GRADUATE CATALOG 2022-2023

GRADUATE CATALOG

2022-2023

Kutztown University of Pennsylvania

Graduate Studies

The Graduate Catalog provides information about Kutztown University and

its graduate programs. The contents of this catalog are not to be considered

binding or a contract between the University and its students.

Each step of the educational process, from admission through graduation,

requires continuing review and appropriate approval by University officials.

The University, therefore, reserves the right to change the requirements and

regulations contained in this document.

The provisions of this catalog are not intended to create any substantive

rights beyond those created by the Commonwealth of Pennsylvania and are

not intended to create, in and of themselves, any cause of action against

Pennsylvania’s State System of Higher Education, the Board of Governors,

the Chancellor, an individual president or university, or any other officer,

agency, agent, or employee of the State System of Higher Education.

Table of Contents

Introduction ................................................................................................................................... 5

Mission, Vision, Purpose, and Institutional Learning Outcomes of the University ............ 5

History of the University ........................................................................................................... 6

Mission and Goals of Graduate Education ............................................................................. 6

Accreditations ............................................................................................................................ 6

Non-Discrimination Statement ................................................................................................. 7

University Calendar 2022-2023 .................................................................................................... 8

Admission Requirements ............................................................................................................ 10

Tuition and Fees .......................................................................................................................... 16

Financial Assistance .................................................................................................................... 18

Grant Applications .................................................................................................................. 19

Registration .................................................................................................................................. 19

Academic Policies and Procedures ............................................................................................. 19

Academic Honesty ................................................................................................................... 19

Academic Probation, and Dismissal ...................................................................................... 20

Application for Graduation .................................................................................................... 21

Auditing Graduate Courses .................................................................................................... 21

Class Attendance ..................................................................................................................... 21

Course Repeat Policy .............................................................................................................. 22

Grading..................................................................................................................................... 22

Independent Study .................................................................................................................. 22

Individualized Instruction ...................................................................................................... 23

Pass/Fail Grading – Graduate Students ................................................................................ 23

Residency Requirements ......................................................................................................... 23

Second Degree .......................................................................................................................... 23

Simultaneous Degrees ............................................................................................................. 24

Time Limitations ..................................................................................................................... 24

Transfer Credits ...................................................................................................................... 24

Veteran and Active Duty Military – Course Scheduling ..................................................... 24

Student Life .................................................................................................................................. 24

Athletics .................................................................................................................................... 24

Career Development Center ................................................................................................... 25

Disability Services .................................................................................................................... 25

General Regulations and Conduct ......................................................................................... 25

Health and Wellness Center ................................................................................................... 25

Kutztown University Activities Board (KUAB) .................................................................... 26

Kutztown University Student Services, Inc. (KUSSI) .......................................................... 26

Military and Veterans Affairs ................................................................................................ 27

Office for Student Involvement Services ............................................................................... 27

Public Safety and Police Services ........................................................................................... 28

Residence Life, Housing, and Dining Services ...................................................................... 28

Rohrbach Library ................................................................................................................... 30

Student Government Association (SGA) ............................................................................... 31

Student Conduct ...................................................................................................................... 32

Vehicle Registration ................................................................................................................ 32

Degrees and Programs ................................................................................................................ 33

College of Business .................................................................................................................. 33

College of Education ............................................................................................................... 33

College of Liberal Arts & Sciences ........................................................................................ 59

College of Visual & Performing Arts ..................................................................................... 70

Certifications ............................................................................................................................ 72

Course Descriptions .................................................................................................................... 74

General Information ................................................................................................................. 188

Council of Trustees ................................................................................................................ 188

President’s Cabinet ............................................................................................................... 188

Graduate Dean ....................................................................................................................... 188

Graduate Program Chairpersons and Coordinators ......................................................... 189

Graduate Faculty ................................................................................................................... 193

Introduction

Mission, Vision, Purpose, and Institutional Learning Outcomes of the University

Mission

Kutztown University's mission is to provide a high quality education at the undergraduate

and graduate levels in order to prepare students to meet lifelong intellectual, ethical,

social, and career challenges.

Vision

Kutztown University aspires to be a regional center of excellence providing opportunities

for advanced academic, cultural, and public service experiences, within a caring

community, designed to promote success in a global society.

Purpose

Grounded in regional history and focused on innovative futures through the colleges of

Business, Education, Liberal Arts & Sciences and Visual & Performing Arts; Kutztown

University:

• offers a contemporary liberal arts education as the foundation for inspiring and

challenging students to grow intellectually, professionally, ethically, civically, and

socially;

• provides support for students to reach their unique potential;

• commits to access and diversity, drawing upon international, national, regional,

and community partnerships to prepare new generations of global citizens;

• values the life experiences of students, faculty, and staff to create a caring

community on a beautiful campus;

• cultivates opportunities for students to engage the world and pursue meaningful

lives and careers through collaboration, mentorship, and intentional working

relationships.

Institutional Learning Outcomes

1. Communicate Effectively

Students will demonstrate the ability to communicate clearly and effectively.

2. Think Critically and Creatively

Students will demonstrate the ability to effectively access, evaluate, and interpret

information; adapt to changing situations; and, use creative and novel ideas and

solutions to better solve problems and make complex decisions.

3. Value Diversity

Students will demonstrate an understanding and ability to live and work within

diverse communities.

4. Acquire Knowledge

Students will demonstrate a depth and breadth of knowledge.

5. Practice Social and Professional Integrity

Students will demonstrate the ability to act ethically and with empathy, honesty,

and responsibility.

Kutztown University is located between Reading and Allentown on 289 acres in

southeastern Pennsylvania and includes 11 residence facilities which accommodate 4,000

students. The faculty and staff complement is approximately 1,000 headcount including

470 faculty with an 18:1 student to faculty ratio. Most of the University’s $175 million

in revenue sustains its instructional and support programs, although $44 million represent

auxiliary fees such as room and board which is used to pay for costs in those areas.

History of the University

Kutztown University is a member of Pennsylvania’s State System of Higher Education.

Founded on September 15, 1866 as Keystone Normal School, it became Kutztown State

Teachers College in 1928, Kutztown State College in 1960, and Kutztown University on

July 1, 1983.

Mission and Goals of Graduate Education

Our mission is to provide a welcoming and supportive environment; one that is

instructive, motivational, and supportive of those who are interested in pursuing graduate

work designed to meet personal and professional needs. The goals of graduate study at

Kutztown University are to (a.) prepare students to pursue increasingly independent

scholarship and creative investigation in their disciplines, which may include further

graduate study; (b.) enable students receiving graduate degrees to perform at more

advanced levels of employment in their professions; and, (c.) better prepare students for a

competitive and professional world market.

We offer 31 graduate programs and ten certifications spanning disciplines including Art

Education, Arts Administration, Business Administration, Communication Design,

Computer Science, Counselor Education, Elementary and Secondary Education, English,

Instructional Technology/Digital Classroom Technology, Library Science, Music

Education, Public Administration, Reading, School Counseling, Social Work, Student

Affairs in Higher Education, and two doctoral degrees in Transformational Teaching and

Learning and Social Work.

Accreditations

Kutztown has both institutional and specialized accreditation. It is accredited by the

Middle States Commission on Higher Education (MSCHE), Accreditation Association

for Ambulatory Health Care (AAAHC), American Chemical Society (ACS) (program

approval), Accreditation Board for Engineering and Technology, Inc. (ABET),

Association to Advance Collegiate Schools of Business (AACSB), Commission on Sport

Management Accreditation (COSMA), Council for Accreditation of Counseling and

Related Educational Programs (CACREP), Council for the Accreditation of Educator

Preparation (CAEP)/National Council for Accreditation of Teacher Education (NCATE),

Council on Social Work Education (CSWE), International Association of Counseling

Services, Inc. (IACS), National Association of Schools of Art and Design (NASAD),

National Association of Schools of Music (NASM), and National Council for

Accreditation of Coaching Education (NCACE).

Non-Discrimination Statement

Kutztown University does not discriminate in employment or educational opportunities

on the basis of sex, race, ethnicity, national origin, age, disability, religion, sexual

orientation, gender identity, or veteran status. To discuss a complaint of discrimination,

please contact the University’s Title IX Coordinator located in the Office of Social

Equity, Old Main A-Wing, Room 02, by phone at (610) 683-4700 or by email at

[email protected] or the Office for Civil Rights located in the Lyndon Baines Johnson

Department of Education Building, 400 Maryland Avenue, SW, Washington, D.C.,

20202-1100, by phone at (800) 421-3481 (TDD: (800) 877-8339), by fax at 202-453-

6012, or by e-mail at [email protected].

All graduate students must complete the University-offered online sexual harassment,

anti-harassment, and anti-discrimination training. Training models are available at the

Kutztown University Office of Social Equity website: https://www.kutztown.edu/about-

ku/administrative-offices/social-equity/links-of-interest.htm. Questions can be addressed

by calling 610-683-4700 or sending an e-mail to [email protected].

University Calendar 2022-2023

FALL SEMESTER 2022

Residence Hall Occupancy for Returning Students ..............................Thurs., Aug. 25,

Fri., Aug. 26,

Sun., Aug. 28

Faculty Meeting ....................................................................................Friday, Aug. 26

Residence Hall Occupancy Begins (New Students) ............................Saturday, Aug. 27

Classes Start ..........................................................................................Monday, Aug. 29

All Students Late Registration and Drop/Add Period ..........................Mon., Aug. 29 –

Tues, Sept. 6

Withdraw “W” Period ..........................................................................Wed., Sep. 7 –

Fri., Nov. 18

Labor Day Holiday (No Classes) .........................................................Monday, Sept. 5

Saturday Classes Start ..........................................................................Saturday, Sept. 3

Fall Break Day ......................................................................................Monday, Oct. 10

Follow Monday Schedule .....................................................................Tuesday, Oct. 11

Mid Term ..............................................................................................Wednesday, Oct. 12

Thanksgiving Recess ...........................................................................Wed., Nov. 23 –

Sun., Nov. 27

Last Day to Withdraw from University ...............................................Friday, Nov. 18

Last Day of Regular Classes .................................................................Saturday, Dec.10

Final Week Begins ...............................................................................Monday, Dec. 12

Residence Hall Occupancy Ends ..........................................................Friday, Dec. 16

Final Week Ends ...................................................................................Saturday, Dec. 17

December Commencement ..................................................................Saturday, Dec. 17

Last Day of Semester ............................................................................Saturday, Dec. 17

WINTER SESSION 2023

Classes Start ..........................................................................................Wed., Dec. 21

Martin Luther King Day Holiday- School Closed ...............................Monday, Jan. 16

Last Day of Session .............................................................................Tuesday, Jan. 17

SPRING SEMESTER 2023

Residence Hall Occupancy Begins .......................................................Sunday, Jan. 22

Classes Start ..........................................................................................Monday, Jan. 23

All Students- Late Registration and Add/Drop Period .........................Mon., Jan. 23 –

Mon., Jan. 30

Withdraw “W” Period ..........................................................................Tue., Jan. 31–

Fri., Apr., 21

Saturday Classes Start ...........................................................................Saturday, Jan. 28

Mid-term ...............................................................................................Wed., March 8

Spring Break ........................................................................................Sun., March 12 –

Sun., March 19

Last Day to Withdraw from University ................................................Friday, April 21

Last Day of Regular Classes .................................................................Saturday, May 6

Final Week Begins ................................................................................Monday, May 8

Residence Hall Occupancy Ends ..........................................................Friday, May 12

May Commencement for Masters and Doctoral-Level Students ..........Friday, May 12

Final Week Ends ...................................................................................Saturday, May 13

May Commencement for Undergraduate Students ...............................Saturday, May 13

Last Day of Semester ............................................................................Saturday, May 13

SUMMER SESSION 2023

Session I

Memorial Day Holiday (No Classes) ....................................................Monday, May 29

Residence Hall Occupancy Begins .......................................................TBD

Begins ...................................................................................................Tuesday, May 30

Juneteenth Holiday (No Classes) ..........................................................Monday, June 19

Ends.......................................................................................................Monday, July 3

Session II

Begins ...................................................................................................Monday, July 10

Ends ......................................................................................................Thursday, Aug. 10

Ten Week

Memorial Day Holiday (No Classes) ....................................................Monday, May 29

Residence Hall Occupancy Begins .......................................................TBD

Begins ...................................................................................................Tuesday, May 30

Juneteenth Holiday (No Classes) ..........................................................Monday, June 19

Ends ......................................................................................................Thursday, Aug. 10

Admission Requirements

General Admission Requirements

The purpose of the admissions process is to evaluate the credentials submitted by an

applicant. The admissions decision is based on the probability of success of the applicant

in graduate study. In addition to meeting the minimum standards for admission to a

graduate program, all degree-seeking students must satisfy any additional requirements of

the specific graduate program.

It is the responsibility of all admitted students to become familiar with department

requirements of their individual graduate programs. Students should consult their

advisors regarding such requirements to be met prior to graduation.

Baccalaureate degree: All United States citizens seeking admission to graduate study at

Kutztown University must produce an official transcript as evidence of holding a

baccalaureate degree from an institution of higher learning accredited by the appropriate

regional accrediting agency recognized by the Council on Postsecondary Education. Such

institutions in Pennsylvania are accredited by the Middle States Commission on Higher

Education. Applicants holding degrees from foreign institutions should, at their own

expense, have their transcripts evaluated by a recognized transcript evaluation service

with a course by course analysis. All applicants must possess a four-year undergraduate

degree or its equivalent. Associate degrees and three-year degrees do not meet this

requirement.

Undergraduate Grade Point Average: The expected standard for the cumulative grade

point average (CGPA) for applicants for graduate study at Kutztown University is a 3.0

on a 4.0 scale. The undergraduate CGPA is defined as “that statement appearing upon or

derived from a calculation of the CGPA associated with the applicant’s transcript that

certifies the possession of a four-year, baccalaureate degree from an accredited institution

of higher learning.” Other transcripts and evidence of additional post-baccalaureate work

may be considered at the discretion of the Graduate Dean and/or Department Chair for

the specific program. In general, however, the undergraduate CGPA of the baccalaureate

degree is the primary criterion in this portion of the admission decision.

Graduate Record Examination (GRE): The Graduate Record Examination is required by

some graduate programs. Other graduate programs require either the GRE or an alternate

admissions requirement, such as a passing score on the Praxis II examination. Please

consult the specific program description for further information about that program’s

requirements. The GRE requirement may be waived at the discretion of the Graduate

Dean and/or Department Chair for those applicants already holding a master’s degree,

graduate coursework, or 5+ years of specific industry experience. Further information

regarding the GRE may be obtained from:

Graduate Record Examinations, Sylvan Learning Center, 2211 Mack Boulevard, Box

6000, Allentown, PA, 18103 (610-791-5320)

Graduate Record Examinations, Princeton, NJ, 08541-6000 (1-866-473-4373)

Graduate Management Admission Test (GMAT) - Applicants to the Master of Business

Administration degree program and the Master of Public Administration program can

submit test scores from the Graduate Management Admission Test (GMAT). Further

information regarding the GMAT may be obtained from:

Graduate Management Admission Test

Sylvan Learning Center Educational Testing Service

2211 Mack Boulevard Box 6103

Allentown, PA 18103

Telephone: (610) 791-5320

Sufficient Academic Background: The applicant must possess sufficient academic

preparation for the proposed graduate program. Such preparation typically includes

undergraduate course work in, or closely related to, the graduate discipline selected.

Applicants concerned about this issue may wish to schedule a meeting with the Graduate

Dean and/or the Department Chair of the appropriate academic department to discuss any

deficiencies.

The Admission Decision

An admission file for all applicants who meet the minimum requirements for acceptance

into Graduate Studies at Kutztown University is forwarded to the appropriate academic

department. The final decision to admit a student to a graduate degree program (i.e.,

regular or conditional admission) at Kutztown University is based upon an analysis of

objective and subjective criteria by the program faculty.

Objective criteria used in the admission decision are the undergraduate CGPA, an official

transcript of the baccalaureate degree, and GRE test scores or GMAT scores or

alternative program requirement.

Subjective criteria are also used in admission decisions. Such materials may include

evaluation forms from former professors and immediate supervisors, a statement of

personal and career goals and objectives, and a brief autobiography (required for some

programs). While not required by all programs, a résumé outlining the applicant’s

background and experience may be submitted with the application. Subjective

information is encouraged, especially for those applicants who regard themselves as non-

traditional students for various reasons.

Categories of Admission

There are three categories of admission:

a. regular admission

b. conditional admission

c. professional credit admission

Any student accepted to take graduate course work at the University falls into one of

these categories.

Regular Admission: Students admitted in this category have met all admissions criteria

and are accepted as degree-seeking graduate students by Kutztown University and the

appropriate academic program or department. Regularly admitted students take

appropriate graduate courses for their fields of study and may also enroll in

undergraduate courses as recommended by their advisors. Such undergraduate courses

appear on the graduate transcript of the student but are not used in the computation of the

graduate GPA. Students in master’s degree programs are subject to the time limitation of

six years in which to complete the degree, except for degree programs in counselor

education, which have a limit of eight years and doctoral degree programs, which have a

limit of seven years.

Conditional Admission: Applicants who do not meet one or more of the minimum

admissions criteria may be accepted conditionally into a graduate program. Such students

may later earn full admission into the appropriate academic department provided that

they successfully complete the conditions cited in their individual conditional admission

letters from the Graduate Admissions Office. Special considerations, prerequisites, and/or

academic courses may be associated with conditional admission. Ordinarily, the number

of courses required as part of conditional admission do not exceed nine (9) semester

hours. Examples of conditional statements are “the student must earn grades of ‘B’ or

better on his/her first nine semester hours of graduate credit” or “the student must

complete the following three courses (as listed) with a grade of ‘B’ or better.” Qualified

applicants who present an undergraduate transcript but are unable to complete certain

other requirements (e.g., the GRE or GMAT tests) may be eligible for “Conditional

Admission.” Applicants who are offered this type of conditional admission are required

to submit all remaining admissions materials within the first semester of enrollment.

Professional Credit Admission: Individuals who are interested in taking graduate courses

but not enrolling in a master’s degree program may apply for Professional Credit

Admission. An unlimited number of courses may be taken by a student in the

Professional Credit category. These courses appear on a transcript. If, after taking courses

for professional credits, a student decides to apply to a master’s degree program, up to

nine (9) credits of professional credit courses may be applied to the student’s degree at

the discretion of the department.

Graduating Seniors Seeking to Enroll in Graduate Classes: Graduating seniors who have

applied to enter a Graduate Studies program may be eligible to begin graduate study

early. Seniors with a minimum cumulative grade point average of 3.0 and/or special

permission from the Graduate Dean, and needing no more than fifteen (15)

semester hours of academic credit to satisfy the requirements of their designated and

declared baccalaureate degree may, with the approval of the chair(s) of the department(s)

offering the graduate course(s), apply to the Dean of Graduate Studies for permission to

supplement their undergraduate courses with graduate courses at either the 400 or 500

level. Such graduate credits do not apply toward meeting the requirements of any

baccalaureate degree, nor shall they affect the undergraduate transcript or undergraduate

grade point average.

Graduating seniors seeking early enrollment in graduate courses must be registered for all

undergraduate courses required for graduation with the baccalaureate degree prior to

enrolling in approved graduate courses during graduate registration. Graduate credit for a

maximum of nine (9) semester hours of graduate work taken while the student is an

undergraduate will be awarded only upon verification of completion of the baccalaureate

degree. Tuition for a mix of undergraduate and graduate courses will be charged at the

rate established for post-baccalaureate certification students. Employee waivers of tuition

will not apply for graduate courses.

Graduating seniors who wish to take advantage of this policy should schedule an

appointment with the Graduate Dean and must complete the form, “Approval to Enroll in

a Graduate Course by a Graduating Senior.” It is the responsibility of the applicant to

secure all required signatures on this form prior to enrollment.

Application Procedures

The Graduate staff coordinates the admission process for all applicants to graduate

programs of the University. The Graduate Office is located in Room 309, Stratton

Administration Center. Communications regarding the application process should be

addressed to:

Graduate Admissions

Old Main 121A

Kutztown University

Kutztown, PA 19530

Telephone: (610) 683-4200 E-mail: graduate@kutztown.edu

Only completed applications meeting all admissions requirements are forwarded to the

academic departments for full admission consideration. It is the responsibility of the

applicant to ascertain that all admissions criteria are met in a timely fashion.

The final decision regarding full or conditional acceptance of an applicant rests with the

graduate faculty of the department in which the degree program is housed. The

department chairperson notifies the Graduate Admissions Office of the admissions

decision, and the applicant is then notified by the Graduate Dean.

Applications for all graduate programs, except Counseling Programs and certain

Education Programs, are accepted and reviewed on a continuous basis; there are no

application deadlines. However, there are administrative guidelines for reasonable

timelines in which to process applications.

For full consideration for Fall admission, applications should be received by August 1.

For full consideration for Spring admission, applications should be received by December

The following deadlines are applicable to students applying to Counseling Programs, as

well as other Education programs:

Fall: Regular/Conditional Admission

March 1 – last date for an applicant to complete an admissions file

Spring: Regular/Conditional Admission

September 1 – last date for an applicant to complete an admissions file

The Procedure: In order to expedite the processing of all applications, the applicant is

required to submit the following items.

Requirements for Regulation Admission

1) Application: A signed and completed Application for Graduate Admission Form. The

application is available online at https://www.kutztown.edu/graduateapply.

2) Official Transcript: An official transcript from the applicant’s undergraduate

institution(s). This transcript must bear the official seal of the university and the

signature from the appropriate person at the issuing institution. All official transcripts

must be in a sealed envelope from the issuing institution or sent via an official online

portal.

3) Processing Fee Check: An application fee of $35 is required and payment must be

made by credit card when submitting the application online.

4) Graduate Record Examination or Alternate Requirement: For those programs that

require it, scores from the Graduate Record Examination, scores from the Graduate

Management Admission Test, or other accepted test scores.

5) Evaluations: Applicants for regular admission must submit a minimum of three

evaluations (two for certain programs) from persons who have taught or supervised them.

Evaluation forms are sent to evaluators through the online application system or via email

if requested. Applicants for admission to all programs offered by the Department of

Counselor Education are required to submit at least one evaluation from a former

professor attesting to the applicant’s academic ability. All applicants for admission to the

Master of Social Work program must provide three evaluations: one from an academic

advisor, one from a former professor, and one from an employer.

6) Additional Items for Applicants Could Include: Each program may require additional

items such as personal statements, writing samples, specific program essays, and

professional resumes or CVs.

Requirements for Professional Credit Admission

1) Application: A completed Professional Credit Application.

https://www.kutztown.edu/graduateapply.

2) Official Transcript: An official transcript from the applicant’s undergraduate

institution(s). This transcript must bear the official seal of the university and the

signature from the appropriate person at the issuing institution. All official transcripts

must be in a sealed envelope from the issuing institution or sent via an official online

portal.

Other Admissions Information

1) Resume: Applicants are encouraged to submit a copy of their professional résumé. All

applicants for the Master of Business Administration program are required to submit a

resume.

2) Statement of Goals: A statement of goals is required for all applicants to the Master of

Business Administration program.

3) Teacher’s Certificate: Applicants for graduate degrees in the College of Education and

the College of Visual and Performing Arts may be required to submit a copy of their

Professional Teaching Certificate.

Transcript Procedures: The applicant should contact his/her undergraduate institution

and request information regarding procedures and costs associated with obtaining a copy

of the undergraduate transcript. The issuing institution normally requires the completion

of a form and the payment of a fee. The applicant’s transcript may be mailed directly to

Kutztown University or sent via an online portal.

Kutztown University graduates do not need to submit a transcript.

Letters of Evaluation Procedures: While completing the online graduate application,

applicants will submit their evaluators’ name and email address. The application system

will then send the evaluator an email asking for the submission of the Letter of

Recommendation form and/or a letter. All documents are sent through the online

application.

Graduate Record Examination or Graduate Management Admission Test Procedures:

Transcripts of the GRE or GMAT scores are mailed directly to the University by the

Educational Testing Service, provided that the applicant requests that scores be sent to

Kutztown University.

Language Test Procedures: International students are required to submit the TOEFL test

score. The score is mailed directly or sent via an online portal to the University by the

Educational Testing Service, provided that the applicant requests that the score be sent to

Kutztown University.

Tuition and Fees

While subject to change without notice, the following tuition and fee amounts apply to all Kutztown

University graduate students at press time:

All required tuition and fees are listed and defined on these websites:

For Undergraduate Program Tuition and Fees see the Office of Student Accounts at

http://www.kutztown.edu/costs-and-financial-aid/tuition-and-fees-(undergraduate).htm

For Graduate Program Tuition and Fees see the Office of Student Accounts at

http://www.kutztown.edu/costs-and-financial-aid/tuition-and-fees-(graduate).htm

Graduate students are billed on a per credit basis, however a graduate student is

considered full time with 9 credits of enrollment or more.

Graduate students may elect to add on additional services that would increase the fees

being charged.

Health Center Fee – A charge of the health center per credit fee will be assessed per

credit registered if the student elects to utilize the health center facilities on campus. The

student would request this directly with the health center who would then pass the fee to

the MyKU account with payment expected immediately. This is a per semester fee.

Recreation Center Fee – A charge of the full-time undergraduate recreation enter fee will

be assessed if the student elects to utilize the recreation center facilities on campus. The

student would request this directly with the recreation center who would then pass the fee

to the MyKU account with payment expected immediately. This is a per semester fee.

Deposits

Housing Application Fee – Students interested in living on campus must pay a $75

application/preference fee for each year they choose to live on campus. For housing

requirements and more, please contact Housing and Residential Services 610-683-4027.

Delinquent Accounts

No student with an account in delinquent status shall be enrolled, graduated, or permitted

to receive a transcript of records or diploma until all outstanding fees have been paid in

full. Any student account in delinquent status at the end of a semester may be placed with

the Pennsylvania Office of the Attorney General and/or collection agencies for collection

and legal action.

Withdrawal and Refunds

From the Institution – Students withdrawing from the institution must inform the

Registrar’s Office in writing. In the event that all courses are dropped via MyKU,

notification of such must still be sent to the Registrar’s Office. Failure to do so could

affect a student’s academic status, as well as his or her financial aid eligibility. The

official date of withdrawal for the purpose of a refund (or reduction of charges) will be

the date the Registrar’s Office receives notification. The percentage below is the amount

by which your charges will be adjusted. This applies to students who withdraw from all

University courses and no longer have a schedule. Any students receiving financial aid

are encouraged to meet with Financial Aid Services prior to withdrawing as all, or a

portion of, aid received (or refunded) may have to be returned. The tuition technology fee

is non-refundable. This schedule pertains to Fall and Spring semesters. The Drop Period

in Summer Sessions is the first two days of the session.

During the Drop Period (roughly the 1

week of the semester) .............................. 100%

Through the end of week 2 ........................................................................................ 80%

Through the end of week 3 ........................................................................................ 60%

Through the end of week 4 ........................................................................................ 50%

Through the end of week 5 ........................................................................................ 40%

After the fifth week ...................................................................................................... 0%

Students withdrawing from the institution who are residence hall students and/or have a

meal plan please see the following sections.

From a Course(s) – Students withdrawing from a course or courses and not withdrawing

from the institution completely, may do so via MyKU through the Drop Period for a

refund or reduction of charges. Course withdrawals processed in the Registrar’s Office

will have an official date of the date they receive notification. The percentage below is

the amount by which your charges will be adjusted. The tuition technology fee is non-

refundable. This schedule pertains to Fall and Spring semesters. The Drop Period in

Summer Sessions is the first two days of the session. Please note that if you withdraw

from a course or courses after the Drop Period there is no refund or reduction in charges.

During the Drop Period ............................................................................................ 100%

After the Drop Period................................................................................................... 0%

Withdrawal from Residence Hall – Students who cancel housing after July 1, but are

continuing full-time enrollment at Kutztown University, are responsible for payment of

the Fall and Spring semester housing fees. Room fees are refundable (charges reduced)

according to the policies described in the Housing Contract. Students eligible for an

actual refund will have it issued by the Office of Student Accounts via the normal refund

process and using the refund policies. The reduction in charges for students withdrawing

from the University during the semester will be based on the date of official check-out

from the residence hall.

Withdrawal from Meal Plan – A meal plan change or cancellation may be requested, in

writing, prior to the start of the semester or during the first two weeks of the

semester. No changes to, or cancellations of the meal plan will be permitted after the

second week of the semester. When a student contractually withdraws from a residence

hall, a meal plan change or cancellation may be requested in writing. Withdrawal from a

residence hall does not automatically cancel the student’s meal plan contract. If a student

withdraws from the University, the unused portion of the meal plan is refundable in

accordance with University policy. If withdrawal from the meal plan is required after the

second week of the semester because of special circumstances, such as serious illness or

other emergency situations, a student may qualify for a reduction in charges and

subsequently a refund through the Office of Student Accounts via the normal refund

process and using the refund policies. The appeal process for special circumstances

should be addressed to the Dining Services Office at (610) 683-1314 or

[email protected].

Refund Policy – The most up to date withdrawal/refund policy can be found on the

Office of Student Accounts Website: http://www.kutztown.edu/studentaccounts

Financial Assistance

Graduate students should estimate carefully all reasonable expenses needed for the

successful completion of their degrees prior to initial enrollment. Financial aid for

graduate work is limited to student loans, work/study, and graduate assistantships. In

order to be considered for these types of aid, a student must be fully accepted in a

graduate program. Students need to file the Free Application for Federal Student Aid

(FAFSA).

Professional credit students, not yet fully accepted into a graduate degree program, are

ineligible for all forms of federal aid. However, a variety of private alternative loan

programs are available to help cover educational expenses.

To be considered for a Federal Stafford Loan, a graduate student must be enrolled for at

least six (6) credits per semester. Graduate students may borrow up to $20,500 per year

in Stafford Loans.

Eligibility for federal work/study is based on need. On and off campus part-time job

openings are listed on the Student Employment Website. Hourly rate is at least minimum

wage. Work is part-time with varied hours. FAFSA must be on file.

Kutztown University provides financial support in the form of graduate assistantships to a

limited number of qualified graduate students in good academic standing. These

assistantships are directly linked to graduate programs and are supported by funds

provided by the University or other sources and administered through the University.

Appropriate academic graduate program and student learning outcomes are identified for

each graduate assistantship through a formal application process.

Grant Applications

A student grant fund is available to encourage and support graduate students as they

undertake research and creative projects, present papers at professional meetings, and

need research materials or other resources. Because this grant is designed to provide

financial support to students for scholarly activities or research related to their programs

of study, it is anticipated that the awarding of this grant will enable a student to better

understand the scientific process, develop better communication and analytical skills, and

gain experience presenting research results at academic conferences.

To be eligible, the student must minimally meet the following three criteria by being: (1.)

matriculated in a Kutztown University graduate program; (2.) in good academic standing

with at least six graduate credits completed in his/her academic program; and, (3.)

enrolled in at least three graduate credits at Kutztown during the term of the award. The

maximum grant award is $1,000.

Registration

Add/Drop Dates

The add/drop period will extend to the eighth calendar day, excluding holidays and when

the University is closed, to provide students with one full week plus the weekend in a

typical semester to obtain any necessary signatures/approvals for closed courses or

prerequisite overrides.

Withdrawal End Dates

When a student registers for classes, the student is responsible for those classes. To be

relieved of this responsibility, the student must officially withdraw from those classes

through the Registrar’s Office. Failure to withdraw from a class for which a student

registered, but is not attending, will result in a grade of “F” for that course. Students will

be permitted to withdraw from a course and receive a grade of “W” up to the end of the

twelfth week of the semester. The “W” has no effect on the GPA. The latest date for

withdrawal from individual courses in a summer session will be published prior to the

beginning of the specific session.

Academic Policies and Procedures

Academic Honesty

Graduate students at Kutztown University are expected to be honest and forthright in

their academic endeavors. Any acts of academic dishonesty by students, such as

plagiarism on written papers/projects, falsifying the results of research, or cheating on

examinations, threaten to undermine the educational and ethical goals of the University

for its students. Such violations are of the utmost seriousness. Academic dishonesty is

any action that constitutes a violation of the Academic Honesty Policy and includes, but

is not limited to, the following:

1. Providing or receiving unauthorized assistance in coursework, examinations, or

lab work.

2. Using unauthorized notes, materials, and devices during examinations or quizzes.

3. Plagiarizing or representing someone else’s words, either spoken or written, ideas,

formulas, solutions, or data as one’s own work.

4. Presenting material to fulfill course requirements that was researched or prepared

by others (such as commercial services) without the knowledge of the instructor.

5. Fabricating or falsifying information, including, but not limited to research

findings, data, or statistical analyses; forging signatures; or altering dates.

6. Engaging in academic misconduct such as tampering with grades or participating

in the distribution and/or receipt of any part of a test before its administration.

7. Possessing or arranging for someone else to possess course examination or quiz

materials at any time without the consent of the instructor.

8. Altering or adding or expanding upon answers on exercises, examinations, or

quizzes after the work has been graded.

9. Making fraudulent statements, excuses, or claims to gain academic credit or

influence testing or grading.

10. Taking examinations or quizzes under the identity of another person or arranging

to have another person take examinations or quizzes in place of the person

registered for the course.

11. Intentionally evading Kutztown University academic policies and procedures; for

example, improperly processing course withdrawals, grade changes, or other

academic procedures.

12. Buying, selling, stealing, or engaging in the unauthorized exchange of, or

improperly acquiring and/or using, any assignments, papers, or projects.

13. Misrepresenting a mastery of subject matter in an academic project or attempt to

gain an advantage by the use of illegitimate or unauthorized means, such as

misrepresentation of one’s credentials.

14. Gaining unauthorized access to the computer system and/or electronic devices of

Kutztown University or another person. Violations include tampering with or

copying programs or data or access codes associated with coursework.

15. Using graded assignments in another course. Exceptions to this guideline must be

specifically stated in the course syllabus.

Academic Probation, and Dismissal

Graduate students must maintain a 3.0 cumulative grade point average (CGPA) to remain

in good academic standing. A graduate student whose CGPA falls below 3.0 will be placed

on academic probation.

Graduate students on academic probation must raise their CGPA to 3.0 by the end of the

following semester/session in which they register. All grades recorded as a graduate student

are used to determine academic standing, even if a student changes programs. The student

will return to good academic standing when a CGPA of 3.0 or higher is attained.

If a student fails to meet the conditions of academic probation, they will be dismissed. An

additional semester/session of academic probation may be requested through a petition to

the Graduate Exceptions Committee.

Students dismissed from the university may apply for re-admission.

Graduate students should consult with their programs’ departments regarding additional

program-specific course grade requirements.

Application for Graduation

Students who plan to complete requirements for the degree at the end of a current

semester must apply for graduation through MyKU. Graduate students who intend to

participate in Commencement exercises are expected to complete all requirements for

their program of study by the end of that semester.

Auditing Graduate Courses

Registrations for the auditing of graduate courses will be considered tentative until the

close of regular registration. If the registration of regular students fills the class quota or

if regular registrants occupy all facilities, graduate students who have registered for

auditing will be withdrawn. The student would register “not-for-credit” and would pay

the full fee. The graduate student would not be required to take examinations, would be

allowed to take the course only with the approval of the instructor, and would not be

given a grade in the course. Once the graduate student had enrolled “not-for-credit,”

he/she could not change his/her mind part way through the course unless through special

action by the Graduate Exceptions Committee. The student could take the course for

credit at a later date, subject to the recommendation of the department offering the course

and the approval of the Graduate Exceptions Committee.

Class Attendance

Regular attendance in class is expected of all students at the University.

Class Attendance: The individual instructor has both the authority and responsibility for

managing student attendance. The instructor’s policy regarding attendance for each

course, including its potential effect on the final grade, should be written in the course

syllabus or first day handout and communicated to students during the first week of the

semester. While, as stated above, classes are conducted on the premise that regular

attendance is expected, the University recognizes certain activities and events as

legitimate reasons for absence from class.

Class Absence: Legitimate reasons for absence include, but are not limited to, death in

the immediate family; documented illnesses, childbirth, and pregnancy (for as long as

medically necessary); religious observance; academic field trips; participation in an

approved performance or athletic event; military duties; direct participation in University

disciplinary hearing; or jury duty. Nevertheless, the student bears the responsibility for

providing appropriate documentation and for fulfilling all course expectations in a timely

and responsible manner. Instructors will, if requested, without prejudice, provide

students returning to class after a legitimate absence, with appropriate assistance and

counsel about completing missed assignments and class material, depending on the nature

of the work missed.

Course Repeat Policy

A graduate student can repeat a single course for grade improvement only once. Graduate

students will be limited to a maximum of two (2) repeats across the program. An

exception to the course repeat policy must be approved by the advisor, department chair,

college dean, and graduate dean. The most recent grade (regardless of whether it is

higher or lower) will be the grade used for the CGPA calculation. A grade of “C” or

better or “PA” in those courses designated pass/fail is required for all courses counted

toward a graduate degree at Kutztown University. The grade of “F” or “FA” received in

required graduate courses must be repeated. If a graduate student repeats a course in

which a grade below a “B” was earned and the student earns a grade below “B” for the

repeated course, then both the original grade below a “B” and the newly-earned grade

below a “B” will count against the student when determining graduate academic

standing.

Grading

The system of grading at Kutztown University for graduate students is as follows:

A (4.0) A- (3.67) B+ (3.33) B (3.0) B- (2.67) C+ (2.33) C (2.0) F (0.0)

PA (passing grade) FA (failing grade) I (incomplete) NG (no grade reported)

NC (no credit) W (withdrawn) M (military withdrawal)

An “I,” incomplete grade, indicates that the student has not satisfied all requirements of a

given course. An “I” grade is not used in the GPA calculation. Graduate students

receiving a grade of “I” in a graduate course have one academic year from the date of the

end of that semester to complete missing assignments or requirements that resulted in the

incomplete. All grades of “I” are converted to grades of “F” if not changed within the

grace period of one year with the exception of the graduate thesis course. It is the sole

responsibility of the student to address all matters concerning the change of the

incomplete “I” grade. A conversion grade of “F” is computed in the GPA exactly as a

regular “F.” A grade of “NG” indicates that no grade has been recorded.

Note: Graduate students must have a CGPA of at least 3.00 to graduate.

Under Title IV of the Higher Education Act of 1965, the awarding of Federal student aid

is based on students attending school for the entire period for which financial aid is

awarded. A university is required to determine the earned and unearned portions of Title

IV aid as of the date the student ceased attendance based on the amount of time the

student spent in attendance.

Independent Study

Independent Study is a course of study specific in nature, content, and level that is not

provided as a regular course offering of study at the University. An Independent Study

would be designed by a faculty member with possible input from the student. The

Independent Study would be subject to the approval of the chairperson of the department

in which the course of study is undertaken. The option of offering a course by

Independent Study within a particular academic department must have been previously

approved through the University curricular process. A student wishing to pursue a course

by Independent Study should contact a faculty member interested in offering such a

course or the department chairperson in the department in which the Independent Study

would be taken.

Individualized Instruction

For graduate students, Individualized Instruction is only available after completion of 12

graduate credits. Professional credit students cannot register for an Individualized

Instruction. In order for a student to request a course to be taught by Individualized

Instruction, it must be a regular University course that is not scheduled to be taught that

semester. In addition, it must be a required course in the student's program of study. A

student may take only one course by Individualized Instruction per semester. A student

may not repeat any course by Individualized Instruction for which the student originally

received a grade of “D” or “F.” The student initiates the request for an Individualized

Instruction with the appropriate department chairperson. The course instructor, the

appropriate department chairperson, and the appropriate dean must all approve that a

course be taught by Individualized Instruction. The completed form must be submitted to

the Registrar’s Office by the last day of the Add/Drop of that semester. A student

enrolled in a course under Individualized Instruction may expect to meet with the

instructor for at least five contact hours per credit offered. Examinations and other work

will be comparable to the requirements of the course when regularly offered. A student

may not repeat a course (taken by the normal method) via Individualized Instruction

without the approval of the Graduate Exceptions Committee, as applicable.

Pass/Fail Grading – Graduate Students

Graduate courses may be approved for pass/fail grading where a letter grade is not

appropriate. Examples of such courses may include field experience, internship, thesis, or

dissertation courses. A grade of “PA” is given for courses where students have

successfully completed the requirements of the course and a letter grade is not

appropriate. Credit hours are recorded but not used in the CGPA calculation. A grade of

“FA” is given for unsatisfactory completion of course requirements. No credit hours are

recorded, and there is no effect on the CGPA.

Residency Requirements

All post-baccalaureate students must complete a minimum of two-thirds of their graduate

degree or certification program in residence at Kutztown University in order to meet

residency requirements. Note that this sets the minimum number of credits that must be

taken at Kutztown University and that the University can limit the number of hours that

will be allowed to transfer into a graduate program.

Second Degree

For post-graduate students returning for a second Master’s degree, students need to

complete a minimum of 15 additional credits (regardless of the number of earned credits

for the first Master’s degree) and complete degree requirements in effect at the time of

matriculation for each additional Master’s degree. The department will determine the

requirements for the currency of prior learning related to the program of study. A student

wishing to complete two graduate degrees simultaneously should refer to the

Simultaneous Degrees Policy.

Simultaneous Degrees

Graduate students seeking to complete two simultaneous graduate degrees will be

required to complete at least 12 credit hours beyond the minimum credit requirements for

the degree program with the most required credits. A student wishing to earn a second

Master’s degree after graduating should refer to the Second Degree Policy.

Time L

imitations

Beginning the semester of matriculation in the degree program, all requirements for a

master’s degree at Kutztown University must be completed within six (6) years. Students

in counselor education degree programs have eight (8) years to complete all degree

requirements. Doctoral students have seven (7) years to complete all degree

requirements. If needed, a time extension petition for graduate study can be submitted to

the Graduate Exceptions Committee. This form must be accompanied by a written

explanation documenting the need for the request.

Trans

fer Credits

The maximum number of semester hours of graduate credit approved for transfer is to be

determined by the graduate program, but the number of transfer credits is not to exceed

one-third of the credits required for completion of the program. No graduate course for

which a grade of less than “B” or its equivalency was earned may be accepted as transfer

credit. Grades earned in courses transferred from other colleges and universities are not

included in determining the graduate student’s GPA at Kutztown University. Graduate

courses taken at Kutztown University while not enrolled in a Master’s degree program do

not count as transfer credits.

Vetera

n and Active Duty Military – Course Scheduling

The University will provide veteran students, active duty service members, and

individuals using veteran’s educational benefits under the GI Bill® with the opportunity

to register for classes earlier than students who do not qualify to enable these students a

better chance of enrolling in a full course load and to maximize veterans education

benefits before they expire. A veteran student who is not receiving benefits but who has

self-identified as a veteran is responsible for providing documentation (e.g., DD214

Member 4 copy) to the Kutztown University Office of Veterans Services showing that he

or she was discharged or released from such service under conditions other than

“dishonorable,” in order to be eligible for early registration.

Student Life

Athletics

The University is a member of the Pennsylvania State Athletic Conference, and competes

at the NCAA Division II level. Varsity schedules for men include football, cross country,

basketball, wrestling, tennis, indoor and outdoor track and field, and baseball. Women

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).

More information about education benefits offered by VA is available at the official U.S. government Web site at

https://www.benefits.va.gov/gibill.

compete in tennis, field hockey, volleyball, softball, cross country, swimming, soccer,

indoor and outdoor track and field, golf, basketball, bowling and lacrosse at the inter-

collegiate level. Interested students should contact the coach directly. A wide offering of

club, recreational, and intramural sports is provided for both men and women through the

Office of Recreational Services.

Career Development Center

The Career Development Center offers numerous resources, services, and events for

graduate students. These include a career resource center, career programs, and

workshops on numerous topics such as job search and interviewing strategies; career

coaching appointments, mock/practice interviewing, career fairs, and an on-campus

interviewing program. For further information visit www.kutztown.edu/careercenter

or 113 Stratton Administration Center. Contact via [email protected]

or (610) 683-4067.

Disability Services

Disability Services strives to create an accessible living and learning environment for

students and employees with disabilities. Self-disclosing and requesting accommodations

is voluntary although necessary in order to provide reasonable accommodations on an

individual basis. Students seeking accommodations are strongly encouraged to notify

Disability Services and provide all supporting documentation early to allow adequate

time for planning. For more information concerning specific documentation guidelines,

please refer to the Disability Services website at www.kutztown.edu/DSO. For more

information about Disability Services, please contact: Disability Services Office, 215

Stratton Administration Building, P.O. Box 730, Kutztown, PA 19530. Telephone: (610)

683-4108, TDD: (610) 683-4499, Fax: (610) 683-1520.

General Regulations and Conduct

Specific regulations regarding organizations, conduct, and discipline of students and

related matters are to be found in the student handbook, The Key.

Health and Wellness Center

Health Services requires all new graduate students to complete a waiver form and the

required TB screening questionnaire which is mailed to them upon their acceptance to

Kutztown University. Students who intend to use Clinical Services will be required to

complete the online required medical forms and pay a per semester health center fee.

During the Fall and Spring semesters, Health Services is open Monday through Friday

8:00 a.m. to 6:00 p.m. The Center has a professional nursing staff and twenty hours of

on-site physician coverage. Students are encouraged to schedule nursing and physician

appointments. Summer hours of operations are limited to nursing appointments;

physicians are unavailable for appointments. A “self-care” station is available for those

seeking over-the-counter medications. Although nursing and physician appointments are

available without additional charges, some specialized services require a nominal fee

(prescription medications, laboratory testing, etc.) and will be charged to the student’s

account. For further information about clinic services, call (610) 683-4082, extension 2,

or review the web site at https://www.kutztown.edu/healthandwellness.

Kutztown University Activities Board (KUAB)

Students have diverse opportunities in which to invest leisure time and to learn and

develop outside the formal academic environment. Activities are conducted for the

personal development of those who initiate, plan, and engage in them, and as a varied co-

curricular adjunct to academic programs.

The Kutztown University Activities Board, under the guidance of the Office for Student

Involvement, consistently produces a wide array of lectures by prominent personalities,

concerts by musicians, performances by professional artists and actors, movies, art

exhibitions, excursions, panel discussions and special activities. Such a variety of

programs ensure opportunities for students with all types of interests and needs. The

Kutztown University Activities Board office is located in Room 166 of the McFarland

Student Union and can be reached by dialing (610) 683-1383.

Kutztown University Student Services, Inc. (KUSSI)

Kutztown University Student Services, Inc. is an independent, non-profit affiliate of

Kutztown University. KUSSI works with the University and Student Government Board

(SGB) to provide free and low-cost services to students and student-led organizations.

KUSSI offers a variety of services to students through three operating divisions: KUSSI

Service Center, KU Campus Store and Dixon Marketplace. KUSSI receives no subsidies

and contributes its operating surplus to student activities, campus athletics, and

University student scholarships. For additional information, visit the KUSSI website at

https://www.kutztown.edu/kussi.

KUSSI Service Center

KUSSI Service Center offers a multitude of accounting and auxiliary services to students

and student-led organizations within the Student Government Association (SGA). The

service center provides SGA Accounting services (such as deposits, purchase orders,

check requests) to all Gold status (sponsored) student organizations on campus, and

manages private accounts and cash boxes for both Maroon status (registered) and Gold

status student organizations. The office further supports student organizations through the

SGA budgeting process and funding initiatives, along with SGA vehicle rentals and

copier services for all eligible organizations. KUSSI Service Center also manages a

variety of student-related Auxiliary services, including campus laundry facilities, snack

and beverage vending machines, MicroFridge rentals, Graduation Festival, regalia, and

senior portraits. KUSSI Service Center is located in the McFarland Student Union Room

173 and can be reached at (610) 683-4090.

KU Campus Store

KU Campus Store, a division of KUSSI, is a one-stop shopping location for all official

KU merchandise. The store offers a wide array of apparel and gifts, computers and

technology accessories, convenience items, art supplies, school supplies, and course

materials. KU Campus Store has a large selection of new, used, rental, and digital course

materials in-store, as well as convenient online ordering and payment options. A book

voucher program is offered through the Financial Aid office enabling eligible students to

purchase required course materials during the first two weeks of each semester using

their anticipated aid. Kutztown University students registered for classes have access to

the Virtual Shelf, a customized app that automates each student’s course list with a single

sign on, providing the most convenient way to view and acquire all required course

materials at the lowest prices offered by the store. Other services offered by KU Campus

Store include money orders, check cashing, shipping, and daily textbook sell back. KU

Campus Store is conveniently located on the lower level of the McFarland Student Union

and can be reached at (610) 683-4099. For more information, or to shop online,

visit www.kubstore.com.

Dixon Marketplace

Dixon Marketplace, a division of KUSSI, is the official campus marketplace for student

goods such as convenience items, health and beauty aids, dorm and school supplies, KU

apparel and trendy gifts. Students are able to take advantage of daily services such as

copying, faxing, and photo processing. Dixon Marketplace is located on the ground level

of the Dixon Residence Hall and is open until midnight, seven days a week. For

additional information, contact Dixon Marketplace at (610) 683-4966.

Military and Veterans Affairs

The specific needs of the campus subgroup consisting of students who are considered

“Military-Affiliated” (Veterans of U.S. Military Service, Active Duty, National Guard,

Reserve Military, and Military Dependents) are the responsibility of the Office of

Veterans Services. The Veterans Services Office assists students using military and VA

educational benefits with the required paperwork, and also provides support and referral

services for all military-affiliated students, on a variety of special concerns. Veterans

liaisons are in key areas such as admissions, financial aid, student accounts, career

services, disability services, housing, and the Registrar’s Office to further assist military-

affiliated students throughout their academic career.

Office for Student Involvement Services

Recognizing the value of co-curricular experiences as part of the general education of

students, Kutztown University promotes and encourages student involvement outside the

classroom. By challenging and supporting them to reach their unique potentials, the

University helps students become active, responsible, and involved leaders in today’s

society.

Through the Office for Student Involvement Services, the University offers a variety of

resources and services designed to support student involvement. As a result, the Office

oversees the registration and maintenance of all student organizations. Whether seeking

to become involved in programs that are career-oriented, athletic, religious, literary,

artistic, social, or political in nature, students can find a student organization to match

their interests and are encouraged to take advantage of these experiential opportunities to

prepare for post-graduation employment or education. The Office for Student

Involvement Services is located in 153 McFarland Student Union and can be reached at

(610) 683-1383.

Public Safety and Police Services

Kutztown University places the safety of every member of the University community as a

top priority and espouses the belief that all members of the community are responsible for

assisting with maintaining as safe and secure an environment as possible. The

Department of Public Safety and Police Services is the primary administrative office

responsible for safety, security, and police services at Kutztown University. The

department consists of sworn police officers plus civilian administrative and support staff

and utilizes an outside security agency to perform dispatch, security, and parking-related

functions. Public Safety protects and serves the Kutztown University community 24

hours a day, every day of the year. The staff is on duty 24 hours a day to take calls for

campus emergencies 610-683-4001 and non-emergencies 610-683-4002.

Residence Life, Housing, and Dining Services

Campus Residence Halls

Kutztown University offers a multi-faceted residence hall system with a living-learning

environment as its foundation. The Office of Residence Life, working in concert with

student staff, hall councils, and other University offices, provides educational and

personal growth opportunities by offering educational and social programs in the

residence halls and apartments. In addition, students are afforded the opportunity to

develop their leadership skills through participation on residence hall councils, the

Residence Hall Association, and the National Residence Hall Honorary. Daily

advisement and guidance are provided by in staff and trained student staff.

Facilities and Security

Each Kutztown University residence hall has a 24-hour desk operation that provides

security, information, and equipment checkout. Desks are staffed by Residence Life –

trained student desk receptionists. Other residence hall features include a

multipurpose/recreation room, fully-equipped kitchens, television rooms, study lounges

and laundry machines. In addition, resident students have access to game tables, DVD’s,

computers, board games, and much more. These amenities are provided by individual

hall councils.

Residence Hall Technology

Kutztown University residence hall system offers high speed wifi access in each of the

rooms and common areas. In addition, each hall also offers a wired internet access port

for each resident as well a landline telephone system, and digital cable service. These

amenities provide basic cable television service to each student room, allow each student

direct access through the student’s personal computer to computer networked services

and the World Wide Web, and improved telephone service to all resident students.

Lifestyle and Visitation

Kutztown University’s 11 residence halls and two apartment villages provide a variety of

living and lifestyle options. Included in these options are both coed and gender inclusive

housing.

Housing and Residence Life Policies

The Kutztown University residence hall system provides on-campus housing for over

4,000 students. Freshmen and sophomores are required to live on campus unless an

exception is provided. https://www.kutztown.edu/about-ku/administrative-

offices/housing-and-residence-life/housing-information-and-residence-halls/residency-

requirement.html

All resident students, except Golden Bear Village and Honors Hall residents, are required

to participate in the on-campus meal plan. A number of meal plan selections are available

to meet resident student needs.

The Kutztown University residence hall system is closed during recess periods. Housing

is available to international and exchange students, and student teachers, at an additional

cost, during break periods. Students are to contact the Residence Life and Housing and

Dining Services Office concerning break housing policies.

Housing Process

For further information, please contact the Residence Life and Housing and Dining

Service Office at 610-683-4027 or [email protected] Website:

www.kutztown.edu/housing

Housing License

All students offered on-campus housing must sign a housing license for the

accommodations provided. Signed licenses must be on file with the Housing Office prior

to student occupancy of a room.

Off-Campus Housing

The Dean of Students Office maintains a web site of available off-campus housing

locations for students. This listing is available at och.kutztown.edu. The University does

not approve, recommend, inspect, or regulate off-campus housing. Students make all

arrangements independently. Leases or rental agreements are a private arrangement

between the tenants and a property owner. The Borough of Kutztown and other

municipalities, through housing codes and licenses, inspects and regulates all rental

properties within its jurisdiction. These off-campus locations are periodically inspected

by Housing Code Enforcement Officers.

Dining Services

Dining Services offers a variety of meal plans that are categorized by meal type. The

types include seven-day and five-day plans, Block plans and Dining Flex plans. Any

student registered for classes may purchase a meal plan. Students living in the residence

halls (except Golden Bear Village Apartments, Honors Building, and the efficiency

Apartments in Dixon Hall) must select a seven-day meal plan.

Meal Plan Options

Kutztown University meal plans offer flexibility and freedom to eat what, where, and

when the student wants with the convenience of two all-you-care-to-eat dining and seven

retail locations across campus. The follow meal plans are available:

The following meal plans offer seven-day unlimited access to the South Dining Hall and

Cub Café:

MyTime Dining Diamond includes $250 Flex, 16 guest meal swipes

MyTime Dining Platinum includes $150 Flex, 16 guest meal swipes

MyTime Dining Gold includes $50 Flex, 8 guest meal swipes

The following meal plans offer five-day (M-F) unlimited access to the South Dining Hall

and Cub Café:

MyTime Dining Maroon Plus includes $200 Flex, five guest meal swipes

MyTime Dining Maroon includes $50 Flex, five guest meal swipes

Additional meal plans include (meal swipes to be used at the South Dining Hall or Cub

Café):

MyTime Dining 150 Block includes 150 Meal swipes and $250 Flex, five guest meal

swipes

MyTime Dining 75 Block includes 75 Meal swipes and $100 Flex, five guest meal

swipes

MyTime $500 Flex Plan includes $500 in Flex to use at any location

MyTime $250 Flex Plan includes $250 in Flex to use at any location

Dining Flex Dollars

Students have the option to have a dining flex dollar “declining debit” account. With a

dining flex dollar account; the student can purchase food at any of our dining locations on

campus. Meal plans already include dining flex dollars. If the student does do not have a

meal plan, the student can start a dining flex dollar account with a deposit of

$25.00. Additional flex dollars may be added to all dining flex dollar accounts in

increments of $25.00. Unused dining flex balances at the end of the fall semester will roll

over to the spring semester. However, at the end of the spring semester, any remaining

dining flex dollars are non-refundable.

Rohrbach Library

The Rohrbach Library provides a wide range of resources and services to its patrons,

such as access to full-text databases, research-related services, reserving study rooms,

laptops and other equipment, interlibrary loan access, computer labs and printing stations.

The Library houses various collections of books, DVDs, and electronic resources.

Electronic resources include access to over 200,000 eBooks and full-text articles located

in one of 200+ searchable databases that students can access from on and off campus.

Interlibrary loan is available to obtain books and periodical articles not owned by

Kutztown University from libraries throughout the United States. Students can also find a

number of computer labs and printing stations available for use as well as collaborative

learning spaces with technology which are available for students and faculty to use while

working on assignments or for classroom instruction.

The Library also houses a café and outdoor balcony for its students. In addition, the

Rohrbach Library has their very own creative space called STEAMworks that contains

equipment, such as 3D printers, poster size printers, button makers, sewing machines,

craft supplies, and virtual reality technologies. Rohrbach also houses other important

units that include Curriculum Materials Center (contains pre-K through grade 12

resources for pre-service and in-service teachers. The CMC’s main mission is to support

the College of Education students and faculty by maintaining a representative collection

of curriculum-related materials commonly used in U.S. public schools. The collection

includes books [textbooks, activity books, and other teacher-focused books], kits

[diagnostic tests, manipulatives, games, etc.], and teaching posters). Adjacent to the CMC

is the Library Science Collection of children’s literature. Together these collections offer

students and faculty over 40,000 educational items for use in planning, learning, and

teaching. The collections are overseen by the education librarian, whose office is located

in the area. In addition, there are 10 open tables that are used when classes come to use

the collections during class time or for individuals and groups to use for working on

assignments, and there is a room that the librarian uses for teaching College of Education

classes or groups about the Library’s resources, Student Success Center, Tutoring, and

the Writing Center.

The Rohrbach Library staff is available to help students with a wide variety of services.

Our research services office provides students with one-on-one research consultations

with librarians throughout the semester. Librarians meet frequently with classes from all

areas of curriculum to discuss specialized research tools and teach over 200 information

literacy classes per year to help students use the library for class assignments. Library

faculty are here 350 combined hours a week to assist students with library needs.

Rohrbach Library staff encourage students, faculty, and other patrons to become familiar

with Library services and collections and to take advantage of this important intellectual

resource as they participate in the various programs of study at the University.

Student Government Association (SGA)

All students enrolled at Kutztown University are members of Student Government

Association (SGA) upon payment of the Student Activity Fee. Kutztown University

Student Services, Inc. (KUSSI) is responsible for all of the SGA assets and is authorized

by the University President to administer certain financial operations through SGA for

the benefit of the students. The Student Government Board (SGB) is the legislative body

governing SGA. KUSSI works closely with the SGB to provide financial assistance and

other support services to students and student-led organizations at Kutztown University.

Access to funding and free/low cost services are contingent upon the adherence to certain

standards as determined by the SGB. For more information on these policies, please

contact the SGB Office at 610-683-4045 or email [email protected] or visit the SGB

at https://engage.kutztown.edu/organization/student-government-board.

Student Conduct

Kutztown University has developed student conduct standards, policies, and procedures

for addressing student and student organization misconduct as published in the student

handbook, The Key and other official university publications and websites. Information

related to disciplinary processes, reporting forms, and support services can be found on

the Student Conduct website at https://www.kutztown.edu/about-ku/administrative-

offices/student-conduct.html. For information please contact the Dean of Students Office

at [email protected].

Vehicle Registration

Anyone who wants to park a vehicle on campus, whether it be for a day, a week, or a

semester, must present a valid vehicle registration and driver’s license to the Department

of Public Safety. A temporary hang tag or permanent sticker will be issued to the person

requesting parking privileges. This pass must be displayed properly on the registered

vehicle at all times when it is parked on campus.

Degrees and Programs

College of Business

Master of Business Administration Degree – 30 Credits – 30 Hour Program

PROGRAM REQUIREMENTS: PART ONE - SELECT TWO OF THE

FOLLOWING THREE CERTIFCATES (24 credits) Graduate MBA students are

required to maintain a 3.0 or higher in their graduate courses. A cumulative GPA

of 3.0 is required for graduation.

