Clarion
ClarionUniversity
UniversityofofPennsylvania
Pennsylvania

graduate
Catalog 2013-2015

Graduate
Catalog
2013-2015

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

Clarion University of Pennsylvania

Clarion University

Academic Calendar 2013-14
(Revised June 2013; Subject to change without notice)

Fall Semester 2013
Classes begin — 8 a.m........................................................................................ Monday, August 26
Labor Day Holiday........................................................................................Monday, September 2
Mid-semester break begins –10 p.m..........................................................Thursday, September 26
Mid-semester break ends — 8 a.m.................................................................Monday, September 30
Friday classes meet in place of Tuesday classes.........................................Tuesday, November 26
Thanksgiving holiday begins —10 p.m........................................................Tuesday, November 26
Thanksgiving holiday ends — 8 a.m................................................................ Monday, December 2
Classes end —10 p.m......................................................................................... Friday, December 6
Final examination period begins.................................................................... Monday, December 9
Final examination period ends —10 p.m......................................................... Friday, December 13
Semester ends —10 p.m................................................................................... Friday, December 13
Winter Commencement.............................................................................. Saturday, December 14
Semester grades due from faculty — Noon.............................................. Wednesday, December 18

Winter Intersession

Registration.................................................................................................. Monday, December 16
Classes begin................................................................................................ Monday, December 16
Final Exams................................................................................................ Wednesday, January 15
Semester grades due from faculty — Noon.......................................................... Friday, January 17

Spring Semester 2014
Classes begin — 8 a.m....................................................................................... Tuesday, January 21
Winter holiday begins —10 p.m............................................................................. Friday, March 14
Winter holiday ends — 8 a.m............................................................................... Monday, March 24
Classes end —10 p.m............................................................................................... Monday, May 5
Final examination period begins — 8..am................................................................ Tuesday, May 6
Final examination period ends —10 p.m.................................................................... Friday, May 9
Semester ends —10 p.m.............................................................................................. Friday, May 9
Spring Commencement........................................................................................ Saturday, May 10
Semester grades due from faculty — Noon....................................................... Wednesday, May 14

Summer Sessions — 2014
Session 1................................................................................................................ May 12–May 30
Session 2.....................................................................................................................June 2–July 3
Session 3................................................................................................................ July 7–August 7

Academic Calendar 2014-15

See Office of the Registrar website: www.clarion.edu/registrar
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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
Accreditation Commission for Education in Nursing, Inc. (ACEN))
School of Nursing/Associate Degree Program
School of Nursing/Baccalaureate Degree Program
School of Nursing/Master Degree Program
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 College/Learning Support Centers (certified)
Council for Exceptional Children (CEC)
College of Education and Human Services/Special Education
Council for Standards in Human Service Education
College of Education/Rehabilitative Sciences and Human Services
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

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Clarion University of Pennsylvania

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
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 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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Accreditations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Graduate Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Admissions Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Clarion University Online Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Financial Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Graduate Studies Scholarships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Student Support Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Master of Business Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Master of Education Degree in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Master of Science Degree in Library Science. . . . . . . . . . . . . . . . . . . . . . . . . . 25
Master of Science Degree in Mass Media Arts and Journalism . . . . . . . . . . . 30
Master of Science in Nursing Degree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Graduate Studies in Special Education, Rehabilitative Sciences
Master of Science Degree in Speech Language Pathology . . . . . . . . . . . . . . . 41
Graduate Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Directories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Graduate Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Campus Maps and Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-93

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Clarion University of Pennsylvania

Division of
Graduate Programs
Website: www.clarion.edu/gradprograms

Graduate Degree Programs

Clarion University of Pennsylvania offers graduate-level programs leading to the Master of Business
Administration, Master of Education, Master of Science, Master of Science in Library Science, or Master of
Science in Nursing degrees. The Master of Science in Library Science program is accredited by the American
Library Association; the Master of Science program in Speech Language Pathology is accredited by the Council
on Academic Accreditation of the American Speech-Language-Hearing Association; the Master of Business
Administration program is accredited by AACSB International—The Association to Advance Collegiate Schools
of Business; and the Master of Science in Nursing program is accredited by the Accreditation Commission for
Education in Nursing, Inc. (ACEN).
• Master of Business Administration—Campus
and Online

• Master of Science in Speech Language
Pathology—Campus

• Master of Education in Education
Curriculum and Instruction Concentration—Online
Early Childhood Concentration—Online
Mathematics Education Concentration
Reading Concentration—Blended/Hybrid
Special Education Concentration—Blended/Hybrid
Technology Concentration—Online

• Master of Science in Nursing
Family Nurse Practitioner Concentration—Online
except labs and clinical

• Master of Science in Library Science
PA Library Science K-12 Certification—Campus
and Online
• Master of Science in Mass Media Arts and
Journalism—Online

• Certifications
Early Childhood—Online
Forensic Nursing Certificate
Instructional Technology Specialist—Online
PA Library Science K-12—Online
Post Masters Family Nurse Practitioner—Online
except labs and clinical
Reading Specialist Certification—Blended/Hybrid
• Certificates
Advanced Studies in Library Science—Online
Public Relations—Online

• Master of Science in Rehabilitative Sciences
Transitions Concentration

For more detailed information on
graduate curricula and courses, refer
to the Graduate Catalog or online
at www.clarion.edu/gradprograms
or www.clarion.edu/catalog.

vi

1

General Information

Clarion University of Pennsylvania

General Information
Mission

Clarion University of Pennsylvania provides
transformative, life-long learning opportunities through
innovative, nationally-recognized programs delivered in
inclusive, student-centered environments.

Vision

Clarion University will be a leader in high-impact
educational practices that benefit students, employers,
and community partners.

Core Values

Students, faculty, staff and alumni of Clarion University
value learning, accomplishment, encouragement,
diversity, civility, civic engagement and public higher
education.

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, gender
identity, 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 St., Clarion, PA 16214-1232, 814-393-2109; and
direct inquiries regarding services or facility accessibility
to the compliance specialist, 207 Carrier Administration
Building, 840 Wood Street, Clarion, PA 16214-1232,
814-393-2000; (or to the Director of the Office for Civil
Rights, Department of Education, 330 Independence
Avenue, SW, Washington, DC 20201).

2

General Information

Correspondence

The address for all administrative correspondence may
be sent to the following:
Clarion University of Pennsylvania
840 Wood Street
Clarion, PA 16214-1232
Telephone: 814-393-2000

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 6,200 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 the business administration,
education, library science, nursing, and sciences. Clarion
University is recognized by 25 accrediting agencies.

Clarion University of Pennsylvania

The Clarion Campus of the university contains 128
acres and 43 buildings. Beyond the Clarion 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 approximately
two miles north of Interstate 80 at Exits 62 and 64 and is
approximately 2 1/2 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.
Among facilities supporting programs and students at
Clarion University are the Carlson and Suhr libraries, the
George R. Lewis Center for Computing Services, more than
two dozen computer 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; a writing center,
tutorial services, and a counseling center to assist students
who can benefit from these services; a state-of-the-art
recreation center; residence halls that are completely wired
for high speed Internet access; a modern student center;
and excellent food services across the campus.

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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 College 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, 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 bachelor’s
degree programs. Complete baccalaureate degrees offered
at Venango College of Clarion University include allied
health, applied technology, medical imaging sciences
with multiple concentrations, nursing, rehabilitative
sciences court and community concentration and liberal
studies. Additional offerings include a Master of Science
in Nursing or Post-Master’s Certificate as a Family Nurse
Practitioner and a Post Baccalaureate Forensic Nursing.
Other programs offered at Venango College include
13 certificates that can be completed in one year or less and
a variety of continuing education courses and seminars.

Clarion University–Online Programs
Venango College of Clarion University

Venango College of Clarion University, established
in 1961, was the first branch campus in the Pennsylvania
State System of Higher Education. Located in Oil City,
Venango College is scenically situated on 62 acres
surrounded by heavily-wooded foothills overlooking the
Allegheny River.
Venango College offers a personal and challenging
academic experience with small classes that maximize
student-faculty interaction and student success. The
college’s 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
its 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

Clarion University, combines its academic tradition of
excellence with online educational technology to provide
programs that are—accredited and accessible anywhere.
Clarion has been offering classes off the Clarion Campus
using a variety of technologies since 1996. There are
currently several undergraduate degree and certificate
programs available fully online. 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 the Clarion Campus. As a result,
the degree you earn online through the Online Programs
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

4

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
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.

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 non-

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degree 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 $50 non-refundable application fee (hard copy);
$40 non-refundable application fee (online); 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
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.

Graduate Study at
Clarion University

Clarion University of Pennsylvania

6

Clarion University of Pennsylvania

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

Graduate Study at
Clarion University

The following deadlines apply to graduate applicants.*
Nursing applicants:
Fall Admission Deadline—Oct. 1
(for the following fall)
Spring Admission Deadline—March 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 (paperbased 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.

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.

7

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
university, can only be imposed as the result of complaints
filed under the Disciplinary Procedures Code and after
Formal Hearings under this code.

Academic Standing

All graduate students are expected to remain in good
academic standing by maintaining a cumulative QPA of
3.0 on a 4.0 scale and earning no more than six semester
hours of “C” or lower grades in graduate courses.
Individual graduate programs may set higher standards
for “good” academic standings.
Probation:
Students who earn more than six semester hours of
grades of “C” or below or do not maintain a cumulative
QPA of 3.0 are placed on probation. A student placed
on probation automatically loses his or her graduate
assistanceship. A reapplication for an assistantship will be
required once she or he has returned to “good” academic
standing.
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. Failure to earn grades sufficient to be removed
from probation will result in the student being dismissed
from the graduate program in which she or he is enrolled.

Graduate Study at
Clarion University

Clarion University of Pennsylvania

8

Clarion University of Pennsylvania

Graduate Study at
Clarion University

Removal from probation due to more than 6 hours
of grades of “C” or below:
The student could repeat coursework in which the
original grade is “C” or below, a repeat course grade
will replace the original grade for quality-point
calculations. A maximum of six semester hours of
credit may be repeated. Please note the following
program specific policies:
• Library Science students receiving a grade of “C” or
below in two courses are dismissed as a candidate.
• CSD students who are on probation must come up
with a remediation plan to remove themselves from
probation. This plan will come to the department
through the student’s faculty advisor and must be
approved.
• MBA Program excludes grades earned in foundation
courses for the purpose of this policy.
Removal from probation due to QPA below 3.0:
The student should take additional graduate level
courses in his/her program and earn grades sufficient
to raise the cumulative QPA to 3.0 or above.
Dismissal:
Students who do not meet the conditions for removal of
probation will be dismissed from their graduate program.
After one semester of non-enrollment, the student may
reapply to the program. If reaccepted, all conditions
of probation apply and must be addressed in their first
semester back.
Students on probation status or who have been
dismissed in one program may apply to another graduate
study program for consideration for regular full or
provisional admission.
Approved Graduate Council May 2013

Transfer of Credit

Some graduate programs allow students to transfer
credit for graduate courses taken at other regionallyaccredited institutions for coursework of higher academic
caliber in accepted fields of study. It is university policy
that no more than 30 percent of the total credits for a
degree may be transfer credits. The course(s) taken
must be recognized in content and quality as similar
to Clarion University’s approved academic credit. The
credits must be capable of counting toward a graduate
degree at the sponsoring institution. Course credit will
not be transferred until the course has been evaluated
and approved. A student enrolled in a degree program at
Clarion who wishes to take a course at another institution
for transfer to Clarion should obtain prior approval from
his/her academic advisor, department chair, and the
college and graduate deans (see transfer credit form for
approval process). The student is required to furnish a
complete description of the intended transfer course(s)
usually through a catalog description and the syllabus
of the course(s) for which he/she is requesting transfer
credit.

Courses transferred must be certified as graduate level
on the official transcript and must have a grade of “B” or
better. Transfer credit course grades are not computed in
the Clarion 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.

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
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.

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

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

9

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.
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.

Graduate Study at
Clarion University

Clarion University of Pennsylvania

10

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
Graduate Study at
Clarion University

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.

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

Clarion University of Pennsylvania

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.

Clarion University of Pennsylvania

11

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.

Financial Information

Center for Academic Achievement

Students should refer to the Clarion University
Student Financial Services (SFS) website at: www.
clarion.ed/finaid for current costs of enrollment and
detailed billing/payment information.

Clarion University–Online Programs
Lynne M. Lander Fleisher, Director
131 Harvey Hall
Telephone: 814-393-2778
E-mail address: lfleisher@clarion.edu
Website: www.clarion.edu/virtualcampus

Clarion University, combines its academic tradition
of excellence with online educational technology to
provide classes and programs that are—accredited and
accessible anywhere. Information on the availability of
specific degrees online is indicated under each of the
degree program areas. A list of current course offerings
and online undergraduate programs is available on the
Web at www.clarion.edu/virtualcampus.

Off-Campus Courses and Programs

A variety of face-to-face classes and classes,
delivered by way of Interactive Video Conferencing
(ITV) in specialized programs, are offered around the
state at various locations.

Current Costs of Enrollment

Student Invoices

Student Invoices (bills) are not mailed to students.
Students are billed each term (i.e. summer, fall and
spring) and payment is expected by the first day of
class each semester. Students can view and print their
electronic invoices (bills) via the Student Service Center
(https://myclarion.clarion.edu) approximately 30 days
prior to the start of the semester. Winter and summer
session invoices are available approximately 10 days
prior to the start of these sessions.

Monthly Payment Plan

Clarion University offers an alternative to paying
your bill in full via our interest free monthly payment
plan. There are 12-month and 10-month payment plan
options available to choose from at https://clarion.
afford.com. A small enrollment fee is the only cost and
no credit approval is required. Interested students may
obtain additional information about the payment plan on
the SFS website: www.clarion.edu/finaid.

Financial aid Refunds

Refunds from excess financial aid are not available to
students until after drop/add is over each semester. The
quickest way to gain access to any financial aid refunds
you may receive from excess financial aid disbursements
is to sign up for direct deposit online on the MyClarion
portal. You can get step-by-step directions on how to do
this at: www.clarion.edu/267166.pdf.

Financial Aid Application

Financial assistance is available to students in the
form of scholarships, loans and student employment.
Detailed information and application forms may be
secured from the SFS Office. Clarion urges all students to
complete an annual Free Application for Federal Student
Aid (FAFSA) prior to May 1 each year via the federal
website: www.fafsa.ed.gov. Please indicate Clarion’s
Title IV code (003318) on the FAFSA form.

Graduate Study at
Clarion University

The Center for Academic Achievement is available
to students with disabilities who desire additional help in
the form of academic advising, informational workshops,
and assistance with study skills. Students interested in
obtaining information about the program should contact
the CAA program, 104 Ralston Hall, 814-393-2347.

B-16 Carrier Hall
Telephone: 1-800-672-7171, opt#2
Email Address: stfinservice@clarion.edu
Website: www.clarion.edu/finaid

12

Academic Year

At Clarion University, an academic year is comprised
of a Fall and Spring semester, during which time a fulltime graduate student is expected to complete at least 18
credits. The period of time school is in session consists
of 30 weeks of instruction.

Financial Aid Programs

In addition to graduate assistantships, the following
financial aid may be available to graduate students:

Graduate Study at
Clarion University

Federal TEACH Grant
Teacher Education Assistance for College and Higher
Education (TEACH) grants are based on program of
study and cumulative grade point average (3.25 is
required) rather than financial need. In order to qualify
for this grant at Clarion, students must be enrolled in
a bilingual education, foreign language, mathematics,
reading specialist, science or special education degree
program.
Interested students should complete a TEACH Grant
Preliminary Application (available in the SFS Office).
Once approved for the grant, students must complete
an annual Agreement To Serve document in which they
agree to teach for at least four academic years within the
first eight calendar years of completing their TEACH
eligible degree. NOTE: TEACH recipients who fail to
complete this service obligation will have their TEACH
grants convert to 6.8 percent Federal Direct Unsubsidized
Stafford Loans. Interest will be assessed retroactive to the
date the first TEACH grant disbursed to their account.
Federal Perkins Loan Program—
Perkins is a need-based, campus-based loan program
for students enrolled at least half-time who demonstrate
considerable unmet need. Students must have the current
year FAFSA form on file and must also complete a
Perkins Loan Application, available in the SFS Office
each year after April 15. Perkins loan amounts may vary,
but $1000 per semester is the maximum award for most
Clarion students.
The 5 percent interest loan is non-interest bearing
while the student is enrolled at least half-time at the
university. Borrowers have a one-time-only 9-month
“grace” period, during which no payment is required,
after they leave Clarion. The standard repayment period
of 10 years requires borrowers to make quarterly (four
times per year) payments with interest accruing at five
percent.
Federal Direct Stafford Loan Program
Stafford Loans provide a maximum of $20,500 per
academic year for eligible students. Graduate students
cannot exceed an aggregate loan limit of $138,500 for
both undergraduate and graduate loans.

Clarion University of Pennsylvania

Students must have a current year FAFSA on file, as
well as a Master Promissory Note (MPN) and Entrance
Loan Counseling. The one-time-only MPN and entrance
counseling are completed online at: www.studentloans.
gov.
Stafford loan interest rates vary by year and type
of loan. However, there is an 8.25 percent maximum
interest rate cap on all Direct Stafford Loan programs.
Please check the SFS website at www.clarion.edu/finaid
to determine the current interest rate for these loans.
Repayment for Direct Stafford Loans begins six
months after the student ceases at least half-time
enrollment at the university. During this six month
“grace” period, no payment is required. However,
monthly repayments start at the end of the one-time-only
grace period and extend over a 10-year repayment period.
Loan deferments are available to eligible students-students should contact their federal loan servicer to
obtain additional information if they experience financial
hardships during their 10 year repayment period.
Federal Direct GradPLUS
Grad PLUS loans are available to graduate students
and are not based on financial need. Students may choose
to borrow up to their cost of education minus any other
financial aid awarded for the year. There are no aggregate
loan limits for this program.
Students must have a current year FAFSA on file
and complete both a GradPLUS loan application and a
GradPLUS loan Master Promissory Note (MPN) on the
www.studentloans.gov website. Eligible students must
be enrolled at least half time to qualify for this loan and
demonstrate no adverse credit history in order to qualify
for the loan.
GradPLUS loan interest rates may vary but there is a
9 percent maximum cap. Please check the SFS website at
www.clarion.edu/finaid to determine the current interest
rate for the GradPLUS loan.
Students may request an in-school deferment during
the GradPLUS application process. This permits them to
waive the requirement to begin repayment no later than
60 days after the loan is fully disbursed to their account.
Students have 10 years in which to repay the loan once
their deferment expires and/or the loan is fully disbursed
to the student.
Clarion University Revolving Loan—
This loan fund may only be utilized for educational
purposes (books, etc.) and is available to Clarion students
who are enrolled on campus at least half time (six credits)
and do not currently have a financial hold on their
account. On-line students are not eligible to participate
in this loan program.
Students who wish to borrow money from this fund
to purchase books at the University Book Store must

Clarion University of Pennsylvania

Employment:
Employment on a part-time basis is available to the
extent that funds are provided by the federal government
and the institution. The assignment of students to on or
off-campus positions is generally based on financial
need. Students interested in student employment should
review the university’s Career Services website at www.
clarion.edu/career to identify employment opportunities.
All student employment programs require eligible
students to maintain a least half-time enrollment (six
credits) during the academic year. Participating students
must be paid at least the current federal minimum wage
rate and receive their pay on a bi-weekly basis.
Federal Work-Study Program
The university participates in the Federal WorkStudy Program which permits students with unmet
financial need to work while classes are in session.
Eligible students must have a current year FAFSA
on file. Participating students typically work no
more than 10-15 hours per week (as determined by
the employer) during the academic year.
State (Institutional) Employment Program
Students participating in this program do not need
to demonstrate unmet financial need nor is a current
year FAFSA required. Hours are typically limited
to no more than 10-15 hours per week during the
academic year (as determined by the employer).

