of libraries. Emphasis is placed on
monitoring new trends in library facilities with regard to library functions. Prerequisite: LS 504
Introduction to the principles of archival theory as practiced in small repositories, including libraries and local historical
societies. Appraisal, arrangement, and description, and interpretation of materials are covered. Includes a field experience.
Course introduces students to detailed representation of special and local collections in library settings. Students will
examine competing methods for representing such collections, including electronic records will be covered. Students will
produce a sample finding aid or other representation. Pre-requisite: LS 535

LS 537 sCholarly and proFessional puBlishing

3 s.h.

LS 540:

MultiCultural sourCes and serviCes For eduCators and liBrarians

3 s.h.

LS 550:

introduCtion to researCh in liBrary sCienCe

3 s.h.

LS 552:

advanCed Cataloging and ClassiFiCation

3 s.h.

This course will center on the topic of scholarly and professional communication and publishing. It involves the study of
the traditional nature for communicating research and information and examines the recent trends concerning this practice.
Different ways for the dissemination of research and information and open access initiatives by publishers, university presses,
and scholarly and professional organizations will be examined. The library’s role in fostering this process is emphasized.

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.
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.

Library Science

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.

50

Clarion University of Pennsylvania

LS 555:

history oF Children’s literature

3 s.h.

LS 556:

BiBliography oF the sCienCes

3 s.h.

LS 557:

BiBliography oF the soCial sCienCes

3 s.h.

LS 558:

BiBliography oF the huManities

3 s.h.

LS 562:

governMent doCuMents

3 s.h.

LS 568:

history oF Books and printing

3 s.h.

LS 569:

ManageMent oF teChniCal aCCess serviCes

3 s.h.

LS 570:

internship in liBrarianship

3 or 6 s.h.

LS 572

laW in liBraries

LS 573

integrated teChnologies in liBraries

3 s.h.

LS 574:

online inForMation retrieval

3 s.h.

LS 575

digital liBraries

3s.h.

LS 576:

speCial topiC in liBrarianship

3 s.h.

LS 577:

liBraries, literature, and the Child

3 s.h.

Survey of the history and development of children’s literature from the Anglo-Saxon period in England through the 19th
century. Biennially.
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.
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.
Survey of the literature and practice of librarianship in the humanities, including art, literature, music, philosophy, and
religion. Prerequisite: LS 500.
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.
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.
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.
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.
Addresses the legal and ethical concepts and issues related to librarianship. Topics include employment law, intellectual
property, civil rights, social responsibility, intellectual freedom, and privacy law particularly as they relate to libraries. Ethics,
values and foundational principles of the library and information professions are covered. Prerequisite: LS 504
A survey of integrated technologies for libraries examined through case studies, product reviews, and library marketplace
reports; topics included, but not limited to, are the interface design of the OPAC, enhanced searching applications, technical
services modules, electronic resource management systems, OpenURL and federated searching applications, and overall
requirements for public access and use of integrated systems. Web-based information retrieval is explored and discussed.
Prerequisite: LS 504.
Web-based information retrieval is explored and discussed. A variety of search engines, strategies, and protocols are
examined and compared. Prerequisite: LS 504.
A seminar approach is used to provide an overview of topics concerning digital libraries, including, but not limited to,
organization and structure, programming interoperability and metadata standards, project management, intellectual property
rights, and various interface applications. Students are expected to examine topics of interest concerning digital libraries,
culminating in the preparation of a term project. Prerequisite: LS 504

Library Science

In-depth discussion, study and research of a topic related to the role of the library in responding to social issues, new
service areas, or emerging problems areas. Typical course topics represent the broad areas of professional ethics, intellectual
property, electronic publishing, open access initiatives, information management, information security, and the international
community. A maximum of six credit hours may be applied to graduation.
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.

Clarion University of Pennsylvania

51

LS 578:

the rural puBliC liBrary in an urBan environMent

3 s.h.

LS 579:

issues in urBan liBrarianship

3 s.h.

LS 580:

liBrary Marketing and the CoMMunity

3 s.h.

LS 582:

eleCtroniC and Continuing resourCes

3 s.h.

LS 583:

liBraries, literature, and young adults

3 s.h.

LS 587:

indexing and aBstraCting

3 s.h.

LS 588:

preservation and Conservation oF liBrary Materials

3 s.h.

LS 589:

neW teChnology For eduCators

3 s.h.

LS 590

gloBal perspeCtives in liBrarianship

3 s.h.

LS 591:

Business reFerenCes sourCes and serviCes

3 s.h.

LS 600:

independent study/seMinar

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.
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.
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.
Examines the organization and management of electric resources and print/online continuing publications, such as journals,
annuals, etc.; highlights issues surrounding subscriptions, licensing, access, and ownership of materials. Prerequisites: LS
501, 502.
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.
In-depth survey and hands-on development of documents surrogates, including annotations, abstracts, precis, and other
forms of indexing.
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.
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.
A study of libraries and librarianship throughout the world with an in depth focus in selected countries; emphasis is placed
on library education and issues related to culture, technological advances, economics, and politics; the role and impact of
professional organizations on libraries and library education worldwide is examined.
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.

Library Science

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.

52

Clarion University of Pennsylvania

Online Master of Science Degree in

Mass Media Arts
and Journalism
College of Arts and Sciences
Department of Communication
Myrna Kuehn, Ph.D., Chair
130 Becker Hall
Telephone: 814-393-2286
E-mail:kuehn@clarion.edu
www.clarion.edu

Mass Media Arts
and Journalism

Graduate Faculty

Professors: M. Kuehn, S. Kuehn
Associate Professors: A. Lingwall, J. Washington, H. J. Yang
Assistant Professors: M. Crespo, L. Miller, N. O’Neil,
M. Torres

Program Objectives

In the 21st century, an advanced degree is a prerequisite
for the best jobs in the communications marketplace.
The Online Master of Science in Mass Media Arts
and Journalism at Clarion University will enhance
your intellectual and practical skills, and boost your
marketability in this fast-growing career field.
Offered through Clarion University’s Virtual Campus,
this 36-credit program is designed for individuals pursuing
careers in public relations, corporate communication,
media management, journalism, and other mass mediarelated fields. It also provides a solid foundation for
graduates seeking to enter doctoral programs.
Through the Online Master of Science in Mass Media
Arts and Journalism program, you can earn your graduate
degree in approximately two years. The program is

Clarion University of Pennsylvania

Admission Requirements

Graduate Studies admission requirements apply with
the following additions:
• Applicants for full admission must have earned 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 4.0 scale
and a scaled score of 400 or above is achieved on the
Miller Analogies Test or a combined GRE (Graduate
Record Examination) score of 1,000, or as of August
1, 2011, 300 on the quantitative and verbal sections.
Degree status may be obtained upon completion of
12 semester hours with a minimum of 3.0 average.
• All applicants must submit a statement of purpose.
• All applicants must have access to a computer with
reliable Internet capability.
• For non-native applicants: submit TOEFL scores of
600 or above.
• Individuals with disabilities are encouraged to meet
with the department chair before admission to the
program.

Degree Requirements

To fulfill the degree requirements for graduation,
students must complete 36 semester hours, including
required courses, with a QPA of 3.0 or better on a 4.0
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 experiences 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.

Requirements for Graduation

The following courses are required of all students
graduating with a Master of Science in Mass Media Arts
and Journalism degree.

mmaJ 525: mass communIcaTIon ThEory .....................3 s.h.
mmaJ 548: mEDIa sTraTEgIEs for
DIsTancE communIcaTIon ............................................3 s.h.
mmaJ 551: PublIc rElaTIons founDaTIons ....................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.
or
mmaJ 642: aDvancED PublIc rElaTIons WrITIng ..........3 s.h.

Choose one:
mmaJ or cmsT 500/600 lEvEl coursE
In focusED arEa of InTErEsT.........................................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.
No comprehensive exam is required.
ElEcTIvEs ..........................................................................6 s.h.
ToTal ..............................................................................36 s.h.

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 Communication. Committee members
must have graduate faculty status.

Electives

Select from among 400/600 level MMAJ or CMST
graduate courses; only one 400-level course may be taken.
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

Students are assigned an advisor upon entering the
program and may change advisors as they develop
their area of interest if so inclined. It is the student’s
responsibility to make arrangements to meet with their
advisor. In all cases, the responsibility of meeting the stated

requirements of the master’s degree lies with the student.

Graduate Assistantships

Graduate assistants are employed in the Department of
Communication in such areas as broadcasting, multimedia
production, journalism, and departmental program
management.
These assistantships usually require 10 or 20 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
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
Communication. Applications for graduate assistant
positions should be received no later than May 1.

Mass Media Arts
and Journalism

intended for busy adults who cannot travel to campus due
to distance, job commitments, or family responsibilities.

53

54

Clarion University of Pennsylvania

• have earned an overall undergraduate QPA of 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 4.0 scale
and a scaled score of 400 or above is achieved on the
Miller Analogies Test or a combined GRE (Graduate
Record Examination) score of 1,000, or as of August
1, 2011, 300 on the quantitative and verbal sections.
Degree status may be obtained upon completion of
12 semester hours with a minimum of 3.0 average.
• submit a statement of purpose.
• have access to a computer with reliable Internet
capability.
• For non-native applicants: submit TOEFL scores of
600 or above.
• Individuals with disabilities are encouraged to meet
with the department chair before admission to the
program.

Physical Facilities

The Department of Communication is housed in MarwickBoyd Fine Arts Building and Becker Hall and offers
outstanding physical facilities. In addition to modern
classrooms, students have access to:
Digital video post-production 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

The Graduate Online Certificate
in Public Relations

The graduate certificate in public relations is
a 15-credit, online graduate-level program designed
primarily for public relations professionals, business
owners, nonprofit managers, and others who have
earned bachelor’s degrees. It is intended for those who
need to update their skills or gain formal training in this
fast-growing profession. Students who complete this
program will be qualified to work as public relations assistants, managers, and executives. Coursework covers
public relations theory, media relations, writing, cases
and campaigns, professional ethics and law, leadership,
and related principles of advertising and marketing.

Admission Requirements

Individuals seeking admission to the online certificate
in public relations program must meet Graduate Studies
admission requirements and:

Requirements for Graduation

To fulfill the degree requirements for graduation,
students must complete the following required courses
with a QPA of 3.0 or better on a 4.0 scale. Passing grade
is “C” or above.

mmaJ 551: PublIc rElaTIons founDaTIons . . . . . . . . . . 3 s.h.
mmaJ 573: PublIc rElaTIons EThIcs
anD ProfEssIonal rEsPonsIbIlITy . . . . . . . . . . . . . . . . 3 s.h.
mmaJ 574: PublIc rElaTIons casEs anD camPaIgns. . . 3 s.h.
mmaJ 575: PrIncIPlEs of InTEgraTED communIcaTIon . 3 s.h.
mmaJ 642: aDvancED PublIc rElaTIons WrITIng . . . . . 3 s.h.

Students may apply all 15 certificate credits toward the
Master of Science in Mass Media Arts and Journalism
degree.

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. Any 400-level courses taken for undergraduate credit cannot be repeated for
graduate credit.

Communication Studies Courses
CMST 602:

seMinar in ConFliCt ManageMent

3 s.h.

CMST 603:

organizational CoMMuniCation

3 s.h.

CMST 604:

CoMMuniCation in instruCtional environMents

3 s.h.

Designed to help students develop strong communication skills for reacting, interacting, and intervening in conflict
situations. The course offers a summary and synthesis of research and theory on conflict that guides communication choices
for effectively responding to conflict in any environment across personal relationships, small group interactions, management
and labor, public administration, and education.

Mass Media Arts
and Journalism

Helps students develop communication skills that enable them to become change masters in the organizations of which
they are a part. Students will learn an analytical framework to identify key decision variables, and ways of behaving and
communicating that allow people in organizations to make and implement good decisions fast. The course introduces students
to issues such as the function of communication in organizational planning, strategy, and marketing; the role of communication
issues in collaboration and negotiation; communication leadership; managing e-mail and written communication; risk
communication; cross-cultural communication; and communication ethics. The course also introduces students to a range of
qualitative and quantitative research methods for analyzing and assessing communication in organizations.
Communication in a variety of instructional contexts, with focuses on communication skills for instructors in business,
professions, and education. Emphasis is placed on the literature, philosophies, and theories concerning instructional
communication.

Clarion University of Pennsylvania

55

Mass Media Arts and Journalism Courses
MMAJ 426:

teleCoMMuniCations poliCy

3 s.h.

MMAJ 441:

advanCed Media Writing

3 s.h.

MMAJ 442:

Broadcast neWsWriting

3 s.h.

MMAJ 443:

puBliC relations Writing

3 s.h.

MMAJ 524:

CritiCal analysis oF Mass Media

3 s.h.

MMAJ 525:

Mass CoMMuniCation theory

3 s.h.

MMAJ/ED 540:

prinCiples oF instruCtional design in eduCational teChnology

3 s.h.

MMAJ 548:

Media strategies For distanCe CoMMuniCation

3 s.h.

MMAJ 551:

puBliC relations Foundations

3 s.h.

MMAJ 558:

SoCiety, laW, and Media teChnology

3 s.h.

MMAJ 559:

ManageMent oF the CoMMuniCation proCess

3 s.h.

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 573:

puBliC relations ethiCs and proFessional responsiBility

3 s.h.

