Graduate Studies 2011-2012

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Admissions Office 9801 Frankford Avenue Philadelphia, PA 19114-2009 graduate holyfamily.edu Studies

Northeast Philadelphia 9801 Frankford Avenue Philadelphia, PA 19114-2009 215-637-7700

Newtown One Campus Drive Newtown, PA 18940-0992 267-341-4000

woodhaven graduate Studie s 1311 Bristol Pike Bensalem, PA 19020-6415 267-341-5000 2011-2012

2011-2012

Holy Family University Graduate Studies 2011-2012

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= = = eçäó=c~ãáäó=råáîÉêëáíó= For information regarding Graduate Programs contact: kçêíÜÉ~ëí=mÜáä~ÇÉäéÜá~=`~ãéìë= 9801 Frankford Avenue Philadelphia, PA 19114-2009 kÉïíçïåI=_ìÅâë=`çìåíó= One Campus Drive Newtown, PA 18940-1761 tççÇÜ~îÉåI=_ìÅâë=`çìåíó= 1311 Bristol Pike Bensalem, PA 19020-6415 ^åÇ~äìëá~I=_ìÅâë=`çìåíó= 634 Bristol Pike Bensalem, PA 19020 dÉåÉê~ä=qÉäÉéÜçåÉ=~åÇ=c~ñ=kìãÄÉêë= Tele phone Fax Northeast Philadelphia Campus 215 -637 -7700 215 -637 -3826 Newtown, Bucks County 215 -504 -2000 215 -504 -2050 Woodhaven, Bucks County 215 -827 -0567 215 -633 -0558 Andalusia, Bucks County 267 -341 -3244 215 -637 -2110 Financial Aid 215 -637 -5538 215 -59 9-1694 Library 215 -637 -5828 215 -632 -8067 pÅÜççä=`äçëáåÖ=kìãÄÉêë= Northeast Philadelphia Campus Day classes 124 Saturday and Evening classes 2124 Newtown, Bucks County Day classes 784 Saturday and Evening classes 2784 Woodhaven, Bucks County Day clas ses 144 Saturday and Evening classes 2029 While this catalog was prepared on the basis of the most complete information available at the time of publication, all information is subject to change without notice or obligation. Holy Family University reserves the right to change without notice any statement in this publication concerning, but not limited to, rules, policies, tuition, fees, faculty, offerings, program requirements, curricula, and courses. This document is not a contract or an offer of a contract.

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= = ^=jÉëë~ÖÉ=Ñêçã=íÜÉ=mêÉëáÇÉåí= Dear Graduate Student, Welcome to your respective graduate program at Holy Family University. The prior knowledge and skills you will bring to your time of study at Holy Family University will serve you well as you develop professional knowledge and expertise. Our University spirit recognizes the individual as a precious member of the campus community; your professors as well as the entire University community will strive to nurture you both intellectually and spiritually, enabling you to participate successfully in all aspects of life in the 21st Century. You will pursue your studies in an atmosphere that recognizes and assumes the responsibility to affirm the dignity of the human person and the oneness of the human family. This education is grounded in the values of the Judeo-Christian tradition and reflects the charism of the Sisters of the Holy Family of Naza- reth. Your graduate experience at Holy Family University will enhance the service you will be encouraged to give, increase your knowledge in your field, sharpen the leadership skills you will be asked to demonstrate, and strengthen the care you will be motivated to show for others. These achievements will assist you in making a positive impact on the world. Our faculty members are committed to doing research, to teaching, and to serving, and they seek to develop your ever-increasing awareness of corres- ponding responsibilities to self, to others and to the greater good. Our goal is to provide a cooperative, supportive, and professional learning environment that challenges and encourages each graduate student to see learning as a life- long process of discovery and service. I wish you all the best during your professional journey. Sincerely yours, Sister Francesca Onley, CSFN, PhD President

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= = jáëëáçå=C=dç~äë= qÜÉ=jáëëáçå=çÑ=íÜÉ=råáîÉêëáíó= Holy Family University, a ministry of the Sisters of the Holy Family of Naza- reth, offers education in the liberal arts and professions through graduate, undergraduate, and non-degree programs. As a Catholic University, Holy Fami- ly seeks direction and inspiration from the life and teaching of Jesus Christ, affirms the values of the Judeo-Christian tradition, and witnesses to the dignity of each person and the oneness of the human family. Holy Family Uni- versity educates students to assume life-long responsibilities toward God, society, and self. The following core values inform the University as it seeks to carry out its Mission: Family. Holy Family University welcomes and cares for students, faculty, and staff as members of a diverse but interconnected family. A community united by a common Mission, the University promotes an atmosphere of mutual concern and attention to the spiritual, intellectual, social, emotional, and physical needs of all those whom it serves. Respect. Holy Family University affirms the dignity of the human person through openness to multiple points of view, personalized attention, and collaborative dialogue in the learning process and in the interaction among members of the University community. The University seeks to instill appreciation of and respect for differences so that its graduates can function successfully in multicultural contexts. Integrity. Intent upon forming persons of integrity who recognize the importance of life-long learning, Holy Family University advocates free and con- scientious pursuit of truth and the responsible use of knowledge. It bases education upon a foundation in the liberal arts that highlights the humanities and the natural and social sciences. In keeping with the teachings of the Catholic Church, concern for moral values and social justice guides the University in designing programs and activities. Service and Responsibility. Holy Family University incorporates its motto, Teneor Votis ("I am bound by my responsibilities"), into curricular, cocurricu- lar, and extracurricular programs. Reflecting this motto, educational experiences at the University apply theory to practice and course content to serving human needs. The University educates individuals to become competent professionals and responsible citizens. Learning. Holy Family University seeks to instill in its students a passion for truth and a commitment to seeking wisdom. It promotes values-based education, creative scholarship, informed and imaginative use of research and tech- dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= îáá=

= = nology, and practical learning opportunities such as co-operative education and internship programs. The University seeks to strengthen ethical, logical, and creative thinking; to develop effective communication skills; to nurture an aesthetic sense; and to deepen global, social, and historical awareness. Vision. Holy Family University envisions learning as a dynamic and fruitful exchange between traditional sources of wisdom and contemporary developments in knowledge. Throughout the teaching and learning process, the Uni- versity seeks to embody Christian philosophical and theological perspectives. It offers an education grounded in a Judeo-Christian worldview that serves as a foundation upon which to address contemporary problems and to build a vision for the future. (Approved by the Holy Family University Board of Trustees, November 2000.)

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The graduate programs affirm the Mission of the University. They further support the Mission through their specific goals: • To foster the development of professionals, scholars, and lifelong learners who can translate advanced study into effective problem-solving skills • To facilitate the development of critical thinkers who can use their personal, professional, spiritual, and academic experiences in the analysis of current issues • To produce informed users of research capable of making significant con- tributions in their chosen fields • To support and encourage scholarship, intellectual inquiry, and professional responsibility that nurtures the growth and development of others. The University offers graduate degrees and certification programs that prepare professionals in education, criminal justice, counseling psychology, nursing, human resources management, information systems management, and business administration (accelerated) in an intellectually challenging milieu. dê~Çì~íÉ=píìÇáÉëW=jáëëáçå=~åÇ=dçîÉêå~åÅÉ= In the continuum of its Mission, the University offers programs of advanced study in several areas. The programs enable students to acquire depth in selected disciplines, reach advanced competency, and explore connectivity between specialized studies and human endeavors. The Vice President for Academic Affairs oversees the review and evaluation of policies and procedures as they relate to graduate education in general, the coordination of graduate curricula, the review and evaluation of pertinent academic regulations, and the exploration and development of graduate education opportunities. The Graduate Council, whose membership includes the Asso-

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= = ciate Vice Presidents, School Deans, Directors and Coordinators of academic programs within each school, and relevant academic services personnel, serves in an advisory capacity to the Vice President in this role. Responsibility for student admission, advising and welfare, graduate curricula, and the day-to-day operation of the respective graduate programs is posited within each of the academic schools or divisions. The School Deans or Asso- ciate Vice President (Division of Extended Learning), in collaboration with relevant academic administrators and related services personnel, assume primary responsibility for these functions in the respective graduate programs. Committees within each of the academic units include administrators and representative faculty and students and serve in an advisory capacity to the School Deans or Associate Vice President in the execution of their responsibilities.

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Last Day to Petition to Graduate for Undergrads (Sum- April 30 mer/Fall completion) Semester Examinations April 30 -May 5 Last Day to Petition to Graduate fo r Grad Students (Summer May 1 1 Completion) Commencement May 19 pìããÉê=pÉëëáçå=Ó=OMNO= Summer Session I, III Begins May 21 Memorial Day (University Closed) May 28 Last Day to Add/Drop Summer I Classes May 29 Last Day to Petition to Graduate for Grad St udents (Summer July 1 II & III Completion) Summer Session I Ends July 2 Independence Day (University Closed) July 4 Summer Session II Begins July 9 Last Day to add/Drop Summer II Classes July 16 Summer Session II & III Ends August 17 Note: Dates subject to change; please consult web site calendar (www.holyfamily.edu).

^ÅÅêÉÇáí~íáçå=~åÇ=jÉãÄÉêëÜáé= Holy Family is accredited by the Middle States Commission on Higher Edu- cation, the Commission on Collegiate Nursing Education, and the Joint Re- view Committee of Education in Radiologic Technology. Traditional graduate and undergraduate programs offered from the School of Business are accredited by the Accreditation Council for Business Schools and Programs (this accreditation does not apply to the undergraduate and graduate business degrees offered through the Division of Extended Learning). Teacher certification programs at the graduate and undergraduate levels are approved by the Commonwealth of Pennsylvania, Department of Education. Holy Family has also been approved by the Pennsylvania State Board of Nurse Examiners, the Veterans Administration, and New York State Regents, and is a member of the American Association for Colleges for Teacher Education (AACTE) and the American Association of Colleges of Nursing (AACN).

^ÑÑáäá~íáçå= Holy Family University is a member of the Southeastern Pennsylvania Con- sortium for Higher Education (SEPCHE). SEPCHE consists of eight independent institutions of higher education in the greater Philadelphia region. These schools consist of: Arcadia University, Cabrini College, Chestnut Hill College, Gwynedd-Mercy College, Holy Family University, Immaculata University, Neumann College, and Rosemont College.

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`çêêÉëéçåÇÉåÅÉ= All mail correspondence should be addressed to: Holy Family University 9801 Frankford Avenue Philadelphia, PA 19114-2009 ^ÇÇêÉëë=ëéÉÅáÑáÅ=áåèìáêáÉë=~ë=ÑçääçïëW= dÉåÉê~ä=mçäáÅáÉë= President ^Å~ÇÉãáÅ=^ÑÑ~áêë=E^Å~ÇÉãáÅ=mçäáÅáÉë=~åÇ=mêçÅÉÇìêÉëF= Vice President for Academic Affairs dê~Çì~íÉ=píìÇó=mçäáÅáÉëI=qê~åëÑÉê=mçäáÅáÉë= Vice President for Academic Affairs píìÇÉåí=pÉêîáÅÉëI=eçìëáåÖI=rëÉ=çÑ=råáîÉêëáíó=c~ÅáäáíáÉë= Vice President for Student Services _ìëáåÉëë=j~ííÉêëI=qÉÅÜåáÅ~ä=pí~ÑÑ= Vice President for Finance and Administration fåÑçêã~íáçå=qÉÅÜåçäçÖó= Vice President for Information Technology aáë~ÄáäáíáÉë=pÉêîáÅÉë=Ñçê=píìÇÉåíë= Director of Counseling Center and Disabilities Services qìáíáçå=~åÇ=cÉÉë= Assistant Controller eìã~å=oÉëçìêÅÉë= Assistant Vice President for Human Resources `ççéÉê~íáîÉ=bÇìÅ~íáçåLfåíÉêåëÜáéë= Director of Cooperative Education cáå~åÅá~ä=^áÇ= Financial Aid Director `~í~äçÖëI=qê~åëÅêáéíëI=~åÇ=píìÇÉåí=oÉÅçêÇë= Associate Vice President for Academic Services and Registrar

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= = dáÑíë=~åÇ=_ÉèìÉëíë= Vice President for Institutional Advancement _ççâëíçêÉ= Bookstore Manager `~êÉÉêë=~åÇ=mä~ÅÉãÉåí= Director of Careers Center ^äìãåá=^ÅíáîáíáÉë= Director of Alumni Relations and the Annual Fund j~áä= Mail Services Coordinator eçäó=c~ãáäó=råáîÉêëáíóI=kÉïíçïå= Executive Director Newtown eçäó=c~ãáäó=råáîÉêëáíóI=tççÇÜ~îÉå=E^ÅÅÉäÉê~íÉÇ=mêçÖê~ãë= çÑ=píìÇóF= Associate Vice President for the Division of Extended Learning eçäó=c~ãáäó=råáîÉêëáíóI=^åÇ~äìëá~= Vice President for Institutional Advancement and Development

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`çåíÉåíë= Holy Family University ...... iii A Message from the President ...... v Mission & Goals ...... vii The Mission of the University ...... vii Goals of the Graduate Programs ...... viii Graduate Studies: Mission and Governance ...... viii Holy Family University Academic Calendar 2011–2012 ...... x Accreditation and Membership ...... xi Affiliation ...... xi Correspondence ...... xii History, Facilities, and Services ...... 3 History: Past and Present of Holy Family University ...... 3 Northeast Philadelphia Campus ...... 4 Northeast Philadelphia Campus Facilities ...... 4 Holy Family University, Newtown, Bucks County ...... 7 Newtown, Bucks County, Facilities ...... 8 Holy Family University, Woodhaven, Bucks County ...... 9 Woodhaven, Bucks County, Facilities ...... 9 University Services ...... 9 Financial Information ...... 13 Tuition and Fees for the 2011–2012 Academic Year ...... 13 Financial Aid ...... 16 Veterans' Affairs Programs ...... 19 Post 9-11 GI Bill and the Yellow Ribbon Program at Holy Family...... 20 General University Policies and Procedures ...... 21 Responsibilities of Students ...... 21 Academic Integrity ...... 28 Master's Program - Policies and Procedures ...... 31 General Admission Requirements ...... 31 General Procedures for Admission ...... 31 Procedure for Admission to Dual Degree Program ...... 32 Procedure for Admission of International Students ...... 32 Acceptance to a Graduate Program ...... 33 Masters' Degree Programs ...... 43 Academic Programs ...... 44 Counseling Psychology ...... 45 Counseling Psychology Course Descriptions ...... 62 Criminal Justice ...... 75 Criminal Justice Course Descriptions ...... 77 Education...... 81 dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= N=

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Education Course Descriptions ...... 111 Human Resources Management ...... 133 Human Resource Management Course Descriptions ...... 136 Information Systems Management ...... 139 Information Systems Management Course Descriptions ...... 142 Nursing ...... 145 School Nurse Certification Program ...... 151 Nursing Course Descriptions ...... 152 Graduate Programs - Division of Extended Learning ...... 157 Accelerated Master of Business Administration (MBA) Program ...... 159 Accelerated Master of Business Administration (MBA) New Professional Program Description...... 163 MBA with a Finance Concentration ...... 165 MBA with a Health Care Administration Concentration ...... 167 MBA with a Human Resource Management Concentration ...... 169 Educational Leadership and Professional Studies Doctoral Program ...... 171 Doctoral Program Course Descriptions ...... 185 Administration...... 190 Board of Trustees ...... 190 Faculty ...... 194 Full-time Faculty ...... 194 Part-time Faculty ...... 198 Maps and Directions ...... 205 Northeast Philadelphia Campus ...... 205 Directions to Holy Family University – Newtown, Bucks County ...... 206 Directions to Woodhaven ...... 206 Directions to Northeast Philadelphia Campus ...... 207 Index ...... 209

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= eáëíçêóI=c~ÅáäáíáÉëI=~åÇ=pÉêîáÅÉë= eáëíçêóW=m~ëí=~åÇ=mêÉëÉåí=çÑ=eçäó=c~ãáäó=råáîÉêëáíó= Holy Family University is a fully accredited Catholic, private, co-educational university. The University is under the patronage of the Holy Family of Nazareth, the model for all families. Through various activities and the curriculum, con- certed efforts are made to deepen the students’ awareness of the Holy Family and the modern family as an important social unit. Founding of Holy Family College in 1954 by the Sisters of the Holy Family of Nazareth marked the culmination of an evolutionary cycle begun in 1934 with the opening of the Holy Family Teacher Training School. During the early years, the college functioned as an affiliate of the Catholic University of America. Full accreditation by the Middle States Association of Universities and Schools was extended to Holy Family seven years after its founding in 1961, a status that was renewed in 1971, 1981, 1991, 2001, and 2011. The Pennsylvania Department of Education approved the college for university status in 2002. The graduate programs in education were approved by the Pennsylvania De- partment of Education in March 1990, followed by the Nursing and Coun- seling Psychology programs in 1997, the Human Resources Management and Information Systems Management programs in Spring 2000, and the Accele- rated Business Administration program in 2003. The graduate program in Criminal Justice was approved in 2007. The graduate program in TESOL and Literacy was approved in 2008. The doctoral program, Educational Leader- ship and Professional Studies, was approved in 2010. Today, the University provides liberal arts and professional programs for more than 2,100 undergraduate students. The graduate programs in business administration (accelerated), criminal justice, education, counseling psychology, nursing, human resources management, and information systems management serve more than 1,100 professional and pre-professional men and women. Since it was chartered on February 11, 1954, Holy Family has been a dynamic institution responding today in order to provide for tomorrow’s needs. Despite its growth in numbers of students, its geographic expansion from Philadelphia into surrounding counties, its provision of residence opportunities, and its adoption of alternative pedagogical delivery strategies, the University’s purpose remains essentially unchanged—to offer a high-quality, affordable, personalized, and values-centered education in the firm tradition of Catholic higher education. In living Holy Family’s motto, Teneor Votis, the University com- dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= P=

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= munity recognizes its responsibility to those whom it serves and realizes that its Mission is best extended by its students who are likewise deeply conscious of their ongoing responsibilities to themselves, others, their country, and their God in ways that transcend time and place. kçêíÜÉ~ëí=mÜáä~ÇÉäéÜá~=`~ãéìë= Originally, Holy Family University was part of the Torresdale–Andalusia land grant given to an ancestor of the Drexel–Biddle family in the era of William Penn. The 27 acres on which the University was first located were acquired by the Congregation of the Sisters of the Holy Family of Nazareth during the early 1920s. Since then, the campus has been enlarged by the purchase of 19 acres added on the property’s north and south sides. kçêíÜÉ~ëí=mÜáä~ÇÉäéÜá~=`~ãéìë=c~ÅáäáíáÉë= Alpha House , the Early Childhood Center, is situated on Grant Avenue, east of Frankford Avenue. Alpha House is available as an outside observation site for early childhood students as well as a resource and laboratory for all education majors. Alpha House is also a resource for the community. The nursery school and kindergarten is accredited by the National Association for the Education of Young Children and is staffed by certified teachers. Andalusia houses the Institutional Advancement Division, including the Of- fices of Alumni Relations and Parents, Development and Marketing and Communications. Aquinas Hall, located in the center of the Northeast Campus, is a building housing the School of Business Administration faculty offices, a classroom, and a conference room. Bookstore – The bookstore is located on the first floor of the Campus Center at the Northeast Philadelphia Campus and the first floor of the Newtown location. Campus Center houses the chapel, classrooms, a full-service cafeteria, late-night computer lab, a 1,000 seat gymnasium, including an indoor running track, a state-of-the-art fitness center, an infirmary, University store, lounges, and Student Services offices. The building serves as the hub of campus activity. Center for Academic Enhancement is located on the second floor of the University Library and Room 135 at the Newtown location. The Center for Academic Enhancement provides academic support services. Center for Visitor Exchange Program is housed in the Human Resources Department, Room 209 in Holy Family Hall.

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= Counseling Center located in the Campus Center, Rooms 220-223, provides confidential counseling and referral services as well as disability services. Computer Laboratories are located in Rooms 206, 208, and 411 of Holy Family Hall, four locations in the Education and Technology Center, Room 213 of the Campus Center, and the main floor of the University Library providing electronic resources for students. Wireless network access is also available throughout the campus buildings and student residential halls. Open laboratory hours are available. Delaney Hall provides residential facilities for the Sisters of the Holy Family of Nazareth who are engaged in various ministries at the University. Duplex Apartments are located adjacent to the campus on Frankford Avenue. The University’s duplex apartments offer a more independent living environment. Each air-conditioned apartment contains two bedrooms – a single and a double bedroom – plus a large living and dining room, a full kitchen, and one bathroom. Laundry facilities are located in the basement and shared between two apartments. Cable TV and internet are available but not included in housing costs. Education & Technology Center, opened in August 2005, is a 62,000 square-foot facility that contains eight general classrooms, four computer labs with 25 personal computers in each, and five classrooms specially designed to model primary and secondary classroom instruction for the University’s education students. These model classrooms allow students with certain disabilities, such as vision or hearing impairment, to be integrated fully into a regular classroom-providing Holy Family’s Education graduates with valuable experience using adaptive technology in a classroom environment. Additionally, the facility contains a 200-seat auditorium, three conference rooms, a teacher resource room, a cafe, student and faculty lounges, and faculty and administrative offices for the School of Education. It also contains classroom, studio, and gallery space for the University’s art program. Garden Residence , located on Grant Avenue, provides apartment style living for upperclassmen. The building houses about 44 students in variously designed four person apartments. Each apartment includes two bathrooms, a large living room, full kitchen and washer and dryer. Graduate Admissions Office is located in Room 102 of Holy Family Hall. Holy Family Hall , the main academic building, contains classrooms, science, computer and language laboratories, a major lecture hall, a communications suite, and administrative and faculty offices.

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= Nurse Education Building is a four-story classroom and office facility; it includes a nursing simulation and practice laboratory. Saint Joseph’s Hall , located in the center of campus, offers students a traditional style residence hall focused on developing community and interaction. Renovated in 2005, the four story residence hall is co-ed, with single gender floors. Saint Joseph’s Hall has 24-hour security in the building and is accessible for students with disabilities. This residence hall is ideal for freshmen and some sophomores new to the campus. Stevenson Lane Residence , located on Stevenson Lane offers contemporary campus housing. The first phase was completed for occupancy in Fall 2009 and accommodates 148 students. Suites contain two double bedrooms that share a common area and a bathroom. Each floor has a study lounge, TV lounge, kitchen, and laundry room. The building offers a wide variety of common spaces such as entertainment lounges, game room, and a fitness room. Stevenson Lane Residence is accessible for student with disabilities and provides some single rooms as well. Undergraduate Admissions Center , located on the southwest corner of Grant and Frankford Avenues, serves prospective students and houses the Undergraduate Admissions Office. University Library currently houses more than 124,000 items, including more than 4,000 DVDs and videos selected to support the learning, teaching, and informational needs of the University community. The library offers print and online access to the full text of over 20,000 journals and periodicals. Over 30 full text databases are available on and off campus, including Academic Search Premier, WilsonWeb Omnifile, CINAHL, and PsycARTICLES. In addition, the Library has over 12,000 electronic books available from home or campus via NetLibrary and other interfaces. The Library’s online catalog identifies which books and audiovisual materials the Library has on any topic, as well as which journal titles the library receives. The catalog, along with the online research databases, is available via the library website at www.holyfamily.edu/library/. Other information found here includes hours, policies, handouts, and forms. The Northeast Philadelphia Campus Library works in tandem with the New- town Learning Resource Center (LRC) to make sure all students have the resources they need. Materials at either location may be borrowed by any student and may be returned to either library. Holy Family’s Woodhaven location has no library within its space; students at Woodhaven are encouraged to use the Library at the nearby Northeast Philadelphia Campus. The Northeast Philadelphia Campus Library and Newtown LRC collaborate with faculty to make sure that needed resources are available for students to S= eçäó=c~ãáäó=råáîÉêëáíó=

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= develop research skills. Reference librarians work with designated classes each semester to teach students about online searching and library resources. The Library and LRC staff members are also available to assist students individually as requested. Additional resources are available through interlibrary loan from local, state, and out-of-state libraries, for a small fee. The Library is a member of the Tri-State College Library Cooperative (TCLC) and the Online Computer Library Center (OCLC). Many local university libraries can be used directly by Holy Family students with a letter of introduction from the University li- brarian; SEPCHE libraries require only a current Holy Family ID. Inquire at the Library or LRC for details. Both the Library and LRC have a Curriculum Library containing elementary and secondary school textbooks, curriculum guides, instruction kits, and hun- dreds of children’s books, both fiction and nonfiction. Titles in the Curricu- lum Library are listed in the Family Cat. The Library has a special English as a Second Language (ESL) collection for those who teach non-native speakers of English. This collection is available for checkout by area teachers as well as by the Holy Family community. ESL materials may be sent to the Newtown Campus for students or faculty using the LRC. Also available in the Library and LRC are copy machines, newspapers, reference materials, study carrels, group study areas and computers and printers for student use on the main floor. Wireless network access is also available with laptops available for in-house borrowing. The Library has a collection of popular light reading as well as popular movies on DVD, and an audiovisual pre- view room upstairs for those wishing to view DVDs or videos in-house. Mate- rials placed on reserve by faculty can be found at the Circulation Desk of the Library or LRC. The University Archives is located in the Library. Inactive files of the administrative offices, departments, committees, campus clubs and associations, and the private papers of the University community are deposited here. The use of these materials is limited to administrative offices for research and to others with permission from appropriate University officers. Arrangements must be made in advance for use of materials; as a rule, these items may not be borrowed. Copies of materials may be made at the expense of the researcher. eçäó=c~ãáäó=råáîÉêëáíóI=kÉïíçïåI=_ìÅâë=`çìåíó= In 1995, a second location with a building suitable for classrooms and offices was purchased by the University. It is located on a 155-acre tract in Newtown,

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= Bucks County, 18 miles north of the Northeast Philadelphia (NEP) Campus. Full use of the Newtown location was inaugurated in the Fall 1995 semester. During the Fall 1995 semester, an opportunity arose for the University to provide leadership in the community for economic growth in the Bucks County area. The University closed sale on a portion of Newtown to Lockheed Martin Corporation in April 1996 and retained a 79-acre parcel for development of a 44,000 square-foot academic/administrative facility housing an Administrative Service area, 12 classrooms and laboratories, the Center for the Graduate Pro- gram in Counseling Psychology, the Learning Resource Center, a chapel, the Student Services Office, and faculty offices. The continued corporate presence in Newtown of Lockheed Martin, a leader in advanced technology, presents opportunities for collaboration with the University. kÉïíçïåI=_ìÅâë=`çìåíóI=c~ÅáäáíáÉë= Center for Academic Enhancement is located in Room 135 and provides academic support services. Center for Counseling Studies and Services , Room 202, provides facilities for clinical experience for students in the Master of Science in Counseling Psychology program as well as professional offices for faculty. The Center includes video and audio-equipped training areas for play therapy and group psychotherapy, an observation room for monitoring individual and group counseling practice sessions, and individual offices for therapy simulation. The Center is available for classroom experiences and to individual students for skills practice. Computer Laboratories are located in Rooms 131, 132 and 133 and offer a variety of software and hardware programs for computer instruction and student self-study. Open laboratory hours are available. Wireless access is also available. Learning Resource Center (LRC) , Room 122, is an extension of the North- east Philadelphia Campus Library. The LRC serves the research and information needs of students and faculty through online research databases, periodicals, books and audiovisual materials, a curriculum library, and a children’s literature collection. The LRC’s resources are supplemented by intercampus and interlibrary loan services. Staff members offer individualized research instruction as well as formal, in-class orientation sessions at the start of each semester. Model Classroom, Room 234, is a classroom with enhanced technology for use in the Teacher Education Programs.

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= The Multi-Media Room , Room 138, provides large-screen video projection; a multimedia personal computer; a document workstation; TV, VCR, and professional audio playback; and recording and amplification equipment. Room 138 is also equipped with videoconferencing equipment to provide for interactive conferences or classes between the Northeast Philadelphia Campus and the Newtown location as well as with videoconferencing sites worldwide. Multi-Purpose Room , Room 136, has the capacity for large-group instruction, and it supports a local-area network. Nursing Laboratory and Science Laboratory , Rooms 242 and 237, are equipped to serve both as lecture rooms and laboratories. eçäó=c~ãáäó=råáîÉêëáíóI=tççÇÜ~îÉåI=_ìÅâë=`çìåíó= The Woodhaven location opened in Fall, 2003 and is home to the University’s Division of Extended Learning. Offering accelerated degree programs for the adult learner, Holy Family University’s Woodhaven location consists of a 27,000 square-foot building situated on 4.76 acres. Both the northbound and southbound ramps of I-95’s Woodhaven Road exit lead to this location. The Woodhaven location houses classrooms, faculty offices, and administrative offices. Because it also contains a conference room, a large meeting/seminar room, a computer laboratory, and a lounge, Holy Family Univer- sity’s Woodhaven location can accommodate large-group sessions, meetings, and executive retreats. tççÇÜ~îÉåI=_ìÅâë=`çìåíóI=c~ÅáäáíáÉë= Board Room is a seminar-style room adaptive to seminar and small-group meetings. Computer Laboratory offers electronic resources for computer instruction and student self-study. Wireless network access is also available. Seminar Rooms provide large-screen video projection, cable, VCR, and amplification equipment. råáîÉêëáíó=pÉêîáÅÉë= Academic Advising Center - offers full-time and part-time undergraduate students an opportunity to discuss academic progress, policies, procedures, and degree requirements. Located in Room 215 of Holy Family Hall. Academic Support Services - The Center for Academic Enhancement offers diverse services designed to meet the learning needs of students at all levels of achievement, addressing programs of study from developmental to honors courses. It is the goal of the Center to help students improve skills and achieve dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= V=

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= greater academic success, and to encourage them to take full advantage of the learning experience. The Center is located on the second floor of the Univer- sity Library and in Room 135 at the Newtown location. Bookstore – In addition to the new, used, or rentable textbooks required and/or recommended by instructors for class, a selection of trade books in related academic disciplines is available for sale. Books can be special ordered at any time. A full line of school supplies, University-imprinted clothing and gifts, and numerous other items are also available. The bookstore honors Visa, MasterCard, Discover, American Express credit cards, as well as Barnes & Noble gift cards. During the first two weeks of each semester and for the beginning of each Summer Session, the store has extended hours of operation. The Newtown location bookstore has selected hours posted on the Holy Fam- ily website homepage. Please call 267-341-3657 for further information. Books can also be ordered online at Holy Family’s website, go to www.holyfamily.bncollege.com. Campus Ministry – Liturgies, prayer services, scripture readings, retreats, and social justice activities invite the involvement of all students. Those interested should contact the Campus Minister in the Campus Center, Room 224, during regular office hours or by appointment at 267-341-3261. Careers Center – The Careers Center provides services to those students seeking information about job opportunities and career direction. Located in rooms 216 and 218 of the Campus Center, the Center has job listings, directory information, and job-search resources. The Careers Center also holds workshops on job-search techniques, resume writing, and interviewing. Appointments may be scheduled for individual career counseling sessions by calling 267-341-3224. The Careers Center is open 8:00 a.m. to 5:00 p.m. Monday through Friday. Counseling and Referral Services – Counseling Center services include individual and group personal and career testing and counseling, relaxation training and stress management, computer-assisted counseling, crisis intervention, support groups, and referral assistance. The Center, located in Rooms 222-223 in the Campus Center, is open Monday through Friday on the Northeast Philadelphia Campus and by appointment at the Newtown, Bucks County location. Students may make appointments by contacting the Director of the Counseling Center and Disability Services at 267-341-3232 or may drop in during scheduled Center hours. Normally, there are no fees for counseling during regularly scheduled hours; there are minimal fees for some testing. Additional information may be found in the Student Handbook and at www.holyfamily.edu/counseling.

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= Disability Services – Facilitates reasonable accommodations for otherwise qualified students with documented disabilities. The Disability Office is located in the Counseling Center, Room 222 (267-341-3231). Students with disabilities (physical, learning, psychological, ADHD, etc.) who intend to seek accommodations in accordance with the Americans with Disabilities Act of 1990 (ADA) or Section 504 of the Rehabilitation Act of 1973 should contact the Disability Services Office before the start of each semester. New students must contact the Disability Services Office as early as possible before the start of the semester to review the process for obtaining accommodations, to submit documentation for requested accommodations, and to review needs; late requests may delay the provision of some accommodations. Currently enrolled students must request accommodations each semester; accommodations are not automatically transferred to the following semester without a new letter from the Disability Services Office. Once documentation is received, the process for providing accommodations may take up to a few weeks. Effort is made to review documentation in a timely manner. Guidelines for documentation are available through the Disability Services Office, the Student Hand- book and at www.holyfamily.edu/counseling/disability. Dining Services – Tiger Café and Cub Café – The Tiger Café is located in the Campus Center and offers complete hot meals, a salad bar, cold cut sand- wiches, soups, snacks, beverages, and desserts. A brunch is available on week- ends. The Cub Café is located in the ETC building and offers light grab-and-go meals, snacks, and beverages. For more information regarding hours of operation, please check the website at www.holyfamily.edu/dining. Health Services – A registered nurse is available daily at the Northeast Phila- delphia Campus in the University Health Services Office, Campus Center, Ground Floor, Room G7, to provide first aid, health screenings, counseling, referrals, and health insurance information. The University nurse may be con- tacted during the day at 267-341-3262. J1/J2 Visa - Exchange Visitors' Program – The Exchange Visitors’ Program is administered by the Unites States Department of State and is used to bring international visitors to the United States. The University is authorized to sponsor international visitors in the following categories: professor, research scholar, short term scholar, and student. International visitors in these categories are eligible for the J-1 Visa, and dependents of J-1 Visa holders are eligible for the J-2 Visa. The Exchange Visitor Program and its J-1 Visa are distinguished by their underlying philosophy of educational and cultural exchange and its fostering of international understanding. Information concerning the Exchange Visitor dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NN=

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= Program may be obtained through the Human Resources Department, Room 209, Holy Family Hall, or by calling 215-637-3448. Information is also available on the web, www.holyfamily.edu/academics/exchangevisitor.shtml. Parking and Identification – Students must register their cars, obtain a parking permit, and official student identification card during their first semester at Holy Family University. Parking permits and student ID’s may be obtained in Room 206 of the Campus Center, Northeast Campus, or at the reception desks of the Newtown and Woodhaven locations. ID cards are necessary for building access, the use of the library, LRC, and sports facilities, and must be visible while students are on campus. There is no charge for the initial card; however, the cost for replacing a lost ID is $10, payable at the time of photo- graphing. A $10 late fee is also charged for ID’s taken three weeks after the start of classes. Safety and Security – The University offers 24-hour security coverage. Secu- rity may be reached through using the emergency telephones located on the parking lots and in each building or by dialing 267-341-3333.

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= cáå~åÅá~ä=fåÑçêã~íáçå= qìáíáçå=~åÇ=cÉÉë=Ñçê=íÜÉ=OMNNÓOMNO=^Å~ÇÉãáÅ=vÉ~ê= açÅíçê~ä=mêçÖê~ã= = Tuition per credit hour $840 General fee 100 Other related fees Graduation fee $125 Application Fee 100 Course fee - refer to Holy Family website for all course fee listings. j~ëíÉêDë=mêçÖê~ã= = Tuition per credit hour $630 Tuition per credit hour for nursing clinical courses 710 General Fee 85 Malpractice fee – per year 40 Division of Extended Learning Tuition per credit hour $660 Other Related Fees Auditing fee per credit 50% of tuition per credit hour Gradu ation fee $125 Application fee 25 Course fee - Refer to Holy Family website for all course fee listings. The University reserves the right to revise fees and expenses without notice by action of the Board of Trustees. cáîÉJvÉ~ê=_~ÅÜÉäçêLj~ëíÉê=mêçÖê~ãë= Accepted students will be permitted to take no more than six credits of graduate course work during the senior year of undergraduate study. These six graduate credits will be charged at the undergraduate tuition rate. dê~Çì~íáçå=cÉÉ= Once a student has filed a petition to graduate and their exit interview is completed, a graduation fee is applied to their account. The graduation fee is $125 and covers the cost of the degree audits and evaluations, the diploma, the diploma cover, mailing fees and other incidental expenses associated with the graduation. All graduates are listed in the commencement program and all graduates must pay the fee regardless of attendance at the commencement ceremony.

