The College of Graduate Studies Course Catalog 2014-2015 MERCYHURST UNIVERSITY GRADUATE CATALOG 2014-2015

Office of Graduate Studies 501 East 38th Street • Erie, PA 16546 814-824-3351 [email protected] mercyhurst.edu/graduate UNIVERSITY OFFICERS TABLE OF CONTENTS Mercyhurst University...... 3 Thomas J. Gamble, Ph.D. Introduction ...... 3 President Vision Statement/Mission Statement/Core Values ...... 3 James M. Adovasio, Ph.D. Accreditation...... 3 Provost Graduate Programs at Mercyhurst...... 4 Administration of Graduate Education...... 5 Phillip Belfiore, Ph.D. Academic Calendar...... 5 Vice President for Academic Affairs Admission Requirements...... 6 International Students...... 6 Jane M. Kelsey, B.S., C.P.A. Program Standards and Policies ...... 7 Vice President for Finance and Treasurer Degree Requirements...... 7 Master’s Thesis...... 7 Gary M. Brown, Ph.D. Important Dates...... 8 Senior Vice President and Chief Operating Institutional Review Board...... 8 Officer for McAuley College of Associate Transfer Credits...... 8 Degree Studies Registration/Status ...... 8 Michael P. Lyden, Ed.D. Grading System ...... 9 Vice President for Enrollment Management Probation and Dismissal ...... 9 Time Limitations for Degree Completion ...... 9 Laura Zirkle, Ph.D. Financial Aid information...... 10 Vice President for Student Life Graduate Tuition and Fees ...... 10 Kinnane Graduate Program in Administration of Justice ...... 15 Msgr. David Rubino, Ph.D. Program Philosophy and Content...... 15 Vice President for External Affairs Degree Requirements...... 15 Sr. Lisa Mary McCartney Course Descriptions...... 16 Vice President for Mission Integration Graduate Program in Anthropology...... 18 Program Philosophy and Content...... 18 Degree Requirements...... 18 Course Descriptions...... 19 Graduate Program in Applied Behavior Analysis...... 22 Mercyhurst believes that all persons are entitled Program Philosophy and Content...... 22 Degree Requirements...... 22 to equal opportunity in all aspects of involvement Course Descriptions...... 23 with the University. Therefore, all members of the Graduate Program in Applied Intelligence...... 25 University community are responsible for seeing Program Philosophy and Content...... 25 that no individuals or groups are discriminated Degree Requirements...... 25 against because of differences such as race, Course Descriptions...... 27 color, creed, sex, age, national origin, ancestry, Graduate Program in Exercise Science...... 30 marital status, disability and education. Inquiries Program Philosophy and Content...... 30 concerning Title VI, IX and Section 504 compliance Degree Requirements...... 31 should be directed to the Affirmative Action Officer, Course Descriptions...... 32 Mercyhurst University, Erie, PA 16546. Graduate Program in Organizational Leadership...... 33 Program Philosophy and Content...... 33 Degree Requirements...... 34 Course Descriptions...... 36 This catalogue contains requirements, regulations, Graduate Program in Physician Assistant Studies...... 39 facts and descriptions which are subject to change Program Philosophy and Content...... 39 at any time. Consequently, this document cannot be Degree Requirements...... 40 considered binding and is intended to be used only as an Course Descriptions...... 41 informational guide. The University specifically reserves Graduate Program in Secondary Education...... 45 the right and authority to alter and amend any and all statements contained herein. Students are responsible Program Philosophy and Content...... 45 for keeping informed of official policies and regulations Degree Requirements...... 45 and for meeting all appropriate requirements. Course Descriptions...... 46 Graduate Program in Special Education...... 48 Program Philosophy and Content...... 48 Degree Requirements...... 48 Course Descriptions...... 50 Master’s Concentration/Graduate Certificate in Applied Behavior Analysis...... 52 Graduate Faculty ...... 53 Phone Directory...... 58 Mercyhurst University Board of Trustees...... 59 2 Conference for Mercy Higher Education...... 60 MERCYHURST UNIVERSITY

INTRODUCTION CORE VALUES We are … Founded in 1926 by the Sisters of Mercy, Mercyhurst University is a Catholic liberal arts institution serving men and women. In addition Socially Merciful, to more than 60 different undergraduate programs, the university Mercy restores human dignity, expands our social relations, and offers eight graduate programs leading to Master of Science degrees empowers us to reach out in compassion to others. in: Administration of Justice, Special and Secondary Education, Organizational Leadership, Applied Intelligence, Anthropology, Globally Responsible, Exercise Science and Applied Behavior Analysis. The University Globalization challenges us to learn how to steward the resources forsees the addition of its ninth graduate program in Physician of the Earth wisely and to act in solidarity with its diverse peoples. Assistant Studies pending accredidation in 2015. Compassionately Hospitable, The University rests on a 75-acre campus located on a hill Mercy hospitality begins with self-acceptance, welcomes peoples overlooking the city of Erie, Pa. Mercyhurst is a university with a keen of different faith, ethnic, and cultural traditions, and thus builds sense of tradition that is reflected through its beautiful setting, one communities that transcend mere tolerance. that provides the ideal environment for learning. An attraction to all Intellectually Creative, who drive up the main entranceway is the Tudor-Gothic stateliness Generous, inquiring, and critical habits of mind, which support of Old Main and the buildings clustered around it. the aspirations for excellence manifested within the academic Ever since Mother Borgia Egan and the Sisters established community, encourage us in our lifelong search for what is true, Mercyhurst University, it has consistently sought to teach, to good, and beautiful. build and to act with a sense of dignity that characterizes quality Reflectively Aware, in human society. It has developed a sense of community on Our Christian environment encourages self-reflection and its campus where teachers and learners reinforce one another contemplation of human behavior, promotes balance of mind, in the learning process. These aims relate the Catholic heritage body, and spirit, and ultimately offers the opportunity to develop a of the univeristy to the needs of today in a manner that invests moral compass for a life of integrity. life and learning with a sense of spiritual strength and human accomplishment. Ambassadors of service. Although rich in tradition and history, Mercyhurst University has ACCREDITATION always prided itself on being a change agent in the educational Mercyhurst University is accredited by the Commission on field. It was in keeping with this spirit that its graduate programs Higher Education of the Middle States Association of Colleges were developed. and Schools. VISION STATEMENT Middle States Association of Colleges and Schools Mercyhurst University seeks to be a leading higher educational 3624 Market Street, Second floor institution that integrates excellence in the liberal arts, professional Philadelphia, PA 19104. and career-path programs, and service to regional and world Telephone: 267-284-5000 communities. Email: [email protected] MISSION STATEMENT The graduate program in Organizational Leadership is accredited by the IACBE (The International Assembly for Collegiate Business Consistent with its Catholic identity and Mercy heritage, Education) whose mission is: Mercyhurst University educates women and men in a culture where faith and reason flourish together, where the beauty and “To promote and support quality Business Education worldwide power of the liberal arts combine with an appreciation for the through accreditation and outcomes assessment which involves: dignity of work and a commitment to serving others. Confident in (1) the measurement of institutional effectiveness; (2) the the strength of its student-faculty bonds, the university community measurement of learning outcomes; and (3) the identification is inspired by the image of students whose choices, in life and of changes and improvements that are needed as a result of the work, will enable them to realize the human and spiritual values assessment activity.” embedded in everyday realities and to exercise leadership in service toward a just world.

3 GRADUATE PROGRAMS AT MERCYHURST

PHILOSOPHY OF GRADUATE EDUCATION PROGRAMS: With renewed growth in graduate education, Mercyhurst is Our graduates are well prepared to apply and expand the most committed to building a strong relationship between (a) advanced current research methods, strategies and technologies to each academic study and discipline-specific scholarship and (b) specialized respective field. Aligned with the Mercyhurst mission, graduate field applications. This tangible connection between academics/ education establishes within the university community a scholarship and field experience speaks directly to the mission collaborative learning environment, which is inspired by the image theme of “dignity of work.” Consistent with, and in addition to the of graduate students whose choices, in life and work, enable them Mercyhurst vision, mission, and core values, graduate education at to realize the human and spiritual capacity embedded in everyday Mercyhurst embraces the idea of the scientist-practitioner. realities and to exercise leadership in service toward a just world.

Mercyhurst University is committed to providing educational program was developed in response to increased student interest in this opportunities for individuals desiring advancement in their careers, area as well as employer demand for additional education in the field of looking for ways to re-enter the job market at higher levels or seeking a intelligence analysis. It became an independent graduate department means for making career changes more easily. in 2004. The Applied Intelligence program provides students with the The oldest Mercyhurst University graduate program, the educational foundation necessary to succeed as intelligence analysts and Administration of Justice program, was created in 1978 under the leaders of analytical teams at federal and state agencies or within law assumption that criminal justice is a true profession dedicated to serving enforcement and competitive intelligence settings. A research-intensive society and preserving the basic rights and freedoms of all people. program exposes students to fundamental and advanced concepts and The Administration of Justice program is built on a common core of analytic techniques related to intelligence. Opportunities for internships, courses involving a broad overview of government management, research, and in-school employment are provided through the Institute’s organizational and interpersonal dynamics, professional ethics and Center for Intelligence, Research, Analysis and Training (CIRAT). research competence. Following a strong demand for specialized anthropology education Mercyhurst’s graduate program in Special Education, started in 1982, beyond the bachelor’s level, the Applied Forensic Sciences was the culmination of an historical commitment to teacher education Department at Mercyhurst University was granted approval by the made by the Sisters of Mercy at the founding of the college in 1926. The Commonwealth of Pennsylvania Department of Education to offer university has built a reputation for producing excellent elementary and a program in Anthropology leading to the Master of Science degree. secondary school teachers, and Mercyhurst graduates have continued This program is unique in North America in that its curriculum focuses to excel in their professions. The next logical step for the university was on forensic archaeological recovery methodologies directly applicable to accept the challenge of offering advanced work for persons working to outdoor, fire and mass fatality death scenes. Additionally, efforts in the area of special education. The master’s degree today represents to enhance the forensic osteological knowledge of students are also both critical and in-depth application of best practices, paired with a included in the curriculum. Concentrations in Geoarchaeology and strong research component. Both areas are essential for advancement Archaeology were created in 2008. in the field of special education. The program offers concentrations in In 2007, the university introduced its graduate program in Secondary bilingual/bicultural education and applied behavior analysis, as well as a Education. The Master of Science degree features an urban-based four-course graduate certificate in Educational Leadership. program that focuses on the pedagogical links of teaching as art, From its mission, Mercyhurst University recognizes its obligation to science and social justice, as well as teaching as theory, research and the Erie community and the surrounding region to meet current practice. occupational needs as evidenced by economic conditions. New The Master of Science in Exercise Science was added in 2011. The initiatives have evolved from this mission. Mercyhurst developed 36-credit, 14-month program is designed to give individuals already its third graduate program in response to community demand certified in allied health-related fields or those with a bachelor’s degree after a needs analysis showed strong community commitment to in kinesiology, sportsmedicine, physical education, health care, wellness an alternative to the more traditional M.B.A. The Master of Science or athletic training: knowledge and certification in the use of exercise degree in Organizational Leadership began in the fall of 1998 programming for the prevention, treatment and rehabilitation of with an incoming group of 50 students. Today, concentrations in healthy and diseased patient populations. Entrepreneurship, Higher Education, Sports Leadership, Nonprofit The Applied Behavior Analysis Master of Science was launched in Management, Human Resources and Accounting are offered, as well 2013 in response to a growing need for qualified behavior analysts as four 12-credit advanced graduate certificates in Organizational regionally, nationally and globally. This 38-credit, 24-month program is Leadership, Entrepreneurship, Higher Education, Sports Leadership, designed to prepare graduates to create comprehensive solutions to Nonprofit Management, Human Resources and Accounting. socially important problems. In this respect, the ABA Master’s program In 1995, a concentration in Applied Intelligence was created within does not represent a field of study (e.g., education, psychology, the existing Administration of Justice program, which provided the medicine or business); rather, it is a discipline that can be applied in any foundation for the Master of Science degree in Applied Intelligence. The number of fields.

4 The Masters of Science in Physician Assistant* degree is a Leadership, Applied Intelligence and Counterintelligence. Upon 24-month program that offers 12 months of didactic and 12 months completion of a graduate certificate, application can be made for of clinical training. The program has been developed for students admission to the related master’s degree program. Upon acceptance, who have a bachelor’s degree and meet prerequisites in sciences all credits earned toward the graduate certificate are applied to the and healthcare experience. The program will prepare students with respective master’s degree requirements. the highest quality academic and clinical training to be leaders in the Mercyhurst University has applied for Accreditation - Provisional profession, proficient in meeting the challenges of healthcare, while from the Accreditation Review Commission on Education for the providing compassionate, quality care to the diverse communities in Physician Assistant (ARC-PA). Mercyhurst University anticipates which they serve. matriculating its first class in June 2015, pending Accreditation - Mercyhurst also offers seven graduate certificate programs in Criminal Provisional in March 2015. Justice Administration, Accounting, Organizational Leadership, Nonprofit Management, Applied Behavior Analysis, Educational

ADMINISTRATION OF GRADUATE EDUCATION

The Dean of Graduate Programs is responsible for providing The Graduate Programs Office serves graduate students as academic leadership for graduate education including curriculum a central clearinghouse for information about programs, development, execution of policy and related matters. admissions, registration, scheduling, campus polices, procedures and activities. Graduate students may register in person, by The respective directors of each graduate program, two graduate phone or by fax. Contact the Associate Director of Graduate faculty and two graduate students comprise the Graduate Council, Enrollment at 814-824-3384; or FAX 814-825-2055; or email which oversees graduate education at Mercyhurst. The chairperson [email protected]. of the council is the Graduate Dean who reports to the Vice President for Academic Affairs. Each graduate program has its own advisory committee made up of the directors and key members of the teaching faculty. The advisory committees advise each director on admissions and academic matters such as curriculum changes, grading and student status.

ACADEMIC CALENDAR

Administration of Justice Applied Intelligence The graduate program in Administration of Justice operates on a The Erie, PA graduate program in Applied Intelligence operates semester calendar. Fall and spring semesters are each 14 weeks on a semester calendar. Fall and spring semesters are each 14 long. Summer session courses and advanced institutes may also weeks long. J-term sessions are reserved for thesis research and be offered to meet the needs of students. Courses are offered in internships. Courses in the Applied Intelligence Program meet at the evening, meeting once or twice per week. New students are varied times throughout the day, afternoon and evening. Students admitted to the program each semester. must start the program during the fall semester. Anthropology The online Applied Intelligence program is on a 10-week term The graduate program in Anthropology operates on a semester system with classes offered in fall, winter, spring and summer calendar. Many of the required courses in the curriculum must be terms. New students are admitted to the program each term. completed in a predetermined sequence. Classes and laboratories Exercise Science meet typically during the day. Students must start the program The master’s program in Exercise Science operates on a semester during the fall semester. calendar. The program is completed in approximately 14 months Applied Behavior Analysis (five consecutive terms). Students begin in Summer Session (June) The graduate program in Applied Behavior Analysis operates on then complete the traditional academic year with Fall, J-Term, a semester calendar. Fall and spring semesters are 14 weeks long. Spring, and then complete a second Summer term. January term classes are 4 weeks long. First-year students will complete an independent study over the summer. New students are admitted to the program at the start of each academic year. 5 Organizational Leadership must begin the program during the summer session. Advanced The graduate program in Organizational Leadership operates placement, transfer or life experience credit is not offered. on a semester calendar. Fall and spring semesters are each 14 weeks long. Summer session courses are often offered. Courses Special Education and Secondary Education meet one evening per week. New students are admitted to the The graduate programs in Special Education and Secondary program each semester. Education operate on a semester calendar. Fall and spring semesters are each 14 weeks long. Summer session courses and advanced Physician Assistant Studies institutes are also offered to meet the needs of school personnel in The graduate program in Physician Assistant Studies (PA) operates the area. Courses are offered in the evening, meeting once or twice on a semester calendar. Summer, fall and spring semester are per week. New students are admitted to the program each semester. completed in a predetermined sequence. Classes and labs typically meet during the day, with an occasional evening class. Students

ADMISSION REQUIREMENTS

Admission decisions are based on the “whole person” concept. Applicants who are accepted are placed in one of three categories: Elements of this approach include quality of under­graduate work (1) regular degree status, (2) provisional degree status or (3) non- as evidenced by transcripts, performance on standardized tests, a degree status. Students admitted provisionally must maintain a personal statement, and, when required, a personal interview. 3.0 GPA for the first nine credit hours to be formally admitted. Non-degree students must meet all admissions criteria and are Students who seek admission to graduate education at Mercyhurst permitted to register only with program director approval. must meet the following minimum requirements: * ** The Miller Analogies Test and the GRE is not required for 1. An undergraduate grade point average of 3.0 overall, entrance into the Administration of Justice program. with at least 3.0 in their major field. Prospective students are encouraged to apply online at (Some programs have established higher requirements.) www.mercyhurst.edu/graduate. Additional admissions 2. An undergraduate degree in the area of intended graduate information is available by writing to: study or in an approved, related field. • Mercyhurst University, Office of Graduate Studies 3. Academic, scholarship and leadership potential as 501 East 38th Street, Erie, PA 16546 evidenced by three positive recommendations from • or by calling 814-824-3351 or 1-800-825-1926, ext. 2297; supervisors or faculty. fax 814-824-3297. 4. A personal statement outlining in narrative form the • or by emailing [email protected]. candidate’s career path, career aspirations and professional interests. International Students Mercyhurst University welcomes application from qualified 5. Satisfactory scores from the Miller Analogies Test international students. Students must submit official, notarized or the Graduate Record Exam as required by each program. ** scores from the T.O.E.F.L. (Test of English as a Foreign Language) 6. A completed application form, which can be found exam as part of their admission application. Minimum score online at www.mercyhurst.edu/graduate. requirements are 550 for the paper-based exam, 213 for the computer-based exam, and 79-80 for the Internet-based exam. 7. A professional résumé or curriculum vitae. Applications for the test and further information can be found at *In the Anthropology program, a personal interview www.toefl.org. is required prior to acceptance. Applicants will be contacted International students must also provide Mercyhurst University if they have been selected for an interview. with assurance that they possess adequate financial support ** Students seeking admission to the Applied Intelligence certificate programs must for the period of graduate studies. This documentation must submit an application, three references, a professional resume, and official transcripts. be provided through submission of an affidavit of financial support. An I-20 form will not be issued until the affidavit of Recommendations for admission to graduate programs are financial support is received and accepted by Mercyhurst made to graduate program directors by the program’s advisory University. All documents and credentials submitted must be committee. In certain cases, the committee or the director may translated into English. Mercyhurst University recommends that request interviews with applicants. No action can be taken international students contact World Evaluation Services (WES) on applicants until all the required admissions information is at www.wes.org, the foremost organization that specializes in submitted. There can be no guarantee that individuals meeting transcript and credential evaluation, to provide such translations. the minimum admissions requirements described above will be admitted. Decision appeals are made to the Graduate Council.

6 PROGRAM STANDARDS AND POLICIES

Degree Requirements special education, special/early childhood education or bilingual/ The minimum requirements for the award of a masters degree are: bicultural special education are required to complete additional 1. Completion of the course requirements designated by courses, internship and/or student teaching hours. each graduate program. Master’s Thesis or Research Project 2. An overall GPA of 3.0 for all graduate courses. A master’s thesis or master’s research project is required in all programs except Administration of Justice and Exercise Science. 3. A completed “Application for Degree” form filed with the Registrar’s office by Feb. 1 of the year of intended In Administration of Justice, the thesis (6 credits) is optional. Two degree completion. additional graduate courses may be taken instead. All proposed thesis topics must contribute to a unique understanding of justice To obtain a master’s degree in Administration of Justice, the administration and be approved by the student’s advisor and the student must complete 33 graduate hours of study, including six program director. Each student must give an oral presentation of core courses and five electives. Two elective courses may be taken the results. in lieu of the thesis. The required master’s thesis in the Anthropology program must be To obtain a master’s degree in Anthropology, the student a high-quality, scientifically oriented publishable document that is must complete 12 required courses (Many with associated labs) based on unique research that addresses a specific issue in the fields including a thesis. Additional elective courses can be completed of anthropology, archaeology, human skeletal biology, taphonomy, within the program. Students may transfer up to six graduate and/or trauma analysis. Publication of the research in a scientific credits with a grade of B or better into the program upon approval periodical or book, as well as presentation at a national meeting, is of the program director. strongly recommended. The Research Project option is not available. To obtain a master’s degree in Applied Behavior Analysis, a In the Applied Behavior Analysis graduate program, the thesis student must complete the 38 graduate credit course sequence, as includes empirical evaluation of some socially important problems well as all non-credit requirements. and experimental manipulation, following the conventions of To obtain a master’s degree in Applied Intelligence, the student behavioral research. This final project should establish a scholarly must complete 34-36 graduate hours of study. Please refer to the position that advances the discipline of ABA. Students will work with Applied Intelligence section of the catalog for specific details. a faculty advisor when completing this degree requirement. To obtain a master’s degree in Exercise Science, the student In Applied Intelligence, either a thesis or research-based project must complete 35 graduate hours of study, including a 6-credit with additional course work is required. The thesis should be internship, and sit for one of the following American College of planned research on a unique topic related to applied intelligence. Sports Medicine exams: Certified Health Fitness Specialists (HFS), Student efforts may range from theoretical studies to applied Certified Clinical Exercise SpecialistSM (CES) or, Registered Clinical projects. The thesis requires students to conduct purposeful Exercise Physiologist®. Please refer to the Exercise Science section research, review the literature, write a detailed analysis, offer new of the catalog for specific details. insight, and present and defend conclusions. The research-based project, available to working professionals in the online degree To obtain a master’s degree in Organizational Leadership, the program, is a theoretical or applied research-driven work of student must complete 33 graduate hours of study as follows: (a) scholarship that serves as a final example of the meaningful link seven core courses including a thesis or research-based project between theory/research and practice/application. The project (21 credits), (b) four elective courses (12 credits). Please refer to the requires students to engage in application, synthesis, and critical Organizational Leadership section of the catalog for specific details. evaluation of their graduate studies. To obtain a master’s degree in the Physician Assistant Studies As a result of coursework, field experiences, and applied research program, students must successfully complete all required courses requirements students completing the Master’s degree in Exercise and clinical experiences as outlined in the catalog. Students must Science will be highly qualified to enter/reenter the field of Exercise also successfully complete a master’s portfolio and summative Science. Graduates will possess a strong connection between theory examination for completion of the program. and practice, with multiple opportunities for carrying out applied To obtain a master’s degree in Secondary Education, the student research prior to their degree completion. Students considering must complete a core of 30 graduate hours of study. The required Ph.D. programs will be strongly encouraged to collaborate with 10-course program can be completed in 24 months (full-time) or graduate faculty and submit research for publication while enrolled 30-36 months (part-time). in the program. To obtain a master ’s degree in Special Education, the student must In the Organizational Leadership program, either a master’s complete 30 graduate hours of study as follows: (a) professional thesis or a research based project with additional course work is education including a thesis or applied research project – six credit required. The thesis is a demonstration of scholarship that defines hours; b) foundations of special education – nine credit hours; (c) a problem or issue related to Organizational Leadership, reviews specialization – 12 credit hours; and (d) an internship – three credit the relevant literature, and offers conclusions using qualitative hours. Students seeking additional certification in special education, 7 and/or quantitative research methods. The final document makes as subjects in research, to follow guidelines with regard to ethical a coherent, cogent, and sustained argument about processes, research, and to create an effective user-friendly process for the theories, or practices in Organizational Leadership. The thesis conduct of research at Mercyhurst University. provides an opportunity for a student to explore a topic in Current IRB members represent the disciplines of Education, Law, Organizational Leadership in far greater depth than is available in Medicine, Psychology, Sports Medicine, Business, Philosophy, and the classroom setting. A research-based project, in which a student Organizational Leadership. The procedures for IRB approval are applies theories of leadership to practical organizational issues, meant to facilitate research at Mercyhurst. For more information is an available option. The student’s work, both in content and in about the IRB, forms for proposal submission, and general process, should reflect the goals of the Organizational Leadership information about research at Mercyhurst, please visit the IRB program as well as the mission of Mercyhurst University. As such, website located at irb.mercyhurst.edu. the work should demonstrate intellectual creativity and social responsibility. Transfer Credits Students may transfer up to nine graduate credits with a grade of Physician Assistant students are responsible for developing a B or better into the Special Education or Administration of Justice master’s portfolio under the advisement of a faculty mentor. This programs. Students may transfer up to six graduate credits with a portfolio includes written works in case presentations, service grade of B or better into the Organizational Leadership, Applied learning, professional growth experiences and a project in Intelligence, and Anthropology programs. All transfer courses must performance improvement. be appropriate substitutes for Mercyhurst graduate courses and The research-based project in Secondary Education represents a approved by the director of the graduate program. Correspondence terminal project selected by the student and graduate advisor, and courses will not be accepted: Online courses must be approved by must be related to the student’s declared program of study and/ the respective program directors. In the Administration of Justice or assigned internship. The project requires application, synthesis, programs, where students have already earned a master’s degree, up and critical evaluation of the student’s graduate studies. The to 12 credits from that degree may be applied toward a Mercyhurst project may take the form of a grant proposal, program evaluation, master’s degree, provided the course credits are appropriate or other agreed-upon external program document. substitutes for Mercyhurst degree requirements. In the graduate programs in Special Education and Secondary Registration/Status Education, the thesis should be developed as a result of First-year graduate courses carry a 500-level designation. Courses in experiences gained while involved in internships, student teaching, areas of specialization offered in the second year are at the 600-level. and/or independent studies as approved by the graduate advisor. Registration for graduate courses is done online or through the The thesis course is three credits and should be completed in the Graduate Program office. final term. Additionally, a three-credit internship or independent Students are reminded that no registration is accepted until all study may be taken in conjunction with thesis credit hours, previous financial obligations with the university are satisfied. All allowing for additional time devoted to research and writing. graduate students must register for at least six credits per semester Outcomes of the Education thesis usually result in a publishable with a total of 15 credits during the regular academic year to be article or a fundable project. considered full-time. Part-time students must register for three Important Dates credits each term. All students are expected to complete their Students who expect to participate in the May graduation ceremony degree programs within five calendar years from the date of initial must submit a completed thesis or research-based project to their registration. Exceptions are granted only after petition and approval respective graduate directors no later than May 1. All completed of the appropriate advisory committee. Each exception must be theses must follow the proper form, grammar, and scholarship as renewed and re-approved on an annual basis. defined in the most current edition of either (a) Kate Turabian’sA Manual for Writers of Term Papers, Theses, and Dissertations, (b) The Students may not enroll in any course on a Pass/Fail basis. Publication Manual of the American Psychological Association or Auditing courses need department chair approval in writing (c) The Chicago Manual of Style. No degree will be awarded until before registration. No graduate credits will be awarded for any all corrections have been made and the thesis is accepted by the audit registration. directors of the appropriate graduate programs. All theses must be With special permission of program directors, junior and senior printed on the paper quality as designated by the program director. undergraduates in Criminal Justice, Intelligence Studies and Special Upon completion and approval of the thesis, the student is required Education may enroll in graduate courses. Normally, undergraduate to submit three copies to the appropriate graduate director. One enrollment is restricted to 500-level courses. Juniors may take one bound copy is placed in a permanent collection in the library, one graduate course and seniors may take up to two courses. Those bound copy is for the student, and the third copy is placed on file in who enroll in a graduate course to satisfy undergraduate degree requirements cannot earn graduate credit for these same courses. the Graduate Program office. All graduate programs at Mercyhurst subscribe to the service offered Grading System by University Microfilms, Inc., which allows a master’s candidate A = 4.0 for exceptional performance the option of having his or her thesis microfilmed and/or abstracts published in Master’s Abstracts Journal. B+ = 3.5 for very good performance Institutional Review Board B = 3.0 for good performance All research conducted by students or faculty at Mercyhurst C+ = 2.5 for below average performance University is subject to review by the Institutional Review Board C = 2.0 for poor performance (IRB). The purpose of the IRB is to protect human subjects engaged F = 0.0 for unacceptable performance 8 Other graduate grading symbols are: was placed on probation, when terms or conditions established for I = Incomplete probation were not met, or when the academic record reflects poor W = Withdrawal performance. Graduate certificates will not be awarded to students who fall below a 2.75 GPA. Students dismissed from certificate No course grade below C is awarded graduate credit. Nor will any programs may petition to the Graduate Council for readmission after student be allowed to earn credit toward degree requirements for one year. more than a total of two graduate courses in which a C grade has been earned. Students who receive two Cs or one F may be dismissed Time Limitations for Degree Completion from the program. Degree requirements must be completed within five years of the date from which the student first matriculated at Mercyhurst University. A student may repeat up to six credits in courses where a grade of C+ If unusual circumstances have prevented a student from completing or below has been earned. Students who earn a grade of B or better degree requirements, he or she may apply to the Dean of Graduate in a repeated course will have their original grade replaced by a PASS Programs for an extension of the five-year time limit. on the transcript. The academic progress of students enrolled in Applied Intelligence Incomplete grades may be given to graduate students only if they are Program graduate certificates is regularly reviewed by the program doing satisfactory work and if they have the permission of the course directors. Certificates will not be issued to any Applied Intelligence instructor and the program director. An incomplete grade that is not students who do not have at least a 3.0 GPA at the end of the third completed within the stipulated period of time will automatically course. Additionally, a grade of F or a second grade of C in the revert to an F. For those enrolled in a thesis seminar, the time period for incompletes may be extended up to 12 months. Once a student student’s graduate program places a student on probation. Dismissal registers for the thesis or research project, the student has one may occur when a student has not achieved a 3.0 cumulative GPA in academic year to complete it. Thus, if a student registers in the fall the term following one in which he or she was placed on probation; term, he/she has until the end of the next fall term to complete the or when terms or conditions established for probation were not met, thesis or research project. If the student has not completed the thesis or when the academic record reflects poor performance. Students or project at that point, the Registrar will place a “W” for withdrawal dismissed from the program may petition to the Graduate Council for on the student’s transcript. Once the “W” is placed on the transcript, readmission after one year. the student must reregister for the course. Notice of Nondescrimination Other withdrawals are given only to those students who withdraw Mercyhurst University does not discriminate on the basis of race, from a course within the officially designated time indicated on color, national origin, sex, disability, religion, age, veteran status, the academic calendar. The student is responsible for withdrawing gender identity or expression, or sexual orientation in its programs from courses and responding to requests from the Office of Student and activities as required by Title IX of the Educational Amendments Financial Services or the Office of the Registrar. of 1972, the Americans with Disabilities Act of 1990, Section 504 Grade appeals must be initiated within 45 days following the close of of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act the term or semester in which the grade was earned. No grade may of 1964, and other applicable statutes and University policies. be changed without the approval of the graduate program director Mercyhurst University prohibits sexual harassment, including sexual and the Vice President for Academic Affairs. violence. The following person has been designated to handle inquiries regarding the non-discrimination policies and to serve as Probation and Dismissal the overall campus coordinator for purposes of Title IX compliance: The academic progress of students enrolled in graduate degree Meredith Bollheimer, Compliance Officer and Title IX Coordinator, programs, regardless of their matriculation status, is regularly 300 Old Main, 814-824-3363. The following individuals have been reviewed by the program directors. Degree program students who designated as deputy Title IX coordinators: for Athletics, Stacey fall below a 2.75 grade point average after the completion of nine Gaudette, Assistant Athletic Director, Baldwin Lower Level, 814-824- graduate credits are subject to dismissal from the program, as 2079 and for Student Life, Laura Zirkle, Vice President for Student are students who do not have at least a 3.0 GPA after 12 graduate Life, Egan 314, 814-824-2262, and for Employees, Tina Fryling, hours. Additionally, a grade of F or a second grade of C in the Preston 122, 814-824-2352, and for any community members of student’s graduate degree program places a student on probation. the branch campuses, including the North East campuses, Jacqulyn Dismissal may occur when a degree student has not achieved a 3.0 Fink, Miller 104, 814-725-6274, and for Training and Resources, cumulative GPA in the term following one in which he or she was Chantelle Aubry, 814-824-3081 and Courtney Olevnik, 814-824- placed on probation; or when terms or conditions established for 2333. Inquiries concerning the application of anti-discrimination probation were not met, or when the academic record reflects poor laws may be referred to the Title IX coordinators or to the Office performance. Students dismissed from the program may petition to for Civil Rights, United States Department of Education. For the Graduate Council for readmission after one year. further information on notice of nondiscrimination, visit http:// The academic progress of students enrolled in graduate certificate wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address programs, regardless of their matriculation status, is also regularly and phone number of the U.S. Department of Education office that reviewed by the program directors. Graduate certificate students who serves your area, or call 1-800-421-3481. fall below a 2.75 grade point average at any point in their program may be placed on probation. Dismissal may occur when a student receives a grade of F, when a certificate student has not achieved a 2.75 cumulative GPA in the term following one in which he or she