Provides a foundation in the U.S. policymaking process in telecommunications (broadcasting, cable, telephone, and the
Internet). Examines the impact of technology and social influences on policymaking and the theoretical perspectives that drive
policymaking. Prerequisite: MMAJ 100.
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.
Provides students with advanced instruction and experience in writing and reporting news for radio and television. Topics
include script types and formats, leads, writing for the eye and ear, interviewing techniques, feature writing, packages, readers
and teasers, and investigative research and reporting techniques. Prerequisite: MMAJ 140.
Provides students with advanced instruction and experience in writing for the public relations and advertising professions.
Projects include news releases, media kits, advertisements, newsletters, brochures, and webpages. Coursework also stresses
ethical and legal responsibilities of the public relations writer, research, persuasion, and visual elements of communication.
Prerequisite: MMAJ 100 or 101 and MMAJ 140.
Focuses on critical frames of analysis applied to various mass media messages, such as film, recordings, television, and
print media. Rhetorical, semiotic, ideological, and dramatistic modes of analysis are applied in historical and current media
contexts. Focus may be made on a specific medium.
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.
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.
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.
Focuses on the roles and responsibilities of public relations professionals, theories and principles of public relations,
and public relations programming. Students will work to develop knowledge, expertise, and skills that lead to professional
competence in the field. As part of their study, students will also consider the legal and ethical dimensions of public relations,
and develop a public relations writing portfolio.
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.
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.
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.

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.
Addresses the ethical and moral dimensions of the public relations practice, and prepares students to understand the
ethical responsibilities of the public relations professional. Through case studies, analysis of currents events, and hands-on
exercises, this course provides students with the knowledge and skills necessary to reach and justify ethical decisions in a
range of situations. Throughout, students work to build a sense of personal and professional responsibility in public relations.

Mass Media Arts
and Journalism

Provides an integrated introduction into graphic and photographic production techniques. Layout, design, and composition
techniques will be developed.

56

Clarion University of Pennsylvania

MMAJ 574:

puBliC relations Cases and CaMpaigns

3 s.h.

MMAJ 575:

prinCiples oF integrated CoMMuniCations

3 s.h.

MMAJ 580:

applied design and produCtion

3 s.h.

MMAJ 591:

independent study

1-2 s.h.

MMAJ 621:

Mass CoMMuniCation researCh

3 s.h.

MMAJ 641:

proFessional CoMMuniCation Writing

3 s.h.

MMAJ 642:

advanCed puBliC relations Writing

3 s.h.

MMAJ/CIS 650:

advanCed teChnology appliCations

3 s.h.

MMAJ/CIS 651:

deploying inForMation teChnology inFrastruCture

3 s.h.

Using public relations cases and campaigns as models, this course examines the development of public relations
strategies along with the tactical communications and actions that were instituted to achieve organizational goals. Public
relations programs directed toward employees, the news media, the community, the consumer, governmental officials and
agencies, stockholders, and other relevant groups are included in the course.
Examines the theories and techniques of integrated communications, including public relations, advertising, marketing,
sales promotions, and personal selling. It explores how all forms of communication work together to achieve organizational
objectives and contribute to its overall “brand.” In this course, students will also learn how to research and evaluate a
company’s marketing and promotional situation, and use this information to develop effective integrated communications
strategies and programs.
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.
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. One or two credit hours.
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.
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: MMAJ 525 and 551.
Provides advanced instruction in writing for the public relations profession. Focuses on the methodology and execution of
specific projects including news releases and media kits, crisis communication plans, backgrounders, annual reports, feature
stories, speeches and presentations, and Websites. Stresses planning and research, message strategy, and ethical and legal
responsibilities. Students will produce written pieces suitable for a professional portfolio.
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.
Focuses on the strategies involved in the provisioning and maintenance of information technology infrastructure. Provides
students with the knowledge and skills necessary to plan, organize, implement and control information technology resources.
Key topics include identifying information technology components; acquiring information systems resources, utilizing
information technology infrastructure; defining the range of information technology leadership roles; and illustrating current
best practices for managing technology assets.

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.

MMAJ 701:

internship

6 s.h.

MMAJ 702:

portFolio

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 Communication. 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.

Mass Media Arts
and Journalism

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.
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. 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.

Clarion University of Pennsylvania

57

Clarion and Edinboro Universities
Master of Science Degree in

Nursing

Debbie Ciesielka, D.Ed., M.S.N., ANP-BC
M.S.N. 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 (Edinboro), D. Kubinski (Edinboro)
Associate Professors: D. Carlson (Edinboro), D. Ciesielka
(Clarion), L. Reiser (Clarion)
Assistant Professors: A. McClune (Edinboro), C. Stiller
(Edinboro), T. White (Edinboro)

Program Description

The Master of Science in Nursing program is sponsored
jointly by Clarion and Edinboro Universities. There are
two concentration areas: family nurse practitioner (FNP)
and nurse educator (NE). The FNP concentration is
45 semester hours in length and includes 600 hours of
clinical practice. FNP graduates are prepared to provide
primary care in medically under-served areas in western
Pennsylvania and are eligible to apply to the Pennsylvania
State Board of Nursing for legal certification as certified
registered nurse practitioners (CRNP) in family health
after passing professional certification exams through
either the American Nurses Credentialing Center (ANCC)
or the American Academy of Nurse Practitioners (AANP).

58

Clarion University of Pennsylvania

Nursing

The NE concentration is 36 semester hours in length
and includes 135 hours of mentored teaching experience.
NE graduates learn to design, implement, and evaluate
instruction and are prepared to teach in diploma and
associate degree programs as well as to fill clinical
education and staff development positions in hospitals
and other health care institutions. NE graduates meet the
educational requirements to sit for the National League
for Nursing Certified Nurse Educator exam.
Courses for both program concentrations are delivered
online with the exception of clinical practica and a
limited number of skill labs and workshops. Graduates
of the program receive a joint degree granted by both
universities. Students may select one university site for
advisement and may utilize facilities and services of both
universities.
The MSN program is accredited by the National League
for Nursing Accrediting Commission (NLNAC). Students
should check the program Website for the most up-to-date
program information: www.clarion.edu/msn. Information
about program requirements and administrative matters
is also available at both universities.

Program Objectives

The Master of Science in Nursing program affords
advanced practice nurses the opportunity to develop as
expert clinicians or nurse educators, participate in shaping
health policy, and contribute to research that improves
patient care or nursing education. The nursing program
provides the foundation for a life-long process of personal
and professional growth as well as for doctoral education.
Specifically designed for the working professional, all
didactic courses are taught online. Most students study
on a part-time basis.

Program Outcomes

Graduates will:
1. 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

The admission requirements for both M.S.N.
concentrations are the following:
• Payment of the application fee.
• Evidence of an earned baccalaureate degree in
nursing from an accredited program.
• Licensure as a registered nurse in the state where
they plan to complete clinical practicum.
• An undergraduate QPA of 2.75 on a 4.0 scale or
a graduate QPA of 3.0 on a 4.0 scale (if seeking
second M.S.N. degree)
• One year of recent full-time clinical practice or
two years of part-time clinical practice (2,000
hours)
• Evidence of completion in the past five years of
a college-level statistics course with a grade of
“C” or better.

Application Deadlines

Early admission deadline— All completed
applications received by October 1 will be reviewed and
considered for early admission into the MSN program
for the upcoming fall term. Interviews will be completed
by November 1. Applicants meeting the criteria for early
admission will be notified by December 15.
Regular admission deadline—All completed
applications received by March 1 will be reviewed and
considered for regular admission into the MSN program
for the upcoming fall term. Interviews will be completed
by April 1. Applicants meeting the criteria for admission
will be notified by May 15.
Applicants meeting admission criteria are accepted
on a “space available” basis. An applicant may be placed
on a waiting list for the upcoming fall admission or for
the following fall admission. Note: Admission is highly
competitive. If seats for the upcoming fall term are
filled at the early admission deadline, there will be no
review of applications in April. Therefore, applicants
are strongly advised to apply early. For an application
and detailed instructions visit: www.clarion.edu/msn

Curriculum

The following core courses are required of all students
graduating with a Master of Science in Nursing:
* NURS 601: Advanced Concepts in
Pathophysiology ...............................
NURS 602: Pharmacologic Applications ..............
** NURS 605: Evolution of Nursing Theory ............
NURS 610: Advanced Concepts in Nursing
Research ............................................
*** NURS 614: Health Promotion: Family and
Community Perspectives ..................
NURS 615: Advanced Health Assessment ...........
NURS 616: Advanced Health Assessment
Practicum ..........................................

3 s.h.
3 s.h.
3 s.h.
3 s.h.
3 s.h.
2 s.h.
1 s.h.

59

NURS 645: Nursing and Public Policy ................. 3 s.h.
NURS 800: Scholarly Project/Thesis ................ 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 to NURS 620 and 621

Students in the nurse educator concentration take the
following additional courses:

Students in the family nurse practitioner concentration
take the following additional courses:

Degree Requirements

NURS 620:
NURS 621:
NURS 630:
NURS 631:

NURS 632:
NURS 640:
NURS 641:
NURS 750:

Clinical Decision Making I .................. 2 s.h.
Clinical Decision Making I Practicum .. 1 s.h.
Clinical Decision Making II ................. 3 s.h.
Clinical Decision Making II: Role
Seminar ................................................. 1 s.h.
Clinical Decision Making II Practicum 2 s.h.
Clinical Decision Making III ................ 3 s.h.
Clinical Decision Making III:
Role Seminar ......................................... 1 s.h.
Family Nurse Practitioner Internship 3-6 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 751: Nurse Educator Internship .................. 3-6 s.h.

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

Nursing Courses
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 & CoMMunity perspeCtives

3 s.h.

NURS 615:

advanCed health assessMent

2 s.h.

A course devoted to the study of the physiological process of disease and the body’s response to this process. It is the goal
of the course to present broad physiological principles that advanced practice nurses can apply to their clinical experiences.
Specific diseases will be used to exemplify pathophysiological concepts, and treatment is examined at the molecular level as
response to the pathophysiology. The course investigates exogenous causes of diseases, emphasizing infection, inflammation
and the immune response, as well as endogenous diseases of the nervous, endocrine, cardiovascular, hepatic, pulmonary, and
renal systems.. Offered Fall annually.
Covers principles of pharmacology as applied to advanced nursing practice. This includes drug effectiveness, mechanism
and interaction. Emphasis will be on the pharmacological action of drugs on specific organ systems and the clinical use of
,drugs in treatment of disease conditions. Emphasis will be on critical decision-making skills in the selection of drug therapy,
doses of drugs, routes of administration, and preferred therapy. This course focuses upon pharmacologic implications for the
family nurse practitioner in working with individuals across the life span. Prerequisite: NURS 601. Offered Spring annually.
Focuses on selected aspects of theory development in nursing science. Emphasis is given to the study of epistemological
issues related to the evolution of theory in nursing. Varying levels and components of theories are explored. Major strategies
for theory development including concept analysis, synthesis, and theory derivation are analyzed. Students gain experience
in critically examining major existing theoretical models. Offered Fall annually.
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 application to practice. Additionally, students will develop a proposal for an individual or group research project
that may become the foundational work for the scholarly project. Pre-requisite: NURS 605 or by permission of instructor.
Offered Spring annually and as needed.
Introduces the advanced practice nurse student to health promotion and disease prevention strategies for families and
communities. Students will explore principles of family theory, established models of family development, epidemiology,
and demography. An opportunity will be given to develop intervention plans to improve wellness based risk assessment and
knowledge of national standards of clinical preventive services. This course is a pre-requisite to all other clinical nursing
courses in the nurse practitioner concentration. Offered fFall annually.
This course builds upon the basic assessment skills of the nurse. It prepares the advanced practice nurse to conduct focused
and comprehensive health assessments of clients across the lifespan. The process of diagnostic reasoning is emphasized as
the primary means of collecting and analyzing data obtained from the client history, physical examination, and diagnostic
procedures. Two hours lecture weekly. Must be taken concurrently with NURS 616. Pre- or co-requisite: NURS 601. Offered
Fall annually and as needed.

Nursing

Clarion University of Pennsylvania

60

Clarion University of Pennsylvania

Nursing

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 675:

nursing CurriCuluM developMent

3 s.h.