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= m~óãÉåí=çÑ=qìáíáçå=~åÇ=cÉÉë= Payment of bills must be received by the University on or before the date es- tablished by the Business Office each semester. Failure to pay any outstanding balance in full when due will result in a late fee assessment of $25. In addition to assessing a late fee, a financial hold will be placed on the student’s account. A financial hold prohibits future registration, the release of grades, transcripts and diplomas. All delinquent balances must be satisfied in full to remove the financial hold. Holy Family University reserves the right to transfer delinquent accounts to a contracted collection agency and/or credit bureau. Stu- dents referred to a collection agency will be responsible for all collection costs associated with collecting this debt. The following payment options are available for students to finance their education: 1. Tuition and fees are payable in full at the beginning of each semester. Payment can be made by cash, check, or by MasterCard, Discover, Visa, or American Express credit cards. The Business Office will bill students who register early. The bill will note the date payment is due. For students registering after the due date, payment is due at the time of registration. 2. Semester Payment Plan: Enroll in the 4 month Deferred Payment Plan through Higher Education Services (HES). Enrollment requires $35 non-refundable fee per semester. First payment is 50% of the tuition and fee. Balance is divided equally over next three months. Students must enroll in this plan each semester. Please contact Higher Education Ser- vices at (800) 422-0010 for further information. táíÜÇê~ï~ä=~åÇ=oÉíìêå=çÑ=cìåÇë=mçäáÅó= 1. Students who withdraw from classes are eligible for a tuition refund based on the following schedule: Withdrawal from Summer Session 3, Fall and Spring semesters during: the first two weeks 100% after two weeks 0% Withdrawal from Summer Sessions 1 or 2 during: the first week 100% after first wee k 0% For the above refund policy, only tuition is refundable. Fees are not refundable with the exception of the laboratory/course fee, which is totally refunded if the student withdraws prior to the first scheduled class. 2. Students who are recipients of federal* financial aid and who withdraw from all courses; drop out from all courses; are dismissed from all courses; or take a leave of absence from all courses prior to completing 60% of a semester must have their financial aid recalculated based on the percent of earned

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= aid. (Once a student has completed more than 60% of the payment period, all financial aid is considered to be earned.) • The amount of federal financial aid that the student earns is determined on a pro-rata basis using the following formula: Percent Earned = Number of days completed up to the withdrawal date ** Total calendar days in the term (with an allowance for any scheduled breaks that are at least 5 days long) • The percentage of aid that is unearned (i.e., returned to the government) is determined using the following formula: Percent Unearned = 100% minus the percent earned • Unearned aid is returned as follows: qÜÉ=ëÅÜççä=êÉíìêåë=íÜÉ=äÉëëÉê=çÑW= • Institutional charges multiplied by the unearned percentage. • Federal financial aid disbursed multiplied by the unearned percentage. qÜÉ=ëíìÇÉåí=êÉíìêåëW= • Any unearned aid not covered by the school. • When the school and/or the student must return unearned aid, it must be returned to the appropriate program(s) as follows: 1. Direct Federal Unsubsidized Stafford Loan 2. Direct Federal Subsidized Stafford Loan 3. Federal Perkins Loan 4. Direct Federal PLUS Loan 5. Direct Federal Graduate PLUS Loan 6. Federal Pell Grant 7. Federal SEOG 8. Other Title IV grant programs Loan amounts that are to be returned by the student are repaid in accordance with the terms of the loan’s promissory note. Grant amounts that are to be returned by the student are considered a grant overpayment and arrangements must be made with the school or the U. S. Department of Education to return the funds. The Business Office will bill the student for any funds the school must return. * Federal financial aid includes the Federal Pell Grant, Federal Supplemental Opportunity Grant (SEOG), Federal Perkins Loan, Direct Federal Stafford Loan (subsidized and unsubsidized) and Direct Federal PLUS Loan. dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NR=

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= ** Withdrawal date is defined as the actual date the student begins the institution’s withdrawal process, the student’s last date of academically related activity, or the midpoint of the term for a student who leaves without notifying the institution. For the purpose of refund computation, a week shall be defined as the period of seven consecutive days beginning with the official University opening and not the first day in actual attendance by the student. All Saturday classes are considered under the same policy. Common refund examples are available and can be obtained by calling the Business Office. kçåJ`êÉÇáí=lÑÑÉêáåÖë= No refund will be made upon withdrawal from non-credit courses, seminars, lectures, or workshops after the registration deadline. A service fee of $20 will be deducted from all refunds to cover administrative costs if the student withdraws prior to the registration deadline. cáå~åÅá~ä=^áÇ= Direct Federal Stafford Loans - To be eligible for a Direct Federal Stafford Loan, students must be enrolled half-time (at least six graduate credits for graduate students and at least three doctoral credits for doctoral students), be accepted in a degree or teacher certificate program, and be a U.S. citizen or national or permanent resident of the United States. Also, students must be making satisfactory academic progress to be considered for a Direct Federal Stafford Loan. Students may borrow up to $20,500 per academic year between the Direct Federal Subsidized and Direct Federal Unsubsidized Stafford Loans, with a maximum of $8,500 from the Direct Federal Subsidized Stafford Loan, depending on financial need and costs. The principal payments of the Direct Federal Subsidized Stafford Loan are deferred, and the government pays the interest charges while the borrower attends school on a half-time basis (at least six graduate credits for graduate students and at least three doctoral credits for doctoral students). Direct Federal Unsubsidized Stafford Loans are not based on financial need and accrue interest while the borrower is attending school. The principal payments are deferred, but the student either pays the interest or allows it to accrue through capitalization. For both types of loans, the interest rate is fixed at 6.8%. A 1% origination fee is deducted from the loans before they are disbursed. However, .5% of the fee is immediately refunded back in the form of an interest rebate. The net effect of this rebate is that the student will receive the loan amount less .5%. Repayment of both the unsubsidized and subsidized loans begins six months after the student ceases to be enrolled half-time (fewer than six graduate credits for graduate students and fewer than three doctoral credits for doctoral students). If the first 12 re- NS= eçäó=c~ãáäó=råáîÉêëáíó=

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= quired monthly payments are not made on time, the rebate amount (.5%) will be added back to the loan. Direct Federal Graduate PLUS Loan – This loan is a non-need based federal loan designed to assist graduate students in financing their education above their Direct Federal Stafford Loan eligibility. Students must be enrolled half-time (at least six graduate credits for graduate students and at least three doctoral credits for doctoral students), be accepted in a degree program (not a teaching certification only), and be a U.S. citizen or national or permanent resident of the United States. Also, students must be making satisfactory academic progress to be considered for a Direct Federal Graduate PLUS Loan. Depending on credit worthiness, the student can borrow up to the cost of attendance minus other financial aid, including Direct Federal Stafford Loans. The interest rate is fixed at 7.9% and begins accruing on the date of the first disbursement. A 4% origination fee is deducted from the loan before it is disbursed. However, 1.5% of the fee is immediately refunded back in the form of an interest rebate. The net effect of this rebate is that the student will receive the loan amount requested less 2.5%. If the first 12 required monthly payments are not made on time, the rebate amount will be added back to the loan. Repayment typically begins on the date of the last disbursement. Students who currently are in default on a federally funded loan or owe a refund on a federally funded grant received for attendance at any institution will not receive or be certified for a Direct Federal Stafford Loan or Direct Federal Graduate PLUS Loan unless they can provide proof that they have rectified the aforementioned default or have made satisfactory arrangements for repayment through the federal loan rehabilitation program. ** Due to federal regulations, students enrolled in teacher certification programs who are seeking certification only (i.e., are not candidates for a master’s degree) are considered fifth-year undergraduates for financial aid purposes and may borrow up to $12,500 per academic year between the Direct Federal Subsidized and Direct Federal Unsubsidized Stafford Loans, with a maximum of $5,500 from the Direct Federal Subsidized Stafford Loan, depending on financial need and costs.

Application Procedures - To apply for a Direct Federal Stafford Loan or Federal/Graduate PLUS Loan, students should visit Holy Family’s website, www.holyfamily.edu/finaid/forms. Students need to complete the Free Appli- cation for Federal Student Aid (FAFSA), as well as the Direct Federal Staf- ford Loan Master Promissory Note (MPN), which both have links on the "forms" page. Also, students need to download, print, and complete the Sup- plemental Data Form and submit it to Holy Family’s Financial Aid Office. After all forms are submitted, students may be asked (by Holy Family Univer- sity, the federal processor, or loan agencies) to supply additional information. It is important to respond to all requests promptly to avoid delays in processing financial aid. dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NT=

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= Financial Aid Procedures - Students must reapply for their loan by completing the FAFSA and Supplemental Data Form each academic year. Students who borrow Direct Federal Stafford or Direct Federal Graduate PLUS Loans are required to have entrance loan counseling prior to borrowing and exit loan counseling prior to graduation. Students also must notify the Financial Aid Office if there are any changes in their enrollment status or housing status. Federal regulations require students who receive outside scholarships and/or tuition reimbursement to inform the Financial Aid Office of the name and amount of scholarship or tuition reimbursement. Students who borrow a Direct Federal Stafford Loan must maintain satisfactory academic progress for financial aid. jáåáãìã=pí~åÇ~êÇë=Ñçê=p~íáëÑ~Åíçêó=^Å~ÇÉãáÅ=mêçÖêÉëë=Ñçê= cáå~åÅá~ä=^áÇ=Ñçê=dê~Çì~íÉ=píìÇÉåíë= Federal regulations require that an institution establish, publish, and apply reasonable standards for measuring whether a student, who is otherwise eligible for aid, is maintaining satisfactory academic progress in their course of study. For the purpose of satisfactory academic progress, financial aid includes all federal, state, and Holy Family University funded scholarships, grants, dis- counts, work, and loans. Please refer to our web site for the most up-to-date version of this policy, www.holyfamily.edu/finaid. nì~äáí~íáîÉ=pí~åÇ~êÇë= To be eligible for continued receipt of financial aid, students must achieve a cumulative grade point average (GPA) of at least 3.0. nì~åíáí~íáîÉ=pí~åÇ~êÇë= To be eligible for continued receipt of financial aid, students must satisfacto- rily complete at least 75% of all courses attempted. j~ñáãìã=qáãÉ=cê~ãÉ=Ñçê=`çãéäÉíáåÖ=aÉÖêÉÉ=oÉèìáêÉãÉåíë= Under normal circumstances, an MBA degree candidate would complete their program within three years. Therefore, no MBA degree candidate will be eligible for financial assistance for more than three years. Students enrolling in the Master's degree or Doctoral Program would normally complete the program within seven years. Therefore, no Master's degree or Doctoral program candidate will be eligible for financial assistance for more than seven years. jÉ~ëìêÉãÉåí=çÑ=^Å~ÇÉãáÅ=mêçÖêÉëë= Academic Progress measurement includes all semesters and is usually meas- ured at the end of the Spring semester. Students beginning their program in

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= the Spring semester will be evaluated based on their academic performance during their first Spring semester, and at the end of each subsequent Spring semester. Also, the satisfactory progress standards are cumulative and will include all semesters of the student’s enrollment, even those for which the student did not receive financial aid. Failures and withdrawals are courses attempted, not completed. Incompletes are not counted toward credits completed until after the course work is successfully completed and posted by the Registrar’s Office. Repeat courses will not count toward credits completed for satisfactory academic progress since the credits were already counted toward the standards the first time the course was completed. tÜÉå=jáåáãìã=pí~åÇ~êÇë=çÑ=^Å~ÇÉãáÅ=mêçÖêÉëë=~êÉ=klq=^ÅÜáÉîÉÇ= Students who fail to meet academic progress requirements will be notified by the Financial Aid Office after information on academic progress is available at the end of the academic year (typically May). Students who fail to meet these requirements will not be considered for financial aid until all standards have been achieved. Under no circumstances will financial aid be awarded retroac- tively to the semester(s) in which the standards were not met. Students who fail to meet these requirements have the opportunity to make up the hours and grade point requirements needed during the Summer Sessions (at their own expense). Once the Summer course work is posted by the Registrar’s Office, the student will be considered for financial aid for the next semester if the requirements are met. It is the student’s responsibility to ensure the grades and credits completed have been properly posted with the Registrar’s Office and to notify the Financial Aid Office once this has occurred. The student may request a waiver of the requirements due to extenuating circumstances. A letter should be written to the Director of Financial Aid indicating why the requirements were not met. Approval or disapproval of this appeal will be made by the Financial Aid Appeals Committee. The student will be notified in writing of the committee’s decision. sÉíÉê~åëD=^ÑÑ~áêë=mêçÖê~ãë= The University proudly participates in the educational benefit programs offered through the Department of Veterans’ Affairs. Montgomery GI Bill (http://www.gibill.va.gov/GI_Bill_Info/benefits.htm#MGIBAD) and Post 9-11 Bill (http://www.gibill.va.gov/GI_Bill_Info/benefits.htm#CH33) benefit programs are available to qualified veterans for attendance at Holy Family. The University has also committed to participate in the Yellow Ribbon Program, offering matching tuition assistance to eligible, certified students. The doctoral program in Education does not participate in the Yellow Ribbon Program.

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= mçëí=VJNN=df=_áää=~åÇ=íÜÉ=vÉääçï=oáÄÄçå=mêçÖê~ã=~í=eçäó= c~ãáäó= What steps do I have to go through to apply to Holy Family University as a Yellow Ribbon participant? 1. Review the VA’s website. This location gives you instructions regarding eligibility and applying for your Certificate of Eligibility through the Department of Veterans' Affairs. You may wish to seek assistance from your base Education Specialist, Family Readiness Center, or from your VA Representative. 2. Apply to Holy Family University and be accepted as a student. There is no application fee if you apply online. 3. Enroll at Holy Family as a Yellow Ribbon participant. To apply you must be accepted to Holy Family University; contact Financial Aid to apply for Holy Family matching benefits. You can apply to participate in the Yellow Ribbon Program at Holy Family while your Certificate of Eligibil- ity is being processed by the VA. Applications to participate in the Yellow Ribbon Program at Holy Family are on a first come, first serve basis. 4. Once you receive your Certificate of Eligibility from the VA, please fax or mail the certificate to: Registrar's Office Holy Family University 9801 Frankford Ave. Philadelphia, PA 19114-2009 Fax: 215-281-9067 For assistance with school certification or questions regarding any VA Education Benefit Programs at Holy Family University, contact Ms. Sarah Beiter, Registrar’s Office, at 267-341-3472 or by email at [email protected]. For information on the new GI Bill and specific benefit questions, please contact the Department of Veterans' Affairs at 1-888-GIBill-1. The Veterans' Administration website (www.gibill.va.gov) also offers a Frequently Asked Questions search feature.

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= dÉåÉê~ä=råáîÉêëáíó=mçäáÅáÉë=~åÇ= mêçÅÉÇìêÉë= oÉëéçåëáÄáäáíáÉë=çÑ=píìÇÉåíë= While help is available in the respective school and program offices for planning, the student has the ultimate responsibility for academic planning. Stu- dents should read the Graduate Catalog and other material published and distributed by the academic schools. In doing so, the student can best be assured of completing the program in the desired time. Holy Family University students bear a certain level of responsibility for the high-quality academic and interpersonal environment at Holy Family Univer- sity. To ensure adequate communication and to protect students’ rights, the following responsibilities are enumerated: 1. Students are responsible to know and observe all regulations and policies of Holy Family University. To this end, students are expected to consult University and school publications (e.g., catalogs, handbooks, course bro- chures) as well as the website for all relevant regulations, dates, times, and deadlines pertaining to academic programs and services as well as degree completion. 2. All graduate students must obtain an ID card. A valid ID card is required for use of the Library, computer facilities, and building access. Students are expected to have their IDs with them at all times. 3. Students are expected to meet all financial responsibilities in order to continue in coursework and complete degree requirements. 4. Students are encouraged to save all catalogs and course syllabi. The Uni- versity will not be responsible for providing students with more than a course description for any given course subsequent to completion of the course and/or degree program. 5. Students are expected to obtain handbooks and other materials prepared and distributed by the respective schools of concentration and to familiarize themselves with program, certification, and licensure requirements as presented in these publications. Each student is required to understand and adhere to the prerequisites, criteria, and procedures for field and practicum placements, student teaching, and clinical and internship experiences. píìÇÉåí=`çÇÉ=çÑ=`çåÇìÅí= Holy Family expects conduct of each student in full accord with the Universi- ty’s interests, standards, and ideals. Holy Family’s Disciplinary Process as described in the Student Handbook and on Holy Family’s website, dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= ON=

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= www.holyfamily.edu , was developed to hold students accountable for their behavior on or off campus. The University reserves the right to dismiss at any time, students whose personal conduct reflects discredit upon the University. In such cases, the fees due or already paid to the University will be neither re- mitted nor refunded in whole or in part. It is understood that by attending Holy Family University, students accept all conditions and regulations.

^äÅçÜçä=~åÇ=aêìÖ=mçäáÅó= Holy Family is committed to providing our students with the tools necessary to achieve the greatest level of personal and academic success. Alcohol and other drugs can impair the attainment of these goals. Through a diverse array of educational supports and institutional resources, it is Holy Family Univer- sity’s goal to support the healthy choices of its students related to alcohol and other drug use. Recognizing that students may need to seek support for addressing difficulties that can arise from alcohol and/or other drug use, Holy Family University encourages them to visit the Counseling Center, University Health Services, or Campus Ministry. Confidentiality will be strictly enforced as required by the Code of Ethics of the individual professional. For further information regarding University support services available to students, please see the Student Handbook. pãçâáåÖ=mçäáÅó= Holy Family University maintains a smoke-free environment. Smoking is prohibited in all University buildings. pçÅá~ä=jÉÇá~=mçäáÅó= The growth of online social media--including networking sites such as Face- book, Twitter, and MySpace, media sharing sites such as YouTube, and blogs--represents a tremendous opportunity to extend Holy Family Universi- ty’s Web presence in new ways. Holy Family enthusiastically welcomes this opportunity and offers to help all students, faculty, and administrators who wish to develop and maintain a University-related social media presence. The following policies and procedures for posting apply for all on behalf of an official University department or organization: • Notify the University. Departments or university units that have a social media page or would like to start one should contact the Market- ing/Communications Department at 267-341-3378 to ensure all institutional social media sites coordinate with other Holy Family University sites and their content. All institutional pages must have a full-time appointed OO= eçäó=c~ãáäó=råáîÉêëáíó=

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= faculty/staff member that is identified as being responsible for content. For student clubs, this should be the moderator of the club/organization • Acknowledge who you are when representing Holy Family University by posting on any social media platform • Have a plan. Departments and organizations should consider their mes- sages, audiences, and goals, as well as a strategy for keeping information on social media sites up-to-date. mêçíÉÅíáçå=çÑ=eìã~å=pìÄàÉÅíë=J=fåëíáíìíáçå~ä=oÉîáÉï=_ç~êÇ= Efo_F= Holy Family University requires that all research involving human subjects conducted by faculty, students, or staff affiliated with the University be reviewed and approved by the Institutional Review Board (IRB) prior to initiation, regardless of the source of funding and regardless of its federal status as an exempt, expedited, or a full review project. Research is defined by federal guidelines as a systematic investigation designed to develop or contribute to generalizable knowledge and should be distinguished from potentially similar activities such as employing innovative techniques and administrative data collection. Information regarding the IRB and appropriate forms may be downloaded from the University website (Intranet). e~ê~ëëãÉåí=mçäáÅó=~åÇ=oÉéçêíáåÖ=mêçÅÉÇìêÉ= Holy Family University is committed to providing all members of the community, including employees, faculty, and students, with an environment free from explicit and implicit coercive behavior used to control, influence, or affect the well-being of any member of the University community. Holy Family University will not tolerate any behavior that constitutes harassment based on a person’s sex, race, color, national origin, citizenship, religion, marital status, veteran status, age, or disability. Each employee, faculty member, student, vendor, and private contractor, male or female, regardless of campus location, is required to comply with this policy. Harassment of any individual is inap- propriate, unacceptable, and grounds for disciplinary action up to and including employment termination and may also lead to personal legal and financial liability. Allowing harassing conduct may be deemed to be the fostering of a hostile environment and will result in appropriate disciplinary action as well. Sexual harassment is illegal under Section 703 of Title VII of the 1964 Civil Rights Act and Title IX of the Education Amendments of 1976. Sexual harassment is defined as any unwelcome sexual attention, sexual advance, requests for sexual favors, and other verbal, visual, or physical conduct of a sexual nature whenever: submission to such conduct is made either explicitly or implicitly a term or a condition of an individual’s employment or grade; submission to or rejection of such conduct by an individual is used as the basis for dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= OP=

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= decisions affecting the individual’s employment or academic record; or such conduct unreasonably interferes with an individual’s work or academic performance or creates an intimidating, hostile or offensive employment or educational environment. Examples of conduct that may constitute sexual harassment include, but are not limited to, the following: unwanted and unnecessary physical conduct such as pinching, patting, or touching; brushing against one’s body; subtle pressure for sexual activity; uninvited or persistent notes, phone calls, or pressure for dates; threatening adverse employment or education action if sexual favors are not granted; promising preferential treatment in return for sexual favors; making unwelcome physical contact; making use of unwelcome offensive, sexually explicit, or sexually suggestive objects or materials; and condoning or encouraging such conduct by or directed to any employee, faculty member, or student. Such conduct may also constitute harassment if based on the person’s race, color, national origin, citizenship, religion, marital status, veteran status, age, or disability. Any employee, faculty member, or student who believes he or she has been or is being subjected to harassment (or has witnessed or has knowledge thereof) by any individual affiliated with Holy Family University has the right to initiate a complaint. Anyone accused of harassment has the right to defend himself or herself. Holy Family University will investigate every allegation in a timely manner while making efforts to maintain the confidentiality of both the accuser and the accused to the extent possible and to resolve the dispute in a timely manner while respecting right to due process, including the right of the accused to be informed of the identity of the accuser at the earliest appropriate point in the process. Any employee, faculty member, or student who believes he or she is being ha- rassed should report this immediately to any of the following members of the harassment investigative team: Assistant Vice President for Human Re- sources, Assistant Vice President for Student Services, Vice President for Academic Affairs, Executive Director at Newtown & Institutional Research, or Disabilities Services Counselor. Team members will conduct each investigation in an impartial manner and will include impartial decision-makers. Written notice will be provided to the parties of the outcome of the complaint and the basis of the decision. Individuals are encouraged to use the above reporting procedure to report all harassment claims so that Holy Family University will be aware of the situation, make a timely confidential investigation, and take appropriate corrective action.

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= Individuals who are not satisfied with the outcome of the investigation may choose to file an appeal using the appropriate problem-solving procedure: See Volume V, section 5.9 for employees; Volume IV, section 4.1.4 for faculty; Volume VII, section 7.8 for students. The appeal will be conducted in a timely and an impartial manner, including an impartial decision-maker. Confiden- tiality is guaranteed to the extent possible with regard to filing the appeal, the investigation and disposition. Retaliatory conduct against any individual who has filed a complaint of harassment or an appeal, reported witnessing harassment, participated in the harassment complaint process, or been the subject of an investigation will not be tolerated and will be grounds for discipline up to and including termination of employment or expulsion. Further, complainants and witnesses will be dis- ciplined for filing false complaints or providing false testimony during an investigation. Retaliatory conduct against any individual who has filed a complaint of harassment or an appeal, reported witnessing harassment, participated in the harassment complaint process, or been the subject of an investigation will not be tolerated and will be grounds for discipline up to and including termination of employment or expulsion. Further, complainants and witnesses will be dis- ciplined for filing false complaints or providing false testimony during an investigation. The Assistant Vice President for Human Resources (Room 209, Holy Family Hall) has been designated as the university’s Section 504 Coordinator and Title IX Coordinator and, as such, will address sexual and disability discrimination, including harassment concerns. Holy Family University affirms the dignity of the human person and respects the rights of all our community. It is each person's responsibility to report harassing or retaliatory conduct as soon as he/she believes it exists. bèì~ä=lééçêíìåáíóLkçåJaáëÅêáãáå~íáçå=mçäáÅó= Holy Family University is committed to providing all qualified applicants and employees equal employment opportunities, not only because it is the law, but because of our belief that adherence is morally correct. Holy Family Univer- sity does not discriminate on the basis of sex, race, religion, color, age (as defined in the relevant statutes), Veteran status, national origin, or disability in terms of employment opportunities and other terms and conditions of employment. Any breach of the University’s Equal Employment Opportunity Policy regarding non-discrimination shall be grounds for disciplinary action up to and including employment termination. dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= OR=

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= If you have any questions about the University’s equal employment opportunity practices, contact the Assistant Vice President for Human Resources. bãÉêÖÉåÅó=mêçÅÉÇìêÉë=Ñçê=_ÉÜ~îáçê~ä=fåÅáÇÉåíë= Student behavior that violates University policy is ordinarily resolved through the University’s grievance procedure. However, when a student’s behavior is perceived by the University to be an immediate risk or substantial threat to the student or to others, the Vice President for Student Services may implement the University emergency procedures for behavioral incidents and waive a student’s right to a judicial hearing. The emergency procedures for behavioral incidents may be implemented if: 1. A student is a danger to himself, herself, or others or engages in any behavior that threatens or could cause bodily harm to himself, herself, or another 2. A student poses an imminent threat of disruption of, or interference with, the normal operation of the University. After consulting with the Director of the Counseling Services, the Vice Presi- dent for Student Services will determine if one or more of the above conditions exist. If it is determined that one of these conditions does exist, the Vice President for Student Services will contact the parents or legal guardian (if necessary) of a dependent student, as well as any on-campus authorities deemed necessary. The student will be required to absent himself or herself from all classes and all University activities. During this time the student will be required to undergo a psychiatric evaluation and/or physical examination by a licensed, competent professional of his or her own choice, or the student may consult the Director of the Counseling Center to obtain a referral. After receiving a letter from the psychiatrist or examining physician stating that the student is no longer a threat to himself or herself or to the normal operations of the University, the Vice President for Student Services will recommend the student’s eligibility to return to University classes and participate in activities. A copy of the letter will be placed in the student’s confidential record. The student’s eligibility for continuation on campus will be dependent upon his or her subsequent behavior and the absence of any renewed threat of harm or disruption on campus.

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= c~ãáäó=bÇìÅ~íáçå~ä=oáÖÜíë=~åÇ=mêáî~Åó=^Åí=çÑ=NVTQ=Ecbom^F= The University may disclose certain personally identifiable information, designated as directory information, concerning students in attendance. The following categories of information have been designated as directory information: the student’s name, address, telephone number, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, and the most recent previous educational institution attended. Any student who does not wish directory information released must so inform the Vice President for Student Services in writing within 30 days after the start of the fall semester. In any event, the University may disclose directory information from the record of an individual who is no longer in attendance at the University without public notice or prior permission. Under Section 438 of the General Education Provisions Act, students have the right to inspect and review their educational records within 45 days after making a request. The procedures for making such requests are available in the various offices where these records are maintained. Academic Registrar, Holy Family Hall Extracurricular & Judicial Reports Vice President for Student Services, Campus Center Financial Accounts Treasurer, Holy Family Hall Student Aid* & Admissions Financial Aid and Admissions, Holy Family Hall Recommendations/ Evaluations** Director, Careers Center, Campus Center The student has the right to challenge the content of his or her educational record and may, if necessary, request a formal hearing on the matter. The University shall obtain the written consent of the student before disclos- ing personally identifiable information from the educational records, except if the disclosure is to instructional, administrative or other authorized individuals, including representatives of approval or accreditation agencies. A record of all disclosure, other than to the subject student, will be maintained by the appropriate office and may be reviewed by the student. A more complete description of the guidelines prepared for compliance with the act is available in various offices of the University at all times. * The University is not required to permit a student to inspect financial statements of parents. **Evaluations of nursing and education students are retained in their departmental offices.

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= p~ÑÉíó=~åÇ=pÉÅìêáíó=mêçÅÉÇìêÉë= In accordance with both federal and Pennsylvania legislation, Holy Family University provides a publication regarding safety and security policies and procedures on campus. This publication may be obtained from the Public Safety Office. Holy Family also offers 24-hour security coverage through the Department of Public Safety. Security personnel may be reached through use of the emergency telephones located in each academic building or on the parking lot or by calling 267-341-3333.

^Å~ÇÉãáÅ=fåíÉÖêáíó= Holy Family University, true to its motto Teneor Votis, (I am bound by my responsibilities), educates men and women both intellectually and morally to assume their responsibilities toward God, themselves, and society. The Uni- versity expects from its students the highest standards of honor and integrity in meeting their academic responsibilities. In addition, academic honesty is essential for effective evaluation of student scholarship and growth. Anything less than complete integrity undermines the basic educational process. Violations include, but are not limited to, copying tests, laboratory reports, etc., purchasing work to present as one’s own, obtaining tests or test questions illegally, either verbally or otherwise, using notes during testing or collaborat- ing with another to obtain test information. Plagiarism is another form of cheating. This is defined as using in a written or oral assignment or project the ideas or words of another without acknowledging the source. When one repeats, without quotes, the ideas or words of an author, paraphrases an author’s ideas, or presents an author’s line of thought without acknowledging that author, the user is guilty of plagiarism, a serious breach of academic honesty. Similarly, the use of computers to obtain and/or disseminate information for dishonest purposes, as well as misrepresentations concerning the source, development, or application of computer software, constitutes a serious violation of academic integrity. Anyone who willfully assists another in the breach of integrity is held equally responsible and is subject to the same penalties. Academic dishonesty in any form is regarded as a breach of honor and integrity, an evasion of personal responsibility, and an attempt to misrepresent progress. Violations of standards will not be tolerated at Holy Family Univer- sity and will be subject to progressive sanctions. Initial violations of academic integrity will result in a failure of a given course, ineligibility for honors recog- OU= eçäó=c~ãáäó=råáîÉêëáíó=

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= nition, and dismissal from those programs in which ethical codes of conduct mandate such action. A second proven violation of academic integrity will result in dismissal from the University. Sanctions may be appealed. Please consult the Student Handbook for details.

`çÇÉ=çÑ=bíÜáÅ~äLmêçÑÉëëáçå~ä=pí~åÇ~êÇë=~åÇ=`çåÇìÅí= Graduate programs at Holy Family University prepare students to take positions of responsibility and leadership within their communities and professions. Many departments and programs require supervised off-campus clinical experience in which students are expected to conduct themselves as professionals-in-training. Students are expected to abide by the standards and codes that govern their professions, as well as to demonstrate the meaning and value of ethical conduct, personal honesty, and professional integrity. Behavior in violation of ethical or professional standards of the field and/or Holy Family University constitutes grounds for immediate dismissal from the program. Students should consult relevant program handbooks for further information.

^Å~ÇÉãáÅ=aáëéìíÉëLdê~ÇÉ=`Ü~ääÉåÖÉë= The appeal procedure shall act as a vehicle for communication and decision-making between student and faculty and provide a process through which a grievance can be resolved. Justifiable cause for grievance shall be defined as any act that is perceived as either a prejudiced or capricious action on the part of a faculty member in the evaluation of a student’s performance or an arbi- trary action or imposition of sanctions without regard for due process. If a student questions a decision made by a faculty member, the first level for ap- pealing the decision is to ask the faculty member to review the decision based on any additional information offered in writing by the student. If the issue is not resolved to the satisfaction of all parties, then a written appeal should be sent to the program administrator/department chair. If the program administrator/department chair is unable to resolve the issue, then either party may send a written letter of complaint to the school Dean for review and action. If the School Dean is unable to resolve the issue, a written letter of complaint may be sent to the Vice President for Academic Affairs for review and action. The final appeal is to the Vice President for Academic Affairs. Any academic dispute or grade challenge must be presented by the conclusion of the next semester and resolved within one year. Any dispute or challenge older than one year will not be considered.

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= kçåJ^Å~ÇÉãáÅ=aáëéìíÉë= Grievance Procedure Steps for the appeal procedure are identified in the Stu- dent Handbook and on Holy Family University’s website, www.holyfamily.edu.

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= j~ëíÉêDë=mêçÖê~ã=J=mçäáÅáÉë=~åÇ= mêçÅÉÇìêÉë= dÉåÉê~ä=^Çãáëëáçå=oÉèìáêÉãÉåíë= Students must possess at least the following qualifications for admission to any of the master’s degree programs: Hold a baccalaureate degree from a regionally accredited college or university; and Have an undergraduate grade point average (GPA) of 3.0 or above on a 4.0 point scale or have completed at least six hours of graduate work earning a GPA of 3.0 or better. Each master's program may have specific additional requirements. Please consult the program of interest to review any additional admission requirements which may apply. dÉåÉê~ä=mêçÅÉÇìêÉë=Ñçê=^Çãáëëáçå= The student must submit the following satisfactory information to the Gradu- ate Admission’s Office at least six weeks before the semester begins: • A completed application form including a personal statement of 250 to 500 words concerning the student’s interests and reason for requesting admission (The personal statement should contain information pertinent to the specific program to which application is being made) • Official transcripts from any and all previously attended colleges and universities • Two letters of recommendation from individuals familiar with the student’s academic achievement and potential for graduate work • The application fee. All documents received as part of the admission procedure become the property of Holy Family University. Documents will not be duplicated, returned to the applicant, or forwarded to any other college, university, individual, or agency. Any omission, misrepresentation, or misstatement of a material fact on the application may be the basis for denial of admission or, if admitted, dismissal from graduate study.

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= Priority will be given to applications received by the following dates: Fall semester July 1 Spring Semester Nove mber 1 Summer semester April 1 mêçÅÉÇìêÉ=Ñçê=^Çãáëëáçå=íç=aì~ä=aÉÖêÉÉ=mêçÖê~ã= The School of Arts and Sciences offers a dual degree program that enables students to complete requirements for both the Bachelor of Arts and Master of Arts degrees in Criminal Justice in five years. Undergraduates seeking admission to the dual degree program must have a minimum overall GPA of 3.0 and are eligible to apply in the spring semester of the junior year (the deadline for applications is March 1st). To apply for admission, candidates must submit the following materials to the Graduate Admissions Office: • Completed application to the Graduate Program in Criminal Justice • Official undergraduate transcripts • Academic writing sample • Letter of recommendation from the academic advisor Following review of all application materials, admission to the dual degree program will require the approval of the Graduate Program Director, the Di- vision Head of Mathematics and Sciences, and the Dean of the School of Arts and Sciences. Accepted students will be permitted to take no more than six credits of graduate course work during the senior year of undergraduate study. mêçÅÉÇìêÉ=Ñçê=^Çãáëëáçå=çÑ=fåíÉêå~íáçå~ä=píìÇÉåíë= International applicants who have completed a baccalaureate degree at a college or university outside of the United States are required to produce minimum scores for the TOEFL test of 550 on the paper-based test, 79-80 on the internet-based test, or 213 on the computer based test. Prospective students may submit IELTS scores in place of TOEFL scores. A score of 6.0 or better is required on the IELTS test for admission. Additionally, international students are required to provide evidence of immunization against measles, mumps, and rubella as well as evidence of the ability to provide medical insurance coverage during their proposed stay in the United States. Such applicants are further required to submit all during their proposed stay in the United States. Such applicants are further required to submit all application materials, including transcripts, diplomas, certificates, etc., translated into English. Such applicants must arrange with World Education Services to have a document-by-document review of their education credentials, which includes a course-by-course evaluation. World Education Services must confirm that the applicant's undergraduate experience is the equivalent of four PO= eçäó=c~ãáäó=råáîÉêëáíó=

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= years of undergraduate study at an accredited United States college or university, culminating in the bachelor's degree. Finally, international students are required to certify that sufficient funds to support their academic and personal living expenses are available during their stay in the United States. International graduate students are also eligible to seek admission to study full-time at Holy Family University under the Exchange Visitor Program sponsored by the United States Department of State whereby eligible foreign nationals can be sponsored for a J-1 Visa by Holy Family University. De- pendents of J-1 Visa holders are eligible for issuance of the J-2 Visa. Inter- national graduate degree students applying for Exchange Visitor Program J-1 Visa option must meet the required admission standards described herein for the graduate degree program of study for which they are seeking admission. Students interested in learning more about the J-1 Visa program should contact the Center for Exchange Visitor Program which is housed within the Human Services Department. The telephone number for the Center for Exchange Visitor Program is 215-637-3448 or visit the web site, www.holyfamily.edu/academics/exchangevisitor.shtml. Interested foreign nationals seeking admission to a graduate degree program can also contact the Dean of the respective school in which the degree program is housed for more information.

^ÅÅÉéí~åÅÉ=íç=~=dê~Çì~íÉ=mêçÖê~ã= Once all required documentation has been received, credentials will be reviewed by the respective program. Applicants will be notified of the admission decision in writing following the review. Upon admission, registration may be scheduled for the next term according to the published dates for new students. Prospective students should apply early. Completion of the application process may require two to six weeks. The following are cases of special or limited admissions: Provisional Status Students – have not submitted all records required for admission but have presented evidence of graduate school capabilities. The Director of Graduate Admissions approves these students for admission with special status. Enrollment is permitted for one semester while records are being completed. Probationary Status Students – have not met all of the criteria for regular admission but show reasonable promise for success in graduate studies and may be accepted on a probationary basis. An academic deficiency in prepara- tory studies will be determined by the requirements of the department or program to which the applicant seeks admission. Students accepted on probation must consult an advisor to determine specific courses to be taken in their area or program of study. The student may not register for more than six credits dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= PP=

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= while on probationary status. Students who attain a grade of B in each of the initial graduate courses attempted are removed from probation and continue as regularly accepted students. Students who do not attain this standard will be dismissed from the program. Visiting Students – are seeking a degree elsewhere but need a specific course that is not being offered at the home institution. The visiting student must submit an application and a letter from his or her home institution giving permission to take the specific course at Holy Family University. Non-Degree Students – are special status students not enrolled in a degree program and may register as a non-degree graduate student. The Director of Graduate Admissions approves these students for admission with special status. The student may enroll for any graduate course for which he or she has the necessary prerequisite coursework. Academic programs may restrict enrollment in selected courses or give scheduling preferences to the degree-seeking students. Enrollment as a non-degree student does not ensure admission to a degree program. Directors of academic programs, at their discretion, may approve a maximum of six hours of coursework with grades of B or higher taken by a special-status student toward the master’s degree. dê~ÇáåÖ=mçäáÅó=

A (4 points) Superior performance B+ (3.5 points) B (3 points) Satisfactory performance C+ (2.5 points) Marginal competence. Limited application to degree completion. C (2 points) Unacceptable toward completion o f degree or certification requirements. Course must be repeated. F (0 points) Failure to demonstrate competence in the course (credit can be earned only by repeating the course; requires special permission from the instructor and the Program Coordinator) I Work not completed within semester, with approval to complete later (see related policy under Incomplete Grades) W Authorized withdrawal from course M Missing grade not submitted by instructor AU Audit; carries no grade P Pass

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= Grades represent student achievement as evaluated by the instructor. All students are expected to maintain a GPA of B (3.0) to remain in good academic standing. A student may graduate from a program with one grade of C+. (Ex- ception: a grade of B or higher is required in student teaching, internships, practica, and clinicals in order to complete graduation requirements.) A second grade of less than B earned in any course must be repeated the next time the course is offered. If a third grade less than a B is earned in any course, the student will be dismissed from the program. Any courses in which a grade below a B is earned may be repeated only one time. When a course is repeated, both grades will appear on the transcript, but only the most recent grade will be used in calculating the student’s GPA. Failure to complete course requirements at the end of a given semester may result in the assignment of a grade of I (Incomplete) at the discretion of the instructor. Grades of Incomplete must be removed; that is, all work must be completed and the final grade submitted to the Registrar within 90 days of the end of the final examination period. If the student does not complete the course requirements or the final grade is not submitted by the instructor by the specified deadline date, an automatic failure will be recorded in the Registrar’s Office. In unusual circumstances, extensions to the deadline dates may be granted at the discretion of the faculty member, who will convey that determination in writing to the School Dean and the Registrar. cáå~ä=dê~ÇÉë=~åÇ=qê~åëÅêáéíë= Final grades are available online to all students without account holds. Paper grade reports are sent only upon request. Please see the Registrar's webpage for information concerning paper grade report requests. The Registrar’s Office issues transcripts. Students may request transcripts in person, by mail, or by fax. Telephone requests will not be honored. The request must be in writing and include the signature of the student authorizing the release of his or her records. There is a fee for each copy of a transcript and the payment in cash, check, money order, or credit card should accompany the request. Additional fees are charged for special processing or mailing requests. Please consult the Registrar’s webpage for the transcript request procedure and list of fees. The office will not release transcripts for individuals with outstanding debts or other holds until all accounts are settled. Ordinarily, official copies are mailed directly to the individual, school, or agency designated by the student. The Registrar’s Office requires at least 48 hours notice to process a transcript. During peak activity periods there may be a delay. Persons requesting tran-

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= scripts during these times — two weeks prior and following the beginning and end of semesters and Summer Sessions — should anticipate a delay. Transcripts from other colleges that are submitted to the Registrar’s Office become the property of Holy Family University and are included in the student’s official file. These transcripts are not released to students or to other institutions and may not be copied. aÉÖêÉÉ=oÉèìáêÉãÉåíë= The responsibility for meeting the requirements for the degree rests with the student. The basic requirements for graduation are: • The completion of all requirements specified in the particular program • A cumulative GPA of 3.0 or better and no more than one course with a grade of C+ (see specific course exceptions requiring a grade of B or higher) • Fulfillment of all University responsibilities: payment of bills, including graduation fees, return of equipment and/or library materials, and so forth • Filing of the formal Petition to Graduate form in the Office of the Aca- demic Services Advisor (Holy Family Hall Room 102) no later than Oc- tober 1 for a December graduation date, March 1 for a May graduation date, May 1 for a June graduation date, July 1 for an August graduation date. The Petition to Graduate form may be obtained from the Office of Academic Affairs (HFH 225), the Office of the Academic Services Advi- sor (HFH 102), or downloaded from the Graduate School website. Graduate students are expected to submit petitions on time. Petitions received after deadline dates will not be considered for the filing graduation date. Therefore, students who submit petitions late will not complete degree requirements until the next regularly posted completion date. båêçääãÉåí=~åÇ=cìäÑáääãÉåí=çÑ=aÉÖêÉÉ=oÉèìáêÉãÉåíë= Graduate students must complete the program of study within seven calendar years from the date of acceptance into a program of graduate studies. Students admitted to a degree program are expected to enroll continuously until the program is complete. Continuous enrollment is defined as completing a minimum of six credits per academic year, including Summer Sessions, at Holy Family University. Failure to maintain continuous enrollment may affect progress toward degree completion because of course availability. The timeline of seven years for degree completion will not be extended for students who fail to maintain continuous enrollment in courses as defined by the University. Students who fail to enroll in courses for a period of two years or longer will be required to apply for

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= readmission to graduate studies. Students readmitted in this way will be bound by program requirements in effect at the time of readmission. Not all coursework previously completed in a given program may be applicable to degree completion under new/revised program requirements in effect at the time of readmission. táíÜÇê~ï~ä=Ñêçã=~=dê~Çì~íÉ=mêçÖê~ã= To withdraw from a graduate program, the student must: • Resolve all financial indebtedness to the University and • Submit in writing the Withdrawal From University Form, indicating the intent to withdraw from the program. Forms are available in the Regi- strar’s Office. The date of the filing of the withdrawal letter at the Office of the Registrar is considered to be the date of withdrawal in all cases.