9

FINANCIAL AID INFORMATION

Graduate Tuition and Fees Physician Assistant Studies $2,208 See tuition and fee schedule for current rates. Payments received Secondary Education $1,914 after the official registration deadline will be considered delinquent Special Education $1,914 and the student will be charged a late payment fee. Graduate Certificates Financial Aid Information Applied Intelligence (Trimester Calendar) $2,208 Application forms and guidelines are available in the Graduate Counterintelligence (Trimester Calendar) $2,208 Programs office and online at our websitegraduate.mercyhurst.edu. Accounting $1,914 Administration of Justice $1,914 Mercyhurst Graduate Assistantships Applied Behavior Analysis $1,914 A limited number of graduate assistantships are available for Educational Leadership $1,914 eligible students who can accept employment on the Mercyhurst Human Resources $1,914 campus. Graduate assistants receive a full or partial waiver of Non-Profit Management $1,914 tuition and a stipend in return for a minimum of 25 hours of work Organizational Leadership $1,914 weekly, excluding registration and lab fess. Global Entrepreneurial Leadership $1,914 Mercyhurst Graduate Fellowships Sports Leadership $1,914 A limited number of fellowships are available to Administration of Higher Education Administration $1,914 Justice applicants whose undergraduate or professional record show Doctoral Degree exceptional promise for future leadership in the criminal justice Anthropology and Archaeology $2,916 profession. Graduate fellows receive a full or partial waiver of tuition. Required Fee Schedule Per Semester - Mercyhurst Graduate Employment Graduate Programs (Applies to Full and Part-Time Students) Qualified students may be offered employment opportunities at Registration $65 Mercyhurst University. Graduate student employment typically Technology Fee $90 provides up to $9,000 in annual earnings. Applied Intelligence Program Fee (Per semester) $250 Veterans’ Benefits Exercise Science Program Fee (Per semester) $255 Information regarding veterans’ benefits may be obtained by Required Fee Schedule Per Term - online contacting the Veterans Enrollment and Outreach Coordinator at Applied Intelligence (Applies to full and part-time students) 814-824-2617. Registration $45 Federal Direct Loan Program Technology Fee $65 Graduate students are eligible for Direct Unsubsidized Loans. These Applied Intelligence Program Fee $165 loans are not need based. To apply for a Direct Loan, you must first Occasional Fees complete and submit the Free Application for Federal Student Application Fee Free Online Aid (FAFSA). If it is your first time receiving a Direct Loan, you I.D./Smart Card $35 will be required to complete entrance counseling to ensure you Zurn Science Lab Fee (per course) $250 understand your obligation to repay the loan; and sign a Master Physician Assistant Students Program Fee (Per term) $950 Promissory Note (MPN), agreeing to the terms of the loan. These Distance Learning Fee (Per online Graduate Course BL or WEB; steps can be completed at www.studentloans.gov. Excludes online Applied Intelligence - see fees below) $65 Your loan funds will first be applied to your school account to pay Graduate Student Teaching Fee (6 credits) $482 for tuition, fees and any other school charges. If any additional Graduate Student Teaching Fee (3 credits) $241 loan funds remain, they will be returned to you. Should additional Graduation (Applies to Masters Degree Only) $165 funding be necessary, Federal Direct Grad PLUS Loans and (required even if student does not participate in ceremony) Alternative Education Loans may also be available. If you have Official Transcript of Credits $5 federal loans from undergraduate studies, you may request an Zurn Science Labs - Graduate in-school deferment from the Direct Loan Program or lender. Per Credit $736 Tuition and Fee Schedule Zurn Science Lab Fee $250 Tuition Cost Per 3-Credit Course Total Cost: Science Lab $986 Administration of Justice $1,914 Special Graduate Fees and Deposits Applied Behavior Analysis $1,914 Confirmation Deposit* $200 Anthropology and Archaeology $2,208 Confirmation Deposit - PA Studies $500 Applied Intelligence $2,208 *Applicable to Applied Intelligence (on-campus), Anthropology and Exercise Science $2,208 Archaeology programs. Organizational Leadership $1,914

10 Financial Penalties If payment is not made by the due date, or satisfactory payment Late Payment $150 arrangements are not made with the SFS Office by the bill due date, Room Change $50 you will receive a $150 late fee, your account will be placed on hold, Returned Check/ Stop Payment/Reissue $35 and you may be deregistered from your courses. You will not be Late Registration Fee $250 able to make changes to your registration, register for any additional courses, or receive grades/transcripts. Your balance must be paid in ALL FEES ARE NON-REFUNDABLE full by the specified semester due date. Payment Policy For Tution, Fees, Room and Mean Plan In addition, overdue accounts will be placed with a collection When you register for courses, you incur a legal obligation to pay agency. If your account is placed with a collection agency, you for tuition, fees and all related charges. Registration for a given will incur additional collection costs and are responsible for all semester is not complete until all charges are paid by the billing reasonable costs incurred to recover the debt. This may negatively due dates, or until acceptable payment arrangements have been impact your credit rating. In order to register for future semesters, made with the Office of SFS prior to the due date. receive transcripts or a diploma, your balance and any collection fees Students must be actively registered to reside in campus housing, must be paid in full. receive student meal plan privileges, and receive all other You can pay your balance via your ebill, which is accessed from your university services and amenities. student portal. Payment can be made by credit card (convenience Fall semester bills are available mid-July via the ebill and are due fees apply) or electronic funds transfer from a savings or checking on or before August, 2014. Spring semester bills are available account (no convenience fees apply). You can also print your bill in December and are due on or before January, 2015. The and mail in a personal check, cashier’s check, or money order to the Student Financial Services Office participates in a 100 percent address on the bill. Cash payments can be made in person by visiting online ebilling system, and bills are accessible via your via your the SFS Office. Funds can also be wired electronically to Mercyhurst, Mercyhurst portal. Notifications are emailed to your Mercyhurst which is especially convenient for international fund payments. For email address. You are encouraged to grant guest access to any more information, please visit the SFS page on the student portal or family member who may have an interest in viewing or paying contact the Office of SFS at 814-824-2288. All payments, including your bill. Full instructions are available on your Mercyhurst portal. those from a third party, must be received by the bill due date. Please plan accordingly to allow for mailing time. Semester Billing Due Dates for 2014-15: In lieu of paying the student bill in full, a student can sign up for Online Applied a payment plan (partial payments made in intervals) through our Bill Due Dates All Graduate Intelligence partner, Tuition Management Systems (TMS) prior to the bill due Fall Semester August 13, 2014 August 20, 2014 date. The TMS Payment Plan divides a student’s financial obligation J Term (Winter) N/A N/A into interest free installments over the semester, making financial obligations easier to manage. Monthly plans include a 5-month Spring January 7, 2015 February 25, 2015 or 4-month plan. The TMS Payment Plan is available to all qualified Pre-Summer Upon Receipt Upon Receipt graduate students each semester. There is a non-refundable fee for Summer 6/15/15 6/15/15 participating in the TMS Payment Plan, regardless of the balance. TMS sends a monthly billing statement to the student’s permanent J-Term courses will be billed with spring semester. Students must address, with payment due usually the first day of the month. Failure be registered at least nine credit hours for spring semester to be to pay by monthly due dates will result in late fees, Business Office considered full time. holds, and possible deregistration. Repeated delinquent payments In addition to charges for tuition, fees, room, meal plans, and other will result in a cancelation of the payment plan and payment of any expenses, the bill reflects any fellowships, assistantships, and loans outstanding balance is due to Mercyhurst immediately. Failure to as pending financial aid. Financial aid listed is pending until the resolve an outstanding balance may result in deregistration and student’s eligibility is confirmed, verification is completed, and placing the account with a collections agency. Students will be the student’s enrollment is verified on the census date, which is responsible for all collections fees in addition to the outstanding the morning after drop/add as published in the official academic balance. calendar. For more information about the payment plan or how to calculate Students with exceptional circumstances who want to add courses monthly payments, contact TMS directly at 1-888-285-3052, or visit after the official drop/add date should obtain forms and more www.afford.com/mercyhurst. If you under budget your payments, information in the Graduate College or the Registrar’s Office. you may incur late fees at Mercyhurst and a business office hold will Federal aid will not be adjusted for late registration under most may be placed on your account, preventing future registration. circumstances and late registration fees may apply. If payment is made by check (paper or EFT), Mercyhurst will credit In order to defer your bill to federal student loans, students must the funds but will not remove any Business Office Holds for at have a FAFSA on file, and completed both the Master Promissory least 7 days to allow time for the check to clear. If funds do not Note and Entrance Loan Counseling online for Federal Direct Loans clear, a student may be charged a $150 late fee in addition to a $35 by August 1st, 2014 for fall bills or December 1, 2014 for spring insufficient fund fee. In this instance, the student will be contacted bills. This is a one-time requirement at Mercyhurst. Federal Direct and given one week to make payment to Mercyhurst in the form GRAD PLUS Loans are not credited to the student’s account until of a certified check or money order. Legal action may be taken a promissory note is signed. Alternative Loan proceeds are not against any person who has repeatedly submitted bad checks, and credited until the loan proceeds arrive at Mercyhurst. Mercyhurst reserves the right to reject future check payments. 11 Late Course Add Policy SFS Office must review the student’s financial aid to determine Currently, registered students who are seeking to add one or more whether financial aid funds must be adjusted in accordance with courses after the published drop/add date of a given term must file federal, state, and institutional policies governing total withdrawal a Late Course Add Request form with the Office of the Registrar. from the university. The deadline for filing a Late Course Add Request form is 15 SFS calculates refunds for tuition, room and meal plans according business days following the last day of finals of the given term. to university policy. However, the policies for financial aid for total Students must pay all tuition and fee charges related to the added withdrawals (cease enrollments) are specific to each designated course(s) before their registration request will be processed. financial aid program and are applicable only if the student was A student’s decision to add course(s) after the published drop/ awarded that particular type of fund. If the student is awarded add date will not affect the student’s initial course credit count for various types of financial aid, more than one policy may apply in the purpose of financial aid. In other words, financial aid that was determining the student’s revised financial aid eligibility. awarded on the basis of a student’s registered credit count as of Federal (Title IV) Financial Aid the published drop/add date will not be adjusted because of the Refund Policy (Cease Enrollment) late course addition(s). The federal policy for return of Title IV funds maintains that the Tution and Fee Refund Policy Due To Total Withdrawl student can retain only that portion of federal aid that the student Students who wish to withdraw from the university must complete has earned based on time in attendance before withdrawal prior to a Cease Enrollment Form, which is available in the Office of completing 60% of a payment period or semester. The percentage Academic Affairs, and obtain the necessary signed approvals. of time that the student attended an academic semester Students who officially withdraw before the end of the academic determines the amount of federal aid that must be returned to the semester will receive a grade of W. Course withdrawals after federal government. This federally mandated policy is independent drop/add will result in a W grade for the course. Students, who of Mercyhurst’s institutional refund policy for tuition, room and experience a medical, military or serious emergency, may file a meal plans. The schedules vary by start and end dates of each letter with the Graduate Office explaining and documenting the semester and each academic program. special circumstances. For a student who withdraws after the 60 percent point-in-time, Students who have officially withdrawn from the university and do there are no unearned funds. However, a school must still complete not return within one academic year must apply for readmission. a Return calculation in order to determine whether the student When a student officially withdraws from all courses (ceases is eligible for a post-withdrawal disbursement. The calculation is enrollment), he/she may receive a prorated refund of tuition, room based on the percentage of earned aid using the following Federal and meal plan charges depending on the date of withdrawal. Return of Title IV funds formula: Refer to the Tuition Refund Chart. Fees are not refundable when Percentage of payment period or semester completed is the withdrawal occurs after the eighth day of classes. number of days completed up to the withdrawal date divided by the total days in the payment period or semester. (Any break Period of Withdrawal Percentage of Tuition Fee, of five days or more is not counted as part of the days in the During a Term Room & Board Refund semester.) This percentage is also the percentage of earned aid. On or before the last day to drop/add each semester 100% (including fees) Funds are returned to the appropriate federal program based on (Up to and including day 8) the percentage of unearned aid using the following formula: Calendar days 9-15 80% (does not include fees) Aid to be returned is (100 percent of the aid that could be Calendar days 16 – 22 70% (does not include fees) disbursed minus the percentage of earned aid) multiplied by the total amount of aid that could have been disbursed during Calendar day 23-29 60% (does not include fees) the payment period or semester. Calendar day 30 and after 0% If a student earned less aid than was disbursed, the institution would be required to return a portion of the funds and the student Refunds for room and meal plans will be refunded 100% through would be required to return a portion of the funds. Keep in mind day 8 of the semester for which you are registered, and prorated that when Title IV funds are returned, the student borrower may for number of days of usage between the 9th and 30th days of the owe a balance to the institution. semester. There are no refunds for tuition, room, or meal plans after the 30th day of the semester. IIf a student earned more aid than was disbursed to him/her, the institution would owe the student a post-withdrawal disbursement The tuition refund policy for summer sessions and J-term only which must be paid within 120 days of the student’s withdrawal. follow a different schedule than above because the length of the sessions/programs differ from the fall and spring semester The institution must return the amount of Title IV funds for calendars. The calculations are similar but are done in proportion which it is responsible no later than 45 days after the date of the to the length of the respective sessions/terms/program calendars. determination of the date of the student’s withdrawal. Refunds to Refund schedules for these special sessions/programs are available aid programs are returned in the following order: in the Office of Student Financial Services. • Federal Direct Unsubsidized Stafford Loans Treatment of Financial Aid • Federal Perkins Loans For Total Withdrawl (Cease Enrollment) If a student withdraws from all courses (ceases to be enrolled), the • Federal Direct GRAD PLUS Loans 12 Students who receive all F’s for a semester who did not formally required documentation for verification of financial and other withdraw will be considered Unofficial Withdrawals and will be information pertaining to the financial aid application process reviewed by the Graduate College to establish the students’ last within 30 days of the request. date of attendance. If a student ceased attendance for all classes • To give SFS permission to relay pertinent financial, academic, before 60 percent of the semester was over, that last date of and other information to donors of aid upon request. attendance will be used. If a last date of attendance cannot be determined, the “unofficial” withdrawal date will be the mid-point • To maintain Satisfactory Academic Progress (SAP) for Financial of the semester in order to calculate unearned federal funds that Aid (refer to SAP Policy in the following section). must be returned to the appropriate federal aid program. • To comply with the rules governing the types of financial assistance the student receives. Students need to understand that, although they can withdraw from a semester with W grades, federal aid disbursements have to Financial Aid Application Procedures and Deadlines be reviewed based on their last date of attendance or unofficial To apply for federal, state, and institutional (Mercyhurst) financial withdrawal date. aid, the student must complete and submit a Free Application for Federal Student Aid (FAFSA) each academic year. The student is responsible for any returned federal funds that results in a balance due on their student account. If payment is not Students can submit the FAFSA using FAFSA on the Web (www. made within 60 days, the student will be liable for all reasonable fafsa.ed.gov). To file electronically, the student (and parent if collection costs, including attorney fees and other charges dependent) will need a U.S. Department of Education (USDE) necessary for the collection of any amount not paid. PIN. Students (and parents) may apply for one at http://www.pin. ed.gov. The PIN serves as the student’s and/or parents electronic Institutional Scholarship Financial Aid Refund Policy signature. Questions about the FAFSA can be answered by calling (Cease Enrollment) the Department of Education Customer Service Department at Adjustments to institutional scholarships follow the 1-800-801-0576. Assistance for students with hearing disabilities university’s policy on refunds for tuition (refer to the Tuition is available by dialing 1-800-511-5806. Refund Policy Due to Total Withdrawal section above). For example, if the student’s tuition is refunded at 70 percent, the Although students can file the FAFSA any time after January student’s institutional fellowship will also be refunded at 70 1 prior to the forthcoming academic year in which they plan percent. This means the student may retain 30 percent of the to attend, the priority deadline to file the FAFSA is March 15 institutional fellowship. of that year to ensure full consideration for federal, state, and institutional scholarships, grants, loans, and student employment. Course Withdrawal Policy Be sure to include Mercyhurst’s institutional code, 003297, in the Students who wish to withdraw from a course after the drop/ university choice section of the FAFSA. add period for a semester must complete a Class Schedule Form which is available in the Office of the Registrar. Once the student Students may file the FAFSA after the deadline of March 15, obtains the advisor’s signature, the form is returned to the Office however they risk not receiving aid from some programs. In of the Registrar. addition to the processed FAFSA, SFS must receive all requested documentation within 30 days of the request but no later than Course withdrawals after drop/add will result in a W grade for 30 days before the end of the semester or award period. This the course and will not change financial aid or tuition charges deadline allows processing and authorization of disbursements for that semester because they are based on the enrollment within timeframes defined by regulations pertaining to status on the census date, which is the morning after the last day federal aid programs. Failure to apply or to submit required of drop/add. However, withdrawing from courses may prevent documentation by the indicated deadlines may result in a loss of you from making satisfactory academic progress, and that may financial aid eligibility for all student aid programs. affect your eligibility for future financial aid assistance. Please see the Satisfactory Academic Progress section Whether you choose Enrollment Status to withdraw from one course or withdraw from the University SFS uses the following graduate enrollment criteria each semester completely, it is important that you contact the Office of Student to determine eligibility for the financial aid programs: Financial Services for advice regarding financial aid and billing. CREDITS ENROLLMENT STATUS CLASSIFICATION Financial Aid Rights and Responsibilites 9 Full time Students have the following rights and responsibilities: 4.5 - 8 Half Time • Access to complete information regarding tuition, fees, 1 - 4 Less than half time* payment, and refund policies. • Confidentiality of all personal and family financial information. *In the final semester immediately preceding graduation, the remaining number of credits required to complete the degree • Reconsideration of student aid eligibility if student and will be considered full time for financial aid purposes, even if the parents situation warrants it through an appeal to SFS. credits are below 4.5. Please complete the Full Time Enrollment • To advise the Office of SFS of any additional financial aid Certification Form, available in the Graduate College at least 30 received that is not indicated on the Mercyhurst Financial Aid days prior to the end of the final semester for consideration. Award Letter. Students who are enrolled in an internship for 3 or more credits • To follow application filing deadlines and to submit all through Mercyhurst University are considered full-time. Online 13 Applied Intelligence students are considered enrolled full time for Qualitative Measure financial aid purposes if registered at least 8 credits per term, or Graduate students must maintain a cumulative GPA of 3.0 or half-time if registered 4-7 credit hours per term. greater by the end of the spring semester each academic year. A student’s Financial Aid Package is based on full-time enrollment Any student who was registered for courses during the academic as determined on the census date (the morning after drop/add). year but has not received federal or institutional aid in the current If the student does not have full-time status, financial aid may be academic year will still be reviewed for SAP to determine future adjusted accordingly. eligibility for awards. A student must be making SAP to receive During the summer session, enrollment status on the 2nd day of federal funds, including Federal Stafford Loans. the summer term determines enrollment status for financial aid Maximum Time Frame For Completion eligibility. Summer full-time enrollment is 6 credit hours or more The maximum time frame a student may attend and continue for all combined summer sessions, and half-time is 3 credit hours. aid eligibility cannot exceed 150 percent of the published length Students who participate in an internship of at least 3 credit hours of the student’s academic program measured in cumulative will be considered full-time for the summer. attempted credits. For example, the published length of a graduate During the J term, enrollment status on the 2nd day of the term program is 30 credit hours. Therefore, a student has a maximum determines enrollment status for financial aid eligibility. Students of 45 attempted credit hours to complete the program. When the may register for a maximum of 4 credit hours for the J term. student’s enrollment exceeds the 150 percent point, the student is no longer eligible for federal financial aid. Students must consult with SFS if they plan to withdraw from any courses. All credits the student attempts, including credits transferred into Mercyhurst University, count toward the 150 percent requirement

Other Eligibility Criteria Procedures for Appealing Eligibility for federal student aid is determined on the basis of Students who do not meet the minimum standards for Satisfactory financial need and on several other factors. To receive financial aid Academic Progress described above are ineligible for federal aid from federal programs students’ must meet the following criteria: However, students may request reinstatement of their financial aid eligibility by submitting a written appeal to the Financial • File FAFSA Aid Appeals Committee. SAP Appeal requests must provide an • Demonstrate financial need where applicable explanation of the circumstances that contributed to the student’s failure to meet the minimum academic progress standards and Have a high-school diploma or its equivalent • a realistic academic plan for improvement. If the Financial Aid • Be admitted to a certificate or degree program and be Appeals Committee approves the appeal, the student’s financial working toward a certificate or degree aid eligibility is reinstated for the applicable payment periods. • Be a U.S. citizen or eligible non-citizen Students who are on an academic plan for the fall semester should • Have a valid Social Security number not register for J term due to time constraints for grading. If a student in this situation attends J tem and it is determined that the • Register with Selective Service (if required) fall academic plan was not met, it will result in the student paying • Not be in default on a student loan or owe a repayment of for the J term courses without any federal or institutional aid. federal student aid Students receive appeal results in writing. The decision of the • Maintain Satisfactory Academic Progress (SAP) once enrolled Financial Aid Appeals Committee is final and cannot be further (Refer to the Satisfactory Academic Progress Policy for appealed. Financial Aid in this section of the catalog). Deadlines to Appeal for SAP Satisfactory Academic Progress Policy for Financial Aid Summer Term July 31 All students must be making satisfactory academic progress at Fall Semester First day of fall classes of official academic Mercyhurst University to establish and retain eligibility for student calendar financial aid, including Federal Direct Loans. . Mercyhurst monitors satisfactory academic progress (SAP) after the spring semester to Spring Semester First day of spring classes of official academic provide students with early notification of their academic progress calendar status for financial aid eligibility. The student’s entire graduate academic history will be considered when determining the academic progress status, including accepted transfer credits from another university. Quantitative Measure Students must successfully complete 75 percent of cumulative credits attempted, including transfer credits accepted by Mercyhurst. Grades of W, R, and I will be considered attempted but will not be included in completed credit hours.