Veterans’ Benefts

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,
in the SFS Office, immediately after being accepted for
admission to the university in order to secure additional
instruction. This procedure is necessary to ensure
students receive their monthly benefits. Please contact
the SFS Office, B-16 Carrier Hall, at 1-800-672-7171,
opt#2 for additional information.

Conditions Which Accompany Financial Aid

In order to continue receiving financial aid following
initial enrollment at Clarion University of Pennsylvania,
students must meet certain conditions each year. One
such condition requires students to enroll at least parttime (six credits) for the federal aid programs. Also, all
federal aid applicants must reapply for aid using the
FAFSA form each year. Full time graduate students may
receive assistance from the federal Title IV programs
for up to 150 percent of the published length of their
educational program.
Federal aid regulations require students to maintain
“satisfactory academic progress”. In order to demonstrate
satisfactory academic progress, part-time and full-time
students must successfully complete at least 67 percent
of all cumulative attempted credits to date as measured
on an annual basis. This percentage is calculated and
reviewed each academic year at the end of the spring
term, prior to the student’s receipt of any additional
federal financial aid monies for the future academic year.
Students, regardless of enrollment status, who fail
to achieve a cumulative QPA of at least a 3.00 are not
eligible to receive additional federal aid, even if they
meet the 67 percent cumulative completion requirement.

Appeal Procedure

Students denied financial aid for any reason may
appeal the denial as follows:
1. Write to the Student Financial Services Office
(SFS), Clarion University, 840 Wood Street,
Clarion, PA 16214, noting the denial and stating
the reasons why financial aid should not be
denied. NOTE: If the student is appealing a
lack of satisfactory academic progress (SAP)
determination, specific directions on the appeal
process are available at: www.clarion.edu/104683.
pdf
2. FS Office staff will review the denial in terms of
information provided by the student.
3. Following the review, the SFS Office staff will
inform the student of the status of the appeal
(granted/declined).

Refund Policy

Students receiving financial assistance from Clarion
University are subject to the same refund policies as
those who are not aid recipients.
Federal Title IV Regulations dictate the return of
federal aid monies. If a recipient of Title IV funds
(TEACH Grant, Direct Stafford Loan, Direct GradPlus
Loan) withdraws from school after beginning attendance,
a portion of the Title IV funds may have to be returned
to the US Department of Education (USDE). Title IV
funds are awarded to a student under the assumption
that the student will attend school for the entire period
for which the assistance is awarded. When a student
withdraws, the student may no longer be eligible for the

Graduate Study at
Clarion University

complete a Promissory Note at the Book store within the
first two weeks of the semester. Students who need funds
for other educational related costs should contact the
Director of Student Financial Services in B-16 Carrier
Hall to request funds and/or complete a Promissory Note.
Loan amounts may vary, but are typically restricted to
no more than $350.
The loan is interest-free but must be repaid in its
entirety no later than 30 days from the date of issue.
Financial aid funds can be utilized to cover this
outstanding balance. However, if a borrower does not
repay the loan within this time period, the outstanding
balance of any unpaid portion will be posted to the
student’s university account, along with a $25 late fee.
Also, a registration hold will be placed on the student’s
account until such time as the loan balance is paid in full.

13

14

Graduate Study at
Clarion University

full amount of the Title IV funds that the student was
originally scheduled to receive.
If a student withdraws before completing 60 percent
of the semester, the percentage of Title IV funds earned
is equal to the percentage of the semester completed.
The university is required to return the unearned portion
to USDE.
The percentage of payment period or term completed
up to the withdrawal date is determined by dividing
the total number of days enrolled up to the date of
withdrawal, by the total days in the “standard” payment
period or term. (Any break of five days or more is not
counted as part of the days in the term.) This percentage
is also the percentage of earned aid.
Funds are returned to the appropriate federal program
based on the percentage of unearned aid using the
following formula: aid to be returned = (100 percent of
the aid that could be disbursed minus the percentage of
earned aid) multiplied by the total amount of aid that
could have been disbursed during the payment period
of the term.
If a student earned less aid than was disbursed, the
institution would be required to return a portion of the
funds and the student would be required to return a
portion of the funds. Please note, when Title IV funds are
returned, the student borrower may owe a debit balance
to the institution.
If a student earned more aid than was disbursed to
him/her, the institution would owe the student a postwithdrawal disbursement which must be paid within 120
days of the student’s withdrawal.
The institution must return the amount of the Title
IV funds for which it is responsible no later than 45
days after the date of the determination of the date of
the student’s withdrawal.
Refunds are allocated in the following order:
• Unsubsidized Direct Stafford Loans
• Subsidized Direct Stafford Loans
• Federal Perkins Loans
• Federal Direct PLUS Loans
• Federal Pell Grants
• Federal SEOG Grants
If a student withdraws after completing 60 percent
of the semester, the percentage of Title IV funds earned
is 100 percent.
NOTE: Students who request a 100 percent withdrawal
after the term is completed, will be required to repay all
refund amounts they received from excess financial aid
during the term in question. This repayment must happen
before the withdrawal request is finalized.
Students who withdraw after the semester begins or
reduce their credit hour load should contact the Student
Financial Services Office to determine the impact on
their financial aid awards.
NOTE: The university refund policy for tuition and
fees is different from the Federal Title IV regulations.

Clarion University of Pennsylvania

Scholarships for Graduate Students
General

Clarion University Alumni Association Ross Rankin
& Family Graduate Scholarships: Graduate students must
be currently enrolled in one of Clarion University’s graduate
programs and must have completed nine graduate credit hours by
the time of the application. Students must be in good academic
standing, with at least a 3.5 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

Clarion University of Pennsylvania

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 814-393-1252.

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.
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.

University Libraries

Terry S. Latour, Ph.D., Dean of University Libraries
125 Carlson Library Building
Telephone: 814-393-2343
E-mail address: tlatour@clarion.edu
Website: www.clarion.edu/library

Department Faculty: M. Buchanan, S. Chen,
L. Cheresnowski, N. Clemente, C. Glotfelty, S. Johnson,
B. Martin

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.

Graduate Study at
Clarion University

Education degree at Clarion or in the Master of Science in Library
Science degree program for full-time continuous study. Further
criteria include evidence of professional potential in librarianship
based upon earned grades and a written statement of personal
and professional goals as well as significant contributions to the
purposes and activities of the Department of Library Science.
Preference shall be given to a physically challenged student who
meets the above criteria.
Elizabeth A. Rupert Graduate Scholarship in Library
Science: Established in honor of Dr. Elizabeth A. Rupert, an
alumna of Clarion (’59) who also served as dean of the College
of Library Science from 1971 until her retirement. The purpose
of the scholarship is to give personal encouragement and financial
support to a promising graduate student seeking a career in
librarianship by completing the Master of Science in Library
Science degree at Clarion.
H.W. Wilson Scholarship (Graduate Students): Awards
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..

15

16

Graduate Study at
Clarion University

Carlson Library on the Clarion Campus is a state-of-the
art facility. Extensive connectivity to the campus network
and the Internet is provided through building-wide 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 practitioners and
registered nurses certified in college health, provide
specialized student health services. Operating hours are
8:30 a.m. to 4:45 p.m., Monday through Friday. Afterhours 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, which was passed into
law on June 28, 2002, mandates that all university students
living in residence halls be immunized against meningitis
or sign an informed declination statement. The American
College Health Association also supports the meningitis
vaccine.
A small co-payment is assessed for each visit. In
addition, there may be charges for 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.

Clarion University of Pennsylvania

Health Insurance

The health services fee includes basic provider
services within the Keeling Health Center. A small
co-payment is assessed for each visit. 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 12 other universities in the Pennsylvania
State System of Higher Education to offer an economical
and comprehensive insurance policy to students not
covered by their parents’ 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 keep a son or daughter on family
insurance plans should contact their insurance provider to
determine the effects of university entrance on dependent
coverage, particularly under managed care plans.
University policy requires students have medical
insurance coverage to be eligible for participation in
university-sanctioned, sponsored and/or approved
activities, including intercollegiate sports. The assumption
is 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 health center, 814-393-2121.

International Students–Medical Insurance
Coverage

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 $1,900 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:

Clarion University of Pennsylvania

Housing

Limited housing for graduate students may be available
in any of our University Housing, which includes
traditional halls, residence hall suites and Reinhard
Villages-apartments. For information, students should
contact the Center for Residence Life Services, 236 Egbert
Hall, by telephone 814-393-2352 or e-mail reslife@
clarion.edu or www.clarion.edu/placestolive.
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/placestolive.

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 may be 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 Development Center

Clarion University offers a number of services to assist
students with their career plans. The Career Development
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 in
person or online.
The Career Development 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.
The Career Development Center offers a number
of resources for students as they prepare to enter the
workforce. Students can develop job search skills by
participating in programs and utilizing services. 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.

Judicial and Mediation Services

The Office of Judicial and Mediation Services promotes
responsible citizenship by protecting student rights and
maintaining the principles outlined in the Student Rights,
Regulations, and Procedures Online Handbook. The
office administers campus disciplinary procedures, seeks
to maintain a positive living and learning environment
and encourages the building of a respectful and inclusive
community.
The office also serves as a resource to the university
community regarding conflict management and resolution
by providing services that promote the development of
critical life skills. A mediation service is available to assist
students in resolving interpersonal conflict.
Effective July 1, 2012, Clarion University applies
a notification of student disciplinary expulsions and
suspensions on Academic Transcripts. This notification
will be viewed on official, unofficial, and electronic
transcripts.

Graduate Study at
Clarion University

*minimum medical expense benefit of $500,000
*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).

17

18

Clarion University of Pennsylvania

Master of Business Administration
Degree
College of Business Administration

Graduate Faculty: R. Balough, G. Barboza, J. Eicher,
A. Grenci, T. Johns, M. Olivas-Luján, T. Oliver,
R. Raehsler, K. Roth, S. Trejos, 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
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.

Clarion University of Pennsylvania

19

The program is designed for candidates with
undergraduate degrees not only in business administration
but also in other disciplines. Graduate courses are offered
in the evening for the convenience of employed or parttime students.
The College of Business Administration at Clarion
University is accredited by AACSB International—The
Association to Advance Collegiate Schools of Business.

Admission Requirements

Division of Graduate Studies admission requirements
apply with the following additions:
• Students must submit official scores on the
Graduate Management Admissions Test (GMAT)
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

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
courses are not subject to residency requirements and
are considered to be prerequisite or corequisite to the

Financial Management

Clarion Course
(or equivalent)
ECON 211 & 212
(501 and 502)
or 215 (ECON 500)
ACTG 251
(ACTG 500)
ECON 221 & 222
(504 and 505)
or 230
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.

Business Administration

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:

20

Clarion University of Pennsylvania

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

A maximum of three hours of approved 400‑level
courses, taken for graduate credit, may be used as
elective credits. Please note that a 400-level course
previously taken for undergraduate credit may not be
repeated for graduate credit.

Additional Requirements
for the M.B.A. Degree

Business Administration

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.

Bachelor’s to M.B.A. Option

The College of Business Administration offers a
Bachelor’s to M.B.A. Option. Undergraduate foundation
course requirements in business administration may be
taken concurrently with any 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 Bachelor’s to M.B.A. 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 online at
www.clarion.edu/coba-gradapp.

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.

Clarion University of Pennsylvania

21

College of Education
and Human Services
Department of Education
Graduate Faculty: P. Apple, L. Bonnett, J. Brown,
S. Courson, D. Ellermeyer, G. Goodman, J. Haight,
M. Howe, K. Murphy, B. Smith, J. Smrekar, K. Sprenger


M.Ed. in Education

Bruce Smith, Ph.D., Graduate Program Coordinator
287 Science and Technology Center
Telephone: 814-393-2646
E-mail: bsmith@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.

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/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.

Education

Master of Education Degrees

22

Clarion University of Pennsylvania

• 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.

Early Childhood Education (M.Ed.),
Education Technology (M.Ed.), Reading
(M.Ed.) and Science Education (M.Ed.)
outcomes

1. Demonstrate discipline specific content, child
development, and pedagogical content knowledge.
2. Demonstrate professional responsibility and ethical
conduct while exhibiting respect for the cultural
diversity of learners, families, colleagues, and
communities.
3. Develop standards aligned goals, objectives, and
learning experience plans.
4. Differentiate instruction by implementing
instructional strategies informed by assessment data.
5. Design appropriate assessments to measure learner
knowledge, skills and dispositions.
6. Communicate professionally and engage learners,
families, and community members.
7. Analyze and reflect on instructional strategies,
behavioral strategies, and learner progress.

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.

Education

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.
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.
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.
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
Mathematics Education 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.

Clarion University of Pennsylvania

23

# 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 Concentration............................................. 18 s.h.
With or without Reading Specialist Certification.
See CLPS doc for description and list of courses.
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.

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.
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

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.

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.

Education

Reading Specialist Certification............................ 27 s.h.
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:
ED 520: Introduction to Research. .................... 3 s.h.
ED 563: Reading Pedagogy. ................................. 3 s.h.
ED 564: Evidence-based Literacy Instruction.. 3 s.h.
ED 567: Secondary, College, and
Content Area Reading Instruction...... 3 s.h.
ED 569: Assessment of Literacy. ........................ 3 s.h.
ED 570: Practicum I: Analysis............................. 3 s.h.
ED 571: Practicum II: Instruction. ..................... 3 s.h.
ED 574: Reading Program Organization,
Administration, and Supervision........... 3 s.h.
ED 578: Professional Seminar............................. 3 s.h.
Successful completion of Reading Specialist Exam
required for certification.

24

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.

Graduate Early Childhood Certification
Program

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.

Program Requirements

Education

• 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.

Clarion University of Pennsylvania

25

Master of Science Degree
in Library Science
Department of Library Science
William E. Buchanan, Ed.D., Chair
209 Carlson Library
Telephone: 866-272-5612
E-mail: buchanan@clarion.edu
www/clarion.edu/libsci
Graduate Faculty: S. Aristeguieta-Trillos, W. Buchanan,
R. Clark, Y. Ha, M. Harhai, J. Krueger, L. Lillard,
J. Maccaferri

Mission

The department’s mission is to prepare each student
to enter, grow within, and contribute to librarianship or
a related field within a global and digital information
environment.

Vision

Information for life.

Goals

To educate students in accessing, evaluating,
managing, communicating, creating and adapting the
information environment for changing user groups.

Library Science

College of Education
and Human Services

26

Library Science (MSLS) Outcomes

1. Demonstrate knowledge of the information
profession by relating foundational principles,
philosophy, and ethics to contemporary issues,
by identifying key, on-going interdisciplinary
developments in the field, and by analyzing current
practices for future implications of the profession.
2. Create, select, acquire, manage, and maintain the
information environment by analyzing how users
seek out information.
3. Demonstrate and be able to explain the principles
of organizing recorded information by exploring
both past and present theories of organizing
and representing recorded information and by
understanding and applying the standards of
organizing recorded information in libraries and
information centers.
4. Identify, explain, use and critically evaluate both
current and emerging information technologies in
libraries and information centers
5. Provide information services to a diverse community
by analyzing, synthesizing, and disseminating
traditional and emerging information resources,
by developing communication and interpersonal
skills for determining the information needs of all
users, by creatively utilizing techniques and tools to
address information needs, and by advocating for
underserved audiences.
6. Demonstrate an understanding of research by
identifying the fundamental characteristics of
quantitative and qualitative research and by
analyzing the value of research literature in the
library and information field.
7. Develop a commitment to continuing education
by participating in local, regional, and national
professional development opportunities.

Clarion University of Pennsylvania

8. Demonstrate the principles and practices of
administration and management by recognizing
the appropriate methods to continually measure
and ensure the quality and value of personnel,
services, the information environment, and physical
spaces, by developing and evaluating the budget
and additional sources of funding (i.e. grants) in
alignment with short and long range goals and
objectives, and by evaluating the advantages
and disadvantages of establishing networks with
libraries, consortia, community organizations,
government officials, and other professional bodies,
i.e., schools.

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.

Library Science

Clarion University of Pennsylvania

Procedure

Students may begin their studies any semester or term.
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 non-degree
student or at another institution with an ALAaccredited 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, 502, 504, and 573), one management course
(LS 532 or 534), the capstone course (LS570 or
LS600) and six elective courses.
• The maintenance of a cumulative average of 3.00
or higher. A student who receives a grade of “C”
or lower in two or more courses is disqualified as
a candidate in the degree program unless special
permission to continue is obtained from the dean
of the College of Education and Human Services
and the coordinator of Graduate Studies.

• The completion of all degree requirements within
a six-year period. Course work over six years old
may not be applied toward the degree.

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

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.

Master of Science in Library Science/
Master of Arts in Applied History

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 24 graduate credits within a four-year period, and
maintenance of a 3.00 QPA.

Library Science

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.

27

28

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 its M.S.L.S.
program fully online utilizing various Web-based delivery
techniques. Students plan a cohesive course of study
with their faculty advisor. See www.clarion.edu/libsci
for current program offerings. These courses may be
taken part of the M.S.L.S., the Certificate of Advanced
Studies program, or individually for continuing education
progress.

Graduate Assistantships
and Scholarships

Library Science

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.

Clarion University of Pennsylvania

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
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.

Capstone

Each student selects one of two options as a capstone
course which is taken in the last semester or term of the
M.S.L.S. program:
LS570: Internship in Librarianship: Provides an advanced
preprofessional experience through work in a cooperating
library or information center. Students are expected to
apply and evaluate the theory and practice learned in the
classroom; prepare an evaluative paper, and be observed and
evaluated by the site supervisor. Accreditation assessments
administered. Prerequisites: successful completion of at
least 30 credit hours, including all other required courses;
permission of advisor, internship coordinator, and the
department chair. For students not seeking initial teacher
certification.
LS600: Research in Librarianship: Intended as capstone
experience for students in the Master of Science in
Library Science program. Provides the opportunity to
pursue a research project related to the student’s area
of specialization or interest and which is based on a
research strategies developed in LS 550. Accreditation
assessments administered. Prerequisites: LS 550 and
successful completion of at least 30 credit hours,
including all other required courses; project approval
by advisor, instructor, and the department chair. For
students not seeking initial teacher certification.