Business Decision-Making Graduate Certificate (12 credits)

DSC 510 – Data Driven Decision-Making

DSC 520 – Business Intelligence Analytics & Data Visualization or BUS 501 –

Introduction to Quantitative Decision-Making in Business

DSC 530 – Managing the Value Chain

DSC 540 – Strategic Decision-Making

Leadership Graduate Certificate (12 credits)

LDR 515 – Ethics and Social Responsibility

LDR 525 – Managing and Leading People

LDR 535 – Managing Programs and Projects

LDR 545 – Persuasive Communication

Data Analytics Graduate Certificate (12 credits)

Programming in a Scripting Language (certificate prerequisite) Course approval by CSC

Program Dir.

CSC 458 – Data Mining and Predictive Analytics

CSC 459 – Introduction to Big Data

CSC 558 – Data Mining and Predictive Analytics II

CSC 570 – Independent Study and/or

CSC 590 – Projects in Computer Science

PROGRAM REQUIREMENTS: PART TWO - MBA CORE (6 credits)

BUS 591 – Applied Capstone (This course has prerequisites: DSC 530, LDR 525

AND Completion of an MBA-related Graduate Certificate)

A 3 credit elective/directed elective course. (Depending on the combination of

graduate certificates taken, the elective may be determined by the

College of Business.)

College of Education

Ed.D. in Transformational Teaching and Learning – 60 Credits Including

Dissertation

FOUNDATION CORE: (21 hours)

EDD 701: Transformational Learning and Teaching: Personal and

Professional Perspectives

EDD 702: Transformational Learning Models and Instructional Design

EDD 703: Leading and Implementing Transformation Change

EDD 704: Transformational Issues and Trends

EDD 710: Introduction to Action Research, Academic Writing and the

Dissertation Process

EDD 711: Understanding Statistics

EDD 712: Qualitative Research

SPECIALIZATION CORE: (18 hours)

EDD 720: At Risk Populations

EDD 721: Educational Policy and Diversity

EDD 722: Data-Driven Assessment and Decision-Making

EDD 723: Qualitative Data Analysis

EDD 724: Special Topics

EDD 725: Critical Theories and Professional Practice

RESEARCH/DISSERTATION CORE: (21 hours)

EDD 750: Theory and Methodology in Education Research

EDD 751: Research Methods in Education Settings

EDD 791: Leader Scholar Communities I

EDD 792: Leader Scholar Communities II

EDD 793: Leader Scholar Communities III

EDD 795: Dissertation in Progress (6 credits)

Notes: The program is a cohort-based, blended delivery model that merges in-

person and online instruction. The cohort will study and work together over the

course of the three-year program. The blended delivery format will consist of

evening and online classes, discussions, assignments, and work embedded tasks

interspersed between meetings. The program begins with an intensive retreat at

the beginning and for each of the two consecutive summers. This program is

designed to be completed in 3 years (inclusive of winters and summers). Years 1

and 2 will be course intensive, while year 3 (and beyond, if necessary) will be

individualized work focusing on the capstone experience and specialization or

individual interest areas of study. Since this is a cohort model, participants will

enroll in all required courses together and continuous enrollment is expected until

graduation.

Program completion will require 60 credits (beyond the Master’s degree) with

distribution as follows:

• Foundations Core (21)

• Specialization Core (18)

• Research/Dissertation Core (21)

Master of Arts Degree in Addictions Counseling – 60 Credits

CORE I. COMMON (18 credits)

COU 518: Professional Orientation and Ethics in Mental Health COU

COU 519: Intercultural Issues in Counseling*

COU 530: Fundamentals of Counseling

COU 535: Career Counseling Issues across the Life Span

COU 546: Group Processes Seminar*

COU 548: Counseling Theories Seminar*

CORE II. RESEARCH (6 credits)**

COU 507: Tests and Assessment in Counseling AND

COU 508: Research Methods in Counseling (Prerequisite: COU 507)

CORE III. PROGRAM CORE (6 credits)

PSY 530: Life Span Development or COU 565 Human Growth

PSY 546: Psychopathology or COU 510 Diagnosis and Treatment

CORE IV. SPECIALTY AREA (21 credits)

COU 530: The Addicted Family

COU 562: Introduction to Problems of Addiction

COU 573: Chemical Dependence Treatment

COU 574: Psychopharmacology & Behavior/Process Addictions

COU 575: Psychological Trauma & Addiction

COU Elective

CORE V. CLINICAL EXPERIENCE (9 credits)

COU 580: Practicum in Counseling# (100 Hours)

COU 594: Field Experience (Fall)

COU 594: Field Experience (Spring) (600 Hours Total)

Notes: *This course has prerequisites. Check graduate course catalogue for

prerequisites for this course.

#All Core I. must be completed as prerequisite. Practicum completed during

spring semester prior to fall and spring sequence of internship.

Check State Board of Social Workers, Marriage and Family Therapists and

Professional Counselors for most current information for requirements for

Licensed Professional Counselor.

Master of Arts Degree in Clinical Mental Health Counseling – 60 Credits

CORE I. COMMON (18 credits)

COU 518: Professional Orientation and Ethics in Mental Health COU

COU 519: Intercultural Issues in Counseling*

COU 530: Fundamentals of Counseling

COU 535: Career Counseling Issues across the Life Span

COU 546: Group Processes Seminar*

COU 548: Counseling Theories Seminar*

CORE II. RESEARCH (6 credits)**

COU 507: Tests and Assessment in Counseling AND

COU 508: Research Methods in Counseling (Prerequisite: COU 507)

CORE III. PROGRAM CORE (15 credits)

PSY 530: Life Span Development or COU 565 Human Growth

PSY 546: Psychopathology or COU 510 Diagnosis and Treatment

COU 562: Introduction to Problems of Addiction

COU 554 Counseling and Family Systems or COU 544 Contemporary

Issues in Marriage and Family Counseling

COU 575 Psychological Trauma and Addiction or COU 532 Trauma

Counseling

CORE IV. SPECIALTY AREA (12 credits)

COU, or Courses as approved by advisor

CORE V. CLINICAL EXPERIENCE (9 credits)

COU 580: Practicum in Counseling# (100 Hours)

COU 594: Field Experience (Fall)

COU 594: Field Experience (Spring) (600 Hours Total)

Notes: *This course has prerequisites. Check graduate course catalogue for

prerequisites for this course.

**Substitution permitted with prior advisor approval only.

#All Core I. must be completed as prerequisite. Practicum completed during

spring semester prior to fall and spring sequence of internship.

Check State Board of Social Workers, Marriage and Family Therapists and

Professional Counselors for most current information for requirements for

Licensed Professional Counselor.

Master of Arts Degree in Marriage, Couple, and Family Counseling – 60

Credits

CORE I. COMMON (18 credits)

COU 518: Professional Orientation and Ethics in Mental Health COU

COU 519: Intercultural Issues in Counseling*

COU 530: Fundamentals of Counseling

COU 535: Career Counseling Issues across the Life Span

COU 546: Group Processes Seminar*

COU 548: Counseling Theories Seminar

CORE II. RESEARCH (6 credits)**

COU 507: Tests and Assessment in Counseling AND

COU 508: Research Methods in Counseling (Prerequisite: COU 507)

CORE III. PROGRAM CORE (9 credits)

PSY 530: Life Span Development

PSY 546: Psychopathology or COU 510 Diagnosis and Treatment

COU 562: Introduction to Problems of Addiction

CORE IV. SPECIALTY CORE (18 credits)**

COU 528: Seminar in Family Therapy*

COU 538: The Addicted Family*

COU 558: Structural and Strategic Family Therapy

COU 578: Case Analysis in Marital and Family Therapy*

CPY 544: Contemporary Issues in Marriage and Family Therapy**

CPY 554: Counseling and Family Systems

CPY 560: (with advisor permission only)***

CORE V. CLINICAL EXPERIENCE (9 credits)

COU 580: Practicum in Counseling#

COU 594: Field Experience (fall)

COU 594: Field Experience (spring)

Notes: *This course has prerequisites. Check graduate course catalogue for

prerequisites for this course.

**Substitution permitted with prior advisor approval only.

***CPY 560 – Multiple selected topics courses can be taken.

#All Core I. must be completed as prerequisite. Practicum completed during

spring semester prior to fall and spring sequence of internship.

Master of Education Degree in Elementary Education

AREA I. PROBLEMS OF EDUCATION IN THEIR BROAD SETTING

(minimum of 3 credit hours selected from the following):

*EDU 528: Student Diversity & Critical Pedagogy

*EDU 578: Comparative Education: An Analysis of International

Education Systems

*ELU 530: Historical Background of Elementary Education Systems

*One diversity course is required

AREA II. THEORY WITH PRACTICE IN TEACHING (minimum of 6 credit

hours selected from the following):

ELU 510: Seminar in Early Childhood Education

ELU 519: Teaching Writing to Children

ELU 540: Seminar in Elementary Curriculum Development

ELU 560: Seminar in Language Arts Instruction

ELU 570: Seminar in Elementary Social Studies

ELU 572: Strategies for Elementary Classroom Management and

Discipline

ELU 587: Resource Materials in Elementary Science

EDU 517: Relating the Arts to Education

EDU 518: Strategies for Outdoor Education

EDU 546: Differentiated Instruction

EDU 563: Writing Our Own Stories

LLT 505: Perspectives on Instructional Technology and Learning

LLT 517: Integrating Assistive Technology into the K-12 Curriculum

LLT 521: Technologies for the 21

Century Educator

TC 553: Development of Digital and Multimedia Instructional Resources

AREA III. RESEARCH (choose either Option A or Option B – minimum of 9

credit hours)

Required Course – 3 credit hours

EDU 500: Research

A. Required Course – 6 credit hours

EDU 503: Thesis

B. Required Course – 6 credit hours

ELU 569: Current Topics in Elementary Education

ELU 571 Application of Current Elementary Education Topics

AREA IV. SPECIALIZATION (Courses may be selected in other academic

disciplines provided they do NOT have an EDU or ELU prefix. An LLT course is

recommended and a SPU course is required.)

Academic – 6 credit hours

LLT 535: Designing Distance Education for the K-12 Educator

LLT 505: Perspectives on Instructional Technology and Learning

LLT 515: Word Processing and Desktop Publishing in Education

LLT 517: Integrating Assistive Technologies into the K-12 Classroom

LLT 555: Building Effective Online and Classroom Technologies

LLT 521: Technologies for the 21st Century Educator

LLT 545: Problem Based Learning through Instructional Technology

LLT 565: Emerging Technologies for Educators

LLT 553: Development of Digital and Multimedia Instructional Resources

SPU 500: Cognitive Development of Diverse Learners in Intervention

Areas

SPU 514: Standards-Aligned Instruction for Students with Disabilities in

Inclusive Classrooms

A. Professional – 6 credit hours

ELU 415: Building Partnerships for Educating Young Children*

ELU 520: Folk Literature and Storytelling for Teachers of Elementary

and Middle School Children

ELU 542: Integration of Mathematics for Elementary School

ELU 548: Contemporary Themes in Children’s and Adolescent

Literature

ELU 572: Strategies for Elementary Classroom Management and

Discipline

ELU 591: Picture books

EDU 523 Assessment: Issues and Concerns in a Standard Aligned

System

EDU 504: Literacy Curriculum & Instruction: Pre K-Gr. 3

EDU 506: Literacy Curriculum & Instruction: Grades 4-8

EDU 553: Psychological Bases of Reading Instruction

EDU 513: Literacy Curriculum & Instruction: Adolescent to HS

EDU 568: Middle Level Curriculum and Instruction

Notes: The program consists of a minimum of 30 semester hours and is intended

for students with initial certification in Elementary Education. All courses are

three semester hours, except the thesis. All students accepted into this program

must complete all requirements within six calendar years. Graduate courses may

be selected from and applied to the requirement indicated for each of the

following four major areas.

*A maximum of two 400 – level courses may be included toward the fulfillment of

the requirements for M. Ed. Degree.

Note: Courses with the EDU 565 and ELU 566 (Special Topics in Education)

prefix may only be taken with permission of the chair of the Department of

Elementary Education or your advisor. A maximum of two courses with either

EDU 565 or ELU 566 or combination of the two prefixes may be included toward

the fulfillment of requirements for the M.Ed. Degree.

Master of Education Degree in Elementary Education with Initial

Certification PreK-4 – 33 Credits

GENERAL COURSES (6 credits)

+SPU 500: Cognitive Development of Diverse Learners in Intervention

Areas (3)

+SPU 514: Effective Instructional Strategies for Students with Disabilities

in Inclusive Settings (3)

(+These course are taken on-line and/or summer/winter sessions)

PROFESSIONAL SEMESTER (15 credits)

*EEU 504: Instructional Strategies of Language Arts & Social Studies (3)

*ELU 545: Managing and Planning in Classrooms (3)

*EEU 507: Instructional Strategies of Science and Math (3)

*EDU 504: Literacy Curriculum and Instruction PreK-3 (3)

*EDU 523 Assessment: Issues and Concerns for Teachers in a Standard A

aligned System (3) (online)

SPECIALIZATION (6 credits)

+EEU 415: Family & Community Collaboration Partnerships (3)

+EEU 505: Child Development and Practice (3)

(+These courses are taken on-line)

CLINICAL EXPERIENCE (6 credits final semester)

#EEU 596: Special. in Teach. Pre-K-4 Clinical Experience I (3)

#EEU 597: Special. in Teach. Pre-K-4 Clinical Experience II (3)

Notes: GPA 3.0 and clearances (Acts 24, 34, and 114, 151, completed FBI

clearance from Identogo) must be completed before applying to the program.

Completion of graduate entrance requirements.

*EEU 504, 507, ELU 545, EDU 504, 523 are taken as a block of courses on

Monday and Tuesday for three hours each (two courses per day, and one online).

Observe in the field on Wednesday and Thursday.

Master of Education Degree in Multicultural Education – 33 Credits

CORE COURSES (15 credits)

EDU 500: Methods of Research

MCU 500: Legal, Historical, & Philosophical Foundations of

Multicultural Education

MCU 520: Cross-Cultural Communication in Education

MCU 535: Narratives in Multicultural Education

MCU 560: Community-Based Learning Experience

CONCENTRATION COURSES (15 credits)

Choose one concentration:

Option #1: Equity in Education

EDU 527: Foundations of Urban Education

EDU 528: Student Diversity & Critical Pedagogy

EDU 533: Social Interpretations of Education

EDU 597: Change in Education

EDU 599: School Leadership in a Diverse Society

Option #2: Special Education

SPU 513: Assessment & Institutional Design for Students with Disabilities

SPU 520: Special Education Processes & IEP Development

SPU 522: Teaching Students with High Incidence Disabilities

SPU 527: Transition, Self Determination, & Advocacy

SPU 530: Teaching Students with Low Incidence Disabilities

Option #3: English as a Second Language

EDU / MLS 428: Culture and Diversity

EDU / MLS 434: Instructional Methodology for English Learners

EDU / MLS 435: Language Acquisition and English Linguistics

EDU / MLS 436: Assessment of English Language Learners

EDU / MLS 437: Protocols & Practices for PA ELL Programs

CAPSTONE (3 credits)

Select one of the following:

MCU 590: Master’s Thesis of Capstone

SPU 592: Special Education Clinical Experience

Master of Education Degree in Reading – 36 Credits

AREA I. FOUNDATION LEVEL

Required Courses: 15 hours

ERS 502: Seminar in Research Foundations Pertinent to Reading

ERS 504: Literacy Curriculum and Instruction: Pre K-3

ERS 506: Literacy Curriculum and Instruction: Grades 4-8

ERS 513: Literacy Curriculum and Instruction: Adolescent – High School

*ERS 514: The Reading Specialist and Intensified Literacy Instruction

(prerequisites: two of the foundation level courses)

AREA II. APPLICATION LEVEL (ERS 574 and ERS 577 may only be taken in

the same semester with permission of the Graduate Reading Committee.)

Required Courses: 12 hours

ERS 574: Assessment of Reading: Clinical Practicum in Reading

Diagnosis in a Standards Aligned System

ERS 577: Leadership for Reading Educators

ERS 578: School Based Practicum in Literacy Instruction: Struggling

Readers and Writers

ERS 579: Practicum in Literacy Instruction: Struggling Readers and

Writers

AREA III. ELECTIVES (a minimum of 9 hours as approved by the advisor EDU,

ELU, ITC, LIB, SPU. *see below for possible electives)

COMPREHENSIVE PROGRAM PORTFOLIO (REQUIRED)

• As a summative evaluation, a comprehensive program portfolio is

required. The portfolio will reflect the professional standards of the

International Reading Association. Candidates must have completed all

their reading courses or be enrolled in their final reading course in order to

present their comprehensive portfolios. Presentations will be made to

graduate reading faculty three times during the year: in April (May

graduation); June (August graduation); and November (December

graduation).

• The Comprehensive Program Portfolio task and scoring guide were

authored by Dr. Sandy Chambers and Dr. Mary Laub and reviewed and

approved by the Graduate Reading Committee, plus recognized by the

International Reading Association and National Council for Accreditation

of Teacher Education Board of Examiners.

ELECTIVES (matriculated on or after January 1, 2011)

• The PA Department of Education requires all certification candidates to

meet the 9 credits (270 hours) of Special Education coursework and 3

credits (90 hours) of ELL coursework unless they have met these

requirements in a previous certificate (undergraduate). Coursework

requirements are currently under review by PDE and pending approval.

Specific competencies must be met for both the Special Education and

ELL coursework.

• Required Electives – as indicated on acceptance letter

SPU 514: Effective Instructional Strategies for Students with Disabilities

in Inclusive Settings

EDU/MLS 434: Instructional Methods, Materials, & Assessments of

ELL/ESL Populations

Possible Elective Courses (one 400 level course is acceptable in the

Program)

EDU 528: Education and the Culturally Different Student

EDU 541: Supervision of Instruction

EDU 561: Teacher's Workshop in Folklore

EDU 562: School Law

EDU 563: Writing Your Own Stories

EDU 564: Foundations of Middle Level Learner

EDU 568: Middle Level Curriculum and Instruction

EDU 597: Change in Education

ELU 520: Folk Literature & Storytelling for Teachers

ELU 591: Picture books

ITC 525: Microcomputers for Educators

ITC 527: Integrating Instructional Technology into the K-12 Classroom

LIB 585 Seminar: Materials for Children and Young Adults

Notes: The program consists of a minimum of 36 semester hours. A

comprehensive portfolio presentation is required, as well as taking the Reading

Specialist Praxis Exam. All students accepted into this program must complete

all requirements within six calendar years.

EDU 573: Stress Management for the Classroom Teacher will NOT count

Master of Education Degree in Secondary Education with a Specialization in

Biology – 30 Credits (Thesis Optional)

AREA I. CURRICULUM: PLANNING AND PREPARATION (Knowledge and

pedagogy for engaging students in learning. Any graduate-level Biology course -

at 400 level or higher is acceptable.)

A. Required Courses (12 hours in Biology)

AREA II. EDUCATION ENVIRONMENT (Candidates must take a minimum of

6 credits is Area II. Establishing and maintaining a culture for learning that

supports cognitive engagement)

A. Required Course (3 hour)

EDU528: Student Diversity and Critical Pedagogy (OL)

B. Electives (a minimum of 3 hours selected from the following):

EDU/MLS 428: Cultural Awareness/Sensitivity for ESL/ELL Program

Specialists (OL)

EDU 496: Multicultural Education (F2F)

EDU 533: Social Interpretations of Education (OL)

EDU 578: Comparative Education: An Analysis of International

Education Systems (F2F)

EDU 599: School Leadership in a Diverse Society (F2F)

SEU 535: Classroom Management for the Inclusive Classroom (F2F)

SPU XXX: Any Graduate level SPU course (500 or above)

EDU 527: Foundations in Urban Education (F2F)

AREA III. INSTRUCTION (Candidates must take a minimum of 6 credits in

Area III. Cognitively engage students in the content)

A. Required Course: 3 hours

SEU 544: Action Research for Teacher Leaders (OL)

B. Electives: (a minimum of 3 hours selected from the following):

EDU 568: Middle School Curriculum and Instruction (F2F)

EDU 565: Special Topics in Education (F2F/OL)

LLC XXX: Any Graduate level LLC course (400 or above)

SEU 540: Reading, Writing and Critical Thinking for the Middle and

High School Levels in a Standard Aligned System (F2F)

EDU/MLS 434: EDU/MLS 434 Instructional Methods, Materials, and

Assessments for ELL/ESL Populations (F2F)

AREA IV. PROFESSIONALISM (Candidates must take a minimum of 6 credits

in Area IV. Professional responsibilities in and out of the classroom)

A. Required Course: 3 hours

EDU 500: Methods of Research* (OL)****

B. Electives (a minimum of 3 hours selected from the following):

EDU 503: Thesis (3-6 hours, awarded at completion of thesis)

Prerequisite: an appropriate research/ methodology course. Selected

with advisement.

EDU 562: School Law (F2F)

EDU 597: Change in Education (F2F)

EDU 541: Supervision and Finance (F2F)

Notes: The program consists of a minimum of 30 semester hours. An electronic

portfolio project is required. All courses are three semester hours. All students

accepted into this program must complete all requirements within six calendar

years.

****Students must have 12 credits to be eligible for EDU 500. EDU 500 is a pre-

requisite for SEU 544.

OL-Online

F2F-Face-to-Face/on campus

Master of Education Degree in Secondary Education with a Specialization in

English – 30 Credits (Thesis Optional)

AREA I. CURRICULUM: PLANNING AND PREPARATION (Knowledge and

pedagogy for engaging students in learning. Any graduate-level English course -

at 400 level or higher is acceptable.)

A. Required Courses (12 hours in English)

AREA II. EDUCATION ENVIRONMENT (Candidates must take a minimum of

6 credits is Area II. Establishing and maintaining a culture for learning that

supports cognitive engagement)

A. Required Course (3 hour)

EDU528: Student Diversity and Critical Pedagogy (OL)

B. Electives (a minimum of 3 hours selected from the following):

EDU/MLS 428: Cultural Awareness/Sensitivity for ESL/ELL Program

Specialists (OL)

EDU 496: Multicultural Education (F2F)

EDU 533: Social Interpretations of Education (OL)

EDU 578: Comparative Education: An Analysis of International

Education Systems (F2F)

EDU 599: School Leadership in a Diverse Society (F2F)

SEU 535: Classroom Management for the Inclusive Classroom (F2F)

SPU XXX: Any Graduate level SPU course (500 or above)

EDU 527: Foundations in Urban Education (F2F)

AREA III. INSTRUCTION (Candidates must take a minimum of 6 credits in

Area III. Cognitively engage students in the content)

A. Required Course: 3 hours

SEU 544: Action Research for Teacher Leaders (OL)

B. Electives: (a minimum of 3 hours selected from the following):

EDU 568: Middle School Curriculum and Instruction (F2F)

EDU 565: Special Topics in Education (F2F/OL)

LLC XXX: Any Graduate level LLC course (400 or above)

SEU 540: Reading, Writing and Critical Thinking for the Middle and

High School Levels in a Standard Aligned System (F2F)

EDU/MLS 434: EDU/MLS 434 Instructional Methods, Materials, and

Assessments for ELL/ESL Populations (F2F)

AREA IV. PROFESSIONALISM (Candidates must take a minimum of 6 credits

in Area IV. Professional responsibilities in and out of the classroom)

A. Required Course: 3 hours

EDU 500: Methods of Research* (OL)****

B. Electives (a minimum of 3 hours selected from the following):

EDU 503: Thesis (3-6 hours, awarded at completion of thesis)

Prerequisite: an appropriate research/ methodology course. Selected

with advisement.

EDU 562: School Law (F2F)

EDU 597: Change in Education (F2F)

EDU 541: Supervision and Finance (F2F)

Notes: The program consists of a minimum of 30 semester hours. An electronic

portfolio project is required. All courses are three semester hours. All students

accepted into this program must complete all requirements within six calendar

years.

****Students must have 12 credits to be eligible for EDU 500. EDU 500 is a pre-

requisite for SEU 544.

OL-Online

F2F-Face-to-Face/on campus

Master of Education Degree in Secondary Education with a Specialization in

Mathematics – 30 Credits (Thesis Optional)

AREA I. CURRICULUM: PLANNING AND PREPARATION (Knowledge and

pedagogy for engaging students in learning. Any graduate-level Mathematics

course - at 400 level or higher is acceptable.)

A. Required Courses (12 hours in Mathematics)

AREA II. EDUCATION ENVIRONMENT (Candidates must take a minimum of

6 credits is Area II. Establishing and maintaining a culture for learning that

supports cognitive engagement)

A. Required Course (3 hour)

EDU 528: Student Diversity and Critical Pedagogy (OL)

B. Electives (a minimum of 3 hours selected from the following):

EDU/MLS 428: Cultural Awareness/Sensitivity for ESL/ELL Program

Specialists (OL)

EDU 496: Multicultural Education (F2F)

EDU 533: Social Interpretations of Education (OL)

EDU 578: Comparative Education: An Analysis of International

Education Systems (F2F)

EDU 599: School Leadership in a Diverse Society (F2F)

SEU 535: Classroom Management for the Inclusive Classroom (F2F)

SPU XXX: Any Graduate level SPU course (500 or above)

EDU 527: Foundations in Urban Education (F2F)

AREA III. INSTRUCTION (Candidates must take a minimum of 6 credits in

Area III. Cognitively engage students in the content)

A. Required Course: 3 hours

SEU 544: Action Research for Teacher Leaders (OL)

B. Electives: (a minimum of 3 hours selected from the following):

EDU 568: Middle School Curriculum and Instruction (F2F)

EDU 565: Special Topics in Education (F2F/OL)

LLC XXX: Any Graduate level LLC course (400 or above)

SEU 540: Reading, Writing and Critical Thinking for the Middle and

High School Levels in a Standard Aligned System (F2F)

EDU/MLS 434: EDU/MLS 434 Instructional Methods, Materials, and

Assessments for ELL/ESL Populations (F2F)

AREA IV. PROFESSIONALISM (Candidates must take a minimum of 6 credits

in Area IV. Professional responsibilities in and out of the classroom)

A. Required Course: Choose one of the following courses – 3 hours

EDU 500: Methods of Research* (OL)****

B. Electives (a minimum of 3 hours selected from the following):

EDU 503: Thesis (3-6 hours, awarded at completion of thesis)

Prerequisite: an appropriate research/ methodology course. Selected

with advisement.

EDU 562: School Law (F2F)

EDU 597: Change in Education (F2F)

EDU 541: Supervision and Finance (F2F)

Notes: The program consists of a minimum of 30 semester hours. An electronic

portfolio project is required. All courses are three semester hours. All students

accepted into this program must complete all requirements within six calendar

years.

****Students must have 12 credits to be eligible for EDU 500. EDU 500 is a pre-

requisite for SEU 544.

OL-Online

F2F-Face-to-Face/on campus

Master of Education Degree in Secondary Education with a Specialization in

Middle Level – 30 Credits (Thesis Optional)

AREA I. CURRICULUM (Area I is designed to provide the opportunity for

scholarly growth in the field of Middle Level Education. Any graduate-level

curriculum course (at 400 level or higher) is acceptable for Area IV. Knowledge

and pedagogy for engaging students in learning.)

A. Required: 12 hours in Middle Level Education – 3 hours in Middle

Level Education

EDU 564: Foundations of the Middle Level Learner (OL)

SEU 567: Curriculum in a Standard Aligned System (OL)

EDU 568: Middle Level Curriculum and Instruction (F2F)

EDU / SEU XXX: Elective with advisement: Upper level (400 or

above)

AREA II. EDUCATION ENVIRONMENT (Candidates must take a minimum of

6 credits is Area II. Establishing and maintaining a culture for learning that

supports cognitive engagement)

A. Required Course (3 hour)

EDU 528: Student Diversity and Critical Pedagogy (OL)

B. Electives (a minimum of 3 hours selected from the following):

EDU/MLS 428: Cultural Awareness/Sensitivity for ESL/ELL Program

Specialists (OL)

EDU 496: Multicultural Education (F2F)

EDU 533: Social Interpretations of Education (OL)

EDU 578: Comparative Education: An Analysis of International

Education Systems (F2F)

EDU 599: School Leadership in a Diverse Society (F2F)

SEU 535: Classroom Management for the Inclusive Classroom (F2F)

SPU XXX: Any Graduate level SPU course (500 or above)

EDU 527: Foundations in Urban Education (F2F)

AREA III. INSTRUCTION (Candidates must take a minimum of 6 credits in

Area III. Cognitively engage students in the content)

A. Required Course: 3 hours

SEU 544: Action Research for Teacher Leaders (OL)

B. Electives: (a minimum of 3 hours selected from the following):

EDU 568: Middle School Curriculum and Instruction (F2F)

EDU 565: Special Topics in Education (F2F/OL)

LLC XXX: Any Graduate level LLC course (400 or above)

SEU 540: Reading, Writing and Critical Thinking for the Middle and

High School Levels in a Standard Aligned System (F2F)

EDU/MLS 434: EDU/MLS 434 Instructional Methods, Materials, and

Assessments for ELL/ESL Populations (F2F)

AREA IV. PROFESSIONALISM (Candidates must take a minimum of 6 credits

in Area IV. Professional responsibilities in and out of the classroom)

A. Required Course: 3 hours

EDU 500: Methods of Research* (OL)****

B. Electives (a minimum of 3 hours selected from the following):

EDU 503: Thesis (3-6 hours, awarded at completion of thesis)

Prerequisite: an appropriate research/ methodology course. Selected

with advisement.

EDU 562: School Law (F2F)

EDU 597: Change in Education (F2F)

EDU 541: Supervision and Finance (F2F)

Notes: The program consists of a minimum of 30 semester hours. An electronic

portfolio project is required. All courses are three semester hours. All students

accepted into this program must complete all requirements within six calendar

years.

****Students must have 12 credits to be eligible for EDU 500. EDU 500 is a pre-

requisite for SEU 544.

OL-Online

F2F-Face-to-Face/on campus

Master of Education Degree in Secondary Education with a Specialization in

Social Studies – 30 Credits (Thesis Optional)

AREA I. CURRICULUM: PLANNING AND PREPARATION (Knowledge and

pedagogy for engaging students in learning. Any graduate-level Social Studies

course - at 400 level or higher is acceptable.)

A. Required Courses (12 hours in Social Studies)

AREA II. EDUCATION ENVIRONMENT (Candidates must take a minimum of

6 credits is Area II. Establishing and maintaining a culture for learning that

supports cognitive engagement)

A. Required Course (3 hour)

EDU 528: Student Diversity and Critical Pedagogy (OL)

B. Electives (a minimum of 3 hours selected from the following):

EDU/MLS 428: Cultural Awareness/Sensitivity for ESL/ELL Program

Specialists (OL)

EDU 496: Multicultural Education (F2F)

EDU 533: Social Interpretations of Education (OL)

EDU 578: Comparative Education: An Analysis of International

Education Systems (F2F)

EDU 599: School Leadership in a Diverse Society (F2F)

SEU 535: Classroom Management for the Inclusive Classroom (F2F)

SPU XXX: Any Graduate level SPU course (500 or above)

EDU 527: Foundations in Urban Education (F2F)

AREA III. INSTRUCTION (Candidates must take a minimum of 6 credits in

Area III. Cognitively engage students in the content)

A. Required Course: 3 hours

SEU 544: Action Research for Teacher Leaders (OL)

B. Electives: (a minimum of 3 hours selected from the following):

EDU 568: Middle School Curriculum and Instruction (F2F)

EDU 565: Special Topics in Education (F2F/OL)

LLC XXX: Any Graduate level LLC course (400 or above)

SEU 540: Reading, Writing and Critical Thinking for the Middle and

High School Levels in a Standard Aligned System (F2F)

EDU/MLS 434: EDU/MLS 434 Instructional Methods, Materials, and

Assessments for ELL/ESL Populations (F2F)

AREA IV. PROFESSIONALISM (Candidates must take a minimum of 6 credits

in Area IV. Professional responsibilities in and out of the classroom)

A. Required Course: 3 hours

EDU 500: Methods of Research* (OL)****

B. Electives (a minimum of 3 hours selected from the following):

EDU 503: Thesis (3-6 hours, awarded at completion of thesis)

Prerequisite: an appropriate research/ methodology course. Selected

with advisement.

EDU 562: School Law (F2F)

EDU 597: Change in Education (F2F)

EDU 541: Supervision and Finance (F2F)

Notes: The program consists of a minimum of 30 semester hours. An electronic

portfolio project is required. All courses are three semester hours. All students

accepted into this program must complete all requirements within six calendar

years.

****Students must have 12 credits to be eligible for EDU 500. EDU 500 is a pre-

requisite for SEU 544.

OL-Online

F2F-Face-to-Face/on campus

Master of Education Degree in Secondary Education – Curriculum and

Instruction – 30 Credits – Thesis Optional

AREA I. CURRICULUM: PLANNING AND PREPARATION (Candidates must

take a minimum of 6 credits in Area I. Knowledge and pedagogy for engaging in

learning. Any graduate-level social studies course - at 400 level or higher is

acceptable.)

A. Required Course: 3 hours

SEU 567: Curriculum in a Standard Aligned System (OL)

B. Electives: (a minimum of 3 hours selected from the following):

EDU / MLS 435: English Language Acquisition and Awareness for

ELL/ESL Populations (OL)

EDU 535: Major Philosophies of Education (F2F)

EDU 523: Assessment: Issues and Concerns for Teachers in a

Standard Aligned System (F2F)

EDU 526: Data Driven Decision Making (course needs revising) (OL)

ELU 540: Seminar in Elementary Curriculum Development (F2F)

EDU 564: Foundations of the Middle Level Learner (OL)

PSY 5XX: Any Graduate level PSY course (500 or above)

AREA II. EDUCATION ENVIRONMENT (Candidates must take a minimum of

6 credits is Area II. Establishing and maintaining a culture for learning that

supports cognitive engagement)

A. Required Course (3 hour)

EDU 528: Student Diversity and Critical Pedagogy (OL)

B. Electives (a minimum of 3 hours selected from the following):

EDU 496: Multicultural Education (F2F)

EDU 533: Social Interpretations of Education (OL)

EDU 578: Comparative Education: An Analysis of International

Education Systems (F2F)

EDU 599: School Leadership in a Diverse Society (F2F)

SEU 535: Classroom Management for the Inclusive Classroom (F2F)

SPU XXX: Any Graduate level SPU course (500 or above)

EDU 527: Foundations in Urban Education (F2F)

AREA III. INSTRUCTION (Candidates must take a minimum of 6 credits in

Area III. Cognitively engage students in the content)

A. Required Course: 3 hours

SEU 544: Action Research for Teacher Leaders (OL)

B. Electives (a minimum of 3 hours selected from the following):

EDU 568: Middle School Curriculum and Instruction (F2F)

EDU 565: Special Topics in Education (F2F/OL)

LLC XXX: Any Graduate level LLC course (400 or above)

SEU 540: Reading, Writing and Critical Thinking for the Middle and

High School Levels in a Standard Aligned System (F2F)

EDU/MLS 434: EDU/MLS 434 Instructional Methods, Materials, and

Assessments for ELL/ESL Populations (F2F)

AREA IV. PROFESSIONALISM (Candidates must take a minimum of 6 credits

in Area IV. Professional responsibilities in and out of the classroom)

A. Required Course: 3 hours

EDU 500: Methods of Research* (OL)****

B. Electives (a minimum of 3 hours selected from the following):

EDU 503: Thesis (3-6 hours, awarded at completion of thesis)

Prerequisite: an appropriate research/ methodology course. Selected

with advisement.

EDU 562: School Law (F2F)

EDU 597: Change in Education (F2F)

EDU 541: Supervision and Finance (F2F)

Notes: The program consists of a minimum of 30 semester hours. An electronic

portfolio is required. All courses are three semester hours. All students accepted

into this program must complete all requirements within six calendar years.

****Students must have 12 credits to be eligible for EDU 500. EDU 500 is a pre-

requisite for SEU 544.

OL-Online

F2F-Face-to-Face/on campus

Master of Education Degree in Secondary Education with a Specialization in

Teaching – 36 Credits Including Clinical Experience

AREA I. EDUCATIONAL ENVIRONMENT (6 hours) - Area I is designed to

explore the fundamentals underlying the education process and to relate them to

current practice in schooling.

A. English Language Learner (Diversity): 3 hours

EDU 434: Instructional Methodology of English Learners

B. Foundations Electives: 3 hours (Select from the following):

EDU 533: Social Interpretations of Education

EDU 535: Major Philosophies of Education

EDU 562: School Law

EDU 597: Change in Education

AREA II. INSTRUCTION (21 hours) - Area II is designed to investigate the

criteria for decision-making and the structure and organization of curriculum and

instruction.

A. Learning Theory: 3 hours – Select from the following:

EDU 564: Foundation of the Middle Level Learner

EDU 568: Middle Level Curriculum and Instruction

B. Special Education: 6 hours

SPU 500: Cognitive Development of Diverse Learners in a Standards

Aligned System

EDU 527: Foundations of Urban Education

C. Instruction:

Methods: 3 hours

SEU 410: Science Instructional Methods for MS& HS

SEU 420: Education Theory and Practice

SEU 430: Math Instructional Methods for MS& HS

D. Reading: 3 hours

SEU 540: Reading, Writing and Critical Thinking for Middle and High

School

E. Assessment: 3 hours

EDU 526: Data Driven Decision Making*

F. Classroom Management: 3 hours

SEU 535: Classroom Management for the Inclusive Classroom*

AREA III. Professionalism (3 hours) - Area III is designed to pursue an

understanding of how knowledge is gained, how to verify knowledge, and how to

judge its value

A. Introduction Course: 3 hours

EDU 532: Education Exploration

AREA IV. CURRICULUM (6 hours) - Area IV is designed to provide in-depth

knowledge of instructional strategies and to enhance the effectiveness of

instruction.

A. Clinical Experience

EDU 592: Intensive Clinical Experience (14 weeks)

*Taken during the Clinical Experience Semester

Notes: The program consists of a minimum of 36 semester hours of coursework

for the M.Ed. in Secondary Education – with a Specialization in

Teaching. All

courses are three semester hours with the exception of Intensive Clinical

Experience. This program is designed to

accelerate teacher certification for

students who have already demonstrated content mastery.

Master of Education Degree in Instructional Technology/Digital Classroom

Technology – 30 Credits

REQUIRED FOUNDATION COURSES I. (6 credits)

LLT 505: Perspectives on Instructional Technology and Learning

LLT 521: Technologies for the 21

Century Educator

REQUIRED MAJOR COURSES II. (12 credits)

LLT 535: Designing Distance Education for the K-12 Educator

LLT 545: Problem-Based Learning through Instructional Technology

(SAS)

LLT 555: Building Effective Online and Classroom Instruction

LLT 565: Emerging Technologies for Educators

ELECTIVES III. (6 credits)

LLT 550: Elective

LLT 520: Elective

RESEARCH IV. (3 credits)

LLT 575: Methods of Research

COMPREHENSIVE PROJECT V. (3 credits)

LLT 585: Digital Portfolios

Comprehensive Portfolio: Portfolio Review (see Guidelines)

TRANSFER CREDIT(s) OR WAIVED COURSE(s) (WHEN APPROPRIATE)

Notes: Any LLT graduate level course may count as an elective. If student chooses

LLT 540 Management of Information and Technology Centers as an elective and

completes a 90 Internship, in addition to the M.Ed. coursework, the student may

apply for a PA Instructional Technology Specialist Certification.

Master of Education Degree in Student Affairs in Higher Education –

Administration – 42 Credits

AREA I. FOUNDATIONAL STUDIES (6 credits)

STA 516: Introduction to Student Affairs

STA 517: Professional Orientation and Ethics in Student Affairs

AREA II. PROFESSIONAL STUDIES (30 credits)

STA 530: Helping Interventions in Student Affairs & Higher Education

STA 570: Contemporary College Students

STA 571: Theory and Application of Student Development Principles

STA 572: Seminar in Leadership in Student Affairs

STA 573: Social and Legal Issues in Student Affairs and Higher

Education

STA 588: Assessment and Evaluation in Student Affairs and Higher

Education

STA 589: Research Methods in Student Affairs and Higher Education

AREA III. ELECTIVES (3 credits)

Select any one course LLT505, 515, 517, 521, 545, 553, 555, 565, 585

AREA IV. Free Elective (6 credits)

COU531, 532, 535; LLT505, 515, 517, 521, 545, 553, 555, 565, 585 POL516,

517, 518*; PSY520, 529, 530, 545, 546, 557 SOC510; SPU433

STA579 (Practicum in Student Affairs & Higher Education) as approved by

coordinator and advisor

AREA V. SUPERVISED PRACTICE (6 credits)

STA 592: Internship in Student Affairs I

STA 593: Internship in Student Affairs II

TRANSFER CREDITS

Notes: *This course has prerequisites.

#Courses must be completed as prerequisites to Internship I & II.

Master of Science Degree in School Counseling – Certification – 51 Credits

CORE I. COMMMON (18 credits)

COU 519: Intercultural Issues in Counseling

COU 522: Professional Orientation and Ethics for School Counselors

COU 530: Fundamentals of Counseling

COU 535: Career Counseling Issues across the Life Span

COU 546: Group Process Seminar* OR CPY540: Group Counseling and

Psychotherapy*

COU 548: Counseling Theories Seminar*

CORE II. RESEARCH (6 credits)**

COU 507: Tests and Assessment in Counseling AND

COU 508: Research Methods in Counseling (prerequisite: COU507)

CORE III. PROGRAM CORE (15 credits)

PSY 530: Life Span Development

PSY 546: Psychopathology

PSY 565: Theories of Learning

(6 credits: SPU, EDU / MLS, OR COU OR CPY – as approved by advisor)

CORE IV. SPECIALITY AREA – SCHOOL COUNSELING (3 credits)

Education Course – (as approved by advisor)

CORE V. CLINICAL EXPERIENCE (9 credits)

COU 580: Practicum in Counseling# (100 hours)

COU 590: Supervised Counseling Experience (fall)

COU 590: Supervised Counseling Experience (spring) – 600 hours total

TRANSFER CREDITS

ADDITIONAL INFORMATION

CORE III. (6 CREDITS Special Education)

COU 540 (must take)

Options

COU 541

COU 542

SPU 514

SPU 500

MLS 435 (Graduate Section)

CORE IV. Specialty Area

Options

EDU 564

EDU 568

ELU 545

SEU 535

SEU 567

Notes: *This course has prerequisites. Check graduate course catalogue for

prerequisites for this course.

**Substitution permitted with prior advisor approval only

#All Core I. must be completed as prerequisite. Practicum completed during

spring semester prior to fall and spring sequence of internship

Master of Science Degree in School Counseling – Licensure – 60 Credits

CORE I. COMMMON (18 credits)

COU 519: Intercultural Issues in Counseling

COU 522: Professional Orientation and Ethics for School Counselors

COU 530: Fundamentals of Counseling

COU 535: Career Counseling Issues across the Life Span

COU 546: Group Process Seminar* OR CPY540: Group Counseling and

Psychotherapy*

COU 548: Counseling Theories Seminar*

CORE II. RESEARCH (6 credits)**

COU 507: Tests and Assessment in Counseling AND

COU 508: Research Methods in Counseling (prerequisite: COU507)

CORE III. PROGRAM CORE (15 credits)

PSY 530: Life Span Development

PSY 546: Psychopathology

PSY 565: Theories of Learning

(6 credits: SPU, EDU / MLS, OR COU OR CPY – as approved by advisor)

CORE IV. SPECIALITY AREA – SCHOOL COUNSELING (3 credits) – one of

the following

Education Course – (as approved by advisor)

CORE V. CLINICAL EXPERIENCE (9 credits)

COU 580: Practicum in Counseling# (100 hours)

COU 590: Supervised Counseling Experience (fall)

COU 590: Supervised Counseling Experience (spring) – 600 hours total

LICENSURE (9 credits)

Any COU, CPY, PSY, EDU, SOC or SWK as approved by advisor

TRANSFER CREDITS

ADDITIONAL INFORMATION

CORE III. (6 CREDITS Special Education)

COU 540 (must take)

Options

COU 541

COU 542

SPU 514

SPU 500

MLS 435 (Graduate Section)

CORE IV. Specialty Area

Options

EDU 564

EDU 568

ELU 545

SEU 535

SEU 567

Notes: *This course has prerequisites. Check graduate course catalogue for

prerequisites for this course.

**Substitution permitted with prior advisor approval only

#All Core I. must be completed as prerequisite. Practicum completed during

spring semester prior to fall and spring sequence of internship

Master of Library Science Degree – 36 Credit Hours

REQUIRED FOUNDATION COURSES I. – (33 credits)

LLT 500: Foundations of Information Science

LLT 510: Information Resources and Services

LLT 520: Resources for Children & Young Adults

LLT 521: Technologies for the 21

Century Educator

LLT 530: Makerspaces and Technology Enhanced Programming

LLT 540: Management of Information and Technology Centers

LLT 550: Collecting and Curating Print and Digital Resources

LLT 560: Organization of Information, Metadata and Library

Technologies

LLT 574: Educational Program of the School Library Media Center

LLT 575: Methods of Research

LLT 585: Digital Portfolios

ELECTIVES II. (3 credits)

LLT Elective

LLT 570: Independent Study

LLT 590: Internship: Public and Special Libraries (90 hours)

COMPREHENSIVE PROJECTS III.

Comprehensive Portfolio: see guidelines

TRANSFER CREDITS V.

Master of Library Science Degree with Initial Certification – 54 Credits

PROFESSIONAL EDUCATION COURSES I. (12 credits)

SPU 500: Cognitive Development

SPU 514: Effective Instructional Strategies OR LLT 517: Integrating

Assistive Technology into the k-12 Curriculum

SPU 516: Literacy Development and Instruction in Core and Intervention

EDU 434: Instructional Methods, Materials, and Assessments for ELL /

ESL

REQUIRED FOUNDATION COURSES II. (30 credits)

LLT 500: Foundations of Information Science

LLT 510: Information Resources and Services

LLT 520: Resources for Children & Young Adults

LLT 521: Technologies for the 21

Century Educator

LLT 530: Makerspaces and Technology Enhanced Programming

LLT 540: Management of Information and Technology Centers

LLT 550: Collecting and Curating Print and Digital Resources

LLT 560: Organization of Information, Metadata and Library

Technologies

LLT 574: Educational Program of the School Library Media Center

LLT 575: Methods of Research

CLINICAL EXPERIENCE AND PRACTICUM III. (12 credits)

LLT 598: Clinical Experience and Practicum

LLT 599: Clinical Experience and Practicum

COMPREHENSIVE PROJECTS IV.

Comprehensive Portfolio: Portfolio Review (see guidelines)

ETS and PRAXIS II Exams: Core knowledge ETS and PRAXIS II must

be passed (by end of program to be certified)

Notes: The clinical experience is a full-time, day, semester-long experience. It

involved two seven-week placements in area school districts. All coursework must

be completed prior to the clinical experience. The courses above, in addition to

the Comprehensive Projects listed below, meet the requirements of the

Pennsylvania Department of Education to obtain certification for K-12 Library

Science.

Master of Library Science Degree with Extension of Certification – 36

Credits

REQUIRED FOUNDATION COURSES I. (36 credits)

LLT 500: Foundations of Information Science

LLT 510: Information Resources and Services

LLT 520: Resources for Children & Young Adults

LLT 521: Technologies for the 21

Century Educator

LLT 530: Makerspaces and Technology Enhanced Programming

LLT 540: Management of Information and Technology Centers

LLT 550: Collecting and Curating Print and Digital Resources

LLT 560: Organization of Information, Metadata and Library

Technologies

LLT 574: Educational Program of the School Library Media Center

LLT 575: Methods of Research

LLT 585: Digital Portfolios

LLT 590: Internship (90 hours)

COMPREHENSIVE PROJECTS II.

Comprehensive Portfolio: Portfolio Review (see guidelines)

PRAXIS II: PRAXIS II must be taken and passed by end of program to be

certified (5511 and 5311)

Notes: The above listed courses meet the requirements of the Pennsylvania

Department of Education to obtain an MLS in Library Science and certification

for K-12 Library Science, Library Media Specialist

College of Liberal Arts & Sciences

Doctor of Social Work in Leadership and Education – 48 Credits

CORE COURSES (39 credits)

1. Required Courses (33 credits)

a. Leadership Courses

SWK/SOW 700: Social Work Leadership I

SWK/SOW 701: Social Work Leadership II

b. Teaching Courses

SWK/SOW 704: Social Work Teacher-Scholar I

SWK/SOW 705: Social Work Teacher-Scholar II

c. Practicum Courses

SWK/SOW 721: Leadership/Teaching Praxis I

SWK/SOW 720: Leadership/Teaching Praxis II

d. Research Courses

SWK/SOW 710: Research Methodology

SWK/SOW 715: Multivariate Analysis

SWK/SOW 725: Intervention Research

SWK/SOW 730: Qualitative Analysis

SWK/SOW 775: Dissertation Seminar

2. Dissertation Courses (6 credits)

SWK/SOW 776: Doctoral Dissertation I

SWK/SOW 777: Doctoral Dissertation II

ELECTIVE COURSES (9 credits)*

Notes:

Successful completion of Comprehensive required before proceeding to

SWK/SOW 775.

Elective requirements may be fulfilled with any graduate course

approved by the Program Director. Social Work students conduct themselves in a

professional manner consistent with the Code of Ethics of the National Association of

Social Workers. Students who violate the ethical standards and/or demonstrate

behavior problems may be dismissed from the program.

Master of Arts Degree in English – 33 Credits

REQUIRED COURSE WORK I. (9 credits)

ENG 502: Introduction to English Studies: Traditions, Boundaries, and

Change

ENG 575: Seminar in Literacy Criticism

Pre-1900: Literature Requirement (Pre-1900 British: ENG 530, 534, 535,

540, 542, 583, 585, 587, 591, 594, 595. Pre-1900 American: ENG 548,

550, 555, 563)

ELECTIVES (CAPSTONE OR THESIS) II. 24 credits

ENG 599: Capstone Project OR ENG 503/599: Thesis

COURSES THAT FIT INTO CATEGORY II

ENG 410: Feminist Literary Theory

ENG 430: Rhetorical Traditions/Contemporary Renditions

ENG 438: Major Modern Dramatists

ENG 455: Major Modern Poets

ENG 457: Seminar in Major Twentieth-Century American Novelists

ENG 460: Classical Influences on Literature

ENG 470: Selected Topics

ENG 493: The Twentieth-Century British Novel

COURSES OPEN ONLY TO GRADUATE STUDENTS (Or by special

permission of instructor)

ENG 502: Introduction to English Studies: Traditions, Boundaries and

Change

ENG 503: Thesis

ENG 510: The Rhetoric of Style

ENG 511: Contemporary Indigenous Rhetoric's

ENG 512: Symbol and Myth in Literature

ENG 517: Studies in Biography

ENG 523: Word Processing and Writing

ENG 525: Linguistics

ENG 526: Modern English Grammar

ENG 527: Seminar in Linguistics

ENG 528: Studies in Old English Lit

ENG 529: American Dialects

ENG 530: Chaucer

ENG 534: Studies in Middle English Literature

ENG 535: Seventeenth-Century Studies

ENG 538: Major 20th Century American Drama

ENG 540: Milton

ENG 542: Age of Dryden

ENG 545: Studies in Postmodern Fiction

ENG 548: Early Am Lit: 1607-1800

ENG 550: American Romanticism

ENG 551: Postcolonial Literary Theory and Texts

ENG 553: Literacy Studies

ENG 555: Black Women’s Literature

ENG 557: Digital Rhetoric and Composition

ENG 560: Critical Writing

ENG 563: Studies in American Realism, 1865-1900

ENG 564: Cultural Studies Seminar in American Modernism

ENG 565: Seminar in British Literature

ENG 567: Seminar in American Literature

ENG 570: Seminar in History of English Language

ENG 575: Seminar in Literary Criticism

ENG 576: Seminar in Film History, Theory, and Criticism

ENG 583: Eighteenth Century Studies

ENG 585: Studies in English Romanticism

ENG 587: English Renaissance Literature

ENG 589: 19th Century Studies

ENG 591: Seminar in Shakespeare

ENG 593: 20th Cen British Novel

ENG 594: Victorian Poetry

ENG 595: Victorian Prose

ENG 599: Independent Study

COURSES TAUGHT BY ENGLISH FACULTY-NON ENG PREFIX

ENU 405: The Teaching of Writing

ENU 407: The Teaching of Literature

ENU 511: Writing Teacher’s Workshop

ENU 521: The English Curriculum

ENU 522: Teaching Writing across the Curriculum

WRI 400: Creative Writing: Theory and Practice

WRI 410: Arts and Entertainment Writing

WRI 426: Advanced Desktop Publishing: Writing and Designing

Documents

Notes: Choose eight (8) ENG, ENU, or WRI courses for the ENG 599: Capstone

Project Option, one of which must be ENG 599: Capstone Project. Students may

choose three (3) credits of graduate work in courses that are not taught by the

English department. Students may not repeat courses taken to fulfill program

requirements. Choose seven (7) ENG, ENU, or WRI courses for Thesis Option,

one of which must be ENG 503. Students may choose three (3) credits of graduate

work in courses that are not taught by the English department. Students may not

repeat courses taken to fulfill program requirements.

Master of Public Administration Degree – 36 Semester Hours

REQUIRED COURSES – 21 semester hours

POL 465: Administrative Law

POL 509: Approaches and Methods in Political Science

POL 515: Principles and Problems of Public Administration

POL 516: Administrative and Organizational Theory

POL 517: Public Personnel & Strategic Human Resource Management

POL 518: Budgeting and Decision Making

POL 538: Program and Policy Evaluation

RESEARCH REQUIREMENT – Select one of the following POL courses with

approval of MPA Program Coordinator. (3 or 6 semester hours)

POL 503: Thesis*

POL 581: Professional Seminar

**ELECTIVES – 9 or 12 semester hours

POL 425: Public Policy Making

POL 441: Ethics and Managerial Leadership

POL 555: Federalism and Intergovernmental Relation

POL 562: Urban Politics

POL 565: Public Administration Internship

POL 570: Selected Topics in Political Science

POL 571: Nonprofit Organizational Management

POL 580: Independent Study

Notes: *POL 503, Thesis is undertaken upon the successful completion of all

course work. The student works in consultation with a thesis advisor who

oversees the research and the writing of the thesis. The 6 semester hours may be

split into two 3 semester hour segments for registration over two semesters or

sessions. One letter grade is assigned for the 6 semester hours of Thesis. *POL

565 (Internship) if for 6 semester hours and cannot be split. **Students

completing POL 503, Thesis must complete 9 semester hours of electives.

Students completing POL 581, Professional Seminar must complete 12 semester

hours of electives. Students may take one elective (3 semester hours) outside the

Department of Political Science with approval.

Students interested in simultaneously completing the Master of Social Work

program should contact the Social Work Department.

Master of Public Administration Degree, Criminal Justice Concentration –

36 Semester Hours

REQUIRED COURSES – 21 semester hours

POL 465: Administrative Law

POL 509: Approaches and Methods in Political Science

POL 515: Principles and Problems of Public Administration

POL 516: Administrative and Organizational Theory

POL 517: Public Personnel & Strategic Human Resource Management

POL 518: Budgeting and Decision Making

POL 538: Program and Policy Evaluation

RESEARCH REQUIREMENT – Select one of the following POL courses with

approval of MPA Program Coordinator. (3 or 6 semester hours)

POL 503: Thesis*

POL 581: Professional Seminar

**ELECTIVES – 9 or 12 semester hours

CRJ 420: Seminar in Criminology

CRJ 430: Legal Issues in Criminal Justice

CRJ 522: Police Strategies and Programs

CRJ 540: Crime and Public Policy

CRJ 570: Selected Topics in Criminal Justice

Notes: *POL 503, Thesis is undertaken upon the successful completion of all

course work. The student works in consultation with a thesis advisor who

oversees the research and the writing of the thesis. The 6 semester hours may be

split into two 3 semester hour segments for registration over two semesters or

sessions. One letter grade is assigned for the 6 semester hours of Thesis.

** Students completing POL 503, Thesis must complete 9 semester hours of

electives. Students completing POL 581, Professional Seminar must complete 12

semester hours of electives. Students may take one elective (3 semester hours)

outside the Department of Political Science with approval.

Master of Science Degree in Computer Science, Information Technology

Track – 30 Credits

REQUIRED (3 credits)

CSC 441: Advanced Information Security

FOUNDATIONAL COURSES (12-27 credits)

CSC 411: Networking I

CSC 456: Database I

CSC 458: Data Mining & Pred. Analytics I

CSC 459: Introduction to Big Data

CSC 464: Human Computer Interaction

CSC 510: Advanced Operating Systems

CSC 512: Network Architecture & Protocols

CSC 523: Advanced Scripting for Data Manipulation, Analysis, and

Machine Learning

CSC 541: Network Security

CSC 552: Advanced UNIX Programming

CSC 554: Project Management

CSC 555: Applied Cryptography

CSC 556: Database Management Systems II

CSC 558: Data Mining & Pred. Analytics II

OPTIONAL THESIS (0 or 6 credits)

CSC 599: Thesis – 6 credits

ELECTIVE COURSES (0-9/12* credits)

*Non-thesis students may take 12 hours of elective courses

DEPTH COMPONENT REQUIREMENT – Choose at least two courses

including (one or more 500-level) from one depth area.

Networking: 411, 512, 541

Database Systems: 456, 556

IT Systems & Management: 510, 554

Data Science: 458, 459, 523, 558

Security: 441, 541, 555

Selected Topics CSC 480 and CSC 580 are classified as foundational or elective

based upon the specific topics

Notes: A candidate must complete all degree requirements for the MS within six

(6) calendar years after his or her acceptance into the program. Students may

elect for the thesis option, which requires the completion of 24 credits of courses

and 6 credits of thesis. Students who do not complete a thesis must complete the

Program of Study Summary (POSS), a written report that provides a narrative,

backed by evidence, that the student has fulfilled specific student learning

outcomes in the program. All programs will require at least 15 hours of 500-level

courses in their major, which can include 6 hours of CSC 599 for students

electing the thesis option. No more than five 400-level courses may be taken for

graduate credit. Students must complete at least one depth component in their

program.

Master of Science Degree in Computer Science, Software Development – 30

Credits

REQUIRED (3 credits)

CSC 402: Data Structures II

FOUNDATIONAL COURSES (9-27 credits)

CSC 415: Design & Analysis of Algorithms I

CSC 421: Web-Based Design and Develop

CSC 422: Object-Oriented Programming I

CSC 425: Compiler Design I

CSC 447: Artificial Intelligence I

CSC 456: Database Management Systems I

CSC 458: Data Mining & Pred. Analytics I

CSC 459: Introduction to Big Data

CSC 510: Advanced Operating Systems

CSC 516: Design & Analysis of Algorithms II

CSC 520: Advanced Object Oriented Program

CSC 521: Advanced Web-Based Software Development

CSC 523: Advanced Scripting for Data Manipulation,

Analysis, and Machine Learning

CSC 526: Compiler Design II

CSC 543: Multiprocessing & Concurrent Programming

CSC 548: Artificial Intelligence II

CSC 552: Advanced UNIX Programming

CSC 556: Database Management Systems II

CSC 558: Data Mining & Pred. Analytics II

OPTIONAL THESIS (0 or 6 credits)

CSC 599: Thesis – 6 credits

ELECTIVE COURSES (0-9/12* credits)

*Non-thesis students may take 12 hours of elective courses

DEPTH COMPONENT REQUIREMENT – Choose at least two courses

including (one or more 500-level) from one depth area.

Algorithms: 415, 516, 555

Database Systems: 456, 556

Data Science: 458, 459, 523, 558

Artificial Intelligence: 445, 447, 548

Application Development: 421, 422, 520, 521, 543

Operating Systems: 425, 510, 526, 543, 552

Notes: Candidates for the MS degree in Computer Science must complete a total

of 30 credits, selected in consultation with your advisor. A candidate must

complete all degree requirements for the MS within six (6) calendar years after

his or her acceptance into the program.

Students may elect for the thesis option, which requires the completion of 24

credits of courses and 6 credits of thesis. Students who do not complete a thesis

must complete the Program of Study Summary (POSS), a written report that

provides a narrative, backed by evidence, that the student has fulfilled specific

student learning outcomes in the program.