14 THE KINNANE GRADUATE PROGRAM IN ADMINISTRATION OF JUSTICE

PROGRAM PHILOSOPHY AND CONTENT The Administration Elective Courses (choose five)** of Justice program’s philosophy is based on the assumption that AOJ 503 Issues in Correctional Administration criminal justice is a true profession dedicated to serving society AOJ 511 Historical and Comparative Criminal Justice and preserving the basic rights and freedoms of all people. To AOJ 515 Organized and White Collar Crime fulfill these goals, the criminal justice profession requires efficient, AOJ 519 Victimology knowledgeable, sensitive, ethical and competent leaders. The AOJ 520 Issues in Criminal Justice Administration of Justice program is built on a common core of AOJ 532 Public Law and Public Administration courses involving a broad overview of government management, AOJ 550 Politics of Crime organizational and interpersonal dynamics, professional ethics and AOJ 595 Women and Crime research competence. AOJ 610 Law and Society AOJ 616 Issues in Juvenile Justice Mercyhurst Univeristy has a service orientation that recognizes AOJ 620 Forensic Science the special needs of both new and practicing professionals. The AOJ 621 Advanced Criminology program is committed to in-service professionals whose career and AOJ 625 Theories in Corrections and Criminal Justice personal responsibilities make it very difficult to acquire advanced AOJ 628 Seminar: Crime Analysis managerial training. Accordingly, the Mercyhurst program offers AOJ 630 Policy, Politics, Community Coalitions evening courses each semester. in Administration of Justice MISSION STATEMENT AOJ 631 Political Crime and Terrorism It’s the mission of the Administration of Justice graduate program AOJ 634 Seminar: Criminology and Crime Policy to expose its students to historical and comparative perspectives AOJ 637 Seminar: Special Topics in Juvenile and Criminal Justice on crime and criminal justice. A synthesis of problem solving AOJ 650 Supervised Justice Administration Readings and critical thinking is emphasized, as well as a basic knowledge AOJ 675 Justice Administration Thesis of legal and sociological aspects of the criminal justice field. ** Students who elect a six-credit thesis take only three criminal justice Enhanced knowledge of methodological skills, and development of electives. The thesis substitutes for the fourth and fifth elective courses. professional and managerial skills are also emphasized. AOJ 4+1 PROGRAM LEARNING OUTCOMES Mercyhurst University offers a 4+1 program in which undergraduate • A knowledge of the historical context of criminal justice students can obtain both a Bachelor of Arts degree in criminal justice and a Master of Science degree in administration of justice within • A synthesis of problem solving and critical thinking five (5) years of study. Students enrolled in the 4+1 program will • A basic knowledge of the legal and sociological aspects complete 12 graduate credits during both their junior and senior of criminal justice years, which fulfills requirements for both degrees. During the fifth year of study, students will then complete the remaining 21 graduate • An understanding of legal and sociological aspects of credits during the fall, J-Term and spring semester. Graduates of criminal justice this program will have earned 121 undergraduate credits and 33 • Knowledge of professional skills graduate credits upon commencement. For additional information about the AOJ 4+1 program, refer to the Criminal Justice section of ADMINISTRATION OF JUSTICE the undergraduate catalog. MASTER’S DEGREE REQUIREMENTS Core Courses

AOJ 501 Research Methods in Criminal Justice AOJ 502 Organizational and Human Behavior AOJ 506 Professional Ethics AOJ 604 Criminal Justice Planning and Evaluation AOJ 605 Government Management

AOJ 621 Advanced Criminology or AOJ 511 Historical and Comparative Criminal Justice

15 ADMINISTRATION OF JUSTICE COURSE DESCRIPTIONS

AOJ 501 in the United States. Emphasis is placed AOJ 550 Research Methods in Criminal Justice on studying the evolution of the law Seminar: Politics of Crime 3 credits enforcement and corrections components 3 credits This course deals with scientific research of this system. Comparisons are drawn This seminar studies the ideological, methodology applicable to the field of with the British and some continental theoretical, and conceptual perspectives of criminal justice. The course will focus upon European criminal justice systems. social organization, criminality, public policy, formulation, model construction, research and the mechanics of social control. Topics designs and data gathering strategies AOJ 515 include the use of power and position in including survey sampling, data analysis, Seminar: Organized the development of criminal justice policies proposal writing and data presentation. and White Collar Crime and the rhetoric and symbolic aspects of Completion of the course will provide 3 credits crime control. The seminar also covers public the student with basic skills necessary This course examines corporate, perceptions and reactions to crime and to undertake supervised thesis work occupational, professional and organized criminal justice issues. and independent research in the area of crime – the biggest growth area of crime criminal justice systems. and law enforcement activity today. AOJ 595 Through analysis of cases, students explore Seminar: Women and Crime AOJ 502 recent legal developments and literature 3 credits Organizational and Human Behavior and emerging trends in the criminal justice This seminar provides a study of the 3 credits system’s reaction to these types of crimes female offender with emphasis on the This course explores organizational different treatment received by male behavior based upon research and AOJ 519 and female offenders. Attention is given theory from the behavioral sciences. Victimology to female criminality, special problems The course focuses on an analysis of 3 credits in supervising female offenders and the expected organizational effects of This course focuses upon a recent and women in prison. Through a critique of a variety of individual, team and group rapidly developing branch of criminology contemporary research and literature, the behaviors. Among the topics discussed which is designed to study the crime myths surrounding women and crime are are performance evaluation, creative and victim. Included will be victim vulnerability examined. innovative leadership, group decision – the susceptibility of certain groups of making, cooperation, competition and people to victimization – and culpability AOJ 604 intergroup conflict. Communication, – the actions on the part of individuals Criminal Justice Planning leadership and planned change in which, under certain circumstances, and Evaluation organizations are emphasized. suggest victims may be partly responsible 3 credits for their own victimization. Recently The objective of this course is to focus AOJ 503 enacted laws pertaining to the rights on developing new projects from Issues in Correctional Administration of victims will be examined, as well as inception to completion. It deals with 3 credits programs that aid victims in their plight establishing priorities, securing funding, This course focuses on the structure, administering programs, and designing function and operation of modern AOJ 520 and implementing evaluative criteria. It correctional administration, both Issues in Criminal Justice incorporates empirical data evaluation, institutional and community based. Target 3 credits including parametric and nonparametric issues relevant to inherent systematic This course offers a concentrated study techniques, and the use of computers problems are explored in detail. of selected critical issues in the criminal in evaluation. justice system. The issues are timely and AOJ 506 of concern to both academicians and AOJ 605 Professional Ethics practitioners of law enforcement and Government Management 3 credits corrections. 3 credits This course is designed to provide a Emphasis in this course is placed on philosophical blend of both theoretical AOJ 532 primary areas of personnel and fiscal principles and practical issues as they Seminar: Public law administration. Personnel areas such as bear on criminal justice professionals. and Public Administration labor/management relations, motivation, Special emphasis is placed on the role of 3 credits planning, control, recruitment, selection, professional ethics and customs as they This seminar provides the opportunity training and evaluation are covered. affect and are affected by contemporary to examine “the administrative process” In addition, students explore basic values. and the constitutionality of the frequently accounting principles and procedures broad discretion granted to agencies. including budgeting, financial statements, AOJ 511 Focus is on the wisdom and legality short- and long-term sources and the uses Historical and Comparative of delegation as well as the political, of capital, grantsmanship and managerial Criminal Justice administrative, and legal elements of control models. 3 credits administrative actions. This course is a survey of the origins and 16 development of the criminal justice system AOJ 610 criminology. Through the examination and crimes both by and against governments Seminar: Law and Society critique of contemporary works, the nexus including human rights violations, secret 3 credits of theory and method is addressed. Major police activities, genocide and crimes by Through the examination and critique consideration is given to typologies such police. Students also explore domestic of sociological studies, this seminar as criminal behavior systems. and international terrorism, protest, features various theoretical, empirical and assassinations and espionage. legal approaches to understanding the AOJ 625 relationship between law and society. This Theories in Corrections AOJ 634 is not only a study of the legal system, but and Criminal Justice Seminar: Criminology and Crime Policy an attempt to understand the nature of 3 credits 3 credits social order through a study of law. As a study of the major issues and conflicts The seminar incorporates an academic characteristic of corrections, this course review of prevailing criminological theories AOJ 616 focuses on empirical and theoretical and a critique of crime policies. Conceptual Issues in Juvenile Justice literature reflecting legal, sociological, and ideological perspectives are used to 3 credits psychological and public-policy viewpoints examine assumptions and objectives of The majority of serious adult criminals affecting corrections and criminal justice. public policy responses to crime. Seminar begin their deviant careers as juveniles, Emphasis is placed on the ideologies that themes include the use of empirical therefore an investigation of the origins reflect and shape the development of infomation in policy decision-making, the of juvenile delinquency is simultaneously corrections as both a subsystem and a goal social construction of crime, and the limits an examination of many of the origins of of the criminal justice system. of crime policy. crime and deviance generally. Students explore juvenile crime from a variety of AOJ 628 AOJ 637 perspectives and contemporary theoretical Seminar: Crime Analysis Seminar: Special Topics in Juvenile approaches to the origins of delinquent 3 credits and Criminal Justice youth. This entails a critical examination This integrated lecture and application 3 credits of the contemporary juvenile justice course emphasizes practical skills and the Independent study and directed reading system and discussion of current efforts use of computerized tools; designed to course is designed for second-year to reform the system. The seminar also develop both basic and advanced skills in students with the approval of the graduate includes discussions of the connections criminal analysis. director. This course is for preliminary thesis research. among child abuse, drug abuse, gang AOJ 629 involvement, familial and social factors and Seminar: Drugs, Crime and Culture AOJ 650 juvenile crime. 3 credits Supervised Justice AOJ 618 This seminar focuses on critical issues Administration Readings Seminar: Computers, Crime at the nexus between drug use and 3 credits and Criminology the American criminal justice system. This individualized course is designed to 3 credits Topics include examining drug use in meet the students’ special interests in an Computers have had a profound America from the historical, sociological area of law enforcement or corrections impact on recent history. This seminar and biopsychological perspectives. This administration. The course may include a explores the impact of the growing seminar also reviews the American criminal mixture of law enforcement or corrections computer technology in relationship justice policy as related to drug use. A administration as well as reading, projects, to crime, criminology and the criminal variety of approaches to the problem of special seminars or lectures, which may justice system. Topics include the use of drug use and the treatment of drug use relate to the students’ learning goals. computers as a research tool, as a law will be explored. Students are expected to meet with their tutors at least 15 hours to discuss, review enforcement investigative tool, and the AOJ 630 types of, and control of, computer crime. and evaluate their progress. No student Seminar: Public Policy Analysis may enroll in this course without filing a AOJ 620 3 credits learning plan for approval by the graduate Seminar: Forensic Science This seminar is based on several premises, program director. 3 credits all of which relate to the idea that the This semester is a special study of the complex task of public administration AOJ 675 newest techniques used by science in is “about” policy making; which means Justice Administration Thesis the administration of justice. It includes that it is “about” politics, and that politics 6 credits case studies, laboratory techniques, is increasingly “about” leadership, inter- The thesis should be planned research interpretation of proof and the available governmental management, and the on a unique topic related to corrections scientific resources. Some laboratory work establishment of community coalitions. To administration. In the completed is required; previous work in criminalistics complicate matters, all of this must take thesis, the student must demonstrate a is helpful. place in a public environment of uncertain knowledge of the relevant literature. The competition, democratic ideals, ethical and research project is executed and evaluated AOJ 621 legal concerns and the ever-present media through a written document and an Seminar: Advanced Criminology oral presentation. Thesis topics must be 3 credits AOJ 631 approved by the program director and The purpose of this seminar is to provide Seminar: Political Crime and Terrorism the thesis advisor prior to beginning the access to most of the significant current 3 credits research. research and literature in the field of This seminar examines ideological 17 GRADUATE PROGRAM IN ANTHROPOLOGY

PROGRAM PHILOSOPHY AND CONTENT FORENSIC AND BIOLOGICAL ANTHROPOLOGY TRACK and three required courses during the second year, many in The Master of Science degree program in Anthropology: Forensic a prescribed sequence. Additional elective courses may be and Biological Anthropology Track represents the first program completed within the context of the program for a minimum of 33 in the country focused primarily on providing students with a credits. Students will typically begin thesis work at the end of the comprehensive basic training regimen in the combined fields of first course year. The thesis must be completed within the context forensic and biological anthropology. This will be accomplished of the program. by a curriculum that includes a strong foundation in biological/ bioarchaeological anthropology, along with a significant focus MISSION STATEMENT on all of the major components of the discipline of forensic The Master of Science degree program in Anthropology, Forensic anthropology, including forensic osteology, forensic archaeology, and Biological Anthropology Track is focused on providing forensic taphonomy and skeletal trauma. students with a comprehensive training regimen in the combined fields of forensic anthropology and biological anthropology. Graduates of the program will be encouraged to continue their Students receive extensive training in the classroom, field and education in a Ph.D. program within the disciplines of forensic laboratory that allows them to be strongly competitive for Ph.D. anthropology and biological anthropology, or in related fields, programs in physical or biological anthropology, anatomy and such as medical, biomedical or anatomy programs. Training will biostatistics. The program is enhanced by the large amount of provide the students with an extensive academic background, as forensic casework opportunities for the students provided through well as ample field and laboratory skills and experience in both the Applied Forensic Sciences Department. Students are taught forensic anthropology and physical anthropology. This background the importance of ethics in forensic science and the significance of will allow them to be very competitive candidates for teaching their personal role in the forensic science community. and research assistantships, as well as grant and scholarship funding opportunities within any of the top biological or forensic LEARNING OUTCOMES anthropology Ph.D. programs. 1. Goal: Develop and master the principles and professional Other graduates may choose to seek employment with local, practices of Forensic and Biological Anthropology. state and federal agencies. As a result of the extensive casework Competently and comprehensively document forensic context experience, graduates are well suited to assist law enforcement 2. from a variety of outdoor forensic scenes. officials, professional forensic anthropologists and other forensic scientists in a number of professional scenarios, including crime 3. Expertly analyze and interpret human skeletal remains. scene data collection. Students will be well versed in field recovery 4. Progress to advanced levels in the areas of skeletal biology, methods, including searches, scene and context documentation, human anatomy, human growth and development, and human and recovery procedures from a variety of outdoor, fire and variation. mass fatality scenes. Laboratory skills mastered include skeletal processing, data collection and skeletal analysis of human remains, 5. Proficiently process data utilizing univariate and multivariate both for the production of forensic case reports and skeletal statistical principles and analyses. research. 6. Critically analyze and knowledgeably utilize the historical and The curriculum is constructed such that full-time students will current, researched and published, topics in Biological and complete at least seven required courses during the first year Forensic Anthropology.

ANTHROPOLOGY MASTER’S DEGREE REQUIREMENTS: YEAR 2 FORENSIC AND BIOLOGICAL ANTHROPOLOGY TRACK ANTH 575 Advanced Human Variation OR ANTH 610 Human Skeletal Growth & Development Core Courses ANTH 630/631 Skeletal Trauma Analysis/Lab YEAR 1 ANTH 640 Forensic Taphonomy ANTH 500 Basics of Forensic Anthropology ANTH 670 Master’s Thesis ANTH 510/511 Forensic Archaeology/Lab ANTH 520/521 Fragmentary Human Osteology/Lab ELECTIVE COURSES ANTH 528 Human Skeletal Profile I - Age ANTH 535 Paleoanthropology I ANTH 530/531 Human Skeletal Profile II/Lab ANTH 536 Paleoanthropology II ANTH 540/541 Modification of the Human Skeleton/Lab ANTH 546 Basic Statistical Methods for Research ANTH 546 Basic Statistical Methods OR ANTH 547 Anthropological Ethics ANTH 550 Statistical Methods in Anthropology ANTH 565/566 Zooarchaeology/Lab ANTH 600 Basics of GIS ANTH 620/621 Pathological Conditions of the Human Skeleton/Lab 18 ANTH 635 Current Topics in Biological Anthropology LEARNING OUTCOMES: ANTH 638/639 Gross Anatomy for Anthropologists/Lab Goal: Develop and master the principles and professional practices ANTH 645 Advanced Statistical Methods in Biological and of anthropology, archaeology, and/or geoarchaeology. Forensic Anthropology

Ideal candidates will have a very strong undergraduate record/ 1. Design archaeological, geoarchaeological and/or degree in a field of anthropology (e.g., forensic anthropology, anthropological proposal and projects. bioarchaeology, physical anthropology or archaeology), natural 2. Apply GIS and statistical methods to archaeology, science (e.g., biology, chemistry), or forensic science. Evaluation of geoarchaeology, and/or anthropology. applications will focus on undergraduate academic record, Graduate Record Examination (GRE), professional references, letter of intent 3. Define and apply ethical standards in the practice of and personal interview upon invitation by the department. archaeology, geoarchaeology, and/or anthropology 4. Demonstrate fluency in the history of general anthropological GRADUATE CERTIFICATE IN FORENSIC AND BIOLOGICAL ANTHROPOLOGY theory and its relationship to contemporary archaeology, Starting in Fall 2014, a yearlong Graduate Certificate Program in geoarchaeology, and/or anthropology Forensic and Biological Anthropology will be available to students 5. Prepare, assemble, and produce archaeological, wishing to complement their undergraduate education with anthropological, or geoarchaeological reports, publications, additional training in specific areas of interest that may not have and theses. been available at their undergraduate institution, in preparation for graduate school applications. The new program will also be useful ANTHROPOLOGY MASTERS DEGREE REQUIREMENTS: for those students interested in acquiring practical experience in ARCHAEOLOGY AND GEOARCHAEOLOGY the specific methods of forensic anthropology. CORE COURSES A B.A. or B.S. in a relevant field is recommended to apply. YEAR 1 Evaluation will be based on undergraduate record, letters of ANTH 550 Statistical Methods in Anthropology intent and professional references. Students will be mentored by ANTH 600/601 Basics of GIS/lab department faculty and will be able to construct a personalized ANTH 632/633 Perishables Analysis – or ANTH 532/533 curriculum of at least five (5) courses in the current Mercyhurst Geoarchaeology/lab graduate catalog. Students will also have the opportunity of ANTH 538 Advanced Anthropological Theory participating in actual forensic cases conducted by the Mercyhurst ANTH 525/526 Archeological Field Methods/lab Forensic Anthropology Laboratory. Open enrollment is offered ANTH 526 Summer Field Training throughout the academic year. YEAR 2 Further application instructions can be found on the department ANTH 536/537 Analytical Lab Methods in Prehistoric - or website, or contact the Mercyhurst Graduate Admissions office. 538/539 Historic Archaeology ANTH ??? Directed Readings in Anthropology ARCHAEOLOGY AND GEOARCHAEOLOGY TRACK ANTH 622 Summer Field Training MISSION STATEMENT ANTH 670 Master’s Thesis It is axiomatic that we, as a species, cannot know where we are going if we do not know where we have been. The fundamental ELECTIVES mission of the Mercyhurst Archeological Institute (MAI) and its GEOL 545/546 Advanced Sedimentation and Stratigraphy/Lab three constituent departments (a) Anthropology/Archeology, GEOL 532/533 Advanced Geomorphology/Lab (b) Applied Forensics Sciences, and (c)Geology is to provide our GEOL 655 Advanced Field Methods in Geology students with a comprehensive, hands-on experience that explicates GEOL 606/607 Advanced Soils/Lab and contextualizes within the Catholic and Mercy tradition not ANTH 516 Plants and People only the behaviors of the actors and actresses of antiquity and ANTH 532/533 Geoarchaeology/lab the present, but the environmental stage upon which they have ANTH 535 Paleoanthropology I operated, and upon which they will operate in the future. ANTH 536 Paleoanthropology II ANTH 606 Iroquoian Prehistory ANTH 660 Advanced GIS

ANTHROPOLOGY COURSE DESCRIPTIONS

ANTH 500 experts, ethics in forensic science and ANTH 510/511 Basics of Forensic Anthropology anthropology, and the new direction of Forensic Archaeology/LAB 3 credits standardization and accreditation in the 3 credits/1 lab credit This course will cover the basic principles field. Additionally, students will learn This course will provide students with a of forensic anthropology including but protocols, procedures, and skills specific working knowledge of how to document not limited to its historical background, to forensic casework in the Mercyhurst forensic context from a variety of outdoor the role of the forensic anthropologist Forensic Anthropology Laboratory such as forensic scenes. The course will consist in a forensic context, expert witness forensic imaging and casting of specimens. of lectures and hands-on activities, testimony, multidisciplinary interactions Prerequisite: None supplemented with examples from forensic with law enforcement and other forensics cases. The goal of the course is to introduce 19 students to basic forensic archaeological the end of the course, students will be ANTH 546 recovery principles, methods, and responsible for independently completing Basic Statistical Methods for Research practices. Hands-on activities in site a case report using the knowledge gained 3 credits mapping using a variety of instruments, from this course. The goal of this course is providing the proper excavation methodologies and Prerequisite: ANTH 520/521 student with an in-depth understanding of biological physical evidence collection will formal hypothesis testing and the general be used. ANTH 535 principles underlying parametric statistical Prerequisite: None Paleoanthropology I methods. The student will not only learn 3 credits the practical application of the methods ANTH 520/521 The Paleoanthropology series will provide discussed in class but will also learn how Fragmentary Human Osteology students with detailed knowledge of past to interpret and evaluate the results of and Laboratory and current research and theories related hypothesis tests carried out with any other 3 credits/1 lab credit to the origin and subsequent journey of method. The course will also serve as an This course will provide students with the human creature. Part I will provide the introduction to experimental design. The in-depth training in human osteology – historical background to the sub-discipline, skills obtained from this course will form the study of the structure and function and detail the methodologies utilized the basis to learn more advanced statistical of human bones. Students will not in the reconstruction of the geological, methods and research techniques in the only learn to identify human skeletal temporal, and evolutionary settings will natural sciences. elements and features, but will also gain be detailed. This theoretical background Prerequisite: None an understanding of their anatomical will be used to critically analyze data functions. The skills obtained from this (and theories) relating to various fossil ANTH 547 course will form the basis for more primate, and especially, hominid taxa. Part Anthropological Ethics advanced anatomical and anthropological I will end with discussions of the genus 3 credits studies in forensic anthropology, Australopithecus and related taxa. Part II This course explores the ethical, legal and bioarchaeology, paleoanthropology and will focus on the genus Homo. practical dimensions of contemporary various medical fields. Prerequisite: None. anthropology and its sub-disciplines Prerequisite: None through a consideration of topics such as ANTH 536 anthropology as a profession, ethics and Paleoanthropology II ANTH 528 codes of conduct, national and international 3 credits approaches to cultural/heritage Human Profile I- Age Part II of the Paleoanthropology series 3 credits management, the relationship between will begin with discussions of the genus anthropology and diverse publics, and The main goal of this course is to provide Australopithecus and the development of students with in-depth training in human anthropological education. It is intended to tool-making technology and will end with expose students to the myriad issues that skeletal analysis. In particular, students a focus on the genus Homo. Students will will gain the knowledge and experience may arise during a career in anthropology. be presented with the historical context Students will develop the skills necessary necessary to accurately estimate juvenile of hominin taxa and of the stratigraphy, to formulate, discuss and defend your and adult age from unknown skeletal paleoecology and cultural significance own set of anthropological values through remains. Throughout the course, students of hominin sites. The morphologies and critical analysis and study of case studies, will be asked to critically review research phylogenetic relationships of various ethical principles, and codes of conduct. studies, thereby becoming familiar with hominin taxa. Prerequisite: ANTH 535 Class activities and assignments include research methods and presentation. At lectures, reading, writing, films, group the end of the course, students will be ANTH 540/541 Modification of the discussions, presentations and occasional responsible for independently completing Human Skeleton and Laboratory guest speakers. the age estimation section of a case 3 credits/1 lab credit Prerequisite: None report using the knowledge gained from This course represents the third course this course. in the human skeletal biology sequence ANTH 550 Prerequisite: ANTH 520/521 (ANTH 520, 530, 540). Topics to be Statistical Methods in Anthropology covered include in-depth analysis of 3 credits ANTH 530/531 skeletal pathology, taphonomic factors, This course is an introduction to the statistical techniques used most often in Human Profile II/Lab and interpretation of skeletal trauma. biological and forensic anthropology. Topics 3 credits/1 lab credit Examination of actual cases will be The main goal of this course is to provide include univariate summary statistics, emphasized with microscopic examination significance tests, hypothesis testing, students with in-depth training in human and digital photographic documentation skeletal analysis. In particular, students correlation, linear regression, detecting required by all participants. outliers, principal component analysis, and will gain the knowledge and experience Prerequisite: ANTH 530/531 necessary to accurately estimate the discriminant analysis. biological profile from unknown skeletal remains. They will learn to apply traditional metric and non-metric estimation methods, as well as more recent approaches. At 20 ANTH 565/566 ANTH 620/621 basics of human gross anatomy, as well as Zooarchaeology/Lab Pathological Conditions of the Human its functional, forensic, and evolutionary 3 credits/1 lab credit Skeleton and Laboratory importance in anthropological contexts. In this course, all aspects of 3 credits/1 lab credit Prerequisite: None zooarchaeology will be discussed. A Students will be presented with details foundation in comparative osteology and of pathological conditions that affect the ANTH 640 the evolutionary perspectives of zoology human skeleton. Discussion will begin Forensic Taphonomy will be presented. Students will learn to with the basics of alteration of bone 3 credits conduct faunal analyses, and how faunal resulting from osteoblastic or osteoclastic The goal of the course is to provide remains can be used to interpret diet, activity and end with discussion of students with details of the field of forensic seasonality, and socioeconomic factors specific bone diseases, analyzed and taphonomy as currently configured. of past societies. Students will also learn described from gross, histological and As there is a dearth of good forensic how knowledge of faunal remains aids in radiographic perspectives. taphonomic research, this course will making the distinction between human Prerequisites: ANTH 540/541 provide students with an opportunity to and non-human skeletal remains in a explore their particular interests in forensic forensic context. ANTH 630/631 taphonomy by conducting extensive Prerequisite: None Skeletal Trauma Analysis/Lab literature reviews of the topics of their This course examines, in detail, the choice during each week’s focus. Those ANTH 575 skeletal manifestations of injuries students interested in conducting research Advanced Human Variation occurring near or at the time of death. through a Master’s thesis in a forensic 3 credits Topics to be discussed include: blunt taphonomy will be given wide latitude to Through this course, students will analyze force trauma, gunshot/ballistic trauma, explore the topic and create an extensive biological data from human populations sharp force trauma, burned bone trauma, bibliography. The final product for those with regard to natural selection, human and bone fracture healing. An emphasis students will be a literature review, final adaptation, growth and development, will be placed on bone biomechanics. research design, and data collection. and population genetics. The course also Prerequisite: ANTH 540 Prerequisite: ANTH 540 includes an overview of morphological and genetic analytical methods of ANTH 635 ANTH 645 evaluating variation in and among Current Topics in Biological Advanced Statistical Methods modern human groups. Anthropology in Biological and Forensic Prerequisite: None 3 credits Anthropology This course is designed as a graduate 3 credits ANTH 600 seminar course, in which students will In this course the student is expected Basics of GIS critically review and discuss current to master multivariate statistical 3 credits research articles in the field of biological techniques employed in biological and The course is an introduction to anthropology. The goal of the course forensic anthropology. The course covers Geographic Information Systems and is to broaden student knowledge and more extensive evaluation of principal will provide students with a basic awareness beyond their particular area components analysis, and explores further knowledge of its theory and main practical study, keep them up to date on recent methods of statistical classification, applications, with stress on basic GIS studies in the field, and provide them cluster analysis, logistic regression, software logics, usage and applications. with the background necessary to have transition analysis, and resampling. The students will learn the usage of ESRI’s professional discussions both inside Prerequisite: ANTH 550 ArcGIS 9, with examples from different and outside the classroom on a variety fields. Upon completion of the course, of topics. General discussion topics ANTH 670 students will be able to collect, create and may include geometric morphometrics, Master’s Thesis view geographic information data from modularity, heterochrony, plasticity, 3 or 6 credits preexisting sources as well as produce their secular trends, morphological integration, This course is to be taken when the own maps and calculate basic descriptive developmental biology or recent finds student is completing the Master’s Thesis. spatial statistics, such as measurements of in the field of paleoanthropology. dispersion and central location. Prerequisites: ANTH 540/541 Prerequisite: None ANTH 638/639 ANTH 610 Human Growth Gross Anatomy for Anthropologists/Lab and Development 3 credits/1 lab credit 3 credits The main goal of this course is to provide This course covers the phenomenon anthropology students with in-depth of human growth, how growth and training in human gross anatomy. During development can be measured, the laboratory sessions students will be molecular basis of growth, secular changes, responsible for conducting a full cadaveric genetic and environmental effects on dissection and are expected to be able growth, and applications to age estimation to identify all anatomical features and in subadults. gain familiarity with human anatomical Prerequisite: None variation. Lecture material will cover the 21 GRADUATE PROGRAM IN APPLIED BEHAVIOR ANAYLISIS

PROGRAM PHILOSOPHY AND CONTENT 5. Conduct a comprehensive functional behavior assessment. The The Master of Science (M.S.) in Applied Behavior Analysis (ABA) assessment should conform to discipline standards. is designed to prepare graduates to address socially important 6. Develop a comprehensive treatment plan. The treatment plan problems that are primarily the result of human behavior. In this should conform to discipline standards. respect, the ABA master’s does not represent a field of study (e.g., 7. Critically evaluate basic, applied, and translational research, and education, psychology, medicine or business), rather a discipline identify the implications for practice. that can be applied in any number of fields. Many of the problems we as a people face each day are the result of human behavior – 8. Apply the technologies and methods of behavior analysis to what better solution than the science of human behavior to solve change some socially important behavior to a meaningful these problems? Students who successfully complete the program degree. will possess the skills and abilities of an emerging expert in ABA. The degree requirements are derived in part from the Behavior DEGREE REQUIREMENTS Analysis Certification Board. Students who successfully complete CREDIT this program will be eligible to sit for the board examination. EDSP 502 Single-Case Methodology Additionally, this degree program will explore areas of behavior EDSP 536 Ethics and Legal Practices analysis that go beyond the board requirements. EDSP 640 Principles of Behavior Analysis I The ABA master’s program is 38-credits and will take at least two EDSP 650 Functional Behavior Assessment and years to complete. As part of the core requirements, students Intervention Development will complete an intensive practicum, research thesis, as well as EDSP 672 Intensive Practicum Experience non-credit requirements. The course sequence is predicated on MABA 510 Science and Behaviorism the belief that an in-depth understanding of applied behavioral MABA 520 Special Topics in Applied Behavior Analysis, technology, experimental analysis, methodology and behavioral MABA 550 Principles of Behavior Analysis II, philosophy are requisite skills of a competent behavior analyst. MABA 560 Advanced Applied Behavior Analysis and Complex Behavior MISSIONS STATEMENT MABA 655 Applied Behavior Analysis Practice and To provide Mercyhurst students in the Applied Behavior Analysis Extensions Master’s program with the experiences, both in and outside of the MABA 690 Special Topics Independent Study, 1 credit classroom, necessary to become effective, competent and ethically MABA 699 Applied Behavior Analysis Research Thesis responsible behavior analysts. We believe the ability to use and apply behavioral technology, experimental research, methodology, NON-CREDIT ethical guidelines and behavioral philosophy are all requisite skills Successful completion of comprehensive general examination. of a behavior analyst.