^Å~ÇÉãáÅ=pí~åÇáåÖ=~åÇ=oÉíÉåíáçå= Academic standing for each student will be reviewed by the Vice President for Academic Affairs and the respective schools after each grading period. Stu- dents whose grade point average falls below 3.0 will be placed on academic probation. If a student is placed on academic probation, he or she must meet the program Director or Academic Advisor in the school of study to develop an academic plan. Failure to develop such a plan will jeopardize continuance in the program. Students who continue on probation after two successive semesters will be dismissed from the University. aÉÖêÉÉ=`çãéäÉíáçå=~åÇ=`çããÉåÅÉãÉåí= The degree completion date is determined by the filing deadline for the Peti- tion to Graduate. Once the petition has been filed, an exit audit will be conducted by the Academic Services Advisor. The student and the School Dean in the school of study will be notified of the results of this audit and the student’s eligibility to graduate. To participate in the commencement ceremony and receive a diploma, students must have filed the required Petition to Graduate by the appropriate deadline and fulfilled all academic and financial obligations. Students who have successfully completed all academic requirements are encouraged to participate in Commencement. Students who have not filed petitions and/or completed all degree requirements successfully will not be permitted to participate in Commencement. Students will not be permitted to participate in Commencement in anticipation of completing degree requirements.

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= qáãÉäáåÉ=Ñçê=aÉÖêÉÉ=`çãéäÉíáçå= Graduate students must complete the program of study within seven calendar years from the date of acceptance into a program of graduate studies. Students who fail to complete the program of study within the prescribed seven-year period must file a petition for extension with the School Dean. Recommenda- tions concerning requests for a program extension and those conditions go- verning it will be made by the School Dean to the Vice President for Aca- demic Affairs after consultation with the student and relevant personnel within the school of study. The Vice President for Academic Affairs approves all requests for program extensions and communicates the final decision to the student. In all cases, it will be necessary to repeat coursework that falls outside the seven-year limit for degree completion. aáëãáëë~ä= Students are expected to abide by the regulations set forth by Holy Family University and the written policies and procedures of their respective programs. The University reserves the right to dismiss a student at any time for unsatisfactory academic performance or for conduct detrimental to the Uni- versity or to the welfare of other members of the University community. Di- rectors of programs also reserve the right to dismiss a student if it is determined that a student’s conduct is unprofessional or is not consistent with the Code of Ethics of his or her intended profession. Consult specific program handbooks for further information. qê~åëÑÉê=çÑ=`êÉÇáí= Upon applying to a graduate program, a student may present for evaluation graduate credits completed elsewhere within the last seven years and not applied toward completion of a degree. Acceptance of such credits will depend upon whether or not the courses are related to the program, whether the student has obtained a grade of B or better in the course(s), and whether or not the college giving credit for the course would consider the course as acceptable for application to their degree program. Transfer credits are not posted on a student’s record until the student successfully earns six graduate credits at Ho- ly Family University. Applicants should review any additional specific requirements concerning acceptance of transfer credits by a given graduate program. After admission, all courses taken at other institutions for transfer credit require prior approval from the School Dean or designated program official of the school in which the student is matriculated and Holy Family University’s Vice President for Academic Affairs. Maximum allowable transfer is six graduate credits.

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= bñÉãéíáçå=Ñêçã=~å=^Å~ÇÉãáÅ=oÉèìáêÉãÉåí= Certain program requirements may be waived because of prior experience or coursework taken by the student. Requests for exemptions are submitted to the School Dean and approved by the Vice President for Academic Affairs. An exemption does not reduce the number of credits required for the program. oÉÖáëíê~íáçå= Students register for courses on published dates (See the University’s website, www.holyfamily.edu). Those who register early will be billed and will pay tuition according to the billing dates specified each semester by the Business Of- fice. Students who register near the starting date for classes will be expected to pay tuition at the time of registration. Classes are closed when maximums are reached. Additional sections of courses may/may not be made available during a given semester at the discretion of the School Dean.

^ÇîáëáåÖ= Meetings with faculty advisors should take place regularly. Students should call the appropriate program office for an appointment with an advisor before completing registration in any given semester. pÅÜççä=qÉêãë= The regular academic year is composed of fall and spring semesters, 15 weeks each. Two Summer Sessions of six weeks each are offered each year. A third Summer Session is offered over twelve weeks. The annual calendar contains the exact dates on which semesters begin and end. Alternative schedules/telescoped graduate course offerings have specific guidelines and requirements. Please consult a faculty advisor for further information on these types of courses.

`çìêëÉ=kìãÄÉê=póëíÉã= Master's courses are numbered in the 500s and 600s to reflect academic progression in the graduate program curriculum. Faculty advisors answer questions concerning course sequences as they relate to each program.

`êÉÇáí=Ñçê=`çìêëÉë= Three semester hours of credit are granted for completion of most graduate courses. For completion of one class hour per week for a 15-week session, one credit is given. Credits for each semester are indicated after the course description.

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= `çìêëÉ=iç~Ç= For financial aid purposes, a full-time course load for Master’s degree students is a minimum of nine graduate credit hours per semester. A half-time course load is ordinarily six credits per semester. Students should contact the Finan- cial Aid Office for Summer Session requirements.

`çìêëÉ=pÅÜÉÇìäÉë= Current information is available on the Registrar’s section of the University’s website. Schedules announcing course offerings and class meeting times are published three times a year for the Fall, Spring, and Summer Sessions. These schedules facilitate course selection and provide information on registration dates, tuition, and fees.

`çìêëÉ=`~åÅÉää~íáçåë= Holy Family University will make every effort to meet the academic needs of each graduate student by offering courses outlined in the catalog in a timely manner. However, the University reserves the right to change or cancel, without notice or obligation, any course offering and/or location published in the academic schedule because of insufficient enrollment or for any other reason. Cancellation can occur up to and including the first week of class. aêçéL^ÇÇ=^ÇàìëíãÉåíë= These registration adjustments may be made only with the approval of the Registrar and must be completed in writing on forms provided through the Registrar’s Office. Students are personally responsible to initiate and complete drop/add adjustments. Drop/add adjustments will not be made after the date specified. Once enrolled in a course, those students who never attend will be administratively withdrawn from the course. Enrollment adjustments may affect academic progress toward degree completion and/or financial aid status. It is the student’s responsibility to investigate the impact of registration adjustments on his or her continued academic progress and available funding. i~íÉ=aêçé=EtáíÜÇê~ï~äF=Ñêçã=~=`çìêëÉ= After the published drop/add period ends, students may still change their enrollment in a course through the process of late drop (withdrawal). If necessary, a student may process a late drop (withdrawal) for a course up to one month before the beginning of the final examination period (Fall and Spring semesters) or one week before the end of Summer Sessions. Forms for processing a late drop (withdrawal) from a course are available through the Registrar’s Office. Students are personally responsible to initiate and complete

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= late drop adjustments. Students’ transcripts will show a W for all courses for which a late-drop is processed. Only in cases of documented illness or for other serious cause will the administration allow a change in enrollment without penalty after the late drop deadline published in the course brochure for a given semester. Appeals to the policy or deadline are to be made in writing and submitted with supporting documentation of cause to the Registrar. Such exceptions will be reviewed on an individual basis by the Registrar and forwarded to the Office of the Vice President for Academic Affairs for final resolution.

^ííÉåÇ~åÅÉ= Students must be well prepared and attend classes regularly. Participation in class activities is an important part of the learning experience. The educational value of the course is enhanced by the ability of students and instructors to share insights and experiences.

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= ^Å~ÇÉãáÅ=mêçÖê~ãë= Master's degrees are offered through each of the Schools and the Division of Extended Learning and include the following programs:

• Master of Arts in Criminal Justice

• Master of Business Administration (Accelerated)

• Master of Education

• Master of Science in Counseling Psychology

• Master of Science in Human Resources Management

• Master of Science in Information Systems Management

• Master of Science in Nursing

Relevant information concerning each of these options can be found in the chapters that follow.

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`çìåëÉäáåÖ=mëóÅÜçäçÖó= Michael W. Markowitz, PhD, Dean, School of Arts and Sciences TBA, Program Director dê~Çì~íÉ=mêçÖê~ã=áå=`çìåëÉäáåÖ=mëóÅÜçäçÖó=jáëëáçå= pí~íÉãÉåí= The mission of the Graduate Program in Counseling Psychology is to prepare professional counselors to engage in critical, logical and ethical thinking. The program adopts a standards based curriculum to educate counselors who will promote respect for human dignity and diversity and engage in activities that enhance and enrich human development and improve quality of life. Students will obtain the knowledge and skill necessary for certification/licensure as competent professional counselors utilizing evidence based practices. Consistent with Holy Family’s tradition of " Teneor Votis " (I am bound by my responsibilities) students are inspired to advocate for social justice, shape public policy and witness to the dignity of each person and the oneness of the human family. mêçÖê~ã=lìíÅçãÉë=Ñçê=íÜÉ=dê~Çì~íÉ=mêçÖê~ã=áå=`çìåëÉäáåÖ= mëóÅÜçäçÖó= The graduate of the Graduate Program in Professional Counseling recognizes that counseling is more than a profession. It is in this program’s view that counseling is a way of living where one is committed to social justice, empathy and life-long learning. This involves connection with all of humanity while maintaining individuality. The program outcomes reflect this belief and ex- pectation. Upon completion of the program students will confidently be able to: 1. Articulate a professional counseling identity, 2. Demonstrate flexibility, adaptability, independence, humility, and the courage to be vulnerable, 3. Demonstrate a multicultural perspective and competence in working with clients, 4. Apply professional counseling skills and knowledge to client needs (based on the Council for Accreditation of Counseling and Related Educational Programs competencies), 5. Practice professional counseling in a manner consistent with the ethical guidelines of the American Counseling Association and its divisions, 6. Embrace the philosophy of a "life-long learner" by being able to critically evaluate and integrate new knowledge into existing knowledge sets, dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= QR=

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= 7. Implement advocacy skills and interventions with regard to social justice issues, 8. Understand and contribute to the scholarship in the field of professional counseling, 9. Recognize the self as a developing imperfect person with consideration to counseling, personal growth and development, one’s sense of spirituality, and self care and wellness strategies especially as these impact on the self and client. péÉÅáÑáÅ=mêçÖê~ã=^Çãáëëáçå=fåÑçêã~íáçå=~åÇ=oÉèìáêÉãÉåíë= The Graduate Program in Counseling Psychology is ethically bound and strives to only admit as matriculated students those students who have the academic ability and social/emotional skills needed to deal with the academic rigor and training required of the program. Applicants are considered for admission based on their academic ability, expression of interests and goals, life experiences, and personal interview. Students whom the admission committee determines not to meet the admission requirements are not admitted to the program. Please note that the MS in Counseling Psychology program is limited in size because of the intensive training requirements and therefore students are accepted into the program based on the available program openings and applicant competition for slots in each of the program’s concentrations of study. péÉÅáÑáÅ=^Çãáëëáçå=oÉèìáêÉãÉåíë= In addition to the general admission requirements previously outlined, applicants must meet the following requirements for admission to the Master of Science in Counseling Psychology program: • Submission of results of the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) prior to being considered for admission if the undergraduate cumulative grade point average is less than 3.0 on a 4.0 point scale • Two satisfactory letters of recommendation from individuals familiar with the applicant’s academic and professional work • Successful completion of a personal interview. Admissions to the Counseling Psychology program are rolling, with the majority of admissions occurring in the Fall semester and with a limited number of admissions occurring in the Spring. Notification of acceptance into the program is usually completed within two weeks of the personal interview. A deposit of $200 is required to hold the accepted applicant’s place in the in- coming class. This deposit will be credited to the applicant’s first semester of

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= study and is non-refundable should the applicant decide not to attend the program. Please note that the MS in Counseling Psychology program is limited in size because of the intensive training requirements. It may not be possible to admit all qualified students. Qualified students may be placed on a waiting list for the next available opening. råÇÉêÖê~Çì~íÉ=mêÉêÉèìáëáíÉ=oÉèìáêÉãÉåíëG= An undergraduate course with a minimum grade of 'C" in general psychology is required prior to admission to the program. In addition, the following two undergraduate prerequisite courses are required prior to enrollment in selected courses in the Counseling Psychology program: • Statistics • Research Methods or Experimental Psychology These prerequisites are foundation courses for continued work on the graduate level. They must be completed with a grade of C or better. These courses can be taken at any college or university while enrolled in Holy Family’s Counsel- ing Psychology program. See the following course descriptions, for specific undergraduate prerequisite requirements. Additional Prerequisite Course Requirements for School Counseling Certifi- cation Students with a minimum grade of "C": • Six credits of undergraduate English (three credits of composition and three credits of American or British literature)* • Six credits of undergraduate Mathematics*. These above School Counseling Certification prerequisites only apply to students who have not already earned an education certificate. * Undergraduate prerequisite courses are not considered as part of the graduate degree program and therefore cannot be used as credits for financial aid purposes. p~íáëÑ~Åíçêó=^Å~ÇÉãáÅ=pí~åÇáåÖ= All students are expected to maintain a GPA of B (3.0) to remain in good academic standing in the program. A student may graduate from the program with one grade of C+. ( Exception : a grade of B or higher is required in internships, practica, and clinicals – i.e. COUN 504, COUN 505, COUN 510 and COUN 534 – in order to complete graduation requirements.) A second grade of less than B earned in any course must be repeated the next time the course is offered. If a third grade of less than a B is earned in any course the student will be dismissed from the program.

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= ^Å~ÇÉãáÅ=mêçÖê~ã=aÉëÅêáéíáçå= In order to provide students with the opportunity to develop the skills required to practice as professional counselors with expertise in the areas of community, private, school, pastoral, or higher education settings, the program uses a scientist–practitioner training approach. Through involvement with program coursework students become active and involved learners. Stu- dents engage in both in-class and out-of-class cooperative, collaborative, and experiential learning that through interaction, exposure, immersion, and problem-solving enables students to integrate class material into their current knowledge and experiential base. The skill labs, practicum, and internship courses provide students with the professional experiences to synthesize course material with real-life counseling experiences to develop the skills appropriate for beginning practitioners. The program allows students to concentrate their studies in the following areas: • Clinical Mental Health Counseling • Family and Marital Counseling • Counseling in Student Affairs in Higher Education • Pastoral Counseling • School Counseling Elementary • School Counseling Secondary • School Counseling Dual The last three fields of study are Pennsylvania Department of Educa- tion-approved certification programs in School Counseling. Students are required to pass the Praxis I and Praxis II (School Counseling) tests in order to become certified as a school counselor in the State of Pennsylvania. For information about these tests please review the Graduate Program i n Counseling Psychology School Counselor Certification Handbook . The Master of Science program in Counseling Psychology is built around a central core curriculum that is designed to help students develop knowledge and general counseling skills that can be applied in a variety of contexts. The concentration curriculum help students develop those specific counseling skills required for proficiency in the student’s area of interest. The Counseling Psychology program, concentrated at the University’s New- town, Bucks County location, is designed for students who are available to attend classes scheduled in the evening or on Saturdays. The majority of the students in the Counseling Psychology program study on a part time basis, although a significant number of Counseling Psychology students do attend the program on a full-time basis. The length of the program for students at-

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= tending on a part-time basis is between 3.5 and 4 years and for those attending on a full-time basis it is 2.5 to 3 years. bäáÖáÄáäáíó=Ñçê=iáÅÉåëìêÉ=~ë=~=iáÅÉåëÉÇ=mêçÑÉëëáçå~ä=`çìåëÉäçê= Eim`F= All concentrations of study in the Master of Science program in Counseling Psychology fulfill the educational requirements for licensure as a: • Professional counselor in the Commonwealth of Pennsylvania • Professional counselor of mental health and/or associate counselor of mental health in the state of Delaware • Professional counselor and/or associate counselor in the state of New Jer- sey. All concentrations fulfill all Council on the Accreditation of Counseling and Related Educational Programs (CACREP) educational standards as well as the general and course-specific requirements for students to take the National Counselor Exam (NCE). Successful completion of the NCE allows the student to apply for the LPC license. The National Board of Certified Counselors (NBCC) has designated the Graduate Program in Counseling Psychology at Holy Family University as an affiliate program to the NBCC. As such, this allows students matriculated into the Master’s program to sit for the NCE up to six month prior to or after graduation. Holy Family University is one of a handful of higher education institutions within Pennsylvania with this designation. Students interested in fulfilling the educational requirements for licensure must be aware of the licensure requirements and work closely with their faculty advisor to ensure that all educational and internship requirements for licensure are fulfilled. ^ÇîáëÉãÉåí= The Master of Science program in Counseling Psychology views advisement as crucial to successful completion of the program. Advisement in the program is best characterized as a mentoring relationship between a student and a faculty member. This mentoring relationship is grounded in mutual trust, dignity, collegiality, equality, and professionalism. The goal of this advising/mentoring relationship is to assist the student in developing an identity as a counseling professional who is engaged in a lifelong learning process. Upon admission to the program, each student is assigned a faculty advisor. This faculty advisor will have expertise in the student’s area of concentration. The faculty advisor is the student’s resource person in dealing with the program and the University. Students are encouraged to meet with their faculty dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= QV=

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= advisor on a regular basis. Students must meet with their faculty advisor for course selection, approval of practicum and internship sites, comprehensives, and other administrative issues. Scheduling an appointment with the respective advisor is easy. Appointments may be made in person or by calling 267-341-4032. Faculty office hours are posted at the faculty office. `çìåëÉäáåÖ=mëóÅÜçäçÖó=dê~Çì~íÉ=píìÇÉåí=^Çîáëçêó=_ç~êÇ= The Master of Science program in Counseling Psychology Graduate Student Advisory Board (GSAB) is a group of graduate counseling psychology students who meet once a month to discuss issues pertaining to strengthening the department of Counseling Psychology. This group represents all students in the program and seeks to improve program quality, create program experiences that enrich student educational and personal life and foster communication and positive collaboration among faculty, staff and students.

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= j~ëíÉê=çÑ=pÅáÉåÅÉ=áå=`çìåëÉäáåÖ=mëóÅÜçäçÖó = For the most-up-to date information about program curriculum, please see your faculty advisor. qÜÉ=`çêÉ=`ìêêáÅìäìã= The Master of Science program in Counseling Psychology offers a central core curriculum that is the basis for all concentrations. This core curriculum enables students to develop educational and counseling skills that can be applied in a variety of contexts. Because of its generic nature, this core curriculum provides an excellent preparation vehicle for those students wishing to pursue doctoral studies. `çêÉ=`ìêêáÅìäìã=EOU=`êÉÇáíëF= COUN 501 Introduction to Substance Abuse 3 COUN 502 Career and Vocational Counseling 3 COUN 503 Introduction to Counseling & Guidance 3 Theory COUN 504 Introduction to Counseling Skills, Laboratory 3 Level I COUN 506 Human Development 3 COUN 507 Counseling Multicultural and Diverse 3 Populations COUN 509 Counseling Practicum 1 COUN 520 Research Methods 3 COUN 530 Assessment: Theory and Practice – A Life 3 Span Approach (not required of Pastoral Counseling concentration students) COUN 532 Assessment of Social and Emotional Behavior 3 `çåÅÉåíê~íáçå=^êÉ~=oÉèìáêÉãÉåíë= Concentration area requirements enable students to develop an expertise in their area of interest. These requirements are in addition to the central core curriculum requirements.

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`äáåáÅ~ä=jÉåí~ä=eÉ~äíÜ=`çìåëÉäáåÖ= Students completing the Clinical Mental Health Counseling concentration will, as part of their degree program, complete all the educational requirements to sit for the National Counselor Exam. This concentration prepares master level clinicians to work with adolescents and adults in the community setting. The Clinical Mental Health Counseling concentration is appropriate for individuals wishing to develop expertise in counseling adolescents and adults and/or gaining the credentials to assume supervisory positions in community agency settings. The total degree hours required for this concentration is 60. This concentration requires a 600-hour internship and a 100-hour practicum. oÉèìáêÉÇ=`çìêëÉë=Ñçê=péÉÅá~äíó=^êÉ~=EON=`êÉÇáíëF= COUN 505 Group Counseling 3 COUN 515 Professional Orientation and Ethics for 3 Clinical Mental Health Counselors COUN 521 Survey of Community Counseling Agencies 3 COUN 540 Psychopathology & Diagnosis Using the DSM 3 COUN 560 Internship in Counseling Psychology I – 3 Clinical Mental Health Counseling Concentration COUN 561 Internship in Counseling Psychology II – 3 Clinical Mental Health Counseling Concentration COUN 562 Professional Seminar: Culminating Experience 3 Electives 11 This is a license-eligible concentration.

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= c~ãáäó=~åÇ=j~êáí~ä=`çìåëÉäáåÖ= Students completing the Family and Marital Counseling concentration will, as part of their degree program, complete all the educational requirements to sit for the National Counselor Exam. This concentration prepares master-level clinicians to work with families, couples, and children. This concentration is appropriate for students interested in gaining expertise in counseling and working with families. The total degree hours required for this concentration is 60. This concentration requires a 600-hour internship and a 100-hour practicum. oÉèìáêÉÇ=`çìêëÉë=Ñçê=péÉÅá~äíó=^êÉ~=EON=`êÉÇáíëF= COUN 516 Professional Orientation and Ethics for Family 3 and Marital Co unselors COUN 505 Group Counseling 3 COUN 534 Advance Counseling Skills, Laboratory Level 3 II: Working With Children and Families COUN 550 Advanced Family Counseling: Systems 3 Approaches CNFM 560 Internship I: Family/Marital Counseling 3 CNFM 561 Internship II: Family/Marital Counseling 3 COUN 562 Professional Seminar: Culminating Experience 3 Electives 11 This is a license-eligible concentration.

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`çìåëÉäáåÖ=áå=píìÇÉåí=^ÑÑ~áêë=áå=eáÖÜÉê= bÇìÅ~íáçå = Students completing the Counseling in Student Affairs in Higher Education concentration will, as part of their degree program, complete all the educational requirements to sit for the National Counselor Exam. This concentration prepares master-level clinicians to work with students in higher education in a variety of college and university settings. Such positions include but are not limited to: college/university counseling centers, career centers, residence life, student activities, academic advising, special-needs programs, etc. The Counseling in Student Affairs in Higher Education concentration is designed to give the student the professional counseling skills to enhance the development of students in higher education and to remediate difficulties these students may experience during their higher education careers. The total degree hours required for this concentration is 60. This concentration requires a 600-hour internship and a 100-hour practicum. oÉèìáêÉÇ=`çìêëÉë=Ñçê=péÉÅá~äíó=^êÉ~=EON=`êÉÇáíëF= COUN 505 Group Counseling 3 COUN 514 Professional Orientation and Ethics for 3 Student Affairs Professionals COUN 539 The College/University Student 3 COUN 549 Issues and Best Practices in Higher Education 3 CNSA 560 Internship I: Student Affairs Counseling 3 CNSA 561 Internship II: Student Affairs Counseling 3 COUN 562 Professional Seminar: Culminating Experience 3 Electives 11 This is a license eligible concentration.

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= m~ëíçê~ä=`çìåëÉäáåÖ= Students completing the Pastoral Counseling concentration will, as a part of their degree program, complete all the educational requirements to sit for the National Counselor Exam. This concentration provides a holistic approach that integrates counseling practice and theory with Judeo-Christian faith traditions to assist individuals and families in academic, clinical, faith and spiritual based counseling settings. The program prepares graduates for success in a wide array of settings including but not limited to churches, synagogues, hospitals, nursing homes, hospice settings, jails, schools, and community settings. The total degree hours required for this concentration is 60. This concentration requires a 600-hour internship, a 100-hour practicum, and manda- tory faculty mentoring/advising meetings. oÉèìáêÉÇ=`çìêëÉë=Ñçê=péÉÅá~äíó=^êÉ~= qÜÉçäçÖó=`çêÉ=oÉèìáêÉãÉåíë=ENO=`êÉÇáíëF= COUN 525 Theological Foundations 3 COUN 526 Suffering and Hope 3 COUN 527 Theological Anthropology 3 COUN 528 History of Spirituality for Pastoral Counseling 3 m~ëíçê~ä=`çìåëÉäáåÖ=oÉèìáêÉãÉåíë=EON=`êÉÇáíëF= COUN 524 Foundations of Pastoral Counseling 3 COUN 505 Group Counseling 3 COUN 550 Advanced Family Therapy: Systems 3 Approaches COUN 534 Advanced Counseling Skills: Laboratory 3 Level 2 – Working with Child ren and Families CNPC 560 Internship in Pastoral Counseling I 3 CNPC 561 Internship in Pastoral Counseling II 3 COUN 562 Professional Seminar: Culminating Experience 3 Electives 2 This is a license-eligible concentration

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= pÅÜççä=`çìåëÉäáåÖ=bäÉãÉåí~êó=Ó=`ÉêíáÑáÅ~íáçå= ~åÇLçê=im`= The School Counseling Elementary – certification and/or LPC concentration is a Pennsylvania Department of Education-approved certification program in elementary school counseling. Students completing this concentration in addition to being eligible for certification as elementary school counselors, will also have the option to fulfill the educational requirements to sit for the Na- tional Counselor Exam. This concentration is for students wishing to work as school counselors in a K-6 setting. The total degree hours required for this concentration is 51 for certification and 60 for LPC. This concentration requires a 400-hour internship and a 100-hour practicum for the certification option and a 600-hour internship and a 100-hour practicum for the certification and LPC option. oÉèìáêÉÇ=`çìêëÉë=Ñçê=péÉÅá~äíó=^êÉ~=EOP=`êÉÇáíëF= COUN 510 Group Counseling for School Counselors 3 COUN 511 Computers & Technology in School 3 Couns eling Settings COUN 517 Professional Orientation and Ethics for School 3 Counselors Administration of School Counseling 3 COUN 541 Programs COUN 551 Advanced Counseling: Techniques for 2 Children and Adolescents or Any advanced counseling course for School Counselors CNDS 560 Internship in Counseling Psychology I –School 3 Counseling CNDS 561 Internship in Counseling Psychology 3 II –School Counseling COUN 562 Professional Seminar: Culminating Experience 3 Electives Required for LPC option 9 The LPC option is license-eligible.

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= pÅÜççä=`çìåëÉäáåÖ=pÉÅçåÇ~êó=Ó=`ÉêíáÑáÅ~íáçå= ~åÇLçê=im`= The School Counseling Secondary and/or LPC concentration is a Pennsylva- nia Department of Education-approved certification program in secondary school counseling. Students completing this concentration in addition to being eligible for certification as secondary school counselors, will also have the option to fulfill the educational requirements to sit for the National Counselor Exam. This concentration is for students wishing to work as school counselors in a 7-12 grade setting. The total degree hours required for this concentration is 54 for certification and 60 for LPC. This concentration requires a 400-hour internship and a 100-hour practicum for the certification option and a 600-hour internship and a 100-hour practicum for the certification and LPC option. oÉèìáêÉÇ=`çìêëÉë=Ñçê=péÉÅá~äíó=^êÉ~=EOS=`êÉÇáíëF= COUN 510 Group Counseling for School Counselors 3 COUN 511 Computers & Technology in School 3 Counseling Settings COUN 517 Professional Orientation and Ethics for School 3 Counselors COUN 541 Administration of School Counseling 3 Programs COUN 551 Advanced Counseling: Techniques for 2 Children and Adol escents or Any advanced counseling course for School Counselors CNDS 560 Internship in Counseling Psychology I – 3 School Counseling CNDS 561 Internship in Counseling Psychology II – 3 School Counseling COUN 562 Professional Seminar: Culminating Experience 3 EDUC 620 Seminar in Curriculum Development 3 Electives Required for the LPC option 6 The LPC option is license-eligible pÅÜççä=`çìåëÉäáåÖ=aì~ä=Ó=`ÉêíáÑáÅ~íáçå=~åÇLçê=im`= The School Counseling Dual – and/or LPC concentration is a Pennsylvania Department of Education approved certification program that allows students to become certified as both elementary and secondary school counselors. Stu- dents completing this concentration in addition to being eligible for certification as elementary and secondary school counselors, will also have the option to fulfill the educational requirements to sit for the National Counselor Exam. dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= RT=

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= This concentration is for students wishing to work as school counselors in a K-12 setting. The total degree hours required for this concentration is 54 for certification and 60 for LPC. This concentration requires a 600-hour internship over the course of two semesters (300 hours in an elementary setting and 300 hours in a secondary setting) and a 120-hour practicum (60 hours in an elementary setting and 60 hours in a secondary setting). oÉèìáêÉÇ=`çìêëÉë=Ñçê=péÉÅá~äíó=^êÉ~=EOS=`êÉÇáíëF= COUN 510 Group Counseling for School Counselors 3 Computers & Technology in School 3 COUN 511 Counseling Settings COUN 517 Professional Orientation and Ethics for School 3 Counselors Administration of School Counseling 3 COUN 541 Programs COUN 551 Advanced Counseling: Techniques for 2 Children and Adolescents or Any advanced counse ling course for School Counselors CNDS 560 Internship in Counseling Psychology I – 3 School Counseling CNDS 561 Internship in Counseling Psychology II – 3 School Counseling COUN 562 Professional Seminar: Culminating Experience 3 EDUC 620 Seminar in Cu rriculum Development 3 Electives Required for the LPC option 6 The LPC option is license-eligible. líÜÉê=mêçÖê~ã=oÉèìáêÉãÉåíë=Ñçê=íÜÉ=j~ëíÉê=çÑ=pÅáÉåÅÉ=áå= `çìåëÉäáåÖ=mëóÅÜçäçÖó= `çãéêÉÜÉåëáîÉ=bñ~ãáå~íáçå= The comprehensive examination gives students the opportunity to display the development, synthesis, and application of the material they have learned from being involved with the graduate program in Counseling Psychology. All students must successfully complete the comprehensive examination prior to the granting of the graduate degree. Ideally, students should take their comprehensive exam towards the end of their studies in the program. To sit for the comprehensive examination, a student must have an overall cumulative grade point average of 3.0. The comprehensive exam will be offered three times per year, once in the fall, once in the spring and once in the summer. Students must register for the comprehensive exam in the same manner that they do for classes. Yearly dates for the comprehensive exami-

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= nation will be posted on the program bulletin board and will be available through the program secretary and through the student’s academic advisor. Each student will be assigned a comprehensive advisor. The student’s comprehensive advisor is responsible for guiding the student through the comprehensive process. The student should work closely with his/her comprehensive advisor to help ensure successful completion of the comprehensive exam. Any questions the student may have about the comprehensive examination should be discussed with the student’s comprehensive advisor. The comprehensive examination will be essay in format consisting of four questions. Three of these four questions will be developed by program faculty. The fourth question will be developed by the student and his/her comprehensive advisor. Students should meet with their comprehensive advisor a minimum of one month prior to the dissemination of the exam questions in order to begin discussing and developing their fourth question. Comprehensive advisors will be able to deny students the ability to take the comprehensive if the advisor feels there is insufficient time or work by the student to adequately develop the fourth question. It is very important that the student meet early with the comprehensive advisor. Please see the Graduate Program in Counseling Psychology Master’s Comprehen- sive Handbook for further information on the examination and the examination process. fåíÉêåëÜáé= The internship experience for Counseling Psychology comes at the end of the student’s studies following thorough preparation in the theory and skills necessary to function as a competent counselor. Through mentoring from the site supervisor and the on-campus supervisor, the student will develop his or her professional identity, as well as knowledge and skills. A student considering an internship is required to apply for an internship as outlined in the Internship Handbook and must agree to abide by the ethical standards of the American Counseling Association. Each student intending to participate in the internship must complete a required sequence of coursework with an overall cumulative grade point average of B or better. All internship experiences must be approved by the internship committee. The University reserves the right to postpone or deny a student an internship if the student shows academic, personal, or ethical issues that would be incon- gruent with the role of the professional counselor. Please review the Graduate Program in Counseling Psychology Internship Handbook for further information.

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= mçëíÖê~Çì~íÉ=mêçÖê~ãë= The Counseling Psychology program at Holy Family University offers the following two postgraduate programs: Postgraduate Licensure Program and Postgraduate Certificate Program in School Counseling. All courses in the postgraduate programs are only offered at Holy Family University’s Newtown location. Admissions for these postgraduate programs are rolling and do not require a personal interview with program faculty. Admission to these programs is limited, with students beginning either program in the Fall, Spring, or Summer semester. mçëíÖê~Çì~íÉ=iáÅÉåëìêÉ=mêçÖê~ã= This program is designed to assist practicing master-level counselors gain the additional educational requirements. To be eligible for this program the applicant must have: • Obtained a 48-credit master’s degree in counseling or a field closely related to the practice of professional counseling from an accredited institution of higher education. The master’s program must have included a practicum or internship and should have included coursework in five of the following areas: human growth and development, social and cultural foundations, helping relationships, group work, career and lifestyle development, ap- praisal, research and program evaluation, professional orientation, and clinical instruction • Submitted an application form with a non-refundable application fee of $25 • Submitted official transcripts of all graduate work • Complete a personal interview with program faculty. • After acceptance into the Program the applicant must meet with the Pro- gram Director or designee. The purpose of this meeting is to review the applicant’s educational and career history, review course requirements, and, if the applicant is recommended for acceptance, to create an educational plan with him or her. mçëíÖê~Çì~íÉ=`ÉêíáÑáÉÇ=mêçÖê~ã=áå=pÅÜççä=`çìåëÉäáåÖ= This program is designed for the prospective student with a master’s degree in counseling who wishes to obtain the additional coursework required to become certified as an elementary and/or secondary school counselor. To be eligible for this program, the applicant must have: • Obtained a master’s degree in counseling from an accredited institution of higher education • Submitted an application form with a non-refundable application fee of $25

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= • Submitted official transcripts of all graduate work • Complete a personal interview with program faculty. • After acceptance into the program the applicant must meet with the Pro- gram Director or designee. The purpose of this meeting is to review the applicant’s educational and career history, review course requirements, and if the applicant is recommended for acceptance, to create an educational plan with him or her.

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`çìåëÉäáåÖ=mëóÅÜçäçÖó=`çìêëÉ=aÉëÅêáéíáçåë= `lrk=RMN= = pìÄëí~åÅÉ=^ÄìëÉW=^å=fåíêçÇìÅíáçå=íç=fÇÉåíáÑáÅ~íáçå=~åÇ= qêÉ~íãÉåí=EP=ÅêÉÇáíëF= Provides knowledge about mood-altering chemical substances including their basic pharmacology, their physiological effect, and their psychological consequences. Learn to recognize the signs of need for treatment for an addiction. Learn about prevailing treatment techniques in a theoretical context as well as research on treatment effectiveness. Relevant legal issues will be introduced. The impact of substance abuse on the family, the workplace, and the larger society will be stressed.

`lrk=RMO= = `~êÉÉê=sçÅ~íáçå~ä=`çìåëÉäáåÖ=EP=ÅêÉÇáíëF= Prerequisites: An undergraduate course in statistics or permission of the Program Director or designee. This course includes information regarding theories of lifestyle and career development, sources of occupational information, and methods of career counseling and assessment. Both theory and the practical application of career counseling will be explored through lectures, class discussion, readings, writ- ings, and projects.

`lrk=RMP= = fåíêçÇìÅíáçå=íç=`çìåëÉäáåÖ=~åÇ=dìáÇ~åÅÉ=qÜÉçêó= = EP= ÅêÉÇáíëF= Designed to introduce students to the current approaches of psychological counseling. Emphasis is on both theory and practical applications of the various approaches. Through lectures, class discussions, readings, films, case studies, and role-play situations, students will be encouraged to examine the various theories and integrate them into their own style of counseling.

`lrk=RMQ= = fåíêçÇìÅíçêó=`çìåëÉäáåÖ=pâáääëW=i~Äçê~íçêó=iÉîÉä=N=EP= ÅêÉÇáíëF= Prerequisite: Only open to degree students and only with permission of the Program Director or designee. This course is designed to help students become proficient in using the basic psychological counseling techniques used in the helping relationship. Through active classroom experiences, laboratory training, and exploration of field opportunities, students will develop basic counseling skills.