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. Janice Krueger
and Dr. Simon Aristeguieta-Trillos. Current Studies in
Librarianship is indexed by Library and Information
Science Abstracts (LISA) and Library Literature and
Information Science.

Clarion University of Pennsylvania

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

Opportunities for Service
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.

Library Science

Beta Phi Mu International Library Science
Honor Society

29

30

Clarion University of Pennsylvania

Mass Media Arts
and Journalism

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

Graduate Faculty: M. Crespo, M. Kuehn, S. Kuehn,
A. Lingwall, L. Miller, N. O’Neil, M. Torres, H. J. Yang

Offered through Clarion University’s Online Programs,
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
intended for busy adults who cannot travel to campus due
to distance, job commitments, or family responsibilities.

Program Objectives

Admission Requirements

Department of Communication
Myrna Kuehn, Ph.D., Chair
130 Becker Hall
Telephone: 814-393-2286
E-mail:kuehn@clarion.edu
www.clarion.edu

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.

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 551: Public Relations Foundations.................3 s.h.
MMAJ 552: Journalism Foundation............................2 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.

31

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.

Physical Facilities

The Department of Communication is housed in
Marwick-Boyd 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 and digital audio production suite.

Mass Media Arts
and Journalism

Clarion University of Pennsylvania

32

Clarion University of Pennsylvania

Mass Media Arts
and Journalism

The Online Graduate 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 fastgrowing 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:
• 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.

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.

MMAJ (MS) Outcomes

1 Students will demonstrate oral and nonverbal
communication skills in forms and styles that
are clear, accurate, thorough, cogent, fair and
appropriate for communication professions,
audiences and purposes they serve.
2. Students will demonstrate the ability to write in
forms and styles that are clear, accurate, thorough,
cogent and fair, and appropriate for scholarly
research as well as for communication professions,
audiences and purposes they serve.
3. Students will demonstrate the ability to think
critically, creatively, and independently as they
consider the persuasive nature of communication
and the role of strategic planning for communication
events.
4. Students will demonstrate an awareness and
appreciation of the diversity of groups in a global
society in relationship to communication.
5. Students will demonstrate the ability to gather and
critically evaluate information from diverse and
varied sources.
6. Students will demonstrate an understanding of the
history and development of communication and the
ways in which this history has affected individuals
and society.
7. Students will demonstrate the ability to edit or
produce communication material that is clear,
accurate, thorough, cogent and fair.
8. Students will demonstrate an understanding of
current media technologies and their capabilities,
limitations and implications from multiple
perspectives, including that of producer, artist and
audience.
9. Students will demonstrate appreciation for
the pervasive nature of communication by
acknowledging the interdependence and intertwining
of all disciplines with communication.
10. Students will demonstrate an awareness and
appreciation of the foundations of the First
Amendment and ethical issues in the media in order
to realize their democratic potential, exhibit robust
citizenship, and conduct their endeavors with civility
and integrity.

Clarion University of Pennsylvania

33

Clarion and Edinboro Universities

Master of Science in Nursing
Degree
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
www.clarion.edu/msn
Graduate Faculty: C. Barrett, D. Carlson, D. Ciesielka,
D. Kubinski, A. McClune, K. Morahan, L. Morrison,
L. Reiser, S. Sitter, C. Stiller, T. White

Program Description

The jointly-sponsored Clarion and Edinboro
Universities Master of Science in Nursing (MSN) program
prepares graduates for entry into practice as family nurse
practitioners. Options include the MSN degree, PostMaster’s Certificate, and Second Master’s degree. The
FNP-MSN degree is 45 semester hours in length and
includes 600 hours of clinical practice. FNP graduates
are prepared to provide primary care in medically underserved areas and are eligible to apply for legal certification
as family nurse practitioners after passing professional
certification exams through either the American Nurses
Credentialing Center (ANCC) or the American Academy
of Nurse Practitioners Certification Program (AANPCP).

34

Clarion University of Pennsylvania

Nursing

Courses are delivered online with the exception of a
limited number of on campus skill labs and workshops.
To facilitate site visits, clinical practica also must be
completed within a 2 hours’ drive of faculty located in
Pittsburgh, Clarion, Oil City, or the Edinboro/Erie area.
Graduates of the program receive a joint degree granted
by both universities. Students are assigned one university
site for advisement and may utilize facilities and services
of both universities.
The MSN program is accredited by the Accreditation
Commission for Education in Nursing, Inc. (ACEN).
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, participate in shaping health policy,
and contribute to research that improves patient care. 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 are prepared to:
• Synthesize established and evolving knowledge
from nursing, the sciences and humanities into
advanced practice nursing.
• Incorporate professional/legal standards and
moral/ethical values into a culturally sensitive
practice.
• Provide advanced nursing practice that reflects
critical thinking and effective interpersonal and
communication skills.
• Appraise and assimilate theory and scientific
evidence to investigate and evaluate practice
based issues.
• Demonstrate awareness and responsiveness
to systems-based practice through advocacy,
collaboration and effective use of resources.

Admission Requirements

The admission requirements are as follows:
• 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
Core 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 and Community

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

Courses with a clinical component:

NURS 615: Advanced Health Assessment.................. 2 s.h.
NURS 616: Advanced Health Assessment Practicum.2 s.h.
NURS 620: Clinical Decision Making I...................... 1 s.h.
NURS 621: Clinical Decision Making I Practicum..... 2 s.h.
NURS 622: Family Nurse Practitioner Role

Development............................................ 1 s.h.
NURS 630: Clinical Decision Making II.................... 3 s.h.
NURS 632: Clinical Decision Making II Practicum... 2 s.h.
NURS 640: Clinical Decision Making III................... 3 s.h.
NURS 642: Clinical Decision Making III Practicum.. 2 s.h.
NURS 750: Family Nurse Practitioner Internship....... 6 s.h.

Clarion University of Pennsylvania

35

Degree Requirements

To fulfill degree requirements for graduation, the
student must complete 45 semester hours of required
course work. The student must maintain a QPA of 3.0 or
better on a 4.0 scale. Completion of a scholarly project/
thesis is required before registering for the final internship.
Successful completion of a comprehensive assessment
in the form of a professional portfolio is required for
graduation. All degree requirements must be completed
within six years of the first date of enrollment.

Advisement

Nursing

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.

Second Master’s and
Post-Master’s Certificate Policy
Second Master’s Degree Curriculum
(Family Nurse Practitioner)

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

for NURS 614: Health Promotion: Family and Community
Perspectives and NURS 645: Nursing and Public Policy.
Clinical courses and the internship are required of all
degree students regardless of prior advanced education.

Post-Master’s Family Nurse Practitioner
Certificate
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 needs
of the individual. A minimum of 24 credits is required to
earn a certificate

36

Clarion University of Pennsylvania

Graduate Studies in
Special Education, Rehabilitation
and Human Services
College of Education
and Human Services
Department of Special
Education, Rehabilitation and
Human Services
Master of Science in Rehabilitative Sciences
Mark Kilwein, Coordinator
110A Special Education Center
Telephone: 814-393-2486
E-mail: mkilwein@clarion.edu
www.clarion.edu/departments/sped

Graduate Studies in Special Education
Amy Conner-Love, Coordinator
107 Special Education Center
Telephone: 814-393-2536
E-mail: alove@clarion.edu
www.clarion.edu/departments/sped

Graduate Faculty: G. Clary, R. Feroz, P. Gent, M. Kilwein,
Y. Kim, M. Lepore, S. Sentner, R. Sabousky, W. Swanger,
L. Taylor, L. Turner, S. Wynkoop

Program Objectives

The mission of the Master of Science programs within
the Department of Special Education, Rehabilitation and
Human Services 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;

Clarion University of Pennsylvania

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: intellectual disabilities, 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.

Rehabilitative Science (M.Ed.) Outcomes

1. Students will be competent human services
professionals
2. Students will analyze the needs of clients/consumers,
develop goals and design as well as implement a
plan of action
3. Students will be familiar with the range of human
service delivery models.

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......................................................... 18 credits
REHB 519: Statistical Applications for the
Behavioral Sciences............................................... 3 s.h.
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 .................................................................. 15 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 531: Impact of Disabling Conditions............ 3 s.h.
REHB 537: Lifestyle and Career Development..... 3 s.h.
\REHB 538: Crisis Intervention in Rehabilitation.. 3 s.h.
REHB 540: Principles of Psychiatric Rehabilitation
and Recovery.......................................................... 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

• 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.

37

38

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 595: Clinical Field Education in Rehabilitation
and Human Services..........................................3-12 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 530: Learning Disabilities. ............................. 3 s.h.
SPED 540: Behavior Disorders................................. 3 s.h.
SPED 567: Seminar in Advanced Applied Behavior
Analysis................................................................... 3 s.h.
SPED 620: Role Development with Parents........... 3 s.h.
SPED 635: Advanced Methods for persons
with autism and severe disabilities...................... 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.

Rehabilitative Sciences/
Special Education

Transition from School to Adult Life
Concentration

Effective transition planning for youth with disabilities
has become an increasingly complex issue. Pennsylvania
has specific indicators that school entities as well as
rehabilitation providers must meet. These are known as
Indicator 13 and Indicator 14. The activities for transition
from school to adult life are transdisciplinary in nature.
In other words, skills and content knowledge from both
special education as well as rehabilitation are required to
be successful. Our program is designed to bring adults
services and special education together to interface and
bring about successful post-secondary outcomes for youth
with disabilities.
The following Transition concentration courses will
be taken in addition to the required courses for the M.S.
in Rehabilitative Sciences.
Transition Concentration..................................15 credits
SPED 540: Behavior Disorders................................. 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.
SPED 597: Collaboration and Cooperation: Improved
Teaching and Learning Outcomes. ...................... 3 s.h.
SPED 632: Policy and Practice in Special
Education . .............................................................. 3 s.h.

The Department of Special Education, Rehabilitation
and Human Services is uniquely structured to provide a
transdiciplinary program. Students in this program would
be from special education, rehabilitation, human services,
and other fields such as the department of health, who are
all involved in the transition process.

Clarion University of Pennsylvania

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.

Special Education (M.Ed.) outcomes

1. Students will be competent special educators
2. Students will analyze the needs of students
with disabilities or at risk for disabilities and
develop goals and design as well as implement an
individualized education plan
3. Students will exhibit behaviors consistent with the
range of evidence-based model of education.

Degree Requirements

In addition to the general requirements of the Division
of Graduate Studies at Clarion University, students shall
meet the following requirements:
• Students must complete a planned program of
study approved by their advisor ranging from
30-33 credits
• Successful completion of SPED 418 within the
last two years or SPED 531 as a three-credit
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 percent 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 482: Special Mathematics Instruction................. 3
SPED 500: Contemporary Issues in
Special Education.......................................... 3
SPED 522: Special Education Classroom
Administration............................................... 3
SPED 526: Clinical Practicum for High

Incidence Disabilities.....................................1
SPED 527: Clinical Practicum for Low

Incidence Disabilities.....................................1
SPED 528: Assistive Technology.....................................1
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 with Special Education
Concentration (ED 4–8/Special Education
Pre-K–8)
In order 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 has been created.
For this circumstance, 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
SPED 441
SPED 442
EDML 425
EDML 425

Substitution
SPED 462
SPED 482
SPED 245
SPED 381

The students would be required to student teach in both
the Middle level area and the Special Education area. The
SPED 462, SPED 482, SPED 245, and SPED 381 would
count on the undergraduate record and as competencies
completed for the Master’s of Education with Special
Education Concentration.

39

Master of Education With Special Education
Concentration and Middle Level Certification
Core Competencies................................................ 6 credits
ED 520:
Introduction to Research.............................3
ED 578:
Professional Seminar.....................................3
Specialization Courses......................................... 21 credits
SPED 462: Educational Assessment*
SPED 482: Special Mathematics Instruction*
SPED 500: Contemporary Issues in Special Education.3
SPED 522: Special Education Classroom
Administration................................................3
SPED 526: Clinical Practicum for High

Incidence Disabilities.....................................1
SPED 527: Clinical Practicum for Low

Incidence Disabilities.....................................1
SPED 528: Assistive Technology.....................................1
SPED 544: Methods of Practicum High Incidence. .......3
SPED 546: Methods of Practicum Low Incidence.........3
SPED 567: Seminar on ABA*
SPED 580: Special Reading Instruction*
SPED 554: Graduate Student Teaching in Special

Education.........................................................6
Special Education/ Rehabilitative Science Elective. ....3
TOTAL............................................. 30 Credits
* Completed in the mid-level undergraduate program
Student Teaching will occur after SPED 544 & 546 (block)

Special Education PreK-8/7-12 Dual
Certification with Master of Science in
Special Education

The Department of Special Education, Rehabilitation
and Human Services 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
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 certification
examination. As per PDE requirement, no certifications
can be awarded individually; the requirements for both
must be completed in the prescribed order.

Rehabilitative Sciences/
Special Education

Clarion University of Pennsylvania

40

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

Rehabilitative Sciences/
Special Education

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.
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

Clarion University of Pennsylvania

Graduate Assistantships

The Department of Special Education, Rehabilitation and
Human Services 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, Rehabilitation and Human Services.
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, Rehabilitation
and Human Services 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

41

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: J. Jarecki-Liu, M. Mason-Baughman,
C. McAleer, M. McCarthy (Clinical), K. Staub

The Communication Sciences and Disorders (CSD)
Department offers a graduate program leading to a master
of science degree in speech language pathology. The
graduate program is accredited by the Council on Academic
Accreditation 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 150 for verbal reasoning, 141 for quantitative
reasoning and 3.5 for analytical writing on the GRE.
A full-admission status is required for graduate
assistantship consideration.

Speech Language
Pathology

Master of Science Degree in
Speech Language Pathology

42

Speech Language
Pathology

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
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 and three credits in physical
sciences. 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

Clarion University of Pennsylvania

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
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:
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.

Clarion University of Pennsylvania

1. Students will demonstrate adequate knowledge of
principles of basic science and normal development
in relation to speech, language and hearing for entry
level into the profession.
2. Students will demonstrate knowledge of
characteristics, etiologies, diagnostic and treatment
methods for each disorder area within the scope of
practice for Speech Language Pathology.
3. Students will be able to apply and integrate
discipline-specific knowledge to develop and
implement appropriate diagnostic and clinical
management plans, providing services resulting
in evidence-based practice in speech language
pathology.
4. Students will demonstrate knowledge of professional
and ethical standards of conduct.

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

Externship

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

Physical Facilities

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

Speech Language
Pathology

Speech Language Pathology (MS) Outcomes

43

44

Clarion University of Pennsylvania

Graduate Course Descriptions
Accounting Courses
ACTG 451

Accounting Problems

3.00

ACTG 452

Advanced Cost Accounting

3.00

ACTG 453

Problems in Federal Taxation Accounting

3.00

ACTG 454

Comparative Accounting Systems

3.00

A problem-oriented study of topics most often tested on the CPA exam. Includes inventory methods, long-term contracts,
partnership, leases, consignments, installment sales, receivership, fiduciary accounting, and governmental accounting.
Preparations for the practice portion of the CPA exam are emphasized. Prerequisite: ACTG 350. Spring Semester.
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. Prerequisite: ACTG 352.
Examines federal income tax concepts and compliance problems of partnerships, corporations, estates, and trusts. Briefly
considers Social Security, estate, and gift taxation. Prerequisite: 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 on the interest and desires of students. Prerequisites:
ACTG 251, 252, 350, 351, 354, CIS 223, and 301.

ACTG 455 Not-For-Profit Entities

3.00

ACTG 456

3.00

A study of the principles and practices of budgeting and accounting for activities of entities that are operated for purposes
other than making profits. Prerequisite: ACTG 351.

Course Descriptions

Advanced Accounting

Considers modern development in accounting, including recent studies and pronouncements by accounting authorities
such as the American Institute of Certified Public Accountants and the Securities and Exchange Commission. Analyzes the
problems of accounting for consolidation and partnership equity. Emphasizes developing the student’s technical and problemsolving abilities. Prerequisite: ACTG 351. On demand.

ACTG 461 International Accounting

3.00

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, infl
ation, replacement cost accounting of global-oriented corporations and harmonization of accounting standards. Prerequisite:
ACTG 252.

Clarion University of Pennsylvania

45

ACTG 463

Tax Planning

3.00

ACTG 490

Current Accounting Pronouncements and Practice

3.00

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 f
low 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.

ACTG 499 Special Topics In Accounting

3.00

ACTG 500

2.00

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.

Financial Accounting

A study of the principles and procedures for collecting, recording, summarizing, and reporting financial information. Each
semester.

ACTG 552 Management Accounting

3.00

ACTG 554

Advanced Auditing

3.00

ACTG 650

Theory of Accounts

3.00

ACTG 652

Advanced Cost and Managerial Accounting

3.00

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.

ACTG 653 Research Federal Taxation

3.00

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 503

Quantitaive Analysis for Business Decisions

3.00

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, decision theory. Opportunity is provided for students to become familiar with the use of several computer statistical
software packages. Applications include domestic and international situations. Prerequisites: MBA Foundations courses in
Economics and Business Statistics and Business Mathematics. Basic computer competency is required.

BSAD 540 Legal Environment and Ethical Conduct in Business

3.00

BSAD 637: Multinational Business Seminar

6.00

BSAD 661

3.00

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.

Global Environment of Business

This course is designed to provide 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 will be 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 will be stressed. Prerequisites:
MBA foundation course in Macroeconomics.

Course Descriptions

This course is design to provide 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. Prerequisite: Graduate standing.

46

Clarion University of Pennsylvania

BSAD 690 Strategic Management and Business Policy

3.00

BSAD 699 Special Problems

6.00

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.
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.

Communication Studies Courses
CMST 602 Seminar Conflict Resolution

3.00

CMST 603 Organizational Communication

3.00

CMST 604

3.00

Designed to help students develop strong communication skills for reacting, interacting, and intervening in conflict
situations. It 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.
This course is designed to help students develop communication skills that enable them to become change masters in the
organizations and work groups they are part of. 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 in organizational transformation and change; the politics of communication in organizations;
communication issues in collaboration and negotiation; communication leadership; managing email 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 Instructional Environments

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.

Communication Sciences and Disorders Courses
CSD 472 Seminar in Speech Science

3.00

CSD 500

Aphasia

3.00

CSD 505

Articulatory and Phonological Disorders in Children

3.00

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.

Course Descriptions

CSD 510 Seminar in Neuropathology

3.00

CSD 512

Clinical Practice I

1.00

CSD 513

Communication Disorders in Multicultural Populations

1.00

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.
Emphasizes nature and treatment of 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. Prerequisite: Graduate standing. Fall semester, annually.

Clarion University of Pennsylvania

47

CSD 515 Maxillofacial Anomalies

3.00

CSD 520 Language Disorders in Children

3.00

CSD 522

12.00


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.

Clinical Externship

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

CSD 525 Stuttering

3.00

CSD 530 Voice

3.00

CSD 533 Instrmentation and Psychoacoustics

6.00

CSD 534 Otolaryngology

1.00

CSD 535

Audiology Seminar I

6.00

CSD 540

Clinical Practice

6.00

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.
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.