LEARNING GOALS AND OUTCOME The course sequence and curriculum in the Applied Behavior Analysis program are explicitly designed to provide students with the necessary experiences to become effective, competent and ethically responsible behavior analysts. The following represents the primary measurable student learning goals and outcomes: 1. Develop a comprehensive and scientifically rigorous single- case design research study that conforms to the standards of the discipline. 2. Critically evaluate and apply the ethical guidelines and practice standards outlined by the Behavior Analysis Certification Board. 3. Describe radical behaviorism and the dimensions of ABA. Compare the behavioral approach to other theories of human behavior. 4. Critically evaluate and apply basic and complex principles of behavior analysis.

22 APPLIED BEHAVIOR ANALYSIS COURSE DESCRIPTION

EDSP 502 spanning half a century. Specifically, the environment, (d) develop problem solving Single-Case Methodology learner will identify the basic dimensions strategies to enhance the educational 3 credits of human behavior, the environmental experience, and (e) establish leadership, “A scientist may not be sure of the factors involved in operant conditioning, dialog, and critical analysis in the field of answer, but he’s often sure he can find and the tools and techniques developed behavior analysis. one” (Skinner, 1948). To become a savvy to measure, record, and analyze resulting researcher or consumer of scientific data. An underlying context for this MABA 510 information, one must understand and course’s content will be the application Science and Behaviorism critically analyze research methodology. of discussed concepts to treatment for 3 credits This course will examine the multiple individuals with developmental disabilities, “Applied behavior analysis can be fully facets of behavioral research and single- including autism. Additionally, the learner understood only in the context of the case design. Students will learn to will identify developments which are philosophy and basic research traditions conduct single-case design research and historically significant to the establishment and findings from which it evolved and critically evaluate published behavioral of a scientific and empirical approach to remains connected today” (Cooper, Heron, research. Special emphasis will be placed human behavior. and Heward, 2007).This seminar course on the analysis, strategies, tactics, and will provide students with the theoretical, application of single-case experimental EDSP 650 conceptual, and scientific foundation of research methodologies (within, between, Functional Behavior Assessment Applied behavior analysis (ABA). Students and combined series designs) related to and Intervention Development will contact seminal works by Skinner research-based educational and clinical 3 credits as well as other influential behaviorists. practices. Finally, the ethical implications of This course will give students a These works will be discussed in context the aforementioned areas will be discussed comprehensive overview of functional with current behavior analytic practice, throughout the course. behavior assessment and intervention technologies, and methodologies. development. Behavior analysts are often MABA 520 EDSP 536 tasked with developing interventions designed to change challenging behavior. Special Topics in Applied Behavior Ethics and Legal Practices Analysis 3 credits Interventions based on a thorough assessment of behavior often yield the 3 credits The ultimate goal of the behavior analyst As a science, Applied Behavior Analysis or teacher is to change socially important best outcomes. To this end, students will be exposed to a variety of non- (ABA) is an ever changing, ever evolving behavior to some meaningful degree. As discipline. This seminar course will provide the procedures available to achieve this experimental and experimental functional behavior assessment methodologies. students with an overview of various goal are seemingly limitless, one must special topics within ABA (e.g., behavioral use a set of values or ethics to determine Students will be taught how to select, develop, and implement functional economics). These topics will cover recent which practices are acceptable and which findings of significance, translational are not. Furthermore, behavior analysts behavior assessments. Students will also learn how to develop interventions based research, technological advancements, and and teachers are often presented with methodology advancements. Each week, situations that require decisions to be on the results and findings of a functional behavior assessment. students will contact readings related to a made based on social values or ethical topic, these topics will be discussed in class, principles. This course is designed to EDSP 672 as will the implication for applied practice. expose candidates to the legal and ethical Intensive Practicum Experience issues that influence practice. Each week, 9 credits MABA 550 a different legal or ethical issue will be The Intensive Practicum is designed Principles of Behavior Analysis II discussed in this seminar-based course. to further establish, and ultimately 3 credits Candidates who successfully complete this solidify a link between research-theory The Experimental Analysis of Behavior course will gain experience with the laws and application-practice within the (EAB) provides the technological and ethics that govern practice. field of applied behavior analysis. More foundation for Applied Behavior Analysis. specifically, this Practicum requires This course is predicated on the belief EDSP 640 that a thorough understanding of EAB Principles of Behavior Analysis I graduate students the opportunity to (a) determine individual student technologies, methods, and findings will 3 credits benefit the applied practitioner. Students This course provides an introduction to the learning differences through curriculum prioritization and assessment, (b) plan, will contact historically relevant research basic principles of behavior, according to as well as recent research within EAB; both operant and respondent conditioning integrate, and implement individual, small group, and collaborative assessment- the implications of these findings will be paradigms. The learner will be provided discussed in terms of applied practice. with an examination of the guiding driven instruction, (c) develop class-wide principles of Applied Behavior Analysis, as and individual management protocols described by Baer, Wolf, and Risley (1968), designed to explore the functionality of and developed through a body of research behavior within the context of the school 23 MABA 560 Advanced Applied Behavior Analysis and Complex Behavior 3 credits Radical behaviorism attempts to understand all human behavior, including private events, in terms of ontogeny and phylogeny (Cooper, Heron, and Heward, 2007). This course will examine complex behaviors, including Skinner’s analysis of verbal behavior. Oftentimes, developing interventions for complex behaviors requires special consideration. Students will learn to analyze and describe complex behavior in behavioral terms. Finally, students will learn to develop behavioral programs to change complex behavior, when applicable. MABA 655 Applied Behavior Analysis Practice and Extensions 2 credits As a discipline, behavior analysis is used to address a wide range of socially important problems. This seminar course will survey different areas of application and recent advancements within Applied Behavior Analysis. Students will apply skills developed in other courses to create hypothetical interventions to address a variety of novel problems. MABA 690 Special Topics Independent Study 1 credit This course is designed to give students the opportunity to further explore a specific area of interest with Applied Behavior Analysis. Students will work with an advisor to select a topic, gather research, and conduct a critical analysis. The product of this course will be in-depth literature review, which will service as the foundation for the Applied Behavior Analysis Research Thesis (MABA 699). MABA 699 Applied Behavior Analysis Research Thesis 2 credits The thesis represents the culmination of a student’s scholarly work. A successful thesis includes application, synthesis, and critical evaluation. This final project should establish a scholarly position that advances the discipline of Applied Behavior Analysis. Students will work with a faculty advisor when completing this degree requirement.

24 GRADUATE PROGRAM IN APPLIED INTELLIGENCE

PROGRAM PHILOSOPHY AND CONTENT MISSION STATEMENT Today, thousands of research and intelligence analysts work It is the mission of the Institute for Intelligence at Mercyhurst throughout the United States and abroad in government agencies University to produce graduates, through a variety of delivery and private enterprises. The work of these intelligence analysts, modalities, who are skilled in utilizing a variety of sources of data whether relating to national security, criminal investigative and analytic techniques to lead the collaborative development of activities, business intelligence or terrorism, involves the high-quality written and oral analytic intelligence products that, preparation of assessments based on the collection, correlation in service toward a just world, inform decision-makers, thereby and analysis of information. Building on the nationally renowned fostering an appreciation for the dignity of work and commitment undergraduate Intelligence Studies program, the Applied to serving others. Intelligence program provides students with the educational foundation necessary to succeed as intelligence analysts and LEARNING OUTCOME leaders of analytical teams at federal and state agencies or within Graduates of the Master of Science in Applied Intelligence the law enforcement and business communities. graduate program will be able to: The Master of Science degree in Applied Intelligence is a 34- or 1. Interpret the theory and history of the discipline of 36-credit program designed to provide a theoretical and practical intelligence. framework for the study of intelligence and its application in a 2. Apply critical thinking skills to ‘real world’ issues. wide variety of contexts. This is accomplished through a rigorous curriculum that includes a basic core, which exposes students to 3. Appraise collected data/information using a variety of analytic the fundamental and advanced concepts and analytic techniques techniques and methodologies. related to intelligence, and a set of elective courses that allows 4. Prepare analytic products in written, oral, visual, and/or the student to pursue study in areas of law enforcement, national multimedia formats. security and competitive intelligence. 5. Devise open source research and collection management The ideal candidate for the Applied Intelligence program possesses practices. an inquiring mind, an interest in the world around them, an ability 6. Facilitate and manage intelligence processes and practices. to communicate with others effectively, and a desire to research and write. The individual should be self-motivated, in addition to 7. Produce research in the intelligence field. committed to personal and professional development. Individuals from a variety of academic and professional backgrounds APPLIED INTELLIGENCE MASTER’S DEGREE REQUIREMENTS are encouraged to apply; however, members of the Applied Core Courses (7 courses): 21 credits Intelligence program may request an interview to determine whether the program will meet the applicant’s goals. INTL 501 Research Methods in Intelligence INTL 510 Intelligence Theories and Applications Students enrolled in the Applied Intelligence program are afforded INTL 540 Competitive Intelligence state-of-the-art learning resources, excellent liaison with potential INTL 576 Law Enforcement Intelligence employers in government and the private sector, access to a core INTL 580 Intelligence Communications of successful graduates, and exposure to an experienced and INTL 615 Contemporary Leadership in Intelligence accomplished faculty. INTL 655 Managing Strategic Intelligence Analysis Preference in admissions for the online degree will be given to Elective Courses (5 courses): 15 credits working professionals who possess experience as an analytic professional (or similar position) that signals the applicant will INTL 520 Advanced Analytical Techniques benefit from further study in the field of applied intelligence. INTL 560 Cyber Threat Analysis Please note that those who are just completing their INTL 570 Comparative History of Intelligence undergraduate studies and/or do not possess professional work INTL 575 Evolution of Counterintelligence experience should apply to the resident MS in Applied Intelligence INTL 590 Intelligence Support to Targeting degree program in Erie, Pa. INTL 595 Geospatial Intelligence INTL 603 Theory and Process in The department shall conduct an annual review of the academic Law Enforcement Intelligence progress of all students enrolled in the program. Students whose INTL 606 Strategic Business Intelligence GPA falls below a 3.0 or who might otherwise exhibit behavior INTL 611 Intelligence and the Constitution that is not conducive to ensuring employment in this field will be INTL 620 Nonproliferation Analysis placed on probation or disenrolled form the program, depending INTL 626 Analyzing Financial Crimes on the outcome of review.

25 INTL 627 Graduate Seminar: National Security GRADUATE CERTIFICATE IN COUNTERINTELLIGENCE INTL 633 Studies In Terrorism The Mercyhurst Univeristy Certificate in Counterintelligence is a INTL 635 Counterintelligence Events and Concepts three-course, nine-credit-hour graduate certificate program. This INTL 637 Advanced Analytic Methodologies for challenging and demanding academic experience introduces Law Enforcement and Homeland Security counterintelligence history, theory and analysis. INTL 640 Intelligence, the Military and Warfare INTL 645 Counterespionage and Policy Making The goals of the program are to: introduce students to the INTL 650 Topics in Intelligence impact and relevance of counterintelligence as a component of INTL 675/695 Internship/Co-op (1 credit) history; expand their knowledge of counterintelligence events INTL 676 Research-based Project that changed history and the need to conduct double-agent INTL 679 Intelligence Thesis Seminar operations; and strengthen their counterespionage decision- INTL 680 Thesis in Applied Intelligence making skills. The courses are sequential and build on each other. Students must Note: Students who elect the thesis option take three intelligence complete the courses listed below in the following sequence: electives, in addition to the Intelligence Thesis Seminar (INTL 679) and Thesis in Applied Intelligence (INTL 680) courses. Students INTL 575 Evolution of Counterintelligence who elect to take the research-based project take four intelligence INTL 635 Counterintelligence Events and Concepts electives, in addition to the Research-based Project (INTL 676). The INTL 645 Counterespionage and Policy Making Research-based Project is only available to working professionals in The certificate is intended as skill enhancement for those who the online degree program. are already working professionals; it is not intended to prepare GRADUATE CERTIFICATE IN APPLIED INTELLIGENCE an individual for a new career in the field. The certificate is open The Mercyhurst University Certificate in Applied Intelligence is only to individuals who have completed their undergraduate a three-course, nine-credit-hour graduate certificate program. degree. It is not necessary for that degree to be in an intelligence- This challenging and demanding academic experience provides related discipline. The nine graduate credits awarded through the students with a variety of analytical skills and exposure to the latest certificate may be used to partially satisfy the degree requirements technologies in intelligence theory, communications and research. for the Master of Science degree in Applied Intelligence. The goals of the program are to: introduce students to current intelligence theory and application, build their intelligence analysis skills, improve their intelligence writing abilities and strengthen their team management skills. The courses are sequential and build on each other. Students must complete the courses listed below in the following sequence:

INTL 510 Intelligence Theory and Application INTL 580 Intelligence Communications INTL 520 Advanced Analytical Techniques The certificate is intended as skill enhancement for those who are already working professionals; it is not intended to prepare an individual for a new career in the field. The certificate is open only to individuals who have completed their undergraduate degree. It is not necessary for that degree to be in an intelligence- related discipline. The nine graduate credits awarded through the certificate may be used to partially satisfy the degree requirements for the Master of Science degree in Applied Intelligence.

26 APPLIED INTELLIGENCE COURSE DESCRIPTIONS

INTL 501 analysis. The course objective is to introduce policy. In this course students will examine Research Methods in Intelligence business terminology, analytical models the issues, controversies and personalities 3 credits and other resources that organizations that have shaped the development of This course is an introduction to social utilize in the process of competitive counterintelligence over the past century science research methods with an intelligence. Students will be provided emphasis on applying those methods with a knowledge base of practical tools INTL 576 to the field of intelligence. The goal and methods to research a business’s Law Enforcement Intelligence of the course is to facilitate student micro and macro environment; from this 3 credits comprehension and application of base, students will develop competitive The course introduces the discipline of methodology in conjunction with sound overviews and insights to assist corporate law enforcement intelligence across the argumentation, as well as to promote a decision makers in reducing uncertainty subdisciplines of crime, intelligence, basic level of statistical knowledge through and developing strategy. investigative, operations/administrative, exposure in statistical software. Students and geo-spatial analysis. The role and will learn a variety of approaches to INTL 560 responsibilities of an analyst within inquiry, practical methodologies, and tools Cyber Threat Analysis each subdiscipline will be addressed, in that will assist them in conducting analytic 3 credits addition to an examination of basic law research as part of their continuing work This course explores the relatively new enforcement definitions, terminology, in the graduate program. The course will discipline of cyber threat analysis at federal law enforcement agencies, emphasize hands-on work with data. a basic level, introducing students to and intelligence centers relevant to the methodology of investigation, the intelligence. Students will utilize basic INTL 510 threat environment (cyberspace), some analytical methodologies and software Intelligence Theories and Applications of the online tools used by analysts, and tools to examine law enforcement 3 credits their application in real-world examples. intelligence problems. A survey course that introduces the Students will be introduced to the key student to the discipline of intelligence concepts, tools, and terminologies used by INTL 580 and provides the student with an professionals in the field and apply what Intelligence Communications understanding of how intelligence they learn in lab exercises that model 3 credits systems function, how they fit within the real-world events. The skill most valued by the intelligence policymaking systems of free societies, and consumer is the ability to communicate, how they are managed and controlled. The INTL 570 briefly and effectively, the results of course will integrate intelligence theory Comparative History of Intelligence detailed analytic work. This course, with the methodology and processes that 3 credits through repetitive application of a focused evolved over time to assist the intelligence This course examines the history of set of skills to a body of information intelligence from the Classical period in of constantly increasing complexity, is professional. The course focuses on advanced research and thinking skills China to the 20thcentury Cold War period. designed to prepare intelligence analysts fundamental to intelligence analysis. Although much of the material in the course to deliver a variety of intelligence products refers to the United States, this course is in both written and oral formats. INTL 520 comparative in scope. Specifically, this course Advanced Analytical Techniques explores how nations organize the tasks INTL 590 3 credits of the intelligence community (collection, Intelligence Support to Targeting This course is designed to provide an intelligence analysis, counterintelligence, and 3 credits opportunity for students to explore covert operations) to achieve strategic goals. This course will introduce students to techniques emerging from the intelligence Emphasis is placed in the international and Intelligence Support to Targeting. Students community and physical and social diplomatic environment that defined the will learn the basics of the Joint Targeting sciences and apply those techniques to intelligence requirements. Cycle and examine the intricacies of how intelligence problems. Focusing on a variety intelligence can drive operations. An of techniques from a variety of disciplines, INTL 575 understanding of the histical context that this course will expose an advanced student Evolution of Counterintelligence formed the basis for the current United to new and potentially useful methods for 3 credits States targeting process will be presented conducting intelligence analysis. This course will explore how to students as well as various technical counterespionage cases have served aspects of the trade. INTL 540 as historical markers in identifying the Competitive Intelligence international threat facing the nation INTL 595 3 credits at that particular moment. These Geospatial Intelligence This course explores the actionable investigations are woven into the fabric 3 credits information needs of modern business of the nation’s political history and have This course will cover topics related to the for competitive intelligence and business forced profound changes in government collection, exploitation, and analysis of geospatial information and imagery. The 27 focus of the course will be on how to use individuals, and how these limitations impact banking operations, and the collection and technology (both commercial and open the actions of the governmental analyst. analysis of this information, with emphasis source GIS software) and knowledge of The course will survey various statutory placed on Net Worth and Expenditure geospatial concepts to respond to a variety limitations on the use of information Analysis. In addition, special treatment is intelligence requirements that arise from collected by the government. Students will given to the detection and prosecution of fields that range from military and law also study the potential for personal liability money laundering, various types of money enforcement to business, humanitarian arising from violations of these constitutional laundering schemes, and the relationship issues, and other security issues. Sense and statutory constraints. of money laundering to terrorism. making through the fusion of all source geospatially referenced information INTL 615 INTL 627 to produce actionable intelligence for Contemporary Leadership Graduate Seminar: National Security decision-makers will be emphasized. in Intelligence 3 credits 3 credits This course provides an introduction to INTL 603 This course examines organizational national security decision-making in the Theory and Process in leadership in the context of intelligence U.S. with a special emphasis on the role Law Enforcement Intelligence organizations and units. Historically, of intelligence in formulating policy. It 3 credits the execution of intelligence leadership provides an historical overview of national This course reflects on relevant theories within the Intelligence Community will security politics and strategy since WWII and research in the fields of criminal be analyzed and the impact of leadership and a description of major institutions and justice and criminology to examine the on the intelligence process will be processes involved in national security contemporary policies and processes in evaluated. Students will explore leadership policymaking. In addition, it provides a intelligence for law enforcement at both styles, principles, models, in addition to survey of significant national security the strategic and tactical levels. The course developing a personal sense of how to lead problems and their changing nature in the discussion will include how intelligence groups and how to lead change within 21st century. can contribute to the development an organization. Contemporary issues of strategies and plans to support law and ethical challenges facing intelligence INTL 633 enforcement mission leaders will be explored, particularly how Studies in Terrorism leadership decisions impact organizations, 3 credits INTL 606 staff, morale, and public perceptions of This course will focus on terrorism and Strategic Business Intelligence intelligence organizations. counterterrorism policy, with an emphasis 3 credits during class discussion on the role that the This course is designed around three INTL 620 intelligence analyst plays in the process. In main themes. First, it provides an Nonproliferation Analysis the first half of the course, we will explore overview of the main functional areas 3 credits the definitions, history, justifications, and of a business organization, as well as Students in this course will examine the explanations for terrorist activity, focusing their interrelationship. Second, there is many aspects of nonproliferation. Topics on al Qaeda in particular. In the second an examination of taxonomy of business will include basic physics, the nuclear fuel half of the course, we will examine the strategies and their relation to Porter’s cycle, the Nuclear Nonproliferation Treaty policy tools available to U.S. national generic strategies. Third, students examine (NPT), the International Atomic Energy security decision makers to address the how to apply the strategic theories in the Agency (IAEA), the Additional Protocol, terrorist threat, and evaluate how well actual formulation of business strategy. safeguards (including an overview of those policy tools were used from 1992 Emphasis is placed on the collection of verification techniques and the use of through 2001. We will then focus on 9/11 business information, as well as numerous open-source information), export control, and its aftermath, evaluating the Bush analytic tools useful in analyzing the proliferation incentives (and disincentives), Administration’s war on terror, and assess information to produce actionable nonproliferation trends, and nuclear different recommendations for countering intelligence. terrorism. Two case studies will explore the terrorism today and in the future. nuclear black market and proliferation. INTL 611 INTL 635 Intelligence and the Constitution INTL 626 Counterintelligence 3 credits Analyzing Financial Crimes Events and Concepts This course introduces students to 3 credits 3 credits constitutional and statutory constraints This course examines the nature and This course will examine major upon the actions of analysts who work for scope of financial crimes and many of counterintelligence issues and concepts, governmental agencies. It begins with a the tools used by law enforcement in the as well as the history and impact on survey of the philosophical underpinnings preparation of a financial case. Included U.S. national security and foreign policy and historical development of basic in this course is a detailed treatment of from 1945 to the present. Students will constitutional limitations imposed upon the following: laws which serve to aid in analyze offensive operational concepts, the government. The course will explore the detection and prosecution of these including double agents, illegals, and the government’s limited constitutional crimes, the types of business records counterespionage operations, as well and statutory authority to search people available, types of bank records available, as how U.S. and foreign intelligence and property, seize things, and interrogate an examination of offshore business and and counterintelligence services 28 function. Students will learn to identify INTL 655 INTL 680 the motivation of spies and defectors, Managing Strategic Thesis in Applied intelligence and describe how counterintelligence Intelligence Analysis 3 credits investigations are conducted. This course 3 credits This capstone course experience is will also explore the concepts of deception This course is designed to examine the designed to demonstrate a scholarly study and asset validation. fundamentals of strategy, the strategic of a problem or issue related to applied estimative process and the management intelligence and offers conclusions using INTL 637 of a “real” strategic intelligence product. qualitative and/or quantitative research Analytic Methodologies for Law In addition to an examination of the methods. Research products may range Enforcement and Homeland Security theoretical materials, students will apply from theoretical studies to applied projects. 3 credits these materials to “real life” questions The thesis requires students to conduct The course reviews the key requirements posed by senior decision-makers involved purposeful research, review the literature, for intelligence in law enforcement and in the federal government, business, and/ write a detailed analysis, offer new insights, homeland security. The course focuses the or academia. and present and defend conclusions. use of advanced analytic methodologies to analyze structured and unstructured INTL 675/695 law enforcement data produced by all Internship/Co-op source collection. Students will apply 3 credits these concepts, using a variety of tools, A period of employment (minimum of to develop descriptive, explanatory, and 60 days) as an intelligence analyst with estimative products and briefings for a government or international agency decision-makers in the field. or corporation during which certain experience objectives must be met. INTL 640 Internship unpaid; co-op paid. Intelligence, the Military, and Warfare 3 credits INTL 676 This course explores the role of intelligence Research-Based Project in the conduct and prosecution of armed 3 credits conflict. The course traces the evolution of The research-based project is a theoretical modern military organizations and the use or applied research-driven work of of intelligence in the success or failure of scholarship that serves as a final example these organizations. Current intelligence of the meaningful link between theory/ practices and methods employed by the research and practice/application. The U.S. military are also discussed. project requires students to engage in application, synthesis, and critical INTL 645 evaluation of their graduate studies. Counterespionage and Policy Making While the project can take many forms, 3 credits appropriate topics for the project are This course will assess the impact of intended to synthesize concepts across counterintelligence on national and the Applied Intelligence curriculum or to international policy. Students will study develop a concept not normally covered in how counterintelligence is executed the curriculum but that can be reasonably through the different U.S. intelligence approached within the expertise of the communities and discuss the relationship student and research mentor. of counterintelligence between private sector and government. Students will INTL 679 also examine the complexities of asset Intelligence Thesis Seminar validation and deception. 1 credit The goal of this course is to provide students INTL 650 (in a peer group setting) with practical Topics in Intelligence guidance as they construct their research 3 credits proposal. This course focuses on the This course focuses on special topics identification and formulation of research related to the intelligence disciplines. problems, the development of methodological Faculty with special research interests designs, data collection, and analytic or experience will deal with topics procedures to address those problems. like deception, warning, intelligence architecture, operational security, and diplomatic history.