Provides an opportunity for the student to implement the objectives identified in NURS 615. Students may select experiences
from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course must be taken
concurrently with NURS 615. Pre-requisite: NURS 601. Offered Fall annually and as needed.
The focus of this course is clinical data gathering skills, diagnostic reasoning, and clinical problem solving in the management
of common health problems of clients throughout the lifespan. Critical thinking skills are emphasized and honed and are
used to amplify common sense, intuition, and simple reasoning. Emphasis is placed upon the analysis and synthesis of client
data for diagnosis and for identification of appropriate nursing and other therapeutic interventions to be used by the advanced
practice nurse. This course is required as a prerequisite to all other clinical nursing courses and is to be taken concurrently
with NURS 621. Prerequisite: NURS 615/616. Spring, annually and as needed.
Provides an opportunity for the student to implement the objectives identified in NURS 620. Students may select experiences
from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course must be taken
concurrently with NURS 620. Pre-requisite: NURS 615. Offered Spring annually and as needed.
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment
of acute illness, and support for management and self-care during chronic conditions of children (birth through adolescence)
and childbearing women. All dimensions of development and the total health of the family are considered. Collaboration with
other health care providers is fostered. Three lecture hours weekly. Must be taken concurrently with NURS 631 and NURS
632. Pre-requisites: NURS 601, 602, and 614 and minimum grade of “B” in NURS 615 and 620. Offered Fall annually.
Focus of this seminar will be clinical-based research questions, client presentation, and effective treatment interventions
for children (birth through adolescence) and childbearing women. Students are given an opportunity to discuss alternative
approaches to diagnosis, advanced nursing, medical, or collaborative management in a controlled environment. Two laboratory
hours weekly. Must be taken concurrently with NURS 630 and NURS 632. Pre-requisites: NURS 601, 602, and 614; Minimum
grade of “B’’ in NURS 615 and 620. Offered Fall annually.
Provides an opportunity for the student to implement the objectives identified in NURS 630. Students may select experiences
from a variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken concurrently with
NURS 630 and NURS 631. Pre-requisite: NURS 601, 602, and 614, Minimum grade of “B” in NURS 615 and 620. Offered
Fall annually.
Focus is on health promotion, wellness maintenance, disease prevention, early detection of problems, prompt treatment of
acute illness, and support for management and self-care during chronic conditions of young, middle-aged, and older adults. All
dimensions of development and the total health of the family are considered. Collaboration with other health care providers
is fostered with emphasis upon the coordination and continuity of client care. Three lecture hours weekly. Must be taken
concurrently with NURS 641 and NURS 642. Pre-requisites: NURS 601, 602, and 614 and minimum grade of “B” in NURS
615, 620, and 630. Offered Fall annually.
Focus of this seminar will be clinical-based research questions, client presentation, and effective treatment interventions
for young, middle-aged, and older adults. Students are given an opportunity to discuss alternative approaches to diagnosis,
advanced nursing, medical, or collaborative management in a controlled environment. Two laboratory hours weekly. Must
be taken concurrently with NURS 640 and NURS 642. Pre-requisite: NURS 601, 602, and 614; Minimum grade of “B’ in
NURS 615, 620, and 630. Offered Spring annually.
Provides an opportunity for the student to implement the objectives identified in NURS 640. Students may select experiences
from a variety of clinical settings appropriate to the course focus. Six clinical hours weekly. Must be taken concurrently with
NURS 640 and NURS 641. Pre-requisites: NURS 601, 602, and 614; Minimum grade of “B” in NURS 615, 620, and 630.
Offered Spring annually.
Examines the implications of health care financing, structuring, labor market trends, and current health care reform
proposals for nursing in general and for advanced practice nursing specifically. Additionally, the student will be stimulated to
appreciate the critical need for nurses to engage in activities, individually and as members of professional organizations that
will enhance the position of nursing in influencing health care policy and legislation at all levels—local, state, and federal. A
pervasive theme throughout the course is the ultimate goal of improving the health care of our citizens. Offered Spring annually.
Examines curriculum development in post-secondary nursing programs. Focuses on philosophical issues, learning theories,
learner needs assessment, and curriculum design for target populations in various nursing education programs. Enables
advanced practice nursing students to develop and evaluate curriculum for selected nursing education programs. Offered
Fall, every other year and/or as needed.

61

NURS 676:

eduCational strategies in nursing

3 s.h.

NURS 677:

evaluation and assessMent in nursing

3 s.h.

NURS 750:

FaMily nurse praCtitioner internship

3-6 s.h.

NURS 751:

nurse eduCator internship

3-6 s.h.

NURS 800:

sCholarly projeCt/thesis

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. Offered Fall, every other year and as needed.
Provides a comprehensive overview of evaluation and assessment in learning for students who desire to function as
advanced practice nurses in the educational arena. Emphasizes current issues in assessment, establishment and measurement
of learning outcomes, and the development and utilization of assessment tools. Students design and use evaluation tools for
clinical and classroom application in nursing and health education. Offered Spring, every other year and/or as needed.
Provides the opportunity to gain competency in the multifaceted role of nurse practitioner through supervised clinical
experience under the guidance of certified nurse practitioners, physician assistants, or licensed physicians approved by the
department as preceptors. Prerequisites: All program course work, including completion of NURS 800. Spring, annually and
as needed.
Provides the opportunity to gain competency in the multifaceted role of nurse educator under the guidance of nurse
educators approved by the department as preceptors. Prerequisites: All program course work, including completion of NURS
800. Spring, annually and as needed.
Students will engage in group research related to an aspect of care relevant to the nurse practitioner or nurse educator
professions. The scholarly project is supervised by a research advisor and committee. Prerequisites: NURS 605 and 610.

Advisement

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

Theory, NURS 610: Advanced Concepts in Research,
and NURS 800: Scholarly Project/Thesis. Students may
petition for life experience credits for NURS 614: Health
Promotion: Family and Community Perspectives and
NURS 645: Nursing and Public Policy. Clinical courses
and the internship are required of all degree students
regardless of prior advanced education.

Second Master and
Post-Master’s Certificate Policy

Post-Master’s Family Nurse Practitioner
Certificate

Second Master’s Degree Curriculum
(Family Nurse Practitioner)

Individuals holding a graduate degree in nursing may
earn a second master’s in nursing degree in the Clarion
and Edinboro Universities Family Nurse Practitioner
concentration. In order to qualify for a second master’s
degree, regardless of where the first degree was earned,
graduate students must successfully complete a minimum
of 30 hours of credit in the Clarion and Edinboro
universities program beyond the first master’s degree and
meet program requirements with respect to the required
semester hours of credit and courses for the major. Second
master’s degree students would typically have transfer
credits in nursing theory and research that could apply
to the requirements of NURS 605: Evolution of Nursing

A Post-Master’s Family Nurse practitioner Certificate
is available to individuals who hold a master’s degree in
nursing from an accredited program. A program of study
that meets all requirements for the graduate to sit for
national certifying exams will be tailored to the individual.
A minimum of 15 credits is required to earn a certificate.

Post-Master’s Certificate
in Nursing Education

A post-master’s certificate is available to individuals
who hold a master’s degree in nursing from an accredited
program. This includes nurses who have graduate degrees
as nurse practitioners. The purpose of this certificate
program is to prepare nurses for teaching positions in
nursing in both academic and non-academic settings. A
minimum of 15 credits is required to earn a certificate.

Nursing

Clarion University of Pennsylvania

62

Clarion University of Pennsylvania

Graduate Studies in

Special Education and
Rehabilitative Sciences
College of Education
and Human Services
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

Graduate Studies in Special Education
Richard Sabousky, Ph.D., Chair
107 Special Education Center
Telephone: 814-393-2294
E-mail: rsabousky@clarion.edu
www.clarion.edu/departments/spec

Graduate Faculty

Professors: G. Clary, R. Feroz, P. Gent, M. Kilwein
Associate Professors: R. Sabousky, S. Sentner, L. Taylor,
L. Turner
Assistant Professors: Y. Kim, J. Gaggini
Instructor: S. Wynkoop

Clarion University of Pennsylvania

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. Incoming students declare their
intention to be designated in either the traditional (face to
face) track or the online program (Web track). Regardless
of their designation, students are always encouraged to
cross over and sample course offerings from either of the
two tracks. 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 an additional
18 graduate credits from elective courses selected by
the student in consultation with their advisor. 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) for full admission
• 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 academic 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 (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 the REHB
or SPED courses listed. 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 530: agIng anD ThE human sErvIcEs ............... 3 s.h.
rEhb 531: ImPacT of DIsablIng conDITIons............... 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.

Rehabilitative Sciences/
Special Education

Program Objectives

63

64

Rehabilitative Sciences/
Special Education

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 538: crIsIs InTErvEnTIon In rEhabIlITaTIon....... 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.

Master of Education with
Special Education Concentration

The master of education with a concentration in special
education program is primarily designed for individuals
who possess a teaching certificate in some other area
and wish to add a special education teaching certificate
while also receiving a master’s degree. If completed
as prescribed, the program will lead to Pennsylvania
certification in special education.

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 of 3.0 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
• Clarion University students will be provided an
expedited application process.

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 advisor ranging from
30-33 credits
• Successful completion of SPED 418 within the
last two years or SPED 531 as a three-credit

Clarion University of Pennsylvania

elective. Students who never completed a
comparable special education course will take
SPED 418:31. Students contemplating more
advanced studies after completing the master’s
degree or contemplating careers that involve
research may elect, with advisor approval, a
special project (SPED 690).
Note: In accordance with Clarion University residency
requirements, no more than a maximum of 30 present of
the total graduate credits may be transferred from other
institutions.
master oF education WitH sPecial education
concentration

Core Competencies ............................................. 6 credits
ED 520 InTroDucTIon To rEsEarch................................ 3
ED 578 ProfEssIonal sEmInar ....................................... 3
Specialization Courses ...................................... 27 credits
sPED 462: EDucaTIonal assEssmEnT ............................ 3
sPED 472: assIsTIvE TEchnology ................................. 3
sPED 482: sPEcIal maThEmaTIcs InsTrucTIon............... 3
sPED 500: conTEmPorary IssuEs In
sPEcIal EDucaTIon ..................................................... 3
sPED 522: sPEcIal EDucaTIon classroom
aDmInIsTraTIon ........................................................... 3
sPED 544: hIgh IncIDEncE mEThoDs anD PracTIcum.....3
sPED 546: loW IncIDEncE mEThoDs anD PracTIcum .....3
sPED 567: sEmInar In aPPlIED bEhavIor analysIs ....... 3
sPED 580: sPEcIal rEaDIng InsTrucTIon .......................3
Electives
sPED 418: ExcEPTIonalITIEs In ThE rEgular classroom
or sPED 531: ImPacT of DIsablIng conDITIons
One other special education or rehabilitative
sciences elective ..........................................................3

Fieldwork

Students enrolled in the Master of Education with
Special Education Program will complete fieldwork
incorporated in SPED 544: High Incidence Methods and
Practicum and SPED 546: Low Incidence Methods and
Practicum. This fieldwork is embedded in the course and
requires students to spend several weeks in an assigned
special education classroom.

integrated middle level Baccalaureate
and master oF education sPecial education
concentration
To meet the new standards and offer Clarion University
students a unique opportunity to complete a program with
both middle level and special education certification, an
integrated program design has been created.
For this circumstance only, those students wishing
to matriculate to graduate school to receive Special
Education certification the following courses will be
substituted in the Middle level program of study:
Required Course
Substitution
SPED 441
SPED 462
SPED 442
SPED 482

Clarion University of Pennsylvania

master oF education WitH sPecial education
concentration and middle-level certiFication
5-year Program

Core Competencies .................................................. 6 credits
ED 520: InTroDucTIon To rEsEarch ............................ 3 s.h.
ED 578: ProfEssIonal sEmInar.................................... 3 s.h.
Specialization Courses .......................................... 21 credits
sPED 462: EDucaTIonal assEssmEnT *
sPED 472: assIsTIvE TEchnology ............................... 3 s.h.
sPED 482: sPEcIal maThEmaTIcs InsTrucTIon *
sPED 500: conTEmPorary IssuEs In
sPEcIal EDucaTIon .................................................... 3 s.h.
sPED 522: sPEcIal EDucaTIon classroom
aDmInIsTraTIon ......................................................... 3 s.h.
sPED 544: mEThoDs of PracTIcum hIgh IncIDEncE .... 3 s.h.
sPED 546: mEThoDs of PracTIcum loW IncIDEncE ..... 3 s.h.
sPED 567: sEmInar on aba ....................................... 3 s.h.
sPED 580: sPEcIal rEaDIng InsTrucTIon .................... 3 s.h.
Special Education/Rehabilitative
Sciences Elective ......................................... 3 Credits
TOTAL .................................................................. 30 Credits

Intervention Specialist Program

The Department of Special Education and Rehabilitative
Sciences has created a program designed to meet the
needs of a variety of learners with disabilities, at risk for
disabilities, and those with reading disabilities.
The Intervention Specialist Program at Clarion
University is designed to prepare a new professional for
the commonwealth’s schools. The program combines
special education, special reading education, as well as
mathematics content knowledge, to ensure that individuals
with special learning needs and diverse abilities entitled to
a free, appropriate quality education utilizing specialized
teaching receive it at all age levels. Upon completion of
the program, students will earn a Bachelor of Science in
Special Education degree, a Master of Science in Special
Education degree, and be prepared to sit for the Praxis II
certification examination for special education as well as
Reading Specialist Certification.
Individuals wishing to become enrolled in this program
must understand that teaching experience is required
before entering the graduate portion of the program,

therefore the program requires at the undergraduate level
more than 600 hours of supervised practicum experience
as well as completing all requirements for special
education certification including passing the Praxis II
examination. As per PDE requirement, no certifications
can be awarded individually; the requirements for both
must be completed in the prescribed order.