CSD 550 Motor Speech Disorders

3.00

CSD 554

Professional Practicum

3.00

CSD 560

Counseling in Communication Disorders

3.00

CSD 575

Augmentative and Alternative Communication

3.00

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-languagepathology. Includes licensure, certification and
specialty recognition. Emphasizes ethical/legal restrictions and obligations that influence professional practitioners.

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. Fall, annually.

CSD 589 Research Methods in Communication Disorders

3.00

CSD 590 Research

6.00

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

Course Descriptions

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.

48

Clarion University of Pennsylvania

might be completed are original studies, comprehensive literature reviews, replication of studies, or completion of a portion
of a larger study. Students must fill out independent study forms with their research advisor before registering for CSD 590.

CSD 592 Dysphagia

3.00

CSD 598 Special Topics

6.00

CSD 599

3.00

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.

Independent Studies in Communication Sciences and Disorders

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.

Economics Courses

ECON 461 International Financial Economics and Capital Markets

3.00

ECON 470 Business Cycls and Forecastng

3.00

An applied analysis of international economics and the behavior of 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 transfer. Prerequisite:
ECON 361, or consent of the instructor. Spring, biennially.
Explores theories of business fluctuations; applications of modern income theory to business cycles; examination of business
cycle indicators and forecasting techniques. Prerequisites: ECON 211 and 222, or consent of the instructor. Spring, annually.

ECON 490 History of Economic Thought

3.00

Examines development of economic ideas from ancient times to the present. Emphasizes 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. Prerequisites: ECON 211 and 212 and senior standing. Spring, annually.

ECON 500

Principles of Economics (Honors)

2.00

ECON 501

Principles of Macroeconomics

2.00

ECON 502

Principles of Microeconomics

2.00

This course is an accelerated combination of Economics 211 and Economics 212. Topics covered are national income analysis,
money and banking, monetary and fiscal policies, inflation, unemployment, consumer behavior and demand, organization of
production, market structures, the pricing of inputs and outputs, and international trade.
Introduces macroeconomics, national income analysis, money and banking, monetary and fiscal policies, inflation,
unemployment, and international finance.
Introduces microeconomics, consumer behavior and demand, organization of production, market structures, the pricing of
inputs and outputs, and international trade.

ECON 503 Economics and Business Stats (Honors)

2.00

ECON 504 Economics and Business s Stats I

2.00

This course is 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. This course cannot be used to meet general education requirements.
Covers descriptive statistics, probability, probability distributions, mathematical expectation, sampling distributions, and
confidence intervals. Emphasizes application of these statistical techniques in the areas of business and economics. Prerequisites:
College algebra or equivalent.

ECON 505 Economics and Business Stats II
2.00 C overs
hypothesis testing, the analysis of variance, regression and correlation analysis, non-parametric statistics, and time series

Course Descriptions

and index numbers analysis. Emphasizes applications of these techniques in the area of business and economics. Introduces
students to the use of a prewritten computer statistical estimation program. Prerequisite: ECON 221 or ECON 504.

ECON 510

Advanced Managerial Economics

3.00

This course will focus on the development and practical application of theoretical and quantitative techniques to business
decision-making, including international applications. Optimization techniques draw on the student’s knowledge of economics,
mathematics, and statistics through modeling and the use of computer statistical packages. Prerequisite: Microeconomics
foundation course, ECON 222, MATH 232.

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49

ECON 570 Economic and Business Forecasting

3.00

ECON 600 Independent Study

3.00

ECON 611

Advanced Macroeconomic Analysis

3.00

ECON 612

Advanced Macroeconomics

3.00

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.
Emphasisis 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.

ECON 699 Special Topics

3.00

An opportunity for students to investigate specific topics or current issues on the graduate level. Prerequisites depend on
the subject to be covered.

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 Leadership in Early Childhood Settings

3.00

ECH 420 Iss & Advocacy in Early Childhood Education

3.00

ECH 501 Early Childhood Curriculum and Instruction

3.00

ECH 502 Early Childhood Curriculum and Assessment

3.00

ECH 505

3.00

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. Focus will be on leadership skills in advocacy for families and educational and social systems, and
other issues related to families and young children. Grant-writing, advocacy and ethics of professionalism will also be explored.
Field experience will consist of a “Stand for Children” advocacy project. Prerequisites: ECH 231, ECH 235, ECH 323, ECH
245, ECH 260. Taken concurrently with ECH 301, ECH 310, ECH 322, ECH 323, ECH 325. Each semester.
Examines incidental learning of children through their interactions with the people and society’s major institutions. In-depth
exploration of the family as a diverse and primary institution influencing children and the interface with the educational and
social systems. Analyzes current issues and public policies as related to systems theory. Topics vary by semester. Emphasizes
advocacy and ethics of professionals to help young children cope with issues that affect them and will contribute to institutional
change to meet the needs of young children. Prerequisite: ECH 322 and ECH 413. Annually.

Early Childhood Curriculum and Assessment will focus on the assessment of individual infants, toddlers, and young
children’s development and learning as an essential component of planning and implementing appropriate curriculum. The
importance of the learning community and family relationships to appropriate assessment will be emphasized. Action research
will be conducted utilizing developmentally appropriate assessment practices. Prerequisite: ECH 501. Summer, on demand.

The Healthy Infant, Toddler, and Young Child

Exploration of the factors that effect and support the development of a healthy lifestyle in infants, toddlers, and young
children. Knowledge and skills will be developed in understanding and appreciating foundations and development of movement,
health and safety issues, programmatic development, and building partnerships. Summer, on demand.

ECH 510 Leadership in Early Childhood Education and Care

3.00

Leadership in Early Childhood Education and Care will explore and develop the key components in the design of a quality
early childhood program and in the development of visionary leadership skills. Participants will be guided through the areas
of need assessment, licensing and accreditation procedures, financial matters, curriculum, environment, policies, management
skills, community support, and staff development and mentoring. Summer, on demand.

Course Descriptions

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.

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Clarion University of Pennsylvania

ECH 512 Supporting Children in Homes, Schools, and Communities

3.00

ECH 520 Iss and Advocacy in Early Childhood Education

3.00

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 of 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,
homes and communities.
Examines incidental learning of children through their interactions with the people and society’s major institutions. In-depth
exploration of the family as a diverse and primary institution influencing children and the interface with the educational and
social systems. Analyzes current issues and public policies as related to systems theory. Topics vary by semester. Emphasizes
advocacy and ethics of professional to help young children cope with issues that affect them and will contribute to institutional
change to meet the needs of young children. Annually.

Education Courses
ED 403

Field Experience and Methods in Environmental Education

3.00

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. McKeever Center in Sandy Lake, PA,
will be a site for this course. Offered for two weeks at a time during Summer Pre-session.

ED 414 Literacy Training

3.00

ED 501 Seminar in Critical Educational Issues

3.00

ED 502

Creative Response to Conflict

3.00

ED 505

Teaching Content to English Language Learners

3.00

ED 506

Gender Issues in Education

3.00

ED 509

Field-Based Multicultural Education: Observation of Urban Classroom

3.00

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: 2.50 QPA minimum, sophomore
or above standing, and consent of instructor.
This course 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 the current research in the development of a classroom environment which fosters cooperation, communication,
affirmation, and problem-solving for children as well as for teachers, staff, instructional teams, parents, support personnel,
and other adults. Emphasizes human capabilities for resolving conflicts at various life stages and situations. Examines a range
of discipline models as their implementation relates to the classroom environment. (Designed to be taken in conjunction
with student teaching in the undergraduate program, or as an elective in the master’s program.) Elective course in either the
undergraduate or graduate program. Prerequisite: ED 121 or 122 for undergraduate credit. Summer session only, on demand.
Introduces participants to background, methods, and strategies needed to effectively teach content to English language
learners. Explores importance of native support in achieving academic success and teacher’s role in building 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.
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 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.

Course Descriptions

ED 517 Educational Computer Applications

3.00

ED 518

3.00

This course is designed to provide 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. This 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.

Teaching Secondary Language Arts

Prepares Language Arts candidates in methods appropriate for secondary school teaching. Emphasizes constructivist
approaches to teaching, reading, writing, speaking, listening, viewing, and thinking. Incorporates planning, curriculum
development, assessment, and evaluation in specifically language arts environments. Includes observations and teaching
experiences in schools. Prerequisite: ED 524.

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51

ED 520 Introduction to Research

3.00

ED 521 Instructional Leadership Skills

3.00

ED 522

Analysis of Teaching

3.00

ED 523

Curriculum Development and Evaluation

3.00

ED 524

Foundations in Education

3.00

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.
This course 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.
This course presents an analysis of various teaching models and instructional designs. Videotaped lessons and clinical/
field experiences applying course competencies will be critiqued by faculty and peers. 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, this 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.

ED 526 Sociology of Education

3.00

ED 529

Foundations of Curriculum

3.00

ED 530

Connecting Standards, Instruction, and Assessments

3.00

ED 531

Teaching Secondary Social Studies

3.00

ED 532

Teaching Secondary Science for Understanding

3.00

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.
The course provides a distinct overview of the current and historical curricular evolution with an emphasis on philosophical
and sociological foundations, student, school, and community needs, the foundational and present standards movement, and
principles of curriculum and curricular issues. Students will explore these areas through an inquiry approach framed with the
course’s essential questions.
Designed to provide 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.

Prepares post-baccalaureate candidates to teach the sciences in secondary schools. Emphasizes teaching science for
understanding and application of science knowledge. Includes basic curriculum design-formulating goals and objectives,
selecting and organizing content, developing skill in using a variety of teaching strategies, and evaluating pupil progress.
Stresses the inquiry approach to teaching science. Includes observations and teaching experiences in schools. Prerequisite:
ED 534, SPED 418. Fall/Spring, as needed.

ED 533 Recent Developments in Education Social Studies

3.00

ED 534

3.00

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.

Workshop

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.

Course Descriptions

Prepares social studies candidates for teaching diverse learners in a secondary setting through field-based experiences;
emphasizes critical pedagogical methods, strategies, and researched-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. Prerequisite: Completion of the five required courses in
Post Baccalaureate Secondary Teacher Certification Program. Fall, Spring as needed.

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Clarion University of Pennsylvania

ED 537 Strategies and Problems of Teaching Elementary School Mathematics

3.00

ED 539 Secondary Language Acquisition & Mtd Tch World Lng

3.00

ED 540

Principles of Instructional Design in Educational Technology

3.00

ED 544

Classroom Assessment for Learning

3.00

This course 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.
Examination of the physiological 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 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 will be examined.
The appropriateness and production of both projected and non-projected multimedia will be 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.
Assessment is an essential part of the learning triangle. Curriculum, instruction, and assessment are core elements in the
learning process and are inextricably linked. In this course, students will actively review the basic concepts of data-driven
assessment for learning, develop and share assessment strategies that are used to make instructional decisions in support of
the standards and student learning in general. The course is designed to support learners as they explore the development of
assessment strategies and reporting systems as well as assessment before, during, and after instruction.

ED 554 Secondary Teacher Certificate Program Internship

6.00

ED 558 Internship Seminar

3.00

ED 559 Special Topics
ED 563 Reading Pedagogy

3.00
3.00

ED 564 Evidenced-Based Literacy Instruction

3.00

ED 565 Reading and Language Arts in Early Childhood

3.00

ED 567 Secondary, College, and Content Area Reading Instruction

3.00

ED 568 Language and Literacy

3.00

ED 569

Assessment of Literacy

3.00

ED 570

Practicum I: Assessment

3.00

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 twelve-week teacher
internship in their certification area under the direction of a classroom Cooperating Mentor Teacher and a University Supervisor.
Prerequisite: Completion of the five required courses in Graduate Level Secondary Teacher Certification Program, completion
of the required professional course in certification area with a minimum grade of B, a cumulative 3.0 QPA, and satisfactory
standing in admission and retention standards in the college.
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. Corequisite: ED 554. Each semester.
Students will 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 1960’s and investigate current research on various
literacy topics for the purpose of developing a model of best practice based on inquiry and reflection. Fall, annually.
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.
This course is 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.

Course Descriptions

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. Prerequisites: Two graduate level literacy courses. Spring, annually.
Emphasizes the development of competency in the assessment process of addressing reading difficulties. Includes (1)
selection of appropriate diagnostic, formative, and summative assessments, (2) developing facility in using the assessment and
standards resources of the Pennsylvania Standards-Aligned System, (3) administering appropriate and purposeful assessments,
(4) developing a sensitive interpretation of assessment results, and (5) reporting data, interpretations, and recommendations
to stakeholders in a comprehensive, professional manner. Prerequisite: ED 569 and permission of the instructor. Course must
be taken concurrently with ED 571. Summer, annually.

Clarion University of Pennsylvania

ED 571

Practicum II: Instruction

53

3.00

Emphasizes the development of competency in the instructional process of addressing reading difficulties. Includes (1)
planning standards-based, assessment-informed instructional opportunities using the Pennsylvania Standards Aligned System
resources, (2) employing techniques for effective, evidence-based instruction, (3) implementing effective teaching of individual
strategies which will enable learners to develop as readers, (4) developing expertise in using materials related to the immediate
needs of individuals, and (5) preparing a literacy profile which suggests to stakeholders procedures and resources to enhance
a student’s literacy development. Prerequisites: ED 569 and permission of the instructor. Course must be taken concurrently.

ED 574 Lit Lead Colb Cch Coll Pro Dev

3.00

ED 575 Seminar in Children’s Literature

3.00

ED 576

Advanced Seminar in Reading and Literacy

3.00

Professional Seminar

3.00

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 literacy coaches in the 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.
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 578

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

Intended to be the capstone course for all graduate students in the MED program. Provides students with an opportunity
to focus on an educationally relevant action research project as an integrating element for knowledge and experiences acquired
during their graduate programs. Recognizes the validity of classroom-based inquiry and research as the basis for enhancing
teaching and learning. Develops proficiency in using inquiry and reflection strategies to assist students in making instructional
decisions and process changes. Affords students the opportunity to share effective classroom practices and requires study
and practice in interpreting and analyzing pertinent research to promote professional growth. Encourages students to view
themselves as researchers of teaching and learning as professionals whose continued growth can best be met through inquiry,
reflection, and sustained dialogue with peers. Prerequisite: ED 520 or an equivalent course and a prospectus approved by
the Graduate Committee.

ED 599 Special Topics

3.00

ED 617

3.00

Examines current topics and issues in education. Topics, announced in advance, focus on the needs and interests of
educators.

Advanced Educational Technology

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; 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.

ED 620 Internet Applications K-12 Education

3.00

ED 649 Educational Technology Leadership

3.00

ED 701 Master’s Thesis

3.00

EDAD 710 Leadership and The Admin Process

2.00

Introduces K-12 Educators and/or Technology Specialist Certificate candidates to the potentials of the Internet and assist
them in using this multi-faceted resource as an effective teaching tool within the classroom. Participants will be 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 this framework, participants will create their own web pages,
design on-line instructional lessons appropriate to their discipline, and demonstrate the integration of Internet/Technology
information throughout the K-12 curriculum. Prerequisite: None. 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.
This course is designed to provide an introduction to the theory and practice of educational administration. The course is
concerned with the competencies for managing and leading effective schools and increasing individual and group productivity.
Theories and research findings that guide sound leadership practice will be uncovered. This course has been designed as the
first course in the Principal Certification Program taken by the prospective school administrator. (Theme1)

Course Descriptions

Involves a survey or various theories, models, and styles of leadership, followed by the application of leadership skills in
teacher-pupil, teacher-colleague, teacher-administrator relationships and how those relationships are affected by the use of
technology in schools and how technology, in turn, impacts these roles. Summer, annually.

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Clarion University of Pennsylvania

EDAD 711

Found, School Reform & Align Curr

1.00

This course is designed to provide the principal candidate with an examination of the curricular issues facing school
administrators. Topics covered include but are not limited to: curriculum theory and practice, school reform/standards
movement, curriculum mapping and assessment, and the curriculum adoption process. Prerequisite: Successful completion
of Theme 1.

EDAD 712 Instructional Supervision for the School

1.00

EDAD 713 School Facilities and Plant Operation

1.00

EDAD 714 School Finance

1.00

EDAD 715

Admin Ethic and School Law

1.00

EDAD 717

Practicum in School Administration I

1.00

EDAD 720

The Law and Special Education

1.00

This is the second course in Theme II (Curriculum Issues) of the principal certification program. This course is designed to
provide the candidate with an examination of the instructional supervision issues facing school administrators. Topics covered
may include, but are not limited to: principal as instructional leader, brain theory, multiple intelligences, mastery teaching,
teacher expectation theory, and models of supervision. Prerequisite: Successful completion of Theme I.
This is the first course in Theme III (School Management) of the principal certification program. It is designed to provide the
principal candidate with an examination of the physical building issues facing school administrators. Topics covered inclu
de: transportation, managing renovation and construction, food service operation, and custodial operations. Prerequisite:
Successful completion of Theme II.
This is the second course in Theme III (School Management) of the principal certification program. Candidates will obtain
theoretical and practical information about the basic principles of school finance, accounting procedures, and school business
management. Prerequisite: Successful completion of Theme II.
This course represents the fourth theme (Administrative Ethics and School Law) in the principal certification program. This
course is designed to provide the candidate with an examination of the legal and ethical issues facing school administrators.
Prerequisite: Successful completion of Theme III.
This course provides the candidate an authentic experience during the first semester of the principal certification program.
It will begin on the first day of the semester and continue until the last day of the semester unless extended by the candidate,
the university mentor, or the field mentor. Candidate will focus on areas of educational administration via their experience in
the administrative assessment center. Prerequisite: Enrollment in Themes I through IV.
This is the first course within the fifth theme of the principal certification program. (The first theme in semester 2.) This
course is designed to provide the candidate with an examination of the legal issues and challenges of the special education
program facing school administrators today. Prerequisite: All first semester requirements. (Themes I thru IV)

EDAD 721 Special Education Program Administration and Evaluation

1.00

EDAD 722

1.00

This is the second course in Theme V (Special Education) of the principal certification program. It is designed to provide
the candidate with an examination of the administration and evaluation of the special education program including an overview
of the special education audit process. Prerequisite: All semester one courses and requirements.

Personnel Selection and Supervision

This is the first course in Theme VI (Human Resource Management) in the principal certification program. It is designed
to provide the candidates with an introduction to personnel selection, supervision, and evaluation. Prerequisite: Successful
completion of Theme V.

EDAD 723 Staff Development

1.00

EDAD 724 Mediating Conflict in Organiza

1.00

EDAD 725 Oral and Written Comm for Sch Admin

1.00

EDAD 726 Dev Pos Relations w/ Stakehold

1.00

EDAD 727

1.00

This is the second course in Theme VI (Human Resource Management) in the principal certification program. It is designed
to provide the candidate with concepts and strategies designed to plan and implement programs that will meet the needs of
professional educators having a broad range of experience and maturity with regard to their teaching pedagogy. Prerequisite:
Successful completion of Theme V.
This is the third course in Theme VI (Human Resource Management) in the principal certification program. This course
will help candidates to develop an understanding of the management of power and conflict in organizations. Attention will be
given to group process, consensus building, and group dynamics. Case studies and simulations will be used to foster skills in
conflict resolution. Prerequisite: Successful completion of Theme V.