29 GRADUATE PROGRAM IN EXERCISE SCIENCE

PROGRAM PHILOSOPHY AND CONTENT • A one-page essay outlining your educational expectations The primary goal of our master’s program in Exercise Science and career asperiations. is to train exercise science clinicians. Many graduate programs • ACSM Exam track designation will focus primarily on the academic aspects of Exercise Science; Ÿ (see course degree requirements for exam choices) we not only focus on the academics, but we focus heavily on the clinical skills necessary for you to best serve your patients, clients • Current professional resume and athletes. The clinical emphasis is well suited for students • Three letters of reference with bachelor’s degrees in content areas such as exercise science, • Official Graduate Record Exam (GRE) scores physical education, wellness or athletic training. The coursework and fieldwork will focus on the theory, foundations, research and • Undergraduate transcripts from all institutions attended practice of evidenced-based assessment and instruction with For full consideration, Completed Applications need to be on file multiple populations. Due to the clinical focus of our program, by March 1. the program is completed in a calendar year and is five terms of classes. Students begin in Summer Session (June) then complete Application received after March 1 may be considered at the the traditional academic year with Fall, J-Term, Spring, and then discreton of the program director. complete a second Summer term. • If you are interested in a graduate assistantship, you must fill To obtain a master’s degree in Exercise Science, the student out a separate form with your online application and submit must complete 35 graduate hours of study, including a 6-credit that as well. internship, and sit for one of the following American College • There is the possibility for employment/assistantships in of Sports Medicine exams: Certified Health Fitness Specialists the areas of: athletic training, strength and conditioning, (HFS), Certified Clinical Exercise SpecialistSM (CES) or, Registered coaching, biomechanics, and more based on applicant Clinical Exercise Physiologist®. Graduates of the program will be qualifications. qualified to work in: athletics at many levels, including collegiate Due to the nature of the program, there is no part time and professional, adult fitness, corporate fitness, multiple hospital student option. Courses are held on Tuesday, Wednesday and settings including cardiac rehabilitation, wellness, strength and Thursday ONLY (barring unforeseen conflicts AND exclusive of conditioning coaching and working special needs populations. both summer terms AND the J-term). As a result of coursework, field experiences and applied research requirements, students completing the master’s degree in This scheduling is done for several reasons. Exercise Science will be highly qualified to enter/reenter the field Including, so that students may: of Exercise Science. Graduates will possess a strong connection • Attain, maintain or advance clinical skills in a flexible way between theory and practice, with multiple opportunities for around a full time student schedule carrying out applied research prior to their degree completion. • Participate in and attain their 200 hours of research OR clinical Students considering Ph.D. programs will be strongly encouraged course required experiences in a meaningful way to collaborate with graduate faculty and submit research for publication while enrolled in the program. • Participate in professional experiences that suit their personalized needs, possibly including, but not limited to, SPECIAL ADMISSION POLICY being Graduate Assistants The graduate Exercise Science Program will follow the same admissions requirements as Mercyhurst University’s other master’s EXERCISE SCIENCE MASTER’S DEGREE REQUIREMENTS programs, in addition to several program specific requirements. • Complete all graduate coursework, with 3.0 or higher GPA PROGRAM SPECIFIC ENTRANCE/ADMISSIONS • Complete 200 hours of directed graduate research OR clinical REQUIREMENTS: course experience Ÿ Based on ACSM Exam track • Completion of the following courses with a minimum grade of C or higher: • If you choose HFS you will complete SPMD 511 and 512 Ÿ Human Anatomy and Physiology (with lab), Exercise • If you choose CES or RCEP you will complete Physiology (with lab), Chemistry (with lab), and Biology SPMD 521 and 522 • 200 hours of documented clinical hours or internship • Sit for an ACSM certification, including the HFS, CES, or RCEP experience in Exercise Science, Exercise Physiology, or • If you are entering with an ACSM certification, you must Athletic Training sit for a higher level credential to satisfy your graduate • A one page personal statement discussing your qualifications, exam requirement educational expectations, career aspirations, and why you are interested in the program at Mercyhurst University

30 • CERTIFIED HEALTH FITNESS SPECIALIST (HFS) • REGISTERED CLINICAL EXERCISE PHYSIOLOGIST (RCEP) ® The ACSM Certified Health Fitness SpecialistSM (HFS) is a The ACSM Registered Clinical Exercise Physiologist (RCEP) is an health fitness professional with a minimum of a bachelor’s allied health professional with a minimum of a master’s degree degree in exercise science. The HFS performs pre-exercise in exercise science, and works in the application of physical health risk assessments, conducts physical fitness assessments, activity and behavioral interventions for those clinical diseases interprets results, develops exercise prescriptions, and and health conditions that have been shown to provide applies behavioral and motivational strategies to apparently therapeutic and/or functional benefit. Services provided healthy individuals and individuals with medically controlled by an RCEP include, but are not limited to, individuals diseases and health conditions to support clients in adopting with cardiovascular, pulmonary, metabolic, orthopedic, and maintaining healthy lifestyle behaviors. The academic musculoskeletal, neuromuscular, neoplastic, immunologic, preparation of the HFS also includes fitness management, and hematologic disease. The RCEP provides primary and administration, and supervision. The HFS is typically employed secondary prevention and rehabilitative strategies designed or self-employed in commercial, community, studio, corporate, to improve physical fitness and health in populations ranging university, and hospital settings. across the lifespan. • ACSM CERTIFIED CLINICAL The RCEP performs exercise screening, clinical exercise testing, EXERCISE SPECIALISTSM (CES) exercise prescription, exercise and physical activity counseling, The ACSM Certified Clinical Exercise SpecialistSM (CES) is a exercise supervision, exercise and health education/ professional with a minimum of a bachelor’s degree in exercise promotion, and measurement and evaluation of exercise science. The CES works with patients and clients challenged and physical activity related outcome measures. The RCEP with cardiovascular, pulmonary, and metabolic diseases and works individually or as part of an interdisciplinary team in a disorders, as well as with apparently healthy populations in clinical, community, or public health setting. The practice and cooperation with other healthcare professionals to enhance supervision of the RCEP is guided by published professional quality of life, manage health risk, and promote lasting health guidelines, standards, and applicable state and federal laws behavior change. and regulations. The CES conducts pre-participation health screening, maximal and submaximal graded exercise tests, and performs strength, flexibility and body composition tests. The CES develops and administer programs designed to enhance aerobic endurance, cardiovascular function, muscular strength and endurance, balance, and range of motion. The CES educates their clients about testing, exercise program components, and clinical and lifestyle self- are for control of chronic disease and health conditions.

COURSE SEQUENCE COURSE COURSE PRE- TERM NUMBER COURSE TITLE TERM NUMBER COURSE TITLE REQUISITES SPMD SPMD Summer 1 BIO 534 Cadaver Anatomy (LEC) Fall 521 Directed Clinical Experience I - for CES & RCEP track students Summer 1 BIO 535 Cadaver Anatomy (LAB) J Term 570 Advanced Exercise Rx (LEC) Summer 1 505 Measurement & Methodology Spring 560 Advanced Cardiovascular Assessment (LEC) Fall 580 Advanced Exercise Physiology (LEC) Spring 571 Advanced Exercise Rx (LAB) 570, 590, 591 Fall 581 Advanced Exercise Physiology (LAB) Spring 512 Directed Research Seminar II - for HFS track students 511 Fall 590 Advanced Exercise Assessment and Testing (LEC) Spring 522 Directed Clinical Experience I - for CES & RCEP track students 521 Fall 591 Advanced Exercise Assessment and Testing (LAB) Spring 550 Special Populations Fall 511 Directed Research Seminar I - for HFS track students Summer 2 600 Internship

31 EXERCISE SCIENCE COURSE DESCRIPTIONS

BIO 534 and 535 pathophysiology, and pharmacology in physiology and focuses particular attention Cadaver Anatomy w/lab special populations, with respect to practice on homeostasis, nervous system control, 6 credits for the Clinical Exercise Physiologist. The bioenergetics, metabolism, measuring work, This course examines the gross anatomy rate at which chronic diseases and the performance, adaptations to exercise of the human systems. Developmental proportion of the population that is aged training, factors that affect performance and anatomy and regional anatomy of the back, are significantly increasing and shifting adaptations, and special populations. The thorax, abdomen, pelvis, extremities, and the health and wellness of the nation; effects and outcomes of exercise training perineum are examined. Cadaver-based considerations specific to physiology across on multiple systems within the body are dissection labs accompany lecture topics. the lifespan and the impact of individual emphasized as well. Tests used to evaluate SPMD 505 disease and co-morbidity is relevant to the conditioning and performance will be Measurement and Methodology assessment, diagnosis, and appropriate explained some in lecture but emphasized 3 credits treatment of an ever growing proportion of in the laboratory course. This course will cover an array of the total population. SPMD 590 and 591 biostatistical methods, research design, SPMD 560 Advanced Exercise Assessment the differences between and usefulness Advanced Cardiac Assessment and Testing of normative and individual data. Review 3 credits 4 credits and presentation of the literature and This course is designed to provide the A lecture and lab course that expands methodology within Exercise Science will student with the background necessary on the specifics of exercise assessment also be covered. to conduce and interpret clinical exercise techniques beyond those taught in SPMD 511 and 512 testing. This will include assessment of undergraduate courses, specifically Directed Research I and II resting and exercise electrocardiogram targeting ACSM KSA (knowledge, skill, and 1 credit each, total of 2 credits (ECG), knowledge of when to terminate assessment) content areas outlined in the Participation and involvement in an exercise test, and how to interpret most recent edition of, ACSM’s Resources for research are hallmark experiences of the clinical exercise test data. The student will Clinical Exercise Physiology. Students will graduate education process. As such, also be able to describe other procedures learn how to work with patients suffering the question of what research is, why it for diagnostic exercise testing (e.g., from a wide variety of chronic diseases is conducted and how to proceed with echocardiography, angiography, nuclear and disabilities beyond cardiovascular and research will be discussed and answered. stress testing, etc.) This course will follow pulmonary disease, including orthopedic, Investigative research methods, theories, ACSM exercise testing recommendations neurologic, metabolic, musculoskeletal, and techniques, including quantitative and and guidelines to prepare the student for neoplastic, and immunodeficiency qualitative measurements, relative to the ACSM examinations. conditions. Following the ACSM guidelines field of Exercise Science will be discussed SPMD 570 and 571 students will learn how to work with and implemented. You will be working on Advanced Exercise Rx w/lab these often underserved populations by faculty directed research projects and gain 4 credits providing them with exercise evaluation, experience in some or all of the following The student will gain experience in prescription, supervision, education, and content areas depending on how far along prescription of appropriate exercise tests outcome evaluation. The lab will focus the faculty project you are involved with and interventions based on assessment on the practical applications of topics has progressed: literature review, literature of a client/athlete in the following addressed in lecture. matrices, Endnote/Refworks database areas: maximal and submaximal graded SPMD 600 creation and maintenance, grant proposal, cardiorespiratory exercise tests utilizing INTERNSHIP Institutional Review Board, data collection, a variety of equipment and methods, 6 CREDITS data analysis, determining conclusions anaerobic exercise testing utilizing a The graduate internship is conducted in based on results, and writing of variety of equipment, assessment of settings conducive to the development/ scholarly manuscripts. body composition utilizing a variety refinement of skills and abilities related SPMD 521 & 522 Directed Clinical of equipment. The student will be also to a professional role, under the guidance Experience I and II exposed to the utilization and interpretation of an approved field supervisor and/or 1 credit each, total of 2 credits of ECG. Learning how to create an university personnel. An important aspect Students will gain clinical experience in appropriate prescription for an individual or in the preparation of exercise scientists patients with chronic diseases such as a group based on factors fitness level, client: is practical “hands on” experience in the cardiovascular and pulmonary disease, goals, health status, restrictions, and likes health promotion/fitness workplace, this diabetes, obesity, and more. You will see and dislikes will be covered. internship provides experience outside and be involved in assessment of and SPMD 580 and 581 of lecture and laboratory settings to intervention within these populations. Advanced Exercise Physiology w/lab hone and expand upon the skills that you acquire in your coursework. SPMD 550 4 credits Special Populations Syllabus This course describes behavioral, 3 credits physiological, and biochemical effects of This course is designed to provide students physical exercise, with a heavy emphasis on 32 with the background on physiology, biochemistry. It builds upon basic human GRADUATE PROGRAM IN ORGANIZATIONAL LEADERSHIP

PROGRAM PHILOSOPHY AND CONTENT appropriate models to an organizational setting. The Organizational Leadership program challenges students 3. Assess the characteristics of self, others, groups, and to synthesize contemporary scholarship with insight from organizations as an integral part of the process of leadership. Mercyhurst’s service-oriented, ethically based heritage. Enlightened leaders with the capacity to learn and grow through 4. Demonstrate personal ethical and professional standards; reflection meet the mission of our university to work for positive apply standards to the organizational setting. change in our local as well as the global community. Ronald 5. Reflect on and assess communication-based skills required for Heifetz (1994) maintains that a leader’s work in diverse situations effective participation in organizational life. is to “influence the community to face its problems.” Beyond communities lies the global world where national boundaries are 6. Apply basic financial and budgeting techniques in an not observed. The Master of Science in Organizational Leadership organizational setting. degree is designed to meet the leadership development needs 7. Demonstrate ability to engage in independent research by in our community and beyond, in both profit and nonprofit applying critical thinking and inquiry skills in data gathering, organizations, including government, social service, manufacturing, synthesis, problem solving and decision-making. education and business. The program views leadership as a process and as such emphasizes practical application. *Note: Graduate level writing ability is required of all Organizational Leadership students. Students who demonstrate a need to improve The Master of Science degree in Organizational Leadership is a 33 their writing skills will be counseled and may be required to take to 36-credit program, depending on concentration and student additional coursework in order to continue in the program. needs, and is designed to provide a theoretical and practical framework for professionals who currently hold leadership OL 4+1 PROGRAM positions or are aspiring to leadership roles in organizations. The Mercyhurst University offers a 4+1 program in which undergraduate program is integrated by five themes or threads that are woven students can obtain both a Bachelor of Arts degree in any major and throughout all courses. These threads are the Mercyhurst mission: service, whole person development, leadership knowledge and a Master of Science degree in organizational leadership. Students practice, written and oral communication skills, and ethics. have the option to concentrate in accounting. Students enrolled in the 4+1 program will begin earning graduate credits during their The Organizational Leadership program offers seven senior year. The fifth year of the program is full-time and begins concentrations, which may also be taken as stand-alone Graduate the summer after graduation. Students in the MSOL program will Certificate programs in: Accounting, Entrepreneurship, Higher complete the nine remaining graduate courses between summer, Education Administration, Human Resource Management, fall, J-Term and spring semesters to earn a total of 33 graduate Nonprofit Management, Sports Leadership and Sustainability. credits. Students in the MSOL with a concentration in accounting Additionally, a Graduate Certificate in Organizational Leadership is will need an additional summer course to complete their degree offered. To earn a master’s degree with a concentration, students requirements. For additional information about the OL 4+1 program, must complete the four-course curriculum in addition to the seven refer to the undergraduate catalog. core courses in the Organizational Leadership program. Students enrolled in the Organizational Leadership master’s program do not CONCENTRATIONS need to declare a concentration. Credits earned in the Graduate Certificate program may be applied toward a master’s degree in Accounting (concentration and certificate) Organizational Leadership. The Accounting concentration/graduate certificate provides students with professional accounting instruction, preparation for MISSION STATEMENT the CPA exam, and leadership knowledge and skills. The graduate The Organizational Leadership graduate program inspires and certificate in accounting is a one-year, four-course (12-credit) equips people to become exemplary leaders and scholars who program designed to provide knowledge at the level of a Certified exercise leadership in service to others. Public Accountant (CPA). This certificate prepares students to be successful professionals in the field of accounting. Applicants must LEARNING OUTCOMES demonstrate adequate performance in undergraduate accounting The Organizational Leadership faculty has developed seven broad- courses to be accepted into this program. based learning outcomes that serve as the framework for the Entrepreneurship (concentration and certificate) program’s curriculum. Upon completion of the Organizational The Entrepreneurship concentration/graduate certificate equips Leadership program, graduates will be able to: the student with the skills necessary to recognize and analyze 1. Consistently demonstrate exemplary written and oral both entrepreneurial and interpreneurial opportunities. This communication, interpersonal, and presentation skills. program provides students with practical experience in developing (*see note) and creating: marketing plans, business plans and operations management plans for real businesses and organizations. The tools 2. Distinguish contemporary leadership theories and models; gained in this concentration are applicable across all sectors. articulate a personal leadership philosophy; and apply 33 Higher Education Administration (concentration and certificate) research-driven work of scholarship while the Research-Based In the Higher Education concentration, students examine the project is an applied research-driven work of scholarship. Both history, policies, practices, and emerging issues in American higher are designed to synthesize and apply the concepts learned in the education. The courses in the concentration/certificate provide Organizational Leadership curriculum. foundational knowledge and skills essential to many career areas in higher education and are designed to prepare students Dr. Barrett C. Walker Graduate Leadership Prize for entry into or advancement in the field of higher education The Dr. Barrett C. Walker Graduate Leadership Prize is presented administration. Based on theoretical foundations, each course has annually to the Organizational Leadership graduate who has an applied focus, with a special emphasis on operational issues demonstrated superior academic excellence and whose masters within an academic setting. thesis or research based project is deemed to make the greatest contribution to the understanding of leadership in organizations Human Resources (concentration and certificate) as judged by the graduate Organizational Leadership faculty. The Human Resources concentration/graduate certificate is Currently, the prize includes an individual trophy, the recipient’s designed to provide the students with a professional level of name on a perpetual plaque and $500 to be awarded on May 6 in knowledge of the field of human resources. The goal of this program the Hammermill Library. is to prepare student for successful careers and leadership roles in the dynamic field of human resources. A course designed to prepare ORGANIZATIONAL LEADERSHIP HR Professionals to pass the exam to become certified Professional MASTER’S DEGREE REQUIREMENTS in HR (PHR) and Senior Professional in HR (SPHR) through the SPHR Institute is offered. Core Courses (offered every year) Nonprofit Management (concentration and certificate) OL 500 Leadership Theory and Practice The Nonprofit Management concentration/graduate certificate is OL 502 Leadership and Organizational Behavior designed to meet the unique leadership needs of the nonprofit OL 504 Research Methods sector. This program is open to current and potential managers OL 505 Organizational Ethics employed in a variety of human services, cultural, educational, OL 530 Organizational Communications for Leaders community development, religious and other non-profit OL 651 Financial Operations and Analysis settings. The curriculum develops students’ knowledge and skills OL 676 Thesis or in: organizational leadership, recruitment and management OL 677 Research-Based Project of volunteers, marketing and public relations and financial management of nonprofit organizations. Elective Courses (offered on a rotating basis) ACCT 610 Auditing and Attestation Organizational Leadership (certificate) ACCT 630 Business Environment and Concepts The Graduate Certificate in Organizational Leadership is designed ACCT 635 Regulation and Taxes to provide a theoretical and practical framework for professionals ACCT 650 Financial Accounting and Reporting who currently hold leadership positions or are aspiring to OL 506 Graduate and Professional Writing leadership roles in organizations. The certificate program views OL 507 Human Resource Management leadership as a process and as such will emphasize practical OL 510 Introduction to the Sports Industry application while addressing leadership needs in both for profit OL 520 Independent Study and nonprofit organizations, especially social service, business, OL 525 Governance in Higher Education government, education and manufacturing. OL 527 Coaching Leadership & Psychology Sports Leadership (concentration and certificate) OL 528 Human Resource Development The Sports Leadership concentration/certificate is designed to OL 532 Law for Leaders prepare students for leadership roles in coaching and athletics OL 535 History & Trends in Higher Education in collegiate, scholastic or professional environments. The OL 601 Leadership and Information Technology concentration focuses on applying theoretical knowledge to the OL 603 Marketing for Leaders practical day-to–day leadership needs of athletic teams and players. OL 605 Entrepreneurial Leadership OL 611 Gender Issues in Leadership Sustainability (concentration and certificate) OL 625 Higher Education Law The Sustainability concentration/graduate certificate will equip OL 628 HR Professional Skills students with the theoretical knowledge, analytical skills, and OL 630 Grant Writing communication competencies to create and implement innovative OL 632 Foundations of Sustainability solutions for sustainability-related issues. Recognizing an OL 634 Environmental Communication opportunity and obligation to create a more sustainable world, OL 636 Leadership in Sustainability the concentration/ certificate will emphasize experiential learning, OL 645 Special Topics in Leadership research with faculty, corporate and community service, and OL 655 Operations Leadership leadership development. OL 675 Internship Thesis or Research-based Project Students may choose from two options for their capstone Note 1: Elective Courses will be offered based on student interest experience. Worth three-credits, the thesis option is a theoretical and require a minimum enrollment of seven (7) students per course.

34 CONCENTRATIONS AND CERTIFICATES Accounting ACCT 610 Auditing and Attestation ACCT 650 Financial Accounting and Reporting ACCT 630 Business Environment and Concepts ACCT 635 Regulation and Taxes

Entrepreneurship OL 603 Marketing for Leaders OL 605 Entrepreneurial Leadership OL 655 Operations Leadership OL 532 Law for Leaders

Higher Education Administration OL 525 Governance in Higher Education OL 625 Higher Education Law OR OL 532 Law for Leaders OL 535 History and Trends in Higher Education OL 675 Internship or Approved Elective

Human Resources OL 507 HR Management OL 528 HR Development OL 532 Law for Leaders OL 628 HR Professional Skills or Approved Elective

Nonprofit Management OL 500 Leadership Theory and Practice or Approved Elective (Concentration) OL 603 Marketing for Leaders OL 630 Grant Writing OL 651 Financial Operations and Analysis (Certificate) or Approved Elective

Organizational Leadership (certificate only) OL 500 Leadership Theory and Practice OL 502 Leadership and Organizational Behavior OL 530 Organizational Communication for Leaders

Sports Leadership OL 510 Introduction to the Sports Industry OL 625 Higher Education Law OR OL 532 Law for Leaders OL 527 Coaching Leadership and Psychology OL 675 Internship or Approved Elective

Sustainability OL 636 Leadership in Sustainability OL 634 Environmental Communication OL 630 Grant Writing OL 603 Marketing for Leaders Prerequisite: OL 632 Foundation of Sustainability or Approved Undergraduate course equivalent

35 ORGANIZATIONAL LEADERSHIP COURSE DESCRIPTIONS

CORE COURSES importance of communication strategies in understand the underlying business reasons organizations. for and accounting implications of business OL 500 transactions. Leadership Theory and Practice OL 651 3 credits Financial Operations and Analysis ACCT 635 This foundation course focuses on theories 3 credits Regulation and Taxation and models of leadership in a variety This course provides non-financial 3 credits of organizational settings. Case studies managers and leaders an understanding of Topics include federal taxation, ethics, illuminate the behavior dynamics of and the ability to use financial information. professional and legal responsibilities, and effective leaders. This integrative course Students will be provided the basics of business law. financial management in for-profit and examines present and future leadership ACCT 650 in not-for-profit organizations. Students issues while helping leaders develop Financial Accounting and Reporting will learn to read and interpret financial strategies for making a positive difference in 3 credits their organization and their community. information and perform straightforward financial analysis that will enhance Topics include generally accepted OL 502 management decision making. accounting principles for business Leadership and Organizational Behavior enterprises, not-for-profit organizations, 3 credits OL 676 and governmental entities in recording and Successful leadership is a process that takes Thesis reporting financial information. time, experience, learning and a behavioral 3 credits disposition toward working with others. This This capstone course is designed to OL 507 course examines the field of organizational demonstrate scholarly study of a problem Human Resource Management behavior and leadership by studying or issue related to organizational leadership. 3 credits theoretical models, practical examples, and Using qualitative or quantitative research This course provides the leader with critical experiential exercises. methods students conduct purposeful skills in leveraging human resources to research, review the literature, collect data, achieve organizational goals. Typical OL 504 write a detailed analysis, offer new insights, topics covered in this course are: human Research Methods and present and defend conclusions. resource planning, job analysis and design, 3 credits recruitment, selection, performance OL 677 Students examine the multiple facets of evaluation, compensation, development, Research-Based Project scholarly research. Emphasis is placed labor-management relations, evaluation, 3 credits on understanding, conceptualizing, and safety. and critically analyzing such research The Research-Based project is an applied methodologies as (a) historical, (b) research-driven work of scholarship that OL 510 qualitative, (c) quantitative, and (d) meta- serves as a final example of the meaningful Introduction to the Sports Industry analytical. Students learn to evaluate and link between theory/research and practice/ 3 credits critique strengths and weaknesses of application. Students choose from a This course involves the study of the each methodology. This course prepares variety of methodologies to develop a unique aspects of the sports industry. A students for their research–based projects professionally appropriate product which basic historical emphasis and sociological or thesis. solves an ongoing problem or serves a impact of sport on society will enable professional need. While the project can students to identify and analyze trends OL 505 take many forms, appropriate topics for the in the field. Topics covered in the course Organizational Ethics project are intended to synthesize concepts will include: youth sports, intercollegiate 3 credits across the Organizational Leadership athletics, recreation, facility management, This course provides a context for both curriculum. sports communications, and ethics in the theoretical principles and practical issues sindusky sport. The course will include the as they bear on professionals in leadership ELECTIVE COURSES application of relevant theories and case roles. Philosophical and religious sources studies to actual industry situations. and traditions of professional ethics are ACCT 610 considered. Special emphasis is placed on Auditing and Attestation OL 520 ethics in organizations. 3 credits Independent Study Topics include generally accepted auditing 3 credits OL 530 procedures, generally accepted auditing An Independent Study course is reserved Organizational Communication standards and other standards related to for students who have achieved a minimum for Leaders attest engagements. of 15 graduate credits and wish to pursue 3 credits a specialized topic in Organizational ACCT 630 Organizational Leadership activity cannot Leadership that is not offered in the regular Business Environment and Concepts exist independent of communication curriculum. Students who wish to study 3 credits activity. In this course special emphasis independently must develop a formal plan Topics include general business is placed on strengthening the ties of study and obtain approval from the environment and business concepts that between theories of communication and program director. candidates need to know in order to 36 understanding the practical application and OL 525 OL 535 OL 625 Governance in Higher Education History and Trends in Higher Education Higher Education Law Institutions 3 credits 3 credits 3 credits This course will examine the development This course will focus on the myriad of This course will focus on the primary of higher education in the United States ways that higher education intersects with functions in modern higher education through the study of a multitude of the law and how that law has developed institutions, with specific attention paid differing models including the community and evolved. Topics covered include to the practical aspects of managing an college, non-profits, for-profits, private, compliance, the public-private dichotomy, institution of higher education. Topics will and public institutions. The course will student rights, faculty rights, governance, include enrollment, admissions, academics, further examine the role that state and employment law in higher education, and financial aid, advancement, and student federal policy and regulation has had on general liability issues. Additional topics life. The course will also cover principles the development of higher education. covered include the Cleary Act, FERPA, and of higher education governance with Additional topics covered will include Title IX. an emphasis on the collaborative and the evolving economic trends and interactive nature of management and attitudinal shifts and their effects on higher OL 630 governance found in higher education education. Grant Writing institutions. 3 credits OL 603 This course presents a comprehensive OL 527 Marketing for Leaders overview of program planning and grant Coaching Leadership and Psychology 3 credits writing. Structured to prepare students 3 credits This course is designed to enable students for both government and private sector This course involves the study of human to lead organizations from a strategic seeking grants in both paper and online behavior as it relates to athletics. Coaches marketing orientation. It emphasizes formats, the sessions will combine need to understand the influence strategic thinking, opportunity analysis concepts, tips, and strategies on effective of individuals’ behavior in order to and the adaptation of marketing grant writing with examples to critique understand the impact on coaching. The management techniques to all types of from real-world applications, coupled with course will include the application of organizations. practice writing of grant applications with relevant theories and case studies to actual OL 605 instructor and peer feedback. coaching situations. Entrepreneurial Leadership OL 528 3 credits OL 632 Human Resource Development (HRD) This course covers the entrepreneurial Foundations of Sustainability 3 credits process from conception to 3 credits Students will gain the knowledge, implementation of a new venture. This course provides the foundation for skills, and competencies necessary to While the heart of entrepreneurship the graduate sustainability program, describe and implement the mission of is opportunity assessment, a holistic introducing approaches to and measures HRD, which is to “(1) provide individual approach to new venture creation is of sustainability. Students explore development focused on performance taken. Students will work in teams to relationships among sustainability, improvement related to a current job; (2) write a business plan for a specific new environmental challenges, economic to provide career development focused venture. We will focus on real life, practical development, and social justice. Students on performance improvement related problems leaders face in all organizations will also apply systems thinking and to future job assignments; (3) to develop to ensure growth and survival in highly sustainability principles to current issues. performance management systems used competitive environments. Although Students practice a variety of methods to enhance organizational performance some lecture will be used, participative that promote networking, planning, and capacity and capability; and (4) to interaction based on readings and student public participation on sustainability provide organizational development experiences will enable each individual issues with the goal of becoming effective that results in both optimal utilization of to recognize the “long term” needs of the social entrepreneurs and sustainability human potential and improved human organization, and develop strategies, to change agents. The course will also use performance, which together enhance achieve organizational objectives. an ecological framework to understand the scientific foundation of sustainable the culture of an organization, and thus its OL 611 effectiveness” (Gilley et al, 2002, p. 12-13). systems, principles of ecology, and natural Gender Issues in Leadership systems at multiple levels of organization. OL 532 3 credits Law for Leaders Students examine the impact of gender OL 634 3 credits issues on individuals, groups and larger Environmental Communication This course examines legal and policy systems including organizations and 3 credits issues which arise in the formation and societies. Through lectures, case studies This course focuses on communication operation of organizations. Attention and group activities, students explore theory, professional practice, and is given to issues affecting nonprofit historical and contemporary leadership integrated campaigns as applied to corporations and associations. The goal of styles in various contexts. The course environmental and sustainability issues. this course is to provide the leader with addresses the issue of gender as a cultural Case studies will review key environmental the tools to recognize opportunities, meet difference rather than as an individual concerns and communication processes, requirements and assess risks. difference. including advocacy campaigns, media commentary, and policy reports. 37 Students will research and conduct OL 675 an environmental communication Internship campaign for a regional organization 3 credits that engages audience with coordinated An internship is an on-the-job experience media messages. Students will learn in business, industry, government, how to research and communicate key public agencies, education or non-profit concepts and information that deliver valid organization. messages to audiences. OL 636 Leadership in Sustainability 3 credits This course is a facilitated, independent project offering students an opportunity to explore the relationship between leadership and sustainability through supervised field experience or research practicum. This course uses guided readings and practical experience to allow students to examine leadership at several levels including individual, group, and organizational and explore processes such as internal/external communication, decision-making, and problem-solving. Although a leadership approach consists of a broad array of concepts and theories, this course will delve into texts that are more applicable to the leadership challenges of sustainability work. Drawing upon current research, the course explores the relationship between leadership in the 21st century and the complex concept of sustainability. OL 645 Special Topics in Leadership 3 credits This individualized course is designed to meet students’ special interests in an area of Organizational Leadership. The course may include readings, projects, special seminars or lectures. OL 655 Operations Leadership 3 credits This course provides a review of the concepts of operations management as they apply across all industries. The operations function is a primary business function which has a major effect on production, productivity and quality. It is an essential function to provide a competitive advantage in both the domestic and international marketplaces. This course combines the strategic vision of operations management with the analytical tools used to support the implementation of effective operations strategy.