`lrk=RMR= = dêçìé=`çìåëÉäáåÖ=EP=ÅêÉÇáíëF= Prerequisite: COUN 504 or permission of the instructor. Only open to degree students or with permission of Program Director or designee. Through didactic and experiential learning activities, students will explore various theoretical approaches to groups, learn and apply basic principles of group dynamics, develop ethical, legal, and professional standards relative to group leadership, learn member roles and functions in group, and relate these

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= issues to the leader’s interpersonal style and behavior. Specific applications to developmental stages (e.g., children, adolescents, elderly) will be explored.

`lrk=RMS= = eìã~å=aÉîÉäçéãÉåíW=^=iáÑÉ=pé~å=^ééêç~ÅÜ=EP=ÅêÉÇáíëF= This course examines the research and theories of development in the cognitive, social, emotional, and physical domains throughout the life span. Em- phasis is placed on the application of theory and research findings to challenges faced by children and adults from a variety of cultural, socioeconomic, and ethnic backgrounds.

`lrk=RMT= = `çìåëÉäáåÖ=jìäíáÅìäíìê~ä=~åÇ=aáîÉêëÉ=mçéìä~íáçåë=EP= ÅêÉÇáíëF= Designed to promote awareness of the diversity of American culture and to educate counselors about trends, issues, and communications in a multicultural society. The course provides studies of changing family and society systems that are both a product and generator of cultural diversity. Topics of gender and racial equality are included as are issues such as those found in urban and rural settings. Previously underrepresented populations are included in the presentation of the present culture.

`lrk=RMU= = fåíêçÇìÅíáçå=íç=fåÇáîáÇì~ä=mëóÅÜçäçÖóW=qÜÉçêóI=oÉëÉ~êÅÜ= ~åÇ=qÉÅÜåáèìÉë=EP=ÅêÉÇáíëF= This course will introduce students to the theory and counseling approach developed by Alfred Adler at the turn of the 20th century. Adler’s ideas per- meate all of contemporary psychology theory and practice, and students will gain a thorough foundation in the theory, research, and practical applications of Individual Psychology, including how this theory can be integrated with other approaches and techniques. Topics to be covered include: family con- stellation, birth order and ordinal position, lifestyle, social interest, purpose- fulness of behavior, the four misguided goals of behavior, striving for superior- ity, inferiority feelings and the inferiority complex, and safeguarding tenden- cies.

`lrk=RMV= = `çìåëÉäáåÖ=mê~ÅíáÅìã=EN=ÅêÉÇáíF= Prerequisite: Faculty advisor approval. Only open to degree students or with permission of Program Director or designee. This one-credit course offers students an entry-level, supervised, fieldwork experience that extends the entire semester. The purpose of the experience is to expose students to the practice of counseling in the agency, community, school, or higher education setting. All practicum sites must be approved, and all students are expected to complete at least 100 to 120 hours of practicum. Students are expected to conduct individual, family, couple, and/or group counseling sessions; gain a deeper understanding of the role of the counselor, the organizational structure, and operations of their practicum site; and be

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= involved in on-site supervision, on-site staff development, and other experiences as determined by the on-site and campus supervisors.

`lrk=RNM= = dêçìé=`çìåëÉäáåÖ=Ñçê=pÅÜççä=`çìåëÉäçêë=EP=ÅêÉÇáíëF= Prerequisite: COUN 504 or permission of the instructor. Only open to degree students or with permission of Program Director or designee. This course is an introduction to the use and process of group counseling in the elementary and secondary school setting. Through the use of didactic and experiential learning activities students will learn the essential knowledge and skills required for understanding, organizing, implementing, and working with groups within the school setting. Students will learn to be effective group leaders. Students will be exposed to the different theoretical approaches to groups. They will come to understand the function and purpose of groups in the school setting as well as the basic principles of group dynamics and the ethical, legal, and professional issues associated with group programs in the school setting. They will also come to understand leadership and group development, member roles and functions, and their own interpersonal style of group leadership.

`lrk=RNN= = `çãéìíÉêë=~åÇ=qÉÅÜåçäçÖó=áå=pÅÜççä=`çìåëÉäáåÖ=pÉííáåÖë= EP=ÅêÉÇáíëF= Prerequisite: General familiarity with and understanding of the operation of the computer, including Microsoft Windows or Apple Mac, Microsoft Word, and the use of the Internet for basic communications and research. This course will feature authentic assessment of a variety of hands-on, technology-based projects, the knowledge of which is essential for all school counselors. The student will learn how to use technology in the guidance setting for information management and processing, program management, and communication. The counseling uses of the Internet, word processing, data bases, spreadsheets, drawing, desktop publishing, website development, and presentation software will be integral parts of this course.

`lrk=RNO= = råÇÉêëí~åÇáåÖ=sáçäÉåÅÉ=áå=pÅÜççäë=EP=ÅêÉÇáíëF= This course examines the problem of violence in American schools from a variety of perspectives—notably, those of public health, criminology, ecology, and developmental psychology. Students will be exposed to various theoretical explanations for youth violence, outlining the role of families, peer groups, schools, and neighborhoods, and will describe and evaluate strategies for the prevention and treatment of violence in schools, particularly strategies that utilize a comprehensive, multidisciplinary approach. This course can be used by school counselors to fulfill their advanced counseling requirement.

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= `lrk=RNQ= = mêçÑÉëëáçå~ä=lêáÉåí~íáçå=~åÇ=bíÜáÅë=Ñçê=píìÇÉåí=^ÑÑ~áêë= mêçÑÉëëáçå~äë=EP=ÅêÉÇáíëF= This course examines the history, philosophy, roles, and functions of the professional counselor, and more specifically counselors within higher education. Students will become aware of professional counselor organizations, accreditation regulations, self-care strategies, advocacy, and other counselor expectations. Students will demonstrate proficiency in applying ethical and legal consideration in professional counseling.

`lrk=RNR= = mêçÑÉëëáçå~ä=lêáÉåí~íáçå=~åÇ=bíÜáÅë=Ñçê=`äáåáÅ~ä=jÉåí~ä= eÉ~äíÜ=`çìåëÉäçêë=EP=ÅêÉÇáíëF= This course examines the history, philosophy, roles and functions of the professional clinical mental health counselor. Students will become aware of professional counselor organizations, accreditation regulations, licensure, self-care strategies, advocacy and other counselor expectations. Students will demonstrate proficiency in applying ethical and legal considerations in professional clinical mental health counseling.

`lrk=RNS= = mêçÑÉëëáçå~ä=lêáÉåí~íáçå=~åÇ=bíÜáÅë=Ñçê=c~ãáäó=~åÇ=j~êáí~ä= `çìåëÉäçêë=EP=ÅêÉÇáíëF= This course examines the history, philosophy, roles and functions of the family/marital counselor. Students will become aware of professional counselor organizations, accreditation regulations, self-care strategies, advocacy, and other counselor expectations. Students will demonstrate proficiency in applying ethical and legal consideration in professional counseling in accordance with ACA and AAMFT codes.

`lrk=RNT= = mêçÑÉëëáçå~ä=lêáÉåí~íáçå=~åÇ=bíÜáÅë=Ñçê=pÅÜççä=`çìåëÉäçêë= EP=ÅêÉÇáíëF= This course examines the history, philosophy, roles and functions of the professional school counselor. Students will become aware of professional counselor organizations, accreditation regulations, self-care strategies, advocacy and other school counselor expectations. Students will demonstrate proficiency in applying ethical and legal consideration in professional school counseling.

`lrk=ROM= = oÉëÉ~êÅÜ=jÉíÜçÇë=Ñçê=íÜÉ=_ÉÜ~îáçê~ä=pÅáÉåÅÉë=EP=ÅêÉÇáíëF= Prerequisites: Courses in undergraduate statistics and research or permission of the Program Director or designee. Research Methods in the Behavioral Sciences has been designed to give hands-on experience with methods used to gather information in the behavioral sciences. Discussions focus on the basics of research, including theory construction, design, and ethics. Students will be introduced to a variety of research methods, including naturalistic observation, historical analysis, single subject studies, survey methods, quasi/true experiments, and program evaluations methods.

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= `lrk=RON= = pìêîÉó=çÑ=`çããìåáíó=^ÖÉåÅáÉë=EP=ÅêÉÇáíëF= Designed to provide an overview of counseling service delivery systems in the community. Emphasis will be on availability of resources and means of ac- cessing them. Prevention and outreach activities will be considered in addition to traditional counseling and mental-health agencies. Other topics include effective referral, client empowerment, and social policy.

`lrk=ROO= = `~ëÉ=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= Provides the skill needed to help clients in the human service delivery system. With the increasing emphasis on short-term care in all medical and social service systems, this course helps students learn how to make appropriate referrals and help clients negotiate the maze of direct service providers and interface with third-party players.

`lrk=ROP= = pÉãáå~ê=çå=`äçëÉ=oÉä~íáçåëÜáéë=EP=ÅêÉÇáíëF= The purpose of this course is to review and discuss research and theory on the psychology of close relationships. This course is designed to introduce the student to the scientific literature on close relationships. Students will learn about theory and findings for different stages of close relationships including initiation, maintenance, and dissolution. Conflict and conflict resolution, communication styles, the impact of relationships on mental and physical health, and negative aspects of relationships, such as abuse and divorce, among other topics, will be examined. Romantic relationships will be the primary focus, but family relationships and friendships will also be covered. Implications for therapy and further research will be explored.

`lrk=ROQ= = cçìåÇ~íáçåë=çÑ=m~ëíçê~ä=`çìåëÉäáåÖ=EP=ÅêÉÇáíëF= This course examines the history, philosophy, roles, functions and faith elements that guide the pastoral counselor. Students will become aware of professional pastoral counselor organizations, accreditation regulations, license requirements, self-care strategies, advocacy and other counselor expectations. Students will demonstrate proficiency in applying ethical and legal considerations in pastoral counseling.

`lrk=ROR= = qÜÉçäçÖáÅ~ä=cçìåÇ~íáçåë=Ñçê=m~ëíçê~ä=`çìåëÉäáåÖ=EP= ÅêÉÇáíëF= Theological Foundations for Pastoral Counseling surveys the constitutive elements of the Judeo-Christian faith experiences. Through primary and scholarly sources, the course will analyze and evaluate these elements to form a synthesis of knowledge at the service of assisting the counselor.

`lrk=ROS= = pìÑÑÉêáåÖ=~åÇ=eçéÉ=EP=ÅêÉÇáíëF= The course engages the complex and very real experiences of human suffering within the context of the Judeo-Christian Faith traditions. Various biblical accounts of suffering’s meaning and purpose (such as the Book of Job ) will be

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= systemically investigated to provide the pastoral counselor a grounding in this difficult aspect of life. Insights from the noted theologians will be studied to assist in the application of properly responding to the question of suffering.

`lrk=ROT= = qÜÉçäçÖáÅ~ä=^åíÜêçéçäçÖó=EP=ÅêÉÇáíëF= The course examines the experience of humanity and all creation in the light of theological reflection. In addition to examining the major themes of the Judeo-Christian tradition such as creation, original harmony/sin, grace, rela- tional living, Incarnation, and resurrection. The course will analyze sound methodologies for interpreting the historical Judeo-Christian experience into the present need of the counselor/client.

`lrk=ROU= = eáëíçêó=çÑ=péáêáíì~äáíó=Ñçê=m~ëíçê~ä=`çìåëÉäáåÖ=EP=ÅêÉÇáíëF= The course probes the history of the Judeo-Christian Traditions to appraise the pastoral counselor of the depth and breadth of spiritual paths. Primary texts of selected women and men will be rigorously analyzed to provide the pastoral counselor a synthesis of spirituality in its application to the needs of particular situations and persons.

`lrk=RPM= = ^ëëÉëëãÉåíW=qÜÉçêó=~åÇ=mê~ÅíáÅÉ=Ó=`çÖåáíáîÉ=~åÇ=iÉ~êåáåÖ= pâáääë=J=^=iáÑÉ=pé~å=^ééêç~ÅÜ=EP=ÅêÉÇáíëF= Prerequisites: An undergraduate course in statistics or permission of the Program Director or designee. This course is designed to give students an in-depth introduction to the field of cognitive assessment throughout the life span. The course will help students develop the knowledge base to become "informed consumers" of cognitive assessments. Students will learn to analyze, interpret, and evaluate cognitive assessment reports and recommendations. Students will learn to use this knowledge to better guide, assist, and help the clients, students, and families they will work with. Students will become familiar with the IEP assessment, diagnosis, and planning process.

`lrk=RPN= = iÉÖ~ä=~åÇ=bíÜáÅ~ä=fëëìÉë=áå=`çìåëÉäáåÖ=EP=ÅêÉÇáíëF= Designed to introduce the student to the legal and ethical concerns in working with students in schools and clients in the community. Students will learn the ethical standards of the American Counseling Association as well as Pennsyl- vania school code and state law as it applies to the role of the counselor. Ex- amples of issues to be addressed include varieties of consent, confidentiality, and privileged communication, the rights of parents, child abuse reporting, and dual relationships, among others.

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= `lrk=RPO= = ^ëëÉëëãÉåí=çÑ=pçÅá~ä=~åÇ=bãçíáçå~ä=_ÉÜ~îáçê= = EP=ÅêÉÇáíëF= Prerequisites: An undergraduate course in statistics or permission of the Program Director or designee. Basic testing theory will be reviewed, and the psychometric problems associated with the assessment of social and emotional behavior will be explored. Students will become familiar with some of the testing instruments commonly used to assess social and emotional behavior. Emphasis will be placed on interpretation of assessment results and critical thinking in assessment.

`lrk=RPP= = ^Çî~åÅÉÇ=`çìåëÉäáåÖ=~åÇ=dìáÇ~åÅÉ=qÜÉçêáÉëW=`çìåëÉäáåÖ= `ÜáäÇêÉå=~åÇ=c~ãáäáÉë=EP=ÅêÉÇáíëF= Prerequisites: COUN 503 and COUN 504. Only open to degree students with permission of the Program Director or designee. Five counseling theories commonly used with families and children are studied in depth: psychodynamic, humanistic, behavioral, cognitive, and family systems theories. The focus will be to develop a theoretical understanding of case conceptualization and therapeutic intervention utilizing the five commonly used theories. Through lectures, class discussions, readings, films, case studies, and role-play situations, students will be encouraged to examine the various theories and to integrate them into their own style of counseling.

`lrk=RPQ= = ^Çî~åÅÉÇ=`çìåëÉäáåÖ=pâáääëW=i~Äçê~íçêó=iÉîÉä=O=J=tçêâáåÖ= ïáíÜ=`ÜáäÇêÉå=~åÇ=c~ãáäáÉë=EP=ÅêÉÇáíëF= Prerequisite: COUN 550 or COUN 533. Only open to degree students with permission of the Program Director or designee. Enables students to practice case conceptualization and interventions utilizing the psychodynamic, humanistic, behavioral, cognitive, and family systems model of therapy. Students will sharpen their therapeutic skills through role plays and hands-on experience. Students will be encouraged to examine the various theories and to integrate them into their own style of counseling with children and families.

`lrk=RPR= = ^Çî~åÅÉÇ=`çìåëÉäáåÖ=pâáääëW=`çÖåáíáîÉ=~åÇ=_ÉÜ~îáçê~ä= qÉÅÜåáèìÉë=EP=ÅêÉÇáíëF= Prerequisites: COUN 503 and COUN 504 This course is designed to provide the student with knowledge of and hands-on applications of counseling techniques commonly used in cognitive and behavioral psychotherapy. Students will gain knowledge of how these techniques are derived from the theories of cognitive and behavioral psychology. They will learn how to use these techniques appropriately in a counseling setting. They will experiment with various techniques in mock practice, plan treatment, and evaluate the effectiveness of that intervention. Finally, they will be able to choose techniques appropriate for a given client and support that choice with knowledge of cognitive and behavioral theory.

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= `lrk=RPV= = qÜÉ=`çääÉÖÉLråáîÉêëáíó=píìÇÉåí=EP=ÅêÉÇáíëF= Prerequisite: COUN 514 This course involves the study of theories of college/university student development across a variety of developmental domains (intellectual, academic, personality, social, emotional, career, and moral) and examines the characteristics, attitudes, values, beliefs, risks, and expectations of undergraduate traditional and non-traditional students. The course provides an in-depth examination and analysis of these characteristics, including the developmental needs of these students. Special attention will be devoted to exploring how campus environments might be designed to help facilitate learning and student development.

`lrk=RQM= = mëóÅÜçé~íÜçäçÖó=~åÇ=aá~Öåçëáë=rëáåÖ=íÜÉ=apj=EP=ÅêÉÇáíëF= This course is designed to familiarize the student with the current psychiatric diagnostic system as exemplified by the DSM. An emphasis is placed on appropriate interviewing skills to collect necessary information; determination of the appropriate classification for a group of symptoms manifested by a client, and understanding the nature of the client’s disorder, including its origin, are integral parts of this course.

`lrk=RQN= = ^Çãáåáëíê~íáçå=çÑ=pÅÜççä=`çìåëÉäáåÖ=mêçÖê~ãë=EP=ÅêÉÇáíëF= This course is an introduction to the theory and practice of school counseling programs. Students will develop an understanding of the history of school counseling programs and will be given the tools to design, implement, and evaluate a comprehensive counseling program.

`lrk=RQV= = fëëìÉë=~åÇ=_Éëí=mê~ÅíáÅÉë=áå=eáÖÜÉê=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Prerequisite: COUN 514 and COUN 539 This course is designed to provide the student a working knowledge of the current issues and trends in contemporary higher education. Students will examine, investigate, assess, and analyze these current issues, trends, and problems. Students will examine and demonstrate an ability to apply the various intervention models and theories developed in response to these changes, and students will formulate their own intervention programs for these issues, trends, and problems. Students will also be exposed to the best practices in higher education created to address these issues, trends, and problems.

`lrk=RRM= = ^Çî~åÅÉÇ=c~ãáäó=`çìåëÉäáåÖW=póëíÉãë=^ééêç~ÅÜÉë=EP= ÅêÉÇáíëF= Prerequisites: COUN 503 and COUN 504. Only open to degree students with permission of the Program Director or designee. Provides an in-depth knowledge and experience with the theories and techniques of family therapy. Seminal ideas such as the double blind and mystify

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= cation will be explored. The ideas of historically important theories, as well as those of modern practitioners, will be introduced. Application of techniques will be emphasized through role play and case studies.

`lrk=RRN= = ^Çî~åÅÉÇ=`çìåëÉäáåÖ=qÉÅÜåáèìÉë=Ñçê=`ÜáäÇêÉå=~åÇ= ^ÇçäÉëÅÉåíë=EO=ÅêÉÇáíëF= Prerequisites: COUN 503 and COUN 504. Only open to degree students or with permission of the Program Director or designee. Provides the experienced student with advanced skills in working with children and adolescents in a variety of settings. In addition to generic approaches such as client-centered and behavioral therapies, techniques specifically developed for children such as role play and peer group therapy will be explored. Students will also develop the skills for consultation to others working with children.

`lrk=RRO= = ^ÇäÉêá~å=^ééêç~ÅÜ=áå=tçêâáåÖ=ïáíÜ=`ÜáäÇêÉåI=^ÇçäÉëÅÉåíë= ~åÇ=íÜÉáê=c~ãáäáÉë=EP=ÅêÉÇáíëF= Using the theoretical principles of Adlerian Psychology, students analyze and interpret family systems. Through in class and out of class exercises, projects, and case analyses students apply Adlerian counseling techniques to modify disruptive family behaviors and foster positive child, adolescent, and family development.

`lrk=RRP= = c~Åáäáí~íáåÖ=m~êÉåí=bÇìÅ~íáçå=dêçìéë=EP=ÅêÉÇáíëF= The purpose of this course is to provide a model for parent education. Stu- dents explore methods to teach parents; to build and maintain good relationships with children that encourage intrinsic worth, self-esteem, and positive development, understand the purposes and goals of children’s behavior, develop alternatives to rewards and punishment, and learn methods of commu- nicating effectively with their children. Students will learn and practice res- pectful model of parent education as well as the basics for facilitating parent study group.

`lrk=RRQ= = ^Çî~åÅÉÇ=píìÇáÉë=áå=^ÇäÉêá~å=mëóÅÜçäçÖó=Ó=fåíÉêå~íáçå~ä=EP= ÅêÉÇáíëF= This course affords the student the opportunity to engage in advanced studies with internationally recognized leaders and experts in the field of Adlerian Psychology. The course curriculum is based on offerings at the annual two week international Rudolf Dreikurs Summer Institute sponsored by the In- ternational Committee of Adlerian Summer Schools and Institutes (ICASSI). Participants and presenters attending the conference come from over twenty different countries.

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= `lrk=RSMLRSNLRSP= = fåíÉêåëÜáé=áå=`çìåëÉäáåÖ=mëóÅÜçäçÖó=fI=ff=~åÇ=fff=EP= ÅêÉÇáíë=É~ÅÜ=Ó=`äáåáÅ~ä=jÉåí~ä=eÉ~äíÜ=`çìåëÉäáåÖ=`çåÅÉåíê~íáçåF= See the Internship Handbook for the specific criteria. Only open to degree students and only with permission of the Program Director or designee. This internship is an intensive work experience that is similar to a regular job in the counseling field. It is designed to provide an opportunity for students to synthesize and apply what has been learned in their coursework in an actual job setting. Through mentoring by supervisors on site and on campus, students will develop their professional identity as well as their knowledge and skills.

`lrk=RSO= = mêçÑÉëëáçå~ä=pÉãáå~êW=`ìäãáå~íáåÖ=bñéÉêáÉåÅÉ=EP=ÅêÉÇáíëF= Only open to degree students and only with permission of the Program Director or designee. This course is the culminating experience in the masters in Counseling Psy- chology program. Students will integrate learning and experience from throughout their training and produce an integrative paper on a topic of current interest in the field.

`lrk=RTM= = `êáëáë=j~å~ÖÉãÉåí=fåíÉêîÉåíáçå=EP=ÅêÉÇáíëF= Offered: Spring School systems and Universities need to be prepared to address the psychological impact of tragedies on their campuses. Counselors play an important role both as a counselor and an administrator. The purpose of this course is to provide students with a model for Campus Crisis Intervention, an understanding of the theory. Students will also gain knowledge on how to write effective policies and procedures, deal with the media, interact with parents during crisis situations as well as reflect on past case studies. Students will relate current crisis situations to the class and have an opportunity to practice facilitating a crisis through role playing and class presentations.

`lrk=RTN= = iáîáåÖ=ïáíÜ=mÜóëáÅ~ä=fääåÉëë=EP=ÅêÉÇáíëF= Offered: Spring This course focuses on the psychosocial issues of the chronically ill, including the impact on individuals and families and managing lifestyle choices to accommodate care.

`lrk=RTO= = mëóÅÜçéÜ~êã~ÅçäçÖó=EP=ÅêÉÇáíëF= Offered: Summer This course will acquaint students with fundamentals of psychotropic drugs. Basics of pharmacology, adverse effects, indications, drug interactions and boundaries of practice will be discussed.

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= `lrk=RTP= = _~ëáÅë=çÑ=`çääÉÖÉ=mä~ååáåÖ=EO=ÅêÉÇáíëF= Offered Fall and Spring This course explores the college admissions process, current issues confronting school counselors, the application and admissions criteria for various types of colleges, and college counseling for special student populations. Students gain an understanding of the resources available to counselors in the college admissions process including print material, software, web-sites, and organizations.

`lrk=RTQ= = ^Çî~åÅÉÇ=`~êÉÉêë=áå=píìÇÉåí=^ÑÑ~áêë=EO=ÅêÉÇáíëF= Corequisite: Course must be taken concurrently with COUN 509 Practicum course. Offered: Fall and Spring Through classroom discussions, readings, hands on assignments, and practicum experiences, students will gain a thorough understanding of four main areas of student affairs; Residence Life, Disabilities, Assessment and Pro- gramming. Students will perform a psychoeducational workshop on a college campus during this course.

`lrk=RTR= = `çìåëÉäáåÖ=píìÇÉåíë=ïáíÜ=iÉ~êåáåÖI=bãçíáçå~ä=~åÇ= fåíÉääÉÅíì~ä=aáë~ÄáäáíáÉë=EP=ÅêÉÇáíëF= Students will understand the characteristics, etiology and contributing factors of specific disabilities found in school aged children. They will apply appropriate evidence-based interventions, instructional and school based consultation practices. They will become familiar with the current DSM diagnostic system and special education regulations for the disorders discussed.

`lrk=RVU= = péÉÅá~ä=qçéáÅ=áå=`çìåëÉäáåÖ=mëóÅÜçäçÖó=ENJP=ÅêÉÇáíëF= Offered: Fall, Spring and Summer

`kap=RSMLRSNLRSP=fåíÉêåëÜáé=áå=`çìåëÉäáåÖ=mëóÅÜçäçÖó=fI=ffI=~åÇ=fff=Ó= pÅÜççä=`çìåëÉäáåÖ=EP=ÅêÉÇáíëF= See the Internship Handbook for the specific criteria. Only open to degree students and only with permission of the Program Director or designee. This internship is an intensive work experience in a secondary and elementary school setting under the supervision of a certified school counselor. The work experience is similar to a regular job as a school counselor. It is designed to provide an opportunity for the student to synthesize and apply what has been learned in coursework in an actual school counseling setting. Through mentoring by supervisors on site and on campus, students will develop their professional identities, as well as their knowledge and skills.

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= `kbp=RSMLRSNLRSP= = fåíÉêåëÜáé=fI=ffI=~åÇ=fffW=bäÉãÉåí~êó=pÅÜççä= `çìåëÉäáåÖ=EP=ÅêÉÇáíëF= See the Internship Handbook for specific criteria. Only open to degree students and only with permission of the Program Director or designee. The internship is an intensive work experience in an elementary school setting under the supervision of a certified school counselor. The work experience is similar to a regular job as a school counselor. It is designed to provide an opportunity for the student to synthesize and apply what has been learned in coursework in an actual school counseling setting. Through mentoring by supervisors on site and on campus, students will develop their professional identities, as well as their knowledge and skills.

`kcj=RSMLRSNLRSP= = fåíÉêåëÜáé=fI=ff=~åÇ=fffW=c~ãáäóLj~êáí~ä= `çåÅÉåíê~íáçå=EP=ÅêÉÇáíëF= See the Internship Handbook for specific criteria. Only open to degree students and only with permission of the Program Director or designee. This internship is an intensive work experience that is similar to a regular job in the counseling field. It is designed to provide an opportunity for the student to synthesize and apply what has been learned in their coursework in an actual job setting. Through mentoring by supervisors on site and on campus, students will develop their professional identity as well as their knowledge and skills.

`kp^=RSMLRSNLRSP= = fåíÉêåëÜáé=fI=ffI=~åÇ=fffW=píìÇÉåí=^ÑÑ~áêë=`çìåëÉäáåÖ= EP=ÅêÉÇáíëF= See the Internship Handbook for the specific criteria. Only open to degree students and only with permission of the Program Director or designee. This internship is an intensive work experience that is similar to an actual job in a higher education setting. The internship is designed to provide an opportunity for students to integrate, synthesize, and apply what has been learned through their experiences with the graduate program in Counseling Psychol- ogy in an actual higher education setting. Through mentoring by supervisors on site and on campus, students will continue to develop their professional identity and leadership skills, as well as their counseling knowledge and skills.

`kpp=RSMLRSNLRSP= = fåíÉêåëÜáé=fI=ffI=~åÇ=fffW=pÉÅçåÇ~êó=pÅÜççä= `çìåëÉäáåÖ= = EP=ÅêÉÇáíëF= See the Internship Handbook for the specific criteria. Only open to degree students and only with permission of the Program Director or designee. This internship is an intensive work experience in a secondary school setting under the supervision of a certified school counselor. The work experience is similar to a regular job as a school counselor. It is designed to provide an op

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= portunity for the student to synthesize and apply what has been learned in coursework in an actual school counseling setting. Through mentoring by supervisors on site and on campus, students will develop their professional identities, as well as their knowledge and skills.

`km`=RSMLRSNLRSP= = fåíÉêåëÜáé=m~ëíçê~ä=`çìåëÉäáåÖ=EP=ÅêÉÇáíëF= See the Internship Handbook for the specific criteria. Only open to degree students and only with permission of the Program Director or designee. The internship is an intensive work experience that is similar to an actual job in a Pastoral Counseling setting. The internship is designed to provide an opportunity for the student to integrate, synthesize and apply what has been learned through their experiences with the Graduate Program in Pastoral Counseling in an actual ministry setting. Through mentoring by supervisors on site and on campus, students will continue to develop their professional identity, leadership skills, as well as, their counseling knowledge and skills. Students will also develop their ability to integrate spirituality and religion into their Pastoral Counseling work.

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`êáãáå~ä =gìëíáÅÉ = Michael W. Markowitz, PhD, Dean, School of Arts and Sciences Leanne Owen, PhD, Program Director jáëëáçå=pí~íÉãÉåí= The Criminal Justice Graduate Program at Holy Family University provides students with an understanding of the historical, cultural, ideological, and political foundations of crime and its impact on various social institutions and systems. An emphasis on the significance of law and government as central frameworks within which the concepts of crime, adjudication, and punish- ments are defined and addressed enhances students’ awareness of the processes and agencies that combine to form the American justice system. Curricular offerings provide both a substantive and practical knowledge base that links multidisciplinary social-scientific theories and methods with effective and responsible public policy and the ethical practice of the justice professions within a free, multicultural, constitutional democracy. A capstone course that applies knowledge and practical skills to a specific justice-related issue or problem sharpens students’ writing, research, and communication skills, thereby preparing them either for doctoral-level study or for professional growth and advancement. dç~äë=çÑ=íÜÉ=mêçÖê~ã=áå=`êáãáå~ä=gìëíáÅÉ= In order to prepare students for careers in the various branches of the justice system or for doctoral work, the criminal justice graduate program will: • Foster greater awareness and understanding of complex issues and problems within the field of criminal justice; • Advance students’ problem-solving abilities by developing analytical and critical research skills; and • Enhance students’ practical capabilities by emphasizing a professional orientation to the criminal justice field.

^Çãáëëáçå=oÉèìáêÉãÉåíë= The admissions requirements for the Master of Arts in Criminal Justice are consistent with those outlined in Mater’s Program – Policies and Procedures. In addition, students must submit an example of scholarly writing, such as an undergraduate paper, an article authored by the applicant, etc.

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= Students must possess at least the following qualifications for admission to any of the master’s degree programs: • Hold a baccalaureate degree from an accredited college or university; and • Have an undergraduate grade point average (GPA) of 3.0 or above on a 4.0 point scale or have completed at least six hours of graduate work earning a GPA of 3.0 or better.

^Å~ÇÉãáÅ=mêçÖê~ã=aÉëÅêáéíáçå= The Master of Arts in Criminal Justice is designed to prepare students for careers in the various branches of the justice system. The program is taught by faculty with practical and research experience in law enforcement, the courts, and corrections, who are well-positioned to use real-life examples to help illu- strate the relationship between criminological theory, policy and practice. The program also offers students the opportunity to hone and develop qualitative and quantitative research skills in preparation for doctoral study. Courses are taught using predominantly a seminar format that maximizes student interaction and facilitates the exchange of intellectual ideas and insights. Those courses that may be delivered online via the use of Blackboard technology will incorporate this collaborative component through the introduction of interactive chats and discussion boards pertaining to relevant subject matter. This will be supplemented by the electronic availability of course materials, such as PowerPoint presentations and occasional asynchronous lectures, in addition to outside independent readings that will be the students’ own responsibility to complete.

`ìêêáÅìäìã=píêìÅíìêÉ= The requirements for the Master of Arts in Criminal Justice are 30 credits, which include five required courses (15 credits) and five elective courses (15 credits) as well as a cumulative GPA of at least 3.0. = oÉèìáêÉÇ=`çìêëÉë=ENU=`êÉÇáíëF= CJMA 501 The American Criminal Justice System: 3 Theory and Practice CJMA 502 Criminological Theory 3 CJMA 503 Research Methods in Criminal Justice 3 CJMA 504 Data Collection and Analysis in Criminal 3 Justice CJMA 520 Ethics in Criminal Justice 3 CJMA 562 Professional Seminar: Culminating Experience 3 (Capstone Course) Electives 12 =

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= `ofjfk^i= grpqf`b= = `êáãáå~ä=gìëíáÅÉ=`çìêëÉ=aÉëÅêáéíáçåë= `gj^=RMN= = qÜÉ=^ãÉêáÅ~å=`êáãáå~ä=gìëíáÅÉ=póëíÉãW=qÜÉçêó=~åÇ=mê~ÅíáÅÉ= EP=ÅêÉÇáíëF= Offered Fall Provides a critical overview of the criminal justice system and process. Stu- dents will consider the theoretical "systems approach" and how effective it is in practice, with emphasis on contemporary issues, controversies, and trends.

`gj^=RMO= = `êáãáåçäçÖáÅ~ä=qÜÉçêó=EP=ÅêÉÇáíëF= Offered Fall Surveys an historical array of criminological theories using original sources, including biological, psychological, sociological, geographic, economic, and political perspectives. The fundamental distinctions between classical and po- sitivist theories and traditional and critical branches of criminology are also discussed.

`gj^=RMP= = oÉëÉ~êÅÜ=jÉíÜçÇë=áå=`êáãáå~ä=gìëíáÅÉ=EP=ÅêÉÇáíëF= Offered Spring Presents the nature of the research process and guidelines for formulating research questions and testable hypotheses. Reviews the methods of operationa- lizing variables and indicators, and collecting data, including designing experiments and carrying out surveys. Explains data analysis strategies leading to a written report.

`gj^=RMQ= = a~í~=`çääÉÅíáçå=~åÇ=^å~äóëáë=áå=`êáãáå~ä=gìëíáÅÉ=EP=ÅêÉÇáíëF= This course serves as the second half of the graduate criminal justice research methods sequence by presenting the principles, strategies, and techniques that guide the collection, analysis, and interpretation of justice-related empirical data. Application of these techniques to various forms of data will also be emphasized.

`gj^=RNM= = gìîÉåáäÉ=aÉäáåèìÉåÅó=EP=ÅêÉÇáíëF= Offered Fall, in odd numbered years Considers the subject of juvenile law-breaking from various perspectives, including physiological, psychological, and sociological. Particular attention will be paid to the role of the family, the school, and the peer group in promoting or inhibiting delinquency.

`gj^=RNN= = mä~ååáåÖ=aÉîÉäçéãÉåí=~åÇ=bî~äì~íáçå=áå=`êáãáå~ä=gìëíáÅÉ= EP=ÅêÉÇáíëF= This graduate course provides an in-depth understanding of the processes and steps involved in program planning and implementation. Instructional emphasis will be placed on the proposal of initiatives aimed at solving applied criminal justice problems, as well as maximum efficiency of personnel and resources.

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= `gj^=RNO= = råÇÉêëí~åÇáåÖ=sáçäÉåÅÉ=áå=pÅÜççäë=EP=ÅêÉÇáíëF= Offered Summer This course examines the problem of violence in American schools from a variety of perspectives-notably, those of public health, criminology, ecology, and developmental psychology. Students will be exposed to various theoretical explanations for youth violence, outlining the role of families, peer groups, schools, and neighborhoods, and will describe and evaluate strategies for the prevention and treatment of violence in schools, particularly strategies that utilize a comprehensive, multidisciplinary approach. This course can be used by school counselors to fulfill their advanced counseling requirement.

`gj^=RNR= = eáëíçêó=çÑ=`êáãÉ=~åÇ=`êáãÉ=`çåíêçä=EP=ÅêÉÇáíëF= Offered Fall, in odd numbered years Traces the development of ideas about and institutions within the criminal justice system, focusing especially on the United States and its roots in the western tradition. Students will study some of the major works in the criminal justice field.

`gj^=ROM= = bíÜáÅë=áå=`êáãáå~ä=gìëíáÅÉ=EP=ÅêÉÇáíëF= Offered Spring Exposes students to theories and practices in the areas of legality, morality, values, and ethics within the criminal justice system.

`gj^=RON= = qÉêêçêáëã=~åÇ=`çìåíÉêíÉêêçêáëã=EP=ÅêÉÇáíëF= Offered Spring, in even numbered years Discusses the history of terrorism, its evolving definition and how it relates to state violence, and its protean contemporary forms. In examining such topics as the attacks on the World Trade Center; Middle Eastern terrorism from the Palestinian Hamas movement and Israeli religious violence to state terrorism in countries such as Iraq; right-wing terrorism in this country (Oklahoma City); and the specific threat of terrorists using weapons of mass destruction, students will develop a global perspective on comparative aspects of terrorism.

`gj^=ROO= = gìîÉåáäÉ=gìëíáÅÉ=EP=ÅêÉÇáíëF= Offered Spring, in even numbered years Offers an in-depth examination of the history and philosophy of juvenile justice in the United States, including landmark court cases, police handling of juveniles, the juvenile court, and juvenile corrections and rehabilitation.

`gj^=ROP= = o~ÅÉ=~åÇ=`êáãÉ=EP=ÅêÉÇáíëF= Offered Spring, in odd numbered years Examines the controversies between race and crime in America, now and in the past, and discusses competing definitions of race, crime, and violence.

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= `ofjfk^i= grpqf`b= = Students will investigate the legacy of slavery and the impact of restrictive immigration laws in deconstructing such differential correctional practices as sentencing disparities and disproportionate minority confinement.

`gj^=ROR= = `çêêÉÅíáçå~ä=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= Offered Fall, in odd numbered years Analyzes selected problems currently confronting corrections professionals in both institutional and community settings. Considers issues such as over- crowding, excessive costs, ineffective programs, corruption, brutality, escapes, inmate violence and uprisings, and corrections officer professionalism.

`gj^=RPM= = tçãÉåI=i~ïI=~åÇ=pçÅá~ä=`çåíêçä=EP=ÅêÉÇáíëF= Offered Fall semester, in even numbered years Examines a gendered view of crime and justice. The development of feminist criminology is analyzed, along with original research on women as victims, offenders, and practitioners in the criminal justice field.

`gj^=RPO= = mçäáÅÉ=^Çãáåáëíê~íáçå=EP=ÅêÉÇáíëF= Offered Fall semester, in even numbered years Considers the major issues confronting administrators of police departments, such as professionalism, recruitment, selection, training, deployment, innovation, community policing, evaluation, and charges of brutality, inefficiency, and corruption.

`gj^=RPR= = mìÄäáÅ=mçäáÅó=~åÇ=`êáãáå~ä=gìëíáÅÉ=EP=ÅêÉÇáíëF= Offered Spring semester, in odd numbered years Offers an introduction to policy analysis and criminal justice planning and explains how to assess proposals intended to solve problems encountered in policing, adjudication, and corrections.