Students must complete at least 15 credits of 500-level courses, which can include

6 hours of CSC 599 for students electing the thesis option. No more than five 400-

level courses may be taken for graduate credit.

Students must complete at least one depth component in their program.

Master of Science Degree in Computer Science, Interdisciplinary Experience

Track – 30 Credits

A candidate must complete all degree requirements for a MS within six (6)

calendar years after his or her acceptance.

Requirements: 30 credit hours, which includes:

• 18-24 hours of courses in the major

• 6-12 hours interdisciplinary courses

• A minimum of 15 credit hours must be at the 500 level; this may include a six

credit thesis

• Successful completion of one of the depth components*

COMPUTER SCIENCE COURSES (18-24 hours)

INTERDISCIPLINARY COURSES** (6-12 hours)

See notes below

THESIS (6 hours)

*DEPTH COMPONENT REQUIREMENT: Chose at least two courses (one or

more 500-level) from one depth area.

Networking/Security: CSC 411, CSC 441, CSC 512, CSC 555

Database/Project Management: CSC 456, CSC 554, CSC 556

Data Science: CSC 458, CSC 459, CSC 523, CSC 558

Artificial Intelligence: CSC 445, CSC 447, CSC 548

Application Development: CSC 421, CSC 520, CSC 521, CSC 543

Operating Systems: CSC 425, CSC 510, CSC 526, CSC 543, CSC 552

Interdisciplinary courses provide breadth in graduate studies by permitting study

in areas that enhance and broaden the student’s knowledge and skills. The

Computer Science ID Track provides the opportunity to incorporate study in other

disciplines into a Computer Science master’s degree that enhances the degree

holder’s career prospects.

Courses may be selected from Kutztown or other PASSHE universities to fulfill

the interdisciplinary requirement under the following conditions:

1. The concentration consists of two to four courses, constituting 6-12 credit

hours.

2. Courses selected must develop skills in related areas, e.g. management,

communication, planning, decision making, design, etc.

3. Courses selected need not all be from a single discipline but must represent a

cogent concentration.

4. The interdisciplinary concentration is chosen in consultation with the student’s

advisor and has

their written approval.

The list below is a sampling of several sets of courses, subsets of which can be

appropriate for application within an ID MS student’s curriculum if approved by

the student’s advisor. This sample list is not meant to be comprehensive.

**SAMPLE INTERDISCIPLINARY COURSE SETS (9 hours)

Business

ACC 520: Management Accounting Control Systems

BUS 572: Managing Enterprise Information Technology

ECO 561: The Global Economy

FIN 530: Financial Management

Communication Design

CDE 552: Design Technology for Educators

CDE 553: Design Principles and Practices for Educators

CDE 586: Graduate Interactive Seminar: Internet and Web Applications

Library Science

LLT 500: Foundations of Information Science

LLT 525: Computer Networking for Educators

LLT 530: Makerspaces and Technology Enhanced Programming

LLT 560: Organization of Information, Metadata and Library

Technologies

Public Administration/Organizational Management

POL 515: Principles of Problems in Public Administration

POL 516: Administrative and Organizational Theory

POL 517: Public Personnel Administration and Strategic Human Resource

Management

POL 518: Budgeting and Decision Making

POL 571: Nonprofit Organizational Management

Advisement Notes: 1. Candidates for the Computer Science ID Track degree must

complete a total of 30 hours, selected in consultation with their advisor. A

candidate must complete all degree requirements for the MS within six (6)

calendar years after acceptance into the program. Students may select the thesis

option, which requires the completion of 24 credits of courses and 6 credits of

thesis. Otherwise the degree requires the completion of 30 credits of courses and

passing the comprehensive exam.

2. At least one depth component must be completed in a student’s program (see

chart above) The selection of courses from the desired depth area should be made

in consultation with the academic advisor.

3. The interdisciplinary component consists of at least two and as many as four

courses. the totality of these choices should represent a cogent plan and must be

approved, in writing, by the student's academic advisor.

4. The application for candidacy MUST be submitted and approved after

completion of 12 credit hours. This form represents the student’s program of

study. Any change must be approved by their advisor. Deviation from this

program of study must have written advisor approval.

Students pursuing unapproved programs of study are not guaranteed to be

cleared to graduate.

Master of Social Work Degree – (64 Semester Hours for MSW Regular

Status

/ 44 Semester Hours for MSW Advanced Standing Status

)

Core Courses – Foundation Core + Advanced Core (58 semester hours) / Core

Courses for Advanced Standing: Bridge + Advanced Core (38 semester hours)

FOUNDATION CORE COURSES (32 semester hours)

SWK 400: Foundations in Human Behavior in the Social Environment

SWK 450: Foundations SWK with Individuals

SWK 455: Foundations Soc. Welfare Policies

SWK 460: Foundations of SWK Research

SWK 465: Foundations of SWK with Groups and Families

SWK 480: Foundations of SWK with Organizations and Communities

SWK 481: Foundation Internship I

SWK 482: Integrated Generalist Social Work Practice Seminar I

SWK 483: Foundation Internship II

SWK 484: Integrated Generalist Social Work Practice Seminar II

BRIDGE COURSES - ADVANCED STANDING ONLY (12 semester hours)

SWK 491: Internship for Advanced Standing I

SWK 492: Advanced Generalist Social Work Theory and Practice I

SWK 493: Internship II

SWK 494: Advanced Generalist Social Work Theory and Practice II

ADVANCED CORE COURSES (26 semester hours)

SWK 500: Families in the Social Environment

SWK 555: Applied Family Policy and Family Service Programs

SWK 560: Applied Methods of Social Work Research

SWK 581: Advanced Internship I

SWK 582: Advanced Theory in Family-Centered Generalist SWK

Practice I

SWK 583: Advanced Internship II

SWK 584: Advanced Theory in Family-Centered Generalist SWK

Practice II

SWK 595: Capstone Experience: Social Work and the Family-In-

Environment

ELECTIVES - Electives shall be selected based upon 1) consistency with the

student’s interest and educational plan, 2) input from the field instructor

regarding agency need, and 3) input from the student’s academic advisor. (6

semester hours)

SWK 501: Treatment Modalities for Social Work with Families

SWK 502: Social Work Crisis Intervention with Families

SWK 503: Social Work with Family Groups

SWK 504: Short-Term Treatment Models in Social Work with Families

SWK 505: Psychopharmacology for Social Workers

SWK 507: Differential Assessment Techniques for Social Work

SWK 508: Maltreatment in the Family: Social Work Practice

SWK 516: Social Work in Healthcare

SWK 519: Qualitative Research in Social Work

SWK 520: Community Needs Assessment

SWK 524: Program Evaluation & SWK

SWK 525: Information Technology & Social Work Practice I

SWK 526: Information Technology & Social Work Practice II

SWK 536: Skills for Working with the New Immigrant Family

SWK 538: Practice of Family Group Decision Making I

SWK 539: Practice of Family Group Decision Making II

SWK 540: Practice of Family Group Decision Making III

SWK 545: Child Permanence in the Family-in-Environment

SWK 559: Social Work Intervention with Substance Abuse Populations

SWK 561: Motivational Interviewing Skills: SWK Strategies in Gender

Sensitive Addiction Treatment

SWK 573: Publishing and Professional Presentation in Social Work

SWK 574: Family Mediation

SWK 575: Clinical Supervision in SWK

SWK 570: Selected Topics in Advanced SWK

SWK 579: Independent Study in Advanced General SWK

POL: 400-level and above with permission

Notes:

Regular MSW status is for all students who do not qualify for Advanced

Standing.

Graduates of CSWE-accredited BSW programs may complete the

MSW as Advanced Standing, with 44 S.H., i.e. 12 S.H. Advanced Standing Only

Bridge Courses, 26 S.H. Advanced Courses, and 6 S.H. Electives.

Permission

required by both the MSW and MPA program coordinators. Social work students

conduct themselves in a professional manner consistent with the NASW “Code of

Ethics”. Students who violate the ethical standards and/or demonstrate

behavioral problems may be dismissed from the major program.

Students interested in simultaneously completing the Master of Public

Administration program should contact the Political Science & Public

Administration Department.

College of Visual & Performing Arts

Master of Arts Degree in Arts Administration – 30 Credits

COURSEWORK (24 credits)

ARU 561: Leadership in Arts Organizations

ARU 562: Arts and Civic Engagement

ARU 563: Fundraising and Development in the Arts

ARU 564: Ethical and Legal Issues in the Arts

ARU 565: Developing the Leader in You

ARU 591: Methods of Research in the Arts

ARU 595: Graduate Seminar in the Arts

COM 519: Integrated Marketing Communication

ELECTIVES (6 credits)

Master of Education Degree in Art Education

OPTION I – 30 Credits

REQUIRED COURSES (12 credits)

ARU 522: Perspectives in Art Education

ARU 591: Methods of Research

ARU 536: Art Curriculum

ARU 595: Graduate Seminar in Art Education

ELECTIVES (18 credits)

OPTION II – 33 Credits

REQUIRED COURSES (18 credits)

ARU 522: Perspectives in Art Education

ARU 591: Methods of Research

ARU 536: Art Curriculum

ARU 595: Graduate Seminar in Art Education

EDU 503: Thesis (2 semesters at 3 credits)

ELECTIVES (15 credits)

Notes: Thesis: Thesis students will work with a faculty member to guide you in the

completion of the thesis.

Master of Education Degree in Music Education – 30 Credits

REQUIRED COURSES (21 credits)

MUU 525: Advanced Foundations of Music Education

MUU 520: Instructional Systems Design and Learning Processes in Music

MUU 530: Practical Technology for the Music Educators

MUU 540: Musical Analysis for the Music Educators

MUS 550: Graduate Seminar in Music History

MUU/ARU 591: Methods of Research

MUU 595: Graduate Seminar in Music Education

ELECTIVES (9 credits)

Notes: Elective courses must include three credits of any additional 400 or 500-

level MUS, MUU or MUP course(s). The remaining six elective credits may be

chosen from any 400 or 500-level course(s) offered by the university. The M.Ed.

in Music Education is not a teacher-certification program, however students who

do not hold certification to teach music may opt to pursue this certification in

conjunction with their requirements for the M.Ed. in Music Education. A

maximum of nine (9) transfer credits may be included toward the fulfillment of the

requirements for the degree. Students must follow guidelines as written in the

Graduate Bulletin.

Master of Fine Arts in Communication Design – 60 Credits

CORE STUDIO (18 credits)

CDE 501: Personal Exploration Seminar

CDE 502: Professional Exploration Seminar

CDE 503: Grad Seminar- Unconventional Type

CDE 504: Grad Seminar- Design Pioneers

CDE 505: Grad Seminar- Emerging Media

CDE 506: Grad Seminar- Contemporary Topics in Design

THESIS (12 credits)

CDE 511 Thesis 1: Research Studies (Academic)

CDE 512 Thesis II: Creative Studies

CDE 513 Thesis III: Production/Presentation/Exhibitions

ACADEMIC ELECTIVIES (6 credits)

CDH 550

: or Visual Design/Media Elective

CDH 551

or Visual Design/Media Elective

STUDIO ELECTIVES – Courses may be selected from 500 level studios with

CDE (not studio core or thesis) FAR, CFT, ART or ARU prefixes. Up to six

credits of academic courses may be substituted for studios.

(24 credits

minimum)

Notes: The program is a low residency program designed to take nine semesters

including the summer. When choosing electives, MFA candidates should consult

with their advisor closely to choose courses that best meet the students’ career

goals and research interests. Graduate level courses may exist that may be

substituted for those listed on a case by case basis. Substitutions require Dept.,

College and University approval. The order in which academic electives are

taken may vary based on course availability.

CDH 550 & CDH 551: Students who have no prior design history should

take CDH 550 & CDH 551 to satisfy Visual Design/Media Electives.

Students who have only one prior design history should take CDH 551 to

satisfy one Visual Design/Media Elective.

Visual Design/Media Electives: ARU 515, 517, 536, 556, 570, 575, 576,

581 EDU 517, 543, 591. ELU 520, 591. ENG 557, 560, 576. ITC 520,

536, 553, 570. RAR 5XX (summer only).

Studio Electives: Any 500 level CDE course other than 501-06 and 511-

13. Up to 6 credits of academic electives may be substituted for studio

electives. Independent study and Internship may be used for studio

electives.

Certifications

English as a Second Language (ESL) Program Specialist Certification

Instructional Certification: Art Education

Instructional Certification: Special Education (PreK-8)

Instructional Certification: Special Education (7-12)

Instructional Certification: Special Education – Visual Impairment (B-21)

Instructional Technology Specialist Certification

Principal: PreK-12 Certification

Reading Specialist Certification

Special Education Certification (PreK-8 Post Baccalaureate Certification)

Special Education Certification (7-12 Post Baccalaureate Certification)

Supervisory Certification: Curriculum and Instruction

Visual Impairment Certification (Post Baccalaureate Certification)

PDE Endorsement Certifications:

Autism Spectrum Disorders

Online Instruction

Instructional Coach

Integrative STEM Education

Course Descriptions

Accounting

ACC 520: Management Accounting Control Systems

The course will be a

study of the development and use of accounting information in performing managerial

functions. Though traditional cost accumulation methods will be studied as a basis for inventory valuation

and income measurement, the course will stress the role of cost a

nalysis in decision making. Areas of

emphasis will include planning and control of routine operations, evaluation of performance at different

levels within the organization, incremental analysis in non

-routine decision making, and the qualitative

aspects o

f analyzing and using accounting data. Though the bulk of discussion will be directed toward

profit

-oriented activities, many of the concepts and techniques are equally applicable to activities that are

not profit oriented.

Prerequisites: MBA students only

ACC 571: Selected Topics

An in

-depth study of a specialized topic in accounting. Content of the course will vary from semester to

semester. May be repeated.

Prerequisites: MBA students only

Anthropology

ANT 505: Culture And Learning

This course is

designed to provide educators with strategies for examining and teaching about cultural

diversity. The course will examine schooling and learning from a perspective that is both comparative in

examining learning across different cultures and also holistic in examining learning in its cultural and social

context.

ANT 555: Peoples, Cultures, and Adaptations in the Pennsylvania Region

This course will survey the forms of cultural variation in the Pennsylvania region of the United States from

the

earliest Native American Settlements to the post-industrial present. It will examine adaptive patterns

from foraging through farming, to the contemporary, global post

-industrial economy. It will also examine

the region's present

-day cultural diversity. The course is designed for educators who want to incorporate

knowledge about Pennsylvania's regional cultural diversity into their teaching and curriculum and for

graduate students who want to learn how anthropological concepts of culture can be applied to a

particular

region or community.

Art

ART 503: Thesis

Thesis

ART 540: Weaving & Textiles

A study of basic structures in woven and non

-woven fabrics includes major single- and multi-element fiber

constructions and surface design.

ART 551: Printmaking

Visual expression in a variety of printmaking techniques are explored. Among the techniques investigated

are relief, intaglio, planographic and transographic

methods. Historical and contemporary attitudes toward

the multiple as an original work of art are studied.

ART 560: Painting

This course provides for experimentation with painting media, with emphasis upon development of

individual style. Repeatable up to six (6) credits.

ART 561: Ceramics

This advanced exploration of clay as a plastic medium for expression stresses an awareness of traditional as

well as contemporary approaches to ceramics. Studio investigation is directed toward the understanding of

technical and conceptual considerations of functional and non

-functional clay objects. Repeatable up to 12

credits.

ART 571: Selected Topics in Art Studio

Students in this course will have the opportunity to explore special topics, issues, and creative

practices

related to art, design, and visual culture. Under this prefix, different topics, which provide distinctive

learning experiences, will be offered periodically. The specific topic(s) offered for each semester will be

listed in the schedule. Topic

may be from 1 to 3 s.h. and 2-6 c.h. Students may take ART 571 up to nine

credit hours. Instruction will be art studio. (This course is also offered under the ARU 571 designation.)

ART 577: Independent Study

An opportunity is provided to pursue an inter

est in an area of study that represents a particular independent

challenge in art education. The study is expected to diverge from normal course requirements into areas

such as studio, art history, aesthetics, and art field work in a school district as the

y relate to the

requirements of a Master's Degree in Art Education. (This course is also offered under the following

designations: ARH 577, ARU 577, CFT 577, FAR 577.)

Art Criticism

ARC 516: Cross-Cultural Perspectives in Art

Accounts of

non-Western aesthetic systems provide a starting point for this course which evolves into a

cross

-cultural comparison of a variety of art forms from a global perspective. After cataloging the ways in

which art is conceptualized in various times and places,

students begin to look for commonalities and

patterns of variation in diverse cultural definitions of art. This course is repeatable for up to 9 credits. (This

course is offered under the ARC/ARU 516 designation.)

ARC 572: Selected Topics: Art Seminar

Students in this course will have the opportunity to explore special topics, issues, and creative practices

related to art, design, and visual culture. Under this prefix, different topics, which provide distinctive

learning experiences, will be offered per

iodically. The specific topic(s) offered for each semester will be

listed in the schedule. Topic may be from 1 to 3 s.h. and 1

-3 c.h. Students may take ART 570 up to nine

credit hours. Instruction will be lecture/seminar. (This course is also offered under

the ART 572

designation.) Repeatable up to 9 credits.

Art Education

ARU 401: Learning in the Visual Arts: Childhood

This course provides learners with an introduction to teaching visual arts (fine art, design, craft) and visual

culture in grades preK

-5 elementary settings. Learners in this class will investigate curriculum planning,

individual and social development, instructional strategies, as well as historical and theoretical issues in art

education. Learner activities will include narrative accoun

t, observation of elementary teaching settings,

studio and critical response activities, and the design of curriculum plans and instructional materials

appropriate for art and visual culture in elementary settings. The class will be conducted within a stud

framework and will include presentations, discussions and performance

-based activities. ARU 401 & ARU

420 are co

-requisites and should be taken simultaneously.

Prerequisites: Art Education certification students or permission of the instructor.

ARU 420: Learning in the Visual Arts: Adolescence

This course provides learners with an introduction to teaching the visual arts (fine art, design, craft) and

visual culture to adolescent populations. Learners in this class will investigate curriculum planning

individual and social development in the arts, instructional strategies, as well as historical and theoretical

issues in art education. Learner activities will include observation of and interaction with adolescent

learners, studio and critical response

activities, and the design of curriculum plans and instructional

materials appropriate for art and visual culture to adolescents. The class will be conducted within a studio

framework and will include presentations, discussions and performance

-based activities. ARU 401 & ARU

420 are co

-requisites and should be taken simultaneously.

Prerequisites: Art Ed. Certification students only

ARU 430: Studio Thinking

Studio instruction is a central feature of art education classes in Pre K through 12 settings. In t

his course,

students will be introduced to a wide range of strategies teachers employ to engage their students in studio

thinking (Fine Arts, Crafts, Design). Students will investigate developmentally appropriate strategies used

to demonstrate, facilitate,

and critique artwork. Students in this class will be introduced to a range of issues,

strategies, and perspectives associated with studio teaching methods.

Prerequisites: ARU 401,420

ARU 440: Visual Culture: Critical Practice and Pedagogy

This course a

ims to expand the student awareness of the proliferation and pervasiveness of imagery,

artifacts, and events in art and visual culture, and provides an introduction to those critical theories and

practices that have framed 20th century understandings of vi

sual art, design, and visual culture. Students

are encouraged to use critical strategies to reflect on the relationship of contemporary art and visual culture

to the construction of identity, the richness of global cultures, and the integrity of human

-made

environments. The course is writing

-intensive, emphasizing the need for students to clearly articulate their

ideas, using models from disciplines engaged in similar critiques.

Prerequisites: ARU 401, ARU 420.

ARU 450: Best Practices in Art Education

his course is a study of exemplary teaching in art education. Case studies and model teaching will

introduce students to instructional strategies practiced by experienced teachers in noteworthy K

-12 art

programs. Through lecture/discussion, students will e

xamine how these practices relate to the style and

personality of teachers, state and local standards, and the context of specific schools involved in the case

studies. An emphasis will be placed upon specific teaching contexts and their applicability to o

ther

situations. 1

-3 c.h., 1-3 s.h. Repeatable up to 9 s.h.

Prerequisites: ARU 110 & 210 or with permission of the instructor.

ARU 475: Art Education Field Experience

This course is a practical orientation to the teaching of art in a

multicultural society through being an aide

to an art teacher in a school situation. Students have opportunities to experience the adaptation of media

and techniques for instruction in the classroom. Seminars, workshops, and individual conferences with the

college instructor accompany the experience of the art classroom assistantship. Students are responsible for

their own transportation. Students are expected to fulfill all the course requirements assigned in relationship

to the number of credit hours. A m

inimum of 6 hours of work outside of the class is required per week.

Prerequisites: ARU 401, ARU 420.

ARU 476: Art Education Internship I

This internship provides candidates already teaching art in private and charter schools with clinical

experience in

order to earn PA Visual Arts Certification PreK-12 while on the job. An internship provides

the teacher candidate with opportunities to participate instructionally as the art teacher of record at their

own school while being mentored by an experienced cla

ssroom teacher and university supervisor. The

internship is the first of two internships taken in sequence that will provide the teacher candidate

mentorship and supervision for an entire school year.

Prerequisites: ARU 475 & enrollment in the Art Education Internship Program

ARU 477: Art Education Internship II

This internship provides candidates already teaching art in private and charter schools with clinical

experience in order to earn PA Visual Arts Certification PreK

-12 while on the job. An internship provides

the teacher candidate with opportunities to participate instructionally as the art teacher of record at their

own school while being mentored by an experienced classroom teacher and university supervisor. The

internship is the second of two in

ternships taken in sequence that will provide the teacher candidate

mentorship and supervision for an entire school year.

Prerequisites: ARU475 & 476 & enrollment in the Art Education Internship Program

ARU 490: Clinical Experience and Practicum I

Student teaching is the culminating experience of the Art Education certification program. It provides the

student teacher with opportunities to observe professional art teachers on the advanced level and to

participate instructionally in the a

rt education programs of the schools. The student teaching semester is

divided into two segments, one at the elementary level (K

6) and the other at the secondary level. These are

interchangeable with the expectation of continued development of classroom m

anagement, teaching

strategies, and instructional expertise. The student teacher is expected to plan and teach on both levels. The

Practicum is a seminar, scheduled concurrently with the Clinical Experience; during the seminar, students

discuss with the university supervisor teaching strategies, classroom management, application of theoretical

models, and other pre

-professional concerns.

Prerequisites: All students in ARU Certification Program: and ARU 522 & ARU 536 & ARU 430 & ARU

517 & ARU 475 OR Permission of instructor

ARU 491: Clinical Experience and Practicum II

Student teaching is the culminating experience of the Art Education certification program. It provides the

student teacher with opportunities to observe professional art teachers on the

advanced level and to

participate instructionally in the art education programs of the schools. The student teaching semester is

divided into two segments, one at the elementary level (K

6) and the other at the secondary level. These are

interchangeable wi

th the expectation of continued development of classroom management, teaching

strategies, and instructional expertise. The student teacher is expected to plan and teach on both levels. The

Practicum is a seminar, scheduled concurrently with the Clinical Ex

perience; during the seminar, students

discuss with the university supervisor teaching strategies, classroom management, application of theoretical

models, and other pre

-professional concerns.

Prerequisites: All students in ARU Certification Program: and A

RU 522 & ARU 536 & ARU 430 & ARU

517 & ARU 475 OR Permission of instructor

ARU 501: Drawing

Advanced studio work in drawing is directed towards furthering self discipline in developing personal

graphic statements. (This course is also offered under the

FAR 501 designation.) Repeatable up to 12

credits.

ARU 502: Printmaking

Visual expression in a variety of printmaking techniques are explored. Among the techniques investigated

are relief, intaglio, planographic and transographic methods. Historical and

contemporary attitudes toward

the multiple as an original work of art are studied. (This course is also offered under the FAR 502

designation.) Repeatable up to 12 credits.

ARU 503: Painting

This course provides for experimentation with painting media,

with emphasis upon development of

individual style. (This course is also offered under the FAR 503 designation.) Repeatable up to 12 credits.

ARU 504: Graduate Sculpture

This course is an advanced study in specific materials, processes, and

concepts in the creation of sculptural

form. (This course is also offered under the FAR 504 designation.) Repeatable up to 12 credits.

ARU 505: Photography

Making the fine photographic print is developed through the knowledge and application of the Zon

System of exposure, film and print development, and darkroom processes. Other aspects of the course will

include aesthetic criticism and chronology of the development of photography in the visual arts. The Zone

System defines a more analytical process fo

r the production of the fine print and only secondarily implies a

learning methodology. (This course is also offered under the FAR 505 designation.) Repeatable up to 12

credits.

ARU 515: Womens Issues in Arts

This course will provide an overview of wome

n's creative achievements, experiences and status in the

visual arts. The focus of this course is on gender; however, issues relating to the intersections of gender

with race, class, national origin, ethnicity, age, and sexual orientation will also be disc

ussed. As well, the

course will explore the portrayal of women and the way in which cultural definitions of gender shape

women's aesthetic expression. This is an advanced level course open to graduate students interested in

women and art. This course will

require substantial reading and critical responses in written, verbal, and

visual forms. (This course is also offered under the ARU 515 and WGS 515 designations.)

ARU 517: Art Criticism

This course concerns the methods of argument and language analysis

as they apply to reasoning about the

visual arts. The students critically assess the writing of contemporary critics and examine the theories of art

and criticism upon which such writing is based. Students also refine their verbal and written critical skil

as they attend to original works of art. This course is repeatable for up to 9 credits. (This course is offered

under the ARC/ARU 517 designation.)

ARU 522: Perspectives in Art Education

This course focuses on contemporary and classical theoretical r

eadings in the field of art education. An

examination of the historical antecedents, theoretical bases, cultural influences, and curricular implications

of various contending contemporary approaches to the practice of art education. (Repeatable to 6 semest

hours)

ARU 523: Assessment in Art Education

Major theorists in the field of assessment will be studied. A specific focus will be developed around those

theorists who address evaluation in the visual arts. The essential principles of art

education as they relate to

aesthetic assessment will be articulated. Techniques for evaluating the artistic process, appraising art, and

assessing broad

-based art content in relation to the goals of art education will be provided. Attention to

curriculum

and the design and implementation of evaluation instruments including content testing for

assessment of affective and cognitive learning in art will be developed.

ARU 525: Current Issues in Art Education

The particular needs of individual teachers, scho

ols, districts, and/or intermediate units are addressed. The

content deals specifically with identifying basic instructional problems and needs in the arts and analyzing

current issues in art aesthetic education. Attention will be given to any multi

-cultur

al influences which may

need to be reflected in instructional planning. Emphasis will be placed on an examination of contending

theories as they relate to those problems. Students will have the opportunity to design and implement

strategies to meet individual program needs. Repeatable up to 9 credits.

ARU 526: Differentiating Instruction Through Art

This course will provide an introduction to the philosophy of differentiated instruction and address the

complex challenges of engaging diverse learners. The

theories, research, and assumptions underlying

differentiation will be examined, and applied to the implementation of successful differentiated instruction.

Students will gain expertise making practical and flexible instructional decisions that help creat

e a

standards-based learning environment where all students can thrive and achieve in and through arts.

ARU 532: Teaching Art in Alternative Settings

This course introduces and examines educational theories, and practices as they are implemented in

alte

rnative educational settings such as non-school settings (e.g. correctional settings, retirement centers),

non

-traditional or non-public school settings (e.g. cyber schools, charter schools), alternative arts venues,

museums, non

-profit organizations and community-based organizations and alternative art venues in

relationship to art education. A range of issues, strategies, perspectives and theories associated with

teaching sites will be explored through reflection responses, critical/reading responses, fie

ld experience,

and seminar discussions.

ARU 535: Integrated Curriculum in the Art Classroom

This course introduces and examines the history, theories, goals, and practices for integrating diverse

disciplines with art education curriculum. The

course offers exploration of meaningful, natural, and

significant interdisciplinary or cross

-disciplinary connections between art and no-art subjects. Through

reflective responses, critical/reading responses, field experience, and seminar discussions the s

tudents will

learn how to develop substantive connections between the arts and other subject areas and explore a range

of issues, strategies, perspectives, theories, and resources associated with making interdisciplinary

connections for teaching an integrated art curriculum.

ARU 536: Art Curriculum

Students will study the theory of curriculum and be involved with the construction of practical curricula.

An analysis and redesign of art curricula of actual school situations will comprise a major aspect of

the

course. Contemporary curriculum models will provide a basis for making judgments of these curricula.

Special attention will be given to the theoretical assumptions embedded in the Pennsylvania Department of

Education Standards Aligned System.

ARU 541: Teaching Contemporary Art Issues

This course is designed specifically for art teachers in the field but also is well suited for any graduate

student interested in contemporary art and issues. This course exposes teachers to the work of

contemporary arti

sts and explores meanings generated from the content of the work in order to make

connections to current issues and how that can inform and guide our teaching practices in the art classroom.

Instruction includes readings, discussion, lecture, slide/video p

resentations, on-site visits to

galleries/museums/artist studios, and developing units of instruction that are put into practice as the

semester unfolds. Integrating art with other subject areas is encouraged for connected learning. Course

assignments are

expected to align with the teacher's current levels of teaching (elementary, middle/junior

high, high school). No prerequisite required. Repeatable up to 9 credits.

ARU 542: Weaving and Textiles

A study of basic structures in woven and non

-woven fabrics includes major single- and multi-element fiber

constructions and surface design. (This course is also offered under the CFT 542 designation.) Repeatable

up to 12 credits.

ARU 546: Jewelry and Metalcraft

Expressive personal and functional forms in jewel

ry and metalcraft are created. Students will elect

activities involving cutting and setting and setting of stones, as well as carving, forging, casting, raising and

forming. Materials used will include various metals, woods, plastics, enamels, and stones.

The history of

jewelry and metalcraft is also studied. (This course is also offered under the ARU 546 designation.)

Repeatable up to 12 credits.

ARU 556: Curricular Applications in Art Education

This course addresses the application of curriculum theory in the design of instructional strategies and

materials for use in traditional and/or nontraditional arts education settings. Students will develop arts and

interdisciplinary materials to be used i

n conjunction with actual and virtual museum collections, gallery

exhibitions, performances, conferences or other arts-related events. Repeatable up to 9 credits.

ARU 560: Leadership in Art Education

Centered around the necessity of providing leadership

in the arts and in art education, this course explores

knowledge, attitudes, and skills implicit to administration roles. Lectures, workshops, and seminar

situations are used when considering (1) theoretical and practical aspects of program implementation

, (2)

personnel, (3) cultural diversity and resource, and (4) physical plant.

ARU 561: Introduction to Arts Administration

This course provides students with a broad overview of the field of arts administration. Through interviews,

case studies, and org

anizational theory, students will develop a framework for understanding the

profession. Students will be introduced to the Association of Arts Administration Educators (AAAE), the

professional association for arts administrators. The AAAE’s standards will

provide a framework for

discussing case studies and student identified observation sites.

ARU 562: Arts and Civic Engagement

This course provides students with an understanding of the role that the arts play in the development of

communities. Attention

is placed upon institutional and personal initiatives that have contributed to greater

civic engagement. The arts will be discussed in terms of their value both as progressive and conservative

forces within the social sphere. Considered will be questions s

uch as: How do the arts motivate change

within the civic order? Whose purposes for the arts serve as forces for development and growth?

ARU 563: Fundraising and Development in the Arts

This course provides an overview of fundraising and

development for an organization. The role of

fundraising as a function of management and in relation to the overall strategic plan of arts organizations is

explored. Throughout the course, students will examine tools for analysis and techniques for effecti

fundraising.

ARU 564: Ethical and Legal Issues in the Arts

This course is designed to provide information about the ethical and legal principles that are encountered

by arts administrators. The course will feature case studies and legal precedents, a

nd consider topics such

as copyright infringement, liability, non

- profit regulations, and philanthropic regulations. Students will be

expected to frame arguments around case law and moral principles as they consider current issues and

topics relevant to contemporary civic initiatives and legal findings.

ARU 565: Developing the Leader in You

This graduate course will provide a foundation to the field of leadership studies and examine both historic

and contemporary leadership theories. Leadership studies

is relevant in many fields including Art

Education and Arts Administration. Throughout the course, the leadership approaches of local and global

leaders in various organizational sectors will be examined. Students will self

-reflect on their own strengths

nd weaknesses as leaders and develop personal leadership philosophies and development plans connected

to their unique experiences and dispositions.

ARU 566: Internship in Arts Administration

Internship in Arts Administration provides the graduate studen

t with professional experience in an arts

organization in connection to arts administration. The internship will be 120 hours per semester.

ARU 570: Selected Topics In Art Education

Students in this course will have the opportunity to explore special to

pics, issues, and teaching practices

related to art education. Under this prefix, different topics, which provide distinctive learning experiences,

will be offered periodically. The specific topic(s) offered for each semester will be listed in the schedule

Topic may be from 1 to 3 s.h. and 1

-3 c.h. Students may take ARU 570 up to nine credit hours. Instruction

will be lecture/seminar.

ARU 571: Selected Topics in Art Studio

Students in this course will have the opportunity to explore special topics, issues, and creative practices

related to art, design, and visual culture. Under this prefix, different topics, which provide distinctive

learning experiences, will be offered per

iodically. The specific topic(s) offered for each semester will be

listed in the schedule. Topic may be from 1 to 3 s.h. and 2

-6 c.h. Students may take ART 571 up to nine

credit hours. Instruction will be art studio. (This course is also offered under the ARU 571 designation.)

ARU 572: Selected Topics: Art Seminar

Students in this course will have the opportunity to explore special topics, issues, and creative practices

related to art, design, and visual culture. Under this prefix, different topics, which provide distinctive

learning experiences, will be offered per

iodically. The specific topic(s) offered for each semester will be

listed in the schedule. Topic may be from 1 to 3 s.h. and 1

-3 c.h. Students may take ART 570 up to nine

credit hours. Instruction will be lecture/seminar. (This course is also offered under

the ART 572

designation.) Repeatable up to 9 credits.

ARU 575: Individual Problems in Art Seminar

This course is oriented to concepts of art around which the individual students would focus their attention

and interest in the production or analysis of

artistic forms which exist in a multi-cultural society. The

students work with the professor to explore possibilities which they are stimulated to pursue and which

emerge from personal ideas and research in art

-oriented problem areas. Students in this cour

se will have the

opportunity to explore special topics, issues, and creative practices related to art, design, and visual culture.

Under this prefix, different topics, which provide distinctive learning experiences, will be offered

periodically. The specif

ic topic(s) offered for each semester will be listed in the schedule. Topic may be

from 1 to 3 s.h. and 1

-3 c.h. Students may take ART 570 up to nine credit hours. Instruction will be

lecture/seminar. (This course is also offered under the ART 572 designation.) Repeatable up to 9 credits.

ARU 577: Independent Study

An opportunity is provided to pursue an interest in an area of study that represents a particular independent

challenge in art education. The study is expected to diverge from normal course re

quirements into areas

such as studio, art history, aesthetics, and art field work in a school district as they relate to the

requirements of a Master's Degree in Art Education. (This course is also offered under the following

designations: ARH 577, ART 577, CFT 577, FAR 577.)

ARU 579: Selected Topics: Crafts

Students in this course will have the opportunity to explore special topics, issues, and creative practices

related to crafts. Under this prefix, different topics, which provide distinctive learning experiences, will be

offered periodically. The specific t

opic(s) offered for each semester will be listed in the schedule. Topic

may be from 1 to 3 s.h. and 2

-6 c.h. Students may take CFT 570 up to nine credit hours. Instruction will be

through art studios.

ARU 581: Response to the Arts

This course is designe

d to assist the teacher in developing educational experiences in the arts within the

contexts of art criticism, art history, the humanities, and aesthetic experience. Emphasis is placed upon the

ways critical, historical and other forms of inquiry (e.g. ph

ilosophical, sociological, and psychological) can

be used to extend an understanding of the arts, aesthetic experience, and their relationship to society. The

major emphasis is on the visual arts. Students in this course will have the opportunity to explor

e special

topics, issues, and creative practices related to art, design, and visual culture. Under this prefix, different

topics, which provide distinctive learning experiences, will be offered periodically. The specific topic(s)

offered for each semester

will be listed in the schedule. Topic may be from 1 to 3 s.h. and 1-3 c.h. Students

may take ART 570 up to nine credit hours. Instruction will be lecture/seminar. (This course is also offered

under the ART 572 designation.) Repeatable up to 9 credits.

ARU 590: Applied Research

(1 credit hour) This course provides directions in application of research methods directly related to the

student's paper/project. Instruction is individualized, providing for personalized endeavors (curriculum

resource development, models for teaching, etc.) directly applicable to the selected topic. Required of those

writing papers.

Prerequisites: ARU 522 & 591

ARU 591: Methods of Research

This course provides an introduction to a wide

-range of research methods and provides graduate students

with the knowledge they need to begin the process of collecting, analyzing and reporting data. In addition,

students will examine their own research lens and biases and develop the critical thinking skills needed to

analyze and comprehend research reports.

ARU 595: Graduate Master’s Seminar

This course is a capstone that provides an opportunity for students nearing the completion of their Master’s

degree to reflect upon and refine the perspectives they have explored throughout their program. Drawing

upon the insights and understandings gleaned from their course of study, in addition to research, cohort

activities and readings; seminar participants

will create integrative responses that documents their

professional growth and development up to this point. Students will also consider further implications for

their continued practice.

Prerequisites: ARU 522 and ARU 536 and ARU 591; OR ARU 561 and ARU 5

62 and ARU 563 and ARU

564 and ARU 591

Biology

BIO 435: Advanced Genetics

Current knowledge of the nature, properties, transmission, interaction and variation of hereditary materials,

and their significance for the development, expression and evolution

of the characteristics of organisms.

Prerequisites: BIO 216 & BIO 217

BIO 440: Evolution

This course examines the theory of evolution by natural selection and its implications for the evolution of

organisms. The course covers the history of Darwin’s th

eory as well as modern formulations that

incorporate current knowledge in genetics, molecular biology, population biology, paleontology,

biogeography, and systematics. Other topics include the evolution of sexual reproduction, the evolution of

behavior, th

e mechanisms of speciation, the main events in the history of life, and applications of

evolutionary biology in agriculture and medicine.

BIO 447: Immunology

Infectious diseases of man, their cause, treatment, and control with emphasis on the

theoretical and

practical aspects of antigen-antibody systems, serology, and antibiosis.

BIO 457: Systematic Entomology

Taxonomic characteristics of important insect families especially those of the major orders. Emphasis will

be placed on species of en

vironmental importance and those which illustrate biological concepts. (Not a

field course.)

Prerequisites: BIO 302 or Permission of the Department Chair

BIO 460: Cancer Biology

This course is designed to delve deeply into the molecular

mechanisms of cancer biology with an emphasis

on scientific discovery. Identifying the causes of cancer and the molecular changes associated with cellular

transformation are important components of this course. A weekend field trip to our regional cancer c

enter

and diagnostic laboratory may be included in this course. The Cancer Biology course will build on the

knowledge and skills acquired in Molecular and Cellular Biology.

Prerequisites: BIO 346 and BIO 350; or permission of the instructor.

BIO 470: Selected Topics in Biology

Topics in the field of biology or the work of a biologist that are of current interest will be selected for in

depth study. The course content will normally change each time the course is offered. The course may be

repeated for cre

dit provided that the same topic is not repeated.

Prerequisites: BIO 104, BIO 106, & BIO 108 or permission of the dept.

BIO 501: Seminar

This is an introduction to the evaluation and presentation of research data and projects and related aspects

of scientific intercourse.

BIO 502: Biological Research

This is a course to develop scientific creativity through supervised research and unique investigations.

BIO 503: Thesis

BIO 510: Ecology

Lectures on the reciprocal interactions of plants, anim

als, and habitats. The character and qualities of

common ecological habitats, plant

-animal distributions, communities, succession of communities with

time; ecological units, biomes, problems of applied ecology and organic conservation. The laboratory field

work covers the dynamics of the local ecological units: series, aspection, dominants, climaxes, terrestrial

and aquatic.

BIO 512: Field Biology for Elementary Teachers

Field and laboratory experiences in the natural sciences are designed specifically f

or the teacher of

elementary science. This includes field identifications, collection, preservations, and use of living materials

from the local environment.

BIO 515: Comparative Plant Morphology

Selected aspects of systematics, morphology, reproduction, and phylogeny of representative species of

psilopsids, lycopsids, sphenopids, ferns, gymnosperms, and angiosperms, both living and fossil, are

studied.

BIO 561: Advanced Molecular Biology

A deta

iled description of structures and basic functions of the molecules of biological systems is

undertaken. The demonstration of the relationship between structure and function at the molecular level is

shown.

BIO 580: Selected Topics in Biology

Topics in

biology of a timely nature, highly specialized, in response to new developments in biology,

and/or topics requested by special interest groups will be presented.

Business

BUS 501: Introduction to Quantitative Decision-Making in Business

This course will provide students entering the Business Decision

-making Graduate Certificate without an

undergraduate Business degree (or who completed their undergraduate Business degree in the distant past)

with preparation in the fundamental concepts of

business, enabling their success in the Certificate (or,

MBA core) courses. The primary areas of focus are financial accounting, finance, and economics. The

Financial Accounting module will cover interpretation and utilization of the three primary financi

statements, the difference between cash and accrual accounting, and basic double entry procedures for

recording transactions. The Finance module will cover the fundamentals of Time Value of Money,

including the Present Value of future cash flows (Discou

nted Cash Flow analysis), the calculation of Net

Present Value used in Capital Budgeting, and the valuation of the Capital Structure components stocks and

bonds. The Economics module will cover the basics of the capitalism model, the fundamental relationsh

ips

between supply and demand, and the key concepts of cost, scarcity and efficiency.

BUS 520: Health Services Administration

This course provides a foundation in Health Services Administration. The course introduces the student to

the structure and fun

ctions of the U.S. Health Care System. The health care system in the community and

its environment are examined to determine how they impact Health Services Administration. Healthcare is

a major industry in this region, and graduate courses will help them

fill their needs for executives and

upwardly mobile managers in the Healthcare field. Topics to be covered include: overview of the U.S.

Health Care System (private and public sectors), interface between Public Health and U.S. Health Care

System, various h

ealth care delivery structures, traditional healthcare and integrative healthcare options,

health care workforce, health care resources, types of health services, financing of health services and

health care coverage, meeting the health care needs of speci

al populations, and critical issues in health

services.

BUS 560: Legal Environment of Business

This course is designed to study the nature of the corporation and other forms of business organizations and

the legal problems they face, including the rights and powers of managers to their organizations, to

investors, to creditors, to government, and to

the public. Also covered is the application of the Sherman,

Clayton, and Federal Trade Commission Acts to interstate commerce, collective bargaining, legislation,

organization, operation and liquidation of corporations, taxation regulations, and contract

law. The course

is conceptual and case

-oriented.

Prerequisites: MBA students only

BUS 571: Selected Topics

Selected Topics.

Prerequisites: MBA students only

BUS 572: Managing Enterprise Information Technology

The course covers management of hardware, software, commercial applications, custom developed

applications, telecommunications (including LAN, WAN and networking) as well as the processes that

govern information systems. Students will learn how to distingu

ish between a good technology decision

and a poor technology decision. This course will also introduce the students to the technology map and the

information technology infrastructure in organizations. This enables business professionals without a

technolo

gy background to identify the various types of information technologies available and make

appropriate purchasing decisions.

Prerequisites: MBA students only

BUS 580: Independent Study in Business Administration

Directed independent study, research, or

work-related projects. Supervision to be undertaken by the

graduate faculty. Area of concentration will be appropriately related to the M.B.A. and the special interest

of the student.

Prerequisites: MBA students only

BUS 591: Applied Capstone

This course requires the students to apply the body of knowledge acquired in the MBA program through an

experiential learning project. This course takes the point of view of decision

-makers to view the

organization from an overall perspective in the context of the f

irm's internal and external environments.

With the facilitation of an instructor and mentors, students will communicate with clients, collect

information, analyze data, specify options, and draft the final proposal to clients in a professional manner.

Prerequisites: DSC 530, LDR 525 & Completion of an MBA-related Grad Certificate

Chemistry

CHM 470: Selected Topics In Chemistry

This course provides students with an opportunity for in

-depth study at an advanced level of topics that are

of current

interest in the field of chemistry. The format of the course will vary to best address the

educational goals as they relate to the selected topic. This course may be repeated for up to 6 credits

provided the same topic is not repeated.

Prerequisites: CHM 100, CHM 102 and CHM 214 or Permission of the Instructor

Communication Design

CDE 501: Personal Exploration Seminar

This course will allow each MFA candidate to explore individual style, projects, visual techniques,

academic, social, cultural interests

and intellectual content that has personal meaning to the student. This

course will focus on personal creative design exploration. Coursework will emphasis individual

visual/creative experimentation and projects created and authored by the student. The MFA

candidate will

challenge him/herself to resolve complex problems in advertising, interactive, illustration, graphic design

and/or other design

related fields in the student’s own unique style. This course will require research, visual

and conceptual inves

tigation towards the development of the MFA candidate’s own voice. Significant

analysis will be needed to design the materials for the appropriate target audience.

Prerequisites: MFA majors only

CDE 502: Professional Exploration Seminar

This course will

allow each MFA candidate to review and evaluate his/her concepts, knowledge and skill

set and to focus forward to explore new areas of interest that could be utilized in professional practice. Each

MFA candidate will be researching advertising design, ill

ustration design, interactive design, graphic

design and/or other design fields. Each MFA candidate will select an area for further professional

development.

CDE 503: Graduate Seminar: Unconventional Typography

Typography is the art of utilizing letterforms to communicate, to influence and to interpret ideas. Each

MFA candidate will explore new and historical interpretations of expression through typography. Emphasis

will be placed on expressive typography and ex

perimentation with type. The MFA candidate will use both

historic and innovative typographic techniques and media to create unique typographic communication.

Typography will be used to communicate as both art and message through experimentation, photograph

innovative media, kinetic type, time

-based type, expressive artistic creation and computer manipulation.

The MFA candidate will be responsible for the research, conception, creation, and manipulation of

letterforms in a creative project.

CDE 504: Graduate Seminar: Design Pioneers

Designers are social commentators of their time. We create in response to the events that are happening

around us. A design pioneer is someone who has transformed, or is currently transforming the design

industry through his/

her aesthetic sensibility, media used and/or technological innovation. This course will

assist each MFA candidate in a journey of self

-discovery to identify his/her own design influences. Design

Pioneers examines graphics designers and movements that are o

f specific interest to the MFA candidate.

This course emphasizes creating a visual project to personally interpret the ideas and concepts presented by

past and present design pioneers.

CDE 505: Graduate Seminar: Emerging Media

This seminar will focus on

emerging technological advancements as they relate to the Communication

Design industry and design

-related fields. Each MFA candidate will analyze how emerging technologies

are used to complement and enhance existing methods of communicating for the creat

ion of media

solutions. The course content will delve into the newest technologies relating to print, film, video,

photography, computer applications and other devices that are moving from experimentation to being

adopted by a mainstream audience. Each MFA

candidate will create a content message that can be

delivered via emerging media technologies and media.

CDE 506: Graduate Seminar: Contemporary Topics in Communication Design

This graduate seminar will focus on current and emerging issues in the desig

n industry as a whole. The

course content will require research into topics or issues being widely discussed in relevant publications,

conferences, professional groups and through broad online community of design and design

-related

professionals. The resea

rch topic areas may span many different disciplines such as advertising, graphic,

interactive, industrial, and product design as well as other areas yet to be added to the design field through

new technological innovations. The research generated by each M

FA candidate will then be transformed

into a meaningful and appropriate form that communicates a position, educates a targeted audience and/or

raises professional or public awareness of the design related topic or issue.

CDE 507: The Graphic Design Experience

This course is an overview of the field of Graphic Design building on the foundations of conceptual

thinking, visual/verbal synergy, typography and visual hierarchy and the history of graphic design. Students

will combine format, layout typography, materials, design elements and Imagery to create a visual gestalt.

CDE 508: The Advertising Design Experience

This course is the study and application of the fundamentals of advertising, with emphasis on the total

campaign as it appli

es to consumer product advertising and/or non-

profit/corporate institutional advertising.

Emphasis will be placed on accurate communication of the advertiser's message through appropriate

development of concepts, words and visuals which reflect strategy, positioning and brand voice.

CDE 509: Interactive Design for the Art Education Classroom

This course will introduce Art Education/Professional graduate students to the study of interactive design

fundamentals, practices and technologies as they are used to support and enhance teaching.

CDE 510: The Sequential Illustration Experience

This seminar is designed to introduce students to the exploration of a visual narrative, and creating a

thematic collection of personal images in sequential form.

CDE 511: Graduate Research Project I: Research Studies

Research Studies will assist students in identifying a thesis topic suitable for long

-term development. The

MFA candidate will be guided through proposal writing and editing, thesis research, and media exploration.

The MFA candidate will be required to fully research and present his/her findings in writing to the Thesis

Advisor and the MFA Graduate Review Committee for defense and approval. His/her research findings

will serve to expand the field of Communica

tion Design. Ultimately the thesis is submitted as a written

document supported by visual examples.

CDE 512: Graduate Research Project II: Creative Studies

Creative Studies will be the exploration and development of a media

-appropriate, information-based

project. The course emphasizes exploring alternative methods and media to best communicate the written

thesis material. The MFA candidate will continue resea

rching and finalizing his/her thesis. The MFA

candidate will also determine the visuals, messages, campaigns, illustrations, photography, etc. appropriate

to communicate his/her thesis topic. The MFA candidate will be required to submit and present a thoro

ugh

plan for the production, presentation and exhibition of the finding of the thesis research to his/her Thesis

Advisor and the MFA Graduate Review Committee for defense and approval.

CDE 513: Graduate Research Project III: Production/Presentation/Exhibition

MFA Thesis III: Production/Presentation/Exhibition will be the production, defense and presentation of a

unique final exhibit displaying the process, creative thesis project and findings of his/her thesis research.

This exhibition is the culmination

of research, development and visual work created during the previous

two theses courses, CDE 511 Thesis I: Research Studies and CDE 512 Thesis II: Creative Studies. There

are three components to this class. First each MFA candidate will produce a final cr

eative project

communicating the findings of his/her thesis research. Second, each MFA candidate will present his/her

work through a public lecture, gallery talk and/or podcast. Third, each MFA candidate will develop a

method of exhibition that is relevant

to the topic of his/her thesis. The body of work could be showcased at

the Miller Art Gallery, in appropriate alternate spaces on campus, in the community, online or any

combination of exhibition methods. Each MFA candidate will produce the exhibition its

elf including

supporting materials and the finished creative work. Each MFA candidate will also be responsible for

submitting the final research and exhibition for professional publication and/or presentation at a design

related conference so that it reach

es a broader audience beyond the venue of the Kutztown University

campus. The MFA candidate will be required to communicate and present the creative thesis project and

final exhibition plan for approval to the Thesis Advisor and the MFA Graduate Review Com

mittee for

defense and approval.

CDE 514: Graduate Independent Study

An opportunity is provided to pursue an interest in an area of study that represents a particular independent

challenge in Communication Design field. The study may diverge from normal

course requirements into

areas such as a specific studio art, art history, aesthetics, and other fields as they relate to the requirements

of an MFA in Communication Design. An MFA candidate may register for this course more than once.

CDE 515: Graduate Workshop: Emerging Media Campaigns

This course will be a study of the ways in which companies and non

-profit organizations promote their

products and causes to consumers and donors using events, product placement and social networking.

Social networking

is a relatively new phenomenon that was made possible by the popularity of social

networking web sites such as Facebook and Twitter, and hand

held devices including cell phones and smart

phones. Product placement has been in existence since Hershey agreed

to allow Reese’s Pieces to be used

in the movie E.T. Sporting events are notorious for selling space in arenas to promote the types of products

that would interest their fans. The immediate need of help for Haitian earthquake victims was met by

technology

that allowed cell phone users to text a donation directly to the Red Cross. Emphasis will be

placed on how to reach the appropriate target audience, with each type of advertising, in order to promote

products, corporations and non

-profit organizations. A minimum of 6 hours of work outside of class is

required per week.

Prerequisites: MFA majors only

CDE 516: Graduate Communication Design Studio

The emphasis of Graduate Communication Design Studio is the continued development and execution of

visual solutions to relevant design problems within the context of Communication Design. Students are

expected to set higher goals and achieve a higher level

of sophistication in successive levels of this studio.

Specifically, students will develop their personal imagery, technical ability and increase their knowledge of

relevant processes and techniques. At the more advanced levels of studio, students will in

creasingly be

expected to pursue publication and opportunities to exhibit their work through exhibitions, competitions

and public venues.

Prerequisites: MFA majors only

CDE 550: Graduate History of Graphic Design A

The historical development of graphic

communications as applied through graphic design, including,

typography, advertising design and illustration, from pre

-historic times through the 19th century. Emphasis

is on the search to give visual form to ideas and concepts and to bring order and clar

ity to information

dissemination.

Prerequisites: MFA majors only

CDE 551: Graduate History of Graphic Design B

Graphic design, advertising design and illustration matured in the 20th Century into recognized professions.

This course emphasizes the search

to give visual for to ideas and concepts as created within these

professions and to delineate how these professions bring order and clarity to information dissemination.

Prerequisites: MFA majors only

CDE 552: Design Technology

This course will introdu

ce graduate students to the use of technology, including Adobe Creative Cloud, as

it relates to design principles and practices. Through demonstration and practice, students will learn how to

use various technologies to support professional applications.

CDE 553: Design Principles and Practices for Educators

This course will introduce graduate students to design principles and practices

including ideation, conceptualization, typography and layout, and examine ways to

integrate them into their curriculum

. Students will investigate the field of graphic

design and the role of designer as a visual communicator.

Prerequisites: CDE/ARU 552

CDE 556: Graduate Workshop: Art of Humor

This course combines studio work with an historical survey of humorous and

satirical art. We consider the

history of humor in print and study successful artists working in the field today. Students will explore their

own strategies for new artists entering the field of humorous illustration, such as graphic novels, web

comics, zi

nes, and print-on demand publishing. This course may be taught as a half-semester course of a

full semester course. A minimum of 6 hours of work outside of class is required per week.

Prerequisites: MFA majors only

CDE 557: Graduate Workshop: Typeface Design

This course is an in depth study of the issues and process of designing Roman letterforms. The design of

typefaces will be presented from both an historical and contemporary perspective. Designing letterforms

for a variety of applications will be dis

cussed. Students will develop and design a series of letterforms

while considering both structure and purpose. This course may be taught either as a half semester of as a

full semester course. A minimum of 6 hours of work outside of class is required per w

eek.

Prerequisites: MFA majors only

CDE 559: Graduate Workshop: Design for the Greeting Card, Stationary and Gift Industry

Design for the Greeting Card and Gift Industry prepares students in all disciplines of Communication

Design to cultivate marketable skills and develop directed portfolio work for this specialized area in

Communication Design. This course gives students opp

ortunities to apply design, illustration and

interactive skills in the creation of concepts and imagery for print, dimensional and digital products for the

greeting card, stationary and gift industry. This course may be taught as a half

-semester course of a full

semester course. A minimum of 6 hours of work outside of class is required per week.

Prerequisites: MFA majors only

CDE 561: Graduate Workshop: Restaurant Graphics

This course combines an analysis of existing restaurants and menu graphics combine

d with students’

conceptualization of an innovative restaurant. The students examine themed restaurants and their success

and novelty. Students design the graphics for the total restaurant environment. A minimum of 6 hours of

work outside of class is requi

red per week.

Prerequisites: MFA majors only

CDE 566: Graduate Workshop: Motion Graphics

Motion Graphics studies the design of time

-based graphics and incorporates kinetic type theories, sound

usage, video and film production techniques and traditional

and digital animation techniques. This course

may be taught as a half semester course or as a full semester course. A minimum of 6 hours of work outside

of class is required per week.

Prerequisites: MFA majors only

CDE 567: Graduate Workshop: Package Design

This course combines studio work with an historical survey of package design and trends. We consider the

history of package design and study current packaging trends, materials and methods. Students will explore

their own applications of package desig

ns for consumer goods, boutique items and the food industry. A

minimum of 6 hours of work outside of class is required per week.

Prerequisites: MFA majors only

CDE 581: Graduate Design Seminar: Corporate Publications

This course combines studio work with a survey of corporate publications and trends. We consider the

design of capabilities brochures, annual reports, promotional publications, catalogues and quarterly reports.

Students will explore their own designs of th

ese types of publications. A minimum of 6 hours of work

outside of class is required per week.

Prerequisites: MFA majors only

CDE 582: Graduate Design Seminar: Identity Systems

In this half

-semester course, students will learn to assess the goals, initiatives, missions and values of a

client and communicate the essence of their business visually through semiotics, typography, color and

design. In addition to creating a corporate identity, they will learn to apply this identifier to create a brand.

Students will learn about the impact of branding in which the company’s visual identity is placed in various

environments in ways that communicate the characteristics of organization. A minimum of 6 hours of work

outside of class is required per week.

Prerequisites: MFA majors only

CDE 583: Graduate Advertising Seminar: Non-Profit/Corporate Institutional

This half semester Graduate Seminar in advertising is a continuum of the study of advertising with

emphasis on the total campaign as it applies to non

-profit and corporate/institutional or case advertising. A

minimum of 6 hours of work outside of class is required per week.

Prerequisites: MFA majors only

CDE 584: Graduate Advertising Seminar: Consumer Product Advertising

This half semester graduate seminar in advertising is a continuum of the study of advertising with emphasis

on the total campaign as it applies to consumer product advertising. A minimum of 6 hours of work outside

of class is required per week.

Prerequisites: MFA majors only

CDE 585: Graduate Interactive Seminar: Current Practices

This course will focus on current best practices in the web design field. Web design is technology

-based

and hence changes rapidly as those technologies change. Students will design web projects using all of

the

skills learned in the prerequisite courses, but with an emphasis on techniques and practices on the forward

edge of web technology and design. A minimum of 6 hours of work outside of class is required per week.

Prerequisites: MFA majors only

CDE 586: Graduate Interactive Seminar: Internet and Web Applications

This course will focus on the design and implementation of web

-based applications. Students will create

functional applications for a variety of purposes such as games, educational apps, and pro

ductivity apps

with a focus on visual design of content and interface. Students will use a range of current and evolving

technologies including HTML/CSS, HTML5, JavaScript, PHP and/or other application development

environments for mobile devices. A minimum

of 6 hours of work outside of class is required per week.

Prerequisites: MFA majors only

CDE 587: Graduate Illustration Seminar: Visual Essay

The graduate seminar involves creation of a thematic collection of personal images in the form of a visual

ess

ay. The term “visual essay” implies in-depth research into a faculty approved topic with expectation of

creating a cohesive series of pictorial images. While the visual essay may include original text a substantial

portion of the essay must be illustrated

with original imagery. A minimum of 6 hours of work outside of

class is required per week.

Prerequisites: MFA majors only

CDE 589: Graduate Illustration Seminar: Developing a Personal Style

Students will create a unified body of work to be used as

the basis for a professional illustration portfolio.

Individual artistic expression will be encouraged. The process and the approach to creating a professional

illustration will be explored. Students will learn of different illustration markets appropriate

to their

individual style. This course may be taught as a half

-semester course or a full semester course. A minimum

of 6 hours of work outside of class is required per week.

Prerequisites: MFA majors only

CDE 594: Graduate Internship

Internship provides the graduate candidate with professional experience in an established design firm or

company design department. The student will be given the opportunities and experiences of an entry level

employee at the internship partner. The experi

ence will be a minimum of 120 hours. This course is

repeatable up to a maximum or 6 credits so that the student may gain work experience in more than one

niche of design they may be considering entering into.

Prerequisites: MFA majors only

Communication Studies

COM 519: Integrated Marketing Communication Concepts and Practices

This course will introduce students to the principles and applications of integrated marketing

communication (IMC). Students will learn the elements of IMC, the benefits of this a

pproach, and how to

incorporate IMC principles into professional practice. Through analyses of existing IMC campaigns as well

as the execution of individual and group IMC projects, students will recognize the benefits of IMC, develop

IMC deliverables, and gain an appreciation of IMC theory.