38 GRADUATE PROGRAM IN PHYSICIAN ASSISTANT STUDIES

PROGRAM PHILOSOPHY AND CONTENT 8. Communicate clearly and effectively in oral and written The graduate program in Physician Assistant Studies (PA) operates forms with patients, family/caregivers and members of the on a semester calendar. Summer, fall and spring semester are healthcare team to provide competent comprehensive completed in a predetermined sequence. Classes and labs typically patient-centered care across the lifespan. meet during the day, with an occasional evening class. Students must begin the program during the summer session. 9. Perform medical and surgical procedures common to primary care to include: venipuncture, intervenous access, injections, MISSION STATEMENT EKG analysis, urinalysis, strep screen, wet mount/KOH, stool The mission of the Department of Physician Assistant Studies occult blood, wound management, casting, splinting, urinary (DPAS) is to prepare students with the highest quality academic catheterization, nasogastric tube placement and CPR. and clinical training. The program will prepare physician assistants 10. Demonstrate professionalism with high ethical standards to be leaders in the profession, proficient in meeting the challenges sensitive to the patient, family/caregiver and members of of healthcare, while providing compassionate, quality care to the the health care team. Continually promote the Mercy values diverse communities in which they serve. of compassion, justice, dignity, excellence, hospitality and The department’s mission, vision and core goals were developed to stewardship in practice and service to the community. align with the university’s mission, vision and core values. Emphasis 11. Maintain practice-based and lifelong learning skills with has been placed on the Mercy tradition and healthcare core values continued critical analysis of medical literature to evaluate, to stay true to the basic principles set forth by our founders. manage and improve patient-centered care. LEARNING OUTCOMES 12. Demonstrate responsiveness to systems-based practice by Upon completion of the Mercyhurst Department of Physician practicing cost effective care and resource allocation that does Assistant Studies, the graduate will possess knowledge, skills and not compromise the quality of care. abilities in the following competencies: PROGRAM STANDARDS AND POLICIES 1. Demonstrate knowledge of established and evolving Physician Assistant students are responsible for developing a master biomedical, clinical and social-behavioral sciences and portfolio under the advisement of a faculty member. This portfolio application to patient care. includes written works in case presentations, service learning, 2. Elicit a medical history that is relevant and accurate of patient professional growth experiences and a project in performance information across the lifespan and adjusts to the health care improvement. The performance improvement project includes active setting. learning and the application of learning to improve the practice of medicine, a current standard implemented by the physician assistant 3. Perform a physical examination that adjusts accordingly to the profession. This project will be done in partnership with a preceptor/ reason for the visit, patient demographics and condition. office practice that the student has completed a rotation with; the 4. Analyze patient data to develop a differential diagnosis that project will include comparison of some aspect of practice to national applies the principals of epidemiology and evidence-based benchmarks, performance guidelines or other established evidence- medicine. based metric or standard. Based on the comparison, the student will develop and implement a plan for improvement in that area. 5. Develop a diagnostic management plan for common medical and behavioral conditions across the life span, taking into GRADUATE PROGRAM IN PHYSICIAN ASSISTANT STUDIES consideration cost, sensitivity/specificity, invasiveness and The Master of Science degree program in Physician Assistant appropriate sequencing. Studies is a 24-month graduate program. The curriculum sequences 6. Develop a therapeutic management plan for emergent, students through 12 months of didactic curriculum and 12 months acute and chronic conditions that applies principals of of clinical experiences. The curriculum has been developed to meet pharmacotherapeutics and non-pharmacotherapeutics while standards set forth by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). taking into consideration the patient’s condition, psychosocial context and socioeconomic factors. Make certain the plan is Mercyhurst University has applied for Accreditation - Provisional practical for implementation and ensures follow up care. from the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Mercyhurst University anticipates 7. Provide accurate patient education inclusive of health matriculating its first class in June 2015, pending Accreditation promotion and disease prevention in oral and written forms - Provisional in March 2015. Accreditation - Provisional is an taking into consideration literacy, diversity, inclusiveness accreditation status for a new PA program that has not yet enrolled of family/caregivers and utilization of other healthcare students, but at the time of its initial accreditation review, professionals and community resources/services. has demonstrated its preparedness to initiate a program in accordance with the Accreditation Standards.

39 The curriculum sequencing commences with a summer session of • Entry into the program will be based on the completion of basic science review, introductory course work and the beginning prerequisites, interview and space availability. of clinical skills education. The didactic year fall and spring • Preference will be given to equally qualified Mercyhurst semesters present the health care sciences in a medical model. graduates. During the didactic year students also have intermittent exposure to the community via experiences in health care settings. • Criminal background checks including finger printing, child abuse clearance and drug screening are a prerequisite within The clinical year consists of clinical experiences in internal the program. Drug screening results may limit the ability medicine, pediatrics, women’s health care, surgery, emergency to obtain clinical training sites and can prevent a student medicine and two elective rotations. Students return to campus from being promoted to the clinical phase of the program for the last two days of the rotation for debriefing of the experience, clinical and written testing, case presentations and or recommended for graduation. Felony or misdemeanor didactic instruction in current medical topics. convictions can limit the ability of national certification, state licensure and clinical training experiences. The National Mercyhurst University has developed a graduate degree Commission on Certification of Physician Assistants - www. in Physician Assistant Studies to meet the demands for the NCCPA.net is a good resource for guidance for concerns with profession. PA’s provide high quality, cost-effective healthcare background findings. and are productive members of the health care team. The physician assistant profession is in a continued growth pattern Prerequisite Courses: with an estimated increase of 30 percent from 2010-2020 per the U.S. Bureau of Labor Statistics Occupational Outlook Handbook. Biology with labs 8 credits This growth is much faster than the average for most professions. Chemistry with labs (General and Organic) 12 credits Employment opportunities for PA’s are predicted to be excellent Biochemistry with lab 4 credits and Mercyhurst will offer it’s PA graduates the opportunity to be Anatomy with lab 4 credits leaders in the profession, proficient in meeting the challenges Physiology with lab 4 credits of healthcare while providing compassionate, quality care to the Microbiology with lab 4 credits diverse communities in which they serve. Genetics 3 credits Statistics 3 credits ADMISSIONS REQUIREMENTS Psychology 3 credits Applicants must have a bachelor’s degree from an accredited Nutrition 3 credits college/university, or evidence of expected completion of a Medical Terminology 2-3 credits bachelor degree at the time of application. The undergraduate Curriculum: degree must be completed at time of matriculation. Minimum GPA of 3.2 for undergraduate work and a minimum of DIDACTIC YEAR/1st YEAR 3.2 or higher in prerequisite courses. Summer: • Applicants must have a “C” or better in all science courses. Anatomy w/lab 5 credits Courses taken as pass/fail or for noncredit will not be Physiology 3 credits accepted. Microbiology 2 credits Clinical Skills (history and physical exam skills) 3 credits • A minimum of 12 credits of the prerequisite courses Clinical Skills Lab 1 1 credit including physiology and microbiology must be completed PA Profession 1 credit within a 5-year timeframe at matriculation. Research Methods 2 credits • 200 hours of health care experience (paid or volunteer). Total credits 17 • GRE verbal and quantitative reasoning scores will be used in Fall: the evaluation of the application. GRE’s must be completed Clinical Skills Lab 2 1 credit within a 5 year time frame at application. Clinical Medicine 1 6 credits • Applicants are required to supply 3 letters of Pharmacotherapeutics 1 3 credits recommendation. Psychology in Healthcare 3 credits Women’s Health 2 credits • Applicants must submit a succinct essay that discusses Pediatrics 2 credits professional goals in reference to the physician assistant Special Topics in Medicine profession. (to include Diversity, Ethics, ARC-PA essentials) 1 credit • All course work in the program must be taken in sequence. Total credits 18 Transfer/advanced placement or life experience credit will not be offered. Spring: • International students must submit official, notarized scores Clinical Medicine 2 6 credits from the TOEFL (Test of English as a Foreign Language) exam Pharmacotherapeutics 2 3 credits and must meet the minimum score requirement of 550 for Evidence Based Medicine 1 credit the paper based test and 79-80 for the internet-based test. Healthcare Policy 2 credits Genetics 1 credit 40 Emergency Medicine and Surgery Spring: (to include ACLS/CPR/PALS) 4 credits Rotation VI – Surgery 5 credits Procedures in Medicine Rotation VII - Elective 5 credits (Suturing, casting/splints, injections) 1 credit Rotation VIII – Elective 4 credits Total credits 18 Rotation IX – Mental Health 1 credit Summative Evaluation Experience 2 credits CLINICAL YEAR/2nd YEAR Total credits 17 Summer: Rotation I - Internal Medicine 5 credits Rotations will be 4-5 weeks in length with Testing/Review days the last Rotation II - Family Practice 5 credits 2 days of the rotation. Students will be required to be on campus for Thesis Guidance 2 credits written/clinical testing, lectures and presentations. Total credits 12

Fall: Rotation III - Women’s Health 5 credits Rotation IV - Pediatrics 5 credits Rotation V - Emergency Medicine 5 credits Total credits 15

PHYSICIAN ASSISTANT STUDIES COURSE DESCRIPTIONS

DIDATIC YEAR highlight, through assigned readings randomized clinical trials, cohort studies and/or classroom discussion, a variety of (prospective and retrospective) and case Anatomy with Lab human pathologies and diseases as they control studies. Students will learn to (5 credits) relate to normal physiological processes. search the medical literature and find This course in human anatomy is designed sources and information using PubMed to present an extensive and fairly intensive BIO 524 Microbiology and they will learn how to interpret consideration of the regions and systems (2 credits) and understand contemporary medical of the human body. This information will This course is designed for the health research. be presented formally in lecture from professional and focuses on topics required both regional and systemic perspectives. to understand microbiology as it relates PA 502 PA Profession This body of anatomical knowledge to human disease. This includes a general (1 Credit) will be supplemented and reinforced overview of microbial infection, diagnosis, This is an introductory course to the by audiovisual materials and direct and the host response, types of bacterial physician assistant profession and the examination of anatomical models, human infections, types of viral infections, types program curriculum. The course will skeletal materials, and human cadavers. of fungal infections, and types of parasitic focus on the history of the profession, The laboratory portion of this course infections. professional organizations, PA- Physician and interprofessional team, includes dissection and students BIO 514 Genetics are encouraged to use a hands–on professionalism, leadership skills, basic (1 Credit) ethical principles, social issues in health approach when examining the structures This course is designed for the health of the human body. care, advocacy in healthcare and basic professional and focuses on topics skills in communication. BIO 544 Physiology required to understand the genetic basis of (3 credits) human disease. This includes an overview PA 510 Clinical Skills This course is presented in the first of basic genetic principals, basis of disease (3 credits) semester as a foundation for the clinical and clinical genetic disorders. This course is designed to teach medical interviewing techniques, patient history medicine courses to follow. The course PUBH 520 Research Methods will focus on an in-depth study of the gathering, communication skills and for Health Professions physical examination techniques to mechanisms by which the human body (2 credits) functions. The main focus of the course is include normal and variant physical This course introduces students to findings and examination techniques on the various strategies used to maintain experimental and observational study homeostasis and the ways in which the across the lifespan. Instruction will designs commonly used in health research. introduce patient education in reference to activities of tissues, organs, and organ Students will learn about research design, systems are regulated by neural inputs, health promotion, prevention and patient conduct, analysis and dissemination. counseling for diverse populations. endocrine secretions and cellular-level Research designs discussed will include events. Additionally, the course will 41 PA 512 Clinical Skills Lab The comparison of the clinical presentation This will include breast diseases, human (1 credit) and management of disease states in sexuality, domestic violence, birth control, This lab experience will focus on the diverse patient-centered acute and infertility, pregnancy, pre and post-natal application of theory presented in longitudinal care across the lifespan will care, labor and delivery and menopause. Clinical Skills to include communication be included. Appropriate preventive The course will address diverse patient- and interviewing techniques in the health care, patient education and centered care, education, prevention and gathering of historical patient data and the health maintenance recommendations referral sources. performance of physical exam techniques will be presented. The application of in simulated diverse patient experiences. the principles of evidence based clinical PA 545 Pediatrics practice will also be utilized. (2 credits) PA 514 Clinical Skills Lab 2 This course will focus on diverse patient- (1 credit) PA 530 Pharmacotherapeutics 1 center care from birth to age 18. Normal This course will focus on the development (3 credits) and abnormal growth and development of communication and interviewing This course will concentrate on patient- from infancy through childhood and techniques in the gathering of historical centered pharmacotherapeutics of adolescence will be presented. The course patient data, performance of physical pharmacokinetics, drug metabolism, will include instruction in the evaluation exam techniques, development of drug interactions and adverse reactions, and management of emergent, acute differential diagnosis, diagnostic and applications of drug for various body and chronic pediatric presentations; therapeutic management plans via patient systems integrated with the Clinical there will be instruction on routine health experiences in the lab and health care Medicine course. maintenance, anticipatory guidance, settings. Students will be introduced to preventative care and family dynamics. interprofessional team based practice PA 532 Pharmacotherapeutics 2 to enhance collaboration and improve (3 credits) PA 550 Special Topics in Medicine patient safety. This course is a continuation course (1 Credit) and will concentrate on patient- This course will focus on an overview PA 520 Clinical Medicine 1 centered pharmacotherapeutics of of current topics in healthcare inclusive (6 credits) pharmacokinetics, drug metabolism, of public health, cultural competency, This course will follow a systems drug interactions and adverse reactions, integrative medicine, service learning, approach to introduce common applications of drug for various body health care literacy, death, dying and loss, diseases and syndromes focusing on systems integrated with the Clinical ethical dilemmas and processes relevant to etiology, epidemiology, underlying Medicine course. clinical practice in relationship to patient- pathophysiology, signs and symptoms, centered care. differential diagnosis, patient evaluation PSYC 525 Psychology in Healthcare with the selection, use and interpretation (3 credits) PA 565 Evidence Based Medicine of results of laboratory and diagnostic This course provides a foundation of (1 credit) studies and basic therapeutic concepts. the common psychological disorders This course will introduce students to the The comparison of the clinical presentation as they may present across the lifespan. principals of evidence based medicine and management of disease states in Students will develop knowledge (EBM) including using a problem based diverse patient-centered acute and of clinical presentations, potential learning style with case scenarios of typical longitudinal care across the lifespan will medical complications and therapeutic patient problems supported by relevant be included. Appropriate preventive interventions inclusive of cultural primary studies. Students will develop health care, patient education and perspectives for the psychological skills in evidence based medicine including health maintenance recommendations disorders. The psychological and asking focused questions, searching will be presented. The application of behavioral processes in health, illness for good answers, critiquing literature the principles of evidence based clinical and healthcare will be introduced and and applying conclusions in clinical practice will also be utilized. resources presented for the patient, scenarios. Students will demonstrate caregiver/family and provider for health skills in identification and prioritization PA 522 Clinical Medicine 2 promotion. of problems, formulation of questions, (6 credits) consideration of clinical decision options This course is a continuation of Clinical PA 540 Women’s Health and critical appraisal in the context of Medicine 1. It will follow a systems (2 credits) the patient scenario. This method will approach to introduce common This course will focus on the reproductive guide students to become skilled users of diseases and syndromes focusing on system of female patients and common medical evidence that has already been etiology, epidemiology, underlying conditions associated within gynecology appraised. pathophysiology, signs and symptoms, and obstetrics. The course will include differential diagnosis, patient evaluation instruction in the evaluation and with the selection, use and interpretation management of emergent, acute and of results of laboratory and diagnostic chronic patient presentations in the areas studies and basic therapeutic concepts. of women’s health across the life span. 42 PA 570 Healthcare Policy practice of medicine, a current standard of a preceptor. The student will perform (2 credits) implemented by the physician assistant comprehensive history and physical This course will introduce systems-based profession. This project will be done exams, develop differential diagnoses, practice and health care management with guidance of the student’s adviser diagnostic and therapeutic management to include healthcare policy, healthcare and in partnership with a preceptor/ plans for patients with women’s health delivery systems and the role of public office practice. The project will include medical conditions to include prenatal and health in the preventative healthcare. comparison of some aspect of practice obstetrical care. The student will provide Topics will include quality improvement, to national benchmarks, performance patient education on health maintenance risk management, patient safety and guidelines or other established evidence and promotion sensitive to diverse prevention of medical errors. It will also based metric or standard. Based on the populations. The student will recognize the focus on professional and legal issues comparison, the student will develop and need for consultation and referral, transfer encountered in practice, as well as current implement a plan for improvement in that to an emergency or acute care setting. trends and political issues that affect PA area. practice. Communication with patients PA 640 Pediatrics Rotation will be developed through exposure to PA 602 Internal Medicine Rotation (5 credits) educational activities in leadership, cultural (5 credits) This is a 5 week rotation in an ambulatory, diversity, health literacy, prevention, and This is a 5 week rotation in an ambulatory, in/outpatient hospital or office-based spirituality. in/outpatient hospital or office-based facility under the direction of a preceptor. primary care facility under the direction Students will perform comprehensive PA 575 Emergency Medicine of a preceptor. The student will perform history and physical exams; develop and Surgery comprehensive history and physical differential diagnoses, diagnostic (4 credits) exams, develop differential diagnoses, and therapeutic management plans This course will focus on the management diagnostic and therapeutic management for common conditions in infants, of emergency medical and surgical plans for patients with acute and chronic children and adolescents. The student presentations, with an emphasis on medical problems. The student will will recognize normal growth and working collaboratively in interprofessional provide patient education on health development and be able to differentiate patient centered teams while providing maintenance and promotion sensitive common abnormalities of growth and care across the lifespan to varying patient to diverse populations across the adult development. The student will provide populations. Students will learn triage, life span. The student will recognize the health maintenance and promotion, and stabilization, diagnostic and therapeutic need for consultation and referral, transfer patient education sensitive to diverse management plans, referrals and the to an emergency or acute care setting. pediatric populations. appropriate specialty consultations. The The student’s experiences can include fundamentals of surgical practices will behavioral and long term health care. PA 650 Emergency Medicine Rotation be presented to include pre, intra and (5 credits) postoperative patient care. Students will PA 610 Family Practice Rotation This is a 5 week rotation in an emergency also have instruction in basic life support, (5 credits) department facility under the direction advanced cardiac life support, and This is a 5 week rotation in an ambulatory, of a preceptor. Students will perform advanced trauma life support. in/outpatient hospital or office-based focused history and physical exams, primary care facility under the direction develop differential diagnoses, diagnostic PA 580 Procedures in Medicine of a preceptor. The student will perform and therapeutic management plans (1 credit) comprehensive history and physical to include common procedures in the This course will present theory and/or exams, develop differential diagnoses, emergency room. Emphasizes will be hands on experience in procedures in diagnostic and therapeutic management placed on the evaluation and management office, emergency and surgical settings. plans for patients with acute and chronic of emergent and acute conditions, Principles of sterile technique, injections, medical problems. The student will psychological emergencies and surgical intravenous catheterizations, phlebotomy, provide patient education on health conditions unique to the clinical practice urethral catheterizations, gowning and maintenance and promotion sensitive of emergency medicine. Students will gloving, knot tying, suturing, casting to diverse populations across the life experience working collaboratively in and splinting are examples of the course span. The student will recognize the need interprofessional patient-centered teams content. for consultation and referral, transfer while providing care across the life span to to an emergency or acute care setting. diverse patient populations. CLINICAL YEAR The student’s experiences can include behavioral and long term health care. PA 660 Surgery Rotation PA 620 Thesis Guidance (5 credits) (2 credits) PA 630 Women’s Health Rotation This is a 5 week rotation in an inpatient/ This is a 2 week course to assist the student (5 credits) outpatient setting under the direction in developing the master portfolio project This is a 5 week rotation in an ambulatory, of a preceptor. Students will perform that includes active learning and the in/outpatient hospital or office-based comprehensive history and physical application of learning to improve the primary care facility under the direction exams, develop differential diagnoses, 43 diagnostic and therapeutic management PA 695 Summative Evaluation / plans to include participation in common Experience outpatient and intraoperative procedures. (2 credits) Emphasizes will be placed on the This course will serve as a capstone evaluation and management of pre, intra experience to prepare the student for the and postoperative care, systemic diseases physician assistant profession. There will and surgical conditions unique to the be focus on curricular review of topics clinical practice of surgery. Students will in medicine, PA licensure, credentialing, experience working collaboratively in laws and regulations of practice, student interprofessional patient-centered teams presentation of master portfolio projects while providing care across the life span to to include case presentations, service diverse patient populations. learning and professional growth experiences. Students must successfully PA 670 Elective Rotation complete the final summative evaluation (5 credits) examination and clinical simulated This is a 5 week rotation in an ambulatory, scenarios for graduation certification; this in/outpatient hospital or office-based testing will be conducted 4 months prior facility under the direction of a preceptor to graduation. in a health care area of choice for the student with preapproval of the clinical director. The rotation will emphasize the pathophysiology, evaluation, diagnostic and therapeutic management of diseases and conditions unique to the clinical practice. This rotation will fulfill the student’s clinical area of interest and allow preparation for employment opportunities. PA 680 Elective Rotation (4 credits) This is a 4 week rotation in an ambulatory in/outpatient hospital or office-based facility under the direction of a preceptor in a health care area of choice for the student with preapproval of the clinical director. The rotation will emphasize the pathophysiology, evaluation, diagnostic and therapeutic management of diseases and conditions unique to the clinical practice. This rotation will fulfill the student’s clinical area of interest and allow preparation for employment opportunities. PA 690 Mental Health Rotation (1 credit) This is a one week rotation in an ambulatory, in/outpatient hospital or office-based mental health facility under the direction of a preceptor. The student will perform mental status examinations, develop differential diagnoses, pharmacological and nonpharmacological therapeutic treatment plans for patients with mental health conditions. The student will recognize the need for consultation, referral and ancillary services for mental health conditions.