Course Descriptions

This is the first course in Theme VII (Community Relations) of the principal certification program. It is designed to provide
the candidate with an examination of the issues related to working with the general public and various stakeholders within
the school community. Prerequisite: Successful completion of Theme VI.
This is the second course in Theme VII (Community Relations) in the principal certification program. It is designed to provide
the candidate with an examination of issues related to working with the public facing school administrators. Prerequisite:
Successful completion of Theme VI.

Practicum in Sch Admin II

This course provides the candidate an authentic experience during the second semester of the principal certification program.
It will begin on the first day of the semester and will continue until the last day of the semester unless extended by the c
andidate, university mentor, or field mentor. Candidates will focus on areas of educational administration via their experience
in the administrative assessment center. Prerequisite: Enrollment in Themes V through VII.

Clarion University of Pennsylvania

ED 735 Internship in Education

55

3.00

Provides an advanced professional experience in an educational setting where the student can gain hands-on experience
working with practitioners under the guidance of certified education specialists in a school, district, or intermediate unit.
Students will be able to apply the theories, knowledge, and skills in their coursework to an actual work environment. Students
work with their advisor and graduate coordinator to locate an internship placement that best meets their needs. Prerequisite(s):
18 credits of successfully completed coursework including ED 520; permission of the instructor and field supervisor.

Finance Courses
FIN 463

Tax Planning

3.00

FIN 471

Financial Problems

3.00

FIN 476

Portfolio Theory and Management

3.00

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.
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 also will deal with investments,
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. Annually.

FIN 480 Multinational Finance

3.00

FIN 500

2.00

Examines the theory and practice of financial management in the multinational firms. Focuses on important differences
between domestic and international financial decision-making. Prerequisite: FIN 370.

Financial Management

Examines the acquisition, management, and analysis of short-term and long-term funds both in the domestic and international
environment. Emphasizes financial analysis, time value of money and valuation of securities, working capital management,
capital budgeting under certainty and uncertainty, risk and return, cost of capital, and the optimal capital structure.

FIN 570 Managerial Finance

3.00

FIN 671

3.00

A study of financial management approaches to evaluating complex alternatives for using available resources in both a
domestic and a multinational context. Prerequisites: ACTG 252, FIN 370.

Financial Theory and Practice

A case-study approach to the theory and practice of corporate financial issues which must be addressed by a financial
manager. Emphasis will be placed on capital budgeting decisions under varying circumstances and theoretical corporate
financial concerns. Prerequisite: FIN 570.

FIN 676 Investment Management

3.00

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.

Library Science Courses
LS 500: Information Sources and Services

3.00

LS 501 Developing Library Collections

3.00

LS 502

3.00

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.

Cataloging & Classification

Introduction to the principles and techniques of organizing information with special reference to contemporary library
practice. Students are introduced to descriptive cataloging using currently accepted national rules, alphabetical indexing using
Library of Congress Subject Headings and Sears List of Subject Headings, and systematic indexing using the Dewey Decimal
Classification and the Library of Congress Classification. The structure and use of manual and automated catalogs and indexes
are considered.

LS 504 Introduction to the Information Professions

3.00

LS 529 Instructional Strategies for Librarians and Information Professionals

3.00

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. Accreditation assessment administered.
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

Course Descriptions

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.

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Clarion University of Pennsylvania

Web-based tutorials and thematic web pages, for implementation in programs.

LS 532 Management of School Library Media Centers

3.00

LS 534

Administration and Management of Libraries

3.00

LS 535

Archival Management in Small Repository

3.00

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: prerequisite or corequisite LS 504.
Fall, Spring, Summer II.
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.

LS 536 Special Collection Representation and Records Management

3.00

LS 537 Scholarly and Professional Publishing

3.00

LS 540 Multicultural Sources and Services for Educators and Librarians

3.00

LS 541 Database Management for Library Professionals

3.00

LS 542 Information Seeking Behaviors in User Interface Design

3.00

LS 543

3.00

Course introduces students to detailed representation of special and local collections in library settings. Students will
examine competing methods for representing such collections, including MARC, EAD, archival software, and local controlled
vocabularies. Management and retention of electronic records will be covered. Students will produce a sample finding aid or
other representation. Pre-requisite: LS 535.
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.
Summer, biennial.
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.
The course will provide library professionals the basic tools to understand database design and management as used in
various integrated library systems and electronic resources. The course is designed to familiarize future and current library
professionals with the logic and structure of fields, records and databases.
This course overviews theoretical and practical frameworks for a user centered approach to information service. The course
concentrates on user interface design for information retrieval systems based on an understanding of human information seeking
behavior. This course will cover (1) theoretical foundations of various information behaviors and (2) practical analysis using
user interface design principles, task and user analysis, user interface evaluation, and usability testing.

Adult Program for Public Libraries

An introduction to the literature, history, principles, strategies and competencies of providing library service to adults as
individuals and in groups; such as: readers of genre fiction; the independent learner; to populations of diverse cultural and ethnic
backgrounds; older adults; educationally disadvantages or less literate; occupational (business, labor, etc.); institutionalized, etc.
Examines the research based knowledge of adulthood and adult learning, the assessment of a community, elements of program
planning, the diverse advisory roles of librarians and their implications for the organization of informational, educational, and
cultural programs and activities. Pre-requisite: LS 500.

LS 545 Reference Services for Genealogy & Local History

3.00

LS 546 Virtual Information Services

3.00

LS 547 Leadership for Library and Information Centers

3.00

Course introduces students to specialized reference resources for genealogy and local history. Students will assess the
value and use of specific published documents and primary sources held in library collections. Major online resources will be
examined and compared. Students will create sample policies and procedures to deliver effective local history and genealogy
reference services within specific library settings. Prerequisite: LS 500.

Course Descriptions

This course provides an overview of the design and delivery of library services and library instruction to students and
patrons at a distance. The course covers the methods and technologies used to deliver distance education and focuses on how
the library can be integrated into the delivery of courses offered in a variety of formats: services for remote users of other
types of libraries are also considered. Pre-requisite. LS 500.
Designed for students preparing to assume the role and duties of a leader, supervisor, and/or director in the field of
librarianship; Explores the research and models of leadership relevant to defining and achieving goals in the library and
information center setting; Connects the role of management with the skills required for effective leadership; and includes

Clarion University of Pennsylvania

the examination of theory and practical application of organizational leadership.

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LS 549

Genre Fiction and Reader Advisory

3.00

LS 550

Advanced Research Methods in Library Science

3.00

LS 552

Advanced Cataloging and Classification

3.00

Course introduces students to the readers’ advisory process as a means of assisting library users in identifying appropriate reading
materials to meet recreational reading needs. Major genres of fiction (e.g., romance, mystery, adventure, etc.) are examined. Bibliographic
tools to support the reader’s advisory process are identified and examined.
In depth study of quantitative and qualitative research methodologies as they apply to library science; emphasis on formulating
the research proposal, conducting studies, analyzing data, reporting findings, and interpreting results; includes a critical analysis of the
professional research literature. Prerequisite: LS 504. 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.

LS 556 Bibliography of the Sciences

3.00

LS 557 Bibliography of the Social Sciences

3.00

LS 558 Bibliography of the Humanities

3.00

LS 562

3.00

Surveys the information sources and services typically found in science, technology, and health collections, libraries or information
centers. Includes in-depth examination of major information sources, print and electronic, and of various ways users access this
information. Prerequisite: LS 500.
Surveys the print and electronic information sources typically found in social science collections, including areas of anthropology,
business, economics, education, geography, history, political science, and psychology. Examines the various ways users access this
information and the associated services provided by libraries and information centers. Prerequisite: LS 500.
Surveys the print and electronic information sources typically found in humanities collections, including areas of art, literature,
music, philosophy, and religion. Examines the various ways users access this information and the associated servicesprovided by
libraries and information centers. Prerequisite: LS 500.

Government Information and Librarianship

Study and evaluation of federal, state, municipal , and intergovernmental publications, print and electronic; the nature of government
materials, their reference and research value; techniques of organization, access, and control of print and electronic materials; issues
concerning various government electronic resources. Prerequisite: LS 500.

LS 568 History of Books and Printing

3.00

LS 569 Management of Technical Access Services

3.00

LS 570 Internship in Librianship

3.00

LS 572 Law in Libraries

3.00

LS 573 Integrated Technologies in Libraries

3.00

LS 574 Online Information Retrieval

3.00

LS 575 Digital Libraries

3.00

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. Prerequisites: LS 502, 504.
Provides an advanced preprofessional experience through work in a cooperating library or information center. Students are expected
to apply and evaluate the theory and practice learned in the classroom; prepare an evaluative paper, and be observed and evaluated by
the site supervisor. Accreditation assessments administered. Prerequisites: successful completion of at least 30 credit hours, including
all other required courses; permission of advisor, internship coordinator, and the department chair. For students not seeking initial
certification.

Survey of library automation; the application of computers to library technical and administrative processes. The state of the art;
case studies of automation projects; systems analysis; design of library automation projects. Annual, fall.
Web-based information retrieval is explored and discussed. A variety of search engines, strategies, and protocols are examined and
compared. Prerequisite: LS 504.
Provides 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.

Course Descriptions

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.

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Clarion University of Pennsylvania

LS 576 Special Topics

3.00

LS 577 Libraries, Literature, and the Child

3.00

LS 578

3.00

In-depth discussion, study, and research of a topic related to the role of the library in responding to social issues, service to
special groups, or problem areas. The following represent typical offerings: (1) Bibliotherapy; (2) Microcomputers in Libraries;
(3) Library Services for the Gifted; (4) Media and Minorities; (5) Oral History; (6) Connectivity: Understanding the Information
Infrastructure. A maximum of six credit hours may be applied toward graduation.
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.

Public Libraries Rural America

Introduction to the public library in the United States, with special concern for the small rural library. Particular emphasis
on the problems and limitations of such libraries and approaches for overcoming them.

LS 579 Issues in Urban Librarianship

3.00

LS 580 Library Marketing and the Community

3.00

LS 582 Electronic and Continuing Resources

3.00

LS 583 Libraries, Literature, and Young Adults

3.00

LS 587 Indexing and Abstracting

3.00

LS 588

3.00

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 electronic resources and print/online continuing publications, such as
journals, annuals, etc.; highlights issues surrounding subscriptions, licensing, access, and ownership of materials.
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.

Preservation and Conservation of Library Materials

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. Prerequisites: LS 501 or permission of instructor.

LS 589 New Technology for Educators

3.00

LS 590

3.00

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.

Global Perspectives in Librarianship

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. Annual, summer.

LS 591 Business References Sources and Services

3.00

LS 600 Research in Librarianship

3.00

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.

Course Descriptions

Intended as capstone experience for students in the Master of Science in Library Science program. Provides the opportunity
to pursue a research project related to the student’s area of specialization or interest and which is based on a research strategies
developed in LS 550. Accreditation assessments administered. Prerequisites: LS 550 and successful completion of at least 30
credit hours, including all other required courses; project approval by advisor, instructor, and the department chair. For students
not seeking initial teacher certification.

Clarion University of Pennsylvania

Mathematics Education Courses

59

MAED 501

Teaching Secondary Mathematics

3.00

MAED 511

Technology for Teaching Secondary Mathematics

3.00

MAED 532

Teaching Statistical Reasoning

3.00

MAED 537

Geometry/Trigonometry for Secondary Teachers

3.00

Teachers will learn how to integrate a variety of different strategies in teaching secondary mathematics. They will improve
their understanding of mathematical concepts and apply these instructional strategies to improving student understanding.
Prerequisite: Certification in teaching math. Offered: Summers and occasionally Spring.
This course is 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.
Quantitative Literacy (QL) has proven to be 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 this course will explore real data focusing on classification, graphing, sampling, probability, simulation, and inference. This
direct involvement and in-depth training will enable teachers to experience first-hand the value of QL and gain confidence in
their abilities to incorporate it into their classrooms. The course will include 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 will visit axiom systems, review the core theorems of high school geometry, consider advanced topics in
Euclidean Geometry, explore Non-Euclidean Geometries, examine Area and Transformations, look at trigonometry and have
student presentations of a relatively new geometric topic. Computer software (Geometer’s Sketchpad, Kaliedomania, maple,...)
will be at the center of the student’s work. Prerequisite: Admission into the program or permission of the instructor. Offered:
Summer.

MAED 540 Discrete Math for Teachers Grades 7-12

3.00

MAED 550

Pre-Algebra for Teachers

3.00

MAED 551

Algebra & Number Theory for Teachers

3.00

A course to review and develop a sound mathematical foundation for discrete mathematics topics covered in secondary
school mathematics.
Teachers will learn how to integrate a variety of different strategies in teaching concepts found in pre algebra (grades 6-8).
They will improve their understanding of the mathematical concepts from an advanced perspective and apply these instructional
strategies to improving student understanding. Prerequisite: certification in teaching-mathematics teachers who are presently
teachers of grades 5-9. Offered: Summer.
Students will examine pedagogy and use recent technology to reinforce their understanding of algebra and number theory
topics covered in high school algebra and how to present them to their students. They will develop a deeper understanding of
the principles underlying these topics, allowing them greater ability to adapt their teaching to meet the changing needs of their
students. Additionally, they will look at the effects that technology is having on the subject matter taught and the methods
of teaching it. Prerequisite: MATH 451 or equivalent.

MAED 556 Research in Mathematics Teaching and Learning

3.00

MAED 571

Analysis for Teachers

3.00

MAED 581

Problem Solving

3.00

MAED 585

Applications and Mathematical Modeling for Teachers

3.00

Students will investigate the research in mathematics teaching and learning that has been conducted in the last century, and
particularly in the last three decades. Through this investigation, students will become more aware of critical issues within the
field of mathematics education. Various areas will be considered, including teachers’ knowledge and beliefs, students’ learning
in number theory, rational numbers, algebra, and geometry, technology in mathematics education, and issues of affect and
gender. Prerequisite: Certification in Secondary Mathematics or permission of instructor. Offered: Summer

The course is designed to give students 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 will help 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: Meth of Teach & Eval Math and
permission of instructor. Offered: Summer.
A course to use mathematics in representing and solving real world problems. Mathematical concepts from middle school
and high school mathematics will be applied to problems in social, physical, and biological sciences. Pedagogical and assessment
issues will be studied. Prerequisite: Certification in teaching mathematics, or mathematical science teachers in grades 7 through
12. Highly recommended: calculus, linear algebra, differential equations, or statistics. Offered: Summer.

Course Descriptions

This course is designed to give secondary mathematics teachers an in-depth look at the analysis covered in the secondary
mathematics curriculum. The concept of the function will be covered in great detail. This course will also cover the historical
development of calculus to gain greater insight into the fundamental theories of calculus (secondary level). Prerequisite:
certification in teaching secondary mathematics or permission of instructor.

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Clarion University of Pennsylvania

MAED 590 Historical Development of Mathematics

3.00

Students will explore the development of mathematics, from the early development of numeration systems to modern
mathematics. They will learn how the technology and culture of different places and times affected the topics developed as
well as the methods used. Students will also discuss and develop ways to incorporate this information into their classroom
teaching and to encourage cross disciplinary connections. Prerequisite: Degree in mathematical sciences or permission.

Management Courses
MGMT 420 Operations Research

3.00

MGMT 423 Business, Society, and Corporate Conduct

3.00

MGMT 427 Entrepreneurial Leadership Seminar

3.00

MGMT 428 Entrepreneurship

3.00

MGMT 450

Quality Management

3.00

MGMT 470

Project Management

3.00

MGMT 483

Compensation Management

3.00

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.
Examines Total Quality Management (TQM), 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 TQM tools and techniques. Prerequisite: MGMT 320. Annually.
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. Graduate students will analyze a case study; present
it to the class; and provide a 10-15 page written report on the case study analysis to the instructor. Prerequisites: CIS 301 and
MGMT 320 or permission of instructor.
A study of the processes in analyzing, developing, implementing, administering, and performing on-going evaluation of
a total compensation and benefit system for all organizational groups. Prerequisite: MGMT 324.

MGMT 485 Labor Relations and Public Policy

3.00

MGMT 486 Occupational Safety Management

3.00

MGMT 500 Management Theory and Practice

2.00

MGMT 521 Leadership and Organization

3.00

MGMT 570

3.00

Examines the industrial relations functions as they relate to federal, state, and local statutes and industrial policies. Includes
OSHA, EEOA, NLRA, LMRA, and LMRDA, workers’ compensation, and unemployment compensation. Prerequisite: MGMT
324.
Provides students with information concerning management techniques, government regulations and safety, and health
program development within organizational settings. Prerequisite: MGMT 320.
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.

Course Descriptions

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, organizationoal culture and
change, stakeholder analysis, leading and managing groups, motivation and influence, satisfaction, and leadership development.
Introduces students’ business competency portfolios. Prerequisites: MGMT 320.

Project Management

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 projects.
Key topics include monitoring and controlling schedules, progress reporting, risk management, quality management, cost

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61

management as well as contracting and procurement. Graduate students will analyze a case study; present it to the class;
and provide a 10-15 page written report on the case study analysis to the instructor. Prerequisite: Permission of instructor or
MGMT 500.

MGMT 621 Human Resources Management

3.00

MGMT 622 Multinational Business

3.00

MGMT 625 Negotiations/Arbitration

3.00

MGMT 626 Operations Management & Information Systems

3.00

MGMT 650

3.00

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.
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.

Quality Management

Examines Total Quality Management (TQM), 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 TQM tools and techniques. Prerequisite: MGMT 320.

Marketing Courses
MKTG 461 Marketing Research

3.00

MKTG 465 Marketing Problems

3.00

MKTG 468 Buyer Behavior

3.00

MKTG 469 International Marketing

3.00

MKTG 491 E-Marketing

3.00

MKTG 500

2.00

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.
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 consumer motivation and decision making, and
buyer-seller interaction, including consumer buyers, business and organizational buyers. Includes traditional consumer
marketing, business-to-business and e-marketing issues. Prerequisites: MKTG 360 and PSY 211 or permission of the instructor.
On demand.
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. On demand.
The study of 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.

Principles of Marketing

MKTG 560 Marketing Decision Making

3.00

MKTG 562

3.00

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.

Channels of Distributions

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.

MKTG 570 Real Estate Market and Investment Analysis

3.00

This course will examine the fundamentals of real estate analysis. It will explore real property law, appraisal, finance,
market and investment analysis, and property management.

Course Descriptions

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. Prerequisites: ECON 175 or 212, and junior standing.

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MKTG 604 Marketing Research

3.00

MKTG 661 Marketing Strategy

3.00

MKTG/RE 570: Real Estate Market and Investment Analysis

3.00

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.
This course will examine the fundamentals of rel estate analysis. it will explore real property law, appraisal, finance, market
and investment analysis, and property management.