Master of Science
in Special Education
intervention sPecialist concentration ...... 33 credits
sPED 501: founDaTIons for lITEracy InsTrucTIon
for ExcEPTIonal rEaDErs................................................3
sPED 502: currIculum DEsIgn anD maTErIals for
TEachIng ExcEPTIonal rEaDErs ......................................3
sPED 503: EDucaTIonal assEssmEnT for
ExcEPTIonal rEaDErs ......................................................3
sPED 504: TEachIng EmErgEnT anD DEvEloPIng
ExcEPTIonal rEaDErs ......................................................3
sPED 506: TEachIng ExcEPTIonal aDolEscEnTs
WITh rEaDIng ProblEms ..................................................3
sPED 507: WrITTEn anD vIsual ExPrEssIon
for ExcEPTIonal rEaDErs................................................3
sPED 508: ProfEssIonal sEmInar: DElIvErIng
EvIDEncED-basED InsTrucTIon ........................................3
ED 520: or rEhb 520 rEsEarch comPonEnT ....................3
ED 574: rEaDIng Program orIEnTaTIon,
aDmInIsTraTIon, anD suPErvIsIon ....................................3
sPED 509: InTErvEnTIon sPEcIalIsT sTuDEnT TEachIng .....6
unDErgraDuaTE comPonEnT

sPecial education certiFication core ...... 33 credits
sPED 128 hIgh IncIDEncE ExcEPTIonalITIEs.......................3
sPED 129 loW IncIDEncE ExcEPTIonalITIEs ...................... 3
sPED 245 aPPlIED bEhavIor analysIs .............................. 3
sPED 350 sEmInar: conTEmPorary IssuEs In sPED ........ 2
sPED 381 sPEcIal rEaDIng anD WrITTEn InsTrucTIon ......3
sPED 462 EDucaTIonal assEssmEnT .................................. 3
sPED 472 assIsTIvE TEchnology ..................................... 3
sPED 482 sPEcIal maThEmaTIcs InsTrucTIon ................... 3
sPED 422 sPEcIal EDucaTIon classroom aDmIn.............. 3
sPED 444 mEThoDs anD PracTIcum—hIgh IncIDEncE ...... 3
sPED 446 mEThoDs anD PracTIcum—loW IncIDEncE ..... 3
sPED 411 EDucaTIonal assEssmEnT PracTIcum ................ 1
Student Teaching .................................................... 6 credits
sPED 450 sTuDEnT TEachIng ............................................ 6

matHematics required related electives
(12 credits)
This area will be designed with the advisor to select
courses to enable students to have enhanced mathematics
content knowledge. These credits will be beyond the
6 credits of the MATH 111/211 requirement. MATH
110–MATH 480, excluding MATH 010, MATH 050,
MATH 290, and MATH 390, are acceptable credits for
this requirement.

Rehabilitative Sciences/
Special Education

These students, not possessing an initial certification,
would be required to student teach in both the Middle-level
area and the Special Education area. Therefore, 6 of the 12
credits of EDML 425 (Student Teaching) would be substituted
with 6 credits of SPED 450 (Student Teaching). The SPED
462 and SPED 482 would count on the undergraduate record
and as competencies completed for the Master of Education
with Special Education Concentration.
The result of this integrated program would be in the
awarding of a B.S.E.D. Middle Level and M.Ed. with Special
Education Concentration, as well as certification in both
middle-level and special education after the completion of
all requirements.

65

66

Clarion University of Pennsylvania

Rehabilitative Sciences/
Special Education
intervention sPecialist core ......................... 21 credits
sPED 211: InTEllEcTual DIsabIlITIEs .................................3
sPED 230: socIal anD EmoTIonal DIsTurbancEs ..............3
cooP 378: co-oP/lEarnIng DIsabIlITIEs ...........................3
sPED 492: sPEcIal maThEmaTIcs InsTrucTIon II ................3
sPED 442: DIffErEnTIaTIng InsTrucTIon ............................3
Eng 459: languagE acquIsITIon across culTurEs ...........3
sPED 432: sPEcIfIc lEarnIng DIsabIlITIEs .........................3
Total: ..................................................................... 120 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 as
early as possible to ensure consideration for the following
academic year.
Note: Graduate students who are completing a student
teaching requirement as a part of state certification
requirements or other internship or apprenticeship may
not hold a graduate assistantship during the semester of
their student teaching.

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.

Clarion University of Pennsylvania

67

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.

REHB 410:

prevention and treatMent strategies in suBstanCe aBuse

3 s.h.

REHB 510:

group proCess in rehaBilitation

3 s.h.

REHB 520:

researCh in rehaBilitative sCienCes

3 s.h.

REHB 530:

aging and the huMan serviCes

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.
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.
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.
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/SPED 531: iMpaCt oF disaBling Condition

3 s.h.

REHB 537:

liFestyle and Career developMent

3 s.h.

REHB 538:

Crisis intervention in rehaBilitation

3 s.h.

REHB 545:

rehaBilitation: philosophy and prinCiples

3 s.h.

REHB 550:

issues in rural huMan serviCes

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.

REHB 581:

rehaBilitation oF persons living With hiv/aids

3 s.h.

The impact of developmental disabilities as reflected in the function of individuals will be described. The course covers
prenatal, perinatal, and postnatal concerns, as well as various physical disabilities, disabilities of age, and interventions.
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.
This course provides professionals with information and skills to effectively assess and intervene in crisis situation involving
clients, families, organizations, and communities.
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.
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.
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.
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.
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.
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.

Rehabilitative Sciences/
Special Education

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.

68

Clarion University of Pennsylvania

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.

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.
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.

Participants engage in either scholarly or applied research related to rehabilitative sciences under the supervision of a faculty
member. By permission only. On demand.

Rehabilitative Sciences/
Special Education

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.

Special Education 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 or department chair. Any 400-level courses taken for undergraduate credit
cannot be repeated for graduate credit.
SPED 418:

exCeptionalities in the regular ClassrooM

3 s.h.

SPED 441:

teaChing students With disaBilities in the seCondary ClassrooM

3 s.h.

SPED 442:

diFFerentiated instruCtion in inClusive settings

3 s.h.

SPED 443:

prevention and treatMent oF aCadeMiC and learning proBleMs

3 s.h.

SPED 462:

eduCational assessMent

3 s.h.

SPED 472:

assistive teChnology

3 s.h.

SPED 482:

speCial MatheMatiCs instruCtion

3 s.h.

SPED 500:

ConteMporary issues in speCial eduCation

3 s.h.

SPED 501:

Foundations For literaCy instruCtion oF exCeptional readers

3 s.h.

SPED 502:

CurriCuluM design and Materials For teaChing exCeptional readers

3 s.h.

SPED 503:

eduCational assessMent For exCeptional readers

3 s.h.

SPED 504:

teaChing eMergent and developing exCeptional readers

3 s.h.

This course is designed to prepare students to deal with the nature an needs of the exceptional person in a regular classroom.
Contemporary methods of identification, services for the exceptional individual, and legal aspects of the least restrictive
environment are examined.
Prepares educators with the skills and knowledge to deliver and support instruction to students with disabilities in secondary
classroom settings. Prerequisite: SPED 418.
Focuses on planning, designing, and delivering differentiated instruction to a increasingly diverse general education
population, including students with disabilities, students with disabilities, students who are gifted, students at risk, and students
with cultural differences. Prerequisite: SPED 418.
This course will review the practice of prevention and intervention in dealing with students who are academically deficient,
including, response-to-intervention, scientifically-based instruction, and the teacher, learner, curriculum interface. Prerequisite:
SPED 418.
In this course, the participants acquire knowledge and skills in the acquisition, analysis, and synthesis of information
needed for decision making regards individuals with disabilities or suspected disabilities, and apply these skills in case studies
and simulations. Prerequisites: Successful completion of SPED 418 or equivalent courses.
Overview of a wide range of assistive technology devices and services for individuals with mild to severe disabilities.
Demonstration of devices, laboratory experience, assessment, and identification of funding resources.
Provides students with specific data-based strategies to teach mathematics to students with disabilities. Prerequisite:
MATH111 or equivalent.
Participants engage in problem-centered analyses and investigations, and in determination of responses relative to the
contemporary issues confronting special education.

Students will be provide a historical perspective concerning the teaching of reading and the relationships between
psychological, sociological, and linguistic processes and how these influence reading and writing development.
This course examines the theory and practices of curriculum development and related issues in teaching reading to learners
with exceptionalities. In addition it covers issues related to children’s literature.
In this course, students are taught the concept, knowledge, and competencies required for specialized formal and informal
reading assessment, interpretation, and diagnosis for grades Pre-K to 12.
This course is designed to provide students with research-based techniques and strategies that are required to promote the
growth form emergent to conventional reading, writing, and literacy concepts for children with disabilities.

Clarion University of Pennsylvania

69

SPED 505:

ConCepts oF intelligenCe

3 s.h.

SPED 506:

teaChing exCeptional adolesCents With reading proBleMs

3 s.h.

SPED 507:

Written and visual expression For exCeptional readers

3 s.h.

SPED 508:

proFessional seMinar: delivering evidenCe-Based instruCtion

3 s.h.

SPED 509:

intervention speCialist student teaChing

6 s.h.

SPED 514:

introduCtion to giFted eduCation

3 s.h.

SPED 522:

adMinistration oF the speCial eduCation ClassrooM

3 s.h.

SPED 530:

learning disaBilities

3 s.h.

SPED 531:

iMpaCt oF disaBling Conditions

3 s.h.

SPED 534:

Workshop in speCial eduCation

1-3 s.h.

SPED 539:

CurriCuluM developMent and eduCational prograMMing in giFted eduCation

3 s.h.

SPED 540:

Behavior disorders

3 s.h.

SPED 544:

Methods and praCtiCuM For individuals With high inCidenCe disaBilities

3 s.h.

SPED 546:

Methods and praCtiCuM For persons With loW inCidenCe disaBilities

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.

This course presents evidence-based practices for enhancing the writing and visual literacy of elementary and secondary
students. It also presents effective strategies for teaching writing to multilingual students with special needs.
Teacher candidates will examine evidence based reading instruction as it applies to individuals with disabilities. Integration
of research and best practices will serve as the core of this course as well as developing skills to serve in leadership positions
on response to intervention (RTI) teams.
Observation and participation in intervention in reading and/or mathematics and in activities related to the performance
of an intervention specialist’s work.
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.

In addition to mastering instructional strategies and curricular content, today’s special education teachers are required to
be knowledgeable about various theories, policies, and procedures necessary for the complex daily administration of the special
education program. Competencies included in this course will be: adapting the classroom environment to meet the physical,
academic, and emotional needs of students; classroom management techniques; interpretation of evaluation data; administration
of a functional behavioral assessment; development of the IEP, behavior, and transition plans; and collaboration with other
professionals, paraprofessionals, and parents.
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.

The impact of developmental disabilities as reflected in the function of individuals will be described. The course covers
prenatal, perinatal, and postnatal concerns, as well as various physical disabilities, disabilities of aging, and interventions.
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.
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.
Participants engage in the study of maladaptive behavior in individuals with emphasis on current definitions, classification
systems, major etiological perspectives, and contemporary interventions.

This is about individualizing instruction for students with mild and moderate disabilities. It involves designing basic
instructional sequences, utilizing behavioral objectives, matching technology, learner and goal characteristics, identifying
appropriate instructional strategies, and evaluating the effectiveness of instruction.
Focuses on individualizing instruction for individuals with low incidence disorders. Includes designing basic instructional
sequences, utilizing behavioral objectives, technology, learner and goal characteristics; identifying appropriate instructional
strategies, and evaluating the effectiveness of instruction.

Rehabilitative Sciences/
Special Education

This course will prepare teacher candidates to address the challenges presented in the curriculum area of reading for
secondary students with high incidence disabilities. Specifically, content addressed in this course include classroom reading
assessment, instructional strategies, and special considerations in reading instruction for adolescents with high-incidence
disabilities in general education classrooms.

70

Clarion University of Pennsylvania

SPED 562:

serviCe learning

3 s.h.

SPED 567:

seMinar in advanCed applied Behavior analysis

3 s.h.

SPED 571:

CoMMunity adjustMent- Futures planning For students With disaBilities

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.
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.

Rehabilitative Sciences/
Special Education

This course will examine the models of transition service delivery, the relationships between special education, vocational
education, rehabilitation, and the technology used to promote the movement of individuals with disabilities form school to
adult life.

SPED/CSD 575: augMentative and alternate CoMMuniCation

3 s.h.

SPED 580:

speCial reading instruCtion

3 s.h.

SPED 585:

speCial topiCs in speCial eduCation

1-3 s.h.

SPED 597:

CollaBoration and Cooperation: iMproved teaChing and learning outCoMes

3 s.h.

SPED 620:

role developMent With parents

3 s.h.

SPED 632:

poliCy and praCtiCe in speCial eduCation

3 s.h.

SPED 635:

advanCed Methods For individuals With severe handiCaps

3 s.h.

SPED 636:

advanCed Methods For individuals With Mild/Moderate handiCaps

3 s.h.

SPED 637:

seMinar in single suBjeCt researCh design

3 s.h.

SPED 690:

speCial projeCts

3 s.h.

SPED 696:

ConteMporary eduCation praCtiCes and direCtions

3 s.h.

SPED 700:

thesis

3, 6 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.
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.
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.
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.
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.
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.
Participants acquire knowledge and skills related to the design, implementation, and evaluation of instructional interventions
for individuals with severe/profound disabilities.
Participants acquire knowledge and skills related to the design, implementation, and evaluation of instructional interventions
for individuals with mild/moderate disabilities.

This course will enable students to conduct single-case research in special education and rehabilitative science. This course
provides theory and scenario-based practice with a variety of single-case and replicated single-case designs.
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.
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.
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.

71

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/csd

Graduate Faculty

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

Clinical Graduate Faculty

Assistant Professor: C. Kisiday, K. Linnan, M. McCarthy

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 in Audiology and Speech-Language
Pathology of the American Speech-Language-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
• or minimum total score of 573 on the paper-based
test

Speech Language
Pathology

Clarion University of Pennsylvania

72

Speech Language
Pathology

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.