44 GRADUATE PROGRAM IN SECONDARY EDUCATION

PROGRAM PHILOSOPHY AND CONTENT PEDAGOGY AND PRACTICE Teaching is more than an art and a science. A teacher provides The Master of Science in Secondary Education: Pedagogy and opportunity for his or her students to develop knowledge and Practice program offers graduate-level coursework for both skills. A great teacher models creativity and positive interaction to individuals already certified as secondary education teachers, as mold the minds of his or her students in an effort to build a better well as those with bachelor degrees in fields other than secondary community. education who wish to pursue secondary certification in biology, chemistry, Earth science, English, math or social studies. MISSION STATEMENT This urban-based program focuses on the pedagogical links of The Master of Science in Secondary Education: prepares students teaching as art, science and social justice, as well as teaching to attain Pennsylvania Certification in biology, chemistry, earth as theory, research and practice. Coursework will be offered science, english, math and social studies. Students in this program in educational research, foundations, learner diversity, cross- demonstrate strong pedagogical skills, leadership and service curricular best assessment and teaching practices, as well as to others throughout the program. Graduate students approach content specific teaching methodologies in English, math, science teaching using a reflective-practitioner approach that requires and social studies. strong content knowledge, leadership, hands-on experiences in the field and rigorous research skills. Courses adhere to the To obtain the M.S. in Secondary Education: Pedagogy and Practice Pennsylvania Department of Education objectives listed for at Mercyhurst, the graduate student must complete a minimum development of highly qualified teacher designation for each core of 33 graduate hours of study. The required 11-course student. program can be completed in 24 months (full-time), or 30-36 months (part-time). LEARNING OUTCOMES A capstone clinical (EDSE 675) is required for students seeking 1. Knowing the Content certification in a content specific urban secondary program. Content specific program outcomes are met through the Students entering the program already certified in secondary evaluation of undergraduate degree coursework. The education are required to complete a 240-hour internship (EDSE Departments of Mathematics, Science, History and English 673) in a content-specific secondary educational placement. evaluate all incoming transcripts. If there are areas of deficiency SECONDARY EDUCATION: PEDAGOGY AND PRACTICE where standards are not met, an undergraduate Plan of Study will be developed for that student. DEGREE REQUIREMENTS 2. Performances Core courses • Managing the instructional environment EDSE 500 Foundation of Pedagogy and Practice • Planning instruction EDSE 502 Educational Research EDSE 521 Psychology of Diverse Learners 7-12 • Implementing, adapting and assimilating effective EDSE 522 Inclusive practices 7-12 instructional strategies WL101 Culturally and Linguistically Diverse Learners • Designing, conducting and evaluating laboratory activities EDSE 601 Critical Teaching Strategies EDSE 602 Curriculum and Instruction (Mathematics) • Assessing and evaluating materials to meet the instructional EDSE 603 Curriculum and Instruction (Science) needs and levels of diverse learners EDSE 604 Curriculum and Instruction (English) • Monitoring and adjusting instructional strategies EDSE 605 Curriculum and Instruction (Social Studies) EDSE 610 21st Century Literacies 3. Professionalism EDSE 635 Leadership in Urban Education • Professional organizations and associations, professional EDSE 665 Clinical I Experience (non-certified) publications and journals EDSE 673 Internship: Clinical I experience (already certified) • Integrity and ethical behavior EDSE 675 Capstone Clinical experience (non-certified) EDSE 676 Thesis: Secondary Education • Professional relationships EDSE 677 Research-based Project: Secondary Education • Communicating effectively

45 SECONDARY EDUCATION CORE COURSE DESCRIPTIONS

EDSE 500 into general education classrooms and school specific to the fields of mathematics Foundation of Pedagogy and Practice programs through policy, research and (EDSE 602), science (EDSE 603), English 3 credits practice. Participants will be given an (EDSE 604), and (EDSE 605) social studies. This course will introduce students to the opportunity to explore and develop their The course will require students to analyze role of teaching as science, art, and social personal philosophy toward inclusion and develop standards-based instructional justice in urban middle and high schools. and collaboration in schools and units, paying close detail to academic rigor, Topics include theory and application of communities. Participants will learn tools inquiry-based learning and instructional critical pedagogy, the role of teacher as for collaboration, instructional strategies, decision-making as they pertain to the educational leader, the interconnectedness assessment, and curriculum design, which fields of English, mathematics, science of school and community in the urban will allow them to educate students with and social studies. Taken in tandem with context, and the application of inquiry- exceptionalities in the general education Clinical II experience (formerly Directed based learning leading to pedagogy of classroom dealing with grades 7 through Urban Field Experience). risk-taking. Includes a 15-hour Clinical I 12. Practicum required. EDSE 610 experience. Prerequisite: EDSP 521 21st Century Literacies EDSE 502 WL101 The purpose of this course is to equip Educational Research Culturally and Linguistically the secondary teacher candidate with 3 credits Diverse Learners expertise in current technology as an This course will examine the multiple This course satisfies the Pennsylvania assistive learning tool and to explore the facets of educational research across Department of Education requirement integration of literacy across disciplines diverse school populations. Emphasis is for all graduate secondary education as well as prepare content area teachers placed on understanding, conceptualizing, majors, provides the knowledge, skills and to support, accommodate and coach applying and critically analyzing such dispositions that enable 7-12 teachers students with disabilities in develop research methodologies as descriptive to facilitate learning among students content specific reading and to use these and meta-analytical. Special emphasis from various linguistic and cultural strategies to improve literacy for all will be placed on the analysis, strategies, backgrounds. Specifically, the course students on content areas in grades 7-12. tactics and application of single subject will (1) explore variations in personality, Prerequisite: EDSP 521 and EDSP 522. experimental research methodologies. educational background, social class, Includes a 30-hour clinical experience. Students will learn to critically evaluate ethnicity, national origin, language and EDSE 635 published educational literature. culture;(2) analyze the issues of race, Leadership in Urban Education EDSE 521 racism, and culture in historical and 3 credits Psychology of Diverse Learners contemporary perspectives, (3) explore This course explores theories and analysis 3 credits strategies for teaching multicultural and of the state of urban education and This course provides an overview of the multilingual English language learners in the behavior of leadership as change psychology of learning, motivation, growth 7-12 settings, and (4) identify obstacles to agent. Topics include current models of and development, personality dynamics participation in the educational process urban reform, variables unique to urban and social adjustment with emphasis by diverse cultural and ethnic groups. education, examples of effective practices on the diversity of learners in today’s Includes a Clinical I experience. for diverse populations, critical pedagogy, classrooms. It satisfies the Pennsylvania EDSE 601 school measurement and accountability, Department of Education special Critical Teaching Strategies and building leadership capacity. education requirement. 3 credits EDSE 665 The purpose of this course is to critically EDSE 521 Clinical I (formerly Directed examine curriculum design and instruction Urban Field Experience) Psychology of Diverse Learners 7-12 for the 21st century urban middle and high 3 credits 3 credits school. The course will require students This field experience represents the first This course provides an overview of the to analyze and develop standards-based psychology of learning, motivation, growth extensive internship of the program. instructional units, paying close detail to Students, working in urban settings, will and development, personality dynamics academic rigor, instructional decision- and social adjustment with emphasis tutor individual students as well as teach in making, and urban educational theory. small and large groups settings. Students on the diversity of learners in today’s Includes a 30-hour clinical experience. classrooms. It satisfies the Pennsylvania will assist in assessment, instructional Department of Education special EDSE 602/603/604/605 planning and mathematics/science lab education requirement. Curriculum and Instruction – design and teaching. Weekly seminars Mathematics or Science or English or will bring students and mentor together EDSE 522 Social Studies (content specific) with faculty to critically examine weekly Inclusive Practices 7-12 3 credits progress. Includes a 120-hour Clinical I 3 credits The purpose of this course is to critically experience. This course addresses issues related to examine curriculum design and instruction the inclusion of students with disabilities for the 21st century urban middle and high 46 EDSE 673 schools in the area. Prerequisite: EDSP Internship: Secondary Education 502 Educational Research. Research – (for certified teachers only) based Project must be approved by the 3 credits program director prior to engaging in the Designed for the individual who already site-based the research. Grant writing is a holds PA certification, this internship component of this research-based project. represents a 240-hour experience Any Institutional Review Board applications in an urban setting. Components of must also be initiated through the program the internship include assessment, director. instructional planning and teaching, classroom management, problem solving, and leadership centered on a mentorship- reflective model. EDSE 675 Capstone Clinical: Secondary Education 6 Credits This experience is designed to prepare students to assume full teaching responsibilities under the mentorship of secondary supervision in an urban setting. Students seeking secondary education certification who hold no teaching certificate are required to complete a 6-credit (360 hours) Clinical III teaching experience in a middle or secondary school. Students seeking secondary education certification who already hold another level of teaching certification must complete a 3-credit (180 hour) Capstone Clinical experience in secondary education in the target certification area. EDSE 676 Thesis 3 credits This capstone course provides an opportunity for students to engage in scholarly research to develop a research project that establishes a strong qualitative or quantitative project that may be theoretical or applied in nature. A strong literature review, detailed analysis, scholarly insights and defense of conclusions is required. Prerequisite: EDSP 502 Educational Research. Research must be approved by the program director prior to initiating the research. Any Institutional Review Board applications must also be initiated through the program director. EDSE 677 Research-based Project 3 credits This capstone course may be substituted for the thesis requirement. It provides an opportunity for students to engage in site-based research in local schools where students will engage in after school programming and research for urban

47 GRADUATE PROGRAM IN SPECIAL EDUCATION

PROGRAM PHILOSOPHY AND CONTENT 4. Analyze and Critique educational research. The graduate program in Special Education is designed to provide 5. Design single subject research proposal using APA writing style opportunities for certified teachers and non-certified students to (a) refine their critical thinking and analytical skills to the highest 6. Discuss the connection between educational assessment and level of proficiency necessary to fulfill the role of master teacher, assessment-based instructional decisions and (b) develop applied research competencies necessary to create 7. Apply ethical conduct in the field of education innovations in education. The combination of both practitioner 8. Apply dimensions of applied behavior analysis and scientist allows the graduate student to refine and redefine the links between teaching and research, theory and best practice. SPECIAL EDUCATION MASTER’S Following a scientist-practitioner model, graduates from this DEGREE COURSE REQUIREMENTS program will have the unique ability to advance both the science and art of teaching. I. Special Education Core Courses Required for All Students (20 credits) The master’s program in Special Education provides the candidate with the experiences in field-centered activities, strongly supported EDSP 501 Behavior Management: Introduction to ABA by the principles of appropriate education, normalization, critical and Behavior Change pedagogy, and tolerance of individual differences. Candidates are EDSP 502 Educational Research: Single Subject Design prepared to identify and understand what the student knows and EDSP 531/2 Curriculum and Instruction: High-Incidence what the student needs to learn in order to grow and achieve his Disabilities or her goals in the context of the education setting. Additionally, students may complete concentrations in Applied Behavior EDSP 533/4 Curriculum and Instruction: Low-Incidence Analysis (ABA), Autism Spectrum Disorders (ASD), or Higher Disabilities Education Disability Services. The ABA certificate program meets EDSP 535 Assessment and Data-Driven Decision the BACB coursework and field eligibility requirements, allowing Making students to sit for the BACB examination once other requirements EDSP 536 Ethical, Professional, and Legal Issues have been fulfilled. The ASD concentration allows students to receive an endorsement on their Pennsylvania Department of II. Special Education Capstone Project Education certificates. One Required for All Students (3 credits) EDSP 676 Special Education Thesis, OR MISSION STATEMENT The Graduate Special Education program provides current EDSP 677 Research-Based Project and future special education practitioners with the skills and III. Special Education Capstone Experience experiences necessary to implement evidence-based practices One required for All Students (3-9 credits) in the helping professions of teaching, behavior analysis, and disability services. A Mercyhurst Graduate Special Education EDSP 672 Intensive Practicum: Applied Behavior graduate is prepared to create learning opportunities that allow Analysis (for ABA concentration only) OR individuals with educational and behavioral challenges to realize EDSP 673 Internship: Special Education (for students opportunities for self-determination and independence. Program not seeking PA certification) OR graduates are encouraged to be scientist-practitioners who serve the field in three evidence-driven ways: As consumers of applied EDSP 675 Capstone Clinical - Special Education (for research in their practice as teachers and clinicians; as producers students seeking PA certification) of applied research or data-driven strategies in both their graduate IV. Concentrations studies and their professional careers; and to disseminate their In addition to the above course, students will select a clinical or research endeavors through the presentation of resulting concentration and take the associated courses. data to others in the field. Students seeking a certificate in bilingual/bicultural special LEARNING OUTCOMES education may need to complete course work in Latino Upon completion of the Graduate Special Education program, Cultures, Applied Linguistics, and Advanced Spanish, as well graduates will be able to: as EDSP 512, EDSP 514, and EDSP 674. Students seeking a certificate in Autism/ABA will need to complete coursework 1. Write procedures for evidenced-based practices across disability EDSP 640, EDSP 650, EDSP 660, and EDSP 672. groups and life spans 2. Utilize evidenced-based practices and assessments in clinical settings 3. Write measurable objectives such as those found in an Individual Education Plan (IEP)

48 AUTISM SPECTRUM DISORDER CONCENTRATION EDSP 524 Culturally and Linguistically Diverse Learners OR WL 101 at undergraduate level This concentration is for graduate students who are looking to EDSE 500 Foundation of Pedagogy and Practice specialize in providing Special Education services to students with EDSE 501 Applied Behavior Analysis and Classroom autism. With associated clinical hours, this concentration also qualifies Management those who hold any PA Dept. of Education Certification to add an ASD EDSE 502 Educational Research Endorsement to their certificate. EDSE 601 Critical Teaching Strategies EDSP 540 Intro to Autism Spectrum Disorder EDSE 602 Curriculum and Instruction (Mathematics) OR EDSP 501 Behavior Management: Intro to ABA & Behavior EDSE 603 Curriculum and Instruction (Science) OR EDSE Change 604 Curriculum and Instruction (English) OR EDSP 541 Instructional Assessment and Methods: ASD EDSE 605 Curriculum and Instruction (Social Studies) EDSE 635 Leadership in Urban Education APPLIED BEHAVIOR ANALYSIS CONCENTRATION EDSE 665 Directed Urban Field Experience This concentration prepares individuals to work as Behavior Analysts EDSE 676 Thesis: Secondary Education OR EDSE 677 within the fields of education and developmental disabilities. These Applied Research Project: Secondary Education courses, in addition to other requirements including an Intensive EDSP 535 Assessment and Data Driven Decision Practicum experience, also prepare graduates to apply for the Board Making Certified Behavior Analyst examination administered by the Behavior Analyst Certification Board. Undergraduate and Co-Requirements for Teacher Certification: Special Education PK-4 EDSP 640 Basic Principles of Behavior EDSP 650 Functional Assessment and Intervention Prerequisite Courses Development EDSP 524 Culturally and Linguistically Diverse EDSP 660 Advanced Seminar: ABA Learners OR WL 101 at undergraduate level

HIGHER EDUCATION LEADERSHIP AND DISABILITIES SERVICES PreK-4 Early Childhood Education CONCENTRATION co-requirements This concentration prepares graduates to enter the growing field EDUC 222 Aesthetic Education of disabilities services in higher education. Graduates may pursue EDEC 201 Reading Methods employment in settings where post-secondary students are receiving EDEC 203 Language & Literacy II additional support related to disabilities. EDEC 205 Math Methods EDEC 401 Integrated Methods OL 525 Governance and Functions EDEC 473 Systems, Policies & Practices OL 535 History and Trends in Higher Education EDEC 474 Pre-Teaching Internship OL 635 Higher Education Law SPECIAL EDUCATION DIVERSITY CONCENTRATION Prerequisites for Teacher Certification: Special Education (SELECT 2 ELECTIVES) PK-8 (Candidates already hold teacher certification in Early Childhood or Middle Level Education) This concentration allows students the flexibility to create a graduate EDSP 524 Culturally and Linguistically Diverse Learners OR program that is most closely aligned to their unique interests in the WL 101 at undergraduate level field. Students may round out their graduate coursework with a number of diverse electives, including seminars where they can explore Disclosure Statement: topics of greatest interest to them under the guidance of graduate Under the current graduate program, any candidate seeking faculty. certification in any content area must complete the prescribed course of study, completion of student teaching, successful completion of EDSP 500 Cultures and History of Disabilities PDE’s required certification exams, and application to the Pennsylvania EDSP 635 Leadership in Urban Education Department of Education. EDSP 540 Intro to Autism Spectrum Disorder EDSP 640 Basic Principles of Behavior

UNDERGRADUATE AND CO-REQUIREMENTS FOR TEACHER CERTIFICATION:

Special Education Grades 7-12 EDSP 521 Psychology of Diverse Learners OR ESPE 101 at undergraduate level EDSP 522 Inclusive Practices OR ESPE 201/ESPE 202 at undergraduate level EDSP 523 Supporting Literacy OR ESPE 301/ESPE 302 at undergraduate level

49 SPECIAL EDUCATION COURSE DESCRIPTIONS

EDSP 501 EDSP 521 origin, language, and culture; (2) analyze Behavior Management: Intro to Applied Psychology of Diverse Learners the issues of race, racism, and culture in Behavior Analysis and Behavior Change 3 credits historical and contemporary perspectives, 3 credits Overview of the psychology of learning, (3) explore strategies for teaching In addition to being a required Special motivation, growth and development, multicultural and multilingual English Education graduate course for all students, personality dynamics, and social language learners in K-12 settings, and (4) this course meets the requirements of the adjustment with emphasis on the diversity identify obstacles to participation in the Applied Behavior Analysis (ABA) graduate of learners in today’s classrooms. educational process by diverse cultural and certificate program, and serves as the third ethnic groups. Students will be required to course in this sequence of instruction. EDSP 522 complete field experiences and classroom Instruction and related activities will cover Inclusive Practices activities that enable them to reflect on advanced concepts related to behavioral 3 credits their own belief systems, practices, and theory, and behavioral assessment This class addresses issues related to the educational experiences. Field experience and intervention techniques related to inclusion of students with disabilities into is articulated with course outcomes and teaching, learning, and management of general education classrooms and programs assignments. aberrant behaviors within the group- through policy, research, and practice. EDSP 531 oriented context of the classroom. This class will give participants an Curriculum and Instruction: Of particular interest will be the opportunity to explore and develop their personal philosophy toward inclusion and High-Incidence Disabilities application of basic principles of operant 3 credits conditioning to group-oriented behavioral collaboration in schools and communities. Participants will learn tools for collaboration, This course focuses on the practical contingencies, the development of application of research-based instructional systems support concepts to ensure instructional strategies, assessment, and curriculum design, which will allow them to methods for students with high incidence that such interventions may actually be disabilities. Students enrolled in this carried out, the incorporation of solid educate students with exceptionalities in the general education classroom. course will be expected to (a) demonstrate behavioral principles in teaching practices knowledge of the theoretical frameworks and curriculum design, strategies to EDSP 523 underlying instructional practices that develop self-management, generalization Supporting Literacy have been shown to be effective for procedures, strategies to promote 3 credits students with mild disabilities, (b) develop independence within classroom routines, This course prepares teacher candidates to and use appropriate assessment tools for and differential schedules of reinforcement. explore the integration of literacy across all instructional decision-making, (c) develop Students will have the opportunity to disciplines and to develop the idea that all appropriate instructional lessons based review behavioral assessment techniques teachers teach literacy. It prepares teacher on assessment information and models and applications, reinforcer assessment, candidates to support, accommodate, of effective instruction, and (d) generate single-subject research design, and data and coach students with disabilities in appropriate modifications and adaptations analysis. Above all, this course will focus particular literacy strategies, including the for content-area curricular materials. primarily on PRACTICAL applications of use of assistive technologies relevant to Concurrent Enrollment: EDSP 532, ABA within a group/systems context. content area subjects. Supervised Field Experience: High EDSP 502 EDSP 524 Incidence Disabilities. A 30-hour, Educational Research: Culturally and Linguistically supervised field experience is required. Single Subject Design Diverse Learners Students will participate in special education programs as observers and 3 credits 3 credits teacher aides. Placement will include This graduate course will examine the This course provides the knowledge, public schools and other agencies serving multiple facets of educational research. skills and dispositions that enable K-12 children with high incidence disabilities. Emphasis is placed on understanding, content area teachers to facilitate learning conceptualizing, applying, and critically among students from various linguistic EDSP 532 analyzing research methodologies. Special and cultural backgrounds. It integrates Clinical: High-Incidence Disabilities emphasis will be placed on the analysis, theory and research with practical 1 credit strategies, tactics, and application of single classroom applications to address the Co-requisite of EDSP 531. A 30-hour subject research methodologies (within, needs of teachers who work with limited minimum, supervised field experience between, and combined series designs) English proficient students of all language is required. Students will participate in related to research-based educational and background. Intended to focus on access special education programs as observers clinical practices. In addition, students to literacy and educational opportunity for and teacher aides. Placement will include will learn to critically evaluate published ELLs, the course will engage class members public schools and other agencies serving educational research paying special in discussions around a variety of topics in children with low incidence disabilities. attention to design, methodologies, logic, educational practice, research, and policy. and experimental control. This course will Specifically, the course will (1) explore also introduce research-professional ethics, variations in personality, educational 50 and the art and science of publication. background, social class, ethnicity, national EDSP 533 disabilities. The course examines the role behavior assessment and intervention Curriculum and Instruction: of law in forming and shaping special development. Students will be exposed to Low-Incidence Disabilities education practices; the ethical dilemmas the full spectrum of functional behavior 3 credits and debates that drive much of special assessment methodologies. Students will This course focuses on research-based education, and the opportunity that exists be taught how to develop interventions methods of instruction for students to develop cooperative, collaborative and based on the results and findings of a with low incidence disabilities in basic effective partnerships between parents, functional behavior assessment. communication, mobility, sensory, and districts and service provides that result in EDSP 660 social skills, as well as academic skills quality education programs for students Advanced Seminar: with disabilities. (especially literacy and general education Applied Behavior Analysis curricular access). Our approach to provision EDSP 635 3 credits of services for these students is grounded in The Advanced Seminar in Applied Behavior the broader context of expanding students’ Leadership in Urban Education 3 credits Analysis will examine the multiple facets valued roles in classrooms, schools, of behavioral research and practice issues. and communities, while teaching skills This course explores (a) the theories, policies, issues, and analysis of the state In addition, students will critically evaluate that will enhance personal competence published educational research, and and life quality today and in the future. of urban education, and (b) the behavior of leadership as change agent. Topics current research in the field of autism, An introduction to augmentative and developmental disabilities, and educational alternative communication (AAC) and to be addressed include research-based national models of urban reform, local practices paying special attention to assistive technology (AT) is also addressed research design, methodologies employed, in this course. models of urban reform, educational and non-educational variables unique to urban and experimental control. Faculty will EDSP 534 education, examples of effective practices, present recently published, current, and Clinical: Low-Incidence Disabilities standards-based practices, school ongoing research and contemporary topics 1 credit measurement and accountability, and through a week-long series of seminars Co-requisite of EDSP 533. A 30-hour building leadership capacity. The course and workshops. minimum, supervised field experience will also require students to develop a EDSP 672 is required. Students will participate in working, research-based proposal of urban Intensive Practicum special education programs as observers education reform either working within an Applied Behavior Analysis and teacher aides. Placement will include existing school or proposing a new school. 9 credits public schools and other agencies serving EDSP 640 This 750-contact hour Intensive Practicum children with low incidence disabilities. Basic Principles of Behavior is designed to further establish, and EDSP 535 3 credits ultimately solidify a link between research- Assessment and Data-Driven This course provides an introduction to the theory and application-practice within Decision Making basic principles of behavior, according to the field of applied behavior analysis. 3 credits both operant and respondent conditioning More specifically, this Practicum requires This course provides further study paradigms. The learner will be provided graduate students the opportunity into psychoeducational assessment with an examination of the guiding to (a) determine individual student in education. Topics of study include: principles of Applied Behavior Analysis, as learning differences through curriculum 1) overview of basic considerations in described by Baer, Wolf, and Risley (1968), prioritization and assessment, (b) plan, assessment, 2) assumptions underlying and developed through a body of research integrate, and implement individual, small assessment and legal and ethical spanning half a century. Specifically, the group, and collaborative assessment- considerations in assessment, 3) basic learner will identify the basic dimensions driven instruction, (c) develop class-wide concepts of measurement, with a focus of human behavior, the environmental and individual management protocols on descriptive statistics, quantification factors involved in operant conditioning, designed to explore the functionality of of test performance, norms, reliability, and the tools and techniques developed behavior within the context of the school and validity, 4) assessment of processes- to measure, record, and analyze resulting environment, (d) develop problem solving intelligence, sensory acuity, oral language, data. An underlying context for this strategies to enhance the educational perceptual-motor skills, and personality, course’s content will be the application experience, and (e) establish leadership, 5) assessment of skills-academic of discussed concepts to treatment for dialog, and critical analysis in the field of achievement, reading, mathematics, individuals with developmental disabilities, behavior analysis. written language, adaptive behavior, and including autism. Additionally, the learner 6) applying assessment information to will identify developments which are educational decision making. historically significant to the establishment EDSP 536 of a scientific and empirical approach to Professional, Legal and Ethical Practices: human behavior. Special Education EDSP 650 3 credits Functional Assessment and This course provides an overview of Intervention Development professional, legal and ethical practices 3 credits related to the provision of meaningful This course will give students a learning opportunities for students with comprehensive overview of functional 51 MASTER’S CONCENTRATION/GRADUATE CERTIFICATE IN APPLIED BEHAVIORAL ANALYSIS

The graduate certificate in Applied Behavior Analysis is designed A college certificate of completion will be awarded to students to meet the educational requirements for certification by the who complete the five-course sequence. Students are responsible Behavior Analysis Certification Board. This ABA program focuses on for meeting the work experience and exam requirements listed integrating research, basic principles, and specialized coursework below: with fieldwork in the areas of MR/DD, autism, andMH/MI . • Complete the designated number of hours of supervised work Prospective students will have a choice to complete the certificate experience. This may be met through enrollment in EDSP 672. alone, or as a concentration while pursuing a graduate degree in Special Education. • Pass the “Board Certified Behavior Analyst” Examination To achieve professional certification, a candidate must complete the five-course sequence:

REQUIREMENTS, CERTIFICATE: APPLIED BEHAVIOR ANALYSIS (24-27 CREDIT HOURS) EDSP 501 Extended Applications: Classroom Management and Applied Behavior Analysis for Groups EDSP 502 Educational Research: Single Subject Design EDSP 536 Professional, Legal and Ethical Practices: Special Education (Required forABA certification for students beginning in Fall, 2014) EDSP 640 Basic Principles of Behavior EDSP 650 Functional Assessment and Intervention Development EDSP 660 Advanced Seminar: Applied Behavior Analysis EDSP 672 Intensive Practicum - Applied Behavior Analysis (9 credits)

52 GRADUATE FACULTY

JAMES ADOVASIO MEREDITH BOLLHEIMER B.A., University of Arizona; Ph.D., University of Utah B.A., Pennsylvania State University; J.D., University of Pittsburgh Dr. Adovasio is provost, dean of the Zurn School of Natural Sciences School of Law Attorney and Mathematics and director of Mercyhurst Archaeological Bollheimer is an associate professor of business and organizational Institute. Some of his research interests include primitive leadership and holds a Juris Doctorate from the University of technology, early man in North America, the archaic stage in the Pittsburgh School of Law, where she served as the Business Old and New Worlds, Quaternary Paleoecology, and research Manager for the Journal of Law and Commerce. She has methodology in the excavation of caves and rockshelters. practiced in the area of insurance defense, family law, worker’s compensation, and higher education law. Attorney Bollheimer PHILLIP BELFIORE teaches courses in business law, leadership, higher education law, B.S., Duquesne University; M.Ed., Kent State University; and interdisciplinary legal studies. Her research interests include Ph.D. Lehigh University gender studies, the legal profession, corporate social responsibility, Dr. Belfiore is the vice president for academic affairs and director and higher education law topics. of the Special Education graduate program. His areas of expertise include severe disabilities, urban education, applied behavior JAMES G. BRECKENRIDGE analysis, functional analysis and single subject research. He has B.A., Virginia Tech; M.A., University of Virginia; published over 50 original research papers in such publications M.B.A., Gannon University as the Journal of Behavioral Education and the Journal of Applied Dr. Breckenridge is the Executive Director of the Institute of Behavior Analysis. He is the author of Recognizing Choices in Intelligence Studies. Dr. Breckenridge is the former Dean of Community Setting by People with Significant Disabilities. the Walker School of Business and was appointed as the first chair of the Department of Intelligence Studies at Mercyhurst PETER J. BENEKOS University. He designed the curricular requirements and gained B.S., Clarion State University; M.A.; University of Cincinnati; accreditation for the new major in Intelligence Studies in 2002, Ph.D., University of Akron the graduate program in Applied Intelligence in 2004, and the Dr. Benekos is a professor of Criminal Justice and Sociology with Graduate Certificate program in 2005. During his military career, a specialty in juvenile justice and corrections. He is a former his leadership responsibilities ranged from commanding the U.S. corrections counselor with the Pennsylvania Department of Army’s first unit to engage in combat since the Vietnam War (in Corrections and worked in both prison and community-based Beirut, Lebanon 1983) to serving as a Professor of Military Science. corrections settings. He has conducted research and published During his military career he taught Middle Eastern History and in the areas of juvenile justice, corrections, and public policy, and served as the course director for the World History program at the he is the co-author of The Juvenile Justice System: Delinquency, United States Military Academy at West Point. Dr. Breckenridge Processing, and the Law, 7th edition, and co-editor of Controversies is a founding board member of the International Association for in Juvenile Justice & Delinquency, 2nd edition, and Crime Control, Intelligence Education (IAFIE), a former President of the Fairview Politics, and Policy, 2nd edition. Dr. Benekos is a member and past School Board, and a former member of the Transportation chair of the Erie County Criminal Justice Coalition and is a board Committee of the Erie Chamber of Commerce. member of Harborcreek Youth Services. He is past president of the Northeastern Association of Criminal Justice Sciences and was a MARY B. BRECKENRIDGE trustee of the Academy of Criminal Justice Sciences. He teaches B.A., Virginia Tech; M.S., University of Southern California; D.Ed., Introduction to Juvenile Justice and Delinquency, Sociology of Law, Indiana University of Pennsylvania Contemporary Social Problems, Deviant Behavior, Sociology of An associate professor of Organizational Leadership, Mary also Evil, and Contemporary Sociological Theory. Dr. Benekos received serves as Director of the Higher Education concentration and the 2012 Founders Award presented by the Academy of Criminal Coordinator of Academic Program Assessment for the University. Justice Sciences. Dr. Breckenridge’s research interests are in the areas of gender and leadership along with higher education administration and JANE M. BLYSTONE assessment. Recent publications include a co-authored article B.A., Cedarville University; M.Ed.; Edinboro University of Pennsylvania; titled “Homeland Security – Related Education and the Private Ph.D., Indiana University of Pennsylvania Liberal Arts College” in Homeland Security Affairs and an article Dr. Blystone chairs the graduate program in Secondary Education: co-authored with Janet Wojtalik titled “There’s No Place Like Home: Pedagogy and Practice, where she is an assistant. She has extensive The Effects of Childhood Themes on Women’s Aspirations for experience in secondary schools and has worked with, studied, Leadership,” in the Journal of Women in Educational Leadership. and published in English and journalism at both state and national levels. She is a state certified k-12 principal and an elected school board director. Areas of interest include classroom research, instructional practices and school leadership.