Computer Science

CSC 402: Data Structures II

This course is the second course in data structures. It is designed to present the computer science student

with further depth of knowledge in a continuation of CSC 237, Data Structures. The course is a study in

advanced topics of data structures focusing

on their structure, efficiency and application. Data structures

introduced or expanded include graphs, sets and trees.

Prerequisites: CSC 237

CSC 411: Advanced Networking

This course deals with the theory, implementation and administration of networks. It is also concerned with

the various layers of Internet architecture stack, with concentration on layers 3 and 4. The primary

protocols for these layers, Transmission Control Protocol (TCP) and Internet Protocol (IP), will be studied

in detail. Network ad

dressing and related protocols will also be covered.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 415: Design and Analysis of Algorithms I

This course examines the designing techniques and analysi

s tests for algorithms. Contents include divide

and conquer technique, greedy algorithms, dynamic programming, basic search and traversal techniques,

and backtracking.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 421: Web-Based Software Design and Development

This course introduces the students to web

-based software design. Using object-oriented techniques, the

students will learn how to develop mainly on the client side of event

-based web applications. Projects will

build off of rudimentary knowledge of event

-based design. Those foundations will be expanded upon to

create web

-based software, including software that communicates over the Internet, and to add multimedia

enhancements, including audio, video, and animation. The completion of projects using these fe

atures is an

integral part of the course.

Prerequisites: CSC 237 and CSC 243 or permission of instructor.

CSC 422: Object Oriented Programming I

This course presents the main concepts and components involved in object

-oriented development and

technology

. It presents a comprehensive methodology for program development. The course deals with

finding an object

-oriented approach to analysis, design, and programming.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 425: Compiler Design I

Content of this course includes multi

-phase translation, lexical analysis, parsing, LL, LR, and LALR parser

constructors, error recovery, symbol table organization, static semantic analysis, and the interpretation of

form

al semantics.

Prerequisites: CSC 310 or Permission of Instructor

CSC 441: Advanced Information Security and Ethical Hacking

This course is an in

-depth study of security threats and attacks, and cryptosystems. The course also

demonstrates the ethical use

of various cyber penetration testing tools and techniques. Students are exposed

to various computer hacking skills and analyze various protective measures and their effectiveness. Steps in

the ethical hacking process include reconnaissance/footprinting, s

can/enumerate, gain access, maintain

access and clear tracks.

Prerequisites: Take CSC 341 or unconditional acceptance into the graduate program.

CSC 445: Introduction to Intelligent Robotics

This course deals with the theory and

implementation of intelligent robotics and autonomous agents. The

history, fundamental principles, elements, and algorithms of intelligent robots, both in simulation and in the

real world, will be examined. Fundamental issues and debates regarding design a

nd implementation and

their roots in knowledge representation and theoretical computer science will be investigated. Using the

knowledge gained, students will implement actual designs.

CSC 447: Artificial Intelligence I

An overview of artificial intelli

gence is presented, including its history, concepts and techniques. Also

covered is an introduction to theorem proving and planning (using STRIPS style operators).

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 456: Database Management Systems I

Database systems are an integral component of almost every information technology system. This course

introduces essential database concepts, data models, data base design principles, data

normalization, and

query languages primarily from a relational database point of view. Various real

-world problems of

moderate to high complexity are discussed to design and implement database applications.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 458: Data Mining and Predictive Analytics I

Many academic and commercial endeavors apply the techniques of data mining and predictive analytics to

their data sets. Students taking this course will

learn methods and software tools for locating and obtaining

data of interest, for preparing data for semi

-automated analysis, for interacting with software tools in

analyzing data for patterns, for visualizing structural and dynamic patterns in data, and f

or designing

systems that respond to patterns in data. Data cleaning and formatting require some programming in a

modem scripting language. Other course activities include learning to use off

-the-shelf software tools to

accomplish the tasks of data analysi

Prerequisites: CSC GR majors

CSC 459: Introduction to Big Data

This course explores key data management and analysis techniques, which deal with massive datasets to

enable real

-time decision-making in distributed environments, business intelligence in the Web, and

scientific discovery in a large scale. In particular, map

-reduce parallel computing paradigms and associated

technologies, such as distributed file systems, noSQL databases, and basic machine learning methods, will

be explored.

Prerequisites: CSC GR majors

CSC 464: Human Computer Interaction

This course is designed to provide an understanding of the principles of user interface design for software,

and also to gain practical experience designing interfaces for existing software applications.

CSC 472: Independent Study and/or Projects in Computer Science

This course involves individual independent study in some area of computer science under the direction of

a CSC group staff member. This study can be made in any of the areas of analog an

d hybrid computers,

artificial intelligence, automate theory, business information systems, computer

-aided design, computer-

assisted instructions, computer graphics, computer mechanisms and devices, computer systems, computer

telecommunication, computer ty

pesetting, information retrieval, linguistic processing, mechanical

languages, numerical analysis, programming theory, or switching systems and logical design, and others. A

student may register for this course more than once up to a maximum of six hours of credit.

CSC 480: Selected Topics in Computer Science

An in

-depth study of a specialized area of computer science. Content will vary from semester to semester.

May be repeated with a different topic.

CSC 505: Fundamentals of Computer Systems

This course discusses the design and organization of modern computer systems, including fundamental

hardware and software building blocks. The course provides a comprehensive introduction to computer

organization and computer communications. Topics related

to computer organization include Boolean

logic, number systems, data representation and formats, hardware building block, processor architectures,

memory and storage subsystems input/output systems, and operating system functions. Topics related to

comput

er communications including synchronous and asynchronous data communication, and local and

wide area networks will be studied.

CSC 510: Advanced Operating Systems

This course provides an overview of the major parts of an operating system and the major issues confronted

in operating system design.

Prerequisites: CSC 505 or permission of the instructor

CSC 512: Network Architecture and Protocols

This course deals with the implementation of all TCP/IP details.

Algorithms at all layers of the TCP/IP

arch

itecture will be examined. Network hardware and management will be explored in detail.

Prerequisites: CSC 411 or unconditional acceptance to the graduate program.

CSC 516: Design and Analysis of Algorithms II

More advanced topics in design and

analysis of algorithms will be covered. Included will be branch and

bound technique, NP

-Hard and NP-Complete problems, approximation algorithms and some well-known

case studies.

Prerequisites: CSC 415

CSC 520: Advanced Object Oriented Programming

This

course introduces the concepts of object-oriented programming languages, object-oriented analysis

and design, and design patterns, and demonstrates their use in the development of an object

-oriented

implementation of a major project. The Unified Modeling Language (UML) is used to develop the project's

design and implementation. A current programming language is used throughout the course to illustrate

major concepts and implement the project.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 521: Web-Based Client & Server Software Development

With the growth of computing and web

-based applications, new concepts and techniques continue to

evolve. It behooves computer science students who intend to work in

any area involving web development

to understand concepts and tools used to design and implement web

-based applications. This course

provides students the opportunity to learn and practice foundational aspects of both client and server

-side

web

-based applications. Students will learn how to develop both server and client-side applications that

employ current technology. Design and implementation of an advanced piece of web

-based software over

several development phases is the central activity in the course

Prerequisites: Unconditional acceptance in the graduate program or permission of instructor

CSC 523: Advanced Scripting for Data Manipulation, Analysis, and Machine Learning

This course covers advanced study and practice in using a modem scripting lan

guage to integrate off-the-

shelf code libraries for the retrieval of unstructured and partially structured data, and for the cleaning,

integration, formatting, storage, analysis, and visualization of large data sets. Modem scripting languages

include power

ful built-in features for storing, retrieving, mapping, and integrating data; code libraries

extend such features greatly. Libraries include those for regular-expression based extraction of textual data,

data integration, statistical analysis and correlati

on, machine learning, natural language processing,

machine vision and listening, visualization, and storage in files and database systems. Emphasis is on using

a scripting language to glue together off

-the-shelf library modules without writing the complex, underlying

library code.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 526: Principles of Compiler Design II

This course continues CSC 525, a study of the implementation of a compiler for a

block-structured

procedure

-oriented programming language. The topics include intermediate program representations,

machine code generation and address assignment, register allocation and assignment on general register

machines, run

-time storage administration, data-flow analysis, and code improvement.

Prerequisites: CSC425 or permission of the instructor

CSC 540: Engineering Enterprise Object Oriented Systems

This course explores the life cycle of enterprise object oriented frameworks, including incremental analysis,

architecture, design, implementation, documentation and support. The keystone to the course is the

maintenance and extension of a framework

-based software component system, using current industrial

framework technology, that performs useful w

ork for customers and that persists across semesters. Topics

include communication with customers and support personnel, requirements collection and analysis, build

versus buy decisions for software components, specification

-based application generation, rapid

prototyping, categories of testing, and software tools for automation of these activities.

Prerequisites: CSC 421 or CSC 520 or CSC 521

CSC 541: Network Security

This course is an in

-depth study of network security and the associated protocols. Topics include network

application security, including e

-mail and web, and authorization, including user authorization and

certificates. Protocols associated with these security concepts will be studied. The concepts of the above

will be explored and discusse

d. The student will have to implement some concepts learned.

Prerequisites: CSC 341 or CSC 441 or unconditional acceptance into CSC graduate program

CSC 543: Multiprocessing and Concurrent Programming

This course explores the concepts and

practices of creating software that makes effective use of modern

multiple

-processor computers. Emphasis is on partitioning program code data for safe and efficient

execution on multiple processors that share machine resources such as memory. Lab exercises

include

construction, execution, and benchmarking of multithreaded programs on several multicore, multithreaded

computers.

Prerequisites: Unconditional acceptance into the graduate program.

CSC 548: Artificial Intelligence II

This course is a continuation of Artificial Intelligence I and provides an in

-depth study of natural language

processing, knowledge

-based systems and intelligent robotics.

Prerequisites: CSC 447

CSC 550: Information Systems I: Systems Analysis and Design

This course is designed to cover the conceptual foundations of information systems; systems life cycle;

structured concepts; and techniques and tools of systems analysis, design, and development.

Prerequisites: CSC502

CSC 551: Information Systems II: Software Engineering

Software engineering is concerned with methods, tools, and techniques used to develop, document, and

maintain computer software.

Prerequisites: CSC 550

CSC 552: Advanced UNIX Programming

This course studies the concepts dealing with UNIX system programming.

A lot of emphasis will be

placed on working with processes and interprocess communication (IPC).

Details of various aspects of IPC

will be explored and implemented, including pipes, s

emaphores, sockets, and remote procedure calls.

Prerequisites: CSC352 or GR lvl

CSC 554: Project Management

This course discusses the principles of project management which are considered mandatory for the success

of business projects. The focus of disc

ussion is project management in general and information systems

project management in particular. Though behavioral and organizational aspects of project management are

discussed, the emphasis is more on learning tools and techniques which provide quantita

tive insight during

the project management life cycle. These tools and techniques are required to effectively plan, monitor and

control the projects. In this course, students also get the opportunity to work on projects simulating real

world situations to

practice concepts and techniques learnt in this course.

Prerequisites: CSC 354 or unconditional acceptance to the graduate MS program.

CSC 555: Applied Cryptography

This course is an introduction to computer

-based cryptographic systems, focusing on the underlying theory

and on the design and application of such systems. Topics include classical cryptosystems, cryptographic

protocols, cryptographic techniques, cryptographic algorithms, cryptanalysis, and real world applications of

cryptosystems.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 556: Database Management Systems II

This course introduces design issues involved in the development of a database management system itself.

It discusses physic

al database design, file structures and access methods, query optimization, transaction

processing, concurrency control, database recovery, database security, and database administration. IT also

discusses advanced topics typically distributed databases, d

ata warehousing and data mining.

Prerequisites: CSC 456

CSC 558: Data Mining and Predictive Analytics II

This course covers advanced study and practice in data mining and predictive analytics. Topics include

understanding, configuring, and applying advanced variants of data association, classification, clustering,

and statistical analysis engines, analyzing a

nd applying underlying machine learning algorithms, exploring

instance

-based, support vector, time-series, ensemble, graphical, and lazy learning algorithms, meta-

learning, neural nets, genetic algorithms, and validating results. The course examines topics

specific to very

large data sets. Data cleaning and formatting require some programming in a modern scripting language.

Other course activities include using, extending, and customizing off

-the-shelf machine learning software

systems to accomplish the tas

ks of data analysis.

Prerequisites: CSC 458

CSC 570: Independent Study and/or Projects in Computer Science

This course involves individual independent study in some area of computer science under the direction of

a CSC group staff member. This study can

be made in any of the areas of analog and hybrid computers,

artificial intelligence, automate theory, business information systems, computer

-aided design, computer-

assisted instructions, computer graphics, computer mechanisms and devices, computer systems

, computer

telecommunication, computer typesetting, information retrieval, linguistic processing, mechanical

languages, numerical analysis, programming theory, or switching systems and logical design, and others. A

student may register for this course more than once up to a maximum of six hours of credit.

CSC 572: Computer Network Programming

This course emphasizes existing network applications, including remote login, file transfer, and network

software development.

Aspects of the Berkely version of the Unix operating system are used. A detailed

study of Unix internetworking processes will be undertaken.

Programming projects will be done on an

ethernet containing at least two Unix

-based machines.

Prerequisites: Unconditional acceptance into one of the graduate level computer science programs.

CSC 580: Special Topics in Computer Science

An in

-depth study of a specialized area of computer science. Content will vary from semester to semester.

May be repeated.

CSC 581: Special Topics in Computer Science

An in

-depth study of a specialized area of computer science. Content will vary from semester to semester.

May be repeated.

CSC 582: Special Topics in Computer Science

An in

-depth study of a specialized area of computer science. Content will vary from semester to semester.

May be repeated.

CSC 583: Special Topics in Computer Science

An in

-depth study of a specialized area of computer science. Content will vary from semester to semester.

May be repeated.

CSC 584: Special Topics in Computer Science

An in

-depth study of a specialized area of computer science. Content will vary from semester to semester.

May be repeated.

CSC 585: Special Topics in Computer Science

An in

-depth study of a specialized area of computer science. Content will vary from semester to semester.

May be repeated.

CSC 590: CS Cooperative Internship

The internship is designed to give students industrial, supervised practical experience in a Computer

Science

-related position. The internship can be done a

t any company associated with the Computer Science

department or one of the intern’s choosing. All arrangements for a cooperative internship are to be made

through the Computer Science Department, and approval by both advisor and department chairperson are

necessary.

CSC 599: Graduate Thesis in Computer Science and Information Technology

This course is for those MS candidates completing a thesis. Its content is computer science and/or

information technology research under the direction of a thesis adviso

r who is a member of the graduate

faculty. A student will ordinarily register for 6 hours of credit to be taken over a period of two semesters;

however, other configurations are possible, including one hour for a thesis that is incomplete after six hours

ith some substantial work remaining.

Departmental guidelines require the student to have successfully completed at least 6 semester hours of

courses in the computer science and information technology MS program.

Counseling Psychology

CPY 511: Inferential Statistics and Research Design

Probability theory, nonparametric statistics, and parametric statistics, including such techniques of analysis

of variance as multifactor randomized group designs, repeated measures designs, and mixed designs are

studied.

CPY 540: Group Counseling and Psychotherapy

This course is an objective study of various theories and the dynamics of group counseling. There are small

group experiences to provide insight into leadership and membership roles in group counseling and gro

therapy. Active participation as a group member is expected.

Prerequisites: COU 530

CPY 581: Independent Study

Prerequisites: Open to graduate level students in the College of Education only

CPY 599: Thesis

Prerequisites: Open to graduate level students in the College of Education only

Counseling and Human Services

COU 507: Tests and Assessment in Counseling

This course provides students with an understanding of assessment, evaluation, and measurement in

counseling practice. Students

examine the development and use of norm-referenced and criterion-

referenced assessment measures. In addition, students learn to conduct assessment interviews, performance

assessment, behavioral observation, and computer

-assisted assessment. Ethical, intercultural, and social

justice issues in the use of various assessment methods are central features of this course. The overall

learning goal is the development of critical thinking in the informed use of assessment methods.

Prerequisites: Counseling departme

nt approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 508: Research Methods in Counseling

This course provides students with an introduction to the basic concepts of applied counseling research

and

program evaluation. Students review descriptive, quasi

-experimental, and field-based research methods. In

addition, students learn computer applications in the analysis of quantitative and qualitative data. Ethical,

intercultural and social justice is

sues in research are central features throughout the course. The overall

learning goals for this course are the development of critical thinking in planning and evaluating research.

Prerequisites: Counseling department approval for all students not enrolle

d in a counseling major that is

offered by the Counseling department.

COU 509: Advanced Research Theory and Methodology

This course provides students with a continuation of advanced concepts of applied research typically found

in advanced counselor education programs and in the human service field. Students review various methods

of quantitative, qualitative and mixed methods research techniques and methodology. In addition, students

will participate in a lab experience where they will learn to use MiniT

ab statistical package and Atlas.TI in

the analysis of quantitative and qualitative data. Publication, ethics, and APA formatting issues in research

manuscript creation are central features throughout the course. The overall learning goals for this course are

the development of applied research skills, interpretation of advanced statistical analytics in published

research, and submission standards for journal manuscripts and conference presentations. The capstone

research project created by the students wil

l include either the creation of a manuscript for submission to a

selected counseling journal or creation of a research presentation that will be submitted to a professional

counseling conference for presentation.

Prerequisites: COU 508

COU 510: Diagnosis and Treatment Planning in Counseling

This course addresses the counselor's role in diagnostic screening, assessment, and treatment planning, and

reviews the historical, political, sociocultural, behavioral, and research contexts for DSM diagnosis

Students develop the skills needed for making differential and co

-morbid diagnoses and treatment plans,

and for understanding medication uses, side effects, interactions and contraindications.

Prerequisites: Counseling majors and certification, all other

s require permission from the Counseling

Department

COU 515: Foundations of Play Therapy

This course provides students with a basic understanding and a foundational knowledge base of the key

tenets and concepts of several major theoretical approaches to

play therapy. Topics presented include the

history and development of play therapy, the techniques, strategies and clinical skills of the major

theoretical approaches to play therapy, and the application of play therapy approaches to child, adolescent

and

family counseling and therapy. The course emphasizes both in-class experiential activities and

extensive readings and research.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 518: Professional Orientation and Ethics for the Mental Health Professional

This course focuses on professional and ethical standards of counseling practice. Historical and

philosophical influences, along with current trends and eme

rgent issues relevant to mental health

counseling are discussed. Professional counselor roles and functions are examined. Reviews professional

organizational standards, the credentialing process, and counselor licensure guidelines. Public policy,

practice,

and advocacy issues related to counseling are explored.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 519: Intercultural Issues in Counseling

This cou

rse is designed to provide the counselor in training with an introduction to the theory and

techniques of counseling persons from differing cultures. The course will focus primarily on understanding

cultural issues related to counseling and community menta

l health service delivery. To facilitate this

objective, a review of the following, as related to cross

-cultural populations, will be provided: counseling

theory, counseling processes and outcomes, counselor role and attitude, counseling skills and interventions.

Orientation to counseling specific cultures will be provided. Current cross

-cultural counseling issues and

research will be reviewed.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 521: Neuroscience for Counselors

This course focuses on an introduction to neuroscience research and interventions for counselors.

Philosophical and theoretical underpinnings of neurocounseling, along with current trends and emergent

issues are discussed. The course will review the struct

ures, systems and functions (i.e. neurobiology) of the

brain. Counseling theories including psychodynamic, behavioral approaches, humanistic approaches, and

constructivist approaches are explored in relation to neuroscience research. Disorders such as anx

iety,

depression, stress, addictions and substance use are discussed in relation to neurocounseling best practice.

Prerequisites: COU 530 and COU 548

COU 522: Professional Orientation and Ethics for School Counselors

The purpose of the professional orie

ntation course is to provide an overview of the development and

current status of the role and function of the counselor in the school setting. Counselors

-in-training will

acquire the skill required to successfully understand and perform duties of the scho

ol counselor through:

1)study of ethical guidelines for school counselors set forth by the American School Counselors

Association (ASCA), 2) exposure to the practice of school counselors as counselors, consultants and

coordinators in the education setting,

3) review and evaluation of developmentally appropriate K-12

guidance and counseling curriculum, 4) creation of a statement of philosophy and rationale for guidance

and counseling programs, 5) participation in experiential activities, 6) observation of sc

hool counselors in

the field, and 7) reading and discussion of practices in regular and special education, and 8) identification

of strategies and programming for students at

risk. The ASCA ethical standards establish the boundaries for

ethical and profess

ional functioning as a counselor in the school setting.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 528: Seminar in Marital Therapy

The student will

acquire a working knowledge of clinical skills in marital relations and marital therapy,

which will include marital dynamics, models of marital functioning, dysfunctional relations, and models for

intervention. The seminar will be a combination of lecture,

discussion, research, review, videotaping, and

clinical practice.

Prerequisites: Marriage, Couple, & Family Counseling (MCFC) Program or permission of instructor

COU 530: Fundamentals of Counseling

This course presents the foundations and

techniques of individual and group counseling. Included are

operational approaches, tools, and related procedures; the philosophic bases, characteristics, and barriers of

helping relationships, as well as psychological principles underlying the counseling process; procedures for

studying the individual; the organization of a counseling program; and the evaluation of counselors and

counseling.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 531: Brief Counseling

This course is designed to provide a general overview of brief counseling, in particular, solution focused

brief counseling. Through discussion, interactive lecture, audio visual presentation, and ex

periential

activities, students will gain an understanding of the theory and skills underlying the successful

implementation of a solution focused brief counseling model.

Prerequisites: Counseling department approval for all students not enrolled in a coun

seling major that is

offered by the Counseling department.

COU 532: Trauma Counseling

This course introduces the National Child Advocacy Center (NCAC) coordinated, multidisciplinary team

approach to child abuse prevention, and clarifies legal, ethical a

nd professional responsibilities pertaining

to suspected and reported abuse. Students learn to assess and diagnose Post Traumatic Stress Disorder

(PTSD), apply effective treatment methods, and critically review trauma therapy research. The course

covers ch

ild, adolescent, adult, couples, and family therapy practices, as well as treatments for traumas

associated with crimes, war, medical conditions, accidents, disasters, and terrorism. Students research a

selected topic in the core assignment.

Prerequisites:

Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 535: Career Counseling Issues Across the Life Span

This course provides students with an introduction to career and wor

k-related issues that occur over the life

span. Students review the theories and stages of career development, various career assessment and

planning methods, models of career decision making, and career information services. In addition, students

learn to

address the complex interaction of career and personal issues, including the changing nature of

work, the importance of family and community in decision making, and the interplay of human diversity in

job choice and employment opportunity. The overall lea

rning goal for this course is the integration of

career and work

-related issues into the counseling process of individuals at all stages of life.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 538: The Addicted Family

This course is designed to examine addictions and the addicted family from the perspective of co

-addiction

shared among family members. A research and clinical perspective will be

provided.

Prerequisites: COU Majors

100

COU 540: Role of the School Counselor with Diverse Learners

The purpose of this course is to provide School Counselors

-in-Training with the conceptual framework for

working with diverse learners and English language l

earners (ELL). School Counselor-in-Training will

acquire the knowledge and skills required to understand and perform the duties of the school counselor

when working with diverse learners. Students will gain an understanding of the role of the school counselor

with diverse learners as defined by the American School Counselor Association (ASCA) and the

Pennsylvania Department of Education (PDE). PDE outlines the competencies required in Chapter 49

guidelines regarding the accommodations and adaptations for di

verse learners that inform the work of the

school counselor. Specified duties of the school counselor included in these guidelines are to: 1. Promote a

positive educational environment. 2. Collaborate and consult in the provision of accommodations and

adap

tations for diverse learners and ELL students in all areas of academic, personal, and career

development. 3. Utilize data to generate program development and direct the use of evidence based

intervention with all students. 4. Understand the legal rights an

d responsibilities of the school counselor

related to diverse learners and ELLs. 5. Assist in screening, assessment, and identification process for

students with special learning needs.

Prerequisites: Counseling department approval for all students not enr

olled in a counseling major that is

offered by the Counseling department.

COU 541: Counseling Children and Adolescents on the Autism Spectrum

This course introduces counselors

-in-training to the mental health needs of individuals on the Autism

Spectrum.

Students will examine the characteristics of various forms of autism as well as complexity of

dealing with autism across the life domains. Students will also learn to develop accommodations,

adaptations, and individualized counseling plans using evidence

based research and contextual/cultural

awareness.

Prerequisites: COU 530

COU 542: Counseling Children and Adolescents with Mental Health Disabilities

This course introduces counselors

-in-training to the needs of children and adolescents with mental health

disabilities. Students will examine the characteristics of different types of disabilities and explore the

impact that these disabilities have on typical child and adolescent development. In addition, students will

learn to develop counseling treatment

plans using individually designed adaptations and accommodations,

evidence based research, and contextual/cultural awareness.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 544: Contemporary Issues in Marriage and Family Counseling

This course is designed to present the student with an overview of marital and family psychology and

dynamics, models of family functioning, dysfunctional

relationships, and models for intervention. The

course should serve as an orientation course for a specialty concentration in marital and family therapy, and

as a general introduction to the specialties of marital therapy, family therapy, divorce therapy,

and sex

therapy.

Prerequisites: COU Majors

COU 546: Group Processes Seminar

The processes of influencing the behavior of individuals in groups, control of group behavior, and the use

of large groups to identify and disseminate information are discussed.

Experiential small group experiences

are incorporated into the course expectations. Membership in small groups is expected.

Prerequisites: Graduate level students in the College of Education with COU 530

COU 547: Processes and Principles of Counseling and Psychotherapy Supervision

This course presents various models of counseling and psychotherapy supervision, including historical,

theoretical, developmental, empirical, eclectic and up

-and-coming models of supervision. Instructional

methods include read

ings, films, case analysis, practice, live demonstration, lecture and discussion. State

and professional organization guidelines for supervision practice will be covered.

101

COU 548: Counseling Theories Seminar

The exploration of the counseling

process and its relationship to various cognitive, affective, and

behavioral counseling theories is analyzed. Principles and procedures of clinical counseling are considered.

Prerequisites: Counseling department approval for all students not enrolled in a

counseling major that is

offered by the Counseling department.

COU 549: SAP - Counseling and the Student Assistance Professional

Provides an overview of the Student Assistance Program (SAP), a school based program, in the

Commonwealth of Pennsylvania, i

ncluding the role and function of school personnel and community

professionals who work with SAP teams in the educational setting. Students will learn about the program

model in the state of PA and how it functions to mobilize school resources to remove ba

rriers to student

learning. Students will gain knowledge of the skills needed by members of the professionally trained

student assistance team members who make up the student assistance program. Students will gain an

understanding of how members of the SAP

team are trained to identify problems (drug and alcohol or

mental health), determine whether or not the presenting problem lies within the responsibility of the school

and to make recommendations to assist the student and the parent. The student assistance team members do

not diagnose, treat or refer to treatment; but they may refer for a screening or an assessment for treatment.

COU 550: Counseling the Aged

This course examines the theories and strategies for counseling older adults based on counselor

understanding of the relationship between demographic aspects, adult development, and aging

physiological changes, psycho

-social aspects, and counselor functions.

Prerequisites: Graduate level students in the College of Education with COU 530

COU 551: Counseling in an Urban Environment

This course provides an overview of counseling theory and techniques relevant to working with diverse

client population, particularly populations in the urban setting. The class will explore a variety of issues

which impac

t on the counseling relationship and improvement of the client, such as poverty, ethnic groups,

cultural influence, learning and academic achievement, and drug and alcohol abuse. Counseling

experiences both in the educational and community setting will be

discussed with special emphasis on best

practice.

COU 554: Counseling and Family Systems

This course is designed to examine the psychology of the family system. The course will include such

topics as functional and dysfunctional systems, family life

cycles, family interactions, parenting, blended

families, family pathology, multi

-generational family systems therapy, and family therapy.

Prerequisites: COU Majors

COU 558: Structural and Strategic Family Therapy

The combination of structural and strat

egic family therapy represents the most highly developed of the

systems approaches to family therapy. The philosophical and theoretical tenets for each approach will be

examined. In addition, emphasis will be placed on strategies and techniques for each ap

proach.

Prerequisites: Marriage, Couple, & Family Counseling (MCFC) Program or permission of instructor

COU 560: Topics and Issues in Community Counseling

Special offerings on topics and issues such as counseling with special populations, family counseling, death

and dying, and behavioral modification in agency settings are presented.

COU 562: Introduction To Problems Of Addiction

This graduate course is designed as an introduction to both he individual and societal problems of addiction

and substance

abuse. Course content reviews the diagnosis and treatment of both substance and process

addictions through lecture and experiential activities. The course emphasizes strategies that professional

counselors may utilize when providing services to individual

s with addiction issues. Substance abuse

prevention models are also discussed in this course.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

102

COU 563: Feminism and Counseling

This course will focus on the theory and practice of feminism, gender issues across diverse populations and

counseling services. Analyses of the construction of gender and its political meaning is tied to an

understanding of the mea

ning of other characteristics of people, such as race, social class, gender identity

and our analysis of how societal relationships work generally (i.e. politics) in varying historical and social

contexts. In this course we will look at several feminist th

eories and their antecedents. Topics addressed in

this course include theoretical and applied practices for addressing gender issues across diverse

populations.

COU 565: Human Growth & Development

This course is designed to provide an understanding of the nature and needs of persons at all developmental

levels and in multicultural contexts.

Prerequisites: Counseling majors and certification, all others require permission from the Counseling

Department

COU 573: Chemical Dependence Treatment

In this cou

rse, the student will be introduced to the philosophies, policies, and outcomes of the most

generally accepted models of treatment, recovery, relapse prevention, and continuing care for addiction and

other substance related disorders. Topics include the importance of family, social networks, and community

systems in the treatment and recovery process. Students will be introduced to the concept of co

-occurring

disorders and the respective treatment options for the dually diagnosed and ethical consideration f

addiction counselors as set fo1th by the ACA, DDAP, and NAADAC.

COU 574: Psychopharmacology and Behavioral/Process Addictions

This course will provide an overview of commonly prescribed medications for psychological disorders with

an emphasis on curr

ent research and drugs used for those with a diagnosis of addictions or addictions with

-occurring illnesses. Readings and lecture will address how the medications work their uses, and side

effects. This interactive seminar offers the opportunity to enha

nce the students' and clinician's knowledge

of their client's medications which will contribute to the success of each client's assessment and treatment.

This course will also provide an overview of the history, theory, and current research perspectives in

the

etiology, assessment, diagnosis and treatment of behavioral/process addictions. Specific attention will be

paid to examining the similarities and differences between chemical/substance addictions and

behavioral/process addictions. As this course is in

tended to add to the preparation of the counselor-in-

training for clinical work in a variety of settings, extensive experiential practice in both assessment and

intervention will be included. Respective treatment options for the dually diagnosed and ethica

consideration for addiction counselors as set fo1ih by the ACA, DDAP, and NAADAC.

COU 575: Psychological Trauma and Addiction

This course is designed to teach students how to work with clients who present with trauma and addiction

issues. Topics

will focus on how drug and alcohol use can mask the symptoms of trauma, how the

combination of trauma and addiction manifests itself physically, mentally, and spiritually in the client, and

current treatment techniques for working with this population. Thi

s course will take advantage of current

didactic research

-based education as well as experiential activities that lend themselves to integration of

conceptual issues and practical application. Students will be introduced to the concept of co

-occurring

diso

rders and the respective treatment options for the dually diagnosed and ethical consideration for

addiction counselors as set forth by the ACA, DDAP, and NAADAC.

COU 578: Case Analysis in Marital and Family Therapy

This course is designed to

present the students with actual cases. Cases will be drawn from the available

literature, instructor cases, and the students' own cases.

Prerequisites: COU Majors

103

COU 580: Practicum in Counseling

The purpose of the practicum/lecture course is to give s

tudents a more in-depth understanding of the

counseling process and what promotes effectiveness in counseling by presenting students with the latest

research findings regarding best practices in the counseling field. Students in all program tracks will be

presented with material on the following topics in order to improve their counseling and/or interpersonal

skills: basic counseling skills, multicultural competence, ethical applications, self

-development, advocacy

and consultation. All program tracks, exce

pt Student/Affairs Administration, will also cover: case

conceptualization, assessment, and treatment planning. Students will spend some time in the field and their

progress will be monitored via classroom interaction. Direct supervision for hours in the f

ield is provided

by a counseling or student affairs professional at the field site who is designated as the on

-site supervisor.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 581: Independent Study

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 590: Supervised Counseling Experience

This course is

designed to provide opportunity for students to integrate, apply and refine the skills learned

throughout their graduate program. Students will have direct experience and interaction with individuals

and groups seeking counseling services. Supervision of t

hese experience takes place on-site and during a

weekly seminar and are reviewed through discussion, case studies/presentations, videotape

review/instruction, etc. Students are expected to participate in the full range of guidance and counseling

services w

orking with a student population of varied background and problem areas by spending the

equivalent of 2 full workdays per week at the internship site. Students will acquire a personal knowledge of

the school counseling process while developing their profes

sional identity as a counselor. This course can

be repeated 3 times for credit and two sections of COU 590 may be taken in one semester.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

COU 594: Field Experience in Clinical Counseling

Field Experience in Clinical Counseling (Internship) is the culminating course work in the Department of

Counseling & Student Affairs’ M.A. Counseling degree program; encompassing

the mental health

counseling and the marriage, couple, and family counseling degree tracks. The course is taken for 3 credits

in the fall, followed by 3 credits in the spring. Students log 600 hours of supervised practice, including but

not limited to: 24

0 hours of face-to-face contact with clients, a group counseling experience, and other

counseling

-related duties for 15-20 hours per week on-site and three hours per week in the university-

based

seminar class. The weekly seminar class involves case confere

ncing, review of recorded counseling

sessions, discussion of professional, ethical, legal and professional identity issues, and assessment and

development of professional competencies. Requirements of placement sites, site supervisors, and interns

are revi

ewed in a mandatory orientation meeting held two spring semesters before internship (during the

spring semester prior to practicum.

Prerequisites: Counseling department approval for all students not enrolled in a counseling major that is

offered by the Counseling department.

Crafts

CFT 542: Weaving and Textiles

A study of basic structures in woven and non

-woven fabrics includes major single- and multi-element fiber

constructions and surface design. (This course is also offered under the CFT 542 designat

ion.) Repeatable

up to 12 credits.

104

CFT 546: Jewelry and Metalcraft

Expressive personal and functional forms in jewelry and metalcraft are created. Students will elect

activities involving cutting and setting and setting of stones, as well as carving, forging, casting, raising and

forming. Materials used will include vario

us metals, woods, plastics, enamels, and stones. The history of

jewelry and metalcraft is also studied. (This course is also offered under the ARU 546 designation.)

Repeatable up to 12 credits.

CFT 579: Selected Topics: Crafts

Students in this course wi

ll have the opportunity to explore special topics, issues, and creative practices

related to crafts. Under this prefix, different topics, which provide distinctive learning experiences, will be

offered periodically. The specific topic(s) offered for each s

emester will be listed in the schedule. Topic

may be from 1 to 3 s.h. and 2

-6 c.h. Students may take CFT 570 up to nine credit hours. Instruction will be

through art studios.

Criminal Justice

CRJ 410: Seminar In Criminal Justice

This course is a survey

of the field of criminal justice with emphasis on criminal justice theory, classic

studies of police, courts, and corrections, and contemporary issues. The course provides an analysis of the

evolution of criminal justice institutions and systems and revie

w of diversity and ethics issues in criminal

justice.

CRJ 440: Criminal Justice Evaluation Research

This course examines methods of evaluating criminal justice policies, practices, and programs, including

evaluability assessment and both process and imp

act evaluation. Students learn how to conduct evaluations

as well as interpret evaluation studies conducted by others. The role of evaluation research in criminal

justice planning and decision making is discussed.

CRJ 520: Theoretical Foundations of Crime and Crime Prevention

This course is a survey of the field of criminology with emphasis on classic studies of crime and criminals.

Theories of crime derived from philosophy, psychology, sociology, biology, economics, and other

disciplin

es are reviewed. The impact of race, gender, and social class on crime and victimization are

examined.

CRJ 521: Seminar in Police Administration

This course surveys the field of police administration with emphasis on historical figures, classic works,

ndemic issues, and contemporary challenges. The applicability of concepts from organization theory,

public administration, and business administration to police organizations is considered.

CRJ 522: Police Strategies, Administration and Social Policy-Making

This course analyzes contemporary polices strategies, policies, and practices. Evidence regarding the

efficiency, effectiveness, and quality of police strategies and programs is reviewed and assessed.

CRJ 523: Police Leadership & Management

This course reviews leadership and management theories and their application to police organizations. An

important focus is on police leadership challenges and opportunities at different levels of th

e organization:

front-line officers, supervisors, managers, and executives. Several case studies are analyzed.

CRJ 524: Contemporary Issues in Policing

This course identifies, reviews, and analyzes key issues in modern policing, such as use of

force, biased

policing, ethics and integrity, internal and external accountability, unionization, privatization,

federalization, and globalization.

105

CRJ 530: Legal Issues in Criminal Justice

This graduate course is an overview of selected contemporary le

gal issues related to criminal law, criminal

procedure, corrections, juvenile justice, civil rights and liability, and administrative law. Students will

review recent Supreme Court and other related decisions that have had an impact on these areas of the l

to gain a more comprehensive understanding of the complexities of such issues as criminal control, civil

liability, and homeland security.

CRJ 531: Seminar in Homeland Security

This course surveys the field of homeland security with emphasis on histo

ry, organizations, approaches,

and significant events. The all

-hazards approach to threats and responses is reviewed. The objective of a

national response integrated at all levels of government and private industry is reviewed and analyzed.

CRJ 532: Terrorism and Homeland Security

This course analyzes the history, methods, and causes of terrorism

- political, social, cultural, economic,

and religious

- and the impact of terrorism on national security. The roles of federal, state and local law

enforcement

and criminal justice in preventing, investigating, and responding to domestic and international

terrorism are reviewed and analyzed.

CRJ 533: Legal & Ethical Issues in Homeland Security

This course reviews the Constitution, statutes, and case law relat

ed to homeland security and the difficult

balancing act between civil liberties and homeland security. The USA Patriot Act, FISA, Intelligence

Reform Act, Military Tribunals, Supreme Court decisions, Habeas Corpus, Posse Comitatus, Executive

Orders, Attorney General Opinions, and other guiding documents are critically analyzed.

CRJ 534: Intelligence and Homeland Security

This course provides a survey of the levels and integration of intelligence among federal, state, and local

law

enforcement, the private sector, and the national government's Intelligence Community. The critical

role of state and local police in the intelligence fusion process is emphasized.

CRJ 540: Seminar on Criminal Justice System Policy

This course takes a c

ritical look at criminal justice and crime control policies. The process of developing

crime policy is examined. Factors affecting national, state, and local crime control policy are analyzed. This

course also evaluates the interactions among crime, social

policy, and politics. Contemporary developments

including federalization, privatization, and globalization of crime and crime control are examined.

CRJ 541: Transnational Crime

This course is structured to survey and examine traditional and emerging fo

rms of international crime,

including organized crime, drug smuggling, money laundering, weapons smuggling, human trafficking,

computer crime, counterfeiting, embezzlement, corruption, illicit traffic in plundered antiquities,

environmental crimes, and gen

ocide. The course identifies the most common transnational crimes and the

nature and level of bilateral and multilateral cooperation among nations, regional and international

organizations. It also compares legal definitions, enforcement, and punishment of

transnational crime in

selected countries of different regions.

CRJ 550: Advanced Criminal Justice Research Methods

This course looks at various types of research designs used in the field of criminal justice by critically

analyzing the research articl

es published in high quality peer reviewed journals. The research designs

include historical research, field studies, official records, surveys, and experiments. This course will

examine different methodological issues including the drawbacks of the design

applied.

Prerequisites: CRJ 440 (Criminal Justice Evaluation Research) or permission of the program coordinator.

CRJ 551: Statistics in Criminal Justice

The study of descriptive and inferential statistics as applied within the academic

discipline of criminal

justice. Statistical methods used in the practice of social science research focused on crime and criminal

justice are emphasized.

106

CRJ 570: Selected Topics in Criminal Justice Planning and Administration

This course focuses on a selected topic in criminal justice using extensive readings, critical evaluations, and

student paper(s). The selection of topics will vary depending upon the needs of eligible students and

contemporary crime and criminal justice issues. This course may be r

epeated for credit under different

topics.

CRJ 579: Independent Study in Criminal Justice

This course involves independent reading and/or research on a criminal justice topic of special interest to

the student. Course may be repeated up to a total of six credits.

CRJ 590: Field Experience in Criminal Justice

This course consists of placement in and evaluation of federal, state, local, not

-for-

profit or private criminal

justice agency. Students will gain firsthand, practical experience in the operation

of a criminal justice

agency. Students will do extensive analysis if agency practices and link observed practices with the

theoretical underpinnings of the field. This course is strongly recommended for students not currently or

previously employed in a c

riminal justice agency. Grading is pass/fail.

Prerequisites: Successful completion of twelve graduate credits in criminal justice.

CRJ 595: Criminal Justice Thesis

The thesis is designed to give outstanding graduate students the option of completing original research. The

thesis option is particularly appropriate for students who intend to pursue doctoral studies. The student

works with a faculty advisor plus two other faculty members who comprise the thesis committee. The

student completes

a thesis proposal that must be approved by the committee, and then the thesis, which

must be successfully defended by the student and approved by the committee. Course may be taken for

three semester hours in two different semesters, or six hours in one semester.

Decision Making

DSC 510: Data Driven Decision-making

In this course, students will be introduced to various data driven decision

-making frameworks (e.g.,

identify a business issue, develop an analysis plan (hypothesis), collect data, employ

antitative/descriptive/predictive analysis, discover insights, and make and support recommendations).

Next, students will employ an appropriate framework against data to answer common business problems in

diverse areas such as financial management, marketi

ng, or human resources.

Upon completion, students should be an intelligent user and interpreter of data and statistical information;

students should also be able to apply an appropriate framework to situations they currently face in the

business environment.

DSC 520: Business Intelligence Analytics & Data Visualization

In this course, students will utilize business intelligence tools and data visualizations techniques to deepen

insights and improve decision

-making, especially regarding "big data" (which is analyzing the huge

amounts of data found today through the use of modern data gathering techniques of social media and

Enterprise Resource Management (ERM) systems).

Additionally, students will review all the different ways that different industries uti

lize this data, as well as

"gotchas" that can mislead decision makers if they are not careful enough with understanding the sources

and limitations of the data.

Prerequisites: DSC 510

DSC 530: Managing the Value Chain

This course examines how the various segments within or outside of a business vertically integrate to create

a value chain [the end

-to-end process to produce products and services within an organization]. A

comprehensive analysis of how accounting, marketing, and operations work together to

create a value chain

will be unveiled. The concepts and frameworks learned in these three areas will serve as the basis of

showing how value creation in organizations and supply chains can be enhanced.

107

DSC 540: Strategic Decision-making

This

course will explore various C-suite [top-level leadership] strategic issues and decisions using

analytical techniques that help to optimize the decision

-making process. Here, students will explore

structured and systematic approaches (e.g., define an issue

, set objectives, consider alternatives, understand

consequences, and implement the decision) through which to make strategic decisions. Then, students will

leverage analytical tools or methods to help guide the strategic decision

-making process to ensure that any

decision supports an overall organizational strategy. Upon completion, students will be able to identify,

prioritize and evaluate information that is necessary to make strategic decisions. Students should also be

able to apply a structured approac

h to situations they currently face in the internal and external business

environment.

Prerequisites: DSC 510

Economics

ECO 510: Money, Banking, and Financial Management

This course features coverage of the structure of financial institutions and their

role in the provision of

money and near money, including the Federal Reserve System and financial intermediaries. Also covered is

a theoretical treatment of the influence of money on economic activity, prices and interest rates according

to the Classical and Keynesian macro-systems, and monetary policy formation and implementation.

ECO 560: International Trade and Finance

An analysis of international trade and international financial transactions, exchange rates, and balance of

payments is undertaken. A

description of policies of protection, devaluation, and exchange stabilization and

their consequences is discussed. Theoretical treatment of international trade includes Ricardian and

Heckscher Ohlin theories of comparative advantage, analysis of tariffs

and other trade barriers, and

international factor mobility.

International finance includes balance-of-payment adjustments, exchange

rate determination, and fiscal and monetary policy in an open economy.

ECO 561: The Global Economy: A Background to Modern International Business

This course will survey recent international economic history, geography, and technology as background to

industrial organization, cultural differences in international business practice, and current events in an

international context. The course is designated for M.B.A. students, and especially for each student

specializing in international business.

ECO 571: Selected Topics

Selected Topics.

Education

EDU 411: Methods for Teaching Foreign Languages to Early Second Language Learners

This three

-hour course provides pre-service and in-service teachers and native speakers whose teacher

preparation has come from outside the United States with program models for FLEX (Foreign Language

Exploratory

Program), sequential FLES (Foreign Language Elementary School Program), and immersion

programs as well as the theoretical and historical background and techniques for implementing them.

Foreign languages as an integral part of the elementary school curric

ulum will be emphasized as a

complement to the use of webbing within the classroom as it applies to foreign languages. Field

experiences teaching in elementary schools are a required element of this course, which is also

recommended for Elementary Educatio

n majors with a concentration in Foreign Languages.

Prerequisites: College of Education majors/minors only

108

EDU 426: Brain-Compatible Teaching

This course is designed to allow students the opportunity to relate and apply to the

teaching/learning

process results of brain research from anthropology, biology, neurology, and cognitive

psychology.

Additionally, students will "experience" the "process of learning" through group exercises and

reflections.

Consequently, students will d

evelop instructional plans that reflect brain compatibility and that

are appropriate for their area of specialization.

EDU 428: Culture and Diversity of English Learners

This course is designed to prepare English as a Second Language (ESL) program specialists to facilitate the

integration of English Language Learners (ELLs) and their families into the host school and community.

As well, the course facilitates school staff members' understanding of multi

-cultural and multi-language

learners' needs and sup

port strategies so as to maximize the educational experience. Participants in this

course will undertake a comparative approach to similarities and differences between the US culture and

other cultures with the goal of developing cultural understanding and

sensitivity of ELL/ESL students and

families living in the US culture.

Prerequisites: Students that have taken EDU 528 Student Diversity & Critical Pedagogy, cannot take EDU

428.

EDU 434: Instructional Methodology for English Learners

This course is fo

r English as a Second Language (ESL) practitioners in partial requirement for the

Pennsylvania Program Specialist ESL Certificate. This course offers research

-based information relative to

the design and implementation of an ESL program; methods, strategie

s, and resources for ESL programs;

the use of computer technology (hardware and software) for ELLs; the use of audio/visual media for ELLs;

the adaptation of instructional strategies and materials to address the specific needs, talents and interests of

ELL

s; the integration of multicultural information for ELLs through various curricula; the development,

implementation, and evaluation of varied curricular and instructional activities for diverse ELLs;

metacognitive awareness and strategic planning of ELLs t

o assist them in regular classrooms; and the

acculturation process regarding reading, writing, speaking, listening, and culture.

Prerequisites: College of Education majors/minors only

EDU 435: Language Acquisition and English Linguistics

This course is

for English as a Second Language (ESL) practitioners in pa1tial requirement for the

Pennsylvania Program Specialist

-ESL Certificate. This course offers an overview of the basic mechanisms

of human language, as well as first and second language acquisition

and literacy development. Students

will examine the linguistic elements of American English and discover effective methods of instruction and

assessment of spoken and written language for use with ESL learners. This course is for English as a

Second Langua

ge (ESL) practitioners in partial requirement for the Pennsylvania Program Specialist-ESL

Certificate. This course offers an overview of the basic mechanisms of human language, as well as first and

second language acquisition and literacy development. Stud

ents will examine the linguistic elements of

American English and discover effective method s of instruction and assessment of spoken and written

language for use with ESL learners.

Prerequisites: College of Education majors/minors only

EDU 436: Assessment of English Learners

This course examines the different types and purposes of assessment and the various assessment issues that

affect English language learners (i.e. accountability, bias). Students will learn about a variety of

performance

-based assessments as well as appropriate modifications and accommodations to traditional

classroom and standardized assessments in order to measure English language learners' content knowledge

independent of their language proficiency. This course will also pre

pare students to administer standards-

based language proficiency assessments and to use the results of these assessments to determine the entry,

placement, and instruction of English language learners, as well as to demonstrate students' progress toward

d attainment of English language proficiency. This course is designed to meet the requirements for the

Pennsylvania English as a Second Language Program Specialist certification program and the

TESOL/CAEP Standards for P-12 Teacher Education Programs.

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EDU 437: Protocols and Practices for PA ESL Programs

This course examines the history of bilingual and English as a Second Language (ESL) instruction in the

United States and the impact of educational policy on the education of English language learners (EL

Ls).

This course will also prepare students to build collaborative relationships with colleagues who are

responsible for general and content

-area instruction of ELLs and to serve as advocates for ELLs and their

families. This course is designed to meet the

requirements for the Pennsylvania English as a Second

Language Program Specialist certification program and the TESOL/CAEP Standards for P

-12 Teacher

Education Programs.

EDU 450: Foundations in Science, Technology, Engineering & Mathematics (STEM) Education

This transdisciplinary course provides insight into the historical, fundamental, and contemporary ideas of

the nature of K

-12 STEM education. Students explore contemporary K-12 STEM education developments,

opportunities, and challenges from both disc

ipline-based and integrative approaches. Through inquiry,

students will examine current STEM education initiatives and modern integrative STEM educational

considerations pe1taining to policy, structure, and student learning. Finally, this course addresses

the

specific set of competencies that are relevant to teaching and learning STEM, including knowledge of

standards (Next Generation Science Standards, PA Mathematics Standards, PA Science and Technology

Standards), the need for authentic instruction, inqui

ry-based methodologies, design processes, and the

important role of STEM in workforce preparation and responding to global issues.

Prerequisites: Entrance by department consent only.

EDU 452: Science, Technology, Engineering, and Mathematics (STEM) Education Pedagogy

This course examines the implementation of best practices in integrative STEM education and prepares

teachers to create, implement, and reflect upon lessons designed to help students master content standards

and STEM

-based skills. This course also addresses the issues and knowledge that are relevant for teaching

and learning, including integration of Pennsylvania's Standards Aligned System (SAS). Students explore

the signature pedagogies unique to the fields of STEM education. Students also o

btain an awareness of

multiple models of teaching and learning, including inquiry

-based instruction, project-based learning, use

of instructional technologies, higher

-order questioning strategies, critical thinking, collaborative problem

solving, design an

d reflection cycles, STEM literacy skills, purposeful grouping, and differentiated

instruction. This course will include five hours of fieldwork in a STEM setting.

Prerequisites: EDU 450

EDU 456: Science, Technology, Engineering, and Mathematics (STEM) Education Learning

Seminar

This course is the culmination of teacher candidates' work and experiences in the STEM endorsement

ce1iificate program. The learning seminar engages teacher candidates with the real world data, tools, and

expe1

is they will encounter in STEM-

related fields and further develops their critical thinking and practical

work skills. This course examines technologies that are particular to STEM education and explores several

significant, contemporary topics related to r

esearch in STEM education. Course instruction follows a

seminar format appropriate for field experience activities, including facilitated discussions and personal

reflections. This course requires candidates to complete a 25

-hour on-site experience with a STEM

professional.

EDU 490: Teacher Intern

This course is the capstone course for students who are obtaining Pennsylvania certification through the

Teacher Intern Program. A fieldwork placement similar to student teaching is included in this experience

Department approval is required.

Prerequisites: College of Education majors/minors only

110

EDU 491: Tutoring Methods and Strategies for Literacy Volunteers

This course will prepare undergraduate students in various academic disciplines to perform volunte

literacy tutoring and community service. The course will feature instruction in various literacy strategies,

tutoring methods, and materials, including Laubach, Orton

-Gillingham, Language Experience Approach,

and ESOL, combined with instruction in affec

tive strategies such as building self-esteem, establishing a

climate conducive to learning, and reducing anxiety in the adult learner. Students will be required to serve

as volunteer tutors.

EDU 496: Multicultural Education

This course is designed to he

lp pre-service and in-service teachers and other education professionals to

design and implement effective teaching strategies that reflect diversity, and to derive sound guidelines for

multi

-cultural programs and practices. The life realities, needs, and aspirations of culturally different

children and youth are analyzed. Sources of content will be scholarly writings, field investigations, and

community resources in foreign countries or American subcultures. Students will be participant observers

conductin

g ethnographic qualitative research in cultural settings different from the mainstream American

macro

-culture.

Prerequisites: College of Education majors/minors only

EDU 500: Methods of Research

This course is a general introduction to the

rationale and procedures for educational research. Types of

research, selection of a research problem, the use of the library, manual and computerized search strategies,

collection and application of data, and the research report will be explored. This is

background for the

preparation of the thesis or the research project.

EDU 503: Thesis

In this course, graduate students are required to work closely with a thesis supervisor, follow research

guidelines, and complete the writing of a thesis. Graduate students will synthesize the knowledge and skills

developed in previous research courses and apply them to the thesis writing process. In this course, students

will learn about the various aspects of developing and carrying out an educational research study, including

defining the field of research, formulating the research problem, identifying and articulating a research

question, conducting a focused review of literature, selecting an appropriate research methodology,

carrying out the research design, gather

ing data, analyzing data, and organizing revising, and preparing the

thesis for submission. Through discussions of both published research and student work, the course

examines the conventions of scholarly discourse, strategies of analysis and argumentatio

n, and the ways in

which writing can serve as a means to disseminate findings.

EDU 515: Creating Learning Materials

Students learn the development, use, and evaluation of learning materials for communication, social

learning, science, mathematics, creat

ive movement, music, poetry, and dramatics for elementary and

middle schools. Motivational value and effectiveness as well as applications are stressed.

EDU 517: Relating the Arts to Education

Uses of literature, poetry, puppetry, drama, movement, dance, photography, film making, and music will be

explored as vehicles for instruction in basic skills or academic disciplines.

EDU 518: Strategies for Outdoor Education

This course is designed for elementary and middle school

teachers who wish to extend their teaching into

the outdoor learning environment. Strategies, programs, and resources for using natural and man

-made

environments will be explored. School grounds, local communities, nature centers, museums, and historical

areas will be analyzed as potential learning sites.

111

EDU 521: Methods of Research in Biology

Recognition and definition of research problems in various areas of biology and biological education,

sources of information and literature surveys, collection an

d presentation of information, data analysis, and

bases for drawing conclusions will be considered. Forms of expression in scholarly writing, copy

preparation, manuscript approval and review, copy editing, and proof reading will be studied. Students will

be required to prepare a research proposal and will be encouraged to carry out actual research.

EDU 523: Assessment: Issues and Concerns in a Standards Aligned System

Participants will focus on a variety of issues regarding the assessment and evaluation

of students. The

course provides an opportunity for in

-service teachers to study in-depth an issue of personal relevance in

their teaching field. A wide range of techniques to develop skills to address the many components of

assessment will be explored. In

keeping with Kutztown's model of teacher as life-

long learner, the course is

structured to provide pedagogical foundations, demonstrate various strategies, and examine exemplary

materials for use in professional teaching and classroom implementation.

Prerequisites: College of Education majors only

EDU 525: The Gifted Student: Alternatives and Approaches

Procedures for identifying gifted students, alternative programs to meet their needs, and appropriate

classroom techniques are explored. Instructional m

aterials germane to the teacher's classroom situation are

discussed.

EDU 526: Data Driven Decision Making

With the current emphasis on accountability and data

-driven instruction, this course will provide in-service

teachers the opportunity to study an a

rea of personal relevance to their classroom and school/institution. It

will emphasize the critical role of assessment in the instructional process and the importance of using valid

assessments to guide and influence instruction. In keeping with Kutztown’s

model of “teacher as lifelong

learner,” the course is structured to provide pedagogical foundations, demonstrate various strategies, and

examine exemplary materials for use in professional teaching and classroom implementation.

EDU 527: Foundations of Urban Education

Urban schools are complex social, historical and political constructs. Historically, there have been many

attempts to create, reform, eliminate, restructure and reassess urban schools. These efforts to shape urban

schools ref

lect broader efforts to shape American society, in general, and American schools particularly.

Some of the profound effects on urban schools reflect decisions that on the surface were not about

education at all but about immigration, housing, zooming, heal

th concerns, global competition, social

justice initiatives and constitutional interpretation. At a deeper level these initiatives have had a profound

effect on urban schooling. As a means of exploring urban schools, we will utilize a single question

throu

ghout this course: How do urban schools mirror the search for equity among all people in the United

States? Utilizing this question, we will explore equality in attendance, school funding, pedagogy including

tracking and de

-tracking initiatives, assessment including the standardized test movement, curriculum with

an emphasis on the Common Core Standards, classroom management and family involvement. The course

will introduce the students to the historical, sociological, economic, and political background that has led to

today’s urban schools so that the student can participate as a teacher leader in urban education.

EDU 528: Student Diversity and Critical Pedagogy

This course is designed to help preservice and inservice educators and others in the educatio

n enterprise to

clarify the philosophical and definitional issues related to pluralistic teaching strategies that reflect

diversity, and to derive sound guidelines for multicultural/multilingual programs and practices. The life

realities, needs, and aspira

tions of linguistically and culturally different children and youth are analyzed.

Critical theory and more specifically strategies and approaches for facilitating a critical literacy in students

will be emphasized in this course. Participants in this cours

e will undertake a comparative approach to

similarities and differences between U. S. culture and other cultures with the goal of developing cultural

understanding and sensitivity of diverse students and families living in the United States.

Prerequisites:

Students that have taken EDU/MLS 428 Cultural Awareness ESL/ELL, cannot take EDU

528.

112

EDU 532: Education Exploration

Education Exploration is intended to provide teacher candidates with an introduction to the complexities of

today’s classrooms and educ

ation environment. Knowledge will be gained through observation and

attendance at various education

-related events and direct participation in classroom activities. In keeping

with Kutztown’s model of “teacher as a lifelong learner,” the course is structur

ed to provide as many

opportunities as possible to inform and educate them on the complex competencies and responsibilities of

the role of the classroom teacher and schools.

EDU 533: Social Interpretations of Education

This course examines basic social

concepts and institutions. Their development is traced and their effects

upon educational policies and practices are investigated.

EDU 535: Major Philosophies of Education

Theorists such as Pierce, James, Montessori, Dewey, Bagley, Whitehead, Kilpatrick, and Brameld are

studied for their bearing on contemporary educational philosophy. Evaluation of diverse current views is

also presented.

EDU 537: Teacher Effectiveness: An Analysis of Research

The research literature on teacher effectiveness will be explored critically, with an eye toward producing

hard and practical generalizations which can be used in everyday teaching situations. This course is

relevant for teachers, curriculum and instruction specialists, and administrators.

EDU 541: Supervision and Finance

This course is designed to provide educational personnel with a theoretical and practical understanding of

the various models and approaches to the supervision of

instruction. Staff development as a supervisory

process will be a major focus.

EDU 542: Academy for the Mentoring of Teachers: Cooperating, Professional Semester, and Field

Teachers

This course is for teachers, novice and experienced, interested in acq

uiring/refining their skills in working

with student teachers, professional semester students and field students. The course is designed around the

basic elements of mentoring and supervising university students in clinical school assignments. The course

ill also include a substantive component on technology for teachers, specifically focusing on the use of

computer hardware and software applied in the classroom setting. The "Life Long Learning" model of the

College of Education will be emphasized through this professional development course.

EDU 543: Methods of Creative Education

Creative elements in teaching are explored. This includes the meanings and purposes of creativity, creative

approaches to teaching in various fields, and approaches for stimulating creativity.

EDU 546: Differentiated Instruction

This course investigates basic procedures for differentiating instruction based on student's readiness,

interests, or learning profiles. Participants will explore strategies that can be

used effectively and applied

realistically in elementary and middle school classrooms. These strategies will be based on classroom

elements such as content, process, products, and learning environment. Appropriate assessments for use in

differentiated instruction will be examined.

EDU 550: Teaching Reading and Writing Across the Curriculum

Middle school teacher candidates will pursue examination of the research, theory, and exemplary practice

in reading and writing instruction for middle level learners.