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 50
semester hours of credit for the degree.
• The graduate student majoring in speech language
pathology will complete a minimum of 38 credits
in communication sciences and disorders courses,
including CSD 500, 505, 510, 512, 513, 520, 525,
530, 535, 540, 550, 554, 589, and 592. Students
also must complete 12 credits of CSD 422/522
externship.
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:

Clarion University of Pennsylvania

Thesis Option: Fifty-three 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.
Research Option: Fifty semester hours, including
three credits in CSD 590. This option does not require a
thesis, but does require a research paper or project.
Academic: Fifty 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, must be
in good academic standing, and must be making
satisfactory progress toward the degree to be
permitted to enroll in the extemship program.
• Academic and clinical practicum requirements for
the Certificate of Clinical Competency in SpeechLanguage Pathology of the American SpeechLanguage-Hearing Association must be fulfilled.
• Students who wish to obtain a Pennsylvania
Teaching Certificate for Speech and 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
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
www.ets.org/praxis.

Degree Requirements

Students enrolled in the Speech Language Pathology
Graduate Program are required to undergo a physical
examination at the university Health Center before
completing any clinical assignment at an off-campus
site. The physical examination must include a record
of immunity to tetanus, rubeola (red measles), mumps,
rubella (German or three-day measles) and varicella
(chicken pox). It also must include proof of freedom from
active tuberculosis. Additionally, students should show
proof of immunity to Hepatitis B. Students who do not
show proof of current immunizations will not be permitted
to enroll in CSD 422/522 Externship.

Placement

The faculty and the university’s Career Services Center
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

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.

73

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.

CSD 472:

seMinar in speeCh sCienCe

3 s.h.

CSD 500:

aphasia

3 s.h.

CSD 505:

artiCulatory and phonologiCal disorders in Children

3 s.h.

CSD 510:

seMinar in neuropathology

3 s.h.

CSD 512:

CliniCal praCtiCe i

1 s.h.

CSD 513:

CoMMuniCation disorders in MultiCultural populations

1 s.h.

CSD 515:

MaxilloFaCial anoMalies

3 s.h.

CSD 520:

language disorders in Children

3 s.h.

Supervised observation of and participation in school and/or clinic environments. Prerequisite: CSD 540.

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.
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.
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.
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.
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.
Emphasizes nature and treatment of the communication disorders in culturally and linguistically diverse populations.
The scope of practice and role of speech-language pathologists with bilingual/bicultural clients with and without speech and
language disorders will be addressed.
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.
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.

Speech Language
Pathology

Clarion University of Pennsylvania

74

Clarion University of Pennsylvania

Speech Language
Pathology

CSD 525:

stuttering

3 s.h.

CSD 530:

voiCe

3 s.h.

CSD 533:

instruMentation and hearing sCienCe

3 s.h.

CSD 534:

otolaryngology

1 s.h.

CSD 535:

audiology seMinar

3 s.h.

CSD 540:

CliniCal praCtiCe

3 or 6 s.h.

CSD 550:

Motor speeCh disorders

3 s.h.

CSD 554:

proFessional praCtiCuM

3 s.h.

CSD 560:

Counseling in CoMMuniCation disorders

3 s.h.

CSD/SPED 575:

augMentative and alternative CoMMuniCation

3 s.h.

CSD 589:

researCh Methods in CoMMuniCation disorders

3 s.h.

CSD 590:

researCh

3 or 6 s.h.

CSD 592:

dysphagia

3 s.h.

CSD 598:

speCial topiCs

1-6 s.h.

CSD 599:

independent studies in CoMMuniCation sCienCes and disorders

1-3 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.
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.
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.
An introduction to the profession of otolaryngology. The course is taught by a board-certified physician and offered once
a year.
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.
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.
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.
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.
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.
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 literature and methods in communication disorders with an emphasis on research design and application.

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.
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.
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.
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.

Clarion University of Pennsylvania

75

Directories

Clarion University of Pennsylvania
a member of Pennsylvania’s State System of Higher Education
JoHn c. cavanaugH, Chancellor

Board of Governors, Harrisburg, Pa.
kennetH m. Jarin, Chair
Newton

leonard B. altieri, Newton Square
reP. mattHeW e. Baker, Wellsboro
marie conley lammando, Harrisburg
c. r. “cHuck” Pennoni, Vice Chair Paul s. dlugolecki, Mechanicsburg
Bryn Mawr
Rep. micHael k. Hanna, Lock Haven
Sen. vincent J. HugHes, Philadelphia
aaron a. Walton, Vice Chair
JonatHan B. mack, Indiana
Allison Park
JosePH F. mcginn, Linwood

sen. JeFFrey e. Piccola, Harrisburg
guido m. PicHini, Wyomissing
Harold c. sHields, Allison Park
tHomas m. sWeitZer, Swarthmore
cHristine J. toretti, Indiana
governor tom corBett
ronald J. tomalis,
Secretary of Education designate

syed r. ali-Zaidi, Shippenville
susanne a. Burns, Clarion
Hon. ross c. cioPPa, Braddock Hills
Joy dunBar, State College
r. lee James, Chair, Oil City
James l. kiFer, Vice Chairperson, Clarion
cHristoPHer s. myers, Bethel Park

Hon. donna oBerlander, Clarion
larry c. Pickett, Pittsburgh
HoWard H. sHreckengost, Secretary, New Bethlehem
JeFFrey J. sZumigale, Erie
JoHn c. cavanaugH, Chancellor (Ex-Officio),
Pennsylvania State System of Higher Education
Ex-Officio

President’s Office

karen m. WHitney, Ph.D., (2010), President
University of Houston, B.A., M.A.; University of Texas at Austin, Ph.D.
Jocelind e. gant, Ph.D., (1994), Assistant to the President for Social Equity and Associate Vice President for
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 Staff Assistant to the President
todd J. PFannestiel, Ph.D., (1998), Faculty Fellow, Associate Professor, History
University of Arkansas, B.A.; The College of William and Mary, M.A., Ph.D.

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.
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.

Directories

Council of Trustees, Clarion, PA

76

Clarion University of Pennsylvania

lisa HePler, B.S.B.A.,M.B.A. (1990), Registrar
Clarion University of Pennsylvania, B.S.B.A.
lori klePFer, A.S., (2004), Provost’s Office
Clarion University of Pennsylvania, A.S.
terry s. latour, Ph.D., (2005), Dean, University Libraries
Allegheny College, B.A.; Case Western Reserve University, M.A.,M.S.L.S.; Florida State University, Ph.D.
rose logue, M.B.A., (1981), Director, Administrative Services
Clarion University of Pennsylvania, B.S.B.A., M.B.A.
James g. Pesek, Ph.D., (1980), 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.
susan turell, Ph.D., (2011), Associate Provost
University of Houston, Ph.D.

Division of Finance and Administration

Directories

W. P aul Bylaska, M.B.A., (2001), Vice President for Finance and Administration
University of Kansas, B.S., M.B.A.
rHonda J. clinger, B.S., (1987), Interim Budget Director
Clarion University of Pennsylvania, B.S.
timotHy P. F ogarty, M.S., (1991), Assistant Vice President for Human Resources
Gannon University, B.A., M.S.
glen e. reid, M.A., (2008), Director of Public Safety
Point Park University, B.A.; Duquesne University, M.A.
Jill m. sPence, M.B.A, (2009), Interim Accounting Director
Gannon University, B.S.; Clarion University of Pennsylvania, M.B.A.

Division of Student and University Affairs

Harry e. triPP, M.Ed., (1993), Vice President for Student and University Affairs
Kent State University, B.S., M.Ed.
dot allio (1995), Budget Director, Student and University Affairs
Clarion University of Pennsylvania
connie J. laugHlin, M.Ed., (1983), Director, Planning and Assessment
Indiana University of Pennsylvania, B.S., M.Ed.

Center for Advancement

carol rotH, B.S., (1979), Assistant Vice President for Advancement
Slippery Rock University, B.S.
Brian diFonZo, B.A., (2008) Director, Printing Services
St. Bonaventure University, B.A.
ricHard P. H erman, B.A., (1980), Director, Sports Information
Point Park College, B.A.
tina Horner, B.S., (2010), Communication Manager
Slippery Rock University of Pennsylvania, B.S.
david n. love, B.S., B.A., (2007), Director, Marketing and Communication
Clarion University of Pennsylvania, B.S., B.A.
cHris rossetti, B.S., (1999), Assistant Director, Sports Information/Director, Sports Web
Indiana University of Pennsylvania, B.S
Jason stroHm, M.S., (2008), Web Designer/Developer
Clarion University of Pennsylvania, B.S., M.S.

Clarion University of Pennsylvania

77

Center for Leadership and Involvement

sHaWn Hoke, M.Ed., (2001), Director, Leadership and Involvement
Clarion University of Pennsylvania, B.S.; Kent State University, M. Ed,
Brian Hoover, M.A., (2000), Assistant Director, Leadership and Involvement
Clarion University of Pennsylvania, B.A., B.S.; The Ohio State University, M.A., M.L.
kelly ryan, M.A., (2008), Assistant Director, Leadership and Involvement
Marietta College, B.A.; Slippery Rock University, M.A.

Center for Residence Life

micHelle kealey, M.Ed., (1999), Director, Residence Life Services
Gannon University, B.A.; Kent State University, M.Ed.
Brett Berquist, M.A., (2001), Area Coordinator
Bowling Green State University B.S., B.A.; Western Michigan University, M.A.,
Clarion University of Pennsylvania, M.A.
Matt sHaFFer, M.A., (2008), Coordinator of Judicial Residential Education
Juniata College, B.A., Indiana University of Pennsylvania, M.A.
todd sPaulding, M.S. (2003), Residence Life Coordinator
Clarion University of Pennsylvania, B.S.; Clarion University of Pennsylvania, M.S.
kris stiglitZ, B.S.B.A (1986), Associate Director, Residence Life Services
Clarion University of Pennsylvania, B.S.B.A.
Jim WHitaker, M.Ed. (2010), Residence Life Coordinator,
Kent State University, B.S.; Kent State University, M. Ed.
david katis, M.Ed., (1989), Athletic Director; Executive Director, Sports and Recreation Center
Clarion University of Pennsylvania, M.Ed., B.S.: California University of Pennsylvania, M.S.
mike cHesterField, M.A. (2010) Assistant Athletic Trainer
Clarion University of Pennsylvania, B.S.;
North Carolina State University, Master of Parks, Recreation, and Tourism.
marcie Fyock, M.S., (2001), Assistant Athletic Trainer/Instructor
Slippery Rock University of Pennsylvania, B.S.; Syracuse University, M.S.
lori saBatose, M.A., (1998), Recreation Center Manager/Head Tennis Coach
Clarion University of Pennsylvania, B.S.; Kent State University, M.A.; P.T.R.
Wendy snodgrass, M.E.M.S., (2006), Associate Director of Athletics
Westminster College, B.A.; California University of Pennsylvania, M.E., M.S.
Jim tHornton, M.S., (1990), Director of Sports Medicine/Athletic Training Services
Utah State University, B.S.; University of the Pacific, M.A.; ATC, NASM- PES, CES

Center for Student Development

susan Bornak, M.S.N.-C.R.N.P., (1998), Dean, Student Development
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
diana anderson-BrusH, M.A., (1987), Interim Director, Career Services Center
Indiana University of Pennsylvania, B.A., M.A.
Carol Brennan-caPlan, Ph.D.; CSCS, (2007), Instructor/ Program Director, Athletic Coaching Education Program
Framingham State College, B.A.; Illinois State University, M.S.: University of Pittsburgh, Ph.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.
douglas s. knePP, M.S.Ed., (1994), Director, Intramurals, Recreation, Fitness, and Club Sports/Instructor
University of Akron, B.S.Ed.; University of Toledo, M.S.Ed.
mark lePore, Ed.D., LPC, LSCW, (2009) Clinical Supervisor/Professor
California State University, B.A.; Duquesne University, M.A.; West Virginia University, MSW;
Carnegie-Mellon University, Principal Certification; Duquesne University, Ed.D.

Directories

Center for Sports and Recreation

78

Clarion University of Pennsylvania

erin leWis, M.S. (2007), Assistant Director, Career Services
Clarion University of Pennsylvania, B.S., M.S.
mark lePore, Ed.D., LPC, LSCW, (2009) Clinical Supervisor/Professor
California State University, B.A.; Duquesne University, M.A.; West Virginia University, MSW;
Carnegie-Mellon University, Principal Certification; Duquesne University, Ed.D.
lynn mason, MSN, CRNP, (1999) Nurse Practitioner, Keeling Health Center
Indiana University of Pennsylvania, BSN;
Edinboro, Slippery Rock University of Pennsylvania Consortium, MSN, FNP
gretcHen mccord-WolBert, B.S.N., (1990), Nurse, Keeling Health Center
Clarion University of Pennsylvania, A.R.N., B.S.N.
James mcgee, M.S., (2008), Coordinator of Health Promotions
Clarion University of Pennsylvania, B.S., M.S.
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.
yvonne m. rHoades, MSN, FNP-C (2010)
Penn State/Altoona Hospital School of Nursing-diploma, Clarion University-BSN;
Indiana State University-MSN, ANCC certification as Family Nurse Practioner

Department of Auxiliary Operations

g. cHad tHomas, B.S., (2000), Director, Auxiliary Operations
Clarion University of Pennsylvania, B.S.