`gj^=RQM= = pÉêá~ä=~åÇ=j~ëë=jìêÇÉê=EP=ÅêÉÇáíëF= Offered Spring semester, in even numbered years Provides a comprehensive overview of multiple homicide with reference to contemporary and classic case studies in serial and mass murder. The nature, extent, possible origins of, and investigative responses to multiple homicides are explored.

`gj^=RQR= = `êáãÉI=íÜÉ=jÉÇá~I=~åÇ=jçê~ä=m~åáÅë=EP=ÅêÉÇáíëF= Offered Fall semester, in even numbered years Crime as a political issue is explored. The role of the media in promoting and perpetuating moral panics and myths about crime and crime control is discussed with reference to historical and contemporary debates over numerous "hot topics."

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= `gj^=RRM= = mÜáäçëçéÜó=çÑ=i~ï=EP=ÅêÉÇáíëF= Offered Spring semester, in odd numbered years This course provides a general introduction to the conceptual framework of the law and recurrent legal debates which derive from it. Careful analysis of the background concepts of ‘law’ and ‘legal system,’ of ‘rights,’ ‘justice,’ ‘responsibility,’ ‘legal reasoning,’ and so forth is used to understand how abstract legal philosophy applies to concrete issues and specific cases at law. Such cases concern everything from freedom of expression and privacy to contracts and equal treatment; from negligence and insanity pleas to morals offenses and capital punishment. Students will relate the themes of legal philosophy to the live concerns in current legal practice.

`gj^=RSO= = mêçÑÉëëáçå~ä=pÉãáå~êW=`ìäãáå~íáåÖ=bñéÉêáÉåÅÉ=E`~éëíçåÉ= `çìêëÉF=EP=ÅêÉÇáíëF= Offered Spring and Fall semesters This course is the culminating experience in the Master’s in criminal justice program. Students will integrate learning and experience from throughout their training and produce an integrative paper on a topic of current interest in the field.

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= bÇìÅ~íáçå= Leonard G. Soroka, DEd, Dean of the School of Education Antoinette M. Schiavo, EdD, Associate Dean of the School of Education Geralyn Arango, EdD, and Grace A. O’Neill, EdD, Graduate Program Chair- persons, School of Education jáëëáçå=pí~íÉãÉåí= The mission and hallmark of the graduate programs for professional educators prepared at Holy Family University is expressed through the following: • Promote opportunities for the development of innovative and effective teaching and methods rooted in an understanding of educational theory and research, • Provide successful professional education with the flexibility to assume leadership roles in the educational community, • Nurture a deep commitment to excellence to teaching as a means of service to others • Provide a supportive and cooperative learning environment that encourages students to develop their potential for study and their understanding of the teaching-learning process. All programs support and strive to implement the University mission in their goals and objectives and, in particular, to affirm the dignity of the human person with an education grounded in a Judeo-Christian worldview. dç~äë=çÑ=íÜÉ=dê~Çì~íÉ=bÇìÅ~íáçå=mêçÖê~ãë= The Graduate School of Education has identified four specific goals to guide program development and review: • To provide opportunities for the development of innovative and effective teaching methods rooted in an understanding of educational theory and research • To provide successful professional educators with the flexibility to assume leadership roles in the educational community • To nurture a deep commitment to excellence in teaching as a means of service to others • To provide a supportive and cooperative learning environment that encourages students to develop their potential for study and their understanding of the teaching–learning process.

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= péÉÅáÑáÅ=^Çãáëëáçå=oÉèìáêÉãÉåíë= In addition to the general admission requirements previously outlined, applicants must meet the following requirements for admission to the programs in the School of Education. Applicants whose undergraduate GPA is lower than a 3.0 must submit scores from the Millers Analogies Test (MAT) or the Graduate Record Examination (GRE) to be considered for admission to programs in the School of Educa- tion. Applicants seeking initial certification must present the following documentation: • Passing scores in the following Praxis Pre-Professional Skills Tests: • PPST: Reading (10710 or 5710) • PPST: Writing (20720 or 5720) • PPST: Mathematics (10730 or 5730) On the day of testing, students should list Holy Family University and PDE as score recipients. • Evidence of successful completion of specified coursework at the undergraduate or graduate level including: • Six credits of college level mathematics • Three credits each of college level English Composition and American or English Literature • Three credits of US History requirement (Pre K-4 and Middle Level 4-8) All students must submit to the Field Placement Office (ETC 441 or ETC 442) a current TB test, PA Child Abuse Clearance (ACT 151), PA Criminal Background Check (ACT 34),and the Federal Criminal History Records (Fingerprinting) (ACT 114) as required by the Pennsylvania Department of Education. Provisional or Probationary Students –Applicants admitted to a graduate program at the University on provisional or probationary status who have not completed the above initial certification requirements will not be permitted to register for more than 12 credits. Further registration will be blocked until the student demonstrates that all specific certification requirements have been successfully met. Applications for admission to the School of Education upon successful completion of all initial certification requirements are available in the Education Technology Center (ETC) Room 445 or at the School of Education website under Comprehensive Information for Education Students.

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= Extensions – under unusual circumstances provisional or probationary students who do not meet all of the certification requirements for full admission may apply to the School of Education Admissions Committee for a "One-Semester Extension" if they wish to continue beyond the 12 credit limit. "One Semester Extension" forms are available in ETC Room 445. péÉÅáÑáÅ=mêçÖê~ã=^Çãáëëáçå=oÉèìáêÉãÉåíë= • The reading specialist program requires that the student hold a valid Pennsylvania teaching certificate or certificate from a reciprocating state. Students should see an academic advisor if they do not already have a teacher certification • The early childhood certification program requires that the student hold a valid Pennsylvania teaching certificate in Elementary Education • Candidates for the ESL Program Specialist must hold a valid Pennsylvania Instructional I or II certificate. píìÇÉåí=pÉêîáÅÉëL^ÇîáëáåÖ= The School of Education Office –Students should schedule an appointment with an advisor prior to each registration. Day and evening appointments are available at both the Northeast Philadelphia Campus and the Newtown facility. For program information or materials or to make an advising appointment, students may visit the School of Education Office in Northeast Philadelphia in ETC 445, or call 267-341-3246. The office is open from 8:30 am to 6:30 pm Monday through Thursday and from 8:30 am to 4 pm on Friday. Education Connections/PSEA –Students are invited to join the local chapter of the Pennsylvania State Education Association (PSEA). PSEA sponsors social events, fundraising activities, and service to local schools. In addition, PSEA sponsors scholarships, grants for community service, professional development mini-courses, and regular publications for its members. PSEA members are usually provided with liability coverage while engaged in student teaching or any field experience associated with their educational programs. For more information on PSEA membership, contact the faculty facilitator or a PSEA officer. Kappa Delta Pi –Eligible graduate students are invited to apply for membership into the Upsilon Omicron chapter of Kappa Delta Pi. Kappa Delta Pi is an international honor society in education that recognizes outstanding achievement, effort, and service to the field of education. Students who have completed 12 credits of graduate study and have demonstrated exceptional mastery of course content and a documented commitment to service in education are encouraged to apply. Applications are generally available in the Fall

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= semester for the annual Spring induction. For specific questions about the honor society, contact the faculty member coordinating student services within the Education division. Alpha Upsilon Alpha –Graduate students seeking a master’s degree with certification as a reading specialist are invited to join the Alpha Upsilon Alpha Honor Society of the International Reading Association. Membership in Al- pha Upsilon Alpha enables students to grow professionally as they meet with area reading professionals to discuss reading research and effective strategies. Members provide service to local schools and literacy organizations. Alpha Upsilon Alpha members must have completed a minimum of nine semester hours in reading at the graduate level and have a grade point average of 3.5 or higher in all graduate work. For more information, contact the faculty advisor to Alpha Upsilon Alpha. qáíäÉ=ff=nì~êíáäÉ=oÉéçêí= Holy Family University announces its examination pass rates as part of the Title II requirements enacted to the Higher Education Act in 1998. As reported in the 2009/2010 report, Holy Family University equaled or surpassed the statewide pass rate in many categories. The Pennsylvania Department of Education recognizes programs of quality with a 90% pass rate or better. Holy Family University scored higher than 90% in each of the specialty areas, including Basic Skills: reading 98%, writing 95%, mathematics 96%, and Fundamental Subjects 100%: Content Know- ledge, Elementary Education 96%, Early Childhood Education 100%, Eng- lish Language Literature Composition Content Knowledge 100%, Social Stu- dies Content Knowledge, and Special Education 100%. The summary totals pass rate was 100% for Holy Family University. péÉÅáÑáÅ=aÉÖêÉÉJ`çãéäÉíáçå=oÉèìáêÉãÉåíë= If a student receives less than a grade of B in student teaching or in the reading clinical experience, the student may enroll one additional time with permission of the School of Education Field Placement Committee. A second unsatisfactory student teaching or reading clinical experience cannot be repeated, and the student will not be recommended for certification in this situation. Failure to complete the clinical experience or student teaching with a satisfactory grade will not deny the student an opportunity to complete the degree without certification if his or her records are otherwise satisfactory. NOTE: The Pennsylvania Department of Education (PDE) has revised the course standards and program guidelines for Teacher Certification in the State of Pennsylvania, including the need to address the accommodations and adaptations for diverse students as well as meeting the needs of English UQ= eçäó=c~ãáäó=råáîÉêëáíó=

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= Language Learners. The revised guidelines will be in effect for all seeking teacher certification after January 1, 2013. Holy Family University will make every effort to notify the students of these changes, but the student is responsible for checking these changes with his/her faculty advisor. New Pennsylvania Teacher Certificates will be issued by the Pennsylvania Department of Education starting on January 1, 2013. The current Ele- mentary K-6, the Special Education Certificate N-12, and the Early Child- hood N-3 certificates will be discontinued. The certificates issued prior to this date will be grandfathered and remain active. New certificates will be issued after this date for all approved programs in Early Childhood Pre K-4 Middle Level 4-8. All other K-12 and Secondary Education 7-12 certifications will be revised to include additional coursework in Special Education and the Teaching of English Language Learners. The new Special Educa- tion Pre K-8 and Special Education 7-12 certifications must be coupled with either a Pre K-4, a Middle Level 4-8, a K-12, or with a secondary certification area.

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=aÉÖêÉÉ = For those educators seeking an opportunity to study new areas of education, gain an understanding from the point of view of other disciplines, and select courses of special interest, this program is especially applicable. A knowledge of current research in education is a major thrust of this program. Teachers interested in a master’s degree will appreciate the range of the courses offered. Those students interested in preparation for teaching in nontraditional areas may find that this program meets their needs. Those working with adults in a teaching capacity will find educational principles and background materials that apply to their needs. `çêÉ=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= EDUC 502 Introductory Statistics for the Behavioral Sciences 3 EDUC 524 Teachers and the Law 3 EDUC 615 Human Development: Birth through Adolescence 3 mêçÑÉëëáçå~ä=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= EDUC 505 Research and Evaluation in Education (Prerequisite: 3 EDUC 502 or equivalent) EDUC 521 Philosophical Issues in Education or EDUC 523 Sociological Issues in Education 3 EDUC 601 Psychology of Reading 3 mêçÑÉëëáçå~ä=bäÉÅíáîÉë=ENO=ÅêÉÇáíëF= Four electives required. Students may choose 4 electives in Education, Spe- cial Education, Early Childhood, ESL, or Education Leadership (prerequisites may apply). Please see the Graduate Catalog or course selection guide for more information. `ìäãáå~íáåÖ=bñéÉêáÉåÅÉ=ES=ÅêÉÇáíëF= EDUC 610 Contemporary Education Theory (Prerequisite: 24 3 credits) EDUC 620 Seminar in Curriculum Development (Prerequisite: 3 24 credits) The degree requirements for the Master of Education are 36 credits, which include the core requirements, professional requirements, electives, and culminating experience; other credits may be required depending on the student’s particular background and experiences.

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This program provides individuals who have undergraduate degrees in fields other than education with the opportunity to pursue a career in teaching grades Pre K-4 While earning a Master of Education degree, students also meet the state requirements for Pre K-4 teacher certification. The course of study includes a background in psychology and pedagogy as well as the study of the instructional areas addressed by Pre K-4, such as mathematics, reading, and social studies. A one-credit practicum is required prior to the 14-week supervised field experience. For the culminating experience, the student must spend a semester, or a minimum of 14 weeks, full-time in a Pre K-4 classroom, supervised by Holy Family University School of Education faculty. All students must submit to the Field Placement Office (ETC 441 or ETC 442) a current TB test, PA Child Abuse Clearance (ACT 151), PA Criminal Background Check (ACT 34), and the Federal Criminal History Records (Fingerprinting) (ACT 114) as required by the Pennsylvania Department of Education. Courses required for Pennsylvania State Certification* • U.S. History (UG Equivalent) • English Composition (UG Equivalent) • British/American Literature (UG Equivalent) • Math Course (UG Equivalent) • Math Course (UG Equivalent) *Required for Pennsylvania state certification. Undergraduate prerequisite courses are not considered as part of the graduate degree program and therefore cannot be used as credit hours for financial aid purposes. Proficiency must be demonstrated by successfully passing the Praxis exams for the Pre K-4 and Middle Level 4-8 certification programs. Core Requirements (18 credits) EDUC 503 Psychology of Learning and Instructio n 3 F EDUC 506 Curriculum and Instruction: Management of the 3 Learning Environment F EDUC 556 Addressing the Needs of English Language Learners 3 (Prerequisite: EDUC 517) F EDSP 571 Foundations in Inclusive Education 3

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= EDSP 572 Assessment in Inclu sive Education (Prerequisite: 3 EDSP 571) EDSP 573 Effective Instruction in Inclusive education 3 (Prerequisites: EDSP 571 and EDSP 572) Subject Matter Pedagogy Content (12 credits) EDUC 504 Computers and Technology 3 EDUC 513 Teaching Mathematics in the Elementary School 3 EDUC 517 Teaching Reading in the Elementary School 3 EDUC 543 Teaching Science and Social Studies Methods in the 3 Elementary School Professional Studies: (1 credit) F EDUC 545 Field Practicum Experience/Seminar 1 Culminating Experience (6 credits) F EDUC 520 Supervised Field Experience* 6 or EDUC 610 Contemporary Education Theory ** 3 and EDUC 620 Seminar in Curriculum Development ** (Prerequisite: 3 24 credits) * All courses required for certification must be completed before registering for EDUC 520. It may be scheduled for the Fall or Spring semesters. This is a full-time responsibility requiring placement in a classroom setting, five days per week for 14 weeks. ** For the MEd degree, students who are already certified and are adding Pre K-4 to their initial certification must replace EDUC 520 with EDUC 610 and 620. Courses preceded with an F indicate that a field experience is part of the course requirements. Passing scores on PRAXIS tests are required for certification. The degree requirements for the Master of Education with Pennsylvania Cer- tification, Level I in Pre K-4, are 36-37 credits, which include the core requirements, pedagogical studies, and culminating experience; other credits may be required depending on the student’s particular background and experiences. Special Education certification can be added once the initial program in Pre K-4 is complete.

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= Pedagogical Studies–Special Education–(15 credits – subject to change*** EDSP 562* Assessment: Theory and Practice in Special 3 Education EDSP 563** Instruction and Remediation in Special Education 3 EDSP 564* Management and Programming for Low Incidence 3 Population EDSP 567* Managing Environments/Supporting Students 3 EDSP 568* Collaboratio n in Special Education 3 * EDSP 561 or EDSP 571 is a prerequisite. ** EDSP 561 or EDSP 571and EDSP 562 are prerequisites *** Certifications issued after May 2013 may be subject to new Pennsylvania Department of Education requirements. All students must submit to the Field Placement Office (ETC 441 and ETC 442) a current TB test, PA Child Abuse Clearance (ACT 151), PA Criminal Background Check (ACT 34), and the Federal Criminal History Records (Fingerprinting) (ACT 114) as required by the Pennsylvania Department of Education.

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=aÉÖêÉÉ=ïáíÜ=mÉååëóäî~åá~= `ÉêíáÑáÅ~íáçåI=iÉîÉä=fI=jáÇÇäÉ=iÉîÉä=QJU= This program provides individuals who have undergraduate degrees in fields other than education with the opportunity to pursue a career in teaching Mid- dle Level 4 – 8 grades. While earning a Master of Education degree, students also meet the state requirements for Middle Level 4 -8 teacher certification. The course of study includes a background in psychology and pedagogy as well as the study of the instructional areas addressed by Middle Level 4-8 teachers, such as mathematics, reading, science, and social studies. A one-credit practicum is required prior to the 14-week supervised field experience. For the culminating experience, the student must spend a semester, or a minimum of 14 weeks, full-time in a Middle Level 4-8 classroom, supervised by Holy Family University School of Education faculty. In addition to any necessary discipline-specific content area courses, students in group one are required to take 31 credits in education for certification or 36-37 credits in education for the master’s degree plus certification in accord with the requirements of the Pennsylvania Department of Education. Courses required for Pennsylvania State Certification* • U.S. History (UG Equivalent) • English Composition (UG Equivalent) • British/American Literature (UG Equivalent) • Math Course (UG Equivalent) • Math Course (UG Equivalent) *Required for Pennsylvania state certification. Undergraduate prerequisite courses are not considered as part of the graduate degree program and therefore cannot be used as credit hours for financial aid purposes. Proficiency must be demonstrated by successfully passing the Praxis exams for the Pre K-4 and Middle Level 4-8 certification programs. Core Requirements (18 credits) EDUC 503 Psychology of Learning and Instruction 3 F EDUC 506 Management of the Learning Environment 3 F EDUC 556 Addressing the Needs of English Language Learners 3 (Prerequisite: EDUC 604) F EDSP 571 Foundations of Inclusive Education 3 EDSP 572 Assessment in Inclusive Education (Prerequisite: 3 EDSP 571) EDSP 573 Effective Instruction in Inclusive Education 3 (Prerequisit es: EDSP 571 and EDSP 572) VM= eçäó=c~ãáäó=råáîÉêëáíó=

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= Methods Course in the Appropriate Discipline (3 credits) EDUC 511 Teaching Science and Health in the Elementary 3 School (Prerequisites: EDUC 503 and EDUC 504) EDUC 513 Teaching Math in the Elementary School 3 (Prerequisites: EDUC 503 and EDUC 504) EDUC 515 Teaching Language Arts and Literature in the 3 Elementary School (Prerequisites: EDUC 503 and EDUC 504) School EDUC 519 Teaching Social Science in the Elementary School 3 (Prerequisites: EDUC 503 and EDUC 504) Professional Studies: (10 credits) EDUC 504 Computers and Technology 3 F EDUC 526 Philosophy of Middle School Education 3 F EDUC 545 Field Practicum Experience/Seminar 1 EDUC 604 Reading in the Content area 3 Culminating Experience (6 credits) F EDUC 520 Supervised Field Experience** 6 or EDUC 610 Contemporary Education Theory*** 3 and EDUC 620 Seminar in Curriculum Development*** 3 **All courses required for certification must be completed before registering for EDUC 520. It may be scheduled for the Fall or Spring semesters. This is a full-time responsibility requiring placement in a classroom setting, five days per week for 14 weeks. ***For the MEd degree, students who are already certified and are adding Middle Level 4-8 education to their initial certification must replace EDUC 520 with EDUC 610 and 620. Courses preceded with an F indicate that a field experience is part of the course requirements. Passing scores on PRAXIS tests are required for certification. The degree requirements for the Master of Education with Pennsylvania Cer- tification, Level I in Middle Level 4-8, are 36-37 credits, which include the core requirements, methods course, professional studies and culminating experience; other credits may be required depending on the student’s particular background and experiences. Special Education certification can be added once the initial program in Mid- dle Level 4-8 is complete.

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= Pedagogical Studies – Special Education (15 credits) – subject to change*** EDSP 562* Assessment: Theory and Practice in Special 3 Education EDSP Instruction and Remediation in Special Education 3 563** EDSP 564* Management and Programming for Low Incidence 3 Populations EDSP 567* Managing Environments/Supporting Students 3 EDSP 568* Collaboration in Spe cial Education 3 * EDSP 561 or EDSP 571 is a prerequisite. ** EDSP 561, EDSP 571and EDSP 562 are prerequisites. *** Certifications issued after May 2013 may be subject to new Pennsylvania Department of Education requirements. All students must submit to the Field Placement Office (ETC 441 and ETC 442) a current TB test, PA Child Abuse Clearance (ACT 151), PA Criminal Background Check (ACT 34), and the Federal Criminal History Records (Fingerprinting) (ACT 114) as required by the Pennsylvania Department of Education.

`çìêëÉë=êÉèìáêÉÇ=Ñçê=mÉååëóäî~åá~=pí~íÉ=`ÉêíáÑáÅ~íáçåG= • U.S. History (UG Equivalent) • English Composition (UG Equivalent) • British/American Literature (UG Equivalent) • Math Course (UG Equivalent) • Math Course (UG Equivalent) *Required for Pennsylvania State Certification. Undergraduate prerequisite courses are not considered as part of the graduate degree program and therefore cannot be used as credit hours for financial purposes.

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=aÉÖêÉÉ=ïáíÜ=mÉååëóäî~åá~= `ÉêíáÑáÅ~íáçåI=iÉîÉä=fI=pÉÅçåÇ~êó=bÇìÅ~íáçå=TJNO= This program is for college graduates with little or no background in education who wish to be certified in art, biology, chemistry, English, mathematics, or social studies or those who wish to be certified in the previously listed academic disciplines plus receive a Master’s Degree in Education. In addition to any necessary discipline-specific content area courses, students are required to take 31 credits in education for certification or 36-37 credits in education for the master’s degree plus certification in accord with the requirements of the Pennsylvania Department of Education. All students must submit to the Field Placement Office (ETC 441 or ETC 442) a current TB test, PA Child Abuse Clearance (ACT 151), PA Criminal Background Check (ACT 34), and the Federal Criminal History Records (Fingerprinting) (ACT 114) as required by the Pennsylvania Department of Education. Undergraduate courses are required for discipline specific certification and are not a degree requirement. Courses required for Pennsylvania State Certification* • U.S. History (UG Equivalent) • English Composition (UG Equivalent) • British/American Literature (UG Equivalent) • Math Course (UG Equivalent) • Math Course (UG Equivalent) *Required for Pennsylvania State Certification. Undergraduate prerequisite courses are not considered as part of the graduate degree program, and, therefore cannot be used as credit hours for financial purposes. Core Requirements: (18 credits) EDUC 503 Psychology of Learning and Instruction 3 F EDUC 531 Classroom Management 3 F EDUC 556 Addressing the Needs of English Language L earners 3 F EDSP 571 Foundations of Inclusive Education 3 EDSP 572 Assessment in Inclusive Education (Prerequisite: 3 EDSP 571) EDSP 573 Effective Instruction for Inclusive education 3 (Prerequisites: EDSP 571 and EDSP 572)

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= Secondary Concentration (7 credits) EDUS 515 Instruction and Technology in Secondary Education 3 EDUS 516 Instruction and Technology in the Content area 3 F EDUC 545 Field Practicum Experience/Seminar 1 Culminating Experience for Certification (6 credits) F EDUS 520 Superv ised Field Experience 6 Capstone experience for Master's Degree (6 credits) * EDUC 505 Research and Evaluation in Education 3 EDUC 620 Seminar in Curriculum Development 3 Certifications issued after May 2013 may be subject to new Pennsylvania De- partment of Education requirements. All courses required for certification must be completed before registering for EDUS 520. EDUS 520 is full-time responsibility requiring placement in a classroom five days per week for a minimum of 14 weeks. EDUC 505 and EDUC 620 are considered capstone courses for the Master of Education degree and must be scheduled after the completion of 25 or more credits. The University will review the student’s previously earned credits in the appropriate major (art, biology, chemistry, English, mathematics, or social studies) to determine whether or not additional courses in the content area are required to meet Pennsylvania Department of Education certification requirements. Courses preceded with an F indicate that a field experience is part of the course requirements. All students must submit to the Field Placement Office (ETC 441 and ETC 442) a current TB test, PA Child Abuse Clearance (ACT 151), PA Criminal Background Check (ACT 34), and the Federal Criminal History Records (Fingerprinting) (ACT 114) as required by the Pennsylvania Department of Education.

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=aÉÖêÉÉ=ïáíÜ=mÉååëóäî~åá~= oÉ~ÇáåÖ=péÉÅá~äáëí=`ÉêíáÑáÅ~íáçåG=çê=oÉ~ÇáåÖ= péÉÅá~äáëí=`ÉêíáÑáÅ~íáçåLkç=aÉÖêÉÉ= For the experienced teacher already holding a teacher certificate, this program offers an opportunity to learn new ways to assist students in learning to read, write, and communicate effectively. Such specialists often assume leadership roles in schools, acting as master teachers, literacy coaches, or serving in other roles calling for this expertise and training. The traditional role filled by such specialists is to act as a school consultant for classroom teachers and instructional support teams as well as to tutor students or offer small-group instruction for those needing special assistance. Nontraditional roles in clinics, community colleges, special programs, and organizations also are viable alternatives for employment. The program emphasizes the mastery of teaching reading rooted in a thorough understanding of the process of constructing meaning from the text. Such teachers will be equipped to use many types of materials to teach reading to students with a variety of learning needs. `çêÉ=oÉèìáêÉãÉåíë= EDUC 527 The Process and Pedagogy of Communication 3 (offered in the Fall and Summer Session I.) (This course may be taken either first or second in the Reading sequence.) ED UC 601 Psychology of Reading (offered in the Spring and 3 Summer Session II.) (This course may be taken either first or second in the Reading sequence.) mêçÑÉëëáçå~ä=oÉèìáêÉãÉåíë= EDUC 603 Diagnosis of Reading Difficulties (offered in the Fall 3 and Spring .) (Prerequisite: EDUC 601) EDUC 605 Remediation of Reading Difficulties (offered in the 3 Fall and Spring.) (Prerequisite: EDUC 603) EDUC 606 Structure of School Reading Programs (offered in the 3 Fall and Summer I.) (Prerequisite: EDUC 605) `ìäãáå~íáåÖ=bñéÉêáÉåÅÉ= EDUC 607 Seminar in Reading Research (of fered in the Spring 3 and Summer Session III). (Prerequisite: EDUC 605 or may be taken concurrently with EDUC 605)

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= F EDUC 609 Supervised Field Experience in Reading (offered in 6 Summer III, Fall, and Spring. The Summer III session is offered at the Northeast Philadelphia Campus. Students who enroll in the Fall or Spring sessions are required to complete part of their coursework at the Northeast Philadelphia Camps and part of their coursework in a local school to be assigned by their supervisor.) (Prerequisites: EDUC 527, 601, 603, and 605.) NOTE: No other courses may be taken concurrently with EDUC 609 or EDUC Reading Thesis I, II May be taken in lieu of EDUC 3,3 611, 612 609 for those not seeking certification endorsement. Student must obtain permission from the program chair. mêçÑÉëëáçå~ä=bäÉÅíáîÉë= Four electives required for master’s; one elective required for certification/no degree. The Pennsylvania Department of Education requires ALL certification candidates after May 2013 to have completed 9 credits in Special Education and 3 credits in teaching English Language Learners. If your transcript does not show completion of these requirements, you must take the following courses as your electives: • EDSP 571 Foundations in Inclusive Education (3 credits) • EDSP 572 Assessment in Inclusive Education (3credits) • EDSP 573 Effective Instruction in Inclusive Education (3 credits) • EDUC 556 Addressing the Needs of English Language Learners (3 credits * Graduate students seeking this degree may also take a sequence of four or five electives leading to either Early Childhood Education, ESL, or Special Education certification. In addition, specific electives may be needed by those seeking New Jersey Reading Specialist certification. Please see an advisor for further information. Electives in other areas, such as technology, leadership, etc., may be appropriate. F requires field experience. The degree requirements for the Master of Education with Pennsylvania Cer- tification as Reading Specialist are 36 credits, which include the core requirements, electives, and culminating experience; other credits may be required depending on the student’s particular background and experiences. A passing Praxis test score is required for this certification in Pennsylvania.

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=aÉÖêÉÉ=ïáíÜ=bäÉÅíáîÉë= iÉ~ÇáåÖ=íç=b~êäó=`ÜáäÇÜççÇ=bÇìÅ~íáçå= `ÉêíáÑáÅ~íáçå= The early childhood education certification program is designed for those individuals who are interested in learning more about educating the young child (nursery school through third grade). The following requirements are based on the student’s holding prior Pennsylvania Elementary Education Teaching certification. Other courses will be required should the prospective student not meet all of the program’s entrance requirements. `çêÉ=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= EDUC 502 Introductory Statistics for the Behavioral Scie nces 3 EDUC 524 Teachers and the Law 3 EDUC 615 Human Development: Birth through Adolescence 3 mêçÑÉëëáçå~ä=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= EDUC 505 Research and Evaluation in Education 3 (Prerequisite: EDUC 502 or equivalent) EDUC 521 Philosophical I ssues in Education 3 or EDUC 523 Sociological Issues in Education 3 EDUC 601 Psychology of Reading 3 b~êäó=`ÜáäÇÜççÇ=bÇìÅ~íáçå=qÉ~ÅÜÉê=`ÉêíáÑáÅ~íáçå= oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíëFGG= F EDUC 571 Foundations of Early Childhood Education - Fall 3 semester F EDUC 572 Integrated Curriculum for the Young Child – Summer I 3 F EDUC 573 Inclusion in Early Childhood Education – Spring semester 3 EDUC 574 Seminar in Play, Development, and Young Children – 3 Summer II `ìäãáå~íáåÖ=bñéÉêáÉåÅÉ=ES=ÅêÉÇáíëF= EDUC 61 0 Contemporary Education Theory (Prerequisite: 24 3 credits) EDUC 620 Seminar in Curriculum Development (Prerequisite: 3 24 credits) The degree requirements for the Master of Education are 36 credits, which include the core requirements, professional requirements, electives, and culminating experience; other credits may be required depending on the student’s particular background and experiences. Passing Praxis scores are required for certification. ** Pennsylvania certificates issued after January 1, 2013 will be subject to new requirements. dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= VT=

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=áå=péÉÅá~ä=bÇìÅ~íáçå=J= ^Çî~åÅÉÇ=mê~ÅíáÅÉ = Two tracks are available within the Master of Education in the Special Educa- tion program. The first leads to the Pennsylvania certification in Special Edu- cation (CBP/HD) for graduate students who hold an instructional certificate in another area of education. The second is for students who hold Special Education certification and are interested in expanding their knowledge, skills, and personal growth in accordance with recent federal mandates and emerging best practices in this dynamic field. Both programs are intended to develop reflective professionals with philosophies based on respect for all people, acceptance of individual differences, and a belief in full integration and inclusion of students into general education. j~ëíÉê=çÑ=bÇìÅ~íáçå=aÉÖêÉÉ=áå=péÉÅá~ä=bÇìÅ~íáçåI= ^Çî~åÅÉÇ=mê~ÅíáÅÉ= ^äêÉ~Çó=`ÉêíáÑáÉÇ=áå=péÉÅá~ä=bÇìÅ~íáçå= `çêÉ=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= EDUC 505 Research and Evaluation in Education 3 EDUC 524 Teachers and the Law 3 EDUC 527 The Process and Pedagogy of Communication 3 mêçÑÉëëáçå~ä=oÉèìáêÉãÉåíë=ENR=ÅêÉÇáíëF= F EDSP 564 Management and Programming for Low Incidence 3 Populations (Prerequisite: EDSP 561 or EDSP 571) F EDSP 567 Managing Environments/Supporting Students 3 (Prerequisite: EDSP 561or EDSP 571) EDSP 568 Collaboration in Special Educat ion (Prerequisite: 3 EDSP 561 or EDSP 571) F EDSP 611 Positive Behavio ral Supports (Prerequisite: EDSP 3 561or EDSP 571) F EDSP 613 Transition from School to Adult Life (Prerequisite: 3 EDSP 561 or EDSP 571) Electives 9 `ìäãáå~íáåÖ=bñéÉêáÉåÅÉ=EP=ÅêÉÇáíëF= EDSP 565 Special Education Seminar: Research and Issues 3 (Prerequisites: EDUC 505 and three EDSP courses)

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=aÉÖêÉÉ=ïáíÜ=mÉååëóäî~åá~= `ÉêíáÑáÅ~íáçåI=iÉîÉä=f=áå=péÉÅá~ä=bÇìÅ~íáçå= `çÖåáíáîÉI=_ÉÜ~îáçê~äI=mÜóëáÅ~äLeÉ~äíÜ=aáë~ÄáäáíáÉë= `ÉêíáÑáÅ~íáçå= Prior certification in another program area is required or may be taken concurrently `çêÉ=oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíëF= F EDSP 561 Introduction to Special Education 3 or EDSP 571 Foundations in Inclusive Education 3 EDUC 505 Research and Evaluation in Education 3 EDUC 524 Teachers and the Law 3 EDUC 527 The Process and Pedagogy of Communication 3 mêçÑÉëëáçå~ä=oÉèìáêÉãÉåíë=ENR=ÅêÉÇáíëF= EDSP 562 Assessment: Theory and Practice in Special 3 Education (Prerequisite: EDSP 561 or EDSP 571) EDSP 563 Instruction and Remediation Techniques in Special 3 Education (Prerequisite: EDSP 562) F EDSP 564 Management and Programming for Low Incidence 3 Populations (Prerequisite: EDSP 561 or EDSP 571)) F EDSP 567 Managing Environments/Supporting Students 3 (Prerequisite: EDSP 561 or EDSP 571)) EDSP 568 Collaboration in Special Education (Prerequisite: 3 EDSP 561 or EDSP 571)) Electives 6 `ìäãáå~íáåÖ=bñéÉêáÉåÅÉ=EP=ÅêÉÇáíëF= EDSP 565 Special Education Seminar: Research and Issues 3 (Prerequisite: EDUC 505 and 3 EDSP courses)

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=áå=bÇìÅ~íáçå=iÉ~ÇÉêëÜáé= 1. Minimum three years’ teaching experience. 2. Recommendations from (1) Principal and (2) District Superintendent. mêáåÅáé~ä=`ÉêíáÑáÅ~íáçåJmêáçê=j~ëíÉêÛë=ÇÉÖêÉÉ= 1. Prior master’s degree in education. 2. Minimum three years’ teaching experience. 3. Recommendations from (1) Principal and (2) District Superintendent. oÉ~ÇáåÖ=pìéÉêîáëçê=`ÉêíáÑáÅ~íáçå= 1. Prior master’s degree in reading. 2. Minimum five years’ teaching experience in reading or as a reading specialist. 3. Certification as a reading specialist. 4. Recommendations from (1) Principal and (2) District Superintendent. bñáí=`êáíÉêá~Ô^ää=áå=bÇìÅ~íáçå~ä=iÉ~ÇÉêëÜáé= The exit criteria outlined below will allow the candidate to synthesize, integrate, and demonstrate knowledge acquired in the programs. With this in mind, the following exit criteria will be required: • Successful completion of all coursework with an overall GPA of 3.0 or better as outlined in the Graduate Catalog • A grade of B or better in the practicum experience(s) • Successful completion and presentation of the Professional Development Plan (PDP) and the Professional Portfolio • Presentation of a formal summary paper to representatives from the School of Education during EDUC 589 Seminar in Educational Leadership • Passing score on the School Leadership portion of the Praxis assessments • Minimum five years teaching on an active certificate is required for Penn- sylvania Certification.

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=ïáíÜ=mêáåÅáé~ä=`ÉêíáÑáÅ~íáçå= çê=mêáåÅáé~ä=`ÉêíáÑáÅ~íáçåLkç=aÉÖêÉÉ= These programs are for those individuals with teaching certification, at least three years of teaching experience, and a strong desire to accept the challenge as an educational leader in either elementary or secondary school. The program is intended to identify and nurture aspiring school leaders who can provide the vision and leadership needed to transform schools into dynamic learning communities. The primary focus of the program is to provide individuals with a strong theoretical base in educational administration and opportunities for practical application of that theory in real school situations. The end result will be school leaders who have the professional tools and characteristics to lead our schools of the future. `çêÉ=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= EDUC 504 Computers and Technology 3 EDUC 505 Research and Evaluation in Education 3 EDUC 525 Seminar in Teaching High Risk Learners 3 qÜÉ=mêçÑÉëëáçå~ä=oÉèìáêÉãÉåí=ENU=`êÉÇáíëF= EDUC 578+ Legal, Social and Political Issues in the School 3 Community EDUC 580* Theories in Educational Leadership 3 EDUC 582+ Supervision and Performance Evaluation 3 EDUC 583+ The Principalship 3 EDUC 588 School Finance 3 ED UC 620+ Seminar in Curriculum Development 3 qÜÉ=`ìäãáå~íáåÖ=bñéÉêáÉåÅÉë=ER=ÅêÉÇáíëF= F EDUC 584 -585*** Practicum I -II Principal, K -12+ 1,1 EDUC 589** Seminar in School Leadership= 3 The degree requirements for the MEd degree are 32 credits, which include the core requirements, professional requirements, and the culminating experiences. The certification program is 23 credits. * Must be taken as the first course in the sequence. ** Must be taken as the last course in the sequence. *** Cannot be taken together. + Requirements for principal certification/no degree. oÉ~ÇáåÖ=pìéÉêîáëçê=`ÉêíáÑáÅ~íáçå= The goal of this program is to identify and nurture aspiring school leaders who can provide the vision and leadership needed to transform schools into dy- dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NMN=

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= namic learning communities. The focus of the program provides individuals with a strong theoretical base in educational administration and opportunities for practical application in real school situations. The results are educators with the professional tools and characteristics to be effective school leaders and change agents. `çêÉ=oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíëF= EDUC 524 Teachers and the Law 3 EDUC 601*** Psychology of Reading 3 EDUC 606*** Structure of School Reading Programs 3 EDUC 607*** Seminar in Reading Research 3 mêçÑÉëëáçå~ä=oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíëF= COUN 553 Facilitating Parent Education Groups 3 EDUC 582 Supervision and Performance Evaluation 3 EDUC 580* Theories in Educational Leadership 3 EDUC 620 Seminar in Curriculum Development 3 `ìäãáå~íáåÖ=bñéÉêáÉåÅÉë=EV=ÅêÉÇáíëF= F EDUC 586 Practicum in Supervision 6 EDUC 589** Seminar in School Leadership 3

*Must be taken as the first course in the sequence. **Must be taken as the last course in the sequence. ***EDUC 601, EDUC 606, and EDUC 607 or their equivalents will be given credit upon verification of an official transcript from the college/university at which the master’s degree in reading was obtained. If no verification is possible, individuals will be expected to complete these courses as part of the Reading Supervisor Certification Program.