Emphasis will be placed on: addressing

standards as they impact the teaching or reading and writing; the reading and writing process; reading and

writing across the curriculum to foster independent learners; appropriate literacy assessments and use of

that

data to develop lessons; technology as a means to motivate and strengthen literacy learning; and

addressing the needs of struggling readers and writers in middle school.

113

EDU 553: Psychological Bases of Reading Instruction

This course is designed to inc

rease the knowledge of elementary and secondary teachers of developmental

reading or remedial reading. The course examines the psychological principles involved in the perception

and recognition of words and word groups, theories of lexical access, visual

perception of print, integration

of sensory systems, neural mechanism for integrating language and print, and the cognitive dimensions of

the reading act. Psychological bases for theories regarding preferred methods of teaching reading will be

examined.

EDU 559: Topics in Reading Instruction

Theoretical and practical application of fundamental principles of reading instruction in accord with a

school unit's identified needs are investigated.

EDU 561: Teacher's Workshop in Folklore at the Kutztown German-American Festival

The course provides one week of classroom instruction in folklore and one week attending lectures,

demonstrations seminars at the Kutztown German-American Cultural Festival.

EDU 562: School Law

This course will focus on

the sources of law under which educational policy is developed and implemented,

analyze basic legal concepts, interpret topics which have a direct impact on educators and students and

reflect on the law and the responsibilities that accompany legal rights.

EDU 563: Writing Our Own Stories

Using a workshop setting, students will explore everyday folklore and personal narrative in children's

literature to jump

-start their own stories. Students will write personal narratives based on family folklore

and pe

rsonal experiences. Students will investigate how various authors have shared their memoirs.

Students will develop their own writing program for their classrooms.

EDU 564: Foundation of the Middle Level Learner

The past two decades have witnessed tremen

dous reform in middle level education and more restructuring

is in progress. This course examines the physical, emotional, intellectual, and moral development of the

middle level learner and the corresponding implications for school organization. This is a

n integrated

course with the Department of Secondary Education, the Department of Human Kinetics, and the

Department of Counseling and Human Services working together to provide an integrated look at the

middle level learner in the school setting. The Huma

n Kinetics Department would be responsible for

physical concerns. The Counseling Department would be responsible for concerns dealing with social,

emotional and moral growth, and the Secondary Education Department would work toward an

understanding of the cognitive growth of the middle level student. The departments would work together to

promote the understanding of how the current research on middle level learners applies to the middle level

practitioner. The course would utilize both team and individual

teaching. It would also model the teaming

process which is the primary teaching organizational practice used in middle schools.

EDU 565: Special Topics in Education

This is a flexible course offering designed to enable students to address contemporary issues and to respond

to current needs. Topics selected will be based on relevance, timeliness, and need. (1-3 credit hours).

EDU 568: Middle Level Curriculum and Instruction

The past two decades have witnessed tremendous reform in middle l

evel education and more restructuring

is in progress. Middle school educators have been driven by one premise: everything that is done for and

with students in a school should be based on what we know about the nature and needs of the age group.

This cours

e explores the unique sociological and psychological aspects of the middle level learner and the

implications of these aspects for teachers, counselors, and administrators in the organization of the middle

school and in development of a responsive curriculum for middle level learners.

114

EDU 573: Stress Management for the Classroom Teacher

This course examines the phenomenon of stress and the classroom teacher. It will focus upon the nature of

stress, the consequences of unheeded warning signs, and personal

, job-related, and classroom stressors. An

extensive array of diverse coping mechanisms is included. Opportunities will be provided for a variety of

self-appraisal exercises, group and individual participation, and limited original research.

EDU 576: Practicum in Reading Instruction: Corrective and Remedial

In this course teachers work in teams designing and implementing instruction for students with mild to

severe reading disabilities according to their emotional, cultural, and educational learning needs. It involves

supervised practice in the use of sociological, psychological, and pedagogical instructional procedures

including: keeping student portfolios, collaborating with related support school personnel, conferring with

parents, using community reso

urces, and conducting classroom action research.

Prerequisites: College of Education majors/minors only

EDU 578: Comparative Education: An Analysis of International Education Systems

This course will involve students in the analysis of systems of education throughout the world. The concept

of school as a social, economic, and political institution will be developed. This concept will be used to

examine the system of education in the United States and the systems in representative nations throughout

the w

orld. Special attention will be given to the educational opportunities provided for traditionally

disadvantaged and excluded groups - namely, women and minority youths.

EDU 580: Independent Study: Secondary Education

Independent Study is based on a

student's pursuit of a subject in Secondary Education not covered within

regularly offered graduate courses. Graduate students may schedule this course for one to three credits in a

single semester, with no more than six credits for Independent Study overa

ll. Permission of the faculty of

the Secondary Education Department is required.

EDU 590: Internship in Supervision

The student will be assigned to an environment that provides the professional experiences related to the

student's field of academic inte

rest and study. Under the supervision of a school district administrator with

coordination by a graduate faculty member in the Department of Secondary Education, the student will be

exposed to the major task areas of policy determination, program developme

nt, curriculum design and

instructional supervision. (180 hours of service.)

EDU 591: Methods of Research

This course provides an introduction to a wide

-range of research methods and provides graduate students

with the knowledge they need to begin the p

rocess of collecting, analyzing and reporting data. In addition,

students will examine their own research lens and biases and develop the critical thinking skills needed to

analyze and comprehend research reports.

EDU 592: Intensive Clinical Experience

A field assignment in a middle or high school setting will provide the clinical student teaching experience.

Teacher candidates will teach under a mentor in the schools and meet weekly with their university

supervisor in a fieldwork seminar. Con

tent includes dealing with classroom issues, developing planning

skills, organizing the classroom for instruction, seeking professional employment, developing classroom

management skills, and relating previously learned material to the day

-to-day teaching experience. Teacher

candidates prepare for making the transition from graduate student to professional teacher. The field

experience provides an opportunity for candidates to synthesize their graduate learning experience.

In addition, teacher candidates wi

ll be required to maintain and electronic reflective journal/portfolio using

guidelines created by the individual discipline supervisor. There will also be a research and writing

requirement assigned by the professor.

Prerequisites: All courses in Areas I

and II of the Master of Education degree: Secondary Education -

Teaching EDU 434; and EDU 533 or 535 or 562 or 597; and EDU 564 or 568; and SPU 500 and 514; and

SEU 520 and 535 and 540; and EDU 526

115

EDU 593: Internship

The student will select an

educational environment with district approval that provides the professional

experiences related to the student’s administrative goals. Under the supervision of a school district

administrator with coordination by a graduate faculty member in the Departme

nt of Secondary Education,

the student will complete the major task areas of policy determination, program development, curriculum

design, instructional supervision, and administrative responsibilities. (180 hours of service).

EDU 594: Internship II

The

student will select an educational environment with district approval that provides the professional

experiences related to the student’s administrative goals. Under the supervision of a school district

administrator with coordination by a graduate facult

y member in the Department of Secondary Education,

the student will complete the major task areas of policy determination, program development, curriculum

design, instructional supervision, and administrative responsibilities.

EDU 597: Change in Education

In this course various social demands for change, the latent and manifest means used by schools in coping

with these demands, functioning of the school as a social organization, and ways in which school personnel

may become responsive to social change are analyzed.

EDU 599: School Leadership in a Diverse Society

The course will focus on the leadership of schools and the qualities that leaders need to transform these and

other public and private

-sector organizations for a new century. Such leaders must understand themselves,

the organizations that they head, and the complex social political environments that they are asked to

navigate on a daily basis. In short, we need leaders who understand formal structure, individual needs,

power and conflict, as we

ll as culture and symbols. Accordingly, students will become acquainted with the

principles, concepts and major theories of leadership. They will administer a variety of self

-analysis

instruments to better understand and reflect upon their own leadership s

tyles and behavioral tendencies.

Graduates will use this understanding to improve student learning and they will apply this new learning to a

variety of situations and problems simulating real challenges in today’s K

– 12 public schools and non-

traditional schools.

Education Doctorate

EDD 701: Transformational Learning and Teaching: Personal and Professional Perspectives

This seminar course introduces Learning Associates to the doctoral program and the multiple facets of

transformational learning and teaching from an interdisciplinary perspective. The seminar provides a

framework for the Learning Associate to further devel

op the knowledge, skills and dispositions required of

teacher

-leaders for 21st century educational organizations. It is designed to encourage the investigation of

the Learning Associates teaching and leadership assumptions, behaviors and goals, and to begin planning to

improve personal and professional effectiveness.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 702: Transformational Learning Models and Instructional Design

If educators are to effectively prepare learners with the knowledge, skills, and values they will need for

creating more sustainable places and communities, a transition must be made from transmissive teaching

models

to transformative learning processes. This course focuses on an in-

depth study of current theory and

research about curriculum design and its relationship to developing and sustaining Professional Learning

Communities.

Prerequisites: Admission to the EdD p

rogram in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

116

EDD 703: Leading and Implementing Transformation Change

This course introduces learning associates to the multiple facets of lea

dership from an interdisciplinary

perspective. The sessions provide a framework for the learning associate to further develop the knowledge,

skills, and dispositions required of leaders for 21st century organizations. It is designed to encourage the

invest

igation of the learning associate's leadership assumptions, behaviors, and goals and to begin planning

to improve her/his classroom effectiveness. This course focuses on contemporary theories, practices, and

research in planning, managing, and assessing ch

ange in classrooms as social systems.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 704: Transformational Issues and Trends

This

course explores contemporary issues in education as the Learning Associates examine high impact

learning and teaching with underachieving populations.

Special emphasis is given to the impact of the interaction among organizational culture, leadership style

and change. Learning Associates will select, design and implement a project and design a strategic plan

including program evaluation strategies. This course focuses on an examination of the existing and

emerging knowledge base for teaching and learning i

n educational organizations.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 710: Introduction to Action Research, Academic Writing, and the Dissertation Process

This course introduces Learning Associates to the process of dissertation action research including the start

to the development of their proposal that will become the focus of their research. Learning Associates will

develop aca

demic writing skills and skills in critiquing their research literature as well as strategies for

developing research ideas. Emphasis will be placed on APA style writing and becoming Collaborative

Institutional Training Initiative (CITI) certified.

Prerequ

isites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 711: Understanding Statistics

This course provides Learning Associates with an

understanding of statistical methods commonly used in

educational research. This course reviews the use, interpretation, and practical application of descriptive

and inferential statistics. Key statistical principles and methods are reviewed, including sam

pling,

probability, Type I and Type II errors, independent and dependent sample t

-tests, correlation, simple linear

regression, analysis of variance, and chi

-square tests. Throughout the course, Learning Associates will

analyze and critique the application

of these tests in research reports.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 712: Qualitative Research

This course will introdu

ce Learning Associates to qualitative research related to the development of an

action research dissertation study. Topics will include research paradigms for qualitative designs;

developing surveys/questionnaires; developing questions for and analyzing in

terviews; and interpreting

qualitative research studies. Learning Associates will analyze readings that focus on qualitative research

designs.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

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EDD 720: At Risk Populations

This course addresses the development of more effective interventions for at risk learners with a focus on

children in poverty and children suffering social and

emotional risks. Learning Associates will examine

social initiatives designed to improve students' academic performance; to reduce children's social or

emotional risks; or to promote social, emotional, or moral development. The course will consider social

initiatives that nurture strengths and resiliency (e.g. new models of resiliency will also be examined).

Attention will be given to the different sources and different expressions of risk and resilience across race,

class, gender, and culture. Learning

Ass

ociates' primary work will be to develop a proposal for an intervention using social initiatives.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 721: Educational Policy and Diversity

This course will prepare Learning Associates to be able to understand cultural adaptability and critical race

theory.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning progr

am, or

permission of the Doctoral Director in consultation with faculty.

EDD 722: Data-Driven Assessment and Decision-Making

This course addresses the theories, professional approaches and understandings from various psychological

perspectives as they r

elate to assessing, developing, leading and teaching people and programs. Emphasis

will be on best practices from the educational, social sciences and management professions for sustaining

an organization's capacity for continuous growth.

Prerequisites: Ad

mission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 723: Qualitative Data Analysis

This course will introduce students to techniques, tools, and

frameworks for qualitative data analysis. The

course will follow a studio format in which students will receive guidance on how to conduct qualitative

data analysis as well as peer

-feedback on their own qualitative data analysis efforts. Learning experiences

will involve Lexi readings, reflective writings, videos, qualitative data analysis exercises, and small group

discussions. Students will learn about methods for analyzing qualitative data by hand and with the aid of

software.

EDD 724: Special Topics

One special topics course per academic year will be co

-designed with Learning Associates to meet the

specific needs of the cohorts based on current trends and opportunities. Included may be national or

international travel to study best practices in learn

ing and teaching.

Prerequisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

EDD 725: Critical Theories and Professional Practice

This specialized cou

rse is designed around the cohort's identified theoretical frameworks, their educational

applications, and the reflective techniques necessary to becoming critical educators. This course is

organized to address ways in which to build upon Learning Associat

e's professional growth as scholarly

practitioners. The course is designed with two overarching goals: 1) to bridge the gap between theory and

practice, and 2) to foster their journey in becoming transformational leaders in their field of expertise.

Prereq

uisites: Admission to the EdD program in Transformation Teaching and Learning program, or

permission of the Doctoral Director in consultation with faculty.

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EDD 750: Theory and Methodology in Education Research

In this course, Learning Associates will de

velop their action research dissertation proposal. Topics will

include integration of research methodology, measurement, and statistics; research ethics; IRB training and

time management of the dissertation process. This seminar is designed as a semi

-structured working group

to learning associates in various stages of the dissertation process, although emphasis is placed squarely on

development of the first three dissertation sections.

Prerequisites: Admission to the EdD program in Transformational Teaching

and Learning or with

permission of the Doctoral Director in consultation with faculty.

EDD 751: Research Methods in Educational Settings

This course builds upon the tenants of EDD 750 Theory and Methodology in Education Research. Learning

Associates will also continue to develop their action research methods. Topics will include the further

development of the dissertation proposal as well as navigating through the research process. This course

focuses on the reflections on the theory, resea

rch and literary review of their dissertation topic and

introduces the mechanisms for the development of their findings, conclusions, and future implications of

practice.

Prerequisites: EDD 750

EDD 791: Leader Scholar Communities I

Learning Associates w

ill develop a research agenda with their Leader Scholar

Community (LCS). The LSC consists of a faculty member and up to four doctoral

students who will work as a group to explore a conceptual framework in which to

research topics, develop a statement of th

e puzzle of practice, and work through the writing and IRB

process. The LSC will meet regularly based on the needs of the community. This course will require

directed independent study on an action research project.

Prerequisites: EDD 750

EDD 792: Leader Scholar Communities II

Learning Associates will continue working on a research agenda through the exploration of literary

resources related to their research agenda. Working within their Leader Scholar Community (LCS),

Learning Associates will explore th

e body of research and theory connected to their puzzle of practice. The

LSC will meet regularly based on the needs of the community. This course will require directed

independent study on an action research project.

Prerequisites: EDD 791 or permission of the department.

EDD 793: Leader Scholar Communities III

Learning Associates will continue working on a research agenda through the exploration of various

methods of research. Working within their Leader Scholar Community (LCS), Learning Associates will

identify and explain the world view that shapes their study and provide an overview of the research

methodology employed and why it is useful. They will further cite related research methodologists

throughout. The LSC will meet regularly based on the need

s of the community. This course will require

directed independent study on an action research project.

Prerequisites: EDD 792 or permission of the department.

EDD 795: Dissertation in Practice

Learning Associates will continue to develop their

dissertation with the assistance of their Leader Scholar

Community. This course will require directed independent study on the action research project and is

specifically for students researching and writing dissertations. At the end of the semester, if th

e core

assessment is not completed, Learning Associates will receive an Incomplete for the course. They have

seven years from the start of their program to complete the dissertation and receive a grade.

Prerequisites: EDD 793, Completion of Portfolio, Diss

ertation Proposal & required credits of coursework

or permission of the Doctoral director.

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Education Reading Specialist

ERS 502: Seminar in Research Foundations Pertinent to Reading

Participants in this course will read and respond to scholarly researc

h about reading. Specifically, the

course will focus on developing an understanding of major theoretical and evidence

-based foundations of

reading and writing processes. Participants will learn how to critically review reading research and

abstracts to dev

elop a deep understanding of quality research methodology and findings. They will prepare

reports that interpret widely used statistical data, reference bibliographies that reflect wide reading of

scholarly research, and synthesize findings expressed in sc

holarly papers. All of these are vital to

foundational knowledge and ethical dispositions of active reading professionals.

ERS 504: Curriculum and Instruction in Reading Through the Developmental Stages

This course provides an overview of the current re

search and best practices focusing on emergent to fluent

readers within the balanced literacy framework. Components of effective literacy approaches, and

decoding, comprehension and fluency strategies serve as the framework for the course. The course conte

addresses critical thinking, the reading

-writing connection, and motivation as critical elements of effective

literacy teaching. Digital literacy strategies will be infused into the content of the course. In addition,

learners will explore cross discipl

inary literacy expectations and will articulate the value of young readers'

ability to analyze and create a high volume and range of print and non-print text.

ERS 506: Curriculum and Instruction in Writing through the Developmental Stages

This

course examines instructional approaches that support a balanced literacy curriculum for all writers

with an extra emphasis on middle level learners. Critical thinking, motivation theory, writing instruction,

writing in the disciplines, and "new literacies

" will be studied within the framework of a balanced literacy

model. The course also requires candidates to demonstrate knowledge of a wide variety of effective

routines and instructional materials that will meet the English Language Arts needs of all lear

ners,

especially those responsive to diversity.

ERS 513: Literacy Curriculum and Instruction: Adolescent to High School

This course will examine literacy instruction for students in grades nine through twelve. Theories and

research that support best pra

ctices for addressing the literacy needs for this population will be a focus.

Critical thinking, motivation, writing, comprehension, and “new literacies” will be examined within the

framework of a balanced literacy model. Special focus will be centered on

the role of a reading

specialist/literacy coach in supporting classroom teachers at the secondary level to implement

differentiation for content literacy.

ERS 514: The Reading Specialist and Intensified Literacy Instruction

Reading specialists/literacy coaches serve in many roles. This foundation level course focuses on the design

and delivery of intensified literacy instruction by reading specialists. Evidence

-based instructional designs,

which focus on diagnostic data to craft daily lessons, are explor

ed. The importance of motivation and

scaffolded support for learning is stressed. Attention is also devoted to the selection of print and

technological resources appropriate for struggling readers and writers, given situations of diverse socio

economic, cu

ltural and linguistic diversity.

Prerequisites: Two (6 SH) of the following courses: ERS 504, ERS 504, ERS 506, ERS 513 or permission

of the instructor.

ERS 574: Assessment of Reading: Clinical Practicum in Reading Diagnosis

This course focuses on the a

ssessment of readers, with emphasis on the clinical, diagnostic use of the

informal reading inventory. Candidates learn how to administer and interpret assessments and then

synthesize data to describe readers’ strengths and needs into a detailed case study

report. The report

includes recommendations to promote the student’s growth in literacy.

Prerequisites: Two (6 SH) of the following courses: ERS 502, ERS 504, ERS 506, ERS 513, or ERS 514,

or permission of the instructor.

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ERS 577: Leadership for Reading Educators

This course enables a prospective reading specialist/literacy coach to prepare for the leadership roles and

responsibilities as a reading educator within the framework of a balanced literacy approach model. It

provides an integration of t

heory and practical application, including structured field experiences related to

the roles of the reading specialist/literacy coach to effectively develop co

-teaching and co-planning

strategies. Critical reflection combined with feedback from peers and p

racticing reading specialists are

fundamental to the course. Field experiences preclude the course being taken concurrently with either of

the other Application Level course EDU 574 Assessment of Reading: Clinical Practicum in Reading

Diagnosis or EDU 579

Practicum in Literacy Instruction: Struggling Readers and Writers.

Prerequisites: Two (6 SH) of the following courses: ERS 502, ERS 504, ERS 506, ERS 513, or ERS 514,

or permission of the instructor.

ERS 578: School Based Practicum in Literacy Instruction: Struggling Readers and Writers

In this course, reading/literacy specialist candidates, working with university graduate reading faculty, use

diagnostic and formative assessments to design and implement evidence

-based intensified instruction for a

small

group of struggling readers and writers. In addition, candidates will work within a school-based

setting to develop the skills, dispositions, and knowledge to function as reading/literacy specialists, which

include demonstrating leadership skills by resea

rching and dispersing information about literacy pertinent

to the school

-based setting.

Prerequisites: Take two (6SH) of the following: ERS 502, ERS 504, ERS 506, ERS 513, or ERS 514 and

take ERS 574.

ERS 579: Practicum in Literacy Instruction: Struggling Readers and Writers

In this course, reading specialists/literacy coach candidates, working with university graduate reading

faculty, use diagnostic and formative assessments to design and implement evidence

-based instruction and

interventions for strugg

ling readers and writers. Candidates work in teams at off-campus locations in

collaboration with local school districts. In addition to practicing the skills of a reading specialist in a team

module, candidates also develop the skills, dispositions, and kn

owledge to function as literacy coaches.

Prerequisites: Take two (6SH) of the following: ERS 502, ERS 504, ERS 506, ERS 513, or ERS 514 and

take ERS 574.

Elementary Education

ELU 412: Education and Care of Infants and Toddlers

Through research, discussion, practical applications in the field, and critical thinking, the students will

expand their knowledge and understanding of the child from birth to age three. Ideas and selected

approaches will be introduced to increase the stud

ents' abilities to create an appropriate educational

environment based upon sound child development principles. Recent neurophysical research findings will

be stressed and applied to develop strategies and plans for group care of the child from birth to th

ree.

Prerequisites: College of Education majors/minors only

ELU 415: Building Partnerships for Educating Young Children: Families, Schools, and

Communities

This course explores the relationships of the diverse people, organizations, and societies respon

sible for the

education of young children. Historical influences, effective teaching strategies and curriculum for working

together and successful partnership models are emphasized. Field experiences with parent programs and

family agencies are required.

Prerequisites: College of Education majors/minors only

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ELU 420: Administration of Early Childhood Programs

This course is designed to provide the knowledge

-base necessary for administering and directing diverse

early childhood programs. The roles and duties of the administrator, budgets, personnel, environmental

factors and public awareness are addressed through projects and readings. Through both field experienc

and research, alternative models of early childhood programs are explored.

Prerequisites: College of Education majors/minors only

ELU 452: Current Trends in Reading Instruction

This course will examine current reading programs and major

developments in the teaching of reading.

Students will analyze programs, approaches, and instructional methods in view of current reading research.

In addition, students will take part in discussions concerning the selected topics. Specific topics will var

from semester to semester, as changes occur in topics addressed in current professional journals.

Prerequisites: College of Education majors/minors only

ELU 510: Seminar in Early Childhood Education

An investigation of learning and developmental theor

ies, instructional strategies, and programs appropriate

for young children is undertaken. There is an exploration of the current research in the field.

ELU 519: Teaching Writing to Children

Included in this course are methods and materials for effective

instruction in writing designed for the

elementary and middle school classroom teacher. Emphasis is on practical writing as well as on the creative

aspects of writing. Readings, research, practical application, and motivational and management strategies

are discussed.

ELU 520: Folk Literature and Storytelling for Teachers of Elementary and Middle School Children

Students will explore fables, myths, and folk literature from various cultures around the world. Both

traditional literature and updated versio

ns will be explored. Students will investigate how various

illustrators have presented the same story and also examine the varied techniques appropriate to the

presentation of folk literature for students.

ELU 530: Historical Background of Elementary Education

An exploration of educational philosophies and practices which have characterized elementary education

primarily in America is undertaken. There is also an evaluation of professional literature and research to

explore the influence of the past on current issues.

ELU 531: Adult Learning Theory and Foundations in Instructional Coaching

This course introduces participants to adult learning and change theories as well as current research based

practices regarding instructional coaching. This course

will emphasize the use of professional development

standards from national professional development organizations to guide instructional planning and

coaching. Participants will explore key elements of coaching approaches and implement practices that are

roven to improve student achievement through a variety of activities and reflection. (20 hours of field

work are required for this course).

ELU 532: Practicum in Instructional Coaching Process

The purpose of this course is to provide instructional coach

ing candidates with opportunities to engage in

seminar discussions and action research projects during a cycle of continuous improvement of instruction

for teachers and students in an instructional coaching practicum setting. There will be 50 hours of fiel

based experience during which candidates will learn to apply the coaching cycle of planning, observing,

analyzing and providing feedback as they conduct model lessons, collect and analyze student data with the

purpose of assisting classroom teachers in i

mproving student learning performance.

Prerequisites: EDU 574 or EDU 526 and EDU 577 or EDU 541 and ELU 531

ELU 540: Seminar in Elementary Curriculum Development

Theory and process in elementary curriculum development are examined. Recent trends in mate

rials and

methods are discussed.

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ELU 542: Integration of Mathematics for Elementary Schools

This course will explore the connections between traditional contents (science, social studies, language arts,

fine arts) in the elementary school with connectio

ns to mathematical concepts. The course will enable the

student to pursue elementary mathematics in a holistic thematic approach within traditional elementary

content subjects.

ELU 545: Managing and Planning in Classrooms

This course prepares teacher candidates to be effective educational leaders by learning, observing, and

experiencing varied instructional models, classroom management, and conflict resolution, anti

-bullying

techniques, planning, and professional behavior.

Teacher candidates are presented with current learning

theory including issues of child and adolescent development, diversity and exceptionality. This course

includes an appropriate age level classroom experience where teacher candidates are given the oppo

rtunity

to apply theories and strategies developed in their coursework.

ELU 548: Contemporary Themes in Children's and Adolescent Literature

Research, discussion, and critical evaluation focusing on contemporary themes and issues in literature for

child

ren and young people are investigated. Workable standards for evaluating books and techniques for

using thematic studies in elementary and middle school situations are reviewed.

ELU 560: Seminar in Language Arts Instruction

Recent trends in teaching the

language arts in the elementary school are examined as well as current

materials, techniques and research. An application to classroom situations is made.

ELU 566: Special Topics in Education

This is a flexible course offering designed to enable studen

ts to address contemporary issues in elementary

education and to respond to current needs. Topics selected will be based on relevance, timeliness, and need.

ELU 569: Current Topics in Elementary Education

An in

-depth study of selected topics in elementary education is undertaken. Through search of professional

literature the topics will be determined by the class each time the course is offered. This course is suggested

as preparation for a comprehensive ex

amination or project; therefore, it should be scheduled at the end of

the program.

ELU 570: Seminar in Elementary Social Studies Instruction

This course is a survey of existing practices and trends in social studies instruction. Planning a social

studies program, evaluation of teaching materials, and examination of methods and techniques of

instruction are undertaken. Provision for teachers to work on individual curriculum projects is made.

ELU 571: Application of Current Elementary Educational Topics

This is the second in a two

-course sequence that will enable the student to produce a summative project. In

this course the students will select and explore in depth one of the current topics discussed in the

Prerequisites: ELU 569

ELU 572: Strategies for Elementary Classroom Management and Discipline

Analysis and evaluation of contemporary thought on classroom management is undertaken. Emphasis is on

identifying potential sources of management breakdown and discipline problems. Strategies to prev

ent or

cope with such breakdowns are presented.

ELU 580: Independent Study

ELU 587: Resource Materials in Elementary Science

This course provides assistance for

elementary teachers in the teaching of science. A variety of materials,

knowledge of science subject matters, and competence in methods are studied.

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ELU 591: Picturebooks

This course is an in

-depth study of picturebooks that includes pedagogical implications of using the

picturebook from pre

-school through the middle school years. What a picturebook is, the elements of a

picturebook and various genres and types of picturebooks will be explored. A vital part of the course is

learning how to read pictures, investigating art theories, models of response and various illustrators' works.

ELU 595: Specialization in Teaching Middle Level 4-8 Clinical Experience Part I

ELU 595 and ELU 596 Specialization in Teaching Middle Level 4

-8 Clinical Experience are segments of a

program requirement, which provide two field assignments in a middle level 4

-8 school setting comprising

an entire semester. Teacher candidates will teach with a mentor in the schools and meet weekly with their

university supervisor in a concurr

ent fieldwork seminar. Content includes focusing on planning and

preparation, classroom environment and management, implementation of developmentally appropriate

lessons, professionalism and seeking professional employment. Teacher candidates prepare for

making the

transition from graduate student to professional teacher. The field experiences and seminar provide an

opportunity for candidates to synthesize their graduate learning experience.

Prerequisites: College of Education majors/minors only

ELU 596: Specialization in Teaching Middle Level 4-8 Clinical Experience Part II

ELU 595 and ELU 596 Specialization in Teaching Middle Level 4

-8 Clinical Experience are segments of a

program requirement, which provide two field assignments in a middle level 4

-8 school setting comprising

an entire semester. Teacher candidates will teach with a mentor in the schools and meet weekly with their

university supervisor in a concurrent fieldwork seminar. Content includes focusing on planning and

preparation, classroom e

nvironment and management, implementation of developmentally appropriate

lessons, professionalism and seeking professional employment. Teacher candidates prepare for making the

transition from graduate student to professional teacher. The field experience

s and seminar provide an

opportunity for candidates to synthesize their graduate learning experience.

Prerequisites: College of Education majors/minors only

Elementary Education: Pre-K 4

EEU 415: Family and Community Collaboration Partnerships

This course explores the relationships of the diverse people, organizations, and societies responsible for the

education of young children. Historical influences, effective teaching strategies and curriculum for working

together with families,

and successful partnership models are emphasized. Teacher candidates will gain

knowledge and demonstrate an understanding of cultural and community diversity as a basis for

instructional planning with ELL awareness and accommodations. Field experiences wi

th parent programs

and family agencies are required.

EEU 504: Instructional Strategies for Language Arts and Social Studies

The content of this course is the integration of social studies and literacy with a focus on developmentally

appropriate practice

s, standards, content, and pedagogy for PreK-4 the post baccalaureate program. This

course focuses on the integration of social studies content and literacy strategies to enhance student

communication and thinking skills, which are essential to productive

citizenship in the context of a global

society.

Prerequisites: Open to graduate level students in the College of Education only

EEU 505: Child Development and Practice

Child development, theories of learning and developmentally appropriate practice in t

he field of early

childhood education is the focus of this course. Emphasis is placed on knowledge of child development and

appropriate practices for infants through age nine.

Prerequisites: Open to graduate level students in the College of Education only

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EEU 507: Instructional Strategies for Science and Math

This course is designed to prepare perspective teachers to teach mathematics and science for a wide variety

of young learners. It is designed to prepare teacher candidates to use an i

nquiry centered, hand-on, “minds-

on” approach as they teach mathematics and science. The course is designed to build on content

knowledge, pedagogical knowledge, assessment, and connections to other disciplines in the classroom.

Candidates will be instruct

ed how to integrate learning theory, developmental theory and cognitive science.

Prerequisites: Open to graduate level students in the College of Education only

EEU 595: Intensive Pre-K-4 Clinical Experience

A field assignment in a Pre

-K - 4 school setting will provide the clinical student teaching experience.

Teacher candidates will teach with a mentor in the schools and meet weekly with their university

supervisor in a concurrent fieldwork seminar. Content includes focusing on classroom issu

es, developing

planning skills, organizing the classroom for instruction, seeking professional employment, developing

classroom management skills, and relating previously learned material to the day

-to-day teaching

experience. Teacher candidates prepare fo

r making the transition from graduate student to professional

teacher. The field experience and seminar provide an opportunity to synthesize their graduate learning

experience.

In relation to the concurrent fieldwork seminar, teacher candidates will be req

uired to maintain a reflective

journal/portfolio using guidelines created by the supervisory team. There will also be a research and writing

requirement assigned by the supervisor who serves as the professor of record.

Prerequisites: Permission of the Dept

of Elem Ed Faculty and all General, Int. Pre-K –

4 crs: SPU 500, SPU

514, and EEU 505; & Pro Sem crs: EEU 504, EEU 507, EEU 545, & EDU 551; & Spec Crs: EDU 523 &

EEU 415 support the clinical exp in this adv lvl teacher cert prg.

EEU 596: Specialization in Teaching Pre-K-4 Clinical Experience Part I

EEU 596 and EEU 597 Specialization in Teaching Pre

-K-4 Clinical Experience are segments of a program

requirement which provide two field assignments in a Pre

-K – 4 school setting comprising an entire

semester

. Teacher candidates will teach with a mentor in the school and meet weekly with their university

supervisor in a concurrent fieldwork seminar. Content includes focusing on classroom issues, developing

planning skills, organizing the classroom for instruct

ion, seeking professional employment, developing

classroom management skills, demonstrating professionalism, and relating previously learned material to

the day

-to-day teaching experience. Teacher candidates prepare for making the transition from graduate

student to professional teacher. The field experiences and seminar provide an opportunity for candidates to

synthesize their graduate learning experience.

Prerequisites: College of Education majors/minors only

EEU 597: Specialization in Teaching Pre-K-4 Clinical Experience Part II

EEU 596 and EEU 597 Specialization in Teaching Pre

-K-4 Clinical Experience are segments of a program

requirement which provide two field assignments in a Pre

-K – 4 school setting comprising an entire

semester. Teacher ca

ndidates will teach with a mentor in the school and meet weekly with their university

supervisor in a concurrent fieldwork seminar. Content includes focusing on classroom issues, developing

planning skills, organizing the classroom for instruction, seeking

professional employment, developing

classroom management skills, demonstrating professionalism, and relating previously learned material to

the day

-to-day teaching experience. Teacher candidates prepare for making the transition from graduate

student to p

rofessional teacher. The field experiences and seminar provide an opportunity for candidates to

synthesize their graduate learning experience.

Prerequisites: College of Education majors/minors only

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English

ENG 430: Rhetorical Traditions and Contemporary Renditions

This course studies the histories of rhetoric as well as contemporary intersections and applications across

disciplines. Depending on the particular interests of the professor, one or more specific area(s) such as

media, popular culture, scien

ces, feminisms and gender studies, composition studies, literary theories,

literacies, global issues, pedagogy, arts, and political discourse will be chosen for a more detailed study.

Critical to the course are the writing assignments that allow students t

o examine issues in more depth and

explore alternative rhetorical stances and situations.

ENG 438: Major Modern Dramatists

This course is a brief critical survey of British and American drama of the twentieth century with primary

focus on the work of such major figures as Shaw, O'Neil, O'Casey, Miller, Williams, Albee and Pinter.

ENG 470: Selected Topics in English

This course will deal in depth with a specific issue or area in English or a literary figure not covered or only

covered briefly in

another graduate English course. The course may be taken up to two times (6 credit

hours), provided that the selected topic is different.

ENG 493: The Twentieth Century British Novel

Comparative studies of selected works of Joyce, Lawrence and Woolf. Analysis of symbol and archetype as

structural and thematic device. Rhetorical comparison of elements of style.

ENG 502: Introduction to English Studies: Traditions, Boundaries, and Change

This course is a revision of and replacement for ENG 502 Problems

of Research in English. This course

provides beginning graduate students an introduction to the history, traditions, issues, problems, and

debates of English Studies. From the perspective of the outsider or newly initiated, the proliferation of

areas of in

terest within English Studies can be confusing if not daunting. It is the goal of this course to

familiarize new graduate students with the historical development of English Studies and the shape of

English Studies today. Designed as one of the core course

s for all English MA students, this course will

include studies of the profession, experience in writing professional documents (such as conference

proposals, abstracts, book reviews, thesis proposal), practical guidance in relevant research methods, and

nquiry into the major theoretical and disciplinary issues and challenges of English Studies. This is a

required course of all English MA students.

ENG 503: Thesis

Students register through the department chairperson for three (3) semester hours in two (

2) different

semesters or six (6) semester hours in one (1) semester.

ENG 510: The Rhetoric of Style

This course focuses on understanding historical and contemporary rhetorical conceptions of style in order

to foster more sophisticated invention, analys

is, and production of 21st century compositions. Specifically,

the course examines the idea of style from its ancient understandings rooted in orality up to modern

iterations rooted in multimodal composition and digital writing.

126

ENG 511: Contemporary Indigenous Rhetorics

This course provides graduate students with an introduction to the field of Indigenous Rhetorics, including

its rhetorical traditions and practices, issues, problems, history, and cultural contexts of various ind

igenous

communities. The goal of this advanced course is to build on students' existing knowledge about the

rhetorical strategies, techniques, and tactics of contemporary indigenous peoples in several genres: creative

nonfiction, academic scholarship, stan

d-up comedy, journalism, political and legal documents, and web

presence. Specifically, students will engage with the works of writers, thinkers, performers, artists, and

speakers in specific contemporary indigenous communities as these practitioners striv

e to carve space for

their voices and perspectives in the crowded space of modern intellectual thought and practice. This course

focuses primarily on Native American Rhetorics. This course is appropriate for those interested in

Composition & Rhetoric, Lite

rature and Media Studies.

This class may also include the opportunity for digital storytelling, blogging, interviewing, and community

engagement. This is an elective course for all English MA students.

ENG 512: Symbol and Myth in Literature

A critical examination of the effectiveness and significance of symbol and myth in literature is undertaken.

ENG 518: Feminist Literary Theory

This course provides an overview of the leading currents, issues, and debates in feminist literary theory,

inclu

ding gendered voice, difference vs. equality feminism, essentialism, and queer theory. Students will

read theoretical and literary selections from nineteenth-, twentieth-, and twenty-first century feminists.

ENG 525: Linguistics

This course includes a c

omprehensive introduction to the phonology, morphology, syntax, and dialects of

American English. The problems of language which arise in elementary and secondary education are

discussed. Open to students taking linguistics for the first time.

ENG 527: Seminar in Linguistics

One of the following topics: (A) Descriptive Linguistics

- a survey of linguistics, emphasizing the

descriptive approach to the sound and grammatical systems of language; (B) American Dialects

a study of

the geographic and

social varieties of spoken American English; (C) History of the English Language - an

investigation of selected topics in Old, Middle, and Modern English will be covered.

ENG 530: Chaucer

In generating broad familiarity with Chaucer's backgrounds, sourc

es, and achievement, this course seeks to

provide understanding of his place in literature, together with some facility in reading Middle English texts.

ENG 535: Seventeenth-Century Studies

Special studies in selected major works of Bacon, Burton, Brown

e, Hobbes, Taylor, Milton, Donne, and

Jonson are given special attention.

ENG 545: Studies In Postmodern Fiction

This course provides intensive study of selected authors, themes, and/or approaches in postmodern fiction,

both American and international.

Depending on the author or theme that is focused on the time period of

the work(s) covered may fall between from about 1960 to 1990.

ENG 550: American Romanticism

This course is a critical study of American Romanticism together with its English and Euro

pean

antecedents. Works of Freneau, Poe, Hawthorne, Melville, Emerson, Thoreau, and Whitman are examined

for common literary elements. Romanticism is explored as a literary aesthetic, and as a social and moral

philosophy.

ENG 551: Postcolonial Literary Theory and Texts

This course provides an overview of the leading currents, issues, and debates in Postcolonial theory,

including the definition of field, gender, political, and resistance issues and an in

depth look at Postcolonial

literary texts.

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ENG 553: Literacy Studies

This course provides graduate students with an introduction to the field of Literacy Studies, including its

scientific and theoretical foundations, historical and current perspectives on literacy practices, resear

methods and curricular implications. Literacy has culturally specific, social, economic and political

implications for all people, and yet the general public’s understanding of literacy is often marred by myths

or overly simplified perspectives on the a

cquisition and uses of reading and writing, as well as less text-

centric means of interpreting and composing. This course is aimed at deepening and complicating students’

understanding of literacies, as they learn to investigate personal and communal assum

ptions, conduct

primary and secondary research, and consider the consequences of the Literacy Studies for learning,

teaching and critically navigating politics and culture. This course is especially useful for the intending to

teach on the secondary and po

st-secondary levels, as rhetoric of a “literacy crisis” has been a staple of

education reforms in the United States since 1960s. The course is also appropriate for those with an interest

in Composition & Rhetoric, Literature, Media Studies or Linguistics.

This is an elective course for all

English MA students.

ENG 555: Black Women's Literature: The Development of A Tradition

This intensive graduate course provides a survey and a close analysis of a major tradition in literary studies

the black feminist t

radition. This course will examine various genres of writing by black women, such as:

short stories, poetry, drama, novels, creative nonfiction, and literary theory/criticism.

ENG 557: Digital Rhetoric and Composition

This course focuses on honing the analysis, production, and teaching of contemporary digital texts by going

beyond longstanding academic conceptions rooted in the printed word alone. Specifically, the course

examines why contemporary digital texts do not dovetail with previous Rhetorical an

d Composition

frameworks and why emerging areas within Rhetoric and Composition such as visual rhetoric, digital

writing, and multimodal style are vital in cultivating sophisticated, responsive methods of analysis and

production. Students will familiarize

themselves with issues surrounding creation, revision, and

deployment of digital texts to better understand the complex rhetorics involved when arranging words,

images, sounds, coding language, available designs, fonts, colors, and spaces to make new kinds

of 21st

century writing.

ENG 560: Critical Writing

This course invites graduate students to examine writing as an essential tool for exploring, questioning, and

creating intellectual knowledge in academic and public spaces. Students will develop a conceptual

framework for critical writing through the study

of rhetorical theory, genre theory and composition theory.

Central to the course are writing workshops in which students share drafts of course assignments. In these

workshops, students develop and understanding of themselves as writers, while exploring a

variety of styles

and rhetorical approaches for communicating with specific audiences both within and beyond the graduate

classroom. As students explore the new genres and increased expectations that come with advanced

scholarly writing, they will practic

e: choosing a point of inquiry; gathering research; developing a position;

choosing style and voice; using readers’ feedback effectively; and editing and revising as a recursive

process.

ENG 561: The Epic in the Modern Imagination

The Epic in the Modern

Imagination has two complementary objectives: to study the nature and function of

epic narrative in its classical and modern iterations; and to study major principles and innovations in

theories of narrative, as an aesthetic form and a tool for organizing

information and experience. The

seminar provides extended attention to especially significant epic narratives, which may include Homer’s

The Odyssey, Joyce’s Ulysses, and at least one more contemporary exemplar. Additionally, the seminar

focuses on influe

ntial texts on and evaluations of epic narrative.

All instruction and reading of ancient epic narratives and texts will be conducted in English and/or

critically authorized English translations.

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ENG 563: Studies in American Realism, 1865-1900

The

literary milieu that gave rise to the Age of Realism in American literature is studied. Close attention is

paid to the works of Twain, James, and Crane.

ENG 564: Cultural Studies Seminar in American Modernism

Defining American Modernism as the cultural

response to rapid changes in society brought on by new

technologies and social patterns, this course introduces students to cultural studies/historicist approaches to

the study of modernist American literature, inviting students to examine the interplay be

tween literature,

popular culture, and the controversies and events that shaped early twentieth

century Americans’ sense that

they were both inhabiting and building a wholly new social world.

ENG 565: Seminar in British Literature

Major themes, genre, a

nd resource works are examined, and against their background class members

present individual studies for general discussion.

ENG 567: Seminar in American Literature

Major themes, genre, and resource works are examined, and against their

background class members

present individual studies for general discussion.

ENG 570: Seminar in History of English Language

Seminar in History of English Language.

ENG 575: Seminar in Literary Criticism

This course covers the development of literary

theories in criticism to the present era and gives the

opportunity for application of the major principles to representative pieces of writing.

ENG 576: Seminar in Film History, Theory and Criticism

Students in this course will have the opportunity to e

xplore basic and advanced issues in film history,

theory and criticism. A wide range of films will be studied from both American and World Cinema.

Student participation and independent research are required, along with completion of a final project or

term paper.

ENG 577: Modern Poets in English

Poetry written in English, published since the beginning of the modernist period, and major contributions to

English poetics of the same period provide the principal foci for course materials and discussions.

Individual iterations of the course will examine specific periods, movements, or thematics.

ENG 583: Eighteenth-Century Studies

Literature at the height of the neoclassical period is studied, with attention to social, historical, and

philosophical background for the Augustans: Pope, Swift, and selec

ted writings of DeFoe, Addison and

Steele, and Gray. Pre

-romantic themes and modes in poetry, prose, and drama of the Johnson era are

analyzed.

ENG 585: Studies in English Romanticism

This course focuses on the two

-fold achievement of the English Romantic Movement in effecting a break

with the literary traditions of the past, and simultaneously anticipating the new attitudes current in our time.

ENG 587: Studies in English Renaissance Literature

Selected non

-dramatic works written in England during the sixteenth century will be studied carefully: (1)

for intellectual and cultural significance, and (2) for genre, techniques, styles, and aesthetic qualities.

ENG 591: Shakespeare

Since it may be assumed that students electing this study have some famil

iarity with the major works of

Shakespeare, attention will be directed primarily to the lesser

-known plays. Also, in different years

emphasis will center upon such selected areas as: (a) the tragedies, (b) the comedies, (c) the histories, and

(d) the text of Shakespeare.

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ENG 593: British and Irish Novels of the 20th Century

This class is a detailed study on some of the most influential writers of the 20th Century: Virginia Woolf,

D.H. Lawrence, James Joyce, Iris Murdoch, Somerset Maugham, Paul Kingsnorth and A. S. Byatt among

others. We will examine narrative form, experiment

ation in voice and structure, the shifting landscape of

culture, class, gender, identity, and sexualities.

ENG 594: Victorian Poetry

This course covers the broad range of poetry that flourished during the period from approximately 1832 to

1900 in England, the era generally known as the Victorian Age.

ENG 595: Victorian Prose

Studies of the important prose writers who flourished during the period from approximately 1832 to 1900

in England, the era generally known as the Victorian Age.

ENG 599: Independent Study

This course allows individual pursuit in depth of a subject in English not covered within a regularly offered

graduate course in English. Students in the M.A. program in English or the M.Ed. program in secondary

education (English) may sc

hedule this course for one to three (1-

3) credits in a given semester. A maximum

of six (6) credits of independent study is permitted in a student's program. Permission of the chairperson of

the English Department is required.

English

ENU 405: Teaching Writing

This course is designed to aid future and current teachers, tutors, and professors in navigating the

challenges of teaching writing in the 21st century. Students will develop their own teaching philosophies,

grounded in the study of compos

ition theory and pedagogy. Whether teaching writing at the elementary,

secondary, or post

-secondary level, students will be well-informed of the challenges and possibilities of

developing literacies and equipped to create their own writing assignments in t

he classroom.

As a 400-level course, both undergraduates and graduate students may take this class.

ENU 407: Teaching Literature

This course focuses on the understanding of the various forms, their development and proliferation, along

with instruction in newer methods of teaching literature at the high school level.

ENU 511: Writing Workshop for Teachers

This course is designed to support the teaching of writing and to encourage teachers to write. Students will

write and respond to writing in a mutually supportive community of peers. Participants will be immersed in

the various stages of the writing process, specifically pre

-writing heuristics, drafting, peer tutoring, and

editing. Journal writing, formal evaluation, and informal methods of responding

to student writing will be

included.

ENU 522: Teaching Writing Across the Curriculum

Intended for secondary teachers of all subjects, this course reviews recent research and composition theory,

and explores effective, practical strategies for developing learning through writing in all disciplines.

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Finance

FIN 530: Financial Management: Theory and Practice

The course focuses on the role of the financial manager in planning for, acquiring, and utilizing funds to

maximize stockholder wealth. Topics studied include: financial markets, time value of money applications,

financial statement analysis, the risk and

return relationship, stock and bonds valuation, financial and real

options, cost of capital, capital budgeting analysis, financial forecasting, corporate valuation and value

based management, capital structure, and dividend policy decisions. Students will

be expected to apply the

concepts and techniques learned in the course, along with their knowledge of spreadsheet software, to

analyze cases.

FIN 533: Investment Management

We study various financial instruments including common stocks, bonds, stock options, and futures. We do

an overview of various security selection techniques including fundamental analysis. There is an

introduction to risk and risk aversion, portfolio risk, capital market equilibrium models and the efficient

market theory. We do review and evaluation of portfolio management techniques including asset allocation,

efficient diversification, and passive and active portfolio management. We do valuation analysis of fixed

income securities and management of fixed income securities portfolio.

We also learn valuation analysis of

derivative securities and their application to hedging and portfolio insurance and management. The course

is rigorous and analytical It approaches the subject from the point of view of an investment practitioner.

Prerequisites: Finance 530

FIN 535: Entrepreneurial Finance

This course focuses on financial issues relevant to individuals who want to obtain capital for the purpose of

starting or purchasing a business. Major topics include attracting seed and growth capita

l, business

valuation, and harvesting techniques such as initial public offerings and management buyouts. Guest

speakers from the Small Business Development Center, Edge Center, and local entrepreneurial firms bring

"real world" content to the course.

Prerequisites: MBA students only

FIN 571: Selected Topics in Finance

We explore a variety of topics. Topics explored include Working Capital Management, Investment

Banking, Leasing, Mergers and Acquisitions, Multinational Financial Management,

Derivative Securities,

Investment Portfolio Management, and Financial Institutions Management.

Prerequisites: Finance 530

Fine Arts

FAR 501: Drawing

Advanced studio work in drawing is directed towards furthering self discipline in developing personal

graphic statements. (This course is also offered under the FAR 501 designation.) Repeatable up to 12

credits.

FAR 502: Printmaking

Visual expression in

a variety of printmaking techniques are explored. Among the techniques investigated

are relief, intaglio, planographic and transographic methods. Historical and contemporary attitudes toward

the multiple as an original work of art are studied. (This cours

e is also offered under the FAR 502

designation.) Repeatable up to 12 credits.

FAR 503: Painting

This course provides for experimentation with painting media, with emphasis upon development of

individual style. (This course is also offered under the FAR 503 designation.) Repeatable up to 12 credits.

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FAR 504: Graduate Sculpture

This course is an advanced study in specific materials, processes, and concepts in the creation of sculptural

form. (This course is also offered under the FAR 504 designation.) Repeatable up to 12 credits.

FAR 505: Photography

Making the fine photographic print is developed through the knowledge and application of the Zone

System of exposure, film and print development, and darkroom processes. Other aspects of the course w

ill

include aesthetic criticism and chronology of the development of photography in the visual arts. The Zone

System defines a more analytical process for the production of the fine print and only secondarily implies a

learning methodology. (This course is

also offered under the FAR 505 designation.) Repeatable up to 12

credits.

FAR 506: Digital Media

This course provides instruction in the creation of images through computer

based technologies. During the

course students will learn to use image and audi

o oriented software, they will also explore the unique ways

in which computers facilitate artistic expression. Students will be introduced to art works, artists,

alternative viewing sites, cyber communities, aesthetics and criticism related to digital art.

They will also

consider digital tools as part of a continuum of technological innovation in the visual arts. (6 c.h., 3 s.h.)

Repeatable up to 12 credits.

FAR 575: Individual Problems in Art Seminar

This course is oriented to concepts of art around whi

ch the individual students would focus their attention

and interest in the production or analysis of artistic forms which exist in a multi

-cultural society. The

students work with the professor to explore possibilities which they are stimulated to pursue a

nd which

emerge from personal ideas and research in art

oriented problem areas. Students in this course will have the

opportunity to explore special topics, issues, and creative practices related to art, design, and visual culture.

Under this prefix, diffe

rent topics, which provide distinctive learning experiences, will be offered

periodically. The specific topic(s) offered for each semester will be listed in the schedule. Topic may be

from 1 to 3 s.h. and 1

-3 c.h. Students may take ART 570 up to nine credit hours. Instruction will be

lecture/seminar. (This course is also offered under the ART 572 designation.) Repeatable up to 9 credits.

FAR 577: Independent Study

An opportunity is provided to pursue an interest in an area of study that represents a particular independent

challenge in art education. The study is expected to diverge from normal course requirements into areas

such as studio, art history, aesthetics, a

nd art field work in a school district as they relate to the

requirements of a Master's Degree in Art Education. (This course is also offered under the following

designations: ARH 577, ART 577, ARU 577, CFT 577.)

German

GER 420: Professional Translation Skills in German

This course supports continued growth and development of German vocabulary, structures and style, while

also promoting specialized skills and techniques required for translation. The student will confront

translation challenges related t

o culture and language in the context of various authentic text types, such as

technical, literary, or commercial. The student will also acquire basic knowledge of translation theory and

will be introduced to the current translation industry, including job offerings, titles and skills required.

GER 470: Selected Topics In German

Selected Topics in German.

GER 503: Thesis

Thesis.

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History

HIS 423: The American West

This course studies American migration from the Atlantic seaboard to the Mississippi Valley, together with

Spanish and French penetrations in the West. The course also examines explorations, acquisition and

settlement of the Trans

-Mississippi West, and the American Southwest with evaluation of the influence of

the frontier and its institutions on the total history of the United States.

HIS 437: Indian-White Relations

This course will deal with Indian

White relations from the first contacts in the late 10th century through the

empire

-building attempts of the Spanish, Dutch, En

glish and French in North America. Of primary concern

is the expansion of the European Frontier at the expense of Indian Tribal lands and culture, and the

resulting intra

-tribal warfare as the eastern Woodland tribes were removed west of the Mississippi Ri

ver by

the Government Removal Act and Allotment Policy of the 1830's.

HIS 438: United States History Since 1914

This course is designed to investigate selected topics such as World War I, the 1920s, the Great Depression

and the New Deal, World War II, post-war America and the Cold War.

HIS 456: Selected Topics in Medieval European History

This is an advanced study of significant topics in the history of western Europe from the collapse of the

Roman Empire to the dawn of the modern era.

HIS 462: Germany in the Twentieth Century

This course is a survey of Germany in the Twentieth Century. Emphasis will be given to major intellectual

developments, World War I and the collapse of the Empire, the Weimar Republic and the rise of Hitler, the

cataclysm of the Second World War and the divided Germany of the Cold War.

HIS 464: Britain And The Holocaust

This course is a study of Britain’s Response to the Holocaust. It is a story of a periphery rather than its

core. The course is a history of British rea

ctions and inactions before, during, and after the Holocaust. It

focuses on Britain’s response to Nazism’s: 1) persecution of German Jews from 1933

-1939, 2) mass

murder of European Jewry during World War II, and 3) legacy of a post

-Holocaust world. Special

attention centers on: British

-German relations; the triumph and tragedy British refugee policy from 1933-

45; the role of Palestine; Nazi Occupation of the Channel Islands; Bletchley Park’s secret knowledge of the

Holocaust; the enduring debate to bomb

Auschwitz or not; the British Army’s liberation of Bergen-Belsen

Concentration Camp, dealing with survivors and perpetrators; and the evolving story of history and

memory in post-war Britain.

HIS 503: Thesis

Thesis.

HIS 520: Seminar

This

course consists of directed reading and research in selected topics and problems in national and state

history. Methods of historical investigation are emphasized.

HIS 525: Independent Study

HIS 526: Seminar in Historical Method

This course is a stu

dy of the various styles, techniques, and methods of inquiry (narrative and social

scientific) that characterize history as a distinct scholarly discipline. Emphasis will be on actual practice in

developing special skills and techniques in historical research and writing.

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HIS 553: Problems and Issues in the Middle East During the 19th and 20th Centuries

This course is a problem

-oriented study of the Middle East during the 19th and 20th centuries which

considers the interaction of the various ethnic groups under the umbrella of the crumbling Ottoman Empire,

and shows the effects of the encounter with Western Imperialism. The rise of nationalism and the

introduction of other Western ideologies are all included in this study.

HIS 560: Tudor and Stuart England

This course includes selected problems in history of church, state, and society under the Tudors and Stuarts

(1485 - 1688).

HIS 562: The World of Humanism and Reformation

Topics include problems and issues in the age of the Renaissance and

Reformation, with emphasis on

institutional and intellectual developments. There is consideration of changing historical interpretations.

HIS 570: Society and Thought in Modern America

A study of American culture and society since 1870: religious divers

ity, scientific and literary

achievements, and important trends in education and the arts is undertaken. Particular attention will be

given to the Populist, Progressive, and New Deal reform movements.

HIS 583: Civil War and Reconstruction

Civil War and

Reconstruction, beginning with the close of the Mexican War in 1848 and concluding with

the withdrawal of Union troops from the South in 1877, are studied. This includes the antebellum and the

Reconstruction periods.

HIS 585: History of Urban America

is graduate seminar examines the economic, social, and cultural processes that have produced the

urbanization of American society. The course focuses particular attention on urban class, gender, ethnic,

and racial dynamics and on institutionalized efforts

to mediate social conflict such as the development of

urban school systems and political reform movements.

HIS 586: Seminar in Problems and Issues in United States Racial and Ethnic History

This graduate seminar examines the processes of migration that have resulted in the "peopling" of America.

This course also analyzes the evolution of ethnicities, races, and an "American" nationality by examining

the complex interplay among the diverse peoples who collectively shaped American history. F

inally, the

course addresses current debates about American identity.

Humanities

HUM 592: Seminar in Language-Culture-Area-Study

This course consists of lectures, discussions, readings, and reports for the purpose of acquainting the

student with the no

n-literary aspects of the civilization of the target language: art, music, folklore and

customs, geography, and historical and socio-economic aspects of the cultural pattern.

Instructional Technology

ITC 425: Computer Networking for Educators

The cours

e is designed to provide educators with a practical user-level understanding of wired and wireless

networked computer systems and the software/hardware components that make up typical computer

networks. Students will learn about the role and responsibiliti

es of the network engineer in a school district

or library consortium. Newer trends in networked computing such as Web 2.0, virtualization and “the

cloud” will be examined.

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ITC 433: Synergetic Teaching with Technology

Student teacher and

in-service educators will cooperatively develop and implement technology based

instructional modules. Development of the modules will be founded on the technology training and

background of the undergraduate participants and the practical pedagogical exper

ience of the in-service

participants. While the primary teaming goal is to combine a student teacher and in

-service educator, two

-service educators, with prior permission of the instructor, could constitute a synergistic team. Distance

learning technologies will be employed to deliver the content.

ITC 446: Development of Multi-Image Productions

The planning, production, and presentation aspects of multi

image productions are studied. The student will

participate in all phases of developing a multi

-image program. Recommended background: ability to

operate a 35mm camera and familiarity with basic photography techniques.

ITC 503: Thesis

Students register through the chairperson of the Department of Audiovisual Communications and

Technology for three semester hours in two different semesters, or six semesters in one semester.

ITC 532: Integrated Video/Computer Productions for Educator

The use of the microcomputer in the production of classroom video presentations at the basic education

level will be s

tudied. Methods that educators can use to integrate the technologies of portable video

production and microcomputing into their instructional programs will be examined. This is a non

-studio

course using portable VHS video equipment and microcomputer techno

logy commonly found in basic

education settings.

ITC 533: Hypermedia: A Tool for the Educator

This non

-programming course introduces the major hardware and software elements of hypermedia

applications. Students will examine the history, specific hardwar

e and software systems, selection and

evaluation guidelines, research findings, and applications in a variety of educational environments. In

addition, students will develop a hypermedia program.

ITC 555: Management of Information and Technology Center Environments

This course provides an overview of management theory, policy and practice with an emphasis on the role

of the professional as manager in library, school, academic and independent information center settings.

ITC 562: Digital Citizenship

This course is an introduction to digital citizenship and how it can be supported in K

-12 schools and

libraries. It provides a basis for understanding digital citizenship, the current trends in the area, and the

potential needs students wil

l face in the future. The course will help educators and technology leaders see

the importance of digital citizenship and identify ways it can improve teaching and learning with

technology.

ITC 570: Independent Study

Independent study is based on a stud

ent's pursuit of a subject in audiovisual communications not covered

within a regularly

-offered graduate course. Graduate and postgraduate students may schedule this course

for 1

-3 credits in a single semester, with no more than 6 credits for Independent Study overall. Permission

of the department faculty is required. (1-6 hours).

ITC 571: Instructional Technology Capstone Project

Using the skills and knowledge from the previous course of study, students will design, implement and

report findings from a

technology integration project. Students will be working directly with a public or

private institution to identify an issue currently being faced. The issue will be researched and analyzed in

the early phases of the course. The latter portion will focus on

the implementation and eventual reporting of

results to LSIT faculty and LSIT graduate students.

Prerequisites: College of Education majors/minors only

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ITC 572: Research Project II

Students will further develop one of the topics investigated in the course Research Project I.

The results of

this course will be a product that will have pragmatic application in the area of instructional technology.