Clarion Students’ Association (CSA) (Affiliated Organization)

Directories

sHelly Wilson, (1983) Interim Business Manager
Erie Business College
Wendy turniPseed, B.S. (1986) Interim Book Center Manager
Clarion State College, B.S.

Clarion University Foundation, Inc. (Affiliated Organization)

micHael r. keeFer, M.S., (2001), CEO, Clarion University Foundation, Inc.
Slippery Rock University, B.S.; The Pennsylvania State University, M.S.
deBBie HuFFman, B.S., (2010) Development Officer, Clarion University Foundation, Inc.
Clarion University of Pennsylvania, B.S.
Holly king, B.S., (2010) Annual Funds Officer, Clarion University Foundation, Inc.,
Clarion University of Pennsylvania, B.S.
laura king, B.S., (2010) Development Officer, Clarion University Foundation, Inc.
Clarion University of Pennsylvania, B.S.
Brooke a. murray, B.A., (2008), Director, Alumni Relations and Annual Funds,
Clarion University Foundation, Inc.
Allegheny College, B.A.
reBekaH nellis, B.S., (2010) Accountant, Clarion University Foundation, Inc.
Clarion University of Pennsylvania, B.S.
Jessica Park, B.S. (2007) Controller, Clarion University Foundation, Inc
Clarion University of Pennsylvania, B.S.
Jessica ZacHerl, B.S., (2011) Assistant Director of Alumni Relations and Annual Fund,
Clarion University Foundation, Inc.
Clarion University of Pennsylvania, B.S.
Director of Development-VACANT
Athletics Development Officer - VACANT

Clarion University of Pennsylvania

79

cHristoPHer m. reBer, Executive Dean
Dickinson College, B.A.; 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.
sHaron k. Falkenstern, Director of the School of Nursing and Allied Health
Case Western Reserve University, B.S.N., M.S.N.; Pennsylvania State University, Ph.D.
dalyann Fuller, Coordinator of Intramurals and Recreation
Lock Haven University, B.S.; Morehead State University, M.A.
Jerri gent, Director of Marketing and University Relations
Clarion University of Pennsylvania, B.S.
William s. Hallock, Jr., Chair, Department of Applied Technology
Northwest Missouri State University, B.S., M.S.; University of Kansas, Ed.D.
HoPe e. lineman, Coordinator of Continuing Education
Clarion University of Pennsylvania, A.S., B.S.
david lott, Ph.D., (2000), Associate Professor, Chair, Venango Department of Arts and Sciences
Iowa State University, B.S., Ph.D.
ronald e. radaker, Coordinator of Learning Support Services
Clarion University of Pennsylvania, B.S.; Slippery Rock University of Pennsylvania, B.S.
PHiliP B. sHuFFstall, Building Maintenance Supervisor
lana J. smitH, Chair, Department of Nursing
Edinboro University of Pennsylvania, B.S.N.; LaRoche College, M.S.N., C.R.N.P.
deBra d. soBina, Director of Finance and Administration
Clarion University of Pennsylvania, B.A., M.B.A.

Directories

Clarion University–Venango Campus Staff

80

Clarion University of Pennsylvania

Graduate Faculty

Year in parentheses indicates year of appointment to faculty

Directories

stePHen agyei-mensaH, Ed.D., (2001), 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.; A+, Network+, Security+, CCNA, CCDA
roBert BalougH, (1981), Ph.D., Professor, Economics
Northern Illinois University, B.A., M.A., Ph.D.
gustavo a. BarBoZa, (2006), Ph.D., Associate Professor, Administrative Science
Universidad de Costa Rica, B.S.; Oklahoma State University, M.S., Ph.D.
William s. Barnes, Ph.D., (1984), Professor, Biology
Marietta College, B.A.; University of Massachusetts, Amherst, Ph.D.
Jon a. Beal, Ph.D., (1998), Associate Professor, Mathematics
Pittsburg State University, B.S., M.A.; Oklahoma State University, Ph.D.
valerie a. Bennett, Ph.D., (2004), Associate Professor, Biology
Colgate University, B.A.; Miami University, M.S., Ph.D.
c. larry Bering, Ph.D., (1988), Professor, Chemistry
University of Houston, B.S.; Purdue University, Ph.D.
diPendra n. BHattacHarya, Ed.D., (1986), 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, Ph.D., (1991), Associate Professor, English
St. Joseph’s College, B.A.; University of New Hampshire, M.A.; University of Minnesota, Ph.D.
karen d. Bolinger, Ph.D., (1994), Associate Professor, Mathematics
Ohio State University, B.S.Ed., Ph.D.
lou ann Bonnett, Ph.D., (2001), Associate Professor, Education
Slippery Rock University, B.S., M.Ed.; University of Denver, Ph.D.
suZanne Boyden, Ph.D., (2008), Assistant Professor, Biology
Dartmouth College, B.A.; Colorado State University, Ph.D.
Barrie Brancato, D. Ed., (1995), Professor, Education
St. Francis College, B.S.; Clarion University, M.Ed.; Indiana University of Pennsylvania, D. Ed.
JonatHan J. BroWn, Ph.D., (2002), Professor, Education
Edinboro University, B.S.; Kent State University, M.A.; The Pennsylvania State University, Ph.D.
William e. BucHanan, Ed.D., (1993), 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, Ed.D., (1998), Professor, Mathematics
Indiana University of Pennsylvania, B.S., M.Ed.; University of Pittsburgh, Ed.D.
linda m. cHeresnoWski, M.A.L.S., (2009), Instructor, University Libraries
Clarion University of Pennsylvania, B.S. ; University of Denver, M.A.L.S.; The Pennsylvania State University, M.A.E.
JeFFrey s. cHilds, Ph.D., (2001), Assistant Professor, Computer Information Science
Youngstown State University, B.S.; Kent State University, M.S., Ph.D.
deBBie J. ciesielka, D.Ed., (1998), Associate Professor, Nursing
University of Pittsburgh, M.S.N.; Indiana University of Pennsylvania, B.S., B.S.N., D.Ed.
gregory k. clary, Ph.D., (1981), Professor, Special Education and Rehabilitative Sciences
Marshall University, B.A., M.A.; Kent State University, Ph.D.
JoHn n. colantonio, Ph.D., (2000), Associate Professor, Education
Clarion State College, B.S.; Indiana University of Pennsylvania, M.Ed.; Kent State University, Ph.D.
susan k. courson, Ph.D., (2001), Associate Professor, Science Education, Chair, Education Department
Indiana University, B.A.; Clarion University, M.Ed.; The Pennsylvania State University, Ph.D.
maria Jessica cresPo, Ph.D., (2009), Assistant Professor, Communication
Franciscan University, B.A.; Wichita State University, M.A.; University of New Mexico, Ph.D.
kreag danvers, Ph.D., (2005), Professor, Accountancy
Robert Morris University, B.S.; Carnegie Mellon University, M.S.; Kent State University, Ph.D.
melissa k. doWnes, Ph.D., (2002), Assistant Professor, English
Brown University, B.A.; Boston University, M.A.; The University of Iowa, Ph.D.
kate H. eggleton, Ph.D., (1986), Professor, Biology
Iowa State University, B.S., M.S.; University of Massachusetts, Amherst, Ph.D.

JeFFrey eicHer, J.D., (1983), Professor, Finance
Clarion University, B.S.; University of Pittsburgh, J.D.; State of Pennsylvania, C.P.A.
deBoraH a. ellermeyer, D. Ed., (2002), Associate Professor, Education
Indiana University of Pennsylvania, B.S., M.Ed., D.Ed.
soga eWedemi, Ph.D., (1988), Professor, Finance; Director M.B.A. Program
Georgia State University, B.B.A., M.B.A.; University of Pennsylvania, M.A., Ph.D.
raymond F. F eroZ, Ph.D., (1990), Professor, Special Education and Rehabilitative Sciences
Kent State University, B.A.; Boston University, M.Ed.; University of Pittsburgh, Ph.D.
darlynn r. Fink, Ph.D., (1986), Professor, English
Clarion University, B.S., M.A.; Indiana University of Pennsylvania, Ph.D.
ellen Foster, Ph.D., (2004), Associate Professor, English
The Pennsylvania State University, B.S.; Slippery Rock University, M.B.A.; Duquesne University, Ph.D.
roBert m. Frakes, Ph.D., (1991), Professor, History
Stanford University, A.B., A.M.; University of California, Santa Barbara, M.A., Ph.D.
BenJamin m. Freed, Ph.D., (1975), Professor, Mathematics
Marietta College, B.S.; Kent State University, M.A., Ph.D.
BarBara c. garland, Ph.D., (1989), Professor, Marketing
SUNY at Binghamton, B.A.; University of Arizona, M.B.A., Ph.D.; Indiana University, Ph.D.
stePHen i. gendler, Ph.D., (1969), Professor, Mathematics
University of Pennsylvania, B.A.; Pennsylvania State University, M.A., Ph.D.
Pamela J. gent, Ph.D., (1988), Professor, Special Education and Rehabilitative Sciences
Youngstown State University, B.S. in Ed.; Kent State, M.Ed., Ph.D.
greg s. goodman, D.Ed., (2005), Assistant Professor, Education
University of New Hampshire, B.A., M.A.; University of California at Davis, D.Ed.
antHony F. grenci, Ph.D., (2003), Professor, Accountancy
Indiana University of Pennsylvania, B.S.; Carnegie Mellon University, M.B.A.; University of Pittsburgh, Ph.D.
marilyn k. HarHai, J.D., (2001), Professor, Library Science
University of Colorado, B.A., J.D.; University of Pittsburgh, M.L.S.; Barry University, Ph.D.
steven c. Harris, Ph.D., (1992), Professor, Biology
Lock Haven University, B.A.; West Virginia University, M.S.; North Dakota State, Ph.D.
vickie d. Harry, M.Ed., (1995), Professor, Education
Clarion University, B.S., M.Ed.; Pennsylvania State University, Ph.D.
sonJa Heeter, Ph.D., (2001), Associate Professor, Education
Clarion University, B.S., M.Ed., Pennsylvania State University, Ph.D.
david m. HiPFel, Ph.D., (1992), Assistant Professor, Mathematics
Northwestern University, B.S.; Rensselaer Polytechnic Institute, M.S., Ph.D.
marilyn HoWe, Ph.D., (2000), Associate Professor, Education
Duquesne University, B.S., University of Pittsburgh, M.A.T., Ph.D.
david W. H oWes, Ph.D., (1986), Professor, Anthropology, Geography, and Earth Science
Michigan State University, B.A., M.A.; University of Wisconsin-Milwaukee, Ph.D.
JuditH Janes, M.Ed., (1988), Instructor/Clinical Supervisor, Communication Sciences and Disorders
Indiana University of Pennsylvania, B.S.; Clarion University, M.Ed.
Janis m. Jarecki-liu, Ph.D., (1988), Professor, Communication Sciences and Disorders
Allegheny College, B.S.; Clarion University, M.S.; Kent State University, Ph.D.
tony r. JoHns, Ph.D., (1992), Associate Professor, Administrative Science
Auburn University, B.M.E., M.B.A.; Florida State University, Ph.D.
catHerine r. Joslyn, M.F.A., (1979), Professor, Art
Colby College, B.A.; Indiana University, M.F.A.
cyntHia kennedy, Ph.D., (2000), Associate Professor, History
Eastern College, B.A.; University of Richmond, M.A.; University of Maryland at College Park, Ph.D.
andreW c. ketH, Ph.D., (2001), Associate Professor, Biology
Clarion University, B.S., M.S.; The Pennsylvania State University, Ph.D.
mark l. kilWein, Ph.D., (1997), Associate Professor, Special Education and Rehabilitative Sciences
University of Pittsburgh, B.S.; Ohio State University, M.A., Ph.D.
Paul y. kim, Ph.D., (1978), Professor, Marketing
University of Minnesota, B.A., M.S., Ph.D.
soo kim, Ph.D., (2009), Associate Professor, Computer Information Science
Ewha Womans University, Seoul, Korea, B.S.; Yonsei University, Seoul, Korea, M.S.;

81

Directories

Clarion University of Pennsylvania

82

Clarion University of Pennsylvania

Directories

cyntHia kisiday, M.S., (2009), Assistant Professor, Communication Sciences and Disorders
Indiana University of PA, B.S., M.S.; Additional coursework, Clarion University.
Janet k. knePPer, Ph.D., (1998), Assistant Professor, Director of Graduate Program, English
Portland State University, B.A.; University of Pennsylvania, M.A., Ph.D.
Patricia l. kolencik, Ed.D., (2001), Associate Professor, Education, Assistant Chair, Education Department
Edinboro University of Pennsylvania, B.S.; University of Alabama, M.A.; University of Pittsburgh, Ed.D.
Janice m. krueger, Ed.D., (2006), Assistant Professor, Library Science
Duquesne University, B.S.; Drexel University, M.S.; University of the Pacific, Ed.D.
myrna kueHn, Ph.D., (1987), Professor, Mass Media Arts, Journalism, and Communication Studies
Lynchburg College, B.A.; Texas Tech University, M.A.; The Pennsylvania State University, Ph.D.
scott a. kueHn, Ph.D., (1987), Professor, Mass Media Arts, Journalism, and Communication Studies
Purdue University, B.A.; Northern Illinois University, M.A.; The Pennsylvania State University, 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., Associate 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, Ph.D., (2000), Associate Professor, Education
Westminster College, B.A., M.Ed.; Pennsylvania State University, Ph.D.
mary BetH mason-BaugHman, Ph.D, (2008), Assistant Professor, Communication Sciences and Disorders
Clarion University, B.S., M.S.; Kent State University, Ph.D.
colleen a. mcaleer, Ph.D., (1982), Professor, Communication Sciences and Disorders, Chair, CSD/Speech Pathology
Department; 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 Pat mccartHy, D.Ed., (1994), Assistant Professor/Clinical Supervisor, Communication Sciences and Disorders
Clarion University, B.S., M.S., Indiana University of PA, D.Ed.
micHael J. mcconnell, Ph.D., (1996), Associate Professor, Mathematics
Allegheny College, B.A.; Kent State University, M.A., Ph.D.
JoHn r. mccullougH, Ed.D., (1993), Associate Professor, Education
Clarion University, B.S., M.Ed.; Indiana University of Pennsylvania, Ed.D.
andrea l. miller, Ph.D., (1991), Professor, Library Science, Chair, Library Science Department
Clarion University, B.S., M.A., M.S.L.S.; University of Pittsburgh, Ph.D.
laurie miller, Ph.D., (2009), Assistant Professor, Communication
Point Park University, B.S., M.A.; Indiana University of Pennsylvania, Ph.D.
katHleen r. murPHy, D.Ed., (2002), Assistant Professor, Education
Clarion University, B.S., M.Ed.; Indiana University of Pennsylvania, D.Ed.
sHannon s. nix, Ph.D., (2008), Assistant Professor, Biology
SUNY-Environmental Science and Forestry, B.S.; Rutgers University, Ph.D.
Jon o’donnell, Ed.D., (1999), 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, Ph.D., (2005), Professor, Administrative Science
ITESM, B.S., M.B.A.; University of Pittsburgh, Ph.D.
tHomas W. oliver, Ph.D., (1992), Professor, Accountancy
Gettysburg College, A.B.; Shippensburg University, M.B.A.; University of Massachusetts, Ph.D.