Mass Media Arts and Journalism Courses
MMAJ 426:

Telecommunications Policy

MMAJ 426

Telecommunications Policy

3.00

MMAJ 430

Public Relations Ethics

3.00

MMAJ 441

Advanced Media Writing

3.00

MMAJ 443

Public Relations Writing

3.00

MMAJ 524

Critical Analysis of Mass Media

3.00

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.
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 or 101.
Addresses ethics and professional responsibility in public relations. Through study of theory, cases and current events,
students will learn to identify the ethical and moral dimensions of issues that arise in the practice of public relations. Students
will gain the knowledge and skills necessary to reach and justify ethical decisions, and a sense of personal and professional
responsibility. Prerequisites: MMAJ 140, MMAJ 312 and MMAJ 443, with a grade of C or above in each course. Annually.
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. Prerequisites: MMAJ
140. Spring, annually.
Provides students with instruction and experience in writing for the public relations and advertising professions. Projects
include news releases, media kits, advertisements, newsletters, brochures, and web pages. Coursework also stresses ethical and
legal responsibilities of the public relations writer, research, persuasion, and visual elements of communication. Prerequisites:
MMAJ 100 or 101, and 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.

MMAJ 525 Mass Communication Theory

3.00

MMAJ 540

3.00

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.

Principles of Instructional Design in Educational Technology

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 will be examined.
The appropriateness and production of both projected and non-projected multimedia will be 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.

Course Descriptions

MMAJ 548: Media Strategies for Distance Communication

3.00

MMAJ 551

3.00

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.

Public Relations Foundations

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.

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MMAJ 552 Journalism Foundations

3.00

MMAJ 556

Training Program Plan & Design

3.00

MMAJ 558

Society, Law, and Media Technology

3.00

Provides students with a historical, theoretical and practical overview of the traditional principles and practices of journalism
and an analysis of the applicability of those characteristics in today’s media environment. This course will focus on a critical
examination of the history, principles and practices of American journalism. It will address the functions of the press in a
democratic society, and students will examine the structure and nature of the press and media’s relationship with government
and the public.
Investigates various theories of learning and instructional strategies used in training in corporate organizations and educational
environments. The participant will identify a method appropriate to his or her content area, and plan and design an instructional
system suited to adult learners in an in-service training environment.
This course will examine the social impact and regulation of media technology in society. The course will explore the
relationships between societal uses of media technology, the law that addresses media technology issues and the role of media
in larger communication and mass media systems. Every other year.

MMAJ 559 Management of the Communication Process

3.00

MMAJ 560

Audio and Television Production

3.00

MMAJ 565

Photography and Graphics Production

3.00

This course will define and apply the general principles of management-planning, organizing, staffing, directing and
controlling - to the design and administration of communication organizations and communication functions. This 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.
Provides an integrated introduction into graphic and photographic production techniques. Layout, design, and composition
techniques will be developed.

MMAJ 572 Designing World Wide Web Media

3.00

MMAJ 573

Public Relations Ethics and Professional Responsibility

3.00

MMAJ 574

Public Relations Cases and campaigns

3.00

MMAJ 575

Principles of Integrated Communications

3.00

MMAJ 580

Applied Design and Production

3.00

This course will prepare students to design web-based media. Students will learn to structure web sites, 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 current 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.
Prerequisite: MMAJ 551.
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. Prerequisite: MMAJ 551.
Examines the theories and techniques of integrated communications, including public relations, advertising, marketing,
sales promotions, and personal selling. It explores how all forms of communications 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. Prerequisite: MMAJ 551.
Preparse students to design and produce multimedia programs for communication functions. It will explore the research
concerning interactive multimedia as a delivery medium, and examine key elements of program design, pre-production,
production, and evaluation.

MMAJ 591 Independent Study

2.00

MMAJ 599 Special Topics

3.00

MMAJ 621 Mass Communication Research

3.00

Focuses on a single, broad contemporary topic of current interest in communication and related fields. Course content
varies from semester to semester. Topics to be considered will be announced in advance. May be taken three times for credit.
No prerequisite.
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.

Course Descriptions

Allows the imaginative student to structure an independent research project in the area of communication with a minimum
of faculty supervision. A proposal specifying objectives, methods, and evaluation techniques must be submitted and approved
by the student’s advisor prior to enrolling in the course. 1 or 2 credit hours.

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MMAJ 641

Professional Communication Writing

3.00

MMAJ 642

Advanced Public Relations Writing

3.00

MMAJ 650

Advanced Technology Applications

3.00

MMAJ 651 Deploying Information Technology Infrastructure

3.00

MMAJ 657

3.00

This course provides advanced instruction in communication writing for use in a range of media-related careers. It 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. Prerequisities: COMM 551, COMM 525.
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. Prerequisite: MMAJ 551
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. Prerequisite: COMM 545, or permission of instructor. Summers/spring annually.
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 infrastructure; defining the range of information technology leadership roles; and
illustrating current best practices for managing information technology assets. Offered annually.

Advanced Application of Design and Production Skills

Incorporates advanced design and production skills. Students produce more complex communication materials for
multimedia projects. Prerequisites: COMM 580 or permission of instructor.

MMAJ 692 Seminar in Communication Education and Mass Media Technology

3.00

Focuses on critical examination of issues, research, and innovations in the field of communication education and mass
media technology.

MMAJ 700

Thesis 6.00

MMAJ 701

Communication Internship

6.00

MMAJ 702

Communication Portfolio

6.00

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 this course is by invitation of the graduate faculty in
the Department of Communication. This course is one of three options to complete the degree requirements in the graduate
program. Prerequisite: COMM 621. Three or six credits a semester for an overall total of six credits.
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 student to prepare a portfolio of professional materials, including written documentation outlining the purpose and
application of the materials. Students will produce professional-quality media products, such as video programs, multimedia
programs, printed materials, audio programs, or web-based products. Students enrolled in this course must also complete a
comprehensive examination. This course is one of three options to complete degree requirements in the graduate program.
Prerequisite: MMAJ 621.

Nursing Courses
NURS 601

Advanced Concepts in Pathophysiology

3.00

NURS 602

Pharmacologic Applications

3.00

This course is devoted to the study of the physiological process of disease and the body’s response to this process. It is the
goal of the course to present broad physiological principles that advance nurse practitioners 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. Fall, annually.

Course Descriptions

This course will cover principles of pharmacology as applied to advanced nursing practice. This includes drug effectiveness,
mechanism, and interaction. Emphasis will be on the pharmacological action of drugs on specific organ systems and the clinical
use of drugs in treatment of disease conditions. Emphasis will be on critical decision making skills in the selection of drug
therapy, doses of drugs, routes of administration and preferred therapy. This course focuses on pharmacological implications
for the family nurse practitioner in working with individuals across the life span. Prerequisite: NURS 601. Spring, annually
and as needed.

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NURS 605 Evolution of Nursing Theory

3.00

NURS 610

3.00

This course focuses on selected aspects of theory development in nursing science. Emphasis is given to the study of
epistemological issues related to the evolution of theory in nursing. Varying levels and components of theories are explored.
Major strategies for theory development, including concept analysis, synthesis, and theory derivation are analyzed. Students
gain experience in critically examining major existing theoretical models. Fall, annually.

Advanced Concepts in Nursing Research

This course examines the relationship and contribution of nursing research to the development of nursing science. The growth
of research will be traced over the course of the last century, with particular emphasis on the evolution that has occurred since
mid-century. Students will be assisted to increase their ability to critically evaluate published research and to make decisions
concerning its applicability to practice. Additionally, students will develop a proposal for an individual or group research
project which may become the foundational work for the scholarly project/thesis. Prerequisite: NURS 605 or by permission
of instructor. Spring, annually and as needed.

NURS 614 Health Promotion: Family & Community Perspectives

3.00

NURS 615

Advanced Health Assessment

2.00

NURS 616

Advanced Health Assessment Practicum

2.00

NURS 617

Advanced Health Assessment Practicum for Nurse Educators

1.00

NURS 620

Clinical Deision Making I

1.00

NURS 621

Clinical Decision Making I Practicum

2.00

NURS 630

Clinical Decision Making II

3.00

NURS 631

Clin Decision Making II Role Seminar

1.00

NURS 632

Clinical Decision Making II Practicum

2.00

This course introduces the advanced practice nurse student to health promotion and disease prevention strategies for families
and communities. Students will explore principles of family theory, established models of family development, epidemiology,
and demography. An opportunity will be given to develop intervention plans to improve wellness based on risk assessment
and knowledge of national standards of clinical preventive services. Fall, 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. Prerequisite or Co-requisites: NURS 601.
Offered fall annually and as needed.
Provides opportunity for the student to implement the objectives identified in NURS 615. Students may select experiences
from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course must be taken as a
co-requisite to NURS 615. Prerequisite or co-requisite: NURS 601. Fall, annually and as needed.
Provides an opportunity for the nurse educator student to implement the objectives identified in NURS 615. Emphasis is
on acquisition of physical assessment skills across the lifespan within te context of the role of nurse educator. Students may
select experiences from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. Prerequisites:
NURS 601 (or taken concurrently); must be taken with NURS 615 as a co-requisite; open to nurse educator students only.
The focus of this course is clinical data gathering skills, diagnostic reasoning, and clinical problem-solving in the management
of common health problems 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 intervention of appropriate nursing and other therapeutic interventions to be used by the advanced practice nurse.
This course if required as a prerequisite to all other clinical nursing courses and is to be taken concurrently with NURS 621.
Prerequisite: NURS 615 and NURS 616. Spring, annually and as needed.
Provides opportunity for the student to implement the objectives identified in NURS 620. Students may select experiences
from a variety of clinical settings appropriate to the course focus. Three clinical hours weekly. This course must be taken as a
co-requisite to NURS 620. Prerequisite: NURS 615. Spring, annually and as needed.

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. Prerequisites: NURS 601, 602, and 614: Minimum
grade of B in NURS 615 and 620. Offered fall annually.
Provides an opportunity for the students 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. Prerequisites: NURS 601, 602, and 614; Minimum grade of B in NURS 615 and 620. Offered fall
annually.

Course Descriptions

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 dimension of development and the total health of the family are considered. Collaboration with
other healthcare providers is fostered. Three lecture hours weekly. Must be taken concurrently with NURS 631 and NURS
632. Prerequisites: NURS 601, 602 and 614 and minimum grade of B in 615 and 620. Offered annually.

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NURS 640

Clinical Decision Making III

3.00

NURS 641

Clinical Decision Making III: Role Seminar

1.00

NURS 642

Clinical Decision Making III Practicum

2.00

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. Prerequisites: 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.

NURS 645 Nursing and Public Policy

3.00

NURS 675 Nursing Curriculum Development

3.00

NURS 676 Educational Strategies in Nursing

3.00

NURS 677 Evaluation & Assessment in Nursing

3.00

NURS 701 DNP Role Seminar II

1.00

NURS 702

Adv Topics in Clinical Mgmt

3.00

NURS 703

Adv Topics in Nursing Practice

3.00

This course examines the implications of health care financing, structuring, labor market trends, and current health care
reform proposals for nursing in general and for advanced practice nursing specifically. Additionally, the student will be stimulated
to appreciate the critical need for nurses to engage in activities, individually and as members of professional organizations,
that will enhance the position of nursing in influencing health care policy and legislation at all levels-local, state, and federal.
A pervasive theme throughout the course is the ultimate goal of improving the health care of our citizens. Spring, annually.
Examines curriculum development in post secondary nursing programs. Focuses on philosophical issues, learning theories,
learner needs assessment, and curriculum design for target populations in various nursing education programs. Enables advanced
practice nursing students to develop and evaluate curriculum for selected nursing education programs. Fall, every other year
and/or as needed.
Provides a comprehensive overview of educational strategies for students who desire to function as advanced practice
nurses in the educational arena. Provides the necessary theory to implement the instructional process with various populations.
Examines issues relevant to educational strategies and their evaluation. Students design and implement a lesson plan. Selfevaluation and critique of others are used as a method to improve teaching. Fall, every other year and as needed.
Provides a comprehensive overview of evaluation and assessment in learning for students who desire to function as
advanced practice nurses in the educational arena. Emphasizes current issues in assessment, establishment and measurement
of learning outcomes, and the development and utilization of assessment tools. Students design and use evaluation tools for
clinical and classroom application in nursing and health education. Spring, every other year and/or as needed.
Synthesizes DNP competencies while providing a forum for dissemination and discussion of terminal portfolios and
evidence-based research projects formulated in Clinical Scholarship I, II, and III. Prerequisites: all DNP coursework. Offered
spring annually.
Explores the management of complex health conditions across the lifespan with a focus on individuals and their families.
Topics will vary and be drawn from emerging fields such as genetics, immunology, behavioral health, pharmacology, and
preventive medicine.
Explores emerging literature related to management of complex health conditions across the lifespan. Emphasis is on
health promotion and care of communities and populations. The effective utilization of health care systems, principles of
epidemiology, environmental health, and community partnering and planning will be examined as they relate to population
health promotion.

Course Descriptions

NURS 704 Doctor of Nurs Pract Internship I

3.00

NURS 706 Doctor of Nurs Pract Internship II

6.00

First of two required internships. Provides students an opportunity to enhance and integrate prior learning. Student acquires
and applies DNP and advanced practice competencies in a mentored setting as a preceptor care provider for individuals with
complex medical conditions. Student self-identifies learning goals/plan for faculty approval. Prerequisite: NURS 805, 806,
807, 808, 809 and specialty electives related to internship focus. Fall, annually.
Second of two required internships. Provides students additional opportunity to enhance and integrate prior learning and
to acquire and apply DNP and advanced clinical practice competencies in a mentored clinical setting. Focus is on vulnerable
populations and their communities. Student identifies learning goals and follow a faculty-approved plan. Prerequisite: NURS
850. Spring, annually.

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NURS 709 Doctor of Nurs Pract Capstone

6.00

NURS 714

3.00

Focus of this capstone course is on the development, implementation, evaluation, and dissemination of a research project
that translates evidence to practice. Project will relate to the advanced practice nursing role and benefit a group, population
or community rather than an individual patient. Prerequisite: NURS 805, 806, 807, 808, 809. Enrollment by permission of
instructor only. Summer, annually.

Prac Strg for Advanced Prac Nurses

Provides advanced practice nurses an understanding of new venture development as it prepares them to seek innovative
solutions to health care issues. Approached from the perspectives of developing a business plan for independent practice as
well as thinking creatively to craft responses to social problems that impact health care.

NURS 715 Systematic Evaluation in Health Care

3.00

NURS 750

6.00

Provides an overview of the strategies and tools for assessing and achieving improvement in health care. Adapted from the
Achieving Competence Today (ACT) curriculum, students will identify and analyze systems problems that compromise the
quality and safety of care and then develop an improvement plan.

Family Nurse Practitioner Internship

Provides the opportunity to gain competency in the multifaceted role of nurse practitioner through a supervised clinical
experience under the guidance of certified nurse practitioners, physician assistants, or licensed physicians approved by the
department as preceptors. Prerequisites: All program course work, including completion of NURS 800. Spring annually and
as needed.

NURS 751 Nurse Educator Internship

3.00

NURS 800 Research Project/Thesis

6.00

NURS 805 Doctor of Nurs Practice Role Seminar

1.00

NURS 806 Leadership Nurs in Health Care System

3.00

NURS 807 Information and Management in Health Care

3.00

NURS 808

3.00

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. Pre-requisities: All program course work, including completion of NURS 800.
Spring, annually and as needed.
Scholarly research paper based on an innovative and/or creative study pertinent to nursing or a related area. Students register
for a minimum of 3 credits and complete the thesis/project in one calendar year. Students who do not complete the thesis/p
roject in one calendar year must register for 1 additional credit each consecutive term until completion up to a maximum of 6
credits. Prerequisite: NURS 605 and 610.
Provides an overview of program expectations while examining the roles of the DNP-prepared advanced practice nurse as
expert clinician, researcher, health policy advocate, and educator. Students will begin to identify research ideas and formulate
an internship plan with the support and feedback of peers.
Provides the advanced practice nurse leadership skills for empowering and influencing others to bring about change. Focus
is on understanding multiple perspectives and applying theories of leadership, organizational behavior, and systems to a variety
of settings. Ethical and legal strategies to influence procedures and policy will be emphasized.
Provides students with essential knowledge and skills to utilize information and management systems to support evidence
based practice. The role of information management systems and data bases in health care will be discussed, Students will
employ information technology to implement decision support programs that are pertinent to improved practice. Co-requisite:
NURS 808.

Analytical Methods of Evidence-Based Practicum

Emphasis is on analytical methods to critically appraise evidence-based literature and translate research to clinical practice.
Students appraise current literature related to their chosen topic, constructing an evidence basis for their selected practice
project. Co-requisites: NURS 807. Fall, annually.

Real Estate Courses

RE/MKTG 570: Real Estate Market and Investment Analysis

3.00

Rehabilitative Sciences Courses
REHB 405 Substance Abuse

3.00

REHB 410

3.00


Participants study the physiological and psychosocial implication of drug or alcohol abuse, over-medication, and drug
dependence, emphasizing intervention, advocacy, treatment, and prevention. Fall Semester.

Prevention and Treatment Strategies in Substance Abuse


Participants engage in the study of societal pressures, attempts to prevent substance abuse, and treatment strategies along
with the comparative analysis of efficacy. Prerequisite: REHB 405. Spring Semester.

Course Descriptions

This course will examine the fundamentals of real estate analysis. It will explore real property law, appraisal, finance,
market and investment analysis, and property management.

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REHB 510

Group Process in Rehabilitation

3.00


Participants engage in the study of group development, dynamics, theory, leadership styles, participant roles, techniques,
and evaluation of effectiveness as applied to rehabilitative services contexts.

REHB 519 Statistical Appl for Behavioral Sciences

3.00

REHB 520 Research in Rehabilitative Sciences

3.00

REHB 530

Aging and The Human Services

3.00

REHB 531 Impact of Disabling Conditions

3.00

REHB 537 Lifestyle & Career Development

3.00

REHB 538

Crisis Intervention in Rehbilitation

3.00

REHB 540

Priniples of Psychiatric Rehbilitation and Recovery

3.00


Provides the statistical background necessary for research design and evaluation. Topics covered include scaling of data,
descriptive statistics, probability, and statistical inference. Students will become familiar with statistical techniques including
correlations, chi-square, t-tests, analysis of variance, and simple regression. Students learn to compute statistics by hand and
with the use of statistical software and web-applications.

Provides the essential knowledge and skills required to be both critical consumers and producers or research 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.

This course will provide 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.

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.
Prerequisite: Enrollment in Graduate Program.

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.

Provides professionals with information and skills to effectively assess and intervene in crisis situations involving clients,
families, organizations and communities. Biannually.

Introduces students to the principles of psychiatric rehabilitation and recovery. Inherent in this philosophy is the belief
that every individual has the capacity for recovery and that desirable treatment systems build upon strengths and encourage
and support the involvement of persons in normative community living, learning and working situations. Prerequisite: REHB
126 and REHB 250.