This is the second of the two course sequence to be taken at the conclusion of the program in lieu of writing

a thesis.

Prerequisites: ITC 571

ITC 590: Internship/Practicum in Instructional Technology

Students will function in an environment that provides professional experiences related to the student's field

of interest and study. Under the supervision of a media professional, and coordination of Audiovisual

Communications and

Technology faculty, the student will have the opportunity to observe and experience

the activities of an instructional technology media professional.

Leadership

LDR 515: Ethics and Social Responsibility

This course will introduce students to ethical frameworks and their importance to business and society.

Students will gain a practical understanding of the ethical issues managers face when making decisions that

affect employees, investors, customers, suppliers, and the society in general. Students will be able to use

these constructs to guide their organizations through strategic and tactical issues.

LDR 525: Managing and Leading People

This graduate level course will introduce and apply the theories of leadership to enable students to build the

knowledge and skill sets to manage and lead teams in the current turbulent environment. Additionally, this

cours

e will provide a micro perspective of leadership focusing on the skills and qualities leaders need to

have in order to succeed in their respective leadership roles. This course starts from the premise that

managing and leading people are skills that can be

acquired and intentionally practiced, resulting in

increased competence and performance. Being a skill

-based course, students will discover and develop

their own leadership skills through active learning, self

-assessments and self-reflections. This course will

provide students the opportunity to learn the importance of values, beliefs, and emotions in leadership. In

addition to the micro perspective, students will also be acquainted with the macro perspective about

visioning, strategic direction, importance of communication, and ways to manage change.

LDR 535: Managing Programs and Projects

Managing Programs and Projects is about enabling an organization to effectively and efficiently

accomplish its goals through programs and projects. Project management

is the application of knowledge,

skills, tools and methods to a temporary endeavor in order to create a specified deliverable. Program

management is a strategic approach to controlling multiple related projects, realizing benefit by

coordinating resources

, costs and other project aspects. This course is designed to introduce students to

concepts, methods and tools of program and project management. Students will be exposed to topics such

as exploring the processes of selecting and defining programs and pro

jects, leading program and project

teams, assessing and mitigating risk, planning a project, monitoring and controlling the execution of a

project, and closing and evaluating a project.

LDR 545: Persuasive Communication

This course enables students to l

earn the essentials of persuasion, build practical business communication

skills, and gain insights of persuasion in the competitive workplace environment. Students will be

introduced to communication theories and empirical strategies employed in business

situations such as

marketing, management, negotiation, crisis management, conflict management, and visioning. Upon

completion, students will be able to translate their ideas into compelling arguments and develop

professional communication techniques. Also,

they will be able to derive and apply effective

communication decisions, which will facilitate business success.

136

Library Science

LIB 405: Genealogical Research

Genealogical Research prepares students to assist patrons as they perform genealogy researc

h, define

family history writing objectives, and produce genealogy results for professional or personal needs in both

traditional and electronic formats. The course is designed for librarians and other researchers interested in

family histories.

LIB 420: Library Resources for Preschoolers and their Families

This course will provide an introduction to the development of the child from birth to age six, focusing on

language acquisition and emerging literacy. It addresses the role of the family, care

-givers and library in

developing early literacy skills. The course will focus on library program planning, selecting of materials,

and outreach and programming for preschool audiences, their families and care-givers.

LIB 471: Information Analysis and Retrieval

The basic principles and tools for information analysis and retrieval are considered in relation to database

analysis, terminology control, question analysis, search strategy development, conducting searches, and the

delivery of search results.

LIB 510: Literature of the Humanities

Selection, evaluation, and use of the principal bibliographic and reference sources, books, periodicals and

serial publications, and non

book materials in the fields of literature and language, fine arts, philosophy and

psychology, and religion are discussed.

LIB 512: Librarian's Role in Supporting Reading Strategies

This course examines the school librarian's role in ensuring student's reading success. The roles include the

selection of materials that address the diver

se needs of the learners including English as Second Language

Learners, identification of resource materials that serve as tools for interactive think

-alouds, and

reinforcement of reading strategies within the information literacy curriculum.

LIB 513: Organization of Information

This course is an introduction to the theory, systems, and fundamental principles of descriptive cataloging

and organization as it applies to various and emerging information packages and metadata. This knowledge

will be applied through lab and field work.

LIB 520: Literature of the Social Sciences

Selection, evaluation, and use of the principal bibliographic and reference sources, books, periodicals and

serial publications, and non

-book materials in the fields of anthropology, business and economics,

geography, history, political science, sociology, education, and other closely-related areas are discussed.

LIB 526: Technologies in Libraries

This course is an overview of current and emerging technologies for libraries (

i.e. library automation

systems, Internet, electronic library resources, peripheral equipment and networking). Students will be

introduced to the practical use of technology in libraries, and learn how to evaluate individual technologies.

They will recognize the importance of a librarian's involvement in the overall technology program.

LIB 529: Library/Information Literacy Curriculum

This course focuses on the structure and design of the library/information literacy curriculum by examining

the organizati

on, plan, foundation, components, and implementation process of the curriculum. Students

examine current research in regards to the impact of library programs on student achievement. Through

curriculum mapping the integration of library/information literac

y and technology across the curriculum is

emphasized.

137

LIB 530: Literature of the Sciences and Technology

Selection, evaluation, and use of the principal bibliographic and reference sources, books, periodicals and

serial publications, and non

-book materials in the fields of astronomy, biology, chemistry, engineering,

geology, mathematics, medicine, physics, and other closely-related areas are covered in this course.

LIB 531: Oral Traditions in the Library and Classroom

Oral Traditions in the

Library and Classroom explores oral performance methods to present, promote and

enhance literature and reading. Classroom storytelling strategies are researched in depth, as is the

incorporation of folklore motifs into modern art forms. Classroom performan

ce skills of book talking,

reading-aloud, and storytelling techniques are developed and practiced.

LIB 550: Reading Interests for Adults

This course focuses on the critical evaluation and analysis of print and digital resources for adult library

users. Emphasis is given to reading interests in a variety of genres and popular culture.

LIB 560: Mass Media and the Library

This course is designed to equip librarians and others to appraise the mass media and their relation to

instructional materials center

s, and their influences and effects with particular attention to children and

young people. A study of the history and development of mass media, their role as social institutions, their

structure, support, control, content, research, and studies of social and psychological effects is undertaken.

LIB 562: Digital Citizenship

This course is an introduction to digital citizenship and how it can be supported in K

-12 schools and

libraries. It provides a basis for understanding digital citizenship, the curren

t trends in the area, and the

potential needs students will face in the future. The course will help educators and technology leaders see

the importance of digital citizenship and identify ways it can improve teaching and learning with

technology.

LIB 591: Fieldwork: Public and Special Libraries

This course is designed to provide experience in the practical application of library routines and procedures

under the supervision of a qualified librarian. The student is required to spend 120 hours in a publi

c or

special library under the direction of a qualified librarian. Structured observations at two other sites will be

undertaken as part of the 120 hours of required field work.

Library and Learning Technologies

LLT 500: Foundations of Information Science

This class explores historical approaches to knowledge gathering, theoretical foundations for the creation of

organizational systems and current practices for organizing and efficiently retrieving knowledge. Historical

and contemporary innovators and t

heir contributions will be discussed. This class will explore the most

commonly utilized organization systems in libraries, archives and information centers including

classificatory schemes, finding aids and metadata. This class will also consider the vari

ety of environments

in which an information professional may be employed, including public, school, academic and special

libraries, corporations, historical societies and museums and discuss the different roles, ethical practices,

and responsibilities of professionals in these environments.

LLT 505: Perspectives on Instructional Technology and Learning

The goal of this seminar is to introduce educators to a variety of instructional technologies and design

models to facilitate learning. Students will disc

uss the historical evolution of instructional technology as

well as a variety of issues related to integrating technology effectively into the curriculum today.

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LLT 510: Information Resources and Services

This course presents the fundamental

knowledge associated with the delivery of reference services to

library users. The primary emphasis in on the evaluation, selection, and utilization of information sources

used in reference service to respond to ready reference, research, and reader's advi

sory questions.

Information sources will be identified, categorized, and contrasted to identify their chief values in

providing reference service.

LLT 515: Word Processing and Desktop Publishing in Education

Word Processing and Desktop

Publishing is designed for the working educator who needs to produce

professional, high- quality documents and classroom newsletters but does not have time to learn complex

tools commonly used in commercial publishing settings. Students in this course will

produce materials

suited for and usable to their specific teaching contexts. Options for both the PC and Mac platforms will be

presented.

LLT 517: Integrating Assistive Technology into the K-12 Curriculum

Intended for in

-service teachers, this course explores research-proven strategies for using technology to

assist those who have learning differences beyond those addressed by regular instruction and curricula.

Discussions of research studies, awareness of innovative software and hardware that allows fo

r greater

flexibility in the learning environment, and development of useful course materials will provide teachers

with a toolkit to implement and assess which technologies may maximize students’ strengths.

LLT 520: Resources for Children and Young Adults

This course explores the strategies for using literature and related materials for children and young adults in

library settings. Students will examine the broad range of genres and discuss methods for incorporating

literature into various curricular areas and public programming.

LLT 521: Technologies for the 21st Century Educator

This course explores teaching and learning with technology. Students will develop a variety technology

based teaching and learning resources to support face-to-face, blended and on line learning environments.

LLT 524: Librarian's Role in Reading Strategies

This course is an introduction to the school librarian's role in ensuring students' reading success. The roles

include the selection of materials that address the

diverse needs of the learners including English as Second

Language Learners, identification of resource materials that serve as tools for interactive think

-alouds, and

reinforcement of reading strategies within the information literacy curriculum.

LLT 525: Computer Networking for Educators

The course is designed to provide educators with a practical user

-level understanding of wired and wireless

networked computer systems and the software/hardware components that make up typical computer

networks. Studen

ts will learn about the role and responsibilities of the network engineer in a school district

or library consortium. Newer trends in networked computing such as Web 2.0, virtualization and “the

cloud” will be examined.

LLT 530: Makerspaces and Technology Enhanced Programming

This course explores the evolution of the Makerspace movement as it applies to STEM and STEAM

education. Students will investigate and actively engage in the facility, tools, resources, and technology as

components that translate into creative project-based learning.

LLT 535: Designing Distance Education for the K-12 Educator

The emphasis of the course is to prepare educators to incorporate distance education technologies, as well

as teaching and learning strategies, into a learning environment. With guidance from the instructor, students

will construct a theoretical foundation and rationale for utilizing distance learning and develop practical,

hand

-on skills for effectively working within a distance-learning environment. The role of technology in

delivering distance learning courses is examined, as well as issues related to designing, organizing and

managing distance education activities for a diverse population.

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LLT 540: Management of Information and Technology Centers

This co

urse provides an overview of management theory, policy and practice with an emphasis on the role

of the librarian or technology coordinator as a manager in library, school, and independent information

center settings.

LLT 542: Public Librarianship

This course exposes students to the organization and operation of the public library. This includes

administrative and financial control, governmental relationships, personnel management, administration of

services, standards, buildings and e

quipment, library extension services, current and emerging

technologies, resource sharing, fundraising, and public relations.

LLT 545: Problem-based Learning Through Instructional Technology

The goal of this course is to prepare educators to effectively

integrate instructional technologies into the K-

12 curriculum. Students will work collaboratively to design solutions to real

-world problems that could be

encountered in schools and libraries. Using the Pennsylvania Standards Aligned System, students wil

develop lessons and assessments that effectively integrate technologies that align to PDE and Common

Core Standards.

LLT 547: Selected Topics

Contemporary topics in audiovisual communications and instructional microcomputing will be examined.

The topics studied will change each time the course is offered. Course may be repeated once.

LLT 550: Collecting and Curating Print and Digital Collections

This course provides an overview of the processes, policies, and procedures associated with developing,

valuating, and utilizing a library collection that includes print, digital and other technology dependent

content. Emphasis is placed on the development of a working philosophy which recognizes the

interrelationships of principles, policy, and management.

LLT 553: Development of Digital and Multimedia Instructional Resources

Relevant principles of learning theory and research in media design are combined with production

techniques to provide the student with the essentials needed to produce

effective multimedia instructional

materials. The student will be responsible for the development of multimedia instructional materials from

the initial planning stages to the finished product.

LLT 555: Building Effective Online and Classroom Instruction

This course moves beyond the theoretical and provides students with an opportunity to do online

development work in an actual Learning Management System (LMS). Students will develop and

implement technology

-rich and pedagogically effective learning modules for online and classroom

delivery.

LLT 560: Organization of Information, Metadata and Library Technologies

Through the use of

an Integrated Library System (ILS) students will learn the essential components of

library management functions using the technology of circulation, cataloging and classification, and use of

necessary reports. Students will learn how to create metadata to

apply to online cataloging and

classification as it pertains to various and emerging text and digital resources. With the focus on the

librarian's role as a technology leader this course is also an overview and evaluation of current and

emerging technologies for libraries.

LLT 563: Coding in the Classroom

Students will be introduced to a variety or programming languages appropriate for students PK

- 12. Topics

discussed include Hour or Code and the use of robotics and coding to meet academic and technolo

standards. Students will use visual programming languages to create simple games and animations and to

control robots. Students will create lessons that' integrate coding via iPad apps, visual programming

languages, and robots and align to academic and technology standards.

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LLT 564: Preservation, Digitization, and Archiving

This course introduces current theory and practice in the areas of preservation and digitization of library

materials. Primary topics are: environmental standards for archival area

s; storing, organizing and

cataloging special collections; repair and stabilization or paper

-based items; digitization of unique

materials; metadata standards; and online exhibition of images.

LLT 565: Emerging Technologies for Educators

Students will discuss a variety of emerging Internet options suitable for use in the classroom and library

setting. Students will discuss the history, theory, communication facilities, and educational activity

structures relevant to the process within a st

andards based educational setting. The internet will be the

primary resource examined.

LLT 574: Educational Program of the Library Media Center

This course is designed to emphasize the curriculum

related responsibilities of the library program. School,

public, and academic librarians are immersed in educational initiatives. Emphasis is placed on information

and digital literacy instruction, curriculum integration, and suppo11 services. The roles of the librarian as a

teacher, collaborator, technology leader, and program administrator are studied. This online course requires

one face

-to-face meeting for the purpose of a class lesson presentation and delivery.

Fieldwork: 8 hours

LLT 575: Methods of Research

This course explores types of research, the sel

ection of a research problem, development of research

questions, the strategies necessary for library searches using the latest computerized data information

retrieval services, the collection and analysis of data, the evaluation of research, and the techn

ical skills

needed for writing the research report.

LLT 580: Independent Study

Prerequisites: College of Education majors/minors only

LLT 585: Digital Portfolios

The goal of this course is to prepare and present an electronic

professional portfolio that demonstrates the

students' accomplishments in the graduate program. This is a culminating course for the program. The role

of portfolios, standards, and reflection in education will be examined, as well as the types and componen

of portfolios. Students will investigate technologies that enhance electronic portfolios.

LLT 590: Internship

This course is designed to provide experience in the practical application of library routines and procedures

in a school library media cent

er. The primary activities will be conducted under the supervision of a

cooperating school media librarian at an unassigned school media center. The student will be required to

spend 90 hours in a school library media center working under the direction of

a cooperating librarian. The

required 90 hours of field work will build on the background and experience of the certified teacher to

develop the specialized knowledge of the school media specialist.

LLT 598: Clinical Experience and Practicum I

The clinical field experience provides the school librarian teacher candidate with the opportunity to observe

practice under the guidance of a certified school librarian. Candidates are typically assigned to two

placements, one elementary and one secondary. The stu

dents also attend Practicum class which meets once

a week which provides for an exchange of ideas, information, experiences, and assistance from their peers

and supervisor. Each candidate is expected to demonstrate the ability to function effectively in th

e five

roles of the school librarian: teacher, leader, instructional partner, information specialist, and program

administrator.

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LLT 599: Clinical Experience and Practicum II

The clinical field experience provides the school librarian teacher candidate with the opportunity to observe

practice under the guidance of a certified school librarian. Candidates are typically assigned to two

placements, one elementary and one secondary. The students also attend Practicum class which meets once

a week which provi

des for an exchange of ideas, information, experiences, and assistance from their peers

and supervisor. Each candidate is

expected to demonstrate the ability to function effectively in the five roles of the school librarian: teacher,

leader, instructional partner, info1mation specialist, and program administrator.

Management

MGM 510: Advanced Quantitative Methods for Business Decisions

The development and application of advanced mathematical and statistical techniques used in model

building are

discussed. Optimization techniques in single-stage and multi-stage management decision

problems under certainty and uncertainty are analyzed. Computer use is provided.

Prerequisites: MBA students only

MGM 535: Human Resource Management

In this course, s

tudents study the concepts, issues, methods and procedures involved in building and

maintaining an effective workforce in an organization. Specific topics include recruitment, selection,

appraisal, compensation, benefits, training/development, labor

-manage

ment relations, discipline, workforce

planning and similar functions. The focus will be on the staff human resource management unit of an

organization as a way of organizing the study, but applications for every supervisor and manager will be

readily appar

ent. Knowledge of this staff specialty is particularly useful in understanding overall business

operations of the organization.

Prerequisites: MBA students only

MGM 536: Human Resource Management and Organizational Strategy

This course will examine the

various roles of human resource management in organizations, especially the

role in strategic planning. Students study the advisory, service, control and change agent roles played by

human resources generalists and specialists in different organizational c

ontexts and industries and how

human resources policies, procedures and functions are integrated and coordinated within such

organizations and industries.

Prerequisites: MBA students only

MGM 537: Management of Staffing, Training & Development

This course will examine how to determine recruitment needs and objectives and the internal and external

sources of applicants. The various aspects of the selection process will be studied along with the legal

ramifications associated with that

process. Training and development needs and the design of programs will

be analyzed in light of an organization's goals, objectives, and strategies as well as federal legislation such

as the Americans with Disabilities Act.

Prerequisites: MBA students only

MGM 538: Management of Compensation and Benefits

This course will examine the total compensation philosophy, strategy and policy of organizations and the

economic factors affecting compensation. Students will learn how jobs are analyzed and how job

scriptions and specifications are derived from such analysis. Job evaluations methods, job pricing, pay

structures and pay rate administration are also scrutinized along with employee benefits programs and the

philosophy, objectives, characteristics and ty

pes of such programs.

Prerequisites: MBA students only

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MGM 542: Labor Relations and the Law

This course presents a detailed description of not only the principle and rule of labor law, but also of its

historical and political context. The course takes a

social science approach to labor law so that students who

have little or no background in law will be able to appreciate and thereby understand its complexity. It

emphasizes public labor policy and discusses how it operates rather than simply explaining t

he rules of law.

Prerequisites: MBA students only

MGM 545: Ethics in the Workplace and Society

MGM 545 covers the philosophical roots of ethical thought. It examines historical approaches to ethics

–

utilitarianism, egoism, deontology, relativism

– as well as a relatively modern new approach that produces

a standard for judging ethical behavior in today’s business environment. The course explores how ethical

behavior can be encouraged in society and in the workplace through systems thinking.

Prerequisites: MBA students only

MGM 552: Multi-National Business Enterprise

Analysis of the major characteristics of international business; of its economic, political, social, and cultural

environments; of key international institutions, and of the

problems, policies, and managerial practices in

this area.

Prerequisites: MBA students only

MGM 561: Logistics and Supply Chain Strategies

This course presents a strategic perspective of planning, organizing, and controlling activities in the three

prin

cipal logistics decision areas, transportation, inventories, and facility location. Students learn about

developing and executing strategies to enhance the success of the enterprise by optimizing service to

customers while reducing logistics costs within t

he firm and throughout the supply chain.

Prerequisites: MBA students only

MGM 570: Operations Management Theory and Practice

This course is designed to study the theory and application of operations management, including

management philosophies, product

ion cycle, simplification and diversification, and materials production

and control. A study is undertaken of problems of production and other business processes which are

devoted to the creation of consumer goods and services. A critical analysis of resea

rch and emerging

theories in the field of operations management, with emphasis on their social, economic, and physical

implications, is also presented.

Prerequisites: MBA students only

MGM 571: Selected Topics in Management

In this course, students study concepts, issues, methods and procedures involved in critical areas of

management as practiced within the United States and internationally.

Prerequisites: MBA students only

MGM 574: Managing Large Strategic Business Projects

This course covers project management. Topics include all aspects of project management from the point

of view of project manager, decision maker, and implementer. The course will include extensive research

on project management, business initiatives,

and entrepreneurial endeavors. Methods for planning a

strategic initiative, critical factors which generally lead to success, and factors which generally lead to

failure will be covered.

Students will engage in a case study of a real business initiative.

Prerequisites: MBA students only

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MGM 575: Innovations and Entrepreneurship

Entrepreneurship is the pursuit of opportunity without being limited by a lack of current resources. As such,

it is a mind

-set that challenges the traditional systems approach of thinking with a more innovative and

holistic approach, as applied to problem

-solving and opportunity analysis. Entrepreneurship is a study of

the theories and practices associated with business innovation. This course will evaluate the factors that

encour

age or hinder innovation; traits and roles involved with entrepreneurship, resource acquisition by

new firms; and the overall management of business entry, organizational change, and innovation

development.

Prerequisites: MBA students only

MGM 576: Energy Management

Energy management in organizations is studied. Coal, oil, natural gas, and nuclear, solar, and geothermal

energies are of primary interest. The course focus is on management aspects of energy. Managerial options

in production and consumption

of each type of energy are considered, with particular emphasis on

consumption. Attention is given also to conservation, technology development, and public utilities.

Estimation is made of future energy scenarios and their impacts upon management actions.

The role of

government in production, consumption, and technology development is examined.

Prerequisites: MBA students only

MGM 582: Organizational Leadership

This course is designed to introduce graduate students to organizational theory and design principles that

will better equip them to take on leadership roles in organizations. It will focus on selected areas of

behavioral science theory as applied to a “mi

cro” perspective on organizations. This includes the areas of

organizational structure, process, reward systems and culture. It gives emphasis to a leader’s ability to

effectively guide an organization’s pursuit of strategy and its operation with in its en

vironment. The course

assists students in learning how to adopt multiple perspectives of frameworks for understanding behavior in

organizations and how to generate plans for maintaining or increasing organizational effectiveness.

Prerequisites: Master of Business Administration or Master of Arts Administration students only

MGM 585: Management Decision Making

This course involves the identification, selection, and application of a variety of analytical methods used in

the examination of complex business

problems commonly encountered in the management of business

organizations. It includes extensive practice in utilizing these methods to produce optimum solutions.

Prerequisites: MBA students only

MGM 589: Contemporary Topics in Management

This course wi

ll provide the student with an understanding of a variety of current topics and contemporary

issues in the area of management. Topics such as reinventing the business, democratic governance,

connected corporations, or hyper

-competitive rivalries will be examined during the semester. These topics

will be compared to previous theories about managing businesses in order to compare and contrast them. In

addition, these theories will be evaluated to determine their relevance to practicing managers in a dynamic

usiness environment. Exposing students to these latest topics will give them an opportunity to determine

whether a new idea might be useful to them as future managers.

Prerequisites: Graduate Status; or WRI 226 or permission of the instructor.

MGM 590: Management Business Policy and Strategy

This course is designed to study top management decision making and internal and external environments

of the organization in the formulation and execution of strategy and policy. This is an integrative course

which may be scheduled only after completion of all foundation courses and with no more than 12 graduate

credits remaining before completion of the program.

Prerequisites: MBA students only

144

Marketing

MKT 415: Problem Solving In Marketing

This course will explore the concepts associated with problem solving and critical thinking using case study

analysis in marketing problem

-based situations. Critical thinking has been a mainstream issue within a

myriad of institutions. Case study analysis represents one of

the most comprehensive and beneficial critical

thinking and analytical tools to apply towards institutional problems and distinct opportunities.

Prerequisites: MBA students only

MKT 550: Marketing Strategies and Planning

Concepts from economics, behavi

oral science, and modern systems theory are used to study marketing as a

subsystem within its social and economic environment. Marketing management decision making is

examined as it is related to the analysis of markets as well as the planning, implementin

g and control of

marketing strategies.

Prerequisites: Master of Business Administration or Master of Arts Administration students only

MKT 560: Marketing & Entrepreneurship

The study of marketing techniques and strategies for small and medium enterprises (SMEs). The course

will explore marketing under the following variables:

-Limited economies of scale -Severe resource

constraints

-Limited geographical presence, with limited company/product image, limited brand loyalty,

limited marketing management expertise

-Decision making under even more imperfect information

conditions than in larger firms. Developing a marketing plan from the perspective of the entrepreneur will

be em

phasized.

Prerequisites: MGM575 or instructor's permission.

MKT 571: Selected Topics in Marketing

This course will provide the student with an understanding of a variety of current topics and contemporary

issues in the area of marketing. The emphasis wi

ll be on examining recent changes in marketing practices

and concepts in a dynamic business environment. Topics will be diverse areas that are not covered in the

regular graduate marketing classes. Instructors will utilize current articles and books in the

field.

Prerequisites: MKT550

Mathematics

MAT 400: Complex Variables

This is an introductory course in Complex Analysis. Topics include properties of complex numbers,

analytic functions, mappings, contour integrals, Cauchy’s residue theorem, and the ge

ometric properties of

complex functions.

MAT 403: Analysis of Data Sets

This course continues the development of the concepts and procedures of MAT 230 or both MAT 301 and

MAT 302 with an emphasis on practical applications to science, business, and

industry. A review of basic

statistical concepts, regression analysis, categorical data analysis, analysis of variance, and nonparametric

statistics will be presented. Up

-to-date examples using computer statistical packages will be used. The

student is exp

ected to apply the above techniques to real-world problems. Students will be required to use

appropriate computer software.

Prerequisites: MAT 302 or with permission of the instructor.

MAT 431: Topology I

Set theory; functions; metric spaces; basic topo

logical concepts; topologies and neighborhood systems;

open and closed sets; accumulation points and closures; bases and subbases for a topology; separation and

connectedness; nets; continuity and homeo

-morphisms; compactness; product and quotient spaces.

Prerequisites: MAT 172 and MAT 311

145

MAT 451: Introduction To Fractals

Through hands

-on activities, computer experiments, visual readings, discussions, and lectures, this course

will examine the concepts of iteration, fractals, and chaos, as well as the history and people involved in this

fascinating field. The course will begin by looking at the basic concept of iteration: repeatedly applying

some specified operation. Iteration leads naturally to, among other things, the geometric representation of a

frac

tal, self-similarity, fractal dimension, and the notion of mathematical chaos. Students will learn

concepts from classical mathematics and ways in which these concepts can be applied to model and explain

real

-world scenarios. Additionally they will be shown that mathematics is a current, active, useful, and

dynamic field of study.

Prerequisites: MAT 171, MAT 172, and MAT 224; or graduate status and permission of the instructor.

MAT 460: Linear Algebra II

This course is a study of advanced topics in Linear Algebra. Topics include: review of the properties of

vector spaces; study of inner product spaces; factorization of a matrix in QR, diagonalized, and singular

value decomposition forms; eigenvalues and ei

genvectors of matrices with applications to solving

differential equations; positive definite matrices and their applications; and numerical linear algebra.

MAT 470: Selected Topics In Mathematics

This course is designed to provide

mathematics students an in-depth study of a topic in mathematics that is

not normally covered in the curriculum. May be repeated with different topics.

MAT 473: Partial Differential Equations

Equations of first order, Hamilton

-Jacobi theory; the Cauchy Problem; the Dirichlet and Newman

problems, Existence Theorems; Green's Functions; Equations of mathematical physics; integral equations.

MAT 512: Foundations of Mathematics

This course is intended to broaden and deepen the beginning graduate student's

knowledge of the

foundational concept of mathematics. Topics covered are: mathematical logic, theory of sets, algebra of

sets, relations and functions, ordering, equivalence classes, real numbers, and ordinal and cardinal numbers.

Required of all M.Ed. mat

hematics majors. It is strongly recommended that this course be taken as early as

possible in the graduate program.

MAT 535: Vector Analysis

This course will cover important topics in Vector Analysis including vector and vector fields, line integrals,

egular k-

surfaces, flux of a vector field, orientation of a surface, differential forms, integration on surfaces,

surfaces with boundary, and the general Stokes's Theorem.

Prerequisites: MAT 512 Foundations of Mathematics

MAT 540: Theory of Probability

Axiomatic probability, probability spaces, conditional probability, random variables and functions of

random variables, probability distributions, sums of random variables, and the Central Limit Theorem are

studied.

MAT 545: Statistical Inference and Sampling Theory

Random sampling, the Law of Large Numbers, estimation of parameters, Central Limit Theorem,

confidence intervals, regression analysis, sampling from a normal population, and testing hypotheses are

studied.

MAT 550: Foundations of Geometry

Foundational aspects of geometry, postulational systems and their properties, Euclidean geometry from

both the metric and the synthetic viewpoints, finite geometries, non

-Euclidean geometries, and geometric

transformations are studied.

146

MAT 561: Algebra I

Mappings and relations, concepts of lattices and categories, basic properties of monoids, semi

-groups and

groups, homomorphisms and isomorphism, study of various group structures and their properties,

homomorphism and isomorphism theorems, groups with operators, normal series, direct products of

groups, and category of groups are covered.

MAT 580: Special Topics in Mathematics

This course is designed to enable the student to pursue interests in some area of mathematics. The function

of this course is not to introduce the student to beginning concepts. Rather, it is to permit the student to

pursue the study of topics encountered in courses already taken. It is expected that the student will have had

at least two courses in the program in her or his area of interest (algebra, analysis, topology, geometry, etc.)

before enrolling in MAT 580.

Mathematics Education

MAU 415: Learning and Teaching Mathematics

The nature of mathematics and mathematical thought processes; current views on the learning and teaching

of mathematics; problem

-solving; discovery learning; meaningful instructional objectives; individualizing

instruction in mathematics; aids to instruction; instructional strategies in mathematics education. Open to

Senior Secondary Education Mathematics majors, Senior Elementary Education majors with a Mathematics

Concentration and to graduate students in mathematics education.

MAU 425: Middle School Mathematics

This course is designed to prepare both elementary and secondary teachers to teach mathematics in the

middle school. Various instructional strategies will be examined and discussed. A signific

ant portion of the

course will be devoted to the content and methods of middle school mathematics. The course will include

the presentation of some activities that middle school students can use to discover mathematical concepts.

Open to Senior Secondary E

ducation Mathematics majors; Senior Elementary Education majors with a

Mathematics Concentration and to graduate students in mathematics education.

MAU 531: Methods of Research (Mathematics)

This course is an introduction to the rationale and

procedures for educational research. Types of research,

selection of a research problem, the use of the library, collection and application of data, background for

the preparation of research, and the research report are subjects covered.

MAU 574: Seminar in Mathematics Education for Elementary Teachers

Goals in mathematics education, current research and experimentation in mathematics education in the

elementary and middle school, planning, and evaluation are examined.

MAU 580: The Curriculum in Secondary Mathematics

Development of a secondary school curriculum, the history of curriculum change in mathematics education

with special emphasis placed on the revisions of the past 10 to 15 years, and present

-day secondary

mathematics curricula are reviewed

. Proposals for future changes in the mathematics education curriculum

are examined. Practical applications are also discussed.

147

Modern Language Studies

MLS 428: Culture and Diversity of English Learners

This course is designed to prepare English as a Second Language (ESL) program specialists to facilitate the

integration of English Language Learners (ELLs) and their families into the host school and community.

As well, the course facilitates school staff

members' understanding of multi-cultural and multi-language

learners' needs and support strategies so as to maximize the educational experience. Participants in this

course will undertake a comparative approach to similarities and differences between the U

S culture and

other cultures with the goal of developing cultural understanding and sensitivity of ELL/ESL students and

families living in the US culture.

Prerequisites: Students that have taken EDU 528 Student Diversity & Critical Pedagogy, cannot take ED

428.

MLS 434: Instructional Methodology for English Learners

This course is for English as a Second Language (ESL) practitioners in partial requirement for the

Pennsylvania Program Specialist ESL Certificate. This course offers research

-based information relative to

the design and implementation of an ESL program; methods, strategies, and resources for ESL programs;

the use of computer technology (hardware and software) for ELLs; the use of audio/visual media for ELLs;

the adaptation of instructional s

trategies and materials to address the specific needs, talents and interests of

ELLs; the integration of multicultural information for ELLs through various curricula; the development,

implementation, and evaluation of varied curricular and instructional ac

tivities for diverse ELLs;

metacognitive awareness and strategic planning of ELLs to assist them in regular classrooms; and the

acculturation process regarding reading, writing, speaking, listening, and culture.

MLS 435: Language Acquisition and English Linguistics

This course is for English as a Second Language (ESL) practitioners in pa1tial requirement for the

Pennsylvania Program Specialist

-ESL Certificate. This course offers an overview of the basic mechanisms

of human language, as well as first and

second language acquisition and literacy development. Students

will examine the linguistic elements of American English and discover effective methods of instruction and

assessment of spoken and written language for use with ESL learners. This course is fo

r English as a

Second Language (ESL) practitioners in partial requirement for the Pennsylvania Program Specialist

-ESL

Certificate. This course offers an overview of the basic mechanisms of human language, as well as first and

second language acquisition an

d literacy development. Students will examine the linguistic elements of

American English and discover effective method s of instruction and assessment of spoken and written

language for use with ESL learners.

Prerequisites: College of Education majors/minors only

Multicultural Education

MCU 500: Legal, Historical & Philosophical Foundations of Multicultural Education

This course offers critical analysis of a variety of theoretical frameworks associated with multicultural

education, an in

-depth examination of current issues affecting diverse students in educational settings, and

an overview of legislation that both historically and currently impacts the educational experience of

students from diverse backgrounds Course content and assessments wil

l provide students with

opportunities to discuss and reflect on issues of race, ethnicity, language, socioeconomic status, gender and

sexuality, cultural perspectives, and individual differences.

148

MCU 520: Cross-Cultural Communication in Education

This c

ourse will provide theoretical, methodological, and practical insights into intercultural

communication with an emphasis on their implications for teaching and learning. Course content and

assessments will enable students to explore ways that communication

styles differ among different cultural

groups and how varied communicative behaviors can directly affect what takes place in educational

settings. Related issues involving cross

-cultural communication, such as school-family-community

relationships, will b

e addressed.

Prerequisites: MCU 500 or permission of the department.

MCU 535: Narratives in Multicultural Education

This course provides educators with personal stories and perspectives of people from a variety of racial,

ethnic, cultural, linguistic, r

eligious, sexual and gender identity, ability-related, and socioeconomic

backgrounds. Personal stories highlight relevant school

- and community-related experiences of students

and family members in diverse schools and related settings. The course explores

these narratives as case

studies and offers the opportunity to discuss and consider the perspective of each featured individual as

well as consider one's own personal narrative related to issues of diversity and schooling. Through each

case study, educator

s are afforded the chance to identify ways schools can best meet the needs of

individuals having similar experiences.

Prerequisites: MCU 500 or permission of the department.

MCU 560: Community- or Internationally-Based Learning Experience

This course im

merses educators in a new cultural setting and offers the opportunity to more deeply learn

about and gain an understanding of a specific community. Educators will be able to apply previously

learned strategies for effective cross

-cultural communication and will employ culturally-relevant best

practices within the context of diverse communities. This course will require time spent on

-site in a

location that provides the chance to experience and deeply learn about a culture previously unfamiliar to

the partic

ipant and the connections within a broader community that includes a complex network of

residential homes, businesses, and institutions that include but are not limited to public school settings.

Experiences may take place in nearby or more remote settings

depending on the interests and ability of

course participants to travel.

Prerequisites: MCU 500 or permission of the department.

Music

MUS 420: Selected Topics In Music Literature

Music literature of various stylistic periods, cultures, media, and genre, and/or works of selected composers

or performers which cannot, because of their scope, receive emphasis in existing music literature courses

are studied.

MUS 450: Performing Arts Administration

Performing Arts Administration will engage

students in the business aspects of the performing arts

industry, including organizational behavior and arts management, performing arts center and ensemble

management, community arts organizations, financial management for the arts, audience development a

marketing the arts, legal issues in the arts, repertoire appraisal in the arts, working in the non

-profit sector,

grant

writing, and fundraising. Students will also complete field work with local arts agencies as part of the

course.

MUS 460: Foundations of Christian Musical Worship

This course is a study of the history, theology, and practice of music and the arts in worship. Designed for

church musicians and students who are interested in music in the church, this course will provide biblical

and his

torical perspective and necessary materials and resources to understand and develop creative

worship experiences.

149

MUS 470: Selected Topics in Music Literature

Music literature of various stylistic periods, cultures, media, and genre, and/or works of selected composers

or performers which cannot, because of their scope, receive emphasis in existing music literature courses

are studied.

MUS 506: Seminar in Elementary School Music

The various phases of the elementary music program are explored with particular reference to the role of

the classroom teacher and the specific needs and problems of the graduate student.

MUS 510: Music Listening in the Elementary School

This course is

designed to further the teaching of music appreciation and the integration of music listening

into the curriculum through the presentation of current materials and methods now available.

MUS 550: Seminar in Musicology

This course focuses primarily on th

e music, composers, styles and techniques, aesthetic principles, and the

performance practices of the Western Classical tradition via reading, listening, writing, and musical

analysis. Additional study in popular and non

-Western styles may also be included. The composers and

repertoire studied will change depending on the specific needs of the seminar group.

Prerequisites: Accepted graduate level students or permission of the Music department.

Music Education

MUU 510: Psychology of Music

This

course addresses the physiological, sensory, and organizational processes required in perception and

cognition of sound and how they interact with learning. Areas to be addressed include foundations of

acoustics, physiology of the hearing system, musical p

references, human developmental psychology in

relationship to musical learning, personality of musicians, performance anxiety, psychology of musical

performance, relationships between music and intelligence, and the relationship between music, meaning

and

culture. Engaging with, reading and critiquing research articles in these various areas will require the

student to additionally develop a basic understanding of research design and statistical importance.

Prerequisites: Accepted graduate level students or permission of the Music department.

MUU 520: Instructional Systems Design and Learning Processes in Music

This course provides an introduction to the foundations, history and practical applications of current

instructional design strategies in educatio

nal settings and how human beings learn within and outside of

academic situations. Special emphasis will be placed on how humans developmentally, cognitively,

behaviorally, aesthetically, physically, and systematically learn and process music within variou

instructional contexts.

Prerequisites: Accepted graduate level students or permission of the Music department.

MUU 522: Elementary Music Methods

This course will prepare the prospective music educator to create, develop and teach successful elementary

classroom music programs. Students will study major trends and learning theories, apply knowledge of

child development including exceptional populations, examine the literature and materials for teaching

music, create lesson and unit plans, and engage in practice teaching experiences.

MUU 525: Advanced Foundations of Music Education

This course examines a variety of important questions affecting how music education is viewed in the

United States. Students will investigate the history of music

education in the USA, the nature of

educational experience, the nature of musical performance, the roles of imagination and creativity in music

and all art, and the roles of democracy and personal meaning

–making through music.

Prerequisites: Accepted graduate level students or permission of the Music department.

150

MUU 530: Practical Technology for Music Educators

This course is designed to enhance existing technology skills needed to be a successful music educator in

the classroom. Areas to be addressed in

clude current technology for musical notation; audio, video, and

graphics editing; website creation, and offsite digital storage in the classroom.

Prerequisites: Accepted graduate level students or permission of the Music department.

MUU 532: Instrumental Music Methods

This course is designed to prepare students to teach instrumental music in the schools. Each student will be

able to discuss and/or demonstrate appropriate teaching techniques, strategies and materials (including

representative orchestral

and wind repertoire), and develop an understanding of the administrative

responsibilities needed to initiate and maintain a successful instrumental music program.

Prerequisites: MUS 325

MUU 535: Music for the Exceptional Learner

In this course

students will become familiar with general educational issues and music education trends

affecting exceptional learners in the United States. Developmental music experiences for the exceptional

learner in mainstreamed music classes will be addressed with an emphasis on the identification, methods of

instruction, and arranging of music for exceptional learners. Questions about music education teaching and

learning will be covered, and students will be introduced to variations in language ability, assessment

inclusion, and music education in a diverse world. Students will become knowledgeable in the areas of

language, motor, visual, and social development, connecting current research and theory about exceptional

learners in music education to classroom pract

ice. To synthesize thinking and learning experiences,

students will also critically assess inclusive school settings.

MUU 540: Musical Analysis for the Music Educator

This course focuses on using theoretical musical analysis as an aid to the

interpretation of music. Through

score analysis, comparative listening, and discussion, students will develop critical listening skills, and will

present interpretations of pieces, which will be supported by their analysis.

Prerequisites: Accepted graduate level students or permission of the Music department.

MUU 542: Practical Music Acoustics for Music Educators

The purpose of this course is to engage music educators in experiencing fundamentals through advanced

aspects of the physical properties of sou

nd, which include musical acoustics and psychoacoustics. Special

emphasis will be given to practical and theoretical knowledge and application of that knowledge to the

following areas: (1) physical properties and behaviors of sound (2) structural properti

es of musical

instruments, including the voice, and how the structural aspects affect the acoustical properties, (3) concert

hall design, room and rehearsal space design, and auditorium design and how that affects acoustics and

music perception, (4) psych

oacoustics - the human and non-human perception and processing of sound

from the ear to the brain, (5) environmental and sustainability issues of sourcing materials for musical

instruments; and, (6) diversity and universality of human music. Students will

be engaged in several small

research projects requiring acoustical assessment software available for use under guidance.

MUU 545: Musician Health and Performing Arts Medicine for Musicians

The purpose of this class is to acquaint musicians and music ed

ucators with the

growing field of performing arts medicine and musician health concerns. The

performance of music, whether instrumental or vocal, requires performers of all ages to engage in muscular

athletic activities that have been found to cause or con

tribute to physical injury, thus earning them the

designation of “small muscle athletes.” Students will learn about causes, symptoms and treatments of

injuries, and also how to teach or engage in performance strategies that may lessen incidences of injury

from medical professionals who are also musicians.

Prerequisites: Acceptance into graduate program or permission of music department chairperson.

151

MUU 547: Advanced Methods of Teaching Music Literacy

This course is designed for music educators who want m

ore advanced training in the Orff, Kodaly, and

Feierabend methods of teaching music and music literacy, but are not ready yet to take the intensive

certification programs associated with each method.

Prerequisites: Accepted into the graduate program or permission of the music dept.

MUU 552: Choral Music Methods

This course is designed to prepare students to teach choral music in the schools. Each student will be able

to discuss and/or demonstrate appropriate teaching techniques, strategies, and

materials (including

representative choral repertoire), and develop an understanding of the administrative responsibilities

needed to initiate and maintain a successful choral music program.

Prerequisites: Graduate students who have taken undergraduate course MUU 322 may not take this course.

MUU 560: Advanced Woodwind Pedagogy

This is a comprehensive course designed to provide the master’s degree candidates with appropriate

teaching methodologies, strategies, and materials for use in teaching flute, cla

rinet, saxophone, oboe and

bassoon. Correct fingering, embouchure, articulation, tone production, and repertoire will be studied.

Students will learn to play each instrument at the intermediate level; understand the specific playing

techniques for each instrument; and develop pedagogical concepts for teaching the instruments at the basic,

intermediate, and advanced levels. Literature and other teaching resources appropriate for each level will be

explored.

Prerequisites: Acceptance into graduate program or permission of music department chairperson.

MUU 575: Field Experience in Music Education

The primary focus of this course is the connection of educational theory with practice. A practical

orientation to the teaching of music in a multicultural society

through field experiences in a music

classroom. Students have opportunities to experience the adaptation of techniques and theories for

instruction in the classroom. Seminars, workshops, and individual conferences with the university

supervisor accompany

the experience of the music classroom assistantship. Students are responsible for

their own transportation to the school site.

Prerequisites: By permission of the department

MUU 580: Independent Study: Music Education

This course supports individual pu

rsuit in depth of a subject not covered within regularly scheduled

graduate curriculum, and to address the needs and interests of select students through guided research,

readings, discussions, and papers. Graduate students may schedule this course for one

to three credits in a

single semester, with no more than nine credits of Independent Study overall.

MUU 590: Clinical Experience I

Student teaching is the culminating experience of the undergraduate Music Education program. It provides

the student with the opportunity to observe professional music teachers and to participate in the music

education program of the school. The student t

eaching semester is divided into two segments, one at the

elementary level (K

-6) and the other at the secondary level. These are interchangeable. At some point

during these placements the student teacher will have experience with general, vocal/choral, and

instrumental music instruction. The student teacher is expected to participate in planning and teaching

lessons in all of these areas. The Practicum is a seminar scheduled concurrently with Student Teaching.

Led by university faculty, students will dis

cuss a variety of subjects, including but not limited to: teaching

strategies, learning theory, classroom and rehearsal management techniques, community resources, and

other pre

- professional concerns. Must be taken concurrently with MUU 592 Practicum.

Prerequisites: By permission of the department

MUU 591: Methods of Research

This course provides an introduction to a wide

-range of research methods and provides graduate students

with the knowledge they need to begin the process of collecting, analyzing

and reporting data. In addition,

students will examine their own research lens and biases and develop the critical thinking skills needed to

analyze and comprehend research reports.

152

MUU 592: Clinical Experience II

Student teaching is the culminating ex

perience of the undergraduate Music Education program. It provides

the student with the opportunity to observe professional music teachers and to participate in the music

education program of the school. The student teaching semester is divided into two se

gments, one at the

elementary level (K

-6) and the other at the secondary level. These are interchangeable. At some point

during these placements the student teacher will have experience with general, vocal/choral, and

instrumental music instruction. The st

udent teacher is expected to participate in planning and teaching

lessons in all of these areas. The Practicum is a seminar scheduled concurrently with Student Teaching. Led

by university faculty, students will discuss a variety of subjects, including but

not limited to: teaching

strategies, learning theory, classroom and rehearsal management techniques, community resources, and

other pre

-professional concerns. Must be taken concurrently with MUU 592 Practicum.

Prerequisites: By permission of the department

MUU 595: Graduate Seminar in Music Education

This course provides opportunities for students nearing completion of the requirements for the M.Ed. in

Music Education to reflect upon and refine their perspectives regarding the history, theories, goals, research

and contemporary practices in the field of music education. Each perspective is investigated by analyzing

issues of the learner's professional identity with attention to working with diverse communities. Drawing

upon insights and understandings gleaned from their course of study, additional readings, and contributions

of seminar participants, seminar participants will develop an integrative product (a thesis or portfolio for

national board certification) that documents their professional growth and

development to this point in the

program and puts forward implications for continued practice.

Music Performance

MUP 443: Applied Music: Flute (Pr)

Private instruction: One half hour per week in voice, piano, organ and orchestral instruments. There is a

special fee for private instruction and a special fee for organ rental. Private instruction requires permission

of the instructor and the Chairperson

of the Department of Music.

This course is repeatable for credit, including in the same semester, up to 99 times.

MUP 445: Applied Music: Clarinet (Pr)

Private instruction: One half hour per week in voice, piano, organ and orchestral instruments. There

is a

special fee for private instruction and a special fee for organ rental. Private instruction requires permission

of the instructor and the Chairperson of the Department of Music.

This course is repeatable for credit, including in the same semester, up to 99 times.

MUP 447: Applied Music: Saxophone (Pr)

Private instruction: One half hour per week in voice, piano, organ and orchestral instruments. There is a

special fee for private instruction and a special fee for organ rental. Private instruction req

uires permission

of the instructor and the Chairperson of the Department of Music.

This course is repeatable for credit, including in the same semester, up to 99 times.

MUP 461: Applied Music: Piano (Pr)

Private instruction: One half hour per week in voice, piano, organ and orchestral instruments. There is a

special fee for private instruction and a special fee for organ rental. Private instruction requires permission

of the instructor and the Chairperson

of the Department of Music.

This course is repeatable for credit, including in the same semester, up to 99 times.

153

MUP 462: Applied Music: Organ (Pr)

Private instruction: One half hour per week in voice, piano, organ and orchestral instruments. There is

special fee for private instruction and a special fee for organ rental. Private instruction requires permission

of the instructor and the Chairperson of the Department of Music.

This course is repeatable for credit, including in the same semester, up to 99 times.

Physics

PHY 465: Advanced Physics Laboratory II

This is an advanced level laboratory physics course in electricity, magnetism and modern physics.

Advanced experiments from the areas of electricity, magnetism, optics and atomic, nuclear and so

lid state

physics are performed. Topics in error and data analysis are included. This course will cover topics at a

more in

-depth level than PHY 319. A student may not enroll in this course if he/she has successfully

completed PHY 319.

Prerequisites: PHY 212 and PHY 316

PHY 470: Quantum Mechanics

This course is an introduction to the subject of quantum physics. Topics include wave

particle duality, state

functions and their usefulness, the Schrodinger equation, uncertainty principle, expectation values of

observables and applications of quantum phy

sics to one dimensional systems. The hydrogen atom is also

considered. This course will cover topics at a more in

-depth level than PHY 360. A student may not enroll

in this course if he/she has successfully completed PHY 360.

Prerequisites: PHY 312

PHY 472: Solid State Physics

This course is an introduction to the subject of solid state physics. Topics include crystal structure, crystal

binding, lattice vibrations, thermal and electrical properties of solids, the Fermi gas, band theory of solids,

conduct

ors and semiconductors, superconductivity, magnetic properties, and crystal defects. This course

will cover topics at a more in

-depth level than PHY 362. A student may not enroll in this course if he/she

has successfully completed PHY 362.

Prerequisites: PHY 360 OR PHY 470

PHY 474: Nuclear Physics

This course is an introduction to the subject of nuclear physics. Topics include nuclear structure and

models, nuclear transitions and decay, nuclear reactions, radiation detection, natural radioactivity and

ementary particles. This course will cover topics at a more in-depth level than PHY 364. A student may

not enroll in this course if he/she has successfully completed PHY 364.

Prerequisites: PHY 360 OR PHY 470

Political Science

POL 425: Public Policy Making

The study of public policy within an analytical framework. Emphasis will be given to: conceptual

frameworks and approaches to the study of public policy; the role of the environment in the policy process;

the effect of political structures an

d institutions on public policy; and the citizen in the policy process.

Prerequisites: Undergraduate - POL 010 American Government.

154

POL 441: Managerial Leadership and Ethics

This course gives graduate public administration students a fundamental and pra

ctical understanding of

effective administrative leadership. Various leadership approaches are examined, paying particular

attention to the public sector. With leadership comes ethical responsibility. How does one attain

organizational objectives while acc

ommodating for politics, ethics, and multiple agendas? How does a

public administrator balance conflicting interest and the public good? In what way is integrity the means to

effective leadership?

POL 465: Administrative Law

An analytic study of the law

dealing with the power, procedures, and judicial review of the administrative

agencies of government; emphasis will be placed on federal agencies and procedures. Graduate course open

to juniors and seniors with 2.90 Q.P.A. and Departmental permission.

POL 503: Thesis

Students register through the department chairperson for three (3) semester hours in two (2) different

semesters or six (6) semester hours in one (1) semester.

POL 509: Approaches and Methods in Political Science

This course explores the nature and scope of political science, introduces the terminology of the discipline

and describes the various approaches used in the sub

-fields of the discipline, with special emphasis on

quantitative analysis. It describes and analyzes the conflict between the normative and behavioral schools.

POL 515: Principles and Problems of Public Administration

The modern techniques of public administration with special emphasis on qualifications of administrators,

administrative organization, personnel administration, and training for government service are examined.

POL 516: Administrative and Organizational Theory

Administrative and organizational theory within a framework emphasizing conceptual approaches are

analyzed. Both public and private organizations are studied.

POL 517: Public Personnel and Strategic Human Resource Management

The changing nature of public personnel administration as seen in procedural changes in recruitment,

classification, evaluation, promotion, and traini

ng public employees is studied. Historical development

from the spoils system through the merit system to recent trends which emphasize the positive and political

nature of personnel processes and behavior, and the impact of public workers' unions, affirma

tive action

programs, and increasing political activity of public employees are discussed.

POL 518: Budgeting and Decision Making

This course examines the comparison and evaluation of budgetary decision making in private and public

budgeting, the concep

t of responsibility in budgeting, and rationality in decision making. Emphasis is

placed on processes that link political and economic values basic to decision making and budgeting

systems.

Prerequisites: Permission of Instructor

POL 538: Program and Policy Evaluation

This course is an introduction to various techniques of evaluating the effectiveness of public programs and

policy implementation. Discussion of types of evaluation, the use of evaluations, and the politics of the

evaluation process are r

eviewed. However, focus is on systematic methods of program evaluation such as

benefit cost analysis, statistical applications, the structure of evaluation research, and decision analysis.

Prerequisites: POL509 or SWK560 or Permission of the Instructor

POL 555: Federalism and Intergovernmental Relations

This course is an examination of distinctive features of intergovernmental relations in the United States.

Topics stressed include the historical adaptations of federalism, the emerging role of the admini

strator,

contemporary trends in intergovernmental relations, and the assessment of contemporary trends from

federal, state, and local perspectives.

155

POL 562: Urban Politics

This course focuses attention on the rule of government in the management of conf

lict. It analyzes the

structural arrangements and political processes to determine how they affect the allocation of influence and

policy output of local communities.

POL 565: Public Administration Internship

POL 565 involves a 15

-week internship that combines a 20-hour per week on-the-job experience with a

public on nonprofit agency under the direct supervision of an agency supervisor and the completion of an

approved internship report integrating the experience and previous course work

. The course provides an

opportunity to integrate knowledge and skills developed in other courses within the MPA program. During

the semester, students will develop an understanding of effective management techniques, apply skills

obtained in an academic s

etting to administrative problems and issues, and refine their written and oral

communication skills to the demands of the workplace.

POL 570: Selected Topics in Public Administration

This course will address a variety of current issues and topics in the changing field of public administration.

The selected topics course will supplement the program offerings in the Master of Public Administration

program. Topics will include but will not be limited to such issues as economic development, urban and

rura

l planning, health care administration, and community development. This course may be taken for

credit twice provided that the same topic is not repeated.

POL 571: Nonprofit Organizational Management

This course will address the specific issues associat

ed with the management of nonprofit or not-for-profit

organizations. These issues include the legal and structural differences between nonprofit and private sector

or government organizations and the special fundraising and fiscal management needs of nonpr

ofit

organizations. The course will employ both lecture and case studies to explore the unique aspects of

nonprofit management. Guest speakers from area nonprofit organizations and government or private

funding sources will bring real world experience into the classroom.

POL 580: Independent Study in Public Administration

Independent reading and/or research under the supervision of a member of the graduate faculty in an area

of public administration of special interest to the student. A total of 6 semest

er hours may be earned in

independent study, with no more than 3 semester hours taken in any one semester.

POL 581: Professional Seminar in Public Administration

This course is intended only for students who are completing their Masters of Public Administration (MPA)

degree. It is offered as an alternative to completion of the thesis for MPA students and to integrate learning

across the program of study. The course offers each student the opportunity to demonstrate mastery of the

theory and practice of p

ublic administration by applying the knowledge and skills gained in the MPA

program to a project of the student’s choice with approval of the instructor. Students also integrate their

learning by exploring salient issues of the 21st century administration,

their personal leadership and

decision

-making styles, career planning and development and the knowledge, skills and abilities required

for senior leadership roles. The course involves completing a project report reflecting the cumulative

knowledge gained

from their educational experiences in their program of studies.

Prerequisites: 18 completed credits of graduate level coursework

Professional Studies

PRO 410: Accounting, Budgeting, and Financial Reporting for Public Libraries

This course is

designed for students majoring in Library Science and professional librarians wishing to

strengthen their knowledge of Pennsylvania Law relating to accounting, financial reporting, and budgeting

for public and special libraries in the Commonwealth of Pennsylvania.

156

Professional Writing

WRI 400: Creative Writing: Theory and Practice

This graduate

-level workshop focuses on the production of original works of fiction, poetry, or drama.

Using contemporary writers as models, students will explore various writ

ing styles consistent with the

practice of contemporary writing. Students will examine craft and technique used by celebrated authors.

As this is a workshop, students are expected to critique the works of their peers and actively participate in

classroom d

iscussions. The course is meant to prepare students technically and creatively for further study

in creative writing with the goal of producing publishable works. Emphasis is placed on the writing process

itself.

WRI 430: Rhetorical Traditions and Contemporary Renditions

This course studies the histories of rhetoric as well as contemporary intersections and applications across

disciplines. Depending on the particular interests of the professor, one or more specific area(s) such as

media, popular culture,

sciences, feminisms and gender studies, composition studies, literary theories,

literacies, global issues, pedagogy, arts, and political discourse will be chosen for a more detailed study.

Critical to the course are the writing assignments that allow stud

ents to examine issues in more depth and

explore alternative rhetorical stances and situations.

Psychology

PSY 429: Behavior Modification

A survey of procedures used for behavior modification and behavior therapy. Practical application of these

procedures to various populations will be stressed.

PSY 432: Human Neuropsychology

This course will consider aspects of the relationship between brain and behavior in the adult and the

developing human through the critical examination of evidence derive

d from (1) the study of the effects of

focal lesions of the cerebral cortex, (2) the effect of forebrain commissurotomy and (3) the

neuropsychological investigation of subjects without neurological impairment. Relevant experimental

literature concerned with animals other than humans will also be considered.

PSY 512: Psychological Testing

The course is designed to study the objectives of testing, procedural methods common to all testing, and the

meaning of standardization, validity,

reliability, and other terms related to understanding and evaluating

tests and use. Familiarity with some of the leading tests in use today is expected.

Prerequisites: CPY 511

PSY 520: Advanced Social Psychology

A scientific study of interpersonal relationships is undertaken. The relationships of persons to other persons

as individuals and as members of groups, the mutual interdependence, and reciprocal influences upon

attitudes, thoughts, and behavior are studied.

PSY 525: Developmental Psychology of Childhood

In this course the development of heredity, environment, physical, motor, emotional, social, and intellectual

patterns are studied. The culturally deprived child and current trends and issues in infant and child care are

topics included in the course.

PSY 527: Developmental Psychology of Adolescence

Developmental problems of the adolescent period are studied. This includes the interrelationships that exist

between maturational changes and cultural influences, and the effects

of the home, the peers, and the social

agencies.

157

PSY 529: Growth and Development Through Adulthood and Aging

This course examines physical, social, cognitive, and personality development from early adulthood

through late adulthood. The emphasis is on normative behavior, but extremes in behavior are considered.

PSY 530: Life Span Development

This course examines human development across the life span from infancy to old age. The emphasis will

be on physical, cognitive, social, and personality developm

ent. Normal development will be stressed, but

aspects of abnormal functioning will also be considered.

PSY 545: Theories of Personality

The theoretical structure and functioning of the normal personality and the assessment of and research into

the various theories of personality are analyzed.

PSY 546: Psychopathology

This course presents an overview of adult and child mental disorders. The causes, characteristics, and, to

some extent, treatment of these disorders will be discussed. The focus is o

n the relationship between the

psychological, biological, social, environmental and cultural influences on emotional and mental health.

Differential diagnoses will be discussed as well. The current DSM diagnostic manual criteria and other

diagnostic schemas will be discussed.

PSY 565: Theories of Learning

This course focuses on how human beings and animals learn. It covers principles and applications of

classical conditioning, operant conditioning, social learning, and cognitive learning approaches.

Science Education

SCU 521: Biology in the Secondary School

This course covers in

-depth views of secondary school biology, instruction, biological concepts, biological

investigations, specialized competencies and responsibilities of biology

instructors, the role of biology

instruction in the development of responsible citizens, and the interaction of biology study with other

divisions of the secondary school curriculum.

SCU 523: Techniques in Environmental Education

Techniques for teaching

population biology, ecosystem analysis, detection of pollutants, and the

development of an environmental ethic are discussed.

SCU 580: Selected Topics in Science Education

Topics in science education of a timely nature, highly specialized, in response

to new developments in

science education, and/or topics requested by special interest groups will be presented.

Secondary Education

SEU 410: Science Instructional Methods for Middle & HS

This course is a graduate level instructional methodology course designed to meet the needs of the graduate

and post

-baccalaureate student seeking certification in middle level and high school level science. It is a

comprehensive science methodology course for students in the College of Education. The

basic philosophy

of this course is to adapt constructivist methodology to science education. The infusion of Internet

technology coupled with the National and Pennsylvania Standards in Science Education will call upon

students to formulate instructional s

trategies that are both relevant and grade level appropriate. This

graduate course will meet PA State CETP guidelines.