53 LUIS L. CABO-PEREZ MARCIE FITZGERALD M.S., University of Oviedo B.S., Gannon University; M.P.A.S., University of Nebraska Medical Mr. Cabo received his M.S. degree in Natural and Biological Center Resources with an additional specialization in zoology. He Ms. Marcie Fitzgerald is an assistant professor and clinical director worked professionally and as a researcher in the Departments of of the Department of Physician Assistant Studies. She graduated Geology and Biology of the University of Oviedo on more than 15 from Gannon University’s Physician Assistant program in 1998, and archaeological projects involving human and animal remains, and she earned her master’s from the University of Nebraska in 2001. took part as a research fellow in six long-term research projects, She has worked clinically as a PA in various surgical sub-specialties including some of the most important Neanderthal sites in Europe. before beginning her career in PA education as an adjunct faculty Since 1999 he has served as Director of Paleoenvironmental­ member at Chatham University. Since 2005, Marcie has worked Studies of the Archaeological Plan for the Navia River Basin, clinically as a Physician Assistant for Shriners Hospital in Erie. She Asturias, Spain. is a Distinguished Fellow of the American Academy of Physician Assistants. Marcie is a national speaker for a major pharmaceutical RANDALL S. CLEMONS company and has appointments to test writing committee with the B.A., Whitworth College; D.A., Idaho State University National Commission on Certification of Physician Assistants. Dr. Clemons is a professor and chair of the Political Science Department who has worked, studied and published in public SHELLY FREYN administration. Areas of interest include leadership, administrative B.S., Cornell University; Post Baccalaureate, Mercyhurst University; law, and the sociology of law. M.B.A., Saint Bonaventure University; D.B.A. Student, Cleveland State University ORLANDREW E. DANZELL Prof. Shelly Freyn brings 20 years of industry experience working B.A., Cameron University for Fortune 100 companies along with some private organizations. M.A. and Ph.D. from Kansas State University Her career began in research and development, but later branched Dr. Orlandrew E. Danzell is an Assistant Professor in the into management, market research and technical sales. She has a Department of Intelligence Studies. Dr. Danzell teaches both track record of many new products with some of the top brands graduate and undergraduate courses within the Department of in the marketplace and holds a patent that sparked a new market Intelligence Studies. He received a Ph.D. in Security Studies from category in the food industry. She teaches competitive intelligence Kansas State University in May 2011. He earned an M.A. in Political at both the undergraduate and graduate levels. Prof. Freyn’s Science from Kansas State University in 2007 and B.As in History research interests are using law enforcement and national security and Political Science from Cameron University in 2003 (Summa intelligence methods in the private sector. Cum Laude). Dr. Danzell’s research focuses on international/ domestic terrorism, military interventions, and national security. TINA FRYLING His research uses both quantitative and qualitative methods to B.A., Mercyhurst University; M.S., Mercyhurst University; develop and test new theoretical insights on these themes. Dr. J.D., University of Dayton Danzell’s scholarly work has appeared in journals such as Journal Attorney Fryling is an associate professor of criminal justice and of Conflict Resolution and Defense Security Analysis. He has several holds a Juris Doctorate from the University of Dayton, where she other projects under review. He is currently working on research was also Law Review Research editor. She was formerly a law related to radicalization and evolution of lone wolf terrorism. clerk for the Erie County Court of Common Pleas and maintained a private law practice. Attorney Fryling teaches courses in ethics, DENNIS C. DIRKMAAT constitutional law, criminal procedure, and women and crime. She B.A., University of Pittsburgh; Ph.D, University of Pittsburgh, 1989; has conducted research and presented papers on legal issues of D-ABFA 1996. privatization in criminal justice. Dr. Dirkmaat directs the graduate program in Forensic and Biological Anthropology. Dr. Dirkmaat is one of only 50 active THOMAS J. GAMBLE board-certified forensic anthropologists in North America and B.A., Gannon University; M.A. & Ph.D., Syracuse University has consulted in well over 150 cases for Pennsylvania coroners, Dr. Gamble is President of Mercyhurst University and on State Police and the FBI. Dr. Dirkmaat is also a member of DMoRT, administrative leave from his tenured position as an associate a federal agency that assists local officials in the documentation professor of criminal justice and psychology. He was awarded and identification of victims of mass fatality events, and has been a post-doctoral fellowship at Yale University and is a graduate involved in airplane crashes in Pittsburgh (USAir 427), Guam (KAL of the post­doctoral program at the Yale Bush Center for Child 901), Rhode Island (EgyptAir 800) and Pennsylvania (United 93). Development and Social Policy. Dr. Gamble spent 15 years working in the public child welfare and juvenile justice system in ROBIN DUKE Pennsylvania and has served on many state-wide committees. B.S., Slippery Rock University; M.P.A.S. Duquesne University Dr. Gamble’s publications are primarily in the area of research Ms. Robin Duke is an assistant professor in the Department of and policy concerning children, youth and families. Physician Assistant Studies. She earned her Bachelor of Science degree in Biology from Slippery Rock University and earned a MARIA GARASE Master’s Degree in Physician Assistant from Duquesne University. B.A., Edinboro University; M.S. Mercyhurst University; Ph.D. Indiana Robin has worked clinically as a physician assistant since 1995 in University of Pennsylvania primary care and emergency medicine. She most recently has Dr. Garase is an associate professor in the undergraduate worked in emergency medicine with Meadville Medical Center Department of Criminal Justice and the graduate Administration since 2006 and continues her clinical practice there. Robin has of Justice program. Her primary research and teaching interests previous academic experience as a clinical coordinator and include women and crime, ethics and justice, research methods, 54 longtime clinical preceptor of physician assistant students. program evaluation, and criminological theory. She is the author of a book, Road Rage, and various journal articles. She is on the board of higher language and social skills in children with ASD and the of directors for the Erie County Crime Victim Center, a committee application of relational frame theory to enhance early intensive member for Harborcreek Youth Services policy and planning behavioral intervention curricula. Along with Thomas. Kitchen, he committee, and a member of the Erie County Truancy Taskforce. has co-authored the text Effective Instruction for Children with She worked as a counselor specialist for delinquent females in Autism and is presently Director of the Lake Erie Autism Diagnostic, Pittsburgh, PA. Educational, and Research Services(LEADERS) program at the Achievement Center in Erie, PA. HEATHER GARVIN B.A. University of Florida; B.S. University of Florida; M.S. Mercyhurst FRANK HAGAN University; Ph.D.John Hopkins University B.A., Gannon University; M.A., University of Maryland; Dr. Garvin joined Mercyhurst University as an Assistant Professor of Ph.D., Case Western Reserve University Anthropology in 2012. She received a dual degree in Anthropology Dr. Hagan is a professor of criminal justice and sociology. He is a (B.A.) and Zoology (B.S.) from the University of Florida, followed former senior researcher and lecturer at Case Western Reserve by a Master’s of Science degree in Forensic and Biological University and is the author of Research Methods in Criminology Anthropology at Mercyhurst College. She recently completed her an Criminal Justice, Deviance and the Family, Political Crime, The doctorate at Johns Hopkins University in Functional Anatomy and Language of Research in Criminal Justice, White Collar Deviance and Evolution, where she worked as a Research Assistant under Dr. Introduction to Criminology. Christopher Ruff and gained experience teaching Gross Anatomy to medical students. Her teaching and research interests include TIMOTHY HARVEY forensic anthropology, sexual dimorphism, human variation, B.S. Central Connecticut State College; M.S. Canisius College functional and evolutionary morphology, human anatomy, and Mr. Harvey is a member of the Exercise Science graduate faculty geometric morphometrics. and is also Certified Athletic Trainer and the director of the undergraduate Exercise Science major. In addition to his work CATHERINE GILLESPIE in the classroom, he has worked decades clinically as an Athletic B.S. Gannon University; M.P.A.S. University of Nebraska Medical Center; Trainer. His research interests include: strength and conditioning, Ph.D. NOVA Southeastern University body composition, and emergency medical management. Dr. Gillespie is an associate professor and the founding chair of the Department of Physician Assistant Studies. She began her PAUL HOLLEY teaching experience in physician assistant education in 1998, first B.S., Roberts Wesleyan College; M.D. Marshall University as a clinical coordinator, then associate director. As a physician Dr. Paul S. Holley is the medical director in the Department of assistant, she has been clinically active since 1984 in various fields Physician Assistant Studies. Dr. Holley earned a Bachelor of Science of medicine to include women’s health, pediatrics, family practice in Biology with a minor in Chemistry from Roberts Wesleyan and emergency medicine. Dr. Gillespie continues to practice as College; he earned a Doctor of Medicine degree from Marshall a physician assistant part-time in a primary care setting and in University. Dr. Holley completed his family practice residency at the emergency medicine. Dr. Gillespie has been active within the Medical Center of Beaver in Beaver, Pa. Since 1996 Dr. Holley has physician assistant profession at both the national and state been a practitioner of family medicine. He currently practices in level. She is a Distinguished Fellow of the American Academy of Bemus Point, N.Y., where he employes two physician assistants in Physician Assistants and past president of the Pennsylvania Society his practice. of Physician Assistants. DAVID HYLAND DAVID J. GRABELSKI B.A., University of Cincinnati; Ph.D., University of Pittsburgh B.A., Pennsylvania State University; M.S., Pepperdine University Dr. Hyland is the Associate Dean of the School of Health Mr. Grabelski is an assistant professor in Intelligence Studies. Professions and Public Health and holds joint appointments in the He is a former instructor from the U.S. Department of Justice/ departments of Anthropology/Archaeology, Biology, and Public National Drug Intelligence Center and has 20 years service with Los Health. His research interests are wide and varied. He has explored Angeles Police Department as a homicide detective and gang unit the social connections between theories of culture and artistic supervisor. He specializes in law enforcement intelligence. movements, conducted archaeological fieldwork in far-flung places like Mongolia, and developed immunological techniques ROBERT GULICK for identifying ancient organic residues. Additionally, Hyland is the B.F.A, Edinboro University; M.F.A Edinboro University school’s resident anatomist and oversees the university’s human Robert (Bob) Gulick is a board certified behavior analyst with anatomy program. nearly 30 years of clinical experience with both children and adults diagnosed with autism spectrum disorders. His work has JONATHAN IVY included direct service and teaching of adults and children in B.A., Mercyhurst University; M.A., Penn State Harrisburg; residential, vocational, and educational settings; behavior specialist Ph.D, Ohio State University consultation to children in home, community, and educational Jonathan Ivy is an assistant professor of the behavior analysis and settings: staff, teacher, and parent training; applied research in special education graduate program at Mercyhurst University. He instructional methodology and language acquisition; and systems received an M.A. in Applied Behavior Analysis from Penn State development in the area of early intensive behavioral intervention. Harrisburg in 2005 and a Ph.D. in Applied Behavior Analysis and Special Education from The Ohio State University in 2011. Jonathan Bob serves as an adjunct faculty in Mercyhurst University’s is a board certified behavior analysts (BCBA-D) with several years of graduate program in applied behavior analysis . Currently, Bob’s clinical experience. His clinical expertise includes the development applied research efforts have been focused on the acquisition 55 and implementation of large-scale group-oriented contingencies airpower in the war, the Gulf War Air Power Survey (GWAPS). Uon and the assessment and treatment of severe problem behavior. joining the faculty at NDU he helped create the Department of Jonathan has given numerous professional presentations at Defense’s first major educational effort on what was then called regional and national conferences, and has published research Information Warfare, and until his retirement in June 2012 served in behavioral journals. His research interests include behavioral as the director for NDU’s program in Information Operations. His economics, group-oriented contingencies, and the assessment academic background is in Military History. and treatment of severe problem behavior. CHRISTINE L0 BUE-ESTES GILBERT A. JACOBS University at Buffalo: Ph.D. and M.S. Exercise Science, Applied Human B.S. United States Military Academy at West Point; M.S., University of Physiology Concentration, University at Buffalo; California State Central Texas; Ph.D. Regent University University, Fresno: B.S. Kinesiology, Sports Medicine Option Dr. Jacobs is the Dean of Graduate Studies and the Director of Dr. Lo Bue-Estes has been a Certified Athletic Trainer since 1999, the Organizational Leadership program. After retiring from the having clinical experience with pediatric, adolescent, and adult U.S. Army as a lieutenant colonel, Jacobs earned a C.P.A. license patients ranging from recreational to professional athletes. As an and worked in industry as the vice president and controller of Exercise Physiologist her primary research interests are: cognitive a regional construction and manufacturing firm. His research function and aerobic exercise, concussion: assessment, diagnosis, interests include leader and leader development, servant safe return to play, potential long-term consequences of injury, leadership, and blended and online course development. and rehabilitation, athletic assessment, training and performance, and participation in non-traditional sports. HOLLY JODON B.S. Gannon University; M.P.A.S., University of Nebraska Medical MICHAEL LYDEN Center B.S., Gannon University; M.A., Gannon University; Ms. Holly Jodon is an associate professor and the associate Ed.M., Harvard University; Ed.D. Harvard University director/academic director in the Department of Physician Dr. Lyden is vice president of enrollment management and Assistant Studies. Holly earned a Bachelor of Science in physician director, Office of Adult & Graduate Programs. He held several assistant from Gannon University and a Master of Physician human resources management positions at Aetna, Inc., and was Assistant Studies, specializing in Endocrinology, from the formerly director of education & training at University Hospitals of University of Nebraska Medical Center. Holly has practiced Cleveland and University Hospitals Health System. He has served clinically in internal/pulmonary medicine, family practice, on numerous local, state and national boards and advisory groups emergency medicine, surgery, and since 1998, adult & pediatric concerned with public education and workforce development. endocrinology at Metabolic Disease Associates. She began her JOANNE McGURK experience in physician assistant education in 2000, as a faculty B.A., Chestnut Hill College; M.A. Western Illinois University; member in the Gannon University PA Program. Holly is active Ph.D., Indiana University of Pennsylvania within the profession at both the national and state level. She An assistant professor of English, Dr. McGurk holds a degree in is a Distinguished Fellow of the American Academy of Physician rhetoric and linguistics from Indiana University of Pennsylvania. Assistants and past president of the American Society of Endocrine Her primary research focus is neurolinguistics and the connections Physician Assistants. between language, instinct, and the brain. TOM KITCHEN B.A., Mercyhurst University; M.S., Mercyhurst University ANNE MISHLER Tom Kitchen is an assistant professor of special education and is B.S. James Madison University; M.S. James Madison University; Ph.D. the director of the graduate program in applied behavior analysis. University of Pittsburgh He received his undergraduate degree in elementary/special Dr. Mishler is the Clinical Experiences Coordinator for the education and his master of science degree in special education undergraduate Exercise Science program and the Clinical Exercise from Mercyhurst University. He also received a graduate certificate Physiology concentration. She received her B.S. in Exercise Science in applied behavior analysis from the Pennsylvania State University. and Leadership and M.S. in Clinical Exercise Physiology from James For the past several years, he has helped develop and teaches 3 Madison University. She received her Ph.D. in Exercise Physiology courses within the 5-course behavior analysis certification graduate from the University of Pittsburgh. Dr. Mishler is a certified Clinical program, in addition to organizing/supervising Mercyhurst’s Exercise Specialist by the American College of Sports Medicine. Intensive Practicum for behavior analysis. Mr. Kitchen has been with She teaches graduate and undergraduate courses in exercise Mercyhurst University as a faculty member since 2006. physiology, exercise testing and prescription, and cardiac assessment. DANIEL KUEHL B.A., Allegheny College, M.A., Temple University, Ph.D., Duke University STEPHEN OUSLEY Dr Dan Kuehl is both a career Air Force officer (retiring as a B.A., University of Maryland; M.S., University of Tennessee; Lieutenant Colonel in 1994) and career educator, with 18 years Ph.D., University of Tennessee as a professor of Information Operations at the National Defense Dr. Ousley is an Associate Professor of Anthropology specializing University’s iCollege in Washington DC, from which he retired in physical anthropology. Prior to joining the Mercyhurst faculty, in 2012 to join the faculty at Mercyhurst. His AF experience Dr. Ousley served as the Director of the Repatriation Osteology included five years at the Pentagon, where he helped plan the Laboratory in the Repatriation Office of the National Museum of air compaign against Iraq during the 1991 Persian Gulf War, and Natural History at the Smithsonian Institution. He is best known where he was the division chief for the AF’s landmark study of for co-authoring FORDISC, a computer program that aids in the 56 identification of unknown human remains using various statistical for 14 years in secondary education as a teacher, counselor, and methods. Dr. Ousley’s research interests focus on statistical administrator in Chicago. approaches to biological anthropology, human growth and development and human variation. KRISTAN J. WHEATON B.A., University of Notre Dame; J.D., University of South Carolina; FRANK RODRIGUEZ M.A., Florida State University B.A. University of Texas, Edinburg; M.A., Prairie View University; Kristan J. Wheaton (Kris) is an associate professor of intelligence Ph.D., Prairie View University studies at Mercyhurst University in Erie, Pennsylvania. He is a retired Dr. F. A. Rodriguez joined Mercyhurst University in the fall of 2012 Foreign Area Officer with the US Army who specializes in national as an assistant professor of criminal justice. He earned a bachelor’s security matters, analytic methods, intelligence communications degree in police administration and a master’s in criminal justice and game-based learning. He has served as a defense and legal at the University of Texas Pan American. In 2013 Dr. Rodriguez attaché to various US embassies and missions in Europe. He has also earned his PhD in juvenile justice at Prairie View A&M University. His served in various intelligence or intelligence related billets including areas of specialization include immigration policy, race crime and the S-2 to the 559th Artillery Group in Vicenza, Italy, Attaché to the justice, juvenile justice, domestic and international terrorism and Office of the Legal Counselor in The Hague; and Chief of European multiculturalism in criminal justice. Dr. Rodriguez is also a passionate Analysis at the Directorate of Intelligence, EUCOM, in Stuttgart. He is human rights advocate. Growing up as a migrant farm worker, raised the recipient of the CIA Seal Medallion and the State Department’s by a mixed family (some members of the family are undocumented) Superior Honor Award and is a member of the South Carolina Bar. and living on the US/Mexico border in Texas has allowed him to see first hand the struggles and tribulations of undocumented JACK D. WILLIAMS immigrants and Latinos in the US. He has published and presented B.A., Pennsylvania State University; Ph.D., Villanova University at regional, national, and international conferences. Most recently, Dr. Williams is a professor and holds his degree in organic he was a visiting professor at Prairie View A&M University and at chemistry. He taught four years at Temple University and the the University of Houston - Downtown. Previously, he was a police University of Pennsylvania prior to joining the Mercyhurst faculty officer, security officer and youth counselor in Texas, taught bilingual in 1975. Dr. Williams completed an intensive training program in elementary and high school, and was a varsity baseball coach. His forensic science under the direction of the Scientific Investigation hobbies include horseback riding, racquetball, jogging, and cooking. Unit of the Cleveland Crime Lab. KEVIN SULLIVAN DAWN WOZNEAK B.A., Gannon University; M.A., University of Dayton; B.A., State University of New York at Fredonia; Ph.D., Marquette University M.S., Mercyhurst University Dr. Sullivan is an associate professor of philosophy whose areas of Dr. Dawn Wozneak is an assistant professor within the Department special interest include professional ethics (with special emphasis of Intelligence Studies and currently serves as the chair of the on law, medicine and bioethics), the ethics of organizations and Graduate Programs in Applied Intelligence. She worked as an institutions, and moral psychology. intelligence analyst for the Federal Bureau of Investigation and as a police officer for several policing agencies in Western STEVEN A. SYMES New York. She teaches courses in law enforcement intelligence B.A., University of South Dakota; M.A., University of Tennessee; and geospatial analysis. Her research interests include human Ph.D., University of Tennessee, Knoxville, 1990; D-ABFA 1997 geography and the geospatial analysis of national security and Steven A. Symes, Ph.D., recently was an assistant professor in law enforcement issues, transnational crime, counterintelligence, the Department of Pathology and the College of Nursing at the political crime, Asia-Pacific issues, and integration of data analytics College of Health Sciences, The University of Tennessee, Memphis. and intelligence techniques. Dr. Symes was the full-time forensic anthropologist for the Department of Forensic Pathology and Medical Examiner’s office ANNE ZAPHIRIS at the Regional Forensic Center for Shelby County. In 1997, Dr. B.A., Communiciation, Edinboro University of Pennsylvania; M.A. Kent Symes became a Diplomate of the American Board of Forensic State University; Ph.D., State University of New York at Buffalo Anthropology. His interests and research involve human skeletal Dr. Zaphiris is an associate professor in the Organizational biology with an emphasis on forensic tool mark and fracture Leadership graduate program and serves as Director of the pattern interpretation in bone. Sustainability Studies concentration. Her research interests include analyzing corporate and media messages, organizational values, and GERARD A. TOBIN corporate social responsibility initiatives. The Fresh Face Forward B.A., College of the Holy Cross; M.A., Loyola University Chicago; communication campaign (freshfaceforward.org) evolved out of Ph.D. Loyola University Chicago her interest in the role of communication in social change and Dr. Tobin is a licensed psychologist and served as the director of environmental issues. the Mercyhurst University Counseling Center from 1998 to 2007. Dr. Tobin currently serves as the vice president for student life STEVEN ZIDEK along with clinical practice and administration, and teaches B.A., University of Illinois, M.A., Flinders University of South Australia courses in the Psychology and the Marriage and Family Prof. Zidek serves as an Assistant Professor teaching undergraduate departments at Mercyhurst University. He was a faculty member and graduate students in the Intelligence Studies Program at in the graduate art therapy program and the master’s in education Mercyhurst University. Prior to that, he co-founded a cyber program at Vermont College where he taught courses in intelligence and strategic business company called GenuFi, Inc., counseling theory and skills. In an earlier career, Dr. Tobin worked catering to corporate and government organizations concerned 57 about intellectual property protection, monetization of premium PHONE DIRECTORY online content, and cyber security. Prior to founding GenuFi and after leaving the US government, he joined the private sector as Switchboard...... 824-2000 Vice President and Director of the Anti-Piracy Intelligence Center Bookstore...... 824-2395 at the Motion Picture Association in Los Angeles, an organization Financial Aid Office...... 824-2288 dedicated to identifying and mitigating intellectual property and Dean of Graduate Programs cybercrimes affecting the six major Hollywood Studios. Before Dr. Gil Jacobs...... 824-2390 entering into the private sector, Mr. Zidek worked as an Intelligence [email protected] Officer for the U.S. Government in a number of analytical and policy positions at the US Department of State, Defense and Office of the Vice President for Enrollment Management and Strategic Director of National Intelligence. Mr. Zidek is a decorated Marine Planning; Associate Provost, College of Graduate Studies for his service in Iraq and is now a Lieutenant Colonel in the Marine Dr. Michael Lyden, Director...... 824-3652 Corps Reserve. As a Marine reservist, he has served with the Marine [email protected] Corps Intelligence Activity, the Joint Staff’s Intelligence Branch (J2) and Navy-Marine Intelligence Training Command besides numerous Graduate Program Admissions infantry commands. Candace Schiffer, M.A., Associate Director of Graduate Admissions and Enrollment...... 824-3384 [email protected] Kristen Pepe, Academic Coordinator...... 824-2297 [email protected] Administration of Justice Graduate Program Dr. Frank Hagan, Director...... 824-2105 [email protected] Anthropology Graduate Program Dr. Dennis Dirkmaat, Director...... 824-2105 [email protected] Applied Behavior Analysis Dr. Jonathan Ivy, Director ...... 824-3371 [email protected] Applied Intelligence Graduate Program Mr. James Breckenridge, Director...... 824-2458 [email protected] Exercise Science Graduate Program Dr. Christine Lo Bue-Estes, Director...... 824-3609 [email protected] Organizational Leadership Graduate Program Dr. Gil Jacobs, Director ...... 824-2390 [email protected] Physician Assistant Studies Dr. Catherine Gillespie, Director ...... 824-2513 [email protected] Secondary Education Graduate Program Dr. Jane Blystone, Director ...... 824-2267 [email protected] Special Education Graduate Program Dr. Phillip Belfiore, Director...... 824-2267 [email protected]

If you are calling long distance, dial 1-800-825-1926 and ask for the specific department extension (the last four digits of each phone number). Additional information may be obtained at graduate.mercyhurst.edu 58 Mercyhurst University Joanne McGurk CONFERENCE FOR MERCY Marco A. Monsalve HIGHER EDUCATION Board of Trustees Carlow University Joseph G. NeCastro ‘78

Ellen H. Ryan ‘64 College of Saint Mary ACADEMIC YEAR Mark J. Salvia ‘82 Georgian Court University 2014-2015 Frank B. Victor ’87 Gwynedd-Mercy College Patrick J. Weschler ‘78 OFFICERS OF THE BOARD Maria College Marlene D. Mosco ’68 TRUSTEES EMERITI Chair of the Board (NON-VOTING) Marian Court College Richard A. Lanzillo ’83 Vice Chair A. James Freeman Mercyhurst University

Sister JoAnne Courneen, RSM ‘64 Elizabeth M. Greenleaf ‘52 Misericordia University Vice Chair Myron Jones Mount Aloysius College Robert S. Miller ‘11 Bruce H. Raimy Secretary Kathleen C. Rohm Mount Mercy University Mary Ellen Dahlkemper ‘73 Assistant Secretary William C. Sennett Saint Joseph College Owen J. McCormick Sister Maura Smith, RSM ’48 Assistant Secretary Saint Joseph’s College Msgr. L. Thomas Snyderwine Saint Xavier University Jane L. Theuerkauf BOARD MEMBERS Barrett C. Walker Salve Regina University Sister Mary Ann Bader, RSM ‘73 James A. Zurn Phillip J. Belfiore Trocaire College

Terrence W. Cavanaugh University of Detroit Mercy Tom D. Dillehay Vernon D. Dobbs Rosemary D. Durkin ’77 Sister Mary Felice Duska, RSM ’64 Thomas J. Gamble Jane Gerety, RSM Andrea T. Jeffress Charles G. Knight Scott A. Koskoski ‘00 Lev J. Kubiak ‘88 John H. Langer Nicholas T. Latta ’15 William G. Lewis John W. Masterson Robert Mazza Desmond J. McDonald 59 NOTES

60 The Office of Graduate Studies 501 East 38th Street • Erie, PA 16546 814-824 -3384 [email protected] mercyhurst.edu/graduate