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= j~ëíÉê=çÑ=bÇìÅ~íáçå=áå=qbpli=~åÇ=iáíÉê~Åó=ïáíÜ= bpi=mêçÖê~ã=péÉÅá~äáëí=`ÉêíáÑáÅ~íÉG=

This program provides a through treatment of the fundamental concepts and practices of English as a Second Language pedagogy, including language; culture; planning, implementing, and managing instruction; assessment; and professionalism. In addition, the program provides students with a strong foundation in the theories of reading and writing in both a first and second language. Emphasis is placed on practical knowledge to promote literacy development for second language learners and strategies to assist English Lan- guage Learners (ELLs) in the different stages of second language acquisition, including achieving the development of academic language. Students in this program have the opportunity to pursue an interest in early childhood education, special education, adolescent and adult learners, or culture and society, by choosing electives in those areas. `çêÉ=oÉèìáêÉãÉåíë=ES=ÅêÉÇáíëF= EDUC 539** Linguistics for Language Teachers 3 EDUC 601 Psychology of Reading 3 mêçÑÉëëáçå~ä=oÉèìáêÉãÉåíë=ENU=ÅêÉÇáíëF= EDUC 546** Second Language Acquisition 3 EDUC 547** Teaching Linguistically and Culturally Diverse 3 Learners EDUC 548** Assessment and Program Design for ESL 3 Students EDUC 534 Literature in the Second Language Classroom 3 EDUC 516 Teaching Reading and Writing to ESL Students 3 EDUC 629 Second Language Vocabulary: Teaching, 3 Learning, and Using mêçÑÉëëáçå~ä=bäÉÅíáîÉë=EV=ÅêÉÇáíëX=píìÇÉåíë=~êÉ=~ÇîáëÉÇ=íç=í~âÉ= V=ÅêÉÇáíë=áå=çåÉ=~êÉ~F= Serving Young Children F EDUC 571 Foundations of Early Chil dhood Education 3 F EDUC 572 Integrated Curriculum for the Young Child 3 F EDUC 573 Inclusion in Early Childhood Education 3 EDUC 576 Children’s Literature and Storytelling 3 Serving Students with Special Needs EDSP 561 Introduction to Special Educat ion 3 or EDSP 571 Foundations in Inclusive Education 3

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= EDSP 562 Assessment: Theory and Practice in Special 3 Education EDSP 563*** Instruction and Remediation Techniques in Special 3 Education EDSP 568 Collaboration in Special Education 3 Culture and Society EDUC 523 Sociological Issues in Education 3 EDUC 532 Multicultural Literacy in the Classroom 3 EDUC 538 Multicultural Issues 3 Culminating Experience (3 credits) EDUC 631 Classroom Research in Second Language Literacy 3 * The ESL Program Specialist Certificate candidates must hold a valid Pennsylvania In- structional I or II Certificate. ** Courses required for ESL Program Specialist Certificate *** Prerequisite: EDSP 562 bpi=mêçÖê~ã=péÉÅá~äáëí= Holy Family University has been approved by the Pennsylvania Department of Education to offer the English as a Second Language (ESL) Pennsylvania Program Specialist Certificate to qualified Pennsylvania teachers. Candidates for an ESL Pennsylvania Program Specialist Certificate must hold a valid Pennsylvania Instructional I or II Certificate to be eligible for this program. To obtain an ESL Pennsylvania Program Specialist Certificate, the candidate must receive a signed Letter of ESL Training Completion through Holy Family University. This Letter of Completion will be issued when the candidate demonstrates that he or she has developed knowledge of the fundamental concepts and practices of ESL instruction and services. Demonstrating the required state competencies can be accomplished through three different paths, depending on an applicant’s previous coursework or professional experience. qÜÉ=`çìêëÉ=léíáçå= Most students will elect to demonstrate these competencies by successfully completing the following four courses (12 credits) at Holy Family University. It is strongly recommended that these courses be taken in the following sequence: EDUC 539 Linguistics for Language Teachers 3 EDUC 546 Second Language Acquisition 3 EDUC 547 Teaching Lingu istically and Culturally Diverse 3 Learners

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= EDUC 548 Assessment and Program Design for ESL Students 3 EDUC 549 Portfolio Option *3 *Teachers who have extensive teaching experience with ESL students may elect to develop a portfolio to document achievement of some or all of the specialist competencies addressed in the four courses. Requires prior faculty approval. mêÉîáçìë=`çìêëÉïçêâ=léíáçå= Teachers who have already completed substantive collegiate coursework in ESL may ask to have that coursework reviewed for evidence of meeting some or all of the required Pennsylvania ESL competencies. Review of previous college transcripts requires a transcript review fee of $75. qÉ~ÅÜÉê=`ÉêíáÑáÅ~íáçå=~åÇ=mêçÖê~ã=^ééêçî~ä= Upon completion of one of the state-approved teacher education programs and passing the appropriate Praxis assessments, a student is eligible to receive a Pennsylvania Instructional I Certificate. This certificate allows the holder to teach at the designated level in public schools in the Commonwealth of Pennsylvania. The elementary certificate permits the holder to teach K - 6, and the Early Childhood certificate permits instruction in nursery school, kindergarten, and grades 1 - 3. The certificate in Secondary Education is issued for teaching grades 7 - 12. Foreign Language and Art certification is K -12. Special Education teachers may teach Special Education classes in Penn- sylvania for children who have academic or behavioral support needs, or they may teach in regular class settings where children with disabilities are included in regular classes. Teaching of the content areas of English, Mathematics, Science, or Social Studies in grades 7-12 will require additional content certification. Reading Specialists may work with kindergarten through adult students in a variety of settings, including classrooms, clinics, and learning/tutoring centers. As of September 1, 2013, PDE will issue the following certificates: Pre K-4 allows the holder to teacher Pre K-4; Middle Level is available in nine areas of certification and allows the holder to teach in grades 4 -8. Special Education certification allows the holder to teach in grades Pre K - 8. Since certification requirements vary from state to state, it is the responsibility of students to ascertain the requirements of the state in which they plan to teach and to consult with their faculty advisor early in their graduate career. Holders of a Pennsylvania teaching certificate also may qualify for certification in other states that are party to the Interstate Certification Compact. A listing of these states may be obtained on the School of Education website or from the School of Education Office, along with information concerning the specific procedures to be followed to become certified in another state.

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= Teacher Intern Program

The following certification areas are approved for recommending students to the Teacher Intern Program*: Pre K -4 Art K -12 Social Studies Special Education N -12 English Biology Middle Level 4 -8 Mathematics Spanish The Teacher Intern Certificate is a valid professional teaching certificate issued through the Pennsylvania Department of Education for approved instructional areas. It is used as a way of recruiting additional individuals into the teaching profession. Graduate students seeking a Teacher Intern Certificate must possess a baccalaureate degree related to the area of certification requested, apply for admission, and meet the entrance requirements to the Master of Education program with initial teacher certification. They must also meet the requirements for a Pennsylvania Intern Certificate and submit an application to the School of Education, which will then forward it to the Pennsylvania Department of Education. Additional requirements that must be met before applying for a Teacher Intern Certificate include: • Evidence of having taken six credits of college-level Mathematics and three credits each of college-level English composition and British or American literature, and three credits of United States history (Pre K-4 and Middle Level 4-8) • Demonstrate a minimum undergraduate and overall GPA of 3.0 • Attain passing scores on the Praxis Pre-Professional Skills Tests, including the PPST Reading (10710 or 5710), PPST Writing (20720 or 5720), and PPST Mathematics (10730 or 5730) tests • K-12 certification must also attain passing scores on the Fundamental Subjects: Content Knowledge (30511) test • All who apply for intern certification must pass the appropriate specialty area tests and submit any required clearances. *Completion of certification requirements in specific disciplines is restricted to normal course scheduling and availability. mçëíJ_~ÅÅ~ä~ìêÉ~íÉ=qÉ~ÅÜÉê=`ÉêíáÑáÅ~íáçå= Students who already possess a bachelor’s degree and enroll in the graduate program solely for the purpose of obtaining teacher certification may do so provided that:

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= • The applicant has met the same requirements for admission to the graduate program as all other students • A transcript of all grades from institutions previously attended must be submitted for evaluation • The applicant agrees to undertake continuous registration for coursework until the requirements for the approved program have been met. Students must take a minimum of four courses at the University in addition to student teaching. If student teaching has been waived, EDUC 610 and EDUC 620 are required • The applicant recognizes the completion of the approved program, not an accumulation of credit hours, is required for certification purposes. Failure to meet any one of these provisions may deny the individual the opportunity to achieve certification by this means. mÉååëóäî~åá~=aÉé~êíãÉåí=çÑ=bÇìÅ~íáçå=oÉèìáêÉãÉåíë= In addition to fulfilling the University requirements for certification and/or graduation, students also must meet specific state requirements. In Pennsylva- nia, all candidates for initial teaching certificates must pass the Praxis assessment test battery. The battery consists of the following for Elementary (K-6 and K-12) Educa- tion certification: • PPST: Reading [10710 or 5710] • PPST: Mathematics [10720 or 5720] • PPST: Writing [10730 or 5730] • Fundamental Subjects: Content Knowledge Test [30511] The battery consists of the following for Secondary Education (7-12) certifications: • PPST: Reading [10710 or 5710] • PPST: Mathematics [10720 or 5720] • PPST: Writing [10730 or 5730] Students must show evidence of having taken: • Three credits of U.S. History (Pre K-4 and Middle Level 4-8) • Six credits of college Mathematics • Three credits of English Composition and three credits of Brit- ish/American Literature • Submit required clearances.

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Certification Area Test Code Test Title Art 10133 Art: Content Knowledge Biology 20235 Biology: Content Knowledge Early Childhood 10020 Early Childhood Education Elementary 10011 Elementary Education: Curriculum, I n- Education struction, and Assessment English 10041 Engl ish Language, Literature, and Co m- position: Content Knowledge Mathematics 10061 Mathematics: Content Knowledge Special Education 20354 Special Education Core Principles: Co n- tent Knowledge Reading Specialist 10300 Reading Specialist Social Sciences 7 -12 10951 Social Sciences: Content Knowledge Social Studies 10081 Social Studies: Content Knowledge School Counselor 20420 School Counselor Supervisory 10410 Reading Supervisor Administration 10410 Educational Leadership Note: Pre K -4 and Middle Level 4 -8 tests are under development Students must pass all required tests before submitting an application for state certification. The state-mandated passing scores are published each year and are available in the School of Education Office or on the School of Education website. ^ééäáÅ~íáçå=Ñçê=mÉååëóäî~åá~=iÉîÉä=f=`ÉêíáÑáÅ~íÉ= To apply for state certification, students must complete the Professional Edu- cator Certification applications forms (PDE 338C and PDE 338G). These will be distributed during student teaching meetings and are also available from the Education Office in ETC 445 and at the Newtown campus. These forms should be submitted prior to the completion of the education program and after all required Praxis tests have been taken. The Pennsylvania Department of Education requires that Praxis score labels be attached to each application. These labels are mailed directly to Holy Family University at your request four to six weeks after the tests have been taken. The University cannot process the certification application until .the Praxis labels are received. If for some reason the Education Office does not receive the labels, it is the responsibility of the student to contact Educational Testing Service to request that the results be sent to Holy Family University. Reminder: scores on the Praxis tests must meet or exceed the criteria in effect at the time of application for certification

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= ^ééäáÅ~íáçå=Ñçê=pìéÉêîáëÉÇ=cáÉäÇ=bñéÉêáÉåÅÉ= Upon completion of all course requirements for teacher certification and submission of passing scores on all PRAXIS tests required by the PDE, all students who have no prior Pennsylvania certification must enroll in a Supervised Field Experience. This is a full-semester, full-time responsibility requiring placement in a classroom setting, five days per week for 14 weeks under the supervision of a cooperating teacher. For those employed as a full-time teacher, this requirement can be satisfied in the teacher’s own classroom, as long as the teaching assignment is appropriate for the certificate sought. In either case, this "student teaching" experience is supervised by Holy Family Univer- sity Education faculty. Students must receive at least a satisfactory score of one (1) in all categories of the PDE 430. Applications for "student teaching" or intern teaching must be submitted by February 15 preceding the academic year in which this experience will occur. Admission to "student teaching" requires that the student meet at least these requirements: • Formal admission to the School of Education, including completion of all undergraduate course requirements • Satisfactory completion of all required coursework • Completion of a minimum of four courses in the Holy Family University Graduate program • Submission of all Praxis assessment passing scores required for Pennsylva- nia certification • Evidence of having completed a 75 hour, one day per week field experience, specifically EDUC 545 Field Practicum Experience/Seminar (1 credit) • Demonstration of a disposition that is conducive to effective teaching: participation in support services provided by the counseling center or through the psychology staff may be required • Show satisfactory overall academic achievement: i.e., a minimum overall graduate GPA of 3.0 (B) and a minimum graduate GPA of 3.0 in the pedagogical studies • All students must submit to the Field Placement Office (ETC 441 or ETC 442) a current TB test, PA Child Abuse Clearance (ACT 151), PA Criminal Background Check (ACT 34),and the Federal Criminal History Records (Fingerprinting) (ACT 114) as required by the Pennsylvania De- partment of Education. • Obtain satisfactory recommendation by the student’s advisor. Upon meeting these criteria, students without full-time teaching assignments are placed with certified cooperating teachers in local elementary schools for dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NMV=

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= the full 14-week experience. Any students not meeting the above criteria may be required to complete remedial activities or be excluded from the supervised field experience semester. Those excluded students will not be recommended for state certification but may be able to complete the degree requirements. See the program Student Handbook for any additional criteria. fåíÉêå=qÉ~ÅÜáåÖ= For teachers currently employed in schools, the requirement for student teaching is arranged for by the education program in the teacher’s own classroom as long as the teacher’s assignment is appropriate for the certificate sought. For example, a teacher must be employed in an elementary grade classroom to be supervised for an elementary certification. Intern teachers must be screened and present evidence of readiness for intern student teaching as described earlier. ^`q=QU= In compliance with the Pennsylvania Department of Education (PDE) requirements, Holy Family University will report successful completion of coursework (six credits) taken to satisfy the ACT 48 regulations. At the request of the student, the credit completion will be forwarded to PDE. Please contact the School of Education Office or see the School of Education website for the forms needed to complete this process. fåíÉêå=qÉ~ÅÜáåÖ= For teachers currently employed in schools, the requirement for student teaching is arranged for by the education program in the teacher's own classroom as long as the teacher's assignment is appropriate for the certificate sought. For example, a teacher must be employed in an elementary grade classroom to be supervised for an elementary certification. Intern teachers must be screened and present evidence of readiness for intern student teaching as described earlier.

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= bÇìÅ~íáçå=`çìêëÉ=aÉëÅêáéíáçåë= bar`=RMN= = cçìåÇ~íáçåë=çÑ=^ãÉêáÅ~å=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Studies the background of education in America, including its roots in history, sociology, philosophy, and government. Includes analysis and discussion of current critical issues in education. Should be taken by both Master of Educa- tion Elementary and Secondary Education Certification students. Field experience of 20 hours required. bar`=RMO= = fåíêçÇìÅíçêó=pí~íáëíáÅë=Ñçê=íÜÉ=_ÉÜ~îáçê~ä=pÅáÉåÅÉë=EP= ÅêÉÇáíëF= Focuses on measures of central tendency, variability, standard scores, correla- tion probability, sampling techniques, tests of hypotheses, "t" test, chi square, distribution-free statistics, and analysis of variance. bar`=RMP= = mëóÅÜçäçÖó=çÑ=iÉ~êåáåÖ=~åÇ=fåëíêìÅíáçå=EP=ÅêÉÇáíëF= Examines major theories of learning and cognitive processes in psychology. Particularly emphasizes the practical application of learning theory in the classroom or other learning settings. bar`=RMQ= = `çãéìíÉêë=~åÇ=qÉÅÜåçäçÖó=EP=ÅêÉÇáíëF= Examines the uses of computers and other media for effective communication in the classroom. Students use computers for a variety of teacher administration tasks and also study programs for making tests, keeping student records, etc. Focuses on developing criteria for the evaluation of software. Also includes the use of other classroom media devices. Internet applications will be explored in depth. bar`=RMR= = oÉëÉ~êÅÜ=~åÇ=bî~äì~íáçå=áå=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Prerequisite: EDUC 502 Methods for locating, assessing, interpreting, and reporting research data. Students prepare a literature search on a topic to be assigned in historical, descriptive, or experimental research. Students learn to evaluate group and individual test data for typical measures in the schools. Computers are used for demonstration and practice of statistical techniques used in research and evaluation of test results. bar`=RMS= = `ìêêáÅìäìã=~åÇ=fåëíêìÅíáçåW=j~å~ÖÉãÉåí=çÑ=íÜÉ=iÉ~êåáåÖ= båîáêçåãÉåí=EP=ÅêÉÇáíëF= Required for all non-certified graduate students seeking a second career in elementary education. Course provides a comprehensive overview of strategies in planning and assessing instruction, as well as an introduction to practices of classroom management based on educational research and best practice. Stu- dents introduced to formal lesson and unit planning and methods of student

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= assessment related to instruction, curriculum, and standards. Requires a 20-hour field-based observation during which students observe and reflect on teaching practices and classroom management strategies relative to the theoretical models and practical formats presented in class. bar`=RMT= = `çãéìíÉêë=~åÇ=têáíáåÖ=áå=íÜÉ=pÅÜççäë=EP=ÅêÉÇáíëF= Addresses the use of the computer in enhancing the development of communication skills; concerns recent advances in the writing process, with writing beginning early in the child’s learning ladder; and considers the computer as a tool for developing, drawing, writing and reading. Word processing and other communications software will be practiced and evaluated. bar`=RMU= = `çãéìíÉêë=~åÇ=^ìíÜçêáåÖ=póëíÉãë=EP=ÅêÉÇáíëF= Teaches students to plan and write lessons, units, tests, and other individual study materials that pupils can access from the computer and introduces several levels of authoring systems available for different computers and different skill levels. Students write several individual lessons that can be used by pupils working independently at the computer. bar`=RMV= = `çãéìíÉêë=áå=íÜÉ=bäÉãÉåí~êó=pÅÜççä=EP=ÅêÉÇáíëF= Studies the methods for using computers in teaching traditional elementary education subjects. Examines the appropriate hardware and software as well as examples of computer assisted instruction, thinking skills software, word processing software, and teacher computer aids. bar`=RNN= = qÉ~ÅÜáåÖ=pÅáÉåÅÉ=~åÇ=eÉ~äíÜ=áå=íÜÉ=bäÉãÉåí~êó=pÅÜççä=EP= ÅêÉÇáíëF= Prerequisites: EDUC 503 and EDUC 506 Includes a review of scope and sequence issues for science and health for the elementary grades, studies theoretically sound methodology, and emphasizes inquiry/discovery approaches for assisting pupils to become independent thinkers and learners. Students practice these skills in planning and presenting lessons and preparing materials. Hands-on materials included as part of the course. bar`=RNP= = qÉ~ÅÜáåÖ=j~íÜÉã~íáÅë=áå=íÜÉ=bäÉãÉåí~êó=pÅÜççä=EP=ÅêÉÇáíëF= Prerequisites: EDUC 503 and EDUC 506 Provides a base for understanding how the mathematics curriculum in elementary schools are changing and how children learn mathematics. Gives attention to problem-solving and assessment. Includes teaching strategies, techniques, and learning activities related to specific strands of mathematics. Em- phasis is on models, materials, and higher order thinking skills to develop concepts and skills so that students with different learning styles can be ac- commodated as they move from concrete materials and examples to generali

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= bar`^qflk =

= zations and abstract reasoning. Connections are made between mathematics and other disciplines as well as between mathematics and real-life applications such as consumers and workers. bar`=RNR= = qÉ~ÅÜáåÖ=i~åÖì~ÖÉ=^êíë=~åÇ=iáíÉê~íìêÉ=áå=íÜÉ=bäÉãÉåí~êó= pÅÜççä=EP=ÅêÉÇáíëF= Prerequisites: EDUC 503 and EDUC 506 Focuses on the language arts as an integrated system of communication skills. Emphasizes the relationship of reading, writing, and language development. Teaches instructional techniques to enhance development of all phases of language arts. Studies children’s literature and develops criteria for the selection and integration of quality books in teaching a variety of subject areas. In- cludes preparing appropriate media and materials. bar`=RNS= = qÉ~ÅÜáåÖ=oÉ~ÇáåÖ=~åÇ=têáíáåÖ=íç=båÖäáëÜ=~ë=~=pÉÅçåÇ= i~åÖì~ÖÉ=píìÇÉåíë=EP=ÅêÉÇáíëF= This course will examine the current state of second language acquisition (SLA) theory and its implications for the teaching of reading and writing to English as a Second Language (ESL) students. The emphasis will be on elementary and middle school children in regular classroom settings; in addition, some consideration will be given to older students and adults as well as to ESL only classrooms. Emphasis also will be placed on multicultural understanding. bar`=RNT= = qÉ~ÅÜáåÖ=oÉ~ÇáåÖ=áå=íÜÉ=bäÉãÉåí~êó=pÅÜççä=EP=ÅêÉÇáíëF= Prerequisites: EDUC 503 and EDUC 506 Provides students with a theoretical grasp of the nature of reading and the ability to apply that theoretical knowledge to practical issues in reading instruction. Examines the evolution of reading as an academic discipline and traces this evolution through an examination of the techniques and materials used in reading instruction. Engages students in the critical analysis, assessment, and modification of instructional techniques suggested in several reading series and explores the use of literature as a basis of instruction in reading. Students develop lessons, assessments, and classroom media and materials bar`=RNU= = `êÉ~íáîÉ=bñéêÉëëáçåë=áå=íÜÉ=`ä~ëëêççã=EP=ÅêÉÇáíëF= Prerequisites: EDUC 503 and EDUC 506 Students will learn to help children develop problem-solving skills, adaptability, and self discipline through creativity and expressiveness with the arts. In- cludes study of the role of creative expression in the growth and development of the child. Art, music, and movement are integrated into the elementary education curriculum as part of this course.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NNP=

= j^pqbop D=abdobb= moldo^jp =

= bar`=RNV= = qÉ~ÅÜáåÖ=pçÅá~ä=píìÇáÉë=áå=íÜÉ=bäÉãÉåí~êó=pÅÜççä=EP= ÅêÉÇáíëF= Prerequisites: EDUC 503 and EDUC 506 Provides a detailed examination of the content and methodology for social sciences in the elementary school curriculum. Teaches students to guide pupils toward an appreciation of the interdependence of cultural groups. Using inquiry methods, students will help their pupils develop knowledge and understanding regarding historical, geographical, and economical dimensions of the lives of many groups of people. Students prepare social science materials and games. bar`=ROM= = pìéÉêîáëÉÇ=cáÉäÇ=bñéÉêáÉåÅÉ=ES=ÅêÉÇáíëF= Prerequisite: All certification courses must be completed before registering for EDUC 520. Application and interview required; see Program Student Handbook for more information. Designed for graduate students seeking state certification in Elementary Edu- cation. Includes examination of teaching models, practice of peer learning activities, development of observation techniques, and examination of students’ own audio and videotaped lessons. Observation, evaluation, and feedback is provided by University faculty. Course requires a full-time classroom assignment for a minimum of 14 weeks (six credits); seminar sessions are held at the University concerning teaching issues and student teacher experiences. bar`=RON= = mÜáäçëçéÜáÅ~ä=fëëìÉë=áå=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Studies and analyzes controversial educational issues and problems, addresses decision-making processes, examines personal belief systems as they relate to problem solving, and addresses building a framework for thinking about ethical concerns confronting teachers. Goals for the course are reached through discussion, personal projects, analysis of case studies, and preparation of position papers. bar`=ROO= = qÉ~ÅÜÉê=fåÇìÅíáçå=EP=ÅêÉÇáíëF= Expands on the science and art of teaching and offers new teachers practical applications of teaching methods and technology integration. Addresses the essential elements of instruction required in lesson design and delivery, including anticipatory set induction, objectives, procedures, closing, differentiation and assessment. Advanced classroom management techniques addressed. Discussions on practical applications for teaching to enable new instructors to understand the decisions made each day to foster learning and critical thinking in students. New teachers experience ways to help students learn through reading and practice. Develops insights into special education issues and aspects of school law.

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= bar`=ROP= = pçÅáçäçÖáÅ~ä=fëëìÉë=áå=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Examines the interaction between education and the social institutions, including the family, government, and economics. Discusses issues of inequality such as socioeconomic status, gender, race, and ethnicity, and the educational process; examines evolving social trends, both short and long range, for their impact on teaching and learning. bar`=ROQ= = qÉ~ÅÜÉêë=~åÇ=íÜÉ=i~ï=EP=ÅêÉÇáíëF= Examines federal and state court cases, statutes, and regulations that affect students, teachers, administrators, and other community members involved with schools. There is a special emphasis on developing conflict resolution techniques, including negotiation and mediation, so that legally based disputes are resolved by building relationships rather than adversarial methods, such as litigation. bar`=ROR= = pÉãáå~ê=áå=qÉ~ÅÜáåÖ=eáÖÜJoáëâ=iÉ~êåÉêë=EP=ÅêÉÇáíëF= Prerequisite: EDUC 503 Emphasizes understanding of learning and behavioral characteristics of high-risk and special needs children and youth. Examines the development of evaluation techniques and adaptive teaching and management strategies. Re- views methods, materials, and related materials. bar`=ROS= = mÜáäçëçéÜó=çÑ=jáÇÇäÉ=pÅÜççä=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Designed to provide students entering the field of Middle School Education with the skills necessary to support and respect the range of individual developmental differences of adolescents. Emphasis will be placed on the structure of the learning environment, the concerns of transitions, and the impact of peer pressure. bar`=ROT= = qÜÉ=mêçÅÉëë=~åÇ=mÉÇ~ÖçÖó=çÑ=`çããìåáÅ~íáçå=EP=ÅêÉÇáíëF= Offered: Fall and Summer Session I Examines theories of language acquisition. Emphasizes interactions among processes for listening, speaking, reading, and writing. Studies the implication for teaching or developing these processes. Compares and contrasts models of communication processes. Examines current and controversial issues in literacy development, kindergarten through adult. bar`=ROU= = cáÉäÇ=_~ëÉÇ=oÉëÉ~êÅÜ=EP=ÅêÉÇáíëF= Provides students with the opportunity to engage in supervised action research in educational settings. Engages students in testing, diagnosis, micro-teaching projects, remediation, and case studies in response to specific hypothesis or theoretical inquiries concerning the teaching/learning process. Students will engage in a research project.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NNR=

= j^pqbop D=abdobb= moldo^jp =

= bar`=RPN= = `ä~ëëêççã=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= Field Experience required. This course is based on a proactive, preventative model of management. Mo- tivation, time on task, relationships, and creating a "safe" environment are explored as well as specific strategies for dealing with management difficulties. Techniques for encouraging student responsibilities, ownership, and self monitoring highlighted. bar`=RPO= = jìäíáÅìäíìê~ä=iáíÉê~Åó=áå=íÜÉ=`ä~ëëêççã=EP=ÅêÉÇáíëF= This course is designed for graduate students interested in teaching language and literacy skills to a culturally diverse school-age population. Attention paid to the philosophy, methodology, and implementation of a multicultural literacy instruction that meets the needs of our diverse classroom settings. Cur- rent topics include the social contexts of a multicultural education, curriculum, and instruction from a multicultural perspective and reform in multicultural perspectives. bar`=RPQ= = iáíÉê~íìêÉ=áå=íÜÉ=pÉÅçåÇ=i~åÖì~ÖÉ=`ä~ëëêççã=EP=ÅêÉÇáíëF= This course focuses on the theories and practices associated with the use and appreciation of literature in second language teaching. Students will become acquainted with a variety of genres and texts suitable for use with English Language Learners and techniques to incorporate literature into a communic- ative language class. bar`=RPU= = jìäíáÅìäíìê~ä=fëëìÉë=EP=ÅêÉÇáíëF= For those students interested in expanding their knowledge of the diverse population served in schools and community counseling agencies. The course overviews the sociology, philosophy, methodology, and research on meeting the needs of culturally diverse children and their families. A special focus will be diversity as revealed in children’s and adolescents’ literature. bar`=RPV= = iáåÖìáëíáÅë=Ñçê=i~åÖì~ÖÉ=qÉ~ÅÜÉêë=EP=ÅêÉÇáíëF= This course provides a foundation to help language teachers better understand and appreciate language to meet the challenges of teaching children and adolescents, especially children who are English language learners. bar`=RQM= = jÉÉíáåÖ=íÜÉ=kÉÉÇë=çÑ=dáÑíÉÇ=píìÇÉåíë=áå=íÜÉ=oÉÖìä~ê= `ä~ëëêççã=EP=ÅêÉÇáíëF= This course is designed to help regular classroom teachers meet the needs of gifted students within the context of a heterogeneous classroom. Curriculum planning, instruction, methods, resources, and guidance for the education of the gifted are stressed.

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= bar`^qflk =

= bar`=RQP= = qÉ~ÅÜáåÖ=pÅáÉåÅÉ=~åÇ=pçÅá~ä=píìÇáÉë=jÉíÜçÇë=áå=íÜÉ= bäÉãÉåí~êó=pÅÜççä=EP=ÅêÉÇáíëF= Designed to introduce students to relevant issues in science, social studies, and technology. The emphasis is on addressing current scientific and technological issues and developments within society. It is an interdisciplinary approach to studying science within the context of historical, geographical, political, and economic issues and their impact on society. bar`=RQR= = cáÉäÇ=mê~ÅíáÅìã=bñéÉêáÉåÅÉLpÉãáå~ê=EN=ÅêÉÇáíF= Supervised field experience/seminar at an assigned school site and selected grade level (K-6 or 7-12), enabling prospective teachers to observe, participate, analyze, reflect, and discuss issues relative to the assigned school community and typical school learning situations. Provisions made for the preservice teacher to work with students in varied instructional groupings to apply theory/concepts/strategies related to prior coursework. Provides the preservice teacher an opportunity to reflect upon his or her career choice to confirm or re-examine his or her decision and desire to teach elementary or secondary school students. Telescoped Practicum: The Practicum Teaching experience at the graduate and undergraduate level is an important component of our Teacher Education Program. The Practicum is best conducted for a full day, during a Fall or Spring semester on consecutive Tuesdays. When this arrangement is not feasible due to a variety of circumstances, the Telescoped Practicum may be approved (ten consecutive days) under certain conditions. The Telescoped Practicum is an exception, not an option, for full-time students. Contact the Field Placement Office for additional information. bar`=RQS= = pÉÅçåÇ=i~åÖì~ÖÉ=^Åèìáëáíáçå=EP=ÅêÉÇáíëF= This course examines prominent issues in second-language acquisition research and theory so that the teacher develops an understanding of how children, adolescents, and adults learn an additional language, including a foreign language, in both naturalistic and classroom contexts. bar`=RQT= = qÉ~ÅÜáåÖ=iáåÖìáëíáÅ~ääó=~åÇ=`ìäíìê~ääó=aáîÉêëÉ=iÉ~êåÉêë=EP= ÅêÉÇáíëF= The purpose of this course is to present teachers with methods and materials to prepare English language learners to enter and succeed in elementary and secondary standards-based mainstream classrooms. bar`=RQU= = ^ëëÉëëãÉåí=~åÇ=mêçÖê~ã=aÉëáÖå=Ñçê=bpi=píìÇÉåíë=EP= ÅêÉÇáíëF= This course prepares teachers to identify students in need of ESL, place them in appropriate ESL programs, monitor their progress, and establish exit criteria. It also develops an understanding of program design in different school contexts and prepares the teacher to assist classroom teachers or teachers in content classes to modify courses of study to provide English language learners with meaningful access to academic content. dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NNT=

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= bar`=RQV= = bpi=`ÉêíáÑáÅ~íÉ=mêçÑÉëëáçå~ä=mçêíÑçäáç=EP=ÅêÉÇáíëF= The teacher portfolio is constructed to highlight and demonstrate knowledge and skills in teaching ESL students. However, the portfolio also provides a means for reflection; it offers the opportunity for critiquing one’s work and evaluating the effectiveness of lessons or interpersonal interactions with students or peers and is thus a means of professional growth. bar`=RRS= = ^ÇÇêÉëëáåÖ=íÜÉ=kÉÉÇë=çÑ=båÖäáëÜ=i~åÖì~ÖÉ=iÉ~êåÉêë=EP= ÅêÉÇáíëF= Provides strategies for preservice candidates to accommodate English Lan- guage Learners and adapt instruction for them in an inclusive setting. Preser- vice candidates will plan and implement appropriate research-based instructional strategies to make content comprehensible for all ELLs so that they develop English Language Proficiency and achieve the Pennsylvania Academ- ic Standards. bar`=SMQ= = oÉ~ÇáåÖ=áå=íÜÉ=`çåíÉåí=^êÉ~=EP=ÅêÉÇáíëF= Prerequisite: EDUC 601 Examines the reading process from the perspective of content area. Examines reading as an active process involving the ideas of the author and the concepts and experience of the reader. Demonstrates techniques for reconstructing text materials. Stresses selection and use of materials and strategies based on theoretical models of reading and current research findings. bar`=RTN= = cçìåÇ~íáçåë=çÑ=b~êäó=`ÜáäÇÜççÇ=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Intended for graduate students concentrating in early childhood education, this course focuses on the basic knowledge, skills, attitudes, and philosophies related to the field. Students examine the history of early childhood education as well as current developmental and learning theories. The teacher’s role as facilitator of learning for young children is examined. Additional topics include parental education and involvement, developmentally appropriate practices in early childhood education, the value of play in the curriculum, and current issues and trends for the future. Field experiences extend students’ awareness of the diversity of programs for young children and develop initial skills in observing young children. bar`=RTO= = fåíÉÖê~íÉÇ=`ìêêáÅìäìã=Ñçê=íÜÉ=vçìåÖ=`ÜáäÇ=EP=ÅêÉÇáíëF= Designed for graduate students preparing to teach young children, course focuses on cognitive areas of the curriculum and effective methods of curriculum implementation. Based on the belief that teachers set the stage for what is taught and what is learned, the course is designed to prepare teachers for the planning and preparation of meaningful learning experiences for young children. The purpose is to explore how children learn, what children can learn,

NNU= eçäó=c~ãáäó=råáîÉêëáíó=

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= and specific strategies for facilitating concept development in young children. Methods of assessing learning through play in the integrated context are explored. Field experiences are designed to facilitate the application of course context. bar`=RTP= = fåÅäìëáçå=áå=b~êäó=`ÜáäÇÜççÇ=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= This course is designed to provide early childhood teachers with the information they need about children with diverse educational needs. Recognizing the need to serve diverse populations of young children in typical settings, course focuses on assisting teachers to modify their classrooms and educational practices to better meet the needs of children. Students examine the rationale for inclusive early childhood settings as well as characteristics of children with disabilities, children who are at-risk, and children who are gifted. Identifying and evaluating children, planning and modifying the learning environment, creating a positive social environment, and working with parents are discussed. Field experiences are designed to facilitate the application of course content. bar`=RTQ= = pÉãáå~ê=áå=mä~óI=aÉîÉäçéãÉåíI=~åÇ=vçìåÖ=`ÜáäÇêÉå=EP= ÅêÉÇáíëF= Intended for early childhood and primary elementary teachers, the course focuses on the rich, varied, and complex role of play in the development and learning of young children. Students examine the evolution of play theory as well as current knowledge related to play and the curriculum, factors that influence play, the role of the teacher in facilitating play, and teachers as advocates for play in school and child care settings. Student research is the primary vehicle for increasing understanding of additional play-related issues. Students are expected to discuss and critique current research in the field and to share their findings with the class. bar`=RTR= = ^Çî~åÅÉÇ=mê~ÅíáÅìã=áå=b~êäó=`ÜáäÇÜççÇ=bÇìÅ~íáçå=EPJS= ÅêÉÇáíëF= This course is designed to provide field experience in early childhood education for students who may need to expand their background and knowledge in working with younger children. bar`=RTS= = `ÜáäÇêÉåÛë=iáíÉê~íìêÉ=~åÇ=píçêóíÉääáåÖ=EP=ÅêÉÇáíëF= Intended for Early Childhood and primary Elementary teachers, the course provides an extensive view of the literature written for children from birth through age eight and focuses on developmentally appropriate ways to interact with children about quality books and stories. Students make connections between the developing child, quality literature, and the curriculum. Emphasis placed on developing skill in the art of storytelling and in facilitating children’s storytelling and retelling abilities.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NNV=

= j^pqbop D=abdobb= moldo^jp =

= bar`=RTU= = iÉÖ~äI=pçÅá~ä=~åÇ=mçäáíáÅ~ä=fëëìÉë=áå=íÜÉ=pÅÜççäL`çããìåáíó= EP=ÅêÉÇáíëF= The purpose of this course is to examine legal issues facing school administrators within the social context of the school community. The course provides future school administrators with a background in educational law and the oral and written communication skills needed to work with diverse groups within the educational community. Students are required to examine selected topics pertinent to educational law issues and apply this research to solve complex educational issues. Students will present their findings to the class and engage other class members in discussions regarding the practical application of school law. bar`=RUM= = qÜÉçêáÉë=áå=bÇìÅ~íáçå~ä=iÉ~ÇÉêëÜáé=EP=ÅêÉÇáíëF= This course provides a comprehensive overview of the field of educational administration and serves as the entry level course into the Educational Leader- ship programs. Students will be exposed to the philosophical and theoretical bases of school governance and decision-making, the organization and culture of schools, and a study of leadership styles. A 20-hour field experience is required. Students will self-assess their leadership style and their personal needs and goals for the program. They will create a Professional Development Plan and will begin the process of building a portfolio, which will be used to monitor progress in the program. bar`=RUN= = eìã~å=oÉä~íáçåë=áå=pÅÜççäL`çããìåáíó=EP=ÅêÉÇáíëF= This course will focus on the acquisition and mastery of the oral and written communication skills needed by school leaders as they relate to different groups within the school and the school community. Particular attention will be paid to the listening, speaking, and writing skills needed in the day-to-day operation of a school as school leaders interact with sensitivity to the various audiences. Techniques for improved skills in interviews, discussions, formal and informal speaking situations, and reporting to the media will be developed. Practice in relating to members of the school community through correspondence, staff bulletins, newsletters, reports, teacher observations, and conflict resolution plans will be provided. Involvement in a school setting will be expected as part of the requirements for this course. bar`=RUO= = pìéÉêîáëáçå=~åÇ=mÉêÑçêã~åÅÉ=bî~äì~íáçå=EP=ÅêÉÇáíëF= Models of effective supervision and evaluation will be studied, analyzed, and practiced in a variety of situations. Techniques for effective observation, intervention, training, and shared planning and goal setting will be developed. Be- cause of the practical nature of this course, a field experience will be required along with the coursework.