83

naomi Bell o’neil, Ph.D., (2009), Assistant Professor, Communication
Clarion University, B.A.; Slippery Rock University, M.A.; Ohio State University, Ph.D.
uraina n. Pack, Ph.D., (2002), Assistant Professor, English
Brooklyn College, B.A.; Clark Atlanta University, M.A., University of Kentucky, Ph.D.
melanie s. Parker, Ed.D., (1994), Professor, Mathematics
Clarion State College, B.S.Ed., M.A.; University of Pittsburgh, Ed.D.
James g. Pesek, Ph.D., (1980), Professor, Administrative Science; Dean, College of Business Administration
Bowling Green State University, B.S., M.A.; University of Pittsburgh, Ph.D.
todd J. PFannestiel, Ph.D., (2003), Associate Professor, History
University of Arkansas at Fayetteville, B.A.; The College of William and Mary, Ph.D.
Brenda J. PonsFord, Ph.D., (2002), Professor, Marketing
Virginia Polytechnic Institute and State University, B.S., M.B.A., Ph.D.; Concord University School of Law, J.D.
legene quesenBerry, J.D., (1992), Professor, Finance
Washington State University, B.A.; Gonzaga University School of Law, J.D.
rod d. raeHsler, Ph.D., (1992), Professor, Economics
University of Wisconsin-River Falls, B.S.; University of Nebraska, M.A.; University of Iowa, Ph.D.
kurt regester, Ph.D., (2008), Assistant Professor, Biology
Clarion University, B.S.; Middle Tennessee State University, M.S.; Southern Illinois University, Ph.D.
loraine reiser, Ph.D., (2008), Associate Professor, Nursing
Pennsylvania State University, B.S.; Albright College, B.S.N.; Villanova University, M.S.N.;
Carlow University, Post-Master’s Family Home Health Advanced Practice; University of Pittsburgh, Ph.D.
District of Columbia Teachers College, B.S.; University of Maryland College Park, M.L.S.;
James J. reynolds, D.Ed., (1991), Professor, Mathematics
Colgate University, A.B.; The Pennsylvania State University, M.A., D.Ed.
martHa k. roBinson, Ph.D., (2005), Assistant Professor, History
University of Arizona, B.A.; University of Kansas, M.A.; University of Southern California, Ph.D.
kevin J. rotH, Ph.D., (1990), Professor, Administrative Science
Slippery Rock University, B.S.; Clarion University, M.B.A.; University of Pittsburgh, Ph.D.
ricHard a. saBousky, Ph.D., (1992), Associate Professor, Special Education and Rehabilitative Sciences
Chair, Special Education and Rehabilitative Sciences; Clarion University, B.S., M.S.; Kent State University, Ph.D.
William v. sanders, Ph.D., (1981), Professor, Economics
Indiana University of Pennsylvania, B.A.; Long Island University, M.C., M.A.; Pennsylvania State University, Ph.D.
craig scott, Ph.D., (2007), Assistant Professor, Biology
State University of New York, Oneonta, B.S.; University of Pittsburgh, Ph.D.
deBoraH a. sarBin, Ph.D., (1994), Assistant Professor, English
University of Pittsburgh, B.A.; University of Wisconsin-Madison, M.A., Ph.D.
sally m. sentner, D. Ed., (2000), Associate Professor, Special Education and Rehabilitative Sciences
Pennsylvania State University, B.S., M.S., D.Ed.
c. darrel sHeraW, Ph.D., (1978), Professor, English
Clarion University, B.S.; Ohio University, M.A., Ph.D.
Juanita smart, Ph.D., (2001), Assistant Professor, Director of the Writing Center, English
Houghton College, B.A.; SUNY College at Buffalo, M.S.; Oregon State University, M.A.; Washington State University, Ph.D.
Bruce g. smitH, Ph.D., (2000), 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, Ph.D., (1992), Professor, Biology
Saint Vincent College, B.S.; Shippensburg University, M.S.; The Pennsylvania State University, Ph.D.
karen r. smitH, Ph.D., (1992), Associate Professor, English
Smith College, B.A.; University of Michigan, M.A., Ph.D.
lynn a. smitH, Ph.D., (1989), Associate Professor, Economics
University of Pittsburgh-Johnstown, B.A.; West Virginia University, M.A.; University of Pittsburgh, Ph.D.
Jocelynn smrekar, Ph.D., (1998), Associate Professor, Education
Clarion University, B.S.; The Pennsylvania State University, M.Ed., Ph.D.
soong nark soHng, Ph.D., Professor, Economics
Seoul National University, B.A.; Wayne State University, M.A., Ph.D.
sylvia W. stalker, Ph.D., (1985), Professor, Education
Keuka College, B.A.; Stephen F. Austin State University, M.Ed.; Indiana University, Ph.D.

Directories

Clarion University of Pennsylvania

84

Clarion University of Pennsylvania

Directories

kennetH J. stauB, M.S., (2003), Assistant Professor, Communication Sciences and Disorders
Clarion University of Pennsylvania, B.S., M.S.
kevin m. stemmler, Ph.D., (1990), Professor, English
Indiana University of Pennsylvania, B.A., M.A.; University of Pittsburgh, Ph.D.
William F. stine, Ph.D., (1981), Professor, Economics
University of New Haven, B.B.A.; Baruch College, M.B.A.; Fordham University, Ph.D.
lorie k. taylor, Ed.D., (2003), 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, Ph.D., (1991), Professor, English
Ohio University, B.A., M.A.; Ohio State University, Ph.D.
micHael a. torres, Ph.D., (2004), Assistant Professor, Mass Media Arts, Journalism, and Communication Studies
Hunter College, B.A.; Regent University, M.A., Ph.D.
sandra r. treJos, Ph.D., (2004), Professor, Economics
Universidad de Costa Rica, B.S.; Oklahoma State University, M.S., Ph.D.
andreW m. turner, Ph.D., (1997), Professor, Biology
Wittenberg University, B.A.; Ohio State University, M.S.; Michigan State University, Ph.D.
lisa P. turner, Ph.D., (1995), Professor, Special Education and Rehabilitative Sciences
University of Tennessee, B.S., M.S.; Kent State University, Ph.D.
Bernard F. vavrek, Ph.D., (1971), 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, Ph.D., (1994), 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, Ph.D., (1986), 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, Ph.D., (1987), Associate Professor, Mass Media Arts, Journalism, and Communication Studies
Indiana University-Bloomington, B.A.; Trenton State College, M.Ed.; Indiana University-Bloomington, Ph.D.
angela West, M.S.N., (2002), Assistant Professor, Nursing
Slippery Rock University, B.S.N.; LaRoche College, M.S.N.
Paul WoodBurne, Ph.D., (1999), Associate Professor, Economics
University of California at Riverside, B.S., Ph.D., University of New Hampshire, M.A.
george q. xu, Ph.D., (1988), Professor, English
East China Teachers University, B.A.; Shanghai International Studies University, M.A.;
Indiana University of Pennsylvania, Ph.D.
cHin-Wei yang, Ph.D., (1981), Professor, Economics
College of Chinese Culture, B.A.; Northwest Missouri State University, M.B.A.; West Virginia University, M.A., Ph.D.
HWei-Jen yang, Ph.D., (1985), Associate Professor, Communication
National Taiwan University, B.A.; Murray State University, M.A.; The Ohio State University, Ph.D.

Clarion University of Pennsylvania

85

Index
Speech Language Pathology ...................................... 71
Dining Fees ....................................... www.clarion.edu/finaid/
Directories ............................................................................. 75
Disability, Nondiscrimination on Basis of ............................ 10
Distance Education ................................................................47
Early Childhood Concentration .............................................32
Economics, Courses in .......................................................... 27
Education, Master of Education degree in .............................31
Courses ........................................................................... 36
Education ........................................................................ 31
Curriculum and Instruction Concentration ......................32
Early Childhood Concentration .......................................32
History Concentration......................................................32
Graduate Early Childhood Certification Program ...........35
Instructional Technology Specialist ............................... 34
Literacy Concentration ....................................................32
Mathematics Concentration .............................................33
Reading Specialist Certification .................................... 34
Science Education Concentration ....................................33
Technology Concentration ...............................................33
World Languages Concentration .....................................33
Employment (see Career Services) ........................................14
Environmental Science, Courses in .......................................22
Faculty, Graduate .................................................................. 80
Fees .................................................... www.clarion.edu/finaid/
Finance, Courses in ............................................................... 28
Financial Aid ......................................................................... 11
Full-Time Status ...................................................................... 8
Geography/Earth Science, Courses in................................... 22
Grading System....................................................................... 9
Graduate Management Admissions Test (GMAT) ................... 5
Graduate Record Examination (GRE) .................................... 5
Health Insurance ....................................................................13
Health Services ..................................................................... 13
History Concentration ............................................................32
Housing ................................................................................. 14
In Progress Grades ................................................................ 10
Incomplete Grades .................................................................. 9
Insurance, Health ............................................................ 13, 14
International Students ............................................................. 6
Internships .......................................(See individual programs)
Intervention Specialist Concentration ....................................65
Keeling Health Center............................................................13
Libraries ................................................................................ 12
Library Science, Master of Science degree in .......................46
Certificate of Advanced Studies.......................................47
Courses ........................................................................... 49
Distance Education ..........................................................47
Juris Doctor Program .......................................................47
Pennsylvania Library Science K-12 Certification ...........47
Literacy Concentration...........................................................32
Loans ..................................................................................... 11

Index

Academic Honesty .................................................................. 7
Accountancy Professional Course of Study .......................... 25
Accounting, Courses in ......................................................... 26
Accreditation ..................................................................... iii-iv
Admission (also see individual programs).............................. 4
Eligibility .......................................................................... 4
International Students ....................................................... 6
Non-Degree Students ........................................................ 7
Procedures......................................................................... 5
Advisement (also see individual programs) .......................... 10
Application Deadlines............................................................. 6
Application Fee .................................. www.clarion.edu/finaid/
Assistantships (also see individual programs) ...................... 11
Auditing Courses .................................................................... 9
Automobiles Regulations ...................................................... 14
Biology, Master of Science degree in ................................... 16
Biological Sciences Concentration ................................. 16
Courses ........................................................................... 19
Environmental Science Concentration ........................... 16
Pymatuning Laboraroty of Ecology ............................... 19
Business Administration, Master of ..................................... 23
Courses ........................................................................... 27
Liberal Arts Pre-Professional MBA Option.................... 25
Professional Accountancy Course of Study .................... 25
Calendar, Academic ............................................................... vi
Career Services Center .......................................................... 14
Carlson Library ......................................................................12
Certification
Family Nurse Practitioner ................................................61
Instructional Technology Specialist ................................ 34
Nursing Education ...........................................................61
Pennsylvania Library Science K–12 ............................... 49
Public Relations (online) ................................................ 54
Reading Specialist .......................................................... 34
Clarion Campus ...................................................................... 2
Communication Sciences and Disorders, Courses in ............73
Communication Studies, Courses in ......................................54
Comprehensive Examinations (see individual programs)
Core Values, Clarion University ............................................. 1
Credit, Transfer of ................................................................... 8
Curriculum and Instruction Concentration ............................32
Degree Completion ................................................................. 8
Degrees
Master of Business Administration................................. 23
Master of Education
Education ................................................................... 31
Master of Science
Biology....................................................................... 15
Mass Media Arts and Journalism .............................. 52
Library Science .......................................................... 46
Nursing....................................................................... 57
Rehabilitative Sciences .............................................. 63
Special Education ...................................................... 65