REHB 545 Rehabilitation-Philosophy and Principles

3.00

REHB 550 Issues in Rural Human Services

3.00

REHB 565 Seminar on Rehabilitative Service Delivery Systems

3.00

REHB 567 Seminar Adv Applications in Behavior Analysis

3.00

REHB 570

Assessment and Intervention Strategies

3.00

REHB 575

Administering Rehabilitation Delivery Systems

3.00

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.

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.

Course Descriptions


Features a practical hands-on approach to assessment and intervention with a variety of specific populations. Target groups
include people with mental retardation, mental disorders, and chemical dependency, as well as aging and adolescent populations.
Covers fundamental issues, applied strategies, and assessment techniques leading to the formulation, implementation, and
evaluation of therapeutic treatment plans. Prerequisite: REHB 460.

Participants engage in the study of the business and personnel aspects of functioning in and managing human service
delivery systems, including organization, operations, and management relative to legal, economic, and personnel standards and
practice.

REHB 580 Intervention Strategies in Rehabilitative Sciences
3.00

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.

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REHB 581 Rehabilitation of Persons Living with HIV/AIDS

3.00

REHB 585 Special Topics in Rehabilitative Sciences

3.00

REHB 586 Dual Diagnosis

3.00

REHB 590 Special Projects

3.00

REHB 595

Clinical Field Education in Rehabilitation and Human Services

12.00

REHB 600

Thesis

3.00


Provides an overview of rehabilitation issues involved in working with people living with HIV/AIDS. Topics will include
an overview of the medical aspects of the virus. Special emphasis will be placed on issues of rehabilitation, including mental
health, substance abuse, support networks, social relationships, and employment.

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.
This elective course is a semester-long supervised practicum field experience in community based (re)habilitation programs. It
includes professional development experiences in community residential programs, substance abuse prevention and treatment
programs, case management agencies, vocational rehabilitation services. court supervision programs, dual diagnosis programs,
MH/MR base service units, or similar social service programs. Students can register for a maximum 12 total credits of REHB
595, depending upon their need and career goals.
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: ED 520.

Science Education Courses

SCED 456 Electronic Science Education

4.00

SCED 463

Field Astronomy

3.00

SCED 466

Field Photography

3.00

Intended for the science teacher who has had a little or no previous course work in physics or mathematics. Covers the
fundamental law of electricity and magnetism, alternating current theory, and the theory and practical application of such
devicesas 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 trouble-shooting faulty equipment will be
illustrated. Summer only, on demand.
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.
The student will build simple telescopes, spectroscopes, and other astronomical instruments. 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. Provides
students with opportunities to learn and practice techniques for photographing such objects as small animals, birds, flowers,
large animals, and other field subjects. Students provide camera and film. Summers only, on demand.

SCED 500 Seminar

3.00

SCED 501 Seminar in Science Misconceptions

3.00

SCED 502 Investigative Techniques

3.00

SCED 503 Special Topics of Science Education

4.00

SCED 505 Investigations in the Sciences

3.00

SCED 530

3.00

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.

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 Biology

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.

Course Descriptions

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.

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SCED 531 Botany

3.00

SCED 532

Field Ornithology

3.00

SCED 534

Field Zoology

3.00

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.

SCED 535 Ecology

3.00

SCED 536

Chemistry

3.00

SCED 537

Physics 3

.00

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.

SCED 538 Science Curriculum

3.00

SCED 539 Resources and Materials

3.00

SCED 540 Supervision of Science Teaching

3.00

SCED 541 Science Internship

4.00

SCED 550

Astronomy

3.00

SCED 551

Geology

3.00

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.
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.

SCED 553 Meteorology

3.00

SCED 554 Recent Advances in Sciences

3.00

SCED 555 History of Science

3.00

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.

Course Descriptions

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.

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SCED 556 Research Grant Writing for Science Education

3.00

SCED 560 Science Curriculum in the Middle and Junior High School

3.00

SCED 561 Modern Astronomy

1.00

SCED 563

Projects Astronomy

1.00

SCED 566

Advanced Field Photography

3.00

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.
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.

SCED 567 Slide Program Development

3.00

SCED 570 Local School Curriculum Development in Science

3.00

SCED 571

Program for Improving Eled Science

3.00

SCED 572

Program for Enhancing Educational Leadership in Science (PEELS)

1.00

SCED 573

Creative Integration of Science in Elementary Education (CISEE)

3.00

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.
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.
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.

SCED 574 Science and Software for Elementary Teachers

2.00

SCED 575

3.00

Career Orientation in Science and Technology (COST)

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.

Course Descriptions

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.

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SCED 576 Science Technology and Society: Topics for Teachers

3.00

SCED 577 Microcomputers Science Laboratory Interface

1.00

SCED 578 Information Technology Education for the Commonwealth (ITEC I)

3.00

SCED 579 Information Technology Education for the Commonwealth (ITEC II)

3.00

SCED 585

3.00

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 nature of science, history of science,
history of technology, ethical decision-making, and the influences of changes in science and technology on 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.

Planetarium Management

An introduction to the techniques of operation and maintenance of planetarium projectors. Opportunities are provided
for writing and presenting programs at various levels of instruction. The use of auxiliary projectors, the production of
audiovisual materials, multimedia displays and live versus programmed presentations are emphasized. Prerequisite: ES 200
and 201 or consent of instructor. On demand.

SCED 600 Research Project

3.00

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.

Special Education Courses

SPED 415 In Dev Strat Mild/Modderate Handicapped

3.00

SPED 418 Exceptionalities in the Regular Classroom

3.00

SPED 420 In Dev Strat S Ph

3.00

SPED 428

Assistive Technology

1.00

SPED 441

Teaching Students with Disabilities in the Secondary Classroom

3.00

This is the study of individualizing instruction for students with mild disabilities. It involves designing basic instructional
sequences utilizing behavioral objectives, matching media, learner, and goal characteristics, and evaluating the effectives of
instruction. Prerequisites: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 416. Each semester.


Prepares students to deal with the nature and needs of the exceptional person in the regular classroom. Examines contemporary
methods of identification, services for the exceptional individual, and legal aspects of the least restrictive environment. Prerequisite:
Sophomore standing.
Study the processes of individualizing instruction for people with moderate, severe, and multiple disabilities. Design
basic instructional sequences utilizing behavioral objectives, match instruction with learner and goal characteristics; identify
appropriate instructional strategies, and evaluate the effectiveness of instruction. Students will apply oral and written
communication skills, quantitative reasoning skills, and other fundamental academic skills to the field of special education.
Prerequisite: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 421. Each semester.


Students will learn how to assess assistive technology requirements for people with disabilities, make low tech devices,
and install and operate computer hardware and software applications in a laboratory experience. Prerequisites: SPED 128, 129,
245, 381, 462, 482 and students must receive a “C” or better in SPED 462.

Course Descriptions


This course will prepare educators with the skills and knowledge to deliver and support instruction to students with
disabilities in secondary classroom settings. Prerequisite: SPED 418.

SPED 442 Differentiated Instruction in Inclusive Settings

3.00

SPED 443

3.00


This course focuses on planning, designing, and delivering differentiated instruction to an increasingly diverse general
education population, including students with disabilities, students who are gifted, students at risk, and students with cultural
differences. Prerequisite: SPED 418.

Prevention and Treatment of Academic and Learning Problems

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.

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SPED 462 Educational Assessment

3.00

SPED 482 Special Mathematics Instruction

3.00

SPED 500

Contemporary Issues in Special Education

3.00

SPED 501

Foundations for Literacy Instruction of Exceptional Readers

3.00

Assists students in acquiring knowledge and skills needed for decision-making regarding individuals with disabilities
or suspected disabilities, and apply these skills in case studies. Prerequisites: SPED 128, SPED 129, SPED 245. Each
semester.
Provides students with specific data-based strategies to teach mathematics to students with disabilities. Prerequisites: SPED
128, 129, 245, MATH 111.
Participants engage in problem-centered analyses and investigations, and in determination of responses relative to the
contemporary issues confronting special education.
Students will be provided an historical perspective concerning the teaching of reading and the relationships between
psychological, sociological, and linguistic processes and how these influence reading and writing development. SPED 502

Curriculum Design and Materials for Teaching Exceptional Readers

3.00

SPED 503 Educational Assessment for Exceptional Readers

3.00

SPED 504

Teaching Emergent and Developing Exceptional Readers

3.00

SPED 505

Concepts of Intelligence

3.00

SPED 506

Teaching Exceptional Adolescents with Reading Problems

3.00

SPED 507

Written and Visual Expression for Exceptional Readers

3.00

SPED 508

Professional Seminar: Delivering Evidence-based Instruction

3.00

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 concepts, knowledge, and competencies required for specialized formal and informal
reading assessment, interpretation, and diagnosis for grades pre-K to 12. Prerequistie: SPED 462.
This course is designed to provide students with research-based techniques and strategies that are required to promote the growth
from emergent to conventional reading, writing, and literacy concepts for children with disabilities. Prerequisite: SPED 501.


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 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 consideration in reading instruction for adolescents with high-incidence disabilities in general
education classrooms. Prerequisite: SPED 501.

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. Prerequisite: SPED 501.

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. Prerequisites: SPED 504 and SPED 506.

SPED 509 Intervention Specialist Student Teaching

6.00

SPED 514 Introduction to Gifted Education

3.00

SPED 519 Statistical Appl for Behavioral Science

3.00

SPED 521

Autism Spectrum Disorders

3.00

SPED 522

Administration of the Special Education Classroom

3.00


Observation and participation in intervention in reading and/or mathematics and in activities related to the performance of
an intervention specialist’s work. Prerequisites: Completion of ED 574, SPED 501, 502, 503, 504, 506 and 507 with minimum
grade of C, a cumulative QPA of 3.0; and the issuance of required state clearances.

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. No prerequisite. As needed.


Provides an overview of autism spectrum disorders, including history, incidence and prevalence, etiology, diagnosis, current
research, characteristics and learning traits, co-morbid conditions, impact on family, and social ethical issues surrounding ASD.
Prerequisite: Graduate standing.

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 the students; classroom management techniques; development of the IEP, behavior and transition
plans; and collaboration with other professionals, paraprofessionals and parents.

Course Descriptions


Provides the statistical background necessary for research design and evaluation. Topics covered include scaling of data,
descriptive statistics, probability, and statistical inference. Students will become familiar with statistical techniques including
correlations, chi-square, t-tests, analysis of variance, and simple regression. Students learn to compute statistics by hand and
with the use of statistical software and web-applications.

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SPED 525 Ed Apprais Pres 2
SPED 526
Clinical Practicum for High Incidence Disabilities

3.00
1.00

SPED 527

Clinical Practicum for Low Incidence Disabilities

1.00

SPED 528

Assistive Technology

1.00


This practicum places teacher candidates into field settings involving people with high incidence disabilities who use an
individualized curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characteristics; identify
and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of instruction. Prerequisites:
SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/444. Fall and Spring, every year.

This practicum places teacher candidates into field settings involving people with low incidence disabilities who use
an individualized independence curriculum. Teacher candidates will match instruction with learner, goal, and curriculum
characteristics; identify and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of
instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/446. Fall and Spring,
every year.

Students will learn how to assess assistive technology requirements for people with disabilities, make low tech devices,
and install and operate computer hardware and software applications in a laboratory experience. Prerquisites: SPED 128, 129,
245, 381, 462, 482.

SPED 530 Learning Disability

3.00

SPED 531 Impact of Disabling Conditions

3.00

SPED 534

Workshop in Special Education

3.00

SPED 539

Curriculum Dev and Educational Programming in Gifted Education

3.00


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.
Prerequisite: Enrollment in Graduate Program.

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. As needed.

SPED 540 Behavior Disorder

3.00

SPED 544 Methods and Practicum for Individuals with High Incidence Disabilities

3.00

SPED 546 Methods and Practicum for Persons with Low Incidence Disabilities

3.00

SPED 554

6.00


Participants engage in the study of maladaptive behavior in individuals with emphasis on current definitions, classification
systems, major etiological perspectives, and contemporary interventions.

This course 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. Prerequisite: SPED 128, 129, 245, 380, 462
and 482. Must be taken concurrently with SPED 416. Fall and Spring, every year.

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. Prerequisites: SPED 128, 129, 245, 380, 462, 482. To be taken
concurrently with SPED 427. Fall and Spring, every year.

Grad Student Teach Special Ed

This course involves observation and participation in teaching students with disabilities and in activities and in activities related
to the performance of a classroom teacher’s professional duties. Completion of all required courses in the certification area with
a minimum grade of “C” and a cumulative QPA of 3.0, as well as the issuance of required state clearances.

SPED 555 Super for Sped
SPED 562 Service Learning

3.00
3.00

Course Descriptions


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 service-learning as
a teaching tool and the relationship of service-learning to the educational reform movement will be examined.

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SPED 567 Seminar in Advanced Applied Behavior Analysis

3.00

SPED 571

Community Adjustment- Futures Planning for Students with Disabilities

3.00

SPED 575

Augmentative and Alternate Communication

3.00


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.

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 from school to adult
life. Prerequisites: REHB 565 or permission of the Instructor.

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. Fall, annually.

SPED 580 Special Reading Instruction

3.00

SPED 585 Special Topics in Special Education

3.00


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.

SPED 597

Collaboration and Cooperation: Improved Teaching and Learning Outcomes 3.00


This course is intended to improve the teaching and learning outcomes in basic education by focusing on collaboration
and cooperative-education processes and teaching methodologies. The development of strategies for promoting professional
and community collaborations established in SPED 596: Contemporary Education Practices and Directions, is continued in this
offering. Teaching models and methods facilitative to encouraging and maintaining collaborative and cooperative-educational
practices extend the skills of professional educators in appropriately serving the educational needs of an increasingly diverse
learning audience. Prerequisite: SPED 596 or approval of instructor.

SPED 620 Role Development with Families

3.00

SPED 632

Policy and Practice in Special Education

3.00

SPED 635

Advanced Methods for Persons with Autism or Severe Handicaps

3.00

SPED 636

Advanced Methods for Persons with High Incidence Disabilities

3.00


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.

Focuses on the design, implementation and evaluation of instructional interventions for persons with autism or severe
disabilities.

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

SPED 637 Seminar in Single Subject Research Design

3.00

SPED 690 Special Projects

3.00

SPED 696

Contemporary Education Practices and Directions

3.00

SPED 700

Thesis

3.00


Enables students to conduct single-case research in special education and rehabilitative science. The course provides theory and
scenario-based practice with a variety of single-case and replicated single-case designs. Prerequisites: SPED 567 or equivalent.


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.

Requires each student to develop a thesis related to special education. Must be taken for two semesters of three credits
each. Prerequisite: ED 520.

Course Descriptions


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.

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Clarion University of Pennsylvania

Modern Languages Courses
ED 539 Second Language Acquisition and Methods of Teaching
and Evaluating Modern Languages

3.00

FR 501 Special Topics in French Literature and Culture

3.00

FR 551

Advanced Supervised Readings in French Literature

3.00

Advanced French Linguistic and Cultural Immersion

3.00

Examination of the physiological 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.
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 557

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

This course consists of two weeks of intensive online 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. Courses offered to graduate students.

GER 501 Special Topics in German Literature and Culture

3.00

GER 551

Advanced Supervised Readings in German Literature

3.00

GER 557

Advanced German Linguistic and Cultural Immersion

3.00

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.

This course consists of two weeks of intensive online instruction on German culture and civilization, prior to a two week
trip to a German-speaking country. During this immersion period, students will visit places of 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.

SPAN 501 Special Topics in Hispanic Language and Culture

3.00

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 U.S. and relationships between Hispanic nations and the U.S. Course is taught
in Spanish. Prerequisite: SPAN 282 or permission from instructor.

Course Descriptions

Clarion University of Pennsylvania

77

Directories

Directories
Clarion University of Pennsylvania
A member of Pennsylvania’s State System of Higher Education
Peter H. Garland, Chancellor
Board of Governors, Harrisburg, Pa.
Guido M. Pichini, (Chair)
Wyomissing
Marie Conley, (Vice Chair)
Harrisburg
Aaron A. Walton, (Vice Chair)
Pittsburgh

Hon. Richard L. Alloway II, Harrisburg
Hon. Matthew E. Baker, Harrisburg
Jennifer G. Branstetter, Harrisburg
Gov.Thomas W. Corbett, Harrisburg
Sara J. Dickson, Clarion
Laura E. Ellsworth, Pittsburgh
Mark S. Grochocki, Harrisburg
Hon. Michael K. Hanna, Harrisburg
L. Jill Hans, Harrisburg

William E. Harner, Harrisburg
Ronald G. Henry, Bryn Mawr
Bonnie L. Keener, West Springfield
Jonathan B. Mack, Indiana
Joseph F. McGinn, Linwood
Harold C. Shields, Allison Park
Angela C. Stalnecker, Harrisburg
Robert S. Taylor, Solebury
David F. Wolfe, Slippery Rock
Hon. John T. Yudichak, Harrisburg

Council of Trustees, Clarion, Pa.
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
Peter H. Garland, Acting 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

Division of Academic Affairs

Ronald H. Nowaczyk, Ph.D., (2011), Provost and Vice President for Academic Affairs
Northwestern University, B.A., Miami University (OH), M.A., Ph.D.
Tina M. Rapp, B.S., (2012), Executive Staff Assistant to the Provost
Gannon University, B.S.
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.
Philip H. Frese, Ph.D., (2013), Dean, College of Business Administration
Farleigh Dickinson University, B.S., M.B.A., Drexel University, Ph.D.
James C. Foster, Ph.D., (2013), Interim Dean, College of Arts and Sciences
University of Wisconsin-Madison, B.S., Cornell University, Ph.D.
Ragan Griffin (1990) Director, Student Financial Services
Allegheny College, B.A. English, Indiana University of Pennsylvania, M.A. Student Affairs in Higher Education

78

Clarion University of Pennsylvania

Directories

John T. Groves, Ph.D., (2007), Director of Research, Retention and Academic Programming
Western Michigan, B.A.; Michigan State University, M.A., Ph.D.
Lisa Hepler, B.S.B.A.,M.B.A. (1990), Registrar
Clarion University of Pennsylvania, B.S.B.A.
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.
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.
Erin Schuetz, M.A., (2005), Director, SOAR
Westminster College, B.A.; Indiana University of Pennsylvania, M.A.

Division of Finance and Administration

Peter C. Fackler, M.B.A., (2012), Interim Vice President for Finance and Administration
Trinity College, Duke University, A.B.
Rhonda J. Clinger, B.S., (1987), Budget Director
Clarion University of Pennsylvania, B.S.
Timothy P. Fogarty, M.S., (1991), Associate Vice President for Human Resources
Gannon University, B.A., M.S.
Rein Pold, B.S. (2001), Director of Purchasing & Contracts
Clarion University of Pennsylvania, B.S.
Glen E. Reid, M.A., (2008), Director of Emergency Management
Point Park University, B.A.; Duquesne University, M.A.
Richard Taylor, B.S. (2012), Director of Facilities Planning
University of Massachusetts Dartmouth, B.S.
Marcy K. Trombetta, (1999), Interim Director of Public Safety
Tamara B. Varsek, B.S., (2013), Comptroller
Edinboro University of Pennsylvania, B.S.