Prerequisites: College of Education majors/minors only

158

SEU 414: Computer Science Instructional Methods for Middle and High School

This course is designed to meet the needs of Secondary Education teacher candidates (undergraduate and

graduate) seeking certification in Grades 7

-12 Computer Science. This course provides teacher candidates

in the Secondary Education Computer Scien

ce program with the knowledge, skills, and dispositions

necessary to effectively teach computer science at the secondary level. This course focuses on the theories,

methods, materials, and assessment procedures that align with the standards put forth by th

e Pennsylvania

Department of Education (PDE) and the Computer Science Teachers Association (CSTA). In this course,

there will be a strong emphasis on practical aspects of classroom instruction, such as synthesizing content

into individual lesson plans, dev

eloping instructional units, designing effective assessment, working with

state and national standards, and using a wide variety of strategies to relay content. In addition, teacher

candidates will teach sample lessons and complete a number of field experiences. As a whole, this course is

designed to prepare teacher candidates with opportunities to connect theory, resources, and instructional

methods to effectively teach in middle school and high school Computer Science classrooms during their

student teach

ing ( clinical) experience and beyond.

As part of the newly developed Secondary Education Computer Science program, this course will provide

students with opportunities to further reinforce several PDE program

-related competencies. As the number

of second

ary schools that offer computer science coursework grows, it is imperative that teachers in those

classrooms possess the unique knowledge and skills required to effectively engage students in learning

computer science content and developing computational t

hinking. Further, providing secondary students

with early exposure to computer science may help to address the huge labor market demand for individuals

with computing degrees. This course it taken as the final secondary education teacher candidacy course and

before students begin their student teaching (clinical) experience.

Prerequisites: In a COE Graduate Program

SEU 420: Education Theory and Practice

This course is designed for post

-baccalaureate teaching candidates who have already passed the Praxis

II in

their content area. This course will provide the preservice middle and high school teachers with strategies

necessary to promote effective, creative, and scholarly middle and high school instruction. Major emphasis

will be placed on providing the nec

essary background to develop courses, instructional units, and lessons.

Instructional activities will be aimed at promoting the subject literacy of their students. Teaching candidates

will gain insights into methods of effective communication and interacti

on with students, utilization of

technology for laboratory research and reference, and methods of evaluating student achievement. Process

skills as well as content will be strongly emphasized.

SEU 422: World Language Instructional Methods for Middle and High School

This course is an undergraduate and graduate level instructional methodology

course designed to meet the needs of teacher candidates in the undergraduate

Secondary Education program and Secondary Education Master's program seeking certificat

ion in K-12

Spanish and German. This course focuses on the theories, methods, techniques, strategies, materials,

technology, and assessment procedures that align with the standards put forth by the American Council for

Teachers of Foreign Languages. Studen

ts will learn how to plan effective lessons and thematic units,

implementing the national standards for world language instruction for planning, instruction and

assessment. The teacher candidates will also adhere to the ACTFL recommendation that lessons ar

e taught

in the target language. In addition to completing written assignments, students will teach sample lessons to

their peers and perform twenty hours of observation in the field.

159

SEU 425: English Instructional Methods for Middle and High School

Thi

s is an undergraduate and graduate instructional methodology course designed to meet the needs of

teacher candidates in the undergraduate Secondary Education program and the Secondary Education

Masters program seeking certification in Grades 7

-12 English. This course focuses on the theories,

methods, strategies, materials, and assessment procedures for effective teaching and learning in a secondary

English classroom and that align with the standards put forth by the National Council of Teachers of

English (

NCTE). In this course, student experiences include classroom observation, microteaching, films,

lectures, and construction of lesson plans and an instructional unit. Teacher candidates will learn how to

plan lessons using the PDE

-SAS lesson plan template and develop instructional units, implementing

NCTE's standards for effective instruction and assessment. In addition, teacher candidates will teach

sample lessons and complete 20 hours of field experiences. This course is designed to prepare teacher

candida

tes with the strategies and instructional tools necessary to teach in middle school and high school

English classroom settings during their student teaching (clinical) experience.

Prerequisites: College of Education majors/minors only

SEU 426: Social Studies Methods for Middle and High School

Social studies tends to be misinterpreted as fact

-based history, rote memorization of state capitols, and

balancing budgets. The reality is that social studies can be a valuable tool in encouraging children

become active participants in our society. According to the National Council for the Social Studies (NCSS),

the leading national organization for social studies education, "the purpose of social studies is to enable

students to understand, participate

in, and make infom1ed decisions about their world." With this in mind,

this course is an undergraduate and graduate instructional methodology course designed to meet the needs

of teacher candidates in undergraduate Secondary Education program and Secondary

Education Masters

program seeking certification in Grades 7

-12 Social Studies. This course explores the theories, methods,

strategies, materials, and assessment procedures for effective teaching and learning in a secondary social

studies classroom and tha

t align with the standards put forth by the NCSS.

This course is designed to provide preservice teachers in social studies with the knowledge, skills, and

dispositions necessary to powerfully teach social studies at the secondary level. While social studie

content is embedded in our discussions of classroom instruction, this course is structured to provide

students with opportunities to apply theory, resources, and methods to social studies teaching and learning

in the middle and high schools through micro

-teaching, planning and media analysis tasks. We explore a

myriad of topics and issues related to social studies content, pedagogy, and assessment, and offer students

specific opportunities to lead these conversations during the semester. Much of our work

together

highlights the competing goals of social studies education, the relationship among teaching, learning and

assessment, and constructing classrooms that reflect democratic ideals. In addition, there will be a strong

emphasis on practical aspects of classroom instruction, such as synthesizing content into unit and individual

lesson plans, working with state and national standards, and using a wide variety of strategies to relay

content.

Prerequisites: College of Education majors/minors only

SEU 430: Mathematics Instructional Methods For Middle and High School

This course is an undergraduate and graduate level instructional methodology course designed to meet the

needs of teacher candidates in the undergraduate Secondary Education program and Seconda

ry Education

Master's program seeking certification in middle level and high school level mathematics. This course

focuses on the theories, methods, techniques, strategies, materials, technology, and assessment procedures

applicable to the teaching of seco

ndary school mathematics. Students will learn how to plan effective

lessons, implement both state and national standards for mathematics, use appropriate technology, and

prepare appropriate assessment instruments. In addition to completing written assignme

nts, students will

teach sample lessons to their peers and perform twenty hours of observation/service in the field.

Prerequisites: Open to graduate level students in the College of Education only

160

SEU 535: Classroom Management for the Inclusive Classroom

This course will prepare teachers to be educational leaders who effectively manage their classrooms. It will

focus on taking a proactive approach to create a positive learning environment for all students. The course

will operate from a perspective that

it is the teacher’s responsibility to bring an enhanced level of

professionalism and strong sense of ethical behavior to the classroom. Special attention will be given to the

recognition that today’s classrooms are inclusive and contain students with a var

iety of needs and learning

styles that need to be accommodated. A successful learning environment requires effective lesson plans and

appropriate communication with students, parents, administrative and community resources.

SEU 540: Reading, Writing, and Critical Thinking in a Standards Aligned System

This graduate course will focus on the literacy needs of adolescent and young adult learners. Formal and

informal techniques and strategies which promote information acquisition, expression, and critical th

inking

in content areas will be at the essence of this course. Students will learn reading and writing activities

suitable to all content area course offerings. Additionally, strategies which promote problem solving and

critical thinking will be included i

n this course. Students taking the minimum number of credits in Areas I-

IV in the Masters of Education Programs will have 3 credits remaining to be completed as a free elective.

These 3 credits may be satisfied by taking an additional graduate level course

. This course would fall into

this category. This course can be taken as an elective in Area IV of the Master's Degree in Secondary

Education - Curriculum and Instruction.

SEU 544: Action Research for Teacher Leaders

This seminar is designed for

practicing teachers and others who are involved in instructional activity. The

state

-of-the-

art in instructional theory will be investigated. Consideration will be given to the factors related

to effective teaching, teacher credibility, and the planning and implementation of a feedback system.

SEU 567: Curriculum in a Standards-Aligned System

Curriculum of the Secondary School in a Standard Aligned System

The course emphasizes critical appraisal of existing curriculum theory and practice in American seco

ndary

schools. Identification and evaluation of current trends will be discussed. Students will investigate

historical, global, and political influences the secondary education level curriculum of today and the future

with particular emphasis on the Standard Aligned System and the Common core Curriculum.

SEU 590: Practice Teaching Fieldwork I

Two full

-time fieldwork assignments at different levels and in different settings provide a full-semester

practice teaching experience. Students will teach under a

mentor in the schools and meet weekly with their

university supervisor in a fieldwork seminar. Content includes dealing with classroom issues, developing

planning skills, organizing the classroom for instruction, seeking professional employment, developing

classroom management skills, and relating previously learned material to the day

-to-day teaching

experience. Student teachers prepare for making the transition from graduate student to professional

teacher. The field experience provides an opportunity for

students to synthesize their graduate learning

experience.

In addition, students will be required to maintain a written reflective journal/portfolio using

guidelines created by the individual discipline supervisor. There will also be a research and writ

ing

requirement assigned by the professor. 6 ch. 6 sh. (Each 6 hours will receive a separate grade.)

SEU 591: Practice Teaching Fieldwork II

Two full

-time fieldwork assignments at different levels and in different settings provide a full-semester

practi

ce teaching experience. Students will teach under a mentor in the schools and meet weekly with their

university supervisor in a fieldwork seminar. Content includes dealing with classroom issues, developing

planning skills, organizing the classroom for inst

ruction, seeking professional employment, developing

classroom management skills, and relating previously learned material to the day

-to-day teaching

experience. Student teachers prepare for making the transition from graduate student to professional

teach

er. The field experience provides an opportunity for students to synthesize their graduate learning

experience.

In addition, students will be required to maintain a written reflective journal/portfolio using

guidelines created by the individual disciplin

e supervisor. There will also be a research and writing

requirement assigned by the professor. 6 ch. 6 sh. (Each 6 hours will receive a separate grade.)

161

Social Studies Education

SSU 523: The Social Studies Curriculum: Prospects and Problems

Current trends and developments in social studies curriculum and instruction are examined. The course is

problem-focused, reflecting ongoing instructional concerns.

SSU 524: Teaching Models for Social Studies Instruction

Application of a variety of inst

ructional models in social studies education is undertaken. Educational

goals, pedagogical strategies, and curriculum design, including materials, are discussed.

Social Work

SWK 400: Foundations in Human Behavior in the Social Environment

This course,

for foundation-

year graduate students in social work, teaches students to critically evaluate and

apply biological, psychological, and social theories to client situations across the lifespan.

Effects of the

interplay of biological, psychological, social,

economical and cultural elements of the social environment

on human functioning are examined.

Systems promoting or deterring people in the attainment and

maintenance of optimal health and well

-being are explored with particular attention on the effects over the

life course of these systems on populations at risk, ethnic and racial minorities, sexual minorities, women,

and persons with disability.

Prerequisites: Acceptance in the MSW major OR permission of the department.

SWK 450: Foundations of Social Work Practice with Individuals

Students will learn a planned change process that includes relationship building, prevention, planning,

interviewing techniques, case recording, termination and evaluation. Attention to the evolution of social

work practice from an historical and international perspective will establish the context for this introduction

to practice with individuals in the context of the agency setting. Students will be expected to participate in a

laboratory experience involving a helpi

ng relationship project. Knowledge and skills relevant to engaging

diversity in practice and advancing human rights and social justice will be emphasized. Issues of ethical

decision

-making, evidence based practice and professional identity will be integrated throughout the

course. This course is required of all Master's of Social Work students.

Prerequisites: Acceptance in the MSW major OR permission of the department.

SWK 455: Foundations of Social Welfare Policies

This course, for foundation

-year graduate students in social work, provides an historical perspective for

understanding current issues in social work and social welfare.

The policy making process is critically

examined and the major actors associated with it are identified.

A significant part of the course will be

spent in the study of major welfare policies and the groups affected by them.

Strategies and involvement of

people for policy change are examined.

Prerequisites: Acceptance in the MSW major OR permission of the department.

SWK 460: Foundations of Social Work Research Methods

This course, for foundation

-year graduate students, uses the scientific inquiry model for social and

behavioral science research in social work practice.

Students develop skills in formulating research

probl

ems and questions, conducting a comprehensive literature review, establishing hypotheses and

choosing research designs, both quantitative and qualitative.

Data collection instruments, analysis

techniques and report writing are emphasized.

Ethical issues related to human subjects, as well as

sensitivity to the diversity of research participants are included.

Emphasis is placed on social work practice

evaluation techniques, including single

-subject as well as experimental and quasi-experimental

designs.

Computers and information technology for social work practice are introduced. The use of

appropriate statistical techniques in data analysis is covered.

Prerequisites: Acceptance in the MSW major OR permission of the department.

162

SWK 465: Foundations of Social Work Practice with Groups and Families

This course for foundation level graduate students in social work continues the study of the problem

solving approach with multi

-level client systems (individual, groups, families, communities,

organizations).

The course focuses on concepts, methods, and skills in social work practice with groups

and families.

Family development and dynamics will be studied and social work intervention techniques

with emphasis on problem solving will be examined.

Through class discussions, exercises and group

projects, students will apply their understanding of group dynamics and family assessment, and

demonstrate social work practice skills with groups and families.

Prerequisites: Acceptance in the MSW major OR permission of the department.

SWK 480: Foundations of Social Work Practice with Organization

This course for foundation level graduate students in social work continues the study of the problem

solving approach with multi

-level client systems (individual, groups, families, communities,

organizations).

This course reinforces and applies social work knowledge, values, and skills using the

problem solving approach and focuses on intervention strategies with communities and

organizations.

Students practice generalist social work within a systems theory framework. A policy

practice emphasis is applie

d for advocacy and change strategies with agencies and communities.

Particular

attention will be given to strategies of change with populations at risk.

Prerequisites: Acceptance in the MSW major OR permission of the department.

SWK 481: Foundation Internship I

This internship is the first of two foundation

-level, graduate semesters (total 480 hours) of field instruction

in social welfare agency settings which are required under the supervision of a professional social

worker.

Students apply foundation knowledge, skills, values, and ethics of professional generalist

practice.

Through supervision, students enhance their awareness of self, develop written and oral

communication skills necessary for analysis of professional practice, and apply critical an

alytic skills for

implementing and evaluation agency policies and programs.

Students operationalize the unique values,

functions and roles of professional social work practice and develop competency in identifying and

assessing situations where the relati

onship of people and their social environment needs to be enhanced or

changed.

The professional responsibility of advocacy toward change and recognition of the impact of

policy and programs on oppressed groups is an integral part of the applied learning,

as is development of

professional identity.

A grade of "C" or better is required in this course to enter SWK483, Foundation

Internship II.

Must be taken concurrently with SWK482, Integrated Professional Generalist Social Work

Practice Seminar I.

Prerequi

sites: Acceptance into the MSW program; SWK481 is a co-requisite, and permission of the

department is required.

SWK 482: Integrated Generalist Social Work Practice Seminar

This seminar, the first of two for foundation

-level MSW students, begins an effective bridge to align the

liberal arts perspective expected of entering graduate

-level students and the advanced level family-in-

environment content.

The following concepts will be introduced and reinforced: the history and

philosophy of the social work p

rofession, social work values and ethics, the Generalist Intervention Model

of Social Work, populations at risk, cultural diversity, promotion of social and economic justice, and fields

of social work practice.

The Seminars complement the Field Instruction and provide a structured learning

opportunity where students process their practice experiences and integrate the common base of social

work values, skills, and knowledge of generalist social work in a systems theory perspective.

The seminars

also assist students to expand their knowledge of the human services field beyond the confines of their own

placement. Topics and policies of social work and social welfare are discussed, based in large part, on the

experiences of students in the field through writt

en logs, client summaries, and classroom discussions of

experiences including feelings about their social work practice.

Must be taken concurrently with SWK481.

Prerequisites: Acceptance into the MSW program; SWK482 is a co

-requisite, and permission of the

department is required.

163

SWK 483: Foundation Internship II

This is the second semester of field instruction (a total of 480 hours) in social welfare agency settings

which is required under the supervision of a professional social worker.

Students apply foundation

knowledge, skills, values, and ethics of professional generalist practice.

Through supervision, students

enhance their awareness of self, develop written and oral communication skills necessary for analysis of

professional practice, and apply critical analytic skills for implementing and evaluating agency policies and

programs.

Students operationalize the unique values, functions and roles of professional social work

practice and develop competency in identifying and assessing s

ituations where the relationship of people

and their social environment needs to be enhanced or changed.

The professional responsibility of advocacy

toward change and recognition of the impact of policy and programs on oppressed groups is an integral part

of the applied learning.

An agency-based research project is required in this semester of fieldwork. Must

be taken concurrently with SWK484, Integrated Social Work Practice Seminar II.

Prerequisites: Acceptance into the MSW program, SWK481 and SWK 482,

and permission of the

department is required. SWK 484 is a co-requisite.

SWK 484: Integrated Generalist Social Work Practice Seminar

This seminar, the second of two for foundation

-level MSW students, continues aligning the liberal arts

perspective expe

cted of entering graduate-level students and the advanced level family-in-environment

content.

The following concepts will be integrated: professional use of self, social work values and ethics

in the context of the mandate of the setting, the Generalist

Intervention Model of Social Work, populations

at risk, cultural diversity, promotion of social and economic justice, and fields of social work practice.

The

Seminars complement the Field Instruction and provide a structured learning opportunity where stu

dents

process their practice experiences and integrate the common base of social work values, skills, and

knowledge of generalist social work in a systems theory perspective.

The seminars also assist students to

expand their knowledge of the human service

s field beyond the confines of their own placement. Must be

taken concurrently with SWK 483.

Prerequisites: Acceptance into the MSW program, SWK481 and SWK 482, and permission of the

department is required. SWK 483 is a co-requisite.

SWK 491: Internship for Advanced Standing I

Offered to advanced

-standing MSW students, this internship is the first of two graduate semesters (total

450 hours) of field instruction under the supervision of a professional social worker. While foundation

social work practice

is based on 10 competencies and their associated practice behaviors, advanced practice

augments these competencies with the development of a knowledge concentration specific to advanced

generalist practice. The purpose of this internship is to bridge foun

dation and advanced studies by 1)

highlighting those foundation competencies that are most significant to this program's mission, and 2)

allowing students to develop the skill of articulating to a variety of constituents the connection between

conceptual f

rameworks and their increasingly complex, multi-level practice behaviors. Through

supervision, students enhance and articulate their awareness of self and further the development of a

professional identity as social workers. They articulate critical analys

is for ethical decision-making and

practice implementation and engage in practice

-informed research. They articulate methods of assessing

and intervening to advance human and civil rights through an understanding of the impact of policy and the

strengths a

nd challenges associated with diversity. Responding to the context of practice, students learn the

importance of agency function and worker role to multi-level, advanced practice. Must be taken

concurrently with SWK 492.

Prerequisites: Acceptance into the

MSW program and permission of the department is required. SWK 492

is a co-requisite.

164

SWK 492: Generalist Social Work Practice for Advanced Stand

This seminar for advanced standing students complements the field instruction by providing a structured

lea

rning opportunity. While foundation social work practice is based in 10 competencies with the

development of a knowledge concentration specific to advanced generalist practice. The purpose of this

internship is to bridge foundation and advanced studies by 1) giving students the opportunity to integrate an

articulate those foundation competencies that are the most significant to the programs mission, and 2)

allowing students to articulate the connection between conceptual frameworks and their increasingly

mplex, multi-level practice behaviors. Students articulate verbally and in writing their process of

developing a professional use of self and professional identification. They articulate critical analysis for

ethical decision making, practice implementatio

n and practice-informed research projects. They articulate

methods of assessing and intervention to advance human and civil rights through and understanding of the

impact of policy and the strengths and challenges associated with diversity. Responding to t

he context of

practice, students learn the importance of agency function and worker role to multi

level advanced practice.

The seminar assists students to expand their knowledge of the human services field beyond the confines of

their own placement through

their shared experiences as discussed in class. Must be taken concurrently

with SWK 491.

Prerequisites: Acceptance into the MSW program and permission of the department is required. SWK 491

is a co-requisite.

SWK 493: Internship for Advanced Standing II

Offered to advanced

-standing MSW students, this internship is the second of two graduate semesters (total

450 hours) of field instruction under the supervision of a professional social worker. While foundation

social work practice is based on 10 competencies and their associated practice behaviors, advanced practice

augments these competencies with the development of a knowledge concentration specific to advanced

generalist practice. The purpose of this internship is to bridge foundation and adv

anced studies by 1)

highlighting those foundation competencies that are most significant to this program's mission, and 2)

allowing students to develop the skill of articulating to a variety of constituents the connection between

conceptual frameworks and

their increasingly complex, multi-level practice behaviors. Through

increasingly reflective supervision students enhance and articulate their awareness of self and further the

development of a professional identity as social workers. They articulate critic

al analysis for ethical

decision

-making and practice implementation and complete a practice-informed research project. They

articulate methods of assessing and intervening to advance human and civil rights through an understanding

of the impact of policy a

nd the strengths and challenges associated with diversity. Responding to the

context of practice, students learn the importance of agency function and worker role to multi

-level,

advanced practice. Must be taken concurrently with SWK 492.

Prerequisites: Ac

ceptance into the MSW program and permission of the department is required. SWK 491

& 492 are pre-requisites and SWK 494 is a co-requisite.

SWK 494: Generalist Social Work Practice for Advanced Stand

This seminar, the second of two incoming MSW student

s with advanced standing status, continues to

provide a structured learning opportunity for students enrolled in field instruction. The course continues to

bridge foundation and advanced studies by 1) giving students the opportunity to continue the process

integrating and articulating those foundation competencies that are the most significant to the programs

mission, and 2) allowing students to practice the articulation of the integration of conceptual frameworks

into their increasingly complex, multi

-level practice behaviors. Emphasis is placed on the following:

independent, practice

-informed program evaluation; autonomous articulation of social work principles and

professional identity; engagement of diversity in practice along with advocacy toward hum

an rights and

social justice; and professional use of self within the social work role as it exists in agency context. Must be

taken concurrently with SWK 493.

Prerequisites: Acceptance into the MSW program and permission of the department is required. SW

K 491

& 492 are pre-requisites and SWK 493 is a co-requisite.

165

SWK 500: Families in the Social Environment

This course is part of the advanced year of study for graduate students of social work, in which foundation

knowledge of human behavior in the soci

al environment is further developed into a specialized knowledge

base. This knowledge is necessary for effective social work practice with and on behalf of families.

Students will acquire a comprehensive conceptualization of the strengths and needs of diverse family forms

and an understanding of the social, cultural, economic, and political factors as well as the social service

delivery system which influence and shape family life across the lifespan and the family as a social

institution.

Prerequisites: SWK484 or SWK494 or permission of the department.

SWK 501: Treatment Modalities for Social Work with Families

This one

-credit elective course is designed to help the advanced-year graduate student in social work who

is interested in direct practice with families toward a fuller understanding of the applications of specialized

methods of intervention in social work

practice with a broad array of families. It builds on knowledge of

families in the social environment as considered in SWK 500, as well as knowledge related to generalist

social work practice. 1 s.h., 1 c.h.

Prerequisites: SWK 500 or permission of the department

SWK 502: Social Work Crisis Intervention with Families

This one

-credit elective course is designed to help the student who is interested in direct practice with

families toward a fuller understanding of the application of crisis intervention met

hods in social work

practice with a broad array of families. It builds on knowledge of families in the social environment as

considered in SWK 500 as well as knowledge related to generalist social work practice. 1 s.h., 1 c.h.

Prerequisites: SWK 500 or permission of the department

SWK 503: Social Work with Family Groups

This one

-credit, elective course is offered for advanced-year graduate students in social work who are

specializing in direct practice with families. The course introduces students to the

use of multifamily group

therapy in social work practice. An efficient use of often scarce social work resources, this modality

provides a unique opportunity to combine professional help with mutual aid within and across families. 1

s.h., 1 c.h.

Prerequisites: SWK 500 or permission of the department

SWK 504: Short-Term Treatment Models in Social Work with Families

This one

-credit elective course is designed to help the advanced-year graduate student in social work who

is interested in direct practice wi

th families toward a fuller understanding of the applications of specialized

methods of intervention in social work practice with a broad array of families. It is concerned specifically

with time

-limited methods of intervention, building on knowledge of families in the social environment as

considered in SWK 500 as well as knowledge related to generalist social work practice.

Prerequisites: SWK 500 or permission of the department

SWK 505: Psychopharmacology for Social Workers

Students will be presented with an overview of the current therapeutic use of psychotropic drugs as well as

pharmacological terminology and reference books. The clinical use of psychotropic drugs such as narcotic

analgesics, the sedative hypnotics, stimula

nts, anxiolytics, neuroleptics, antidepressants and lithium will be

examined. Societal and ethical issues of psychopharmacology will be explored.

Prerequisites: SWK 500 or permission of the department

SWK 507: Differential Assessment Techniques for Social Workers

This one

-credit elective course is designed to help the student who is interested in direct practice with

families toward a fuller understanding of wholistic assessment, including theoretical and value foundations

as well as practice techniques. It builds on knowledge of families in the social environment as considered in

SWK 500 as well as knowledge related to generalist social work practice.

Prerequisites: SWK 500 or permission of the department

166

SWK 508: Maltreatment in the Family: Social Work Practice

This one

-credit elective course is designed to help the advanced-year graduate student in social work who

is interested in direct practice with families toward a fuller understanding of the applications of specialized

methods

of intervention related to abuse in the family context with a broad array of families. It builds on

knowledge of families in the social environment as considered in SWK 500 as well as knowledge related to

generalist social work practice. Intergenerational

patterns of abuse and their implications on child welfare

and permanency will be considered. (1 c.h., 1 s.h.)

Prerequisites: SWK 500 or permission of the department

SWK 516: Social Work in Health Care

This one

-credit elective course is designed to help the advanced-year graduate student in social work who

is interested in direct practice with families in health care settings toward a fuller understanding of the

applications of specialized methods of intervention in social work practice with a broad array of families. It

builds on knowledge of families in the social environment as considered in SWK 500 as well as knowledge

related to generalist social work practice and the current social policy environment in healthcare.

Prerequisites: SWK 500 or permission of the department

SWK 519: Qualitative Research in Social Work

This one

-credit, elective course for advanced-year graduate students in social work builds on the

foundations in social science research as presented in the Master's of Social Wor

k curriculum. Its particular

focus is on the critique and practice of qualitative research methods. Students will be introduced to the

philosophy behind qualitative research, with attention to its applicability to the study of diverse client

groups. Studen

ts will develop an understanding of the interpretive perspective through examination of

grounded theory, qualitative research design, and methods of

data collection, analysis and presentation.

Prerequisites: SWK 500 or permission of the department

SWK 520: Community Social Needs Assessment

This course will focus on community needs assessment techniques. In particular students will be exposed to

a variety of approaches to needs assessment including social indicators, key informants, community forums

and f

ocused groups, and community surveys. Issues associated with particular methods and techniques in

using these approaches will be studied. Emphasis will be placed on designing data collection and analysis

techniques. Ethical and policy issues will be examin

ed.

Prerequisites: SWK 500 or permission of the department

SWK 524: Program Evaluation and Social Work

This short

-term course will develop the students' capacity to be an intelligent consumer and a producer of

program evaluation. It provides an in

-depth examination of the issues associated with the design and

implementation of a program evaluation, introduces a model of outcome measures, examines community

needs assessment techniques and provides a framework for a cost

-benefit analysis.

Prerequisites: SWK 500 or permission of the department

SWK 525: Information Technology and Social Work Practice I

This short

-term course is the first in a series of information technology courses aimed at developing skills

for effective use of computers and

information technology in social work practice, research, and the

administration of social service programs. Students will become familiar with information processing

concepts and develop social work applications using popular microcomputer word processing

, spreadsheet,

and database management software.

Prerequisites: SWK 500 or permission of the department

167

SWK 526: Information Technology and Social Work Practice II

This short

-term course is the second in a series of information technology courses aimed at developing

skills for effective use of computers and information technology in social work practice, research, and the

administration of social service programs. Students will develop social work applications using popular

microcomputer

-based web, database management, statistical, and presentation software. In addition,

students will be sensitized to the ethical questions and issues arising from the use of information

technology.

Prerequisites: SWK 525 or Permission of the instructor

SWK 527: Social Entrepreneurship and Social Work

This course is one of a group of social work elective courses in entrepreneurial social work. This course

applies to concepts of social entrepreneurship to social work practice including agency program

development and privat

e social work practice. Students will build upon foundation level graduate

curriculum in social work where students are exposed to change strategies with agencies and communities.

Students will develop an understanding of social entrepreneurship, its appli

cation to social work practice,

and its difference from social service delivery. It will identify entrepreneurial opportunities that can impact

social change and benefit the larger community and society.

Prerequisites: SWK 500 or permission of the department

SWK 528: Social Work and Nonprofit Leadership

This course is one of a group of social work elective courses in entrepreneurial social work. This course

examines and applies leadership of social entrepreneurial enterprise and its relationship to the s

ocial work

practice of understanding and addressing social change. Students will build upon foundation level graduate

curriculum in social work where students are exposed to change strategies with agencies and communities.

Students will utilize this course

to develop an understanding of transformational leadership capable of

influencing others to bring about change in agencies and communities.

Prerequisites: SWK 500 or permission of the department

SWK 529: Financial Sustainability of Entrepreneurial Social Work

This course is one of a group of social work elective courses in entrepreneurial social work. This course

introduces financial management of social entrepreneurial enterprise and its relationship to the social work

practice of u

nderstanding and addressing social change. Students will build upon foundation level graduate

curriculum in social work where students are exposed to change strategies with agencies and communities.

Students will utilize this course to develop an understan

ding of multiple sources of financing including

grant writing, philanthropy, and fundraising, along with financial management of entrepreneurial

opportunities that can impact social change that benefits the larger community and society.

Prerequisites: SWK 500 or permission of the department

SWK 536: Skills for Working with the New Immigrant and the Family

With the increase in the U.S. immigration in the recent years, the number of immigrants and their families

needing social services has risen dramatical

ly. Assisting the new immigrants and their families to adjust to

their new host environment has been a challenge to social work professionals. This course takes an

ecosystems perspective on working with the immigrant family, paying special attention to the

interactions

between and amongst family members and their social environment. (1 s.h., 1 c.h.)

Prerequisites: SWK 500 or permission of the department

SWK 538: The Organization and Practice of Family Group Decision Making I

In this course students devel

op an overview of family group decision making (FGDM) in the field of child

welfare. They develop an understanding of the implications of FGDM and family

-centered social work

practice on foster care, adoption and the goal of child permanence. This will inc

lude an understanding of

the social, cultural, economic, and political factors affecting the quest for permanence in a setting the child

perceives to be his or her own family. (1 c.h., 1 s.h.)

Prerequisites: SWK 500 or permission of the department

168

SWK 539: The Organization and Practice of Family Group Decision Making II

In this course students refine their understanding of the implications of family group decision making

(FGDM) and family

-centered social work practice on child permanence. They also observe the practice of

FGDM and practice the skills necessary to carry it

out. Learning includes experience applying the family-

-environment practice perspective in the context of the social, cultural, economic, and political systems

affecting the quest for permanence in a setting the child perceives to be his or her own fami

ly. (1 c.h., 1

s.h.)

Prerequisites: SWK 500 or permission of the department

SWK 540: The Organization and Practice of Family Group Decision Making III

In this course students refine their understanding of the implications of family group decision making

and

family

-centered social work practice on child permanence and its reciprocal influence on social welfare

policy. They also practice the policy change skills necessary to make organizations change in order to carry

out the ideals of the Family Decision

Making Model as it is sanctioned by the communities in which it

operates. Learning includes experiential understanding of the family

-in-environment perspective and the

macro

-level change component of advanced generalist social work practice. The social, cultural, economic,

and political factors affecting the quest for permanence in a setting the child perceives to be his or her own

family form the context for this consideration of macro

-level practice. (1 c.h., 1 s.h.)

Prerequisites: SWK 500 or permission of the department

SWK 541: Assessment Methods for Social Workers: Children and Adolescents

This one credit hybrid course is intended and designed for graduate level social work students who are

interested in learning more about assessment methods for children and adolescents, and especially for those

social work students who would like to work in schools. This course will help to introduce and create a

general awareness of the types of assessments used in working with the school aged population, the

purp

oses of the assessments, how to interpret results of the assessments, and an understanding in how the

results of those assessments are used to make data informed decisions in the special education process.

Ethical, legal, and multicultural implications for

practitioners during assessment will also be explored.

School social workers and social workers that work with the school aged population are often a member of

multidisciplinary teams and play a vital role in the special education process. They communicat

e with

parents and teachers and facilitate communication between students, parents, community

-based mental

health providers, and educational personnel. They help advocate and explain the inclusion of individualized

assessment of the student and may assist

in identifying students who require additional services, help with

identifying measurable goals, specially designed instruction, adaptations, accommodations, supplementary

aids and services and supports for school personnel, as well as may coordinate special education services in

some schools.

Prerequisites: MSW degree or grad level student

SWK 545: Child Permanence in the Family-in-Environment

Students will acquire the multi

-level skills necessary for achieving permanency for children in the child

welfare system. They will develop a comprehensive conceptualization of the implications of family

centered social work practice on child permanence. T

his will include an understanding of the social,

cultural, economic and political factors affecting the quest for permanence in a setting the child perceives to

be his or her own family. (1 c.h., 1 s.h.)

Prerequisites: SWK 500 or permission of the department

SWK 551: The Fundamentals of Trauma-Informed Care

This one

-credit course is part of a series of three courses that looks at the impact of trauma at the micro,

mezzo, and macro level and subsequent interventions to help individual, families,

organization, and

communities that have been affected by it. This course will look at the impact of trauma on the micro level.

This course is designed to help the students who are interested in direct practice with individuals gain a

fuller understanding o

f the application of the Trauma--Informed Care Model and Contemporary Trauma

Theory. This course also examines social and behavioral theories and human behavior in the social

environment and will look at intervention approaches and skills, to include evide

nce-based and best

practices as they apply to practice with childhood and adult survivors of trauma.

Prerequisites: SWK 500 or permission of the department

169

SWK 552: Clinical Approaches to Trauma-informed Practice

This one

-credit elective course is designed to help the students who are interested in practice with groups

and families gain a fuller understanding of the application of the Trauma

-Informed Care model in social

work. This course examines social work practice theories, intervention approaches an

d skills, to include

best practices as they apply to practice with trauma survivors who are a part of families and groups. It is

one of three courses that look at trauma and subsequent interventions. This course is designed to address

mezzo level practice

of trauma--informed care. This course will incorporate the fundamentals of trauma-

informed care, trauma theory, families in their social environment, systems theory, human behavior and the

social environment as well as knowledge related to generalist socia

l work practice.

Prerequisites: SWK 500 or permission of the department

SWK 553: Trauma-informed Practice with Systems

This one

-credit elective course is designed to help the students who are interested in working with

organizations and communities inte

grate a trauma-informed lens into their practice. This course is one of

three electives that looks at trauma

-informed care. This course examines social work practice theories,

intervention approaches and skills, to include best practices as they apply trau

ma-informed care to

organizations and communities. This elective looks at trauma

-informed care on a macro level. This course

will incorporate the fundamentals of trauma

-informed care, trauma theory, families in their social

environment, systems theory, hum

an behavior and the

social environment as well as knowledge related to generalist social work practice.

Prerequisites: SWK 500 or permission of the department

SWK 555: Applied Family Policy and Family Service Programs

This course will explore the inter

relation between family functioning and public/private policies at the

local, state, and federal level. Students will explore how the families contribute to social problems, how

families are affected by these problems, and how a family focus can enhance th

e effectiveness of policies.

Students will assess the consequences policies may have for family well

-being with special attention to

selected family policy issues. The course will include theoretical approaches for conceptualizing family

policy and, most i

mportantly, the roles professionals can play in using research to design, implement, and

evaluate policies and programs.

Prerequisites: SWK 484 or SWK 494 or permission of the department.

SWK 559: Social Work Intervention with Substance Abusing Populations: A Systems Approach to

Chemical Dependency Treatment

This course provides students with the knowledge necessary to examine intervention strategies with adult

populations and family members of persons who abuse substances. Implications for child

welfare in the

context of the family

-in-environment perspective will be considered. The students will explore the

overarching frameworks of substance abuse treatment as well as the integration of the strength perspective

for advanced generalist practice w

ith substance abusing populations and its application to gender, family

and child issues. This is a short term, elective course designed to provide an overview and knowledge of

substance abuse treatment. It has been designed to provide the student with kno

wledge of addiction

treatment, application of the strength perspective with gender and child welfare issues associated with

substance abuse. (1 c.h., 1 s.h.)

Prerequisites: SWK 500 or permission of the department

SWK 560: Applied Methods of Social Work Research

This course for the advanced year social work students, builds on the foundation level research course by

allowing students to specialize in program and practice evaluation of services with and on behalf of

families. Single system and group design

s will be studied. Descriptive statistics and graphical

representation of data using computer software will be utilized. Values and ethical issues related to research

with particular sensitivity to populations at risk will be considered as an integral part

of any social work

research. Qualitative and quantitative methods of analysis will be employed, and students will be

introduced to the use of research in the prevention of social problems. Emphasis will be placed on the

critical use of research at each ph

ase of the problem solving process.

Prerequisites: SWK 484 or SWK 494 or permission of the department.

170

SWK 561: Motivational Interviewing Skills: Social Work Strategies in Gender Sensitive Addiction

Treatment

This course provides students with the knowl

edge necessary to examine motivational interviewing and the

stages of change model with adult populations of substance abusers. In addition to integrating the strength

perspective students will be introduced to motivational interviewing and its application

to gender issues in

substance abuse treatment.

Prerequisites: SWK 500 or permission of the department

SWK 562: Social Work Best Practices in Addiction Treatment

This course provides students with the knowledge necessary to examine addiction treatment models and

specific assessment and intervention strategies with populations of persons who abuse substances. This is a

short term, elective course designed to provide

an overview and knowledge of empirically-driven practices

with emphasis on risk and resiliency.

Prerequisites: SWK 500 or permission of the department

SWK 570: Selected Topics in Advanced Social Work Practice

This course allows the student to study spe

cific topics of current interest to social work practice. It permits

the students to have a more in

-depth study of topics presented in the required graduate nursing courses as

well as providing the vehicle for the study of newly emerging topics in social w

ork practice. (1-6 s.h., 1-6

c.h.)

SWK 573: Publishing and Professional Presentations in Social Work

This course provides students with the tools needed to disseminate social work knowledge and research

findings in a variety of forums, including: peer

-reviewed journals, book and book chapters, practitioners'

periodicals, social media, popular periodicals, juried conferences, and invitational workshops. Ethical

considerations specific to disseminating research will be discussed.

Repeatable and repeatable

in the same semester up to a total of six credits.

Prerequisites: SWK 500 or permission of the department

SWK 574: Family Mediation in Advanced Social Work Practice

This one

-credit elective course is designed to help the advanced-year graduate social worker who is

interested in direct practice with families acquire an understanding of the application of the unique and

focused methods of family mediation as they are practiced in forensic and other settings. It builds on

knowledge of families in the socia

l environment as well as knowledge related to generalist social work

practice. (1 c.h., 1 s.h.)

Prerequisites: SWK 500 or permission of the department

SWK 575: Clinical Supervision in Social Work

This course provides students with the knowledge

necessary to provide quality, ethical supervision to

practicing social workers. Students will explore the purposes of the clinical (as opposed to administrative)

aspects of supervision along with methods for achieving those purposes and evaluating supervis

ory

outcomes. In addition, students will be introduced to the professional literature available for their future

reference and to methods for supervisors to engage in ongoing professional growth within their own

supervisory processes.

Prerequisites: SWK 500 or permission of the department

SWK 579: Independent Study in Advanced Generalist Social Work Practice

This is an individualized, independent course of study in an area of advanced generalist social work

practice. The area of study may be used to expand upon specialized knowledge gained in previous course

work or practicum experience. The focus of the indep

endent study may be to add further depth to

specialized knowledge of a field of practice (e.g. aging, mental health, mental retardation, child welfare and

family studies, etc.) or a practice modality (e.g. program administration, clinical supervision, clin

ical

practice, etc.). The area of study will be identified via consultation among the student, a field

representative/supervisor, and the student's faculty advisor. The independent study may be conducted under

the direction of any social work faculty member.

171

SWK 581: Advanced Internship I

This internship is the first of two advanced

level, graduate semesters (total 480 hours) of field instruction in

social welfare agency settings which are offered to advanced

-level students and required, under the

superv

ision of a professional social worker. Students apply advanced knowledge of families in the social

environment, advanced competence, and the highly articulated values and ethics of advanced generalist

practice with and on behalf of families. Through superv

ision, students crystallize their unique professional

use of self in the context of their placement. They refine written and oral communication skills necessary

for analysis of professional practice and apply critical analytic skills for differential asses

sment, selecting

interventions, implementing and evaluating agency policies and programs. Students operationalize the

unique values, functions and roles of professional social work practice in their practicum setting and

develop competency in identifying and assessing situations where the relationship of people and their social

environment needs to be enhanced or changed. The professional responsibility of advocacy toward change

and recognition of the impact of policy and programs on oppressed groups is an

integral part of the applied

learning, as is refinement of professional identity. Must be taken concurrently with SWK 582, Advanced

Theories of Social Work Practice I.

Prerequisites: Acceptance into the MSW program and permission of the department is requi

red. SWK 582

is a co-requisite.

SWK 582: Advanced Theory in Family-Centered Generalist Social Work Practice I

This is a concentration course, for specialized knowledge

-building. It is the first in a series of two

theoretical seminars for advanced

-level MSW students. Course content is concentrated on the family as a

universal social institution and may be classified into three areas: 1) the development of the values,

knowledge and skills of the autonomous social work practitioner for work with and on beh

alf of families;

2) research on the advancement of knowledge about family functioning; and 3) the effective, efficient, and

humane organization of social service delivery networks serving families. The course also offers students

opportunities to interact

and integrate knowledge related to their varied practica in order to expand their

knowledge of the human services field beyond the confines of their own placement. Must be taken

concurrently with SWK 581.

Prerequisites: Acceptance into the MSW program and

permission of the department is required. SWK 581

is a co-requisite.

SWK 583: Advanced Internship II

This internship is the second of two advanced

-level, graduate semesters (total 480 hours) of field

instruction in social welfare agency settings which are offered to advanced

-level students and required,

under the supervision of a professional social worke

r. Students apply advanced knowledge of families in

the social environment, advanced competence, and the highly articulated values and ethics of advanced

generalist practice with and on behalf of families. Through supervision, students crystallize their un

ique

professional use of self in the context of their placement. They refine written and oral communication skills

necessary for analysis of professional practice and apply critical analytic skills for differential assessment,

selecting interventions, impl

ementing and evaluating agency policies and programs. Students

operationalize the unique values, functions and roles of professional social work practice in their practicum

setting and develop competency in identifying and assessing situations where the relationship of people and

their social environment needs to be enhanced or changed. The professional responsibility of advocacy

toward change and recognition of the impact of policy and programs on oppressed groups is an integral part

of the applied learnin

g, as is refinement of professional identity. Must be taken concurrently with SWK

584, Advanced Theories of Social Work Practice II.

Prerequisites: Acceptance into the MSW program and permission of the department is required. SWK 581

& 582 are pre-requisites and SWK 584 is a co-requisite.

172

SWK 584: Advanced Theory in Family-Centered Generalist Social Work Practice II

This is a concentration course, for specialized knowledge

-building. It is the second in a series of two

theoretical seminars for advanced

-level MSW students. Course content is concentrated on the family as a

universal social institution and may be classified into three areas: 1) the development of the values,

knowledge and skills of the autonomous social work practitioner for work with and on

behalf of families;

2) research on the advancement of knowledge about family functioning; and 3) the effective, efficient, and

humane organization of social service delivery networks serving families. The course also offers students

opportunities to inter

act and integrate knowledge related to their varied practica in order to expand their

knowledge of the human services field beyond the confines of their own placement. Must be taken

concurrently with SWK583.

Prerequisites: Acceptance into the MSW program a

nd permission of the department is required. SWK 581

& 582 are pre-requisites and SWK 583 is a co-requisite.

SWK 586: Internship in School Social Work

This internship is a specialized internship in school social work. It is intended for MSW students

who

want to acquire knowledge and skill in this area and use this as a qualification for certification as school

social workers. It is also intended for holders of the MSW degree who participate in the School Social

Work Certificate program at Kutztown Un

iversity. During this one hundred twenty-

five hour internship in a

school setting, students will gain a social work practice perspective based on an individualized learning

contract that includes areas of advanced and multilevel practice in a school enviro

nment. More

specifically, the course will include focus on practice processes and skills related to cognitive development

of children, addressing needs of children with exceptionalities, assisting teachers and school administrators

with social and behavio

ral interventions, participating in multidisciplinary and interdisciplinary teams,

analyzing student performance, and assisting with interpretation of student, community, and school

-related

data. Students will benefit from this course in that it prepares t

hem to complete the competencies necessary

for school social work certification in the State or Pennsylvania. The content of the Individualized

Learning Contract of this course will be the base for specialized learning in school social work for those

stud

ents in the KU MSW program who take SWK 583 Advanced Internship II, are enrolled in the school

certificate program, and are performing this internship at an approved school setting.

Prerequisites: MSW degree or grad level MSW student

SWK 590: Social Work Practice in Schools

This course is designed to provide an overview of social work practice in an educational setting. The course

focuses on the history of school social work, the theoretical foundations of school social work, relevant

educational laws, social problems that im

pact students and their academic performance and effective

interventions for micro, mezzo and macro levels of school social work practice. Students will examine the

roles of the social worker within an educational setting and will gain an understanding of

the importance of

collaborating with parents, teachers, staff, administrators and community agencies. School social workers

require specialized knowledge in educational law, the effects of social and emotional issues on school

performance and evidence

-based interventions that can be utilized in schools. This course is designed to

fulfill some of the educational requirements for the school social work certification.

Prerequisites: Graduate Student or School Social Work Certificate Program Student

SWK 591: Meeting the Diverse Needs of Students with Exceptionalities

This course provides an in

-depth examination of the diverse characteristics and needs of exceptional

individuals across the lifespan. Students will study the different types of disabilities and

their social and

behavioral aspects and will learn evidence

-based interventions that can be utilized to meet the needs of

students who have a disability. Students will study the philosophy, policy, logistics and legalities of special

education as well as t

he school social worker’s role as part of the interdisciplinary special education team.

School social workers provide services to students of various levels of functioning. This course enables

social work students to learn about the characteristics and ne

eds of students who have exceptionalities. In

addition to learning about the social and behavioral characteristics and needs of exceptional students, this

course enables social work students to understand the diverse learning styles of students who have

xceptionalities in order to develop appropriate interventions to effectively meet their needs. This course is

required for the School Social Work Certificate.

Prerequisites: MSW degree or grad level MSW student

173

SWK 595: Capstone Experience: Social Work and the Family-In-Environment

This advanced

-level course for graduate students in social work represents the culmination of students'

educational experience. This course is designed to draw on all previous courses and to engage students in

integrating and

applying all previous course and field practica content.

Prerequisites: SWK 582

SWK 700: Social Work Leadership I

This is the first of a sequence of two courses on advanced leadership and management for Doctor of Social

Work students. Students will glea

n a theoretical orientation to the study of organizations and leadership

within organizations. This examination of theories will reflect the values of the social work profession and

their application to social service systems, structures, and processes. Al

so explored will be theories of

organizational change, organizational challenges, and organizational effectiveness. Within the context of

social service organizations, leadership approaches and theories are also examined.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

SWK 701: Social Work Leadership II

This is the second course in the advanced leadership and management sequence. The focus of this course is

on development of knowledge and skills for social

work managers within the public and private social

service sector. Additional attention will be given to leading in times of fiscal constraint, political changes,

and workforce challenges.

Prerequisites: SWK 700 or permission of department chairperson

SWK 704: The Social Work Teacher-Scholar I

This is the first of a sequence of two courses on social work teaching and scholarship for Doctor of Social

Work students. The course will enable the students to critically examine seminal and contemporary works

pedagogy. The connection of these theories to social work teaching and learning will be a central

component of this course, including particular emphasis on the historical evolution of social work

education. The course provides students with an opportunit

y to explore seminal works from a historical

perspective and critically evaluate contemporary theories of teaching and learning in social work. It is

required preparation for the second course in the sequence in which students develop a unique and personal

conceptual framework for their own teaching.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

SWK 705: The Social Work Teacher-Scholar II

This is the second in a sequence of two courses about social work teaching

and scholarship for Doctor of

Social Work students. The course provides students with an opportunity to critically evaluate theories of

teaching and learning, particularly in contemporary settings in social work. Students will craft a conceptual

framework

to guide their own career as instructors in a variety of social work settings, including

undergraduate and graduate professional social work education. They will practice course planning and

delivery along with program development and student/course/progr

am assessment with attention to

accreditation requirements. In addition, they will develop understanding of the roles of the social work

teacher

-scholar in academe and other settings.

Prerequisites: SWK 704 or permission of department chairperson

SWK 710: Research Methodology

This course provides a connection between social science theory building and research. It explores in depth

the logic of research and the stages of the scientific process. Central to this course are also the major

methods, designs, techniques, and strategies in the practice of social research. The role of research in social

work practice as well as the strengths and limitations of various approaches, designs, methods, and

techniques will be examined. Data gathering, information p

rocessing systems, and analytical techniques

will form a major focus in this course. Of particular importance will be the students' development of skill

for designing proposals for evidence

-based ethical research.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

174

SWK 715: Multivariate Statistical Analysis

This is a required course in the research methods sequence for KUIMU doctoral students. At the end of

this course, students will be able to apply appropriate s

tatistical analysis techniques with emphasis on skill

development for multivariate statistics. More specifically, the course will cover applied multivariate

techniques such as Analysis of Variance and Covariance, Correlations, Simple Linear Regression,

scriminant Analysis, Factor Analysis, and other multiple regression techniques including the use of Path

Analysis for model and theory building. The focus of the course will be on the analysis and interpretation

of data sets relevant to social work theory

and practice. The students will be trained in the use appropriate

statistical analysis software and effective communication of findings.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

SWK 720: Leadership/Teaching Praxis I

This experiential two semester course sequence is designed to provide students with an opportunity to

demonstrate mastery of the course content from the program's first year's courses. Students will participate

in supervisory leadership and/or

teaching activities that provide experiential learning and application and

integration of theory and skills acquired in earlier coursework. Weekly meetings are a required component

of this course and the meetings will be facilitated by the faculty mentor

to instruct, guide, and assess

students' progress related to the leadership and/or teaching praxis.

A Pass/Fail grading model

\viii be used for this course.

Prerequisites: SWK/SOW 705 or permission of the department.

SWK 721: Leadership/Teaching Praxis II

This experiential two semester course sequence is designed to provide students with an opportunity to

demonstrate mastery of the course content from the program's first year's courses. Students will participate

in supervisory

leadership and.1or teaching activities that provide experiential learning and application and

integration of theory and skills acquired in earlier coursework. Weekly meetings are a required component

of this course and the meetings will be facilitated by t

he faculty mentor to instruct, guide, and assess

students' progress related to the leadership and/or teaching praxis.

A Pass/fail grading model will be used for this course.

Prerequisites: SWK/SOW 720 or permission of the department.

SWK 725: Intervention Research

This advanced research course will introduce students to the five steps of intervention development, testing,

and dissemination. Students will be given the opportunity to practice elements of these stages to master the

strategies of i

mplementing, documenting, and evaluating interventions that respond to social problems

affecting systems of all sizes (e.g., individual, family, group, community).

Prerequisites: Acceptance into the DSW program or permission of the department chairperson.

SWK 730: Qualitative Analysis

This course prepares students to understand the core process of qualitative study including the steps, data

analysis techniques, and ethics. The students will study the four strategies of qualitative research that

include C

ase Study, Ethnography, Narrative Analysis, and Grounded Theory. The course design provides

opportunities to learn the tools to enhance and critically evaluate rigor of a qualitative study, write research

proposal and report for a qualitative study, and identify how knowledge of social work practice, policy, and

education can be advanced through qualitative research.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

175

SWK 774: Comprehensive Seminar

Students will engag

e in a collaborative learning experience in which they assess whether as doctoral

students they have acquired the knowledge and skills necessary for proceeding with the development of a

Doctoral Dissertation. Utilizing a phenomenon of interest, students wi

ll demonstrate their ability to

conceptualize a clear and compelling research topic by organizing, presenting, and critiquing both

theoretical and empirical knowledge related to the phenomenon. Further, students will identify areas

needing further explorat

ion as well as possible research methods to conduct the proposed research. The

Comprehensive Paper should demonstrate that the student has acquired a sufficiently broad understanding

of the phenomenon of interest, and indicate that the student is prepared

to add to knowledge in the field

through an in

-depth study of a topic relevant to best practices in social work as related to leadership,

teaching, or both. Students will provide an oral defense of their comprehensive paper. The defense will

include an ove

rview of the phenomenon as well as a summary of the research question that could be

employed should students continue with the same topic for their dissertation. A Pass/Fail grading model

will be used for this course.

SWK 775: Dissertation Seminar

Stude

nts will engage in a collaborative learning experience in which they explore different ways of

knowing in social sciences. They will become familiar with a variety of theoretical perspectives (based

upon the interests of the group) and will practice integr

ating those theories with their professional social

work practice as they work toward formulating a research question and identifying a relevant theoretical

perspective from which to examine it in the upcoming dissertation. Ethical considerations in resear

ch will

be examined, and students will become familiar with their institution's IRB process. Dissertation process

will be considered, including the development of the dissertation committee. In addition, students will

consider deeply the relationship betwe

en their education and their future roles as leaders and educators.

A Pass/Fail grading model will be used for this course.

Prerequisites: SWK/SOW721

SWK 776: Doctoral Dissertation I

Over two semesters, students will work in close

consultation with a faculty member to build upon the

research question crafted in the Dissertation Seminar. They will gain Institutional approval to conduct their

independent research and will conduct the research under the supervision of the faculty membe

r. A focus

will be placed on the completion of a traditional dissertation in the context of the development of applied

knowledge that will be relevant to the social work profession: as such, the student will develop components

of the dissertation that may

be published or presented in refereed venues.

A Pass/Fail grading model will be used for this course.

Prerequisites: SWK 775

SWK 777: Doctoral Dissertation II

Over two semesters, students will work in close consultation with a faculty member to build up

on the

research question crafted in the Dissertation Seminar. They will gain institutional approval to conduct their

independent research and will conduct the research under the supervision of the faculty member. A focus

will be placed on the completion of

a traditional dissertation in the context of the development of applied

knowledge that will be relevant to the social work profession; as such, the student will develop components

of the dissertation that may be published or presented in refereed venues.

A Pass/Fail grading model will be used for this course.

Prerequisites: SWK 776

SWK 779: Independent Study in Doctoral Social Work

This is an independent course of study in the Doctor of Social Work program. The area of study may be

used to expand upon

specialized knowledge or in support of completion of the doctoral research and

dissertation. The student and faculty member will write a joint course proposal with a complete description

of the course or research to be conducted, a plan of study with topics covered, assessment mechanisms, and

concrete deliverables or learning outcomes with a clear connection to the program's focus on leadership and

education as well as its competencies and outcomes.

176

Social Work Doctorate

SOW 700: Social Work Leadership I

This is the first of a sequence of two courses on advanced leadership and management for Doctor of Social

Work students. Students will glean a theoretical orientation to the study of organizations and leadership

within organizations. This exam

ination of theories will reflect the values of the social work profession and

their application to social service systems, structures, and processes. Also explored will be theories of

organizational change, organizational challenges, and organizational eff

ectiveness. Within the context of

social service organizations, leadership approaches and theories are also examined.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

SOW 701: Social Work Leadership II

This is

the second course in the advanced leadership and management sequence. The focus of this course is

on development of knowledge and skills for social work managers within the public and private social

service sector. Additional attention will be given to lea

ding in times of fiscal constraint, political changes,

and workforce challenges.

Prerequisites: SWK 700 or permission of department chairperson

SOW 704: The Social Work Teacher-Scholar I

This is the first of a sequence of two courses on social work teac

hing and scholarship for Doctor of Social

Work students. The course will enable the students to critically examine seminal and contemporary works

in pedagogy. The connection of these theories to social work teaching and learning will be a central

component

of this course, including particular emphasis on the historical evolution of social work

education. The course provides students with an opportunity to explore seminal works from a historical

perspective and critically evaluate contemporary theories of te

aching and learning in social work. It is

required preparation for the second course in the sequence in which students develop a unique and personal

conceptual framework for their own teaching.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

SOW 705: The Social Work Teacher-Scholar II

This is the second in a sequence of two courses about social work teaching and scholarship for Doctor of

Social Work students. The course provides students with an

opportunity to critically evaluate theories of

teaching and learning, particularly in contemporary settings in social work. Students will craft a conceptual

framework to guide their own career as instructors in a variety of social work settings, including

undergraduate and graduate professional social work education. They will practice course planning and

delivery along with program development and student/course/program assessment with attention to

accreditation requirements. In addition, they will develop

understanding of the roles of the social work

teacher

-scholar in academe and other settings.

Prerequisites: SWK 704 or permission of department chairperson

SOW 710: Research Methodology

This course provides a connection between social science theory building and research. It explores in depth

the logic of research and the stages of the scientific process. Central to this course are also the major

methods, designs, techniques, and strategies in the practice of social research. The role of research in social

work practice as well as the strengths and limitations of various approaches, designs, methods, and

techniques will be examined. Data gathering, information processing systems, and analytical techniques

will form a major focus in this course. Of pa

rticular importance will be the students' development of skill

for designing proposals for evidence

-based ethical research.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

177

SOW 715: Multivariate Statistical Analysis

This is a required course in the research methods sequence for KUIMU doctoral students. At the end of

this course, students will be able to apply appropriate statistical analysis techniques with emphasis on skill

development for multivariate statistics

. More specifically, the course will cover applied multivariate

techniques such as Analysis of Variance and Covariance, Correlations, Simple Linear Regression,

Discriminant Analysis, Factor Analysis, and other multiple regression techniques including the

use of Path

Analysis for model and theory building. The focus of the course will be on the analysis and interpretation

of data sets relevant to social work theory and practice. The students will be trained in the use appropriate

statistical analysis soft

ware and effective communication of findings.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

SOW 720: Leadership/Teaching Praxis I

This experiential two semester course sequence is designed to provide students w

ith an opportunity to

demonstrate mastery of the course content from the program's first year's courses. Students will participate

in supervisory leadership and/or teaching activities that provide experiential learning and application and

integration of th

eory and skills acquired in earlier coursework. Weekly meetings are a required component

of this course and the meetings will be facilitated by the faculty mentor to instruct, guide, and assess

students' progress related to the leadership and/or teaching p

raxis.

A Pass/Fail grading model

\viii be used for this course.

Prerequisites: SWK/SOW 705 or permission of the department.

SOW 721: Leadership/Teaching Praxis II

This experiential two semester course sequence is designed to provide students with an opportunity to

demonstrate mastery of the course content from the program's first year's courses. Students will participate

in supervisory leadership and.1or teaching ac

tivities that provide experiential learning and application and

integration of theory and skills acquired in earlier coursework. Weekly meetings are a required component

of this course and the meetings will be facilitated by the faculty mentor to instruct,

guide, and assess

students' progress related to the leadership and/or teaching praxis.

A Pass/fail grading model will be used for this course.

Prerequisites: SWK/SOW 720 or permission of the department.

SOW 725: Intervention Research

This advanced research course will introduce students to the five steps of intervention development, testing,

and dissemination. Students will be given the opportunity to practice elements of these stages to master the

strategies of implementing, documenting, and evaluating

interventions that respond to social problems

affecting systems of all sizes (e.g., individual, family, group, community).

Prerequisites: Acceptance into the DSW program or permission of the department chairperson.