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= bar`=RUP= = qÜÉ=mêáåÅáé~äëÜáé=EP=ÅêÉÇáíëF= The principal as change agent and visionary leader will be examined. The many roles a principal plays on a day-to-day basis also will be targeted. Among these are Principal as Organizational Leader, Principal as Instruction- al Leader, and Principal as Manager. The Principal’s roles are examined through an extensive series of case studies. An "Action Research Project" serves as a precursor for the Principal Practicum courses. bar`=RUQ= = mê~ÅíáÅìã=fW=mêáåÅáé~ä=hJNO=EN=ÅêÉÇáíF= The intent of this 150-hour practicum is to integrate theory and practice into a school setting. The student works with a school administrator at the Ele- mentary K-6 or secondary level. Progress in this course will be monitored through a daily log, individual conferences with the college professor, and on-site visitations by the college professor. Students also will be required to complete and formally present a school-based project that meets the approval of the school administrator and the college professor. bar`=RUR= = mê~ÅíáÅìã=ffW=mêáåÅáé~ä=hJNO=EN=ÅêÉÇáíF= Prerequisite: EDUC 584 This is a continuation course of EDUC 584. The intent of this 150-hour practicum is to integrate theory and practice into a school setting. The student works with a school administrator at the Elementary K-6 or secondary level, ensuring a full range of K-12 experiences. Progress in this course will be monitored through a daily log, individual conferences with the University professor, and on-site visitations by the University professor. Students also will be required to complete and formally present a school-based project that meets the approval of the school administrator and the University professor. bar`=RUS= = mê~ÅíáÅìã=áå=pìéÉêîáëáçå=ES=ÅêÉÇáíëF= The intent of this 150-hour practicum is to integrate theory and practice into a school setting. The student is expected to complete an internship in a school setting, working with a school district supervisor and a University professor. Progress in this course will be monitored through a daily log, individual conferences with the University professor, and on-site visitations by the Universi- ty professor. Students also will be required to complete and formally present a school-based project that meets the approval of the school administrator and the University professor and shows the student’s ability to perform in the areas of policy making, program development, instructional design, and staff evaluation and development.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NON=

= j^pqbop D=abdobb= moldo^jp =

= bar`=RUT= = j~å~ÖÉãÉåí=~åÇ=íÜÉ=`Ü~åÖÉ=mêçÅÉëë=EP=ÅêÉÇáíëF= This course will focus on the role of the school administrator in managing change within a school community. Topics to be developed are needs assessment techniques, strategic planning, personnel planning, collective bargaining, facilities management, and attaining organizational objectives. Case studies, role play, and simulations will provide the basis of this course. bar`=RUU= = pÅÜççä=cáå~åÅÉ=EP=ÅêÉÇáíëF= This course will examine the day-to-day business operations of a school district. Topics to be covered are the budget process, accounting techniques, and relations with school/government agencies. Students also will be introduced to the use of technology in the business aspect of school finance. bar`=RUV= = pÉãáå~ê=áå=pÅÜççä=iÉ~ÇÉêëÜáé=EP=ÅêÉÇáíëF= This course is intended to be taken during the semester prior to graduation. Students must complete all other courses in the Leadership Program prior to taking the course. The students will be expected to present a formal paper and their completed professional portfolio to their advisor and to representatives in the School of Education. This culminating experience will reflect the student’s synthesis and integration of knowledge and performances in the Educational Leadership Program as well as the successful development of the personal goals and needs identified in EDUC 580. Along with a GPA of 3.0 and the successful completion of a practicum in the field, this experience will serve as the exit criteria for the program. bar`=SMN= = mëóÅÜçäçÖó=çÑ=oÉ~ÇáåÖ=EP=ÅêÉÇáíëF= This course provides a thorough grounding in the theoretical models of the reading process, including bottom-up, interactive, constructivist, and transac- tive models. Students examine the psychological processes that underlie the act of reading, with particular emphasis on language acquisition, concept formation, intelligence, information processing, and personality and social factors. The interface between reading and writing processes are stressed, as well as the importance of the philosophical orientation and assessment techniques to classroom decision making. Finally, students examine the relationship between research findings and classroom practice related to reading instruction and programs. bar`=SMO= = ^ÇçäÉëÅÉåí=iáíÉê~ÅóW=jçíáî~íáçå~ä=_ÉÑçêÉI=aìêáåÖI=~åÇ= ^ÑíÉê=oÉ~ÇáåÖ=píê~íÉÖáÉë=EP=ÅêÉÇáíëF= This course provides teachers the beginning, during, and after (BDA) strategies needed to use with teens for whom comprehension is a challenge. Moti- vation, engagement, and the desire to read are the thrust of the course. Jour- naling, performance poetry, plays, newspaper activities, and in-depth lesson and mini-unit planning are developed. The course incorporates age-appropriate standards, technology, reading, writing, listening, speaking,

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= and viewing, while keeping it engaging for the participants. Discussion on starting a school book club included. Critical evaluation of self and peer teaching methods incorporated. bar`=SMP= = aá~Öåçëáë=çÑ=oÉ~ÇáåÖ=aáÑÑáÅìäíáÉë=EP=ÅêÉÇáíëF= This course includes a thorough examination of formal and informal assessment techniques and the theoretical and practical issues that resolve around assessment. Emphasis placed upon the nature and uses of assessment data, statistical concepts related to assessment, and school politics and practices related to assessment. Students administer, critique, and interpret a battery of reading and reading-related assessments and use the data they have gathered to develop a program of instructions that meet the needs of students. Particu- lar emphasis will be placed on the nature of reading comprehension and the techniques with which comprehension is assessed. bab`=SMQ= = `êÉ~íáîÉ=jçîÉãÉåíJvçìåÖ=`ÜáäÇêÉå=EP=ÅêÉÇáíëF= Helps teachers expand personal skills in teaching creative movement in preschool and early primary grades. Topics include developmental stages, the use of small and large muscle groups and whole body movement, coordination, and the relationship of creative movement to cognitive development. Empha- sis placed on curriculum content, methods, and materials. bar`=SMR= = oÉãÉÇá~íáçå=çÑ=oÉ~ÇáåÖ=aáÑÑáÅìäíáÉë=EP=ÅêÉÇáíëF= Prerequisite: EDUC 603 Provides a thorough understanding of remediation and early intervention based on the relationship between assessment and teaching. Focuses on reading as a process, influenced by a range of psychological, social, physiological, cultural, linguistic, and pedagogical factors. Emphasizes the application of current theory in the development of remediational and interventional strategies. An unsupervised tutoring experience is required as part of the course. bar`=SMS= = píêìÅíìêÉ=çÑ=pÅÜççä=oÉ~ÇáåÖ=mêçÖê~ãë=EP=ÅêÉÇáíëF= Prerequisite: EDUC 605 Offered: Fall and Summer Session I Explores a variety of roles and responsibilities required of reading specialists in contemporary educational settings. Emphasizes the selection and evaluation of instructional materials collaboration and consultation with school personnel and families and the use of assessment techniques in the reading program. Students develop and design an 'ideal reading program' and staff development projects.

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= bar`=SMT= = pÉãáå~ê=áå=oÉ~ÇáåÖ=oÉëÉ~êÅÜ=EP=ÅêÉÇáíëF= Prerequisite: EDUC 605 or may be taken concurrently with EDUC 605 Offered: Spring and Summer III Designed to enable students to read and respond critically to current research in the field of reading literacy and language arts. Emphasizes study of educational research design and statistical and qualitative interpretation of data. Students complete a review of literature on a specific topic in reading and also conduct related classroom research presented in a poster session at the Annual Graduate Research Forum. bar`=SMV= = pìéÉêîáëÉÇ=cáÉäÇ=bñéÉêáÉåÅÉ=áå=oÉ~ÇáåÖ=ES=ÅêÉÇáíëF= Prerequisites: EDUC 527, EDUC 601, EDUC 603, and EDUC 605. Offered Summer Session II, daily sessions Monday - Thursday 8:30 am - 4 pm on odd-numbered years. Requires some preliminary work in Summer Session I. Offered every year in the fall, late afternoon. Note: No courses may be taken concurrently with EDUC 609. Students must preregister for this course. The final experience of the Reading Specialist program involves application of diagnostic and inductive teaching strategies in supervised small group settings. Students evaluate the literacy of K-12 students and determine their learning needs, strengths, and interests. In a clinical teaching environment, the students review the pupil’s academic records, establish and collaboratively implement instructional programs, and evaluate the results of instruction. bar`=SNM= = `çåíÉãéçê~êó=bÇìÅ~íáçå~ä=qÜÉçêó=EP=ÅêÉÇáíëF= Prerequisite: 24 credits Studies the theory and criticism of current schooling practices; examines educational policies and institutions based on majority and minority status of the population. Examines educational patterns of developed and developing countries. Includes readings by major contributors to contemporary educational thought. Reading, discussion, and position papers are important parts of the course. bar`=SNNI=SNO= = oÉ~ÇáåÖ=qÜÉëáë=fI=ff=EP=ÅêÉÇáíëI=P=ÅêÉÇáíëF= Prerequisites: EDUC 601, 603, 605, and 607. Special Permission Required. These courses are designed as a culminating experience in research in education as it relates to the field of reading/literacy/language arts. Included will be an implementation of research design and analysis, including either quantitative or qualitative approaches. These will enable the reading professional to become a more sophisticated consumer of research and/or to begin to conduct classroom-based research. Students will be expected to develop a research project in conjunction with their faculty mentor. It could be a thorough research paper, an actual research project, and/or a research proposal leading to a

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= presentation or publication in a professional organization. This is an option in place of EDUC 609, for those students not seeking Reading Specialist Cer- tification. bar`=SNR= = eìã~å=aÉîÉäçéãÉåíW=_áêíÜ=íÜêçìÖÜ=^ÇçäÉëÅÉåÅÉ=EP= ÅêÉÇáíëF= Examines cognitive, social, emotional, and physical growth during childhood and adolescence. Examines development based on several major theories and related research. Teaches students to identify milestone and evaluate growth in the four major areas of development for the purposes of using such information to inform the teacher about ways to teach and deal with the child’s behavior. bar`=SOM= = pÉãáå~ê=áå=`ìêêáÅìäìã=aÉîÉäçéãÉåí=EP=ÅêÉÇáíëF= Prerequisite: 24 credits Assists students in examination of techniques for development of instructional systems. Includes a comprehensive investigation of programs of study in contemporary schools. Students critique curriculum areas already in place in local schools. Course stresses the theoretical foundations of instruction and practical techniques for designing curriculum. Students review literature and plan curriculum to be shared with the graduate community as part of the culminating experience for the degree. bar`=SOV= = pÉÅçåÇ=i~åÖì~ÖÉ=sçÅ~Äìä~êóW=qÉ~ÅÜáåÖI=iÉ~êåáåÖI=~åÇ= rëáåÖ=EP=ÅêÉÇáíëF= Prerequisite: EDUC 539 This course provides a solid understanding of the English lexicon from a linguistic perspective, including the interaction of phonology, morphology, syn- tax, semantics, first and second language acquisition, and historical linguistics. Students will learn to help English Language Learners develop receptive and productive vocabulary in English for both social and academic purposes. bar`=SPM= = `ìêêÉåí=mÉêëéÉÅíáîÉë=çå=iáíÉê~Åó=EP=ÅêÉÇáíëF= To better understand the nature of literacy, its consequences, and the validity of our beliefs in regard to literacy, this course will examine literacy from historical, sociological, cultural, political, psychological, world view, and linguistics perspectives. Definitions and models of literacy, the history and politics of literacy, and the uses of literacy will be examined in a variety of contexts. Par- ticular attention will be focused on the attainment of literacy by young children before entering school and by adults outside regular school settings.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NOR=

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= bar`=SPN= = `ä~ëëêççã=oÉëÉ~êÅÜ=áå=pÉÅçåÇ=i~åÖì~ÖÉ=iáíÉê~Åó=EP= ÅêÉÇáíëF= Prerequisites: EDUC 539, EDUC 546, EDUC 547 and EDUC 548 This course will enable the ESL literacy professional to locate, read and apply research for practical use in the classroom. Using formative techniques, students will work with an English Language Learner to identify a pedagogical goal and instructional intervention and assess the results of the intervention. Additional goals of this course are the development of students' recognition of their own expertise and their ability to share that expertise. barp=RNR= = fåëíêìÅíáçå=~åÇ=qÉÅÜåçäçÖó=áå=pÉÅçåÇ~êó=bÇìÅ~íáçå=EP= ÅêÉÇáíëF= This course is designed to prepare prospective teachers in the art and science of teaching in the secondary school by using a variety of methodology to address learning styles and state standards, and by using technology to enhance lessons. The content will focus on motivating learners, differentiating instruction, preparing presentations, employing learner-centered and direct instruction methodology, and incorporating technology into lesson development. Students will utilize the computers, Smart Podium and the Document Cam- era to conduct research, to create assessment tools, and to present lesson activities that emphasize the use of music, videos, and PowerPoint slide shows. barp=RNS= = fåëíêìÅíáçå=~åÇ=qÉÅÜåçäçÖó=áå=íÜÉ=`çåíÉåí=^êÉ~=EP=ÅêÉÇáíëF= The purpose of this course is to learn ways in which to incorporate technology into curriculum content and to create activities and projects that are relevant to a selected content area. The class sessions will include explanations, discussions, assignments, projects, group work and evaluations with emphasis on practical experiences and modeling by the instructor. Individual assignments will reflect the student’s ability to utilize technology and the equipment into develop instructional materials. Collaborative work will focus on developing a group portfolio, website, and a virtual field trip on a selected topic in the content area. barp=ROM= = pìéÉêîáëÉÇ=cáÉäÇ=bñéÉêáÉåÅÉ=ES=ÅêÉÇáíëF= Prerequisite: All certification courses must be completed before registering for EDUS 520. Application and interview required. Designed for graduate students seeking state certification in secondary education. Includes examination of teaching models, practice of peer learning activities, development of observation techniques, and examination of student’s own audio and videotaped lessons. Observation, evaluation, and feedback is provided by University faculty. Course requires a full-time classroom assignment for a minimum of 13 weeks (six credits). Seminar sessions are held at the University concerning teaching issues and student teacher experiences.

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= pÉííäÉãÉåí=jìëáÅ=pÅÜççä= In cooperation with the nationally known Settlement Music School, the following courses are offered in the early childhood program area: bab`=SMO= = fåíêç=`ÜáäÇêÉåÛë=jìëáÅ=tçêâëÜçé=EP=ÅêÉÇáíëF= Discusses development and application of music education systems of Emile Jacque-Dalcroze, Carl Orff, and Zoltan Kodaly in community-based programs. Explores music workshop approach to develop pulse, rhythm, prenota- tional and music notational skills, musical memory, and pitch and aural acuity in preschool (3-5) and primary (6-8) years. Provides framework for understanding cognitive development through children’s musical exploration. bab`=SMP= = sáëì~ä=^êíë=b~êäó=`ÜáäÇÜççÇ=EP=ÅêÉÇáíëF= Courses taught in studio designed for teaching young children art in several media developmentally appropriate in method and materials. Art forms include book-making, printing, paint, clay, and use of textures. Aesthetic appreciation of each form discussed. Useful for teachers of young children in community and public school visual arts instruction. bab`=SMQ= = `êÉ~íáîÉ=jçîÉãÉåíJvçìåÖ=`ÜáäÇêÉå=EP=ÅêÉÇáíëF= Helps teachers expand personal skills in teaching creative movement in preschool and early primary grades. Topics include developmental stages, the use of small and large muscle groups and whole body movement, coordination, and the relationship of creative movement to cognitive development. Empha- sis placed on curriculum content, methods, and materials. bab`=SMT= = ^êíë=Ñçê=b^`e=qÉ~ÅÜÉê=EP=ÅêÉÇáíëF= Explores techniques for teaching visual art, dance, and music to young children. Develops lessons and curriculum in art, dance, and music and explores integration of arts education into the total preschool/primary curriculum. bab`=SMU= = `êÉ~íáîÉ=aê~ã~=b^`e=`ä~ëëêççã=EP=ÅêÉÇáíëF= Explores links between literacy, drama, story, storytelling, and dramatic play. Aids early childhood teachers to prepare children for success in reading through developmentally appropriate creative dramatic techniques by providing a cognitive and socioemotional framework for later understanding of literature and narrative. Emphasizes drama, movement, and story-making activities from children’s literature, daily life, and personal history. bab`=SNQ= = vçìåÖ=`ÜáäÇêÉå=~åÇ=íÜÉ=^êíë=ENJS=ÅêÉÇáíëF= Hands-on exploration of developmentally appropriate arts, dance, music, visual arts, and drama for children ages 3-8 years. Examines strategies and research for enhancing cognitive, socioemotional, and physical development through arts-based teaching.

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= bapm=RSN= = fåíêçÇìÅíáçå=íç=péÉÅá~ä=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= This course introduces the certification candidate to the foundation of special education, including the history, legislation/litigation, and the types and characteristics of the individuals with disabilities served in school settings. Issues such as inclusion, funding, labeling, and parental involvement are discussed. A focus of the course will be on the teacher as advocate for the student in special education. bapm=RSO= = ^ëëÉëëãÉåíW=qÜÉçêó=~åÇ=mê~ÅíáÅÉ=áå=péÉÅá~ä=bÇìÅ~íáçå=EP= ÅêÉÇáíëF= Prerequisite: EDSP 561 This course provides the student with an in-depth theoretical and practical look at assessment for students with mild to moderate learning support needs. Formal, informal, curriculum-based, and ecological systems of assessment are explored. Students review and practice measures of assessing ability, achievement, adaptive behavior, and perceptual-motor skills. Measures for diagnosing specific academic difficulties and for rating behavior will also be reviewed. Students develop IEPs and review computer software for assessment measures and IEP formats. bapm=RSP= = fåëíêìÅíáçå=~åÇ=oÉãÉÇá~íáçå=qÉÅÜåáèìÉë=áå=péÉÅá~ä= bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Prerequisite: EDSP 562 This course provides the student with an in-depth theoretical and practical look at instructional and remedial strategies and materials for children with mild to moderate learning difficulties. Modifying large and small group instruction, expectations for behavior, and the academic curriculum will be explored. Relevant assistive technology and computer software are reviewed. Focus will be placed on collaboration among regular educators, special educators, and support staff, especially as they relate to supporting students in integrated settings. bapm=RSQ= = j~å~ÖÉãÉåí=~åÇ=mêçÖê~ããáåÖ=Ñçê=içï=fåÅáÇÉåÅÉ= mçéìä~íáçåë=EP=ÅêÉÇáíëF= Prerequisite: EDSP 561 Based on a philosophy of supported inclusion, this course focuses on the assessment, instruction, behavior support, and community integration of people with low incidence disabilities and high support needs. Issues such as norma- lization, deinstitutionalization, transition, and inclusion are discussed as well as strategies for systematic instruction. bapm=RSR= = péÉÅá~ä=bÇìÅ~íáçå=pÉãáå~êW=oÉëÉ~êÅÜ=~åÇ=fëëìÉë=EP=ÅêÉÇáíëF= Prerequisites: EDUC 505 and three EDSP courses This course is designed for the graduate student to look critically at the educational, social, and political issues facing professionals in the field today. Di-

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= vergent perspectives on topics such as inclusion, assessment, classroom management, collaborative teaching, teaching training, and adult services are the basis for the course. Students develop and present positions on these and other current issues. A major course project is the development of a research proposal matched to issues facing the teacher in today’s classroom. bapm=RSS= = ^Çî~åÅÉÇ=mê~ÅíáÅìã=áå=péÉÅá~ä=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Prerequisite: Prior completion of certification coursework in Special Education Supervised field assignment arranged on an individual basis through the curriculum coordinator for special education within the school of education. As- pects of service and education to students with disabilities are explored, including assessment, development of an appropriate individualized education program, on-going instruction, and monitoring of progress. Family involvement and attention to education in the least restrictive environment will be concurrent issues associated throughout the experience. bapm=RST= = j~å~ÖáåÖ=båîáêçåãÉåíëLpìééçêíáåÖ=píìÇÉåíë=EP=ÅêÉÇáíëF= Prerequisite: EDSP 561 This course will enable the student to take the theoretical concepts of management learned in class and apply them to a classroom setting. Our focus will be on positive, proactive classroom management strategies as well as behavioral intervention strategies. Topics covered will include: comprehensive behavior management, proactive management strategies, classroom design, program design, functional analysis of behaviors, behavioral data collection, reinforce- ment strategies, behavioral intervention theories, technology assisted planning, ethical considerations, crisis intervention and prevention, generalization of behavioral programs, and student self monitoring. bapm=RSU= = `çää~Äçê~íáçå=áå=péÉÅá~ä=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Prerequisite: EDSP 561 A required course in the Master of Education in special education (with or without certification), this course provides students with both the conceptual foundations and practical skills to work in collaborative models of education, including team teaching, co-teaching, and consultative models. Collaborative relationships, including those with parents, students, professionals, and para- professionals will be emphasized. bapm=RTM= = píìÇÉåí=qÉ~ÅÜáåÖ=áå=péÉÅá~ä=bÇìÅ~íáçå=ES=ÅêÉÇáíëF= Prerequisite: Prior completion of certification coursework in Special Education and Elementary Education or a secondary content specific certification. A 14-week field experience is a requirement for all initial certifications. Stu- dents will be placed in a school or classroom with an experienced special edu

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= cation cooperating teacher where students with IEPs are educated. All aspects of the teaching experience will be covered, including planning and preparation, instruction, communication, individualization, and classroom management. bapm=RTN= = cçìåÇ~íáçåë=áå=fåÅäìëáîÉ=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Provides introductory information about special education and its role in facilitating education for students with disabilities in grades K-8 and 8-12. Topics include history, litigation, legislation, typical development, specific characteristics of atypical development, and identification of exceptionalities as identified by IDEA. Inclusion, funding, diversity, and labeling issues explored. bapm=RTO= = ^ëëÉëëãÉåí=áå=fåÅäìëáîÉ=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Provides introduction to the collaborative process of identifying and assessing students in general education classrooms who may have the need for more intensive or individualized instruction. The focus is on Cognitive and Beha- vioral Development/Assessment, components of the process in developing an IEP, and forms of formal and informal evaluation. bapm=RTP= = bÑÑÉÅíáîÉ=fåëíêìÅíáçå=áå=fåÅäìëáîÉ=bÇìÅ~íáçå= = EP=ÅêÉÇáíëF= Focuses on the collaborative process as well as Collaborative Models of deli- vering effective instruction. Taking an Evidence Based Practice perspective, this course moves from Universal Design for Learning as a primary design and organization mechanism to approaches such as Differentiated Instruction, Positive Behavior Supports, Progress Monitoring, and RTII. bapm=SNM= = fåëíêìÅíáçå~ä=~åÇ=j~å~ÖÉãÉåí=píê~íÉÖáÉë=Ñçê=íÜÉ=iÉ~êåÉê= ïáíÜ=^ìíáëã=péÉÅíêìã=aáëçêÇÉê=EP=ÅêÉÇáíëF= Course provides theoretical, methodological and applicable information in management and instruction of students diagnosed with autism spectrum disorder (ASD) or exhibiting the characteristics of a student with ASD. Intro- duces current management and teaching practices to include: applied behavior analysis (discrete trial instruction, verbal behavior, icon based communication systems (PECS). bapm=SNN= = mçëáíáîÉ=_ÉÜ~îáçê~ä=pìééçêíë=áå=íÜÉ=`ä~ëëêççã=EP=ÅêÉÇáíëF= Prerequisite: Successful completion of at least three graduate courses in Special Edu- cation. This course will provide students with information regarding the use of positive behavioral supports in the classroom and their role in assisting teachers to address academic areas and activities of daily living skills and the remediation of excessive challenging behavior. Positive behavioral support refers to our efforts at helping individuals develop and engage in socially desirable behaviors and to discontinue challenging and stigmatizing behaviors. The process features an emphasis on selecting outcomes that are meaningful from the person’s

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= perspective, individualized functional assessment, and the utilization of multiple interventions and support strategies. Topics will include the technology of positive behavior supports, evaluating behavior change programs using single subject case designs, applying learning principles to increase or decrease behavior, and maintaining behavior change. bapm=SNO=bîáÇÉåÅÉ=_~ëÉÇ=mê~ÅíáÅÉë=Ñçê=íÜÉ=iÉ~êåÉê=ïáíÜ= bñÅÉéíáçå~äáíáÉë=EP=ÅêÉÇáíëF= Course provides students an n depth look at instructional and behavioral practices for students with exceptionalities focusing on autism spectrum disorders. Currently, the approach that has the most evidence behind it for practical application is applied behavior analysis. Applied behavior analysis approaches such as discrete trial instruction, verbal behavior and pivotal response training presented. bapm=SNP= = qê~åëáíáçåW=péÉÅá~ä=bÇìÅ~íáçå=Ñêçã=pÅÜççä=íç=^Çìäí=iáÑÉ=EP= ÅêÉÇáíëF= This course will focus on transition as a defined and critical aspect of special education. As required and defined within the Individuals with Disabilities Education Act (IDEA), transition is the integral planning, service, and supports necessary to successfully culminate a student’s special education program. Various components of the movement from school to adult life will be explored in the course, including rationale, legal requirements, and the impact on general education. Self-determination and self-advocacy as well as student and family involvement will be critical areas addressed in the course. bapm=SNQ=`çããìåáÅ~íáçå=áåíÉêîÉåíáçåë=Ñçê=íÜÉ=iÉ~êåÉê=ïáíÜ=^ìíáëã= ~åÇ=líÜÉê=ÅçããìåáÅ~íáçå=aáë~ÄáäáíáÉë=EP=ÅêÉÇáíëF= Course provides a theoretical basis for communication, language skills, typical/atypical language development and communication interventions for the learner with delayed or limited language acquisition - focus on learners with ASD. Focus on developmental stages of communication; understanding the interventions for the learner with non-verbal, verbal or limited verbal communication strategies. bapm=SNR= = pÉÅçåÇ~êó=péÉÅá~ä=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= This course will focus on issues and practices related to secondary education for students in special education. Curriculum modification and differentiation will be explored in light of the needs of the secondary education student. Indi- vidual planning and decisions on academic and functional curriculum approaches will be explored.

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= bapm=SNS= = péÉÅá~ä=qçéáÅë=áå=^ìíáëã=péÉÅíêìã=aáëçêÇÉê=EP=ÅêÉÇáíëF= Course provides a knowledge base in current educational topics associated with autism spectrum disorder. Evaluation and identification of research based methodologies given an array of programs, procedures and claims current in today's media. Topic areas include: sensory integration dysfunction, functional behavioral assessment, data based decision making, school based assessment.

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= eìã~å=oÉëçìêÅÉë=j~å~ÖÉãÉåí= Jan W. Duggar, PhD, Dean of the School of Business Administration Anthony DiPrimio, PhD, Program Director jáëëáçå=pí~íÉãÉåí= The Master of Science in Human Resources Management, in conjunction with the Mission of the University, seeks to direct and inspire students to enhance their understanding of the principles and practices of managing people in contemporary organizations. The program affirms the dignity of the human person in all matters of an administrative nature. Students are encouraged to become life-long learners and to pursue professional certifications to enhance their skills. The Master's degree in Human Resources Management seeks, additionally, to instill in its students a passion for creative scholarship and imaginative use of new technology. dç~äë=çÑ=íÜÉ=mêçÖê~ã=áå=eìã~å=oÉëçìêÅÉë=j~å~ÖÉãÉåí= Four specific goals have been identified to guide program development and review: • To provide opportunities for the development of innovative and effective teaching methods rooted in an understanding of management theory and research • To provide successful professional managers with the knowledge to assume leadership roles in human resources management and in the managerial leadership community • To nurture a deep commitment to excellence in human resources management and managerial leadership as a means of service to others • To provide a supportive and cooperative learning environment that encourages students to develop their potential for study and their understanding of human resources management. péÉÅáÑáÅ=^Çãáëëáçå=oÉèìáêÉãÉåíë= In addition to the general requirements listed in Mater’s Program – Policies and Procedures, applicants whose undergraduate GPA is less than a 3.0, must submit scores from one of the following: the Miller Analogies Test (MAT), the Graduate Record Examination (GRE), or the Graduate Management Ap- titude Test (GMAT) prior to being admitted to the graduate degree program in Human Resources Management. An applicant with a GPA of less than 3.0 may submit a written petition to the Human Resources Program Director and pending approval by dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NPP=

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= the Dean may be admitted on a probationary basis. Probationary students must complete six hours of graduate coursework in the program at Holy Fam- ily, earning a GPA of at least 3.0 and a grade of B in each course to be removed from probationary status and matriculated in the program.

^Å~ÇÉãáÅ=mêçÖê~ã=~åÇ=`çìêëÉ=aÉëÅêáéíáçåë= For human resources professionals seeking to further their careers and for individuals seeking professional advancement in managerial careers, the Master of Science in Human Resources Management program offers an opportunity to study new areas of management and gain a broad understanding of their field of endeavor. The major thrust of the program is to gain knowledge of current practices in Human Resources Management. Those students interested in preparation for management careers in human resources or general management will find that the program meets their needs. `çêÉ=oÉèìáêÉãÉåíë= HURM 500 Human Resources Management 3 HURM 505 Human Resources Training and Development 3 HURM 510 Managing La bor Relations 3 HURM 515 Applied Compensation, Benefits, and 3 Retirement Plans HURM 520 Negotiating, Dispute Resolution, and 3 Campaign Management HURM 525 Organizational Communications* 3 HURM 530 Statistics and Quantitative Business Methods 3 HURM 535 Applied Employment Law 3 HURM 540 Applied Performance Management* 3 HURM 545 Policy and Strategy Formulation 3 HURM 550 Independent Research and Study (substitution 3 for this course not permitted) *Permission to substitute an elective for one of these courses may be obtained from the Pro- gram Director in Human Resources Management or School Dean as an approved academic exception. bäÉÅíáîÉë= Students may select courses from those listed below to substitute for selected core courses with the permission of the Program Director.* FINC 510 Corporate Finance for Executives 3 HURM 541 Organizational Staffing and Career 3 Advancement Planning HURM 543 Project Management 3 HURM 544 Managing Human Resources in Global 3 Organizations

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= *Availability of elective courses is dependent on student enrollment. aÉÖêÉÉ=oÉèìáêÉãÉåíë= The requirements for the Master of Science in Human Resources Manage- ment are 33 credits, which include the core requirements, or those electives approved by the Program Director/School Dean through academic exceptions. pìÖÖÉëíÉÇ=páñJpÉãÉëíÉê=mêçÖê~ã= The following is a sample curriculum outline for part-time students: First Semester – Fall HURM 500 Human Resources Management 3 HURM 505 Human Resources Training and Development 3 Second Semester – Spring HURM 510 Managing Labor Relations 3 HURM 515 Applied Compensation, Benefits, and 3 Retirement Plans Third Semester – Summer I HURM 520 Negotiating, Dispute Resolution, and 3 Campaign Management Fourth Semester – Summer II HURM 525 Organizational Communications 3 HURM 530 Statistics and Quantitative Business Methods 3 Fifth Semester – Fall HURM 535 Applied Employment Law 3 HURM 540 Applied Performance Management 3 Sixth Semester – Spring HURM 545 Policy and Str ategy Formulation 3 HURM 550 Independent Research and Study 3

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= eìã~å=oÉëçìêÅÉ=j~å~ÖÉãÉåí=`çìêëÉ=aÉëÅêáéíáçåë= `çêÉ=`çìêëÉë= eroj=RMM= = eìã~å=oÉëçìêÅÉë=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= A broad-scope survey course designed to provide general understanding of the major functions associated with human resources administration. The course will examine human resources theories and practices. The focus will be on the human resources executive’s role in a corporate organizational environment. Special emphasis will be given to management decision-making in complex employee relations. eroj=RMR= = eìã~å=oÉëçìêÅÉë=qê~áåáåÖ=~åÇ=aÉîÉäçéãÉåí=EP=ÅêÉÇáíëF= The course presents approaches to organizational training and development. Adult learning theory and practice will be analyzed, and various techniques and approaches to evaluation of training effectiveness will be reviewed. Mod- els of organizational training needs assessment will be developed and analyzed. The focus of the course will be on the theory of adult learning and its application to the development of management training. eroj=RNM= = j~å~ÖáåÖ=i~Äçê=oÉä~íáçåë=EP=ÅêÉÇáíëF= The course analyzes union and management policy formulation. Issues in un- ionization and administering unionized personnel will be examined with a view toward union-management cooperation. The influence of applicable labor law legislation and the body of labor law cases also will be examined. eroj=RNR= = ^ééäáÉÇ=`çãéÉåë~íáçåI=_ÉåÉÑáíëI=~åÇ=oÉíáêÉãÉåí=mä~åë=EP= ÅêÉÇáíëF= The course will consist of three discrete modules. Modules will be intense, in-depth, focused studies of compensation, employee benefit plans, and retirement plans. eroj=ROM= = kÉÖçíá~íáåÖI=aáëéìíÉ=oÉëçäìíáçåI=~åÇ=`~ãé~áÖå= j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= The course will examine management strategies for dealing with union organizing, negotiations, pressure tactics, grievances/arbitration systems, and management strategies for successful negotiating. eroj=ROR= = lêÖ~åáò~íáçå~ä=`çããìåáÅ~íáçåë=EP=ÅêÉÇáíëF= This course is based on the study of organizational communication theories and applications. The emphasis will be on strategies for the development of appropriate communication systems. Strategies and techniques will be examined for building personal communication capabilities and understanding

NPS= eçäó=c~ãáäó=råáîÉêëáíó=

= erj^k= obplro`bp= j^k^dbjbkq =

= the nature and scope of organizational communications and information systems. The focus of the course will be on organizational communication as a management function to disseminate information and as a link in the hierar- chical structure and flow of authority. eroj=RPM= = pí~íáëíáÅë=~åÇ=nì~åíáí~íáîÉ=_ìëáåÉëë=jÉíÜçÇë=EP=ÅêÉÇáíëF= The course will cover statistical methods used in business research, reports, and analysis. The emphasis of the course will be on rationale, assumptions, techniques, and interpretations of statistical methods. eroj=RPR= = ^ééäáÉÇ=bãéäçóãÉåí=i~ï=EP=ÅêÉÇáíëF= The course consists of three discrete modules. Modules are an intense, in-depth, focused study of three major employment laws: the Family and Medical Leave Act, the Civil Rights Acts, and Workers’ Compensation. eroj=RQM= = ^ééäáÉÇ=mÉêÑçêã~åÅÉ=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= The course will consist of three discrete modules. Modules will be intense, in-depth, focused studies and analyses of three major approaches to performance management. Module I will examine and analyze strategies to manage strategic change. Module II will examine strategies for restructuring organizations and reorganizing workflow. Module III will examine ways to develop and sustain productivity in work groups. eroj=RQR= = mçäáÅó=~åÇ=píê~íÉÖó=cçêãìä~íáçå=EP=ÅêÉÇáíëF= Capstone course will focus on administering human resources policies. The course will integrate and provide the opportunity to apply the knowledge and skills acquired in prior courses and actual work experience in the area of strategic planning and leadership. eroj=RRM= = fåÇÉéÉåÇÉåí=oÉëÉ~êÅÜ=~åÇ=píìÇó=EP=ÅêÉÇáíëF= Each student will be required to conduct an independent study of a selected human resources or management problem. Research will be conducted under the supervision of a graduate faculty advisor and must result in a paper suitable for publication. bäÉÅíáîÉ=`çìêëÉë= cfk`=RNM= = `çêéçê~íÉ=cáå~åÅÉ=Ñçê=bñÉÅìíáîÉë=EP=ÅêÉÇáíëF= This course focuses on non-financial managers and executives making decisions based on corporate financial data. Areas of concentration include financial responsibility and ethics, analysis and use of financial statements, allocation of capital and strategic budgeting, cash flow forecasting, cash management, corporate valuation, cost of capital, and alternative financing sources both in domestic and international operations.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NPT=

= j^pqbop D=abdobb= moldo^jp =

= eroj=RQN= = lêÖ~åáò~íáçå~ä=pí~ÑÑáåÖ=~åÇ=`~êÉÉê=^Çî~åÅÉãÉåí= mä~ååáåÖ=EP=ÅêÉÇáíëF= The course will focus on the strategies for attracting, recruiting, assessing, and selecting managerial, technical, professional, and executive personnel. The course also will provide an examination of various approaches to human resources succession planning. Aspects of Human Resources Management theories and practices will be examined. Current employment law relative to staffing and succession planning will be presented for review and discussion. The course will emphasize the use of computer systems to support human resources planning. eroj=RQP= = mêçàÉÅí=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= The course will present the life-cycle approach to managing projects, beginning with project initiation concerns and ending with project completion. Project planning and scheduling will be given the most emphasis, using techniques like PERT, CPM, and others. eroj=RQQ= = j~å~ÖáåÖ=eìã~å=oÉëçìêÅÉë=áå=däçÄ~ä=lêÖ~åáò~íáçåë=EP= ÅêÉÇáíëF= The course will examine the issues and challenges of managing human resources in organizations with extensive international business operations. The course will prepare students to lead people and organizations in an international environment. Trends in motivation, cross-cultural communications, and negotiations will be included in the topics covered. Students will gain an understanding of cross-cultural leadership styles while focusing on organizational development, Human Resources Management issues, and management processes in a global context.