86

Management, Courses in....................................................... 29
Marketing, Courses in ........................................................... 30
Mass Media Arts and Journalism, Master of Science in ...... 52
Courses ........................................................................... 55
Graduate Online Certificate in Public Relations............. 54
Master of Business Administration ....................................... 23
Liberal Arts Pre-Professional MBA Option.................... 25
Professional Accountancy Course of Study .................... 25
Master of Education with Special Education .........................64
Master of Science
in Biology ....................................................................... 16
in Library Science ........................................................... 46
in Mass Media Arts and Journalism .............................. 52
in Nursing ....................................................................... 57
in Rehabilitative Sciences ............................................... 63
in Special Education ....................................................... 65
in Speech Language Pathology ....................................... 76
Mathematics Concentration ...................................................33
Mathematics Education, Courses in.......................................40
Miller Analogies Test (also see individual programs) ............ 5
Mission.................................................................................... 2
Nondiscrimination on Basis of Disability ............................. 10
Nondiscrimination Statement.................................................. 2
Nursing, Master of Science degree in ................................... 57
Courses ........................................................................... 59
Family Nurse Practitioner Second Master’s Degree........61
Nursing Education Post-Master’s Certificate ..................61
Parking .................................................................................. 14
Placement (see individual programs)
Policies and Procedures, Acaedmic .........................................7
Pre-K–4th Grade(Early Childhood), Courses in ....................36
Pymatuning Laboratory of Ecology ...................................... 19
Quality-Point Average (also see individual programs
for requirements) .................................................................. 4

Clarion University of Pennsylvania

Reading Specialist Certification............................................ 34
Refunds ............................................. www.clarion.edu/finaid/
Rehabilitative Sciences, Master of Science degree in .......... 63
Courses ........................................................................... 67
Research ................................................................................ 10
Residency ................................................................................ 8
Responsibility, Student ......................................................... 10
Science Education Concentration ..........................................33
Science Education, Courses in ...............................................41
Scholarships (aldo see individual programs) ........................ 12
Special Education, Master of Science degree in ................... 65
Courses ........................................................................... 68
Education Specialist........................................................ 65
Special Education Concentration, M.Ed. with ...................... 64
Courses ........................................................................... 68
Integrated Middle Level Baccalaureate ...........................64
Middle Level Certification 5-year Program .....................65
Intervention Specialist Program ......................................65
Speech Language Pathology, Master of Science in .............. 71
Student Support Services Program ................................. 11
Suhr Library ...........................................................................13
Technology Concentration .....................................................33
Test of English as a Foreign Language (TOEFL) ................... 6
Theses (also see individual program) ................................... 10
Transcripts ............................................................................... 5
Transfer Credit (also see individual programs)....................... 8
Tuition/Fees ...................................... www.clarion.edu/finaid/
Venango Campus .............................................................. 3, 89
Veterans ................................................................................. 11
Vision, Clarion University ...................................................... 2
Withdrawals ............................................................................ 9
World Languages Concentration............................................33
World Languages, Courses in ................................................44

Index

Lot F

t

t

2W
es

32

Lib

ert

yS

tre

et

Official
Residence

ee

Str

in

Main Street / US 322 west to
Health Science Education Center
and Memorial Stadium

Ma

hth

Eig

th

Nin

Business
Administration
and Computer
Center

Still
Hall

Lot N

ue

Ave
n

Lot 3

t

Ceramics
Lab

Lot 7

t
as
2E

Lot
G

Stevens
Hall

hth

ue

Ave
n

t

Lot
D

Lot 10

Givan
Hall

nue

Lot 11

lle Ave
vi
Green

Tippin
Natatorium

Tippin
Gymnasium

Book
Center

Gemmell
Student
Center

Food
Court

Lot 12

Marwick-Boyd
Fine Arts Center

Student
Recreation
Center

Tennis
Courts

Lot 14

enue

Wilson Av

Lot V

Lot 16

Clarion University of Pennsylvania
840 Wood Street
Clarion, PA 16214-1232

reet Lot S

Children’s
Center

Ralston
Hall

Lot
K

e St

Pag

Science and
Technology
Center

Planetarium

ew
Campus Vi
Suites

Lot T

Stree

Harvey
Hall

Page

Avenue

Payne Street

Eig

en

Gre

ue

Wilson

Mail and
Receiving

Speech and
Hearing
Clinic

Water
Tower

Keeling
Health
Center

Valley
View
Suites

ven
eA
vill

Davis
Hall

Moore
Hall Egbert
Hall

University
Gallery

Special
Education
Center

Carlson
Library

Becht
Hall

Lot E

Ballentine
Hall

Lot
9

Basketball
Courts

Lot 6

Admissions
Office

Lot H

Lot L

Nair
Hall

Lot
8

Wilkinson
Hall

Lot
PAGES M

Lot P

et

32

Eagle Commons
Dining
Facility

Lot 5

Lot
4

Lot
15

Utility
Founders
Plant
Hall
Lot
O
Sculpture
Studio
Hart
Chapel
Theatre

e

Ave
nu

Carrier
Administration
Building

ad

Ma

Lot R

Lot
U

Greenville Avenue

Seifert-Mooney
Center for
Advancement

Lot C

Wheelchair accessible buildings
Handicapped Parking
Emergency Phones
Bus Stop
Bus Route

Yield to pedestrians in crosswalks.

Greenville Avenue to Reinhard Villages and
Greenville Avenue Extension/South 66 to Interstate 80

Becker Hall

Public
Safety
Thorn
1

Lot
X Thorn
2

McEntire
Maintenance

Employee Lots C, D, E, F, G, H, L, M, N, O, R, S, T, U, V, X, Z, 7, 9, 10, 12
Student Lot Assignments (Lot signs are color coded)
Commuter Students Lots 4, 5, 6, 11, 14, 16
Residence Hall Students Lots 3, 8, 15, P
Residence Hall Freshmen Lot 3
Lot 3 is open to resident and resident freshmen parking
Basketball courts (Lot 6) become seasonal parking for resident students
Overnight parking is restricted to Lots 3, 8, 15, P
Parking meters in lots 5, 11, 12, 16, E, F, V

reet

M

Thorn St

St

e

ain

r Driv

ree
t/

M

ee
Str
in
Ma

Ro

t
ee
Str

et

eet
Str

Wo
od

in

tre

Siler Road

erl
e

Payne Street

dS

Becke

Wo
o

eet

St.

tt Str

th

Corbe

So
u

Stre
Wo
od

Central
Services
Building

Clarion University of Pennsylvania
87

88

Clarion University of Pennsylvania

Clarion Campus Facilities

Admissions Building, located on Wood Street, houses Admissions operations.
Ballentine Residence Hall, located on Wood Street.
Becht Residence Hall, located on Wood Street.
Becker Hall, at Greenville Avenue and Thorn Street, houses the Communication and the Computer Information Science departments.
Campus View Suites is on top of the hill and offers kitchen and living room areas in each unit (two to four students per unit).
Carlson Library is on the central campus just off Wood Street. It houses the Art Gallery, the Library Science Department, the library
faculty and staff, and the university’s collection of resource documents.
Carrier Administration Building, at Main Street and Arnold Avenue, houses offices for the president and staff, the provost and
academic vice president and staff, the vice president for finance and administration and staff; Office of the Registrar, Business
Office, Human Resources, Social Equity, Student Accounts, and Graduate Studies.
Center for Advancement of Clarion University, situated at the corner of Greenville Avenue and Corbett Street, houses the offices
of alumni development and the Clarion University Foundation, Inc.
Central Services, located on Wood Street, houses publications/printng offices and mailroom operations.
Davis Hall, on Greenville Avenue, has classrooms and offices for the English Department and the Modern Languages Department.
Eagle Commons Dining Facility, located at the corner of Ninth and Wood Streets, seats 530 and offers a variety of food styles. The
lower level features a Starbucks and a meeting room which can hold up to 100 visitors.
Egbert Hall is on the central campus behind Carlson Library. It has administrative offices for the vice president for student affairs
and staff, the Department of Counseling, the Office of Financial Aid, Career Services, and the Housing Office.
Founders Hall is situated at the corner of Wood and Ninth and houses classrooms and a computer laboratory for the History Department
and the Political Science, Sociology, and Philosophy Department as well as laboratories for the Anthropology program and studios
for the Art Department. Offices for the Dean of Arts and Sciences are on the second floor.
Givan Residence Hall, situated on the hill along with the Suites, and Ralston Hall.
Hart Chapel Theatre is located on Wood Street and Eighth Avenue.
Harvey Hall is on center campus and houses offices and classrooms for the Psychology Department and Women’s Studies program.
Hazel Sandford Art Gallery is located on the Greenville Avenue side of the Carlson Library. The permanent collection covers all
media, with special emphasis in photography, prints, artist’s books, and ceramics. Exhibitions are scheduled throughout the academic
year as well as summer sessions with regular gallery hours weekdays and Sundays.
Joseph P. Grunenwald Center for Science and Technology, located on central campus west of Harvey Hall and houses offices,
classrooms, and labs for AGES, Biology, Chemistry and Mathematics, as well as the planetarium.
Keeling Health Services Center, off Wilson Avenue behind Givan Hall, has modern clinical and infirmary facilities located on
the first floor. The Speech Pathology and Audiology Diagnostic Center is located on the ground floor. The Speech Pathology and
Audiology Department is also located on the first floor.
Marwick-Boyd Fine Arts Center, which stands at the south corner of Payne Street and Greenville Avenue, provides a 1,600-seat
auditorium, Little Theatre, Sandford Art Gallery, classrooms, studios, multimedia studio, laboratories, and office and exhibit areas
for Art, Music, and Speech and Theatre Departments.
McEntire Maintenance Building on Wilson Avenue south of Payne Street, is the center for physical plant maintenance, the motor
pool, and maintenance shops.
Moore Hall, east of Carlson Library, serves as a reception and meeting facility.
Nair Residence Hall provides housing for 450 students and is located on Main Street.
Ralston Residence Hall is situated on the hill above Gemmell Student Complex.
Recreation Center, is located on Payne Street. It contains basketball courts, a running track, a fitness center, and a climbing wall.
Reimer Student Center/James Gemmell Student Complex, located at the north corner of Wilson Avenue and Payne Street, provides
offices for student government and student activities personnel. Also housed in this area are the bookstore, snack bar, meeting rooms,
and other recreation areas for students. There is also a multi-purpose room.
Special Education Center, at the corner of Eighth and Greenville, houses the reception area of the Educational Appraisal Clinic and
therapy rooms, along with some faculty offices and classrooms.
Stevens Hall, off Greenville Avenue, provides classrooms and faculty offices for education and human services programs and offices
for the College of Education and Human Services.
Still Hall Business Administration and the Lewis Computer Center are in a single building on the north campus at Main Street
and Ninth Avenue housing the information center, computing services, the Office of the College of Business Administration, and
the Departments of Accountancy, Administrative Science, Economics, Finance/Real Estate, and Marketing.
Thorn Houses 1 and 2, located on Thorn Street, house the Public Safety Department (1) and plant services, facilities planning, and
purchasing operation (2).
Tippin Gymnasium-Natatorium stands at the north center of Payne Street and Greenville Avenue. It houses classrooms, offices, and
gym areas for the Health and Physical Education Department, a 3,600-seat arena for varsity sports, and a natatorium.
Valley View View Suites is located on Wood Street and offers kitchen and living room areas in each unit (two to four students per unit).
Wilkinson Residence Hall houses 450 students on the Main Street area of the campus.

Osborne Street

Student Apartment Housing

West
End
Pond

Rhoades
Center

Clarion University of Pennsylvania
1801 West First Street
Oil City, PA 16301-3297

Venango Campus

Student
Parking

1

2

3

Student Parking

Employee
Parking

Faculty
Parking

Student Parking

West First Street, Oil City, Pennsylvania

Faculty
Parking

1. Elizabeth S. Black Hall
2. Edward V. and Jessie L. Peters Hall
3. Michael F. and Joyce I Hughes Hall
4. Leadership Hall
5. Bradford George Carmack Barnes Hall

Frame Hall

Visitor/
Staff
Parking

Suhr
Library

Handicap Parking
Wheelchair Accessible Building
Emergency Phones

4

5

Montgomery Hall

Maintenance

Clarion University of Pennsylvania
89

90

Clarion University of Pennsylvania

Venango Campus Facilities

ricHard c. Frame Hall, the original building, contains the administrative office, Admissions and Financial Aid, Career Services,
Continuing Education, Marketing and University Relations, and classrooms.
roBert W. rHoades center houses Student Affairs and provides student lounge and recreation facilities, a gymnasium, an auditoriumtheatre, a bookstore, a fitness center, and food services.
tHe cHarles l. suHr liBrary houses the library, study facilities, faculty offices, the Department of Applied Technology, and the
Barbara Morgan Harvey Center for the Study of Oil Heritage.
montgomery Hall is a modern classroom and office building which houses the School of Nursing and Allied Health, the computer
laboratory, the Learning Support Center, interactive video classrooms, career services, and faculty offices.
eliZaBetH s. Black Hall, edWard v. & Jessie l. Peters Hall, micHael F. and Joyce i. HugHes Hall, leadersHiP Hall, and
BradFord george carmack Barnes Hall are attractive, upscale apartment buildings offering students a private bedroom and
a semi-private bathroom with shared kitchen facilities and living and dining areas. Each apartment is fully furnished and houses
four students.