Division of University Advancement

James Geiger, M.H.A., (2013), Vice President for University Advancement
Ohio University, M.H.A.
Jacqueline M. Cozma, B.A. (2013) Assistant Web Designer
Franciscan University, B.A.
Brian C. DiFonzo, B.A., (2008) Director, Printing Services
St. Bonaventure University, B.A.
Richard P. Herman, B.A., (1980), Director, Sports Information
Point Park College, B.A.
Tina M. 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.
Christopher M. Rossetti, B.S., (1999), Assistant Director, Sports Information/Director, Sports Web
Indiana University of Pennsylvania, B.S.
Carol A. Roth, B.S., (1979), Assistant Vice President for Advancement
Slippery Rock University, B.S.
Jason M. Strohm, M.S. (2008), Web Designer/Developer
Clarion University of Pennsylvania, B.S., M.S.
Amy A. Wozniak, M.S, (2013), Web Content Writer
Clarion University of Pennsylvania, B.S., M.S.

Clarion University Foundation, Inc. (Affiliated Organization)

79

Michael R. Keefer, M.S., (2001), CEO, Clarion University Foundation, Inc.;
Slippery Rock University, B.S.; The Pennsylvania State University, M.S.
Jim Bird, M.S., CFRE (2013), Director of Corporate and Foundation Giving, Clarion University Foundation, Inc.;
Gannon University, B.A.; Gregorian University, STB/STL; Geneva College, M.S.
John Catone, B.S. (2011), Director of Development, Clarion University Foundation, Inc.;
Edinboro University of Pennsylvania, B.S.
Laura King, B.S., (2010), Director of Alumni Relations and Annual Fund, Clarion University Foundation, Inc;
Clarion University of Pennsylvania, B.S.
John Mumford (2013), Development Officer, Clarion University Foundation, Inc.;
Clarion University of Pennsylvania, B.S.
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.
Holly Pipher, B.S., (2010), Annual Funds Officer, Clarion University Foundation, Inc.;
Clarion University of Pennsylvania, B.S.
Robert Sutton, M.S (2013), Information Systems and Application Manager, Clarion University Foundation, Inc.;
Clarion University of Pennsylvania, B.S., University of Phoenix, M.S.
Shawn Wood, B.A (2011), Athletics Development Officer, Clarion University Foundation, Inc.;
West Virginia Wesleyan, B.A.
Jessica Zacherl, B.S., (2011), Assistant Director of Alumni Relations and Annual Fund,
Clarion University Foundation, Inc.; Clarion University of Pennsylvania, B.S.

Division of Student Affairs

Harry E. Tripp, M.Ed., (1993), Vice President for Student Affairs
Kent State University, B.S., M.Ed.
Dot Allio (1995), Budget Director, Student 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 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.
Shelly Wilson (1983), Executive Director, Clarion Students’ Association (CSA); Erie Business College

Center for Residence Life

Michelle Kealey-Harbaugh, M.Ed., (1999), Director, Residence Life Services
Gannon University, B.A.; Kent State University, M.Ed.
Brett Berquist, M.A., (2001), Assistant Director
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 Affairs & Residence Life Education
Juniata College, B.A., Indiana University of Pennsylvania, M.A.
Holly Slotterback, M.A., (2012) Residence Life Coordinator; Susquehanna University, B.A.;
Indiana University of Pennsylvania, M.A.
Todd Spaulding, M.S., (2003), Assistant Director
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.

Directories

Clarion University of Pennsylvania

80

Clarion University of Pennsylvania

Directories

Center for Sports and Recreation

David Katis, M.Ed., (1989), Athletic Director; Executive Director, Center for Sports and Recreation
Clarion University of Pennsylvania, M.Ed., B.S.; California University of Pennsylvania, M.S.
Kristen Abbott, M.S., ATC, CES (2011), Assistant Athletic Trainer/Instructor;
Slippery Rock University of Pennsylvania, 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
Douglas S. Knepp, Ph.D., (1994), Director, Intramurals, Recreation, Fitness, and Club Sports/
Assistant Professor, Chair, ATSW Department;
University of Akron, B.S.Ed.; University of Toledo, M.S.Ed.; Indiana University of Pennsylvania, Ph.D.
Lori Sabatose, M.A., (1998), Recreation Center Manager
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.; University of Pittsburgh, M.S.N.-C.R.N.P
Diana Anderson Brush, M.A., (1987), Associate Director, Career Development Center
Indiana University of Pennsylvania, B.A., M.A.
Jennifer Barch, Ph.D., NCC, LPC, ACS, (2012), Interim Clinical Supervisor
Edinboro University of Pennsylvania, B.S.; Indiana University of Pennsylvania, M.A.;
Duquesne University, Ph.D.
Gretchen Bishop, M.S.N.-F.N.P, (2012) Nurse Practitioner, Keeling Health Center
Jameson Hospital School of Nursing, Diploma; University of Pittsburgh, B.S.N.;
Ohio State University, M.S.N.- A.N.P.; Clarion University, F.N.P.
Carol Brennan-Caplan, Ph.D.; CSCS, (2007), Assistant Professor/Program Director, Athletic Coaching Education
Framingham State College, B.A.; Illinois State University, M.S.: University of Pittsburgh, Ph.D.
Andrea Grata Domachowski, M.A., (2013), Director, Career Development Center
Alfred University, B.A.; Indiana University of Pennsylvania, M.A.
Carol Garbarino-Bauer, R.N.C., (1988), Certified Registered Nurse, Keeling Health Center
Clarion University of Pennsylvania, A.R.N.
Douglas S. Knepp, Ph.D., (1994), Director, Intramurals, Recreation, Fitness, and Club Sports/
Assistant Professor, Chair, ATSW Department;
University of Akron, B.S.Ed.; University of Toledo, M.S.Ed.; Indiana University of Pennsylvania, Ph.D.
Erin Lewis, M.S., (2007), Assistant Director, Career Development Center
Clarion University of Pennsylvania, B.S., M.S.
Lynn Mason, M.S.N., CRNP, (1999), Nurse Practitioner, Keeling Health Center
Indiana University of Pennsylvania, B.S.N.;
Edinboro, Slippery Rock University of Pennsylvania Consortium, M.S.N., F.N.P.
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.

81

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)
Shelly Wilson, (1983), Executive Director
Erie Business College

Venango College of Clarion University Staff

Christopher M. Reber, Ph.D., Executive Dean
Dickinson College, B.A.; Bowling Green State University, M.A.; University of Pittsburgh, Ph.D.
Emily S. Aubele, M.Ed., Director of Student Affairs
Westminster College, B.A.; Kent State University, M.Ed.
LaTrobe N. Barnitz, B.S., Coordinator of Admissions and Financial Aid
Clarion University of Pennsylvania, B.S.
Tammy M. Beach, M.B.A., Coordinator, Continuing Education
Clarion University of Pennsylvania, B.S.B.A., M.B.A.
Renee Bloom, M.S., 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, M.L.S., Assistant Professor, Library
Youngstown State University, B.S.Ed.; Kent State University, M.L.S.
Mark B. Conrad, M.S., Coordinator of Career Services
Thiel College, B.S.B.A., Clarion University of Pennsylvania, M.S.
Kay E. Ensle, M.S., Assistant to the Executive Dean
Clarion University of Pennsylvania, B.S., M.S.
Dalyann Fuller, M.A., Coordinator of Intramurals and Recreation
Lock Haven University, B.S.; Morehead State University, M.A.
William S. Hallock, Jr., Ed.D., Chair, Department of Applied Technology
Northwest Missouri State University, B.S., M.S.; University of Kansas, Ed.D.
Hope Lineman, M.S., Director of Marketing and University Relations
Clarion University of Pennsylvania, B.S, M.S.
David B. Lott, Ph.D., Chair, Venango Department of Humanities and Sciences
Iowa State University, B.S., Ph.D.
Casey McVay, B.S., Assistant Coordinator of Admissions and Financial Aid
Clarion University of Pennsylvania, B.S.
Shelly Moore, Ph.D., Interim Director, School of Nursing and Allied Health
Gannon University, A.S.N.; Slippery Rock University, B.S.N.;
Clarion, Slippery Rock, Edinboro Universities, M.S.N.;
Indiana University of Pennsylvania, Ph.D. in Nursing
Ronald E. Radaker, B.S., Coordinator of Learning Support Services
Clarion University of Pennsylvania, B.S.; Slippery Rock University of Pennsylvania, B.S.
Philip B. Shuffstall, Building Maintenance Supervisor
Debra D. Sobina, M.B.A., Director of Finance and Administration
Clarion University of Pennsylvania, B.A., M.B.A.
Angela West, M.S.N., Chair, Department of Nursing
Slippery Rock University, B.S.; LaRoche College, M.S.N.

Directories

Clarion University of Pennsylvania

82

Clarion University of Pennsylvania

Directories

Graduate Faculty

Year in parentheses indicates year of appointment to faculty.
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
Simon Aristeguieta-Trillos, Ph.D., (2011), Assistant Professor, Library Science
The University of California, B.A; University of Puerto Rico, MIS; The University of Tennessee, Ph.D.
Robert Balough, (1981), Ph.D., Professor, Economics
Northern Illinois University, B.A., M.A., Ph.D.
Gustavo A. Barboza, (2006), Ph.D., Professor, Management, Marketing and Human Resources
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.
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.
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, Chair, 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.
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.
Rhonda Clark, Ph.D., (2009), Assistant Professor, Library Science
Ouachita Baptist University, B.A.; University of Minnesota, M.A., Ph.D.; University of Pittsburgh, M.L.I.S.
Gregory K. Clary, Ph.D., (1981), Professor, Special Education and Rehabilitative Sciences
Marshall University, B.A., M.A.; 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.
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.
Raymond F. Feroz, Ph.D., (1990), Professor, Chair, Special Education and Rehabilitative Sciences
Kent State University, B.A.; Boston University, M.Ed.; University of Pittsburgh, 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, Chair, History
Stanford University, A.B., A.M.; University of California, Santa Barbara, M.A., 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), Associate 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.
YooJin Ha, Ph.D., (2010), Assistant Professor, Library Science
Yonsei University, B.A.; University of Buffalo, M.L.S.; Rutgers University, Ph.D
Marilyn K. Harhai, J.D., Ph.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, Chair, 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.
David M. Hipfel, Ph.D., (1992), Assistant Professor, Mathematics
Northwestern University, B.S.; Rensselaer Polytechnic Institute, M.S., Ph.D.
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, Management, Marketing and Human Resources
Auburn University, B.M.E., M.B.A.; Florida State University, Ph.D.
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.
Soo Kim, Ph.D., (2009), Associate Professor, Computer Information Science
Ewha Womans University, Seoul, Korea, B.S.; Yonsei University, Seoul, Korea, M.S.
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.
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, Chair, 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.
Linda L. Lillard, Ph.D., (2008), Associate Professor, Library Science
Penn State University, B.S.; San Diego University, M.A.; Emporia State University, M.L.S., 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.
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, Chair, English
The Ohio State University, B.A.; Rice University, M.A.; The Ohio State University, Ph.D.

83

Directories

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84

Clarion University of Pennsylvania

Directories

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
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 Pennsylvania, 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.
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, Chair, 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.
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.
Todd J. Pfannestiel, Ph.D., (2003), Associate Professor, History
University of Arkansas at Fayetteville, B.A.; The College of William and Mary, Ph.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, Chair, 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, Management, Marketing and Human Resources
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
Clarion University, B.S., M.S.; Kent 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.

85

Juanita Smart, Ph.D., (2001), Assistant Professor, English
Houghton College, B.A.; SUNY College at Buffalo, M.S.; Oregon State University, M.A.; Washington State University, Ph.D.
Bruce G. Smith, 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.
Jocelynn Smrekar, Ph.D., (1998), Associate Professor, Education
Clarion University, B.S.; The Pennsylvania State University, M.Ed., Ph.D.
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.
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.
Anthony J. Vega, Ph.D., (1994), Professor, Chair, 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.
Angela West, M.S.N., (2002), Assistant Professor, Chair, 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.
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.

Directories

Clarion University of Pennsylvania

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Clarion University of Pennsylvania

Index

Index

Academic Achievement..........................................................11
Academic Honesty................................................................... 7
Academic Requirement...........................................................10
Academic Standing...................................................................7
Accountancy Professional Course of Study........................... 20
Accreditation...................................................................... iii-iv
Admission (also see individual programs)............................... 4
Eligibility........................................................................... 4
International Students........................................................ 6.
Non-Degree Students......................................................... 5
Procedures.......................................................................... 5
Advisement (also see individual programs)............................. 9
Application Deadlines.............................................................. 8
Application Fee................................... www.clarion.edu/finaid/
Assistantships (also see individual programs)....................... 15
Business Administration, Master of ...................................... 18
Liberal Arts Bachelor to MBA Option............................. 20
Professional Accountancy Course of Study..................... 20
Calendar, Academic................................................................. ii
Career Development Center................................................... 17
Carlson Library.............................................................2, 15, 28
Clarion Campus....................................................................... 2
Comprehensive Examinations (see individual programs)
Continuing Education.............................................................27
Core Values, Clarion University.............................................. 1
Course Descriptions
Accounting........................................................................44
Business Administration...................................................45
Communication Studies....................................................46
Communication Sciences and Disorders..........................46
Economics........................................................................ 48
Education..........................................................................50
Educational Administration..............................................54
Finance..............................................................................55
Library Science.................................................................55
Management.................................................................... 60
Marketing......................................................................... 61
Mass Media Arts and Journalism......................................62
Mathematics Education....................................................59
Modern Languages...........................................................76
Nursing.............................................................................64
Pre-K–4th Grade (Early Childhood).................................49
Real Estate........................................................................67
Rehabilitative Sciences.....................................................67
Science Education.............................................................69
Special Education.............................................................72
Credit, Transfer of.................................................................... 8
Curriculum and Instruction Concentration.............................22
Degrees
Master of Business Administration.................................. 18
Master of Education......................................................... 21
Master of Science
Mass Media Arts and Journalism .................................... 30

Library Science................................................................ 25
Nursing............................................................................ 34
Rehabilitative Sciences.................................................... 37
Special Education............................................................ 39
Speech Language Pathology.............................................41
Dining Fees......................................... www.clarion.edu/finaid/
Directories.............................................................................. 77
Disability, Nondiscrimination on Basis of............................. 10
Distance Education.................................................................28
Early Childhood Concentration..............................................22
Education, Master of Education degree in..............................21
Curriculum and Instruction Concentration.......................22
Early Childhood Concentration........................................22
Graduate Early Childhood Certification Program............24.
Mathematics Education Concentration.............................22
Reading Concentration.....................................................23
Reading Specialist Certification ..................................... 23
Science Education Concentration.....................................23
Technology Concentration................................................23
Employment (see Career Services).........................................13
Faculty, Graduate................................................................... 82
Fees..................................................... www.clarion.edu/finaid/
Financial Aid.......................................................................... 11
Full-Time Status....................................................................... 8
Grading System........................................................................ 9
Graduate Assistantships (see individual programs)
Graduate Management Admissions Test (GMAT)................ 4, 6
Graduate Programs.................................................................. vi
Graduate Record Examination (GRE)................................. 4, 6
Grants 12
Health Insurance.....................................................................16
Health Services...................................................................... 16
Housing.................................................................................. 17
In Progress Grades................................................................... 9
Incomplete Grades................................................................... 9
Insurance, Health................................................................... 16
International Students.................................................... 5, 8, 16
Internships ........................................(See individual programs)
Intervention Specialist Concentration.....................................39
Judicial and Mediation Services.............................................17
Keeling Health Center.............................................................16
Libraries................................................................................. 15
Library Science, Master of Science degree in........................25
Certificate of Advanced Studies........................................27
Distance Education...........................................................27
Juris Doctor Program........................................................27
Pennsylvania Library Science K-12 Certification............27
Loans...................................................................................... 12
Mass Media Arts and Journalism, Master of Science in ....... 30
Graduate Online Certificate in Public Relations.................... 32
Master of Business Administration........................................ 18
Liberal Arts Pre-Professional MBA Option..................... 20
Professional Accountancy Course of Study..................... 20

Master of Education with Special Education..........................38
Master of Science
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....................................................22
Medical Insurance for International Students.........................16
Miller Analogies Test (also see individual programs)......... 4, 6
Mission, Clarion University..................................................... 1
Mission, Graduate Studies........................................................1
Nondiscrimination on Basis of Disability.............................. 10
Nondiscrimination Statement................................................... 1
Nursing, Master of Science degree in.................................... 34
Family Nurse Practitioner Second Master’s Degree........35
Family Nurse Practitioner Post-Master’s Certificate........35
Online Programs.................................................................3, 11
Placement (see individual programs)
Policies and Procedures, Acaedmic..........................................7
Reading Specialist Certification..............................................23
Refunds...................................................................................13
Rehabilitative Sciences, Master of Science degree in........... 37

87

Research................................................................................. 10
Residency................................................................................. 8
Science Education Concentration...........................................23
Scholarships (also see individual programs).......................... 14
Special Education, Master of Science degree in.................... 39
Special Education Concentration, M.Ed. with....................... 38
Integrated Middle Level Baccalaureate............................39
Intervention Specialist Program.......................................40
Special Education Pre-K–8/7-12 Dual Certification with
Special Education, Master of Science in.................................40
Speech Language Pathology, Master of Science in............... 41
Student Support Services....................................................... 15
Suhr Library............................................................................15
Technology Concentration......................................................23
Test of English as a Foreign Language (TOEFL).................... 6
Theses (also see individual program).................................... 10
Transfer Credit (also see individual programs)........................ 8
Transition from School to Adult Life Concentration..............38
Tuition/Fees........................................ www.clarion.edu/finaid/
Venango College................................................................ 3, 90
Veterans Benefits.................................................................... 13
Vision, Clarion University....................................................... 1
Withdrawals............................................................................. 9
Work Study Programs.............................................................13

Index

Clarion University of Pennsylvania

88

Clarion University of Pennsylvania

Clarion University of Pennsylvania

89

Clarion Campus Facilities
Admissions Building, located on Wood Street, houses Admissions operations.
Ballentine Residence Hall, located on Wood Street.
Becht 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 Clarion University 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, Graduate Studies and Student Financial Services.
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/printing 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, 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.
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.
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.
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, maintenance shops, Purchasing and Accounts Payable.
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 three multipurpose courts for basketball, volleyball and tennis, and includes
a 4-lane track, fitness areas, equipment checkout and a climbing wall.
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 (Thorn 1) and ROTC and Grounds (Thorn 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.
University 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 year.
Valley 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.

90

Clarion University of Pennsylvania

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

Venango College 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
auditorium-theatre, 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.

A member of the Pennsylvania State System of Higher Education

www.clarion.edu

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

Clarion University of Pennsylvania

Clarion University of Pennsylvania
D

2013-2015

Graduate Catalog

Bound Printed Matter