SOW 730: Qualitative Analysis

This co

urse prepares students to understand the core process of qualitative study including the steps, data

analysis techniques, and ethics. The students will study the four strategies of qualitative research that

include Case Study, Ethnography, Narrative Analys

is, and Grounded Theory. The course design provides

opportunities to learn the tools to enhance and critically evaluate rigor of a qualitative study, write research

proposal and report for a qualitative study, and identify how knowledge of social work practice, policy, and

education can be advanced through qualitative research.

Prerequisites: Acceptance into the DSW major or permission of the department chairperson

178

SOW 774: Comprehensive Seminar

Students will engage in a collaborative learning experience in which they assess whether as doctoral

students they have acquired the knowledge and skills necessary for proceeding with the development of a

Doctoral Dissertation. Utilizing a phenomenon of in

terest, students will demonstrate their ability to

conceptualize a clear and compelling research topic by organizing, presenting, and critiquing both

theoretical and empirical knowledge related to the phenomenon. Further, students will identify areas

needi

ng further exploration as well as possible research methods to conduct the proposed research. The

Comprehensive Paper should demonstrate that the student has acquired a sufficiently broad understanding

of the phenomenon of interest, and indicate that the s

tudent is prepared to add to knowledge in the field

through an in

-depth study of a topic relevant to best practices in social work as related to leadership,

teaching, or both. Students will provide an oral defense of their comprehensive paper. The defense

will

include an overview of the phenomenon as well as a summary of the research question that could be

employed should students continue with the same topic for their dissertation. A Pass/Fail grading model

will be used for this course.

SOW 775: Dissertation Seminar

Students will engage in a collaborative learning experience in which they explore different ways of

knowing in social sciences. They will become familiar with a variety of theoretical perspectives (based

upon the interests of the group) and w

ill practice integrating those theories with their professional social

work practice as they work toward formulating a research question and identifying a relevant theoretical

perspective from which to examine it in the upcoming dissertation. Ethical consi

derations in research will

be examined, and students will become familiar with their institution's IRB process. Dissertation process

will be considered, including the development of the dissertation committee. In addition, students will

consider deeply the

relationship between their education and their future roles as leaders and educators.

A Pass/Fail grading model will be used for this course.

SOW 776: Doctoral Dissertation I

Over two semesters, students will work in close consultation with a faculty

member to build upon the

research question crafted in the Dissertation Seminar. They will gain Institutional approval to conduct their

independent research and will conduct the research under the supervision of the faculty member. A focus

will be placed on

the completion of a traditional dissertation in the context of the development of applied

knowledge that will be relevant to the social work profession: as such, the student will develop components

of the dissertation that may be published or presented in

refereed venues.

A Pass/Fail grading model will be used for this course.

SOW 777: Doctoral Dissertation II

Over two semesters, students will work in close consultation with a faculty member to build upon the

research question crafted in the Dissertatio

n Seminar. They will gain institutional approval to conduct their

independent research and will conduct the research under the supervision of the faculty member. A focus

will be placed on the completion of a traditional dissertation in the context of the d

evelopment of applied

knowledge that will be relevant to the social work profession; as such, the student will develop components

of the dissertation that may be published or presented in refereed venues.

A Pass/Fail grading model will be used for this course.

SOW 779: Independent Study in Doctoral Social Work

This is an independent course of study in the Doctor of Social Work program. The area of study may be

used to expand upon specialized knowledge or in support of completion of the doctoral r

esearch and

dissertation. The student and faculty member will write a joint course proposal with a complete description

of the course or research to be conducted, a plan of study with topics covered, assessment mechanisms, and

concrete deliverables or learning outcomes with a clear connection to the program's focus on leadership and

education as well as its competencies and outcomes.

179

Sociology

SOC 450: The Sociology of Education: School and Modern Society

The educational system in the United

States is viewed from a sociological perspective, focusing upon the

social forces that shape the schools and the internal social structure and processes which influence its

mission in society.

SOC 510: Deviant Behavior

This course is a review of major s

ociological theories of social deviance and an examination of selected

areas of social deviance within a sociological framework.

SOC 545: Ethnic Minorities and Group Conflict

This course analyzes the factors producing tensions among racial, ethnic, and

religious groups, the nature

and causes of prejudice and discrimination, and the types of social action programs used in the control and

reduction of inter

-group tensions. Various theoretical models based on sociological perspectives are used

for comparative analysis.

Spanish

SPA 413: Major Spanish American Novelists of the New Narrative Period

This course is an intensive study of representative novels by major Spanish American writers of the "New

Narrative Period." This period spans approximately five

-and-one-half decades, from the mid-forties to the

present. The course will focus on the writers

' new visions and interpretations of the history, mythology and

present realities of the Spanish American world. Additionally, the course will link the thematic content to

the stylistic and structural innovations made by these authors in creating the "new

Spanish American

novel." (In Spanish)

SPA 414: Major Spanish American Short Story Writers of the New Narrative Period

This course is an intensive study of representative collections of short fiction by major Spanish American

Writers of the "New Narrativ

e Period." The course also provides the students with the opportunity to study

in depth and apply the latest critical approaches to textual analysis. (In Spanish)

SPA 415: Mexican Literature: Voices of a Nation

This advanced course examines the complexi

ty of Mexican Literature particularly as relates to the

development and expression of national identity. This course will focus on a variety of narrative discourses

(novel, short story, drama, essay and poetry) while contextualizing said narratives within

appropriate

cultural and historical chronologies. In

-depth practice with literary and cultural analysis will be

accompanied by opportunities for increased proficiency in oral and written expression. (In Spanish)

SPA 425: Advanced Spanish Grammar and Composition

This advanced course examines the finer points of advanced Spanish grammar. With an emphasis on

composition, an intensive analysis and practice of the typical "problem areas" (such as the preterite vs. the

imperfect, the indicative vs. the subjunc

tive, ser vs. estar, por vs. para etc.) will be approached through a

contrastive method that is particularly insightful for individuals conversant in Spanish and English. In

addition, the course will offer extensive practice in analyzing literary and collo

quial styles and will provide

necessary practice to further mastery and expression (oral and written) of acceptable idiomatic styles.

Greater proficiency, ease, and enjoyment in reading as well as an increased awareness of cultural

manifestations in writing will be concomitant results of the course. (In Spanish)

180

SPA 431: Modern Spain through Literature and Film

This course studies the major political, cultural, social

and economic changes that have taken place in Spain

during the second half of the 20th century. Special attention is paid to the following periods: the civil war,

the postwar period, the economic boom in the sixties, the transition from dictatorship to de

mocracy and the

establishment of democracy. The films and novels studied in this course dramatize the major events that

have shaped Spanish history since the end of the Civil War. (In Spanish)

SPA 435: Modern Latin American Drama

An intensive study of representative theatre works by major Spanish American, Central American, Mexican

and Caribbean dramaturges of the twentieth century with an emphasis on the contemporary period.

Students will read and evaluate plays and study appropriate critical approaches

to modern theatre within the

context of socio

-political, economic and historic conditions and events. Attendance at selected plays is

required. (In Spanish)

SPA 447: Mexican Culture and Civilization

This course is an intensive exploration of the depth and variety of Mexican Culture and Civilization. This

course will incorporate a multi

-disciplinary approach to the historical, political, cultural, artistic, and socio-

economic movements that have influe

nced Mexico as a nation. Various cultural manifestations will be

examined including art, music, narrative texts and film. Extensive oral and written practice in critical

thought will further mastery and expression of the Spanish language. (In Spanish)

SPA 460: Hispanic Literature in the USA

This course is an in

-depth study of several Hispanic writers writing in Spanish in the USA. It includes

representative works from all major literary genres: novel, essay, short story, drama and poetry. Except for

a few short texts written in English, the majority of the works are written in Spanish. (In Spanish)

SPA 470: Selected Topics in Spanish

This course offers an intensive study of literary topics, cultural phenomena, styles, trends, criticisms, and

writers not included or not covered in depth in other Spanish courses.

SPA 495: Independent Study in Spanish

This course, which shall be taught in Spanish, is for students who wish to study and explore, in depth,

aspects of Spanish and Latin American li

teratures, cultures and societies or a special topic in Spanish

language. It is open to both graduate and undergraduate students. Students may register for this course

more than once, up to a maximum of six semester hours of credit, so long as they do not

repeat the same

topic. The student must confer and reach agreement with the faculty member who will guide the

independent study. The student and the faculty member must agree upon a topic, course content, evaluation

procedures, reading list, and amount of

credit prior to registration for the course. This material (course

content, evaluation procedures, reading list, etc.) must be filed with and receive approval of the majority of

Spanish professors and of the departmental chairperson.

SPA 560: Study Abroad Experience

Study Abroad Experience.

Special Education

SPU 433: Characteristics and Etiology of Autism Spectrum Disorders

This course covers the characteristics of autism and other related disorders, commonly referred to as

Autism Spectrum Disorders

(ASD) including; communications deficits, social skills, stereotypical

behaviors, and typical responses to stimuli. Additionally, theoretical and scientific etiologies are discussed

with various diagnostic instruments and procedures. Cultural perspectives

of autism and related disorders

with their relationships to educational services are also addressed.

Prerequisites: Permission of Instructor

181

SPU 434: Applied Behavior Analysis

This course introduces principles of applied behavior analysis (ABA) and how it can serve individuals with

autism, with special attention given to classroom settings. ABA coverage includes; reinforcement,

punishment, thinning, stimulus control, prompting, fading, generalization, maintenance, and data collection

with analysis. Specific empirical

-based ABA methods such as discrete training, direct instruction, and

verbal behavior will be discussed.

Prerequisites: Permission of Instructor

SPU 435: Assessment and Instructional Intervention for Individuals with Autism Spectrum

Disorders

This course examines instructional strategies that have been shown to be effective in promoting the

development of communication and social skills by students with ASD. Augment

ative and alternative

communications systems (AAC) and approaches for teaching social skills in home, school, and community

environments along with coordination of services and advocating for students with Autism Spectrum

Disorders will be discussed.

Prerequisites: Permission of Instructor

SPU 436: Practicum with Students with ASD: Collaboration with Families, Agencies, and the

Community

An opportunity is provided for observation and for student teaching of students with autism spectrum

disorders (ASD).

Discussion periods are provided for classification of techniques, methods, and

approaches.

Prerequisites: Permission of Instructor

SPU 500: Special Education in a Standards Aligned System

This course, designed for general education teachers in

graduate programs, surveys the development and

provision of special education services to individuals with disabilities in an inclusive environment.

Additionally, the identification and characteristics of different types of disabilities will be discussed a

long

with effective collaboration procedures and current classroom management procedures for pre

kindergarten

to eighth grade students.

SPU 501: Basic Orientation and Mobility for Students with Visual Impairments including

Deafblindness

This course cove

rs exploration of space in the home and school environment and the wider community

according to individual needs of students with visual impairments, including students who are deafblind.

Practical experiences are provided in orientation and mobility train

ing under conditions of simulated

blindness and deafblindness. Experiences are structured to sequentially afford environmental situations of

increasing complexity. Students will learn how to utilize functioning sense modalities in conjunction with

speciall

y designed mobility techniques for the purpose of teaching individuals how to move safely,

efficiently, and independently in the environment.

SPU 502: Reading, Writing, and Teaching Unified English Braille

This course provides knowledge and skills in reading and writing contracted and uncontracted braille in the

Unified English Braille code. It presents an overview of other means of communication used by the blind,

including those with multiple disabilities. Experiences are structured to include writing

braille with a

Perkins Braille Writer, reading and transcribing braille material, basic textbook formatting, methods of

teaching braille reading, and an introduction to computer systems used to produce braille.

182

SPU 503: Anatomy of the Eye and Visual Assessments

This course provides lectures and demonstrations on anatomy and physiology of the eye. The course will

cover structure and function of the eye, causes and implications of eye conditions, clinical assessment,

functional vision assessment,

environmental assessment, and stereotypical behavior assessment. This

course will provide an introduction to learning media assessment. This course will cover the foundations of

working with students with low vision. This course will discuss the relations

hip of visual impairment to

other disabilities, neurological aspects of visual impairments, and educational implications. The course will

provide opportunities for student use of low vision aids, activities with low vision simulation, and

completion of a f

unctional vision assessment, including environmental assessment and stereotypical

assessment.

SPU 504: Reading, Writing and Teaching Adv Unified English Braille, Nemeth Mathematics, &

Other Braille Codes

This course provides knowledge and skills in mast

ery of the Unified English Braille Code, Nemeth Code,

and use of the abacus. Students will demonstrate competence in braille mathematics in both Unified

English Braille and Nemeth code. This course includes the use of slate and stylus in preparing drills,

assignments, and in taking notes. The course requires the student to read and produce braille materials

accurately. Braille music and foreign language are introduced. Advanced methods of teaching braille are

emphasized throughout the course.

Prerequisites: SPU 502

SPU 505: Early Intervention for Students with Visual Impairment

This course provides strategies for working with young children who have visual impairment, including

students who are deafblind or have multiple disabilities and their

families. It provides a history of the field

of visual impairment and the impact history has played in the provision of early intervention services. This

course will provide students with an understanding of the differences in working with students who are

visually impaired and students who are deafblind.

SPU 506: Adapting Materials and Methods of Instruction including Visual Assessments

This course provides strategies for teaching and adapting materials and instruction in content areas,

communication sk

ills (i.e., reading and writing braille, reading and writing print with and without low

vision devices, finger spelling), listening skills, use of technology, independent and daily living skills,

habilitation, career/vocational concerns, physical education

, transition from the educational setting, and

leisure and recreation for students with visual impairments, including multiple disabilities and

deafblindness. The course provides a theoretical framework for the concept of teacher as lifelong learner,

asses

sment strategies for learning medium and reading medium, writing IEP's, and research applications.

Prerequisites: SPU 501, 502, 503, 504, and 505.

SPU 507: Internship in Visual Impairment

This course provides opportunities for observation and participat

ion in the performance of the duties of a

teacher of students with visual impairments, including those with multiple disabilities in an itinerant,

residential, or day school setting. Practicum sessions provide for an opportunity to discuss problems, trends

and issues, multicultural needs, interviewing techniques, scheduling, lifelong learner model for teachers

and students, and organizational skills unique to the field.

Prerequisites: SPU 501, SPU 502, SPU 503, SPU 504, SPU505 and SPU 506.

SPU 513: Assessment and Instructional Design for Students with Disabilities in a Standards Aligned

System

This course is an intensive implementation survey and specific level assessment of learning and

instructional design for meeting the challenges of students with spe

cial needs. Students will acquire skills

in educational evaluation of student learning during the prereferral and special education process and

universally designed instructional planning, accommodations, and modifications across a variety of content

areas

Prerequisites: SPU 500 or permission of the instructor.

183

SPU 514: Standards-Aligned Instruction for Students with Disabilities in Inclusive Classrooms

This graduate course addresses the knowledge base and skills necessary for general educators to

provide

standards

-aligned curriculum, assessment, and instruction and intervention for students with disabilities

into their classrooms. Emphasis is placed on structuring inclusive classrooms and designing appropriate

accommodations for elementary and secondary students with disabilities.

SPU 516: Literacy Development & Instruction in Core & Intervention Areas Standards Aligned

System

An in

-depth study in the assessment, curricular, and instructional needs of students who exhibit significant

reading diff

iculties. Students will examine effective practices through the Response- to-Intervention and

Instruction model which supports student success in the general education setting. Course topics include:

essential literacy skills, universal screening and progr

ess monitoring, scientifically research-based

curriculum and instruction, as well as strategic and intensive interventions, including both problem

-solving

approaches and standard treatment protocols.

Prerequisites: SPU 500 or permission of the instructor.

SPU 520: Special Education Processes and IEP Development in a Standards Aligned System

This course addresses aligning IEPs for students with disabilities with the general education academic

standards. Using the Pennsylvania Department of Education Stand

ards Aligned System (SAS), teacher

candidates learn to develop IEPs for students with disabilities that provide access to the general education

curriculum and education with nondisabled students. Emphasis will be on the special education process,

SAS conce

ptual framework (Understanding by Design), specially designed instruction, multifactor and

nonbiased assessment, and backward design instructional planning.

Prerequisites: SPU 500 or permission of the instructor.

SPU 522: Teaching Students with High Incidence Disabilities

This course is designed to present solid theoretical material and recent research in the education of students

with high incidence disabilities (i.e.

specific learning disabilities, mild intellectual disabilities, and mild

emotional disturbance). Students will gain an understanding and meeting the needs of learners with mild

and high incidence disabilities using research

- and evidence- based instructional methods and strategies.

Since most students with mild and high incidence disabilities are taught in the general education classroom,

students will focus on universally designed instruction to address the needs of ALL learners as well as

methods specifi

c to particular learning challenges.

Prerequisites: SPU 500 or permission of the instructor.

SPU 527: Transition, Self-Determination, and Self- Advocacy for Adolescents and Adults with

Disabilities

This course introduces preservice and in

-service professionals to the specific educational, daily living, and

employment needs of adolescents and adults with disabilities. Course participants examine the historical

and legal basis for providing people with disabilities with opportunities to lead independent li

ves and

realize educational, vocational, and personal goals. Course content includes employment, and residential

issues, post

-secondary education, self-determination and choice-making, and adult life issues.

Prerequisites: SPU 500 or permission of the instructor.

SPU 530: Teaching Students with Low Incidence Disabilities and Complex Instructional Needs

The course will address medical, physical, psychological and educational aspects of students with low

incidence disabilities and complex instructional nee

ds. The major focus of this course will be teaching

students with significant intellectual disabilities, autism, multiple disabilities, significant orthopedic

impairments, other health impairment, and traumatic brain injury. Included will be an examination

evidenced

- and research-based strategies relevant to the education of students with low incidence

disabilities and complex instructional needs.

Prerequisites: SPU 500 or permission of the instructor.

184

SPU 540: Philosophical Underpinnings

This course

introduces the goals and dimensions of behavior analysis as a science through description,

prediction, and control. Philosophical assumptions of behavior analysis are covered in addition to

perspectives of radical behaviorism. Distinctions are covered amon

g behaviorism, the experimental

analysis of behavior, applied behavior analysis, and professional practice by the science of behavior

analysis.

SPU 541: Concepts and Principles of Behavior Analysis

This course introduces principles of applied behavior analysis (ABA) and how it can serve individuals with

autism, with special attention given to classroom settings. ABA coverage includes; reinforcement,

punishment, thinning, stimulus control, prompting, fading, generalization, maintenance, and data collection

with analyses.

SPU 542: Behavior Assessment

This course prepares to candidates to identify behaviors for intervention and conduct assessments of

variables affecting behavior. Assessment procedures

include organizing, analyzing, and interpreting

observed data, planning for possible effects of implemented consequences, and management of behavior

analytic services.

Prerequisites: SPU540 & SPU541 or permission of instructor

SPU 543: Measurement & Experimental Design

This course introduces and explores various experimental designs of single

-case study research.

Incorporating the empirical literature, students will additionally be required to evaluate different methods

of measurement and analyze presen

ted data.

Prerequisites: SPU540 & SPU541 or permission of instructor

SPU 544: Behavior Change Procedures

This course discusses fundamental elements of behavior change and specific behavior change procedures.

Additionally, considerations for

selecting and implementing interventions are covered. Candidates are

required to research and create a behavior intervention plan using methods covered in this course.

Prerequisites: SPU 540, SPU 541, SPU 542 or Permission of Instructor

SPU 545: Personnel Supervision & Interventions

This course discusses various domains in providing behavior analytic supervision through training,

performance feedback, and evaluation of the effects of supervision. Additionally, the selection of

interventions based

on supporting environments, social validity with an emphasis on data-based decisions

is also covered.

Prerequisites: SPU 540, SPU 541, SPU 542, SPU 543 or Permission of Instructor

SPU 546: Ethics of Behavior Analysis

This course discusses the ethics in

providing behavior analytic services. Through reviews of case studies,

professional literature, and other related mediums, candidates will be required to identify the related

Professional and Ethical Compliance Code standards of the Behavior Analysis Certi

fication Board®

(BACB) and recommend appropriate action.

SPU 560: Master's Capstone Project: Action Research

This course allows the student to investigate a research topic in special education. Students will implement

quantitative or qualitative researc

h methods in a public or privately run educational or rehabilitation

services agency, educational settings, school

-based and community-based programs, and/or other related

educational and human service programs. Students will select a research topic and de

velop it in

consultation with their instructor. The research project should be designed for completion within a 15

week

schedule. The thesis should provide evidence of the student's ability to present the results in a clear and

systematic form and to conduct independent investigations. If the research involves human participants, the

student investigator is required to undergo Kutztown University Institutional Review Board (IRB) training

and receive its approval prior to commencing. Repeatable up to 6 credi

ts.

Prerequisites: SPU 544

185

SPU 570: Selected Topics in Special Education

SPU 592: Clinical Experience in Special Education I

A professional experience designed to provide the graduate

-level student the opportunity to participate,

under

supervision and with guidance, in the work and duties expected of a special education teacher.

Emphasis is placed on the application of evidence

-based practices in special education and demonstration

of the knowledge, skills, and dispositions necessary to

positively impact learning for children and youth

with disabilities. Discussion periods are provided for classification of techniques, methods, and approaches.

100 hours of field experience are required.

SPU 593: Clinical Experience in Special Education II

A professional experience designed to provide the graduate

-level student the opportunity to participate,

under supervision and with guidance, in the work and duties expected of a special education teacher.

Emphasis is placed on the application of evide

nce-based practices in special education and demonstration

of the knowledge, skills, and dispositions necessary to positively impact learning for children and youth

with disabilities. Discussion periods are provided for classification of techniques, methods, and approaches.

100 hours of field experience are required.

Student Affairs

STA 516: Introduction to Student Affairs and Higher Education

This course familiarizes the student with the origin, development, purpose, and challenges of student affairs

and its role in higher education; and presents an overview of the philosophy, mission, operational activities,

and professional requirements of each of its major functional areas. Opportunities for interaction with

specialists representing specific areas an

d on-site visits will be provided.

Prerequisites: Open to graduate level students in the College of Education only

STA 517: Professional Orientation and Ethics in Student Affairs and Higher Education

This course focuses on professional practice in student affairs and higher education. Students are

introduced to the standards for professional practice in higher education put forth by the Council for the

Advancement of Standards in Higher Education (CAS)

. Students are also introduced to the Ethical

Principles and Standards of the American College Personnel Association (ACPA) and the National

Association of Student Personnel Administrators (NASPA). Students will receive preparation in what it

means to dev

elop a professional identity as a student affairs professional and educator, and the salient

issues and concerns relevant to professional practice will be discussed. The Professional Competency Areas

for Student Affairs Educators will be presented.

Prerequisites: Open to Student Affairs students, or permission of the department.

STA 530: Helping Interventions in Student Affairs and Higher Education

This course focuses on basic individual and group helping, communication, and supporting intervention

theor

ies, skills, and techniques appropriate for use when working with college students. Skills of advocacy,

conflict resolution and crisis management are also introduced.

STA 570: Contemporary College Students

This course examines the characteristics, issue

s, concerns, values, attitudes, needs and expectations of

contemporary undergraduate students. It examines the impact of college on students and students on the

college, as well as the influence of societal factors. Special attention will be devoted to div

erse

undergraduate student subpopulations (e.g. residents and nonresidents, undeclared majors, transfers,

Greeks, students of color, etc).

Prerequisites: Open to graduate level students in the College of Education only

186

STA 571: Theory and Application of Student Development Principles

This course provides the student with a knowledge of human development principles as applied to

undergraduates. It examines major theories relevant to the student development process. It attempts to

relate theories to practi

ce in current student affairs settings by demonstrating how undergraduates can

identify their needs, promote growth, and measure progress. Appropriate evaluation and assessment

measures are described. The work of major theorists will be included.

Prerequisites: Open to graduate level students in the College of Education only

STA 572: Seminar in Leadership in Student Affairs and Higher Education

This seminar will provide students with opportunities to learn about leadership and to acquire and enhance

personal leadership skills in a student affairs setting. It will focus both upon leadership as a field of study

and upon personal leadership developm

ent of each enrolled student. It introduces students to the several

styles, characteristics, and practices of leadership, and examines dimensions of leadership in different

settings. Opportunities will be provided for the improvement of personal skills in

preparation for

leadership, advisement, and mentoring responsibilities in student affairs settings. Students will serve as

advisors or co

-advisors of campus organizations.

Prerequisites: Graduate level students in the College of Education with COU 516

STA 573: Social and Legal Issues in Student Affairs and Higher Education

This course addresses the vast array of social and legal issues that practitioners working in the realm of

student affairs and higher education need to be aware of. It will also address the impact of these issues upon

the roles of practitioners, and discuss skills that practitioners need to act within the parameters of the law

and to effectively and competently execute these roles.

Prerequisites: STA 517

STA 579: Practicum in Student Affairs and Higher Education

This course gives students in the student affairs in higher education program a more in

depth understanding

of the role and function of student affairs practitioners. Students are engaged in a professional experience

that allo

ws them to exercise and apply student affairs professional competencies to professional practice in

a specified student affairs/student services functional area, while working under the supervision of an on

site supervisor. Students also participate in an

in-class experience that provides an opportunity to review,

discuss, and explore topics of relevance to applying theory to professional practice in student affairs in

higher education. Group and individual supervision is provided in this venue by the unive

rsity faculty

supervisor.

Prerequisites: Permission of Instructor

STA 588: Assessment and Evaluation in Student Affairs and Higher Education

This course will be a review of the student affairs and higher education literature on evaluation and

outcomes a

ssessment, and will address the knowledge, skills, and dispositions necessary to effectively

conduct outcome assessment and program evaluation in student affairs and higher education, and utilize the

information yielded to inform instruction, programs, and services.

STA 589: Research Methods in Student Affairs and Higher Education

This course is designed to be an introduction to the foundations and concepts necessary for understanding

and conducting research in the realm of student affairs and

higher education. The course will focus upon

the basics of research design including problem identification, literature review, method selection, data

collection and analysis, application, and writing.

Prerequisites: STA 588

STA 590: Contemporary Issues in Higher Education Finance

This course is an introductory examination of financial and budgetary issues within higher education.

Students will learn the role of federal and state governments in relation to institutional budgets, analyze

financial stateme

nts from institutions of different sectors to understand revenue streams and expenditure

patterns, and relate budgetary issues to institutional operations. In addition, due to the strong nexus between

finances and governance, the course will include an ove

rview of common institutional governance

structures, organizational structure and decision-making patterns in various institutions.

187

STA 592: Internship in Student Affairs and Higher Education I

This is a fifteen

-week internship which combines a fifteen-hour per week campus on-the-job experience in

student affairs (under the direct supervision of a site supervisor) and a three

-hour, fifteen-week seminar

with a professor. During the semester, students will share information on the functions, services, and

issues

of each office, its role within the institution, and relevant professional literature with each other. Students

will develop and share personal internship goals, implementation strategies, and a project which relates

developmental theory to the inte

rnship experience. Students can select from several student affairs sites at

Kutztown University and several other area colleges and universities. Paid graduate assistantship sites may

be utilized with permission from the student affairs program coordinato

Prerequisites: Graduate level students in the College of Education with COU 580

STA 593: Internship in Student Affairs and Higher Education II

This course is a fifteen

-week internship which combines a fifteen-hour per week campus on-the-job

experienc

e in student affairs (under the direct supervision of a site supervisor) and a three-hour, fifteen-

week seminar with a professor. During the semester, students will share information on the functions,

services, and issues of each office, its role within th

e institution, and relevant professional literature with

each other. Students will develop and share personal internship goals, implementation strategies, and a

project which relates developmental theory to the internship experience.

Students can select from several

student affairs sites at Kutztown University and several other area colleges and universities. Paid graduate

assistantship sites may be utilized with permission from the student affairs program coordinator.

Women's and Gender Studies

WGS 515: Womens Issues in Arts

This course will provide an overview of women's creative achievements, experiences and status in the

visual arts. The focus of this course is on gender; however, issues relating to the intersections of gender

with race, clas

s, national origin, ethnicity, age, and sexual orientation will also be discussed. As well, the

course will explore the portrayal of women and the way in which cultural definitions of gender shape

women's aesthetic expression. This is an advanced level cou

rse open to graduate students interested in

women and art. This course will require substantial reading and critical responses in written, verbal, and

visual forms. (This course is also offered under the ARU 515 and WGS 515 designations.)

188

General Information

Council of Trustees

Mr. Robert Grim, Chairperson

Mr. Dennis Giorno, Vice Chairperson

Mr. Kevin Harden Jr., Secretary

Mr. Phillips Armstrong

Dr. Charles Blocksidge

Mr. Thomas Heck

Mr. Jim Ludlow

Mrs. Dianne Lutz

Mr. Guido Pichini

Mr. Evan Santos, Student Trustee

Mr. Jack Wabby

Dr. Dan Greenstein (Chancellor, PASSHE)

President’s Cabinet

Dr. Kenneth Hawkinson

President

Dr. Lorin Basden Arnold

Provost and Vice President for Academic Affairs

Mr. Matthew Delaney

Vice President for Finance and Facilities

Dr. Donavan McCargo

Interim Vice President for Enrollment Management and Student Affairs

Mr. Jesus Peña

Vice President for Equity, Compliance, and Liaison for Legal Affairs

Mr. Matthew Santos

Vice President for University Relations and Athletics

Mr. Alex Ogeka

Executive Director, Kutztown University Foundation

Graduate Dean

Dr. John Ward

Interim Dean of Graduate Studies

189

Graduate Program Chairpersons and Coordinators

COLLEGE OF BUSINESS

Dr. Anne Carroll, Dean

Master of Business Administration Degree (Dr. Gary Chao, Chairperson; Dr. Jeffrey

Wehrung, College of Business Associate Dean and Program Coordinator)

COLLEGE OF EDUCATION

Dr. John Ward, Dean

Ed.D. in Transformational Teaching and Learning (Dr. Mark Wolfmeyer,

Chairperson; Dr. Catherine McGeehan, Program Coordinator)

Master of Arts Degree in Clinical Mental Health Counseling (Dr. Helen Hamlet,

Chairperson; Dr. Deborah Duenyas, Clinical Co-Coordinator; Dr. Scott Tracy, Clinical

Co-Coordinator)

Master of Arts Degree in Counseling Concentration in Addiction Counseling (Dr.

Helen Hamlet, Chairperson; Dr. Ryan Bowers, Clinical Coordinator)

Master of Arts Degree in Marriage, Couple, and Family Counseling (Dr. Helen

Hamlet, Chairperson; Dr. Joanne Cohen, Clinical Coordinator)

Master of Education Degree in Elementary Education (Dr. Tracy Keyes, Chairperson;

Dr. Patricia Lutz, Program Coordinator)

Master of Education Degree in Elementary Education with Initial Certification

PreK-4 (Dr. Tracy Keyes, Chairperson; Dr. Michele White, Program Coordinator)

Master of Education Degree in Elementary Education with Initial Certification 4-8

(Dr. Tracy Keyes, Chairperson; Dr. Michele White, Program Coordinator)

Master of Education Degree in Instructional Technology/Digital Classroom

Technology (Dr. Tracy Keyes, Chairperson; Professor William Jefferson, Program

Coordinator)

Master of Education Degree in Multicultural Education (Concentrations in Equity

in Education, Special Education, and English as a Second Language) (Dr. Tabetha

Bernstein Danis, Chairperson; Dr. Kathleen Stanfa, Program Coordinator)

Master of Education Degree in Reading (Dr. Tracy Keyes, Chairperson; Dr. Catherine

McGeehan, Program Coordinator)

190

Master of Education Degree in Secondary Education with a Specialization (Biology,

English, Mathematics, Social Studies, or Middle Level) (Dr. Mark Wolfmeyer,

Chairperson; Dr. Patricia Walsh Coates, Program Coordinator)

Master of Education Degree in Secondary Education – Curriculum and Instruction

(Dr. Mark Wolfmeyer, Chairperson; Dr. Patricia Walsh Coates, Program Coordinator)

Master of Education Degree in Secondary Education – Teaching with Initial

Certification (Dr. Mark Wolfmeyer, Chairperson; Dr. Amber Pabon, Program

Coordinator)

Master of Education Degree in Student Affairs in Higher Education –

Administration (Dr. Helen Hamlet, Chairperson; Dr. Diane Elliott, Program

Coordinator)

Master of Library Science Degree (Dr. Tracy Keyes, Chairperson; Professor Roseanne

Perkins, Program Coordinator)

Master of Library Science Degree with Initial Certification or Extension of

Certification (Dr. Tracy Keyes, Chairperson; Professor Roseanne Perkins, Program

Coordinator)

Master of Science Degree in School Counseling – Certification/Licensure (Dr. Helen

Hamlet, Chairperson and Clinical Co-Coordinator; Dr. Lauren Moss, Clinical Co-

Coordinator)

Certification Programs:

English as a Second Language (ESL) Program Specialist Certification (Dr.

Mark Wolfmeyer, Chairperson; Dr. Brenda Muzeta, Program Coordinator)

Instructional Certification: Special Education (PreK-8 and 7-12) (Dr. Anne

Brawand, Chairperson and Program Coordinator)

Instructional Certification: Special Education (PreK-12) (Dr. Anne Brawand,

Chairperson and Program Coordinator)

Instructional Certification: Special Education – Visual Impairment (B-21)

(Dr. Tabetha Bernstein Danis, Chairperson; Dr. Nicole Johnson, Program

Coordinator)

Instructional Technology Specialist Certification (Dr. Tracy Keyes,

Chairperson; Professor William Jefferson, Program Coordinator) (Note: for

students with existing Pennsylvania certification)

191

Principal: PreK-12 Certification (Dr. Mark Wolfmeyer, Chairperson; Dr.

Patricia Walsh Coates, Program Coordinator)

Reading Specialist Certification (Dr. Tracy Keyes, Chairperson; Dr. Catherine

McGeehan, Program Coordinator)

Supervisory Certification: Curriculum and Instruction (Dr. Mark Wolfmeyer,

Chairperson; Dr. Patricia Walsh Coates, Program Coordinator)

Visual Impairment Certification (Post Baccalaureate Certification) (Dr. Tabetha

Bernstein Danis, Chairperson; Dr. Nicole Johnson, Program Coordinator)

PDE Endorsement Certifications:

Autism Spectrum Disorders

Instructional Coach

Integrative STEM Education

Online Instruction

COLLEGE OF LIBERAL ARTS AND SCIENCES

Dr. David Beougher, Dean

Doctor of Social Work in Leadership and Education (Dr. John Vafeas, Chairperson;

Dr. Sharon Lyter, Program Coordinator)

Master of Arts Degree in English (Dr. Jonathan Shaw, Chairperson; Dr. Curt Herr,

Program Coordinator)

Master of Public Administration Degree (Dr. Steve Lem, Chairperson; Dr. Paula

Holoviak, Program Coordinator)

Master of Science Degree in Computer Science, Information Technology Track (Dr.

Lisa Frye, Chairperson; Dr. Daniel Spiegel, Program Coordinator)

Master of Science Degree in Computer Science, Software Development Track (Dr.

Lisa Frye, Chairperson; Dr. Daniel Spiegel, Program Coordinator)

Master of Social Work Degree (Dr. John Vafeas, Chairperson)

Post-Baccalaureate Certificate:

Data Analytics (Dr. Lisa Frye, Chairperson; Dr. Dale Parson, Program

Coordinator)

192

COLLEGE OF VISUAL AND PERFORMING ARTS

Dr. Bradley Shope, Interim Dean

Master of Arts Degree in Arts Administration (Dr. Amy Pfeiler-Wunder, Chairperson;

Dr. Nicole Romanski, Program Coordinator)

Master of Education Degree in Art Education (Dr. Amy Pfeiler-Wunder, Chairperson)

Master of Education Degree in Music Education (Dr. Frank Kumor, Chairperson; Dr.

Valerie Trollinger, Program Coordinator)

Master of Fine Arts in Communication Design (Dr. Denise Bosler, Chairperson)

Certification Programs:

Instructional Certification: Art Education (Dr. Amy Pfeiler-Wunder,

Chairperson; Dr. Peg Speirs, Program Coordinator)

Post-Baccalaureate Certification: Music Education (Dr. Frank Kumor,

Chairperson; Dr. Valerie Trollinger, Program Coordinator)

193

Graduate Faculty

Anthropology and Sociology

William Donner

B.A. Haverford College; Ph.D. University of Pennsylvania

Timothy O’Boyle

B.S. Kutztown University; M.A. Rutgers, State University of New Jersey; Ph.D. Rutgers,

State University of New Jersey

David Webb

B.A. Cornell University; Ph.D. University of Chicago

Art

Michael T. Covello

B.F.A University of South Florida; M.F.A. University of South Florida

Rose F. Galjanic DeSiano

B.F.A. New York University; M.F.A. Art Center College of Design

Daniel L. Haxall

B.A. Villanova University; M.A. Pennsylvania State University; Ph.D. Pennsylvania

State University

Leigh C. Kane

B.F.A. Philadelphia College of Art; M.F.A. Rutgers, State University of New Jersey

Gwendolyn Yoppolo

B.A. Haverford College; M.A. Columbia University; M.F.A. Pennsylvania State

University

Art Education

Julia L. Hovanec

B.S. Kutztown University; M.Ed. Kutztown University; Ph.D. Capella University

Heather H. Kuruvilla

B.A. Seton Hall University; J.D. DePaul University College of Law; M.A. Seton Hall

University

Karen Munnelly

B.A. University of South Florida, M.A. Florida State University, Ph.D. The Ohio State

University

194

Carrie Y. Nordlund

B.F.A. Kansas City Art Institute; M.A. Central Missouri State University; Ph.D.

University of Missouri

Amy L. Pfeiler-Wunder

B.A. Mount Mercy College; M.A. University of Iowa; Ph.D. University of Iowa

Nicole M. Romanski

B.S.Ed. Indiana University of Pennsylvania; M.Ed. Kutztown University; Ph.D. Alvernia

University

Richard L. Salafia

B.F.A. University of Rhode Island; M.F.A. Rutgers, State University of New Jersey

Ross Schlemmer

A.A.S. State University of New York, B.A. Columbia University, M.A. University of

Cincinnati, Ph.D. The Ohio State University

Peg Speirs

B.A. Hiram College; M.A. Miami University; Ph.D. Pennsylvania State University

Biological Sciences

Daniel Aruscavage

B.S. University of Scranton; M.S. Bloomsburg University; Ph.D. Ohio State University

Kaoutar El Mounadi

B.S. Mohammed V University, Rabat, Morocco; M.S. University of Seville; Ph.D.

Southern Illinois University

Christopher Habeck

B.S. University of New Hampshire; Ph.D. University of Wisconsin

Richard Heineman

B.A. Grinnell College; Ph.D. University of Texas

Alexander Hernandez

B.A. Rutgers, State University of New Jersey; M.S. Michigan State University; Ph.D.

Rutgers, State University of New Jersey

Carol Mapes

B.A. Williams College; Ph.D. Cornell University

Cristen L. Rosch

B.S. Kutztown University; Ph.D. Lehigh University

195

Wendy Ryan

B.S. Michigan State University; M.S. University of California; Ph.D. University of

California

Christopher Sacchi

B.S. Fairfield University; M.S. Rutgers, State University of New Jersey; Ph.D. Northern

Arizona University

Gregory Setliff

B.S. Radford University; Ph.D. University of Minnesota

Matthew Stone

B.S. Eckerd College; M.S. Southwest Missouri State University; Ph.D. Oklahoma State

University

Todd Underwood

B.A. North Adams State College; M.S. University of Delaware; Ph.D. University of

Manitoba

Business Administration

Gary Chao

B.S. National Tsing Hua University; M.B.A. Vanderbilt University; M.S. National Tsing

Hua University; M.S. Northwestern University; Ph.D. Northwestern University

Muhammed Dalgin

B.S. Middle East Technological University; M.S. Middle East Technological University;

Ph.D. Syracuse University

Ashwini Gangadharan

B.E. Visveswaraiah Technological University; M.B.A. Swiss Business School, Zurich;

Ph.D. University of Texas Rio Grande Valley

Qin Geng

B.S. Soochow University; M.S. Peking University; Ph.D. University of Illinois

Qian Hao

B.S. Xi’an Institute of Posts & Telecommunications; M.A. Xi’an Jiaotong University;

M.B.A. Washington University; Ph.D. Southern Illinois University

Eun Yeon Kang

B.A. Kyung Hee University, South Korea; B.A. Michigan State University; M.A.

Michigan State University; Ph.D. University of Texas at Austin

Jonathan Kramer

196

B.S. Pennsylvania State University; M.B.A. Villanova University; Ph.D. Lehigh

University

Liaoliao Li

B.A. Southwestern University of Finance and Economics, China; M.P.P. Pepperdine

University; Ph.D. Southern Illinois University Carbondale

Mostafa Maksy

B.B.A. Cairo University; M.B.A. New York University; M.Phil Baruch College-

C.U.N.Y.; Ph.D. Baruch College-C.U.N.Y.

Therese Maskulka

B.A. Gannon University; M.B.A. Gannon University; D.B.A. Kent State University

Victor Massad

A.A. American River College; B.S. California State University; M.B.A. California State

University; Ph.D. University of North Texas

Christine J. Rhoads

B.S. Kutztown University; M.S. Temple University; Ed.D. Lehigh University

Shawn M. Riley

B.A. Westfield State College; M.B.A. University of Massachusetts; Ph.D. University of

Illinois

Qian Sun

B.Econ. Zhongnan University of Economics and Law; M.A. Old Dominion University;

Ph.D. Old Dominion University

John Walker

Dual B.S. Pennsylvania State University; M.B.A. Lehigh University; M.Sc. University of

Delaware; Ph.D. Lehigh University

Cinema, Television, and Media Production

Cara Cotellese

B.S. Kutztown University; M.S. Kutztown University; Ph.D. Lehigh University

Communication Design

Denise Bosler

B.F.A. Kutztown University; M.F.A. Marywood University; Ed.D. Kutztown University

Kate Clair

B.A. Elmira College; M.A. S.U.N.Y.; M.F.A. Tyler School of Art, Temple University

197

Elaine Cunfer

B.F.A. Kutztown University; M.F.A. Temple University

Summer Doll-Myers

B.F.A. Kutztown University; M.F.A. Marywood University

Karen Kresge

B.F.A. Kutztown University; M.F.A. Tyler School of Art, Temple University

Dannell MacIlwraith

B.A. Temple University; M.Ed. Kutztown University; M.F.A. Vermont College of Fine

Arts

Todd McFeely

B.F.A. Kutztown University; M.F.A. Temple University

Vicki Meloney

B.F.A. Kutztown University; M.F.A. Temple University

Joshua Miller

B.A. Lehigh University; M.F.A. Academy of Art University; M.S. Lehigh University

Communication Studies

Deryl Johnson

B.F.A. Drake University; M.A. Memphis State University; Ph.D. Northwestern

University

Computer Science and Information Technology

John Carelli, Jr.

B.A. Rutgers, State University of New Jersey; B.S. Rutgers, State University of New

Jersey; M.A. Princeton University; M.S. Princeton University; Ph.D. Princeton

University

Donna L. DeMarco

B.A. La Salle University; M.S. Kutztown University

Lisa Frye

B.S. Kutztown University; M.S. Kutztown University; Ph.D. Lehigh University

Tauqeer Hussain

B.S. University of the Punjab; M.S. Wayne State University; Ph.D. Lahore University of

Management Science (LUMS)

Dale Parson

198

B.S. Albright College; M.S. Lehigh University; Ph.D. Lehigh University

Thiep Pham

B.S. Kutztown University; M.S. Florida Institute of Technology

Dylan Schwesinger

B.S. Kutztown University; M.S. Kutztown University; Ph.D. Lehigh University

Yong-Sang Shim

B.S. Yeungnam University; M.S. South Dakota State University; Ph.D. University of

Wyoming

Daniel Spiegel

B.S. Ohio University; M.S. Ohio University; Ph.D. Wright State University

Yong Zhang

B.S. University of Science & Technology of China; M.E. University of South Carolina;

M.S. Peking University; M.S. Rutgers, State University of New Jersey; Ph.D. University

of South Carolina

Counselor Education and Student Affairs

Ryan Bowers

B.S. Albright College; M.A. Immaculata University; Ph.D. Duquesne University

Patricia Brenner

B.A. Pennsylvania State University; M.Ed. West Chester University; Ph.D. Alvernia

University

Joanne Cohen

B.S. Frostburg State College; M.S. Frostburg State College; Ph.D. The University of

Georgia

Deborah Duenyas

B.A. Rutgers, State University of New Jersey; M.Ed. Columbia University; Ph.D. Kent

State University; post B.A. William Paterson University

Diane C. Elliott

B.A. Villanova University; J.D. Rutgers University; Ph.D. New York University

Helen Hamlet

B.S. West Chester University; M.S. West Chester University; Ph.D. University of

Pennsylvania

Sally E. Hyatt

199

B.S. East Tennessee State University; M.A. East Tennessee State University; Ph.D.

University of South Carolina

Lauren Moss

B.S. Indiana University of Pennsylvania; M.S. Troy University of Alabama; Ph.D.

University of Georgia

Frederick Redekop

B.A. Indiana University; M.A. Johns Hopkins University; Ph.D. University of Iowa

Scott Tracy

B.S. California University of Pennsylvania; M.Ed. California University of Pennsylvania;

Ph.D. Duquesne University

Criminal Justice

Arthur H. Garrison

B.A. Kutztown University; M.S. West Chester University; LP.D. Northeastern University

Ko-Hsin Hsu

B.A. National Taipei University; M.A. University of Maryland; Ph.D. Rutgers, State

University of New Jersey

Lindsey L. Runell

B.A. Lehigh University; J.D. George Washington University; Ph.D. Rutgers, State

University of New Jersey

Elementary, Middle Level, Library and Technologies Education

Kristen Bazley

B.S. University of Central Florida; M.S. Nova Southeastern University; D.Ed. Nova

Southeastern University

Susan G. Czerny (Rohrbach Library)

B.S. Kutztown University; M.S. Drexel University; M.S. Lehigh University

Jennefer Gehringer

B.S. Ed. Kutztown University; M.Ed. Kutztown University; D.Ed. Widener University

William Jefferson

B.S. Regis University; M.S. Lehigh University; M.L.S. Clarion University

Tracy L. Keyes

B.A. California State University, California; M.S. University of Laverne, California;

Ed.D. Immaculata University

200

Patricia Lutz

B.S. Pennsylvania State University; M.S. Pennsylvania State University; Ph.D.

Marywood University

Catherine McGeehan

B.S. Pennsylvania State University; M.S. Cabrini University; D.Ed. Widener University

Roseanne Perkins

B.A. College of William & Mary; M.S. Simmons College; M.Ed. Kutztown University

Darlene Schoenly

B.S. Indiana University of Pennsylvania; M.Ed. Indiana University of Pennsylvania;

D.Ed. Pennsylvania State University

Michelle Sims

B.A. Wesleyan College; M.Ed. Columbus State University; M.S. Chestnut Hill College;

Ph.D. Capella University

Krista Varano

B.S.Ed. Shippensburg University; M.Ed. Pennsylvania State University; D.Ed.

Immaculata University

Christopher Weiler

B.S. Lock Haven University; M.S. Lehigh University; Ph.D. Temple University

Michele White

B.A. Kutztown University; M.Ed. University of Central Florida; Ph.D. Widener

University

English

Anthony Bleach

B.A. Wesleyan University; M.A. University College, London; Ph.D. Lehigh University

Janice Chernekoff

B.A. San Diego State University; M.A. San Diego State University; Ph.D. University of

California, San Diego

Colleen Clemens

B.S. Pennsylvania State University; M.Ed. DeSales University; Ph.D. Lehigh University

Anne DeLong

B.A. Dickinson College; M.A. Kutztown University; Ph.D. Lehigh University

Michael Downing

201

B.A. Clarion University; B.S. Clarion University; M.A. Clarion University; Ph.D. Indiana

University of Pennsylvania

R. Moe Folk

B.A. Juniata College; M.A. University of Massachusetts, Dartmouth; Ph.D. Michigan

Technological University

Jennifer Forsyth

B.A. University of Oregon; M.A. Humboldt State University; Ph.D. University of

Nebraska

Curtis Herr

B.A. Keene State College; M.A. Trenton State College; Ph.D. Fordham University

Robert Kilker

B.A. Allentown College; M.A. Lehigh University; Ph.D. Lehigh University

Amy Lynch-Biniek

B.A. Wilkes University; M.A. Binghamton University; Ph.D. Indiana University of

Pennsylvania

Kevin Mahoney

B.A. Syracuse University; M.A. Syracuse University; Ph.D. Miami University

Nicole R. McClure

B.A. Pennsylvania State University; M.A. University of Connecticut; Ph.D. University of

Connecticut

Amanda Morris

B.A. Point Park University; M.A. Indiana University of Pennsylvania; Ph.D. Auburn

University

Amy O’Brien

B.A. Notre Dame College; M.A. Lehigh University; Ph.D. Lehigh University

Patricia Pytleski

B.A. University of Delaware; M.A. Kutztown University; Ph.D. University of California,

Berkeley

John Ronan

B.A. University of California; Ph.D. University of California

Jonathan Shaw

B.A. Temple University; M.A. Beaver College; M.A. Temple University; Ph.D. New

York University

202

Raymond Tumbleson

B.A. Harvard University; M.A. Boston University; Ph.D. University of Washington

Jeffrey Voccola

B.S. Sacred Heart University; M.F.A. Emerson College; M.S. Southern Connecticut State

University

Andrew Vogel

B.A. Ohio State University; M.A. Ohio State University; Ph.D. Ohio State University

Geography

Richard Courtney

B.A. California State University-Northridge; M.A. California State University-

Northridge; Ph.D. Ohio State University

Steven Schnell

B.A. University of Kansas; M.A. University of Kansas; Ph.D. University of Kansas

History

Andrew Arnold

M.A. Hampshire College; M.A. University of North Carolina at Chapel Hill; Ph.D.

University of North Carolina at Chapel Hill

Michael Gabriel

B.S. Clarion University; M.A. St. Bonaventure University; Ph.D. Pennsylvania State

University

Michael Gambone

B.A. Pennsylvania State University; Ph.D. University of Chicago

Eric Johnson

B.A. California State University; M.A. California State University; M.A. University of

California; Ph.D. University of California

Patricia Kelleher

B.A. Rosemont College; M.A. University of Wisconsin-Madison; Ph.D. University of

Wisconsin-Madison

Christine Saidi

B.A. University of California; M.A. University of California; Ph.D. University of

California

John Stanley

B.A. Moravian College; M.A. University of London; Ph.D. University of London

203

Mathematics

Paul Ache

B.S. Texas A&M University; M.S. Southwest Texas State; Ph.D. Texas A&M University

Brian Kronenthal

B.S. Lafayette College; M.S. University of Delaware; Ph.D. University of Delaware

Eric Landquist

B.S. Virginia Polytechnic Institute; M.S. Virginia Polytechnic Institute; Ph.D. University

of Illinois

Perry Lee

B.Sc. Queen’s University; M.Sc. Queen’s University; Ph.D. University of Waterloo

Yun Lu

B.S. Anhui University, China; M.A. Wesleyan University; Ph.D. Wesleyan University

M. Padraig McLoughlin

B.S. Auburn University; M.S. Auburn University; Ph.D. Georgia State University

Lyn McQuaid

B.S. Kutztown University; M.S. Lehigh University; Ph.D. Lehigh University

Kunio Mitsuma

B.S. Nihon University; M.S. West Virginia University; Ph.D. Pennsylvania State

University

Anke Walz

Diploma Die Technische University, Berlin; Ph.D. Cornell University

Wing Hong Tony Wong

B.S. Chinese University of HK; Ph.D. California Institute of Technology

Ju Zhou

B.S. Zheng Zhou University; M.S. Zheng Zhou University; M.S. West Virginia

University; Ph.D. West Virginia University

Modern Language Studies

Gregory Hanson

B.A. St. Olaf College; M.A. University of Wisconsin-Madison; Ph.D. University of

Wisconsin-Madison

Lynn Kutch

204

B.A. Susquehanna University; M.A. Tufts University; Ph.D. Rutgers, State University of

New Jersey

Christine Nunez

B.A. Albright College; M.A. Temple University; Ph.D. Temple University

Angelo Rodriguez

B.A. Western Kentucky University; M.A. Western Kentucky University; Ph.D.

University of California-Davis

Dawn Slack

B.S. Ohio State University; M.A. Ohio State University; Ph.D. Ohio State University

Nancy Zimmerman

B.A. Millersville University; M.A. University of Delaware; D.Ed. Pennsylvania State

University

Music

Henry Alviani

B.A. Mount St. Mary’s College; B.A. Loyola University; M.B.A. California State

University; D.M.A. Arizona State University

Maria Asteriadou

M.M. The Juilliard School-New York; D.M.A. Manhattan School of Music

Marie Cadieux

B.A. University of Illinois; M.M. Northwestern University; D.M.A. Ohio State

University

Daniel Immel

B.M. Boise State University; M.M. Indiana University; D.M.A. University of Texas

Peter Isaacson

B.M. Eastman School of Music; M.M. The Juilliard School-New York; D.M.A.

University of Kentucky

Jeremy Justeson

B.M. California State University; M.M. Northwestern University; D.M.A. University of

Texas at Austin

Kevin Kjos

B.A. University of Wisconsin-Eau Claire; M.M. University of Wisconsin-Eau Claire;

D.M. Indiana University

Francis Kumor

205

B.A. Kutztown University; M.M. Duquesne University; D.M.A. University of Kentucky

Daniel Neuenschwander

B.S. University of Wisconsin; M.M. University of Akron

John Riley

B.M. North Texas State University; M.M. Manhattan School of Music

R. Todd Rober

B.A. University of Texas at Arlington; M.A. University of North Texas; Ph.D. University

of North Texas

Valerie Trollinger

B.A. Susquehanna University; M.M. Indiana University; D.M.E. Indiana University

Philosophy

Allan Back

B.A. Reed College; Ph.D. University of Texas

John Lizza

B.A. Columbia University; M.A. Columbia University; Ph.D. Columbia University

Physical Sciences

Thomas Betts

B.S. Clarion University; Ph.D. State University of New York at Buffalo

Daniel Blanchard

B.S. University of Rochester; Ph.D. Massachusetts Institute of Technology

Sudarshan Fernando

B.Sc. University of Colombo; Ph.D. Pennsylvania State University

Kurt Friehauf

B.S. Colorado State University; Ph.D. Stanford University

Erin Kraal

B.S. Washington & Lee University; M.S. University of Santa Cruz; Ph.D. University of

California

Rudolph Mayrhofer

B.S. Bucknell University; Ph.D. University of Wisconsin

Adrienne J. Oakley

B.A. Bowdoin College; Ph.D. University of Hawaii

206

Paul Quinn

B.A. Drew University; M.S. Lehigh University; Ph.D. Lehigh University

Phillip A. Reed

B.S. Kutztown University; M.S. Lehigh University; Ph.D. Lehigh University

Edward Simpson

B.S. Kutztown University; M.S. University of Nebraska; Ph.D. Virginia Polytechnic

Institute

Sarah Tindall

B.S. College of William & Mary; Ph.D. University of Arizona

Political Science and Public Administration

Kristin Bremer

B.A. Chestnut Hill College; M.A. S.U.N.Y.-Binghamton; Ph.D. S.U.N.Y.-Binghamton

George Hale

B.A. University of Delaware; M.A. University of Delaware; Ph.D. Syracuse University

Paula Holoviak

B.A. King’s College; M.P.A. Pennsylvania State University; Ph.D. State University of

New York

Jennifer Jacobson

B.A. University of North Carolina; M.A. University of Wisconsin; Ph.D. University of

Wisconsin

Steve Lem

B.A. East Stroudsburg University; M.A. S.U.N.Y.-Binghamton; Ph.D. S.U.N.Y.-

Binghamton

Glenn Richardson

B.A. Southern Illinois University; M.A. Southern Illinois University; Ph.D. University of

Iowa

Psychology

James Jackson

B.A. University of Maryland; M.A. University of Kansas; Ph.D. University of Kansas

Jason Lanter

B.S. St. Lawrence University; M.A. University of Maryland; Ph.D. Miami University

207

Derek Mace

B.A. Greenville College; M.S. University of Kentucky; Ph.D. University of Kentucky

Stephen Oross

B.A. University of Dayton; Ph.D. Vanderbilt University

Thomas Robinson

B.S. Howard University; M.A. Ohio State University; Ph.D. Ohio State University

Robert Ryan

B.S. Duquesne University; M.S. University of Pittsburgh; Ph.D. University of Pittsburgh

Gregory Shelley

B.S. Kutztown University; M.A. University of Delaware; Ph.D. University of Delaware

Ronald Stoffey

B.S. Kutztown University; M.S. Stevens Institute of Technology; Ph.D. Stevens Institute

of Technology

Secondary Education

Andrew Miness

B.A. Bowdoin College; Ph.D. Michigan State University

Brenda M. Muzeta

B.A. Southern Illinois University, Carbondale; M.A. Southern Illinois University,

Carbondale; Ph.D. University of Massachusetts, Amherst

Amber Pabon

B.A. University of California; M.A. Brooklyn College; Ph.D. City University of New

York

Georgeos Sirrakos

B.S. Stony Brook University; M.Ed. Lehman College; Ph.D. Curtin University

Patricia Walsh Coates

B.A. West Chester University; M.A. Lehigh University; M.Ed. Widener University;

Ph.D. Lehigh University

Mark Wolfmeyer

B.A. Pomona College; M.A. Claremont Graduate University; Ph.D. City University of

New York

Social Work

Janice Gasker

208

B.A. Cedar Crest College; M.S.W. Marywood University; D.S.W. University of

Pennsylvania

Edward Hanna

B.A. Colby College; M.S.W. University of Pennsylvania; D.S.W. University of

Pennsylvania

Yoon Mi Kim

B.S.W. Sung Kyun Kwan University; M.S.W. California State University; Ph.D.

University of Pittsburgh

Sharon Lyter

B.A. East Stroudsburg University; M.S.W. Temple University; Ph.D. Rutgers, State

University of New Jersey

Yasoda Sharma

B.A. Bangalore University; M.S.W. Banaras Hindu University; Ph.D. University of

Texas at Arlington

Stephen Stoeffler

B.S.W. Shippensburg University; M.S.W. Temple University; Ph.D. Widener University

Juliana Svistova

B.A. University of Latvia; M.S.W. University at Albany; Ph.D. University at Albany

John Vafeas

B.S. Winthrop College; M.S.W. University of Pennsylvania; D.S.W. University of

Pennsylvania

Fang-Hsun Wei

B.S. Kaohsiung Medical University; M.S. Kaohsiung Medical University; Ph.D.

University of Texas at Arlington

Mary Weller

B.A. State University of New York; M.S.W. Temple University; Ph.D. Widener

University

Barth Yeboah

B.S.W. Jamia Millia Islamia University, India; M.S.W. University of Delhi School of

Social Work, India; D.S.W. University of Pennsylvania

Special Education

Tabetha Bernstein-Danis

B.S. Rhode Island College; M.Ed. Rhode Island College; Ph.D. University of Pittsburgh

209

Christopher L. Bloh

B.A. Temple University; M.Ed. Temple University; Ph.D. Temple University

Anne Brawand

B.A. King’s College; M.S. Johns Hopkins University; Ph.D. George Mason University

Nicole Johnson

B.S. Kutztown University; M.Ed. Texas Tech University; Ed.D. Texas Tech University

Wendy Rogers

B.A. San Diego State University; M.Ed. Rivier College; Ph.D. Robert Morris University

Kathleen Stanfa

B.A. University of California; M.A. New York University; M.Ed. Slippery Rock

University; Ph.D. University of Pittsburgh

Cynthia Stunkard

B.S. Slippery Rock University; M.Ed. Slippery Rock University; Ph.D. University of

Nevada, Las Vegas

Sport Management and Leadership Studies

Duane Crider

B.S. Pennsylvania State University; M.Ed. Pennsylvania State University; Ph.D.

Pennsylvania State University

Dina Hayduk

B.A. Wilkes College; M.Ed. Pennsylvania State University; D.Ed. Pennsylvania State

University

Norman Sigmond

B.S. Philadelphia College of Textiles & Science; M.B.A. La Salle University; M.S.

Temple University