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= fåÑçêã~íáçå=póëíÉãë=j~å~ÖÉãÉåí= Jan W. Duggar, PhD, Dean of the School of Business Administration Thomas B. Martin, PhD, Program Director jáëëáçå=pí~íÉãÉåí= The ISYM program is designed to prepare students to become leaders in the use of information systems for the benefit of organizations and society. This program of study focuses on educating the students about the development and use of information systems as decision-making and problem-solving tools. The program also is intended to develop an understanding of the managerial issues encountered in the operation or introduction of information systems in organizations, particularly, how these tools can be used to gain a competitive edge and to re-engineer an organization. dç~äë=çÑ=íÜÉ=fåÑçêã~íáçå=póëíÉãë=j~å~ÖÉãÉåí=mêçÖê~ã= Five specific goals have been identified to guide program development and review: • To provide students with a strong foundation of management and leadership skills as well as an advanced understanding of information systems and its integrated role in business today • To provide opportunities for the development of innovative and effective teaching methods rooted in an understanding of management theory and research • To provide successful professional managers with the flexibility to assume leadership roles in Information Systems Management and in managerial leadership • To develop a deep commitment to excellence in information systems management and managerial leadership as a means of service to others • To provide a supportive and cooperative learning environment that encourages students to develop their potential for study and their understanding of Information Systems Management. péÉÅáÑáÅ=^Çãáëëáçå=oÉèìáêÉãÉåíë= In addition to the general requirements listed in Master’s Program – Policies and Procedures, applicants whose undergraduate GPA is less than a 3.0, must submit scores from the Miller Analogies Test (MAT), the Graduate Record Examination (GRE), or the Graduate Management Aptitude Test (GMAT) prior to being admitted to the graduate degree program in Information Sys- tems Management. An applicant with a GPA of less than 3.0 may submit a dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NPV=

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= written petition to the Information Systems Management Program Director and pending approval by the Dean may be admitted on a probationary basis. Probationary students must complete six hours of graduate coursework in the program at Holy Family, earning a GPA of at least 3.0 and a grade of B in each course to be removed from probationary status and matriculated in the Master of Science program. Students entering the program from a non-related field may be required to take prerequisite courses.

^Å~ÇÉãáÅ=mêçÖê~ã=~åÇ=`çìêëÉ=aÉëÅêáéíáçåë= Students with an information systems background will acquire critical management and operational skills that will allow them to assume leadership positions within their organizations. Students with no technology background will be given a comprehensive understanding of information systems and the pivotal role it plays in virtually every business discipline. The program will provide the leading-edge knowledge and skills necessary to succeed in today’s global, technology-driven business world. Students will be required to take 11 courses for a total of 33 credits. The entire program can be completed in just six semesters, less than two years. Courses are held on Saturdays and weeknights. oÉÅçããÉåÇÉÇ=`çìêëÉë= FINC 510 Corporate Finance for Executives 3 ISYM 500 Information Systems Management 3 ISYM 545 Legal & Ethical Issues in Information Systems 3 Management ISYM 510 Computer Networks and the Internet 3 ISYM 520 Electronic Commerce 3 ISYM 525 Information Security 3 ISYM 530 Communications Applications 3 ISYM 541 Computer Forensics 3 ISYM 540 Current Topics in Information Systems 3 Management ISYM 543 Project Management 3 ISYM 550 Independent Study and Research 3 (No substitution permitted) Permission to substitute an elective for one of these courses may be obtained from the Program Director in Information Systems Management or School Dean as an approved academic exception. =

NQM= eçäó=c~ãáäó=råáîÉêëáíó=

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= bäÉÅíáîÉë= HURM 525 Organizational Communications 3 HURM 530 Statistics & Quantitative Business Methods 3 HURM 500 Human Resources Management 3 Availability of elective course is dependent on student enrollment. aÉÖêÉÉ=oÉèìáêÉãÉåíë= The requirements for the Master of Science degree in Information Systems Management are 33 credits, which include the core requirements, and those electives approved by the Program Director/School Dean as an academic exception and a cumulative GPA of at least 3.0. pìÖÖÉëíÉÇ=páñJpÉãÉëíÉê=mêçÖê~ã= First Semester — Fall ISYM 500 Information Systems Management 3 ISYM 545 Legal & Ethical Issues in Information Syste ms 3 Second Semester —Spring ISYM 510 Computer Networks and the Internet 3 ISYM 520 Electronic Commerce 3 Third Semester — Summer I ISYM 530 Communications Applications 3 Fourth Semester — Summer II ISYM 540 Current Topics in Information Systems 3 Manage ment Fifth Semester — Fall ISYM 525 Information Security 3 FINC 510 Corporate Finance for Executives 3 Sixth Semester — Spring ISYM 541 Computer Forensics 3 ISYM 543 Project Management 3 ISYM 550 Independent Study and Research 3

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NQN=

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= fåÑçêã~íáçå=póëíÉãë=j~å~ÖÉãÉåí=`çìêëÉ=aÉëÅêáéíáçåë= cfk`=RNM= = `çêéçê~íÉ=cáå~åÅÉ=Ñçê=bñÉÅìíáîÉë=EP=ÅêÉÇáíëF= This course focuses on non-financial managers and executives making decisions based on corporate financial data. Areas of concentration include financial responsibility and ethics, analysis and use of financial statements, allocation of capital and strategic budgeting, cash flow forecasting, cash management, corporate valuation, cost of capital, and alternative financing sources both in domestic and international operations. fpvj=RMM= = fåÑçêã~íáçå=póëíÉãë=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= In today’s digital firm there is no escaping the opportunities and challenges that technology brings. This course focuses on understanding the nature of the digital firm and the key issues in organizing and managing it. Managers of digital firms need to identify the challenges facing their firms, understand the technologies that will help them meet these challenges, design business processes to take advantage of the technologies, and create management procedures and policies to implement the required changes. fpvj=RNM= = `çãéìíÉê=kÉíïçêâë=~åÇ=íÜÉ=fåíÉêåÉí=EP=ÅêÉÇáíëF= The objective of the course is to cover the entire subject matter of computer networks. The course is comprehensive, covering topics ranging from personal area networks to wide area networks, network wiring to network applications, and wired to wireless networks. A primary focus is the Internet because it is a revolutionary technology that is profoundly changing our world. fpvj=ROM= = bäÉÅíêçåáÅ=`çããÉêÅÉ=EP=ÅêÉÇáíëF= The focus will be on the essentials of establishing an image and communica- tive environment with key audiences on the Internet. Course content will include a review of the history, demographics, features, and benefits of marketing on the Internet. fpvj=ROR= = fåÑçêã~íáçå=pÉÅìêáíó=EP=ÅêÉÇáíëF= More and more critical information is being created, transmitted, and archived by computers. This ever-growing reliance on technology has made computer security a higher priority than ever before, yet the pace of computer development has far outstripped the improvements in computer security. This course will give a comprehensive understanding of the issues of data integrity and security found in the corporate workplace. Topics discussed will include virus- es, firewalls, and the protection of networked systems. fpvj=RPM= = `çããìåáÅ~íáçåë=^ééäáÅ~íáçåë=EP=ÅêÉÇáíëF= The course will include focuses on videoconferencing and presentations, mo- bile communications, and the Internet telephony. Design techniques, technologies required, analysis, system/hardware design, development, implemen-

NQO= eçäó=c~ãáäó=råáîÉêëáíó=

= fkcloj^qflk= pvpqbjp= j^k^dbjbkq =

= tation, and maintenance/operation of the above systems are presented in an applications-oriented environment. fpvj=RQM= = `ìêêÉåí=qçéáÅë=áå=fåÑçêã~íáçå=póëíÉãë=j~å~ÖÉãÉåí=EP= ÅêÉÇáíëF= This course examines and evaluates current issues related to Information Sys- tems Management. The focus is on how technology will change business processes, operations, and profitability. The structure of the course is designed to enhance the students’ knowledge of current technology developments relevant to information technology and management. fpvj=RQN= = `çãéìíÉê=cçêÉåëáÅë=EP=ÅêÉÇáíëF= This course provides an introduction to computer forensics. It is intended for graduate students who have some understanding of networks, software, and database management but not necessarily any background in computer forensics. Coursework will include computer forensics fundamentals, forensic accounting, fraud examination, and legal and ethical issues related to cybercrime. fpvj=RQP= = mêçàÉÅí=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= This course is taught from the perspective that project management is more behavioral than quantitative. Organizational behavior and structuring are presented prior to quantitative methods of planning, scheduling, cost control, and estimating. Throughout the course, the behavioral and quantitative aspects of project management are related to the three elements of all projects: time, cost, and performance. Case studies and discussion topics are presented in order to encourage student participation in project topics that are challenging and stimulating. fpvj=RQR= = iÉÖ~ä=~åÇ=bíÜáÅ~ä=fëëìÉë=áå=fåÑçêã~íáçå=póëíÉãë= j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= This course will provide students with the opportunity to evaluate their personal and professional ethical systems in the light of the values that have shaped our contemporary culture. Students will examine ways to address ethical, moral, and legal problems encountered in the course of carrying out the duties, responsibilities, and decision-making in their daily work lives. fpvj=RRM= = fåÇÉéÉåÇÉåí=píìÇó=~åÇ=oÉëÉ~êÅÜ=EP=ÅêÉÇáíëF= Each student will be required to conduct an independent study of a current topic in Information Systems Management. The results of the study will be described and documented in a formal paper.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NQP=

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= =

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= kìêëáåÖ= Christine M. Rosner, PhD, Dean, School of Nursing and Allied Health Professions Ana Maria Catanzaro, PhD, Program Chair jáëëáçå=pí~íÉãÉåí= The mission of the MSN program is to prepare nurse leaders to practice in diverse health care settings. The MSN program is committed to the provision of high quality graduate education that instills in the MSN graduate a responsibility to God, humanity, the nursing profession, and self.

^ÅÅêÉÇáí~íáçå= The graduate nursing program is fully accredited by the Commission on Col- legiate Nursing Education (CCNE) and is approved by the Pennsylvania De- partment of Education. Contact information for the CCNE is: Commission on Collegiate Nursing Education One DuPont Circle, NW Washington, DC 20036-1120 Fax 202-887-8476 www.aacn.nche.edu dç~äë=çÑ=j~ëíÉê=çÑ=pÅáÉåÅÉ=áå=kìêëáåÖ=mêçÖê~ã= The School of Nursing and Allied Health Professions is committed to the development of master’s prepared nurses. Accordingly, the MSN program: • Provides a graduate nursing curriculum that is tailored to address current and future global health care needs and issues in a variety of health care settings • Prepares graduates for certification in selected specialty areas of nursing, community health, nursing education, and nursing administration • Provides a foundation for doctoral study. péÉÅáÑáÅ=^Çãáëëáçå=oÉèìáêÉãÉåíë= In addition to the general admission requirements previously outlined, appli cants must possess the following qualifications for admission to the Master of Science in Nursing program: • Applicants must submit evidence of current licensure as a registered nurse in the United States, two professional references (e.g., faculty member, employer, supervisor, professional colleague), and a professional resume. • Applicant must have earned a BSN from a CCNE or NLNAC accredited program, or • Must have graduated from an NLNAC accredited nursing program and have a BS or BA in a related area. Applicants who do not have a BSN from an accredited program, must meet BSN equivalent competencies in dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NQR=

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= nursing leadership, research, and community/public health nursing as prerequisites to identified courses (see BSN Equivalent Competencies). BSN competencies may be met through collegiate coursework after admission. In addition, an undergraduate statistics course with a grade of C or higher must be completed prior to enrolling in graduate research courses.

_pk=bèìáî~äÉåí=`çãéÉíÉåÅáÉë= Students admitted without BSN degrees must complete the BSN equivalent competencies as prerequisites to specific courses: • Research prior to enrolling in NURS 508 • Leadership prior to enrolling in NURS 505 • Community health prior to enrolling in NURS 507 • Statistics prior to enrolling in NURS 508.

^Å~ÇÉãáÅ=mêçÖê~ã=aÉëÅêáéíáçå= Students enrolled in the Master of Science in Nursing program at Holy Fami- ly University are introduced to an interdisciplinary curriculum grounded by professional nursing standards, ethical and moral precepts, and scientific principles. Students have the opportunity to choose from three areas of concentration: Community Health Nursing, Nursing Education, or Nursing Adminis- tration. Each concentration requires 39 credits, distributed as follows: • The core curriculum requirements provide a strong knowledge foundation in nursing theory, research, health policy, ethics, and health promotion (18 credits) • Concentration requirements enhance knowledge in areas related to the chosen specialty (6-9 credits) • Nursing role specialty requirements allow students to focus on developing advanced knowledge, skills, and practical experience in roles related to selected areas of nursing practice (12-15 credits). jpk=`çêÉ=oÉèìáêÉãÉåíë=ENU=ÅêÉÇáíëF= NURS 501 Theoretical Foundations for Nursing 3 NURS 505 Health Policy, Organization, and Financ ing 3 NURS 506 Professional Ethics: Theory and Practice 3 NURS 507 Health Promotion Across the Lifespan 3 NURS 508 Research Methods I 3 NURS 509 Research Methods II 3 `çããìåáíó=eÉ~äíÜ=kìêëáåÖ=`çåÅÉåíê~íáçå=aÉëÅêáéíáçå=~åÇ= `çãéÉíÉåÅáÉë= The community health nursing concentration prepares nurses to assume roles in a variety of settings. The focus of practice is to promote and protect the

NQS= eçäó=c~ãáäó=råáîÉêëáíó=

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= health of populations. Key skills in leadership, epidemiology, program planning, and evaluation are developed. Skills in community organization, grant writing, and program management are also developed. At the completion of the course of study graduates are able to: • Analyze variables relevant to defined public health problems • Design evidence-based multilevel interventions to address identified health problems of at-risk populations • Collaborate with community partners in the development of health programs and initiatives that address at risk populations • Apply cultural competency skills in the delivery of population-based services • Use information technology to plan, implement, and evaluate services to communities • Develop strategies to evaluate and monitor program performance. `çåÅÉåíê~íáçå=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= NURS 504 Principles of Epidemiology 3 NURS 524 Nursing Adminis tration: Strategic and 3 Financial Management in Health Care Organizations Elective Graduate level course (requires approval of MSN chair) 3 Community Health Nursing students who are participating in the Nurse Fa- culty Loan Program must take NURS 542: Teaching and Learning in Nurs- ing: Theories and Strategies. kìêëáåÖ=oçäÉ=péÉÅá~äíó=oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíëF= NURS 581 Advanced Community Health Nursing I 3 NURS 582 Practicum: Advanced Community Health 3 Nursing I NURS 583 Advanced Community Health Nursing II 3 NURS 584 Practicum: Advanced Community Health 3 Nursing kìêëáåÖ=bÇìÅ~íáçå=`çåÅÉåíê~íáçå=aÉëÅêáéíáçå=~åÇ= `çãéÉíÉåÅáÉë= The Nursing Education concentration prepares nurses to assume roles as educators in a variety of educational and health care settings. Selected roles include faculty in nursing programs, staff development educators in health care organizations, providers of continuing education, or health educators in community agencies. The concentration provides a foundation for doctoral education for graduates who desire to teach in baccalaureate programs. A focus on clinical practice provides the basis for the educator role. dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NQT=

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= At the completion of the course of study, graduates are able to: • Apply theory-based teaching strategies to facilitate learning in educational health care settings • Integrate advanced theoretical knowledge in a selected clinical area into the nurse educator role • Participate in the development, implementation, and evaluation of nursing and/or health related curricula • Implement evidence-based assessment and evaluation methods • Analyze issues and trends in nursing and health education to inform program development • Use information technologies skillfully to support the teaching-learning process. `çåÅÉåíê~íáçå=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= NU RS 542 Teaching and Learning in Nursing: Theories 3 and Strategies NURS 543 Curriculum Development in Nursing 3 Education NURS 544 Assessment and Evaluation of Learning 3 Outcomes in Nursing kìêëáåÖ=oçäÉ=péÉÅá~äíó=oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíëF= NURS 561 Adva nced Clinical Theory 3 NURS 562 Advanced Clinical Practicum 3 NURS 563 Nurse Educator Role Seminar 3 NURS 564 Nurse Educator Role Practicum 3 kìêëáåÖ=^Çãáåáëíê~íáçå=`çåÅÉåíê~íáçå=aÉëÅêáéíáçå=~åÇ= `çãéÉíÉåÅáÉë= The Nursing Administration concentration prepares nurses to assume roles as leaders and managers in a variety of settings within a dynamic health care delivery system. At the completion of the course of study graduates are able to: • Apply advanced leadership and management skills in diverse health care settings • Utilize a model of nursing care delivery based on an articulated vision of nursing practice • Organize the delivery of patient care services based on standards of professional practice, standards of quality care, and the parameters of regulatory and accrediting agencies • Manage financial resources effectively and efficiently in the delivery of health care services

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= • Apply human resource management skills in health care organizations • Demonstrate basic competence in information and management technology. `çåÅÉåíê~íáçå=oÉèìáêÉãÉåíë=EV=ÅêÉÇáíëF= NURS 524 Nursing Administration: Strategic and 3 Financial Management in Health Care Organizations eìã~å=oÉëçìêÅÉ=j~å~ÖÉãÉåí=bäÉÅíáîÉë=EÅÜççëÉ=íïç= ÅçìêëÉëF= HURM 500 Human Resources Management 3 HURM 510 Managing Labor Relations 3 HURM 525 Organizational Communications 3 HURM 535 Applied Employment Law 3 HURM 540 Applied Performance Management 3 HURM 543 Project Management 3 Nursing Administration students who are participating in the Nurse Faculty Loan program must take NURS 542; Teaching and Learning in Nursing: Theories and Strategies kìêëáåÖ=oçäÉ=péÉÅá~äíó=oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíëF= NURS 571 Nursing Administration in Health Care 3 Organizations I NURS 572 Nursing Administration Practicum I 3 NURS 573 Nurs ing Administration in Health Care 3 Organizations II NURS 574 Nursing Administration Practicum II 3 mçëíJj~ëíÉêÛë=`ÉêíáÑáÅ~íÉ=mêçÖê~ãë= Two post-master’s certificate programs are offered: a post-master’s certificate program in Nursing Education and a post-master’s certificate program in Nursing Administration. The requirement for admission to the Post-Master’s Certificate Programs is the same as for the MSN program. mçëíÓj~ëíÉêÛë=`ÉêíáÑáÅ~íÉ=mêçÖê~ã=áå=kìêëáåÖ=bÇìÅ~íáçå=ENR= ÅêÉÇáíëF= NURS 542 Teaching and Learning in Nursing: Theories 3 and Strategies NURS 543 Curriculum Development in Nursing 3 Education NURS 544 Assessment and Evaluation of Learning 3 Outcomes in Nursing

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NQV=

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= NURS 563 Nurse Educator Role Seminar 3 NURS 564 Nurse Educator Role Practicum 3 mçëíÓj~ëíÉêÛë=`ÉêíáÑáÅ~íÉ=mêçÖê~ã=áå=kìêëáåÖ=^Çãáåáëíê~íáçå= ENR=ÅêÉÇáíëF= NURS 524 Nursing Administration: Strategic and 3 Financial Management in Health Care Organizations NURS 571 Nursing Administration in Healt h Care 3 Organizations I NURS 572 Nursing Administration Practicum I 3 NURS 573 Nursing Administration in Health Care 3 Organizations II eìã~å=oÉëçìêÅÉë=j~å~ÖÉãÉåí=bäÉÅíáîÉ=EÅÜççëÉ=çåÉ=ÅçìêëÉFW= HURM 500 Human Resources Management 3 HURM 510 Managing La bor Relations 3 HURM 525 Organizational Communications 3 HURM 535 Applied Employment Law 3 HURM 540 Applied Performance Management 3 HURM 543 Project Management 3 mê~ÅíáÅìã=oÉèìáêÉãÉåíë= Students in the Community Health, Nursing Education, and Nursing Ad- ministration concentrations must complete a minimum of 240 hours of supervised practicum experience. Students work with faculty to select appropriate sites and relevant learning experiences. Practicum courses are taken concurrently with theory courses toward the end of the program. Students must hold current licensure in the state in which they take the practicum, provide evidence of malpractice insurance, and meet all health and criminal background clearance requirements of Holy Family University and the agency in which the practicum will be completed.

`çãéêÉÜÉåëáîÉ=mçêíÑçäáç= All students must successfully complete a comprehensive portfolio in their last semester. Students who do not successfully complete the comprehensive portfolio are advised about deficiencies and given an opportunity to address the failed areas.

NRM= eçäó=c~ãáäó=råáîÉêëáíó=

= = pÅÜççä=kìêëÉ=`ÉêíáÑáÅ~íáçå=mêçÖê~ã= In collaboration with Eastern University, Holy Family University offers coursework for School Nurse Certification. At the completion of the program, students are eligible to apply for Pennsylvania School Nurse Certification. This program may be completed as part of the Master of Science in Nursing, requiring a minimum of 12 additional credits over the 39 required credits, or separately as a certificate program only. péÉÅáÑáÅ=^Çãáëëáçå=oÉèìáêÉãÉåíë= In addition to the MSN admission requirements, applicants must meet the following conditions: • BSN degree • Undergraduate GPA of 3.0 or better on a 4.0 scale • Two undergraduate mathematics courses and two English courses (Eng- lish composition and American/English literature.) mêçÖê~ã=`çìêëÉ=oÉèìáêÉãÉåíë=ENO=ÅêÉÇáíë=~åÇ=~=NMM=Üçìê= éê~ÅíáÅìãF= • Foundations of American Education: Holy Family University • The School Nurse and the Exceptional Child: Eastern University Hybrid Online • Legal and Mandated Responsibilities of School Nurses: Eastern University Hybrid Online • Practicum and Field Experience (100 hours): Holy Family University.

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= kìêëáåÖ=`çìêëÉ=aÉëÅêáéíáçåë= krop=RMN= = qÜÉçêÉíáÅ~ä=cçìåÇ~íáçåë=Ñçê=kìêëáåÖ=EP=ÅêÉÇáíëF= Prerequisites: BSN Equivalent Competencies in Statistics and Research Foundational components of nursing science are explored. Analysis of theory development provides the basis for understanding theory-research-practice as a dialectic process. Students are prepared to assume leadership roles in expanding the boundaries of theory-based health care practice. krop=RMQ= = mêáåÅáéäÉë=çÑ=béáÇÉãáçäçÖó=EP=ÅêÉÇáíëF= Prerequisites: BSN Equivalent Competencies in Statistics and Research. A basis for the study of the determinants of health and illness in the community is provided. Application of epidemiologic principles and biostatistics to nursing practice and the delivery of health services are emphasized. krop=RMR= = eÉ~äíÜ=mçäáÅóI=lêÖ~åáò~íáçåI=~åÇ=cáå~åÅáåÖ=EP=ÅêÉÇáíëF= Prerequisites: BSN Equivalent Competency in Leadership. The relationships among health policy, organization, and financing of health care services are examined, with emphasis on cost, quality, access, and equity of care. The leadership role of nurses in the formation of health policy is explored. krop=RMS= = mêçÑÉëëáçå~ä=bíÜáÅëW=qÜÉçêó=~åÇ=mê~ÅíáÅÉ=EP=ÅêÉÇáíëF= The evolution of the professional codes of ethics and theories grounding professional ethics are discussed. The course highlights ethical competence required for professionals to respond individually and collectively to contemporary ethical challenges in a pluralistic society. krop=RMT= = eÉ~äíÜ=mêçãçíáçå=^Åêçëë=íÜÉ=iáÑÉëé~å=EP=ÅêÉÇáíëF= Prerequisites: BSN Equivalent Competencies in Community Health Nursing Healthy People 2020 serves as the basis for assessing current health risks and behaviors across the lifespan. Strategies to reduce selected health risk behaviors are developed and evaluated. krop=RMU= = oÉëÉ~êÅÜ=jÉíÜçÇë=f=EP=ÅêÉÇáíëF= Prerequisites: BSN Equivalent Competencies in Statistics and Research. Recom- mended: NURS 501 Quantitative and qualitative research methods are examined. Using the research process, students identify researchable nursing issues, review relevant literature, select theoretical frameworks, and develop research questions and hypotheses.

NRO= eçäó=c~ãáäó=råáîÉêëáíó=

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= krop=RMV= = oÉëÉ~êÅÜ=jÉíÜçÇë=ff=EP=ÅêÉÇáíëF= Prerequisite: NURS 508 Quantitative and qualitative research designs are examined. Ethical, so- cio-political, cultural, and legal issues in research are discussed. Data collection and data analytic methods are explored in the development of research proposals. krop=ROQ= = kìêëáåÖ=^Çãáåáëíê~íáçåW=píê~íÉÖáÅ=~åÇ=cáå~åÅá~ä= j~å~ÖÉãÉåí=áå=eÉ~äíÜ=`~êÉ=lêÖ~åáò~íáçåë=EP=ÅêÉÇáíëF= Topics include strategic planning, marketing, cost-effectiveness analysis, and budgeting as they are applied by nurses practicing in administrative positions in health care organizations. Use of information management systems in decision-making is explored. krop=RQO= = qÉ~ÅÜáåÖ=~åÇ=iÉ~êåáåÖ=áå=kìêëáåÖW=qÜÉçêáÉë=~åÇ=píê~íÉÖáÉë= EP=ÅêÉÇáíëF= Theories of learning are analyzed as the basis for selecting teaching methods in nursing education. The impact of teaching strategies, learning experiences, resources, and technology to facilitate learning is evaluated. krop=RQP= = `ìêêáÅìäìã=aÉîÉäçéãÉåí=áå=kìêëáåÖ=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= The practice discipline of nursing serves as the foundation for the curriculum building process. Factors influencing curricular development are applied in the creation of a curricular model in nursing education. krop=RQQ= = ^ëëÉëëãÉåí=~åÇ=bî~äì~íáçå=çÑ=iÉ~êåáåÖ=lìíÅçãÉë=áå= kìêëáåÖ=EP=ÅêÉÇáíëF= Assessment, measurement, and evaluation processes for nursing education are examined. Strategies for evaluating student outcomes in classroom and clinical settings are explored. krop=RSN= = ^Çî~åÅÉÇ=`äáåáÅ~ä=qÜÉçêó=EP=ÅêÉÇáíëF= Corequisite: NURS 562 Students choose a clinical focus and study with faculty who have expertise in the fields of adult health, psych/mental health, gerontology, community nursing, maternity, or children’s health. Selected concepts related to the specialty area are emphasized. The role of the nurse in the designated clinical area is explored. krop=RSO= = ^Çî~åÅÉÇ=`äáåáÅ~ä=mê~ÅíáÅìã=EP=ÅêÉÇáíëF= Corequisite: NURS 561 Theoretical concepts are integrated into clinical practice. Students select a specialty area and collaborate with a preceptor at the Master’s or Doctoral level to provide nursing care to a selected clinical population.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NRP=

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= krop=RSP= = kìêëÉ=bÇìÅ~íçê=oçäÉ=pÉãáå~ê=EP=ÅêÉÇáíëF= Corequisite: NURS 564. In a seminar format concepts related to the role of the nurse educator are discussed. Issues and trends in rapidly changing education and health care environments are examined for their effect on nursing education. krop=RSQ= = kìêëÉ=bÇìÅ~íçê=oçäÉ=mê~ÅíáÅìã=EP=ÅêÉÇáíëF= Corequisite: NURS 563 The role of the nurse educator is emphasized. With faculty guidance the student selects an educational practice site and works with a preceptor at the Master’s or Doctoral level to apply concepts of teaching/learning, curriculum, and evaluation of classroom and clinical settings. krop=RTN= = kìêëáåÖ=^Çãáåáëíê~íáçå=áå=eÉ~äíÜ=`~êÉ=lêÖ~åáò~íáçåë=f=EP= ÅêÉÇáíëF= Corequisite: NURS 572. The role of the nurse administrator in health care organizations is explored. Emphasis is placed on management and leadership theories within the context of organizational systems that provide interdisciplinary health care services. krop=RTO= = kìêëáåÖ=^Çãáåáëíê~íáçå=mê~ÅíáÅìã=f=EP=ÅêÉÇáíëF= Corequisite: NURS 571. With faculty guidance, students select a practicum site and preceptor at the Master’s or Doctoral level to explore the role of the nurse administrator. Em- phasis is placed on organizational systems. Opportunity is provided to discuss practicum experiences in seminars. krop=RTP= = kìêëáåÖ=^Çãáåáëíê~íáçå=áå=eÉ~äíÜ=`~êÉ=lêÖ~åáò~íáçåë=ff=EP= ÅêÉÇáíëF= Corequisite: NURS 574 Focus is placed on the skills needed for the effective practice of nursing administration. Human resource management in union and non-union environments is explored. Establishing professional practice environments that empower nurses to provide quality care is emphasized. krop=RTQ= = kìêëáåÖ=^Çãáåáëíê~íáçå=mê~ÅíáÅìã=ff=EP=ÅêÉÇáíëF= Corequisite: NURS 573 With faculty guidance, students select a practicum site and preceptor at the Master’s or Doctoral level to explore the issues involved in managing human resources and establishing a work environment where professional nurses can provide quality care. Opportunity is provided to discuss practicum experiences in seminars.

NRQ= eçäó=c~ãáäó=råáîÉêëáíó=

= j^pqbop D=abdobb= moldo^jp =

= krop=RUN= = ^Çî~åÅÉÇ=`çããìåáíó=eÉ~äíÜ=kìêëáåÖ=f=EP=ÅêÉÇáíëF= Corequisite: NURS 582 Theoretical foundations for advanced nursing practice in the community are examined. Principles of public health sciences are applied to enhance the health status of populations. krop=RUO= = mê~ÅíáÅìãW=^Çî~åÅÉÇ=`çããìåáíó=eÉ~äíÜ=kìêëáåÖ=f=EP= ÅêÉÇáíëF= Corequisite: NURS 581 Students integrate theory, practice, and research in this preceptored practicum. Students select a clinical practice site and preceptor at the Master's or Doctoral level, develop the initial phases of a community health project, and have the opportunity to develop a leadership role in community-focused care. krop=RUP= = ^Çî~åÅÉÇ=`çããìåáíó=eÉ~äíÜ=kìêëáåÖ=ff=EP=ÅêÉÇáíëF= Corequisite: NURS 584 Varied roles of the nurse in community-focused aggregate-based care are examined. Students apply management, leadership, and social change theory to selected community systems. krop=RUQ= = mê~ÅíáÅìãW=^Çî~åÅÉÇ=`çããìåáíó=eÉ~äíÜ=kìêëáåÖ=ff=EP= ÅêÉÇáíëF= Corequisite: NURS 583 Theory and research-based strategies to selected community/public health issues are applied. The implementation and evaluation phases of an aggregate-based planning project initiated in NURS 582 is the focus of this clinical practicum course. krop=RUR= = mê~ÅíáÅìãW=oçäÉ=aÉîÉäçéãÉåí=áå=^Çî~åÅÉÇ=`çããìåáíó= eÉ~äíÜ=kìêëáåÖ=EP=ÅêÉÇáíëF= The precepted practicum allows students to apply leadership skills, extend clinical expertise in community health nursing, and foster collaborative relationships within communities. The seminar component allows for timely and on-going discussion of practicum experiences and issues affecting advanced nursing practice. The course provides students the opportunity to fulfill practice requirements for practice certification.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NRR=

= j^pqbop D=abdobb= moldo^jp =

NRS= eçäó=c~ãáäó=råáîÉêëáíó=

= j^pqbop D=abdobb= moldo^jp =

= =

dê~Çì~íÉ=mêçÖê~ãë=J=aáîáëáçå=çÑ= bñíÉåÇÉÇ=iÉ~êåáåÖ=

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NRT=

= j^pqbop D=abdobb= moldo^jp =

NRU= eçäó=c~ãáäó=råáîÉêëáíó=

= ^``bibo^qba= j^pqbo=lc= _rpfkbpp= ^ajfkfpqo^qflk= Ej_^F =moldo^j =

= ^ÅÅÉäÉê~íÉÇ=j~ëíÉê=çÑ=_ìëáåÉëë=^Çãáåáëíê~íáçå= Ej_^F=mêçÖê~ã= Honour H. Moore, MA, Associate Vice President for the Division of Extended Learning dç~äë=çÑ=íÜÉ=j~ëíÉê=çÑ=_ìëáåÉëë=^Çãáåáëíê~íáçå=mêçÖê~ã= The MBA program goals are as follows: 1. Skill with handling of numbers. The graduate is comfortable with ma- thematical modeling, manipulation of financial data, and measurement and prediction techniques requiring numbers and qualitative abilities. 2. Communication. The graduate is adept at researching, organizing and presenting information in oral and/or written form that is clear, original and decisive. The graduate must be able to write and speak well to facilitate decision making. 3. Knowledge of ethical/legal issues. The graduate has a grasp of the ethical and legal issues. Sensitivity to gender, diversity and cultural issues is a must. Essential to the business enterprise is the integrity of the business person which facilitates relationships in environments based on trust. 4. Global Perspective. The graduate has a broad view which enables him/her to initiate and manage business beyond local borders. A transna- tional perspective is required. 5. Creativity and Innovation. The graduate is skilled in create problem-solving so that she/he can deliver inventive business solutions and recommendations and can maintain an innovate environment which adds value to process, products and services. mêçÖê~ã=aÉëÅêáéíáçå= The Master of Business Administration program will prepare today’s managers to become tomorrow’s leaders. The curriculum is designed to help those with a minimum of three years of managerial experience reach their highest potential in the corporate environment. The program consists of 10 three-credit courses, totaling 30 credits. Courses are offered in eight-week sessions, and each course meets once a week for four hours throughout the session. Six regular sessions will be offered during the course of a year, with opportunities to earn additional credits through participation in periodic intensive sessions and other innovative nontraditional formats.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NRV=

= j^pqbop D=abdobb= moldo^jp =

= Because of the accelerated format of this program, students should expect to spend a minimum of 20 hours outside of class preparing for each class meeting. In addition, students come to the first class having already prepared the first assignment. Students may enter the program at the beginning of any eight-week session; however, MBA Capstone (MGT-591) must be the last course taken. While a maximum period of three years is allowed for degree completion, the degree may be completed in just 18 months. Participants will find the program fast-paced and academically challenging. In addition to the classroom learning experience, there are opportunities for corporate visits, both locally and overseas, as well as interaction with area business leaders. mêçÖê~ã=eáÖÜäáÖÜíë= • Holy Family University’s MBA is designed for working adult professionals with a minimum of three years’ management experience • Classes are offered at Woodhaven, Newtown, Quakertown, or other locations • Program may be completed in 18 months, or you may take up to three years to finish all course work by exercising the "step-in–step-out" flexibility option • All classes are taught by experienced facilitators who have business experience • Small class size allows for interaction with facilitators and peers • Individualized advising is tailored to your unique needs. péÉÅáÑáÅ=^Çãáëëáçå=oÉèìáêÉãÉåíë= • Bachelor’s degree from an accredited four-year institution, with a minimum grade point average of 2.5 on a 4.0 scale • Official transcripts from all institutions attended • A personal leadership statement of at least 750 words • A current resume showing three years’ managerial experience (either people or projects) • Satisfactory GMAT score or GMAT waiver • International applicants are required to produce minimum scores of 550 or 213 on the new computer-based tests of the Test of English as a Foreign Language (TOEFL) • A personal interview

NSM= eçäó=c~ãáäó=råáîÉêëáíó=

= ^``bibo^qba= j^pqbo=lc= _rpfkbpp= ^ajfkfpqo^qflk= Ej_^F =moldo^j =

= • Completed application form and $50 non-refundable application fee • Students must show competency at the undergraduate level in: • Financial and Managerial Accounting • Business/Corporate Finance • Business Statistics • Marketing Competency may be demonstrated through undergraduate coursework, related work experience, standardized tests, or other acceptable proof of knowledge. Students lacking this competency may need to take an undergraduate accelerated course at Holy Family University to fulfill this requirement.* * Undergraduate prerequisite coursework is not eligible for financial aid as part of the graduate degree program.

^ÅÅÉäÉê~íÉÇ=j~ëíÉê=çÑ=_ìëáåÉëë=^Çãáåáëíê~íáçå=Ej_^F=`çìêëÉ= aÉëÅêáéíáçåë= Completion of all 10 courses (30 credits) is necessary in order to receive the Master of Business Administration degree. jdq=RMM= = `~ëÉ=píìÇáÉë=áå=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= An examination of contemporary theories and trends in business management, using the latest in relevant case studies. Topics will vary to include current management situations. jdq=RNN= = cáå~åÅá~ä=aÉÅáëáçå=j~âáåÖ=EP=ÅêÉÇáíëF= An examination of the use of financial theories and techniques in making financial decisions under conditions of uncertainty. jdq=RON= = j~êâÉíáåÖ=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= An exploration, through case studies, of the application of marketing principles to the basic products and services decisions of a firm. jdq=RPN= = bíÜáÅ~ä=~åÇ=iÉÖ~ä=båîáêçåãÉåí=çÑ=_ìëáåÉëë=EP=ÅêÉÇáíëF= An examination of the social and governmental structure in which businesses operate. A focus on the effective and ethical strategies for addressing issues of public concern. jdq=RQN= = iÉ~ÇÉêëÜáé=~åÇ=`Ü~åÖÉ=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= The development of an understanding of the difference between management and leadership and the skills necessary for affecting organizational change in a complex organizational structure. jdq=RRN= = léÉê~íáçåë=^å~äóëáë=EP=ÅêÉÇáíëF= A study of the internal processes of an organization, focusing on the analysis of effective methods of operation.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NSN=

= j^pqbop D=abdobb= moldo^jp =

= jdq=RSN= = fååçî~íáçå=~åÇ=båíÉêéêáëÉ=EP=ÅêÉÇáíëF= The development of the necessary concepts needed by business leaders to help identify and manage research and development technology as a strategic competitive tool. jdq=RTN= = j~å~ÖáåÖ=qÉÅÜåçäçÖó=EP=ÅêÉÇáíëF= An understanding of the technology necessary to run complex organizations and the ability to communicate this knowledge to the technology professional and the non-professional so as to ensure smooth operation of the corporations in today’s highly technological world. jdq=RUN= = píê~íÉÖáÉë=áå=~=däçÄ~ä=båîáêçåãÉåí=EP=ÅêÉÇáíëF= A study of the influence of international economic, political, business, and financial factors on the long-range planning of a firm. jdq=RVN= = j_^=`~éëíçåÉ=EP=ÅêÉÇáíëF= An individualized research project, chosen in an area of a student’s interest, designed to integrate the knowledge learned throughout the program. This project will result in a written paper and oral presentation.

NSO= eçäó=c~ãáäó=råáîÉêëáíó=

= ^``bibo^qba= j^pqbo=lc= _rpfkbpp= âjfkfpqo^qflk= Ej_^F =kbt= molcbppflkî= moldo^j= abpòfmqflk =

^ÅÅÉäÉê~íÉÇ=j~ëíÉê=çÑ=_ìëáåÉëë=^Çãáåáëíê~íáçå= Ej_^F=kÉï=mêçÑÉëëáçå~ä=mêçÖê~ã=aÉëÅêáéíáçå= qÜÉ=kÉï=mêçÑÉëëáçå~ä=mêçÖê~ã= Holy Family University now offers the MBA for working professionals who have less than three years management experience. The New Professional Program includes 12 courses (36 credits) and a mentorship opportunity. Stu- dents complete the same focus on management and leadership skills in covering the necessary content areas for the MBA graduate. Candidates for admission may be recent college graduates, those seeking a career change into the business or non-profit environment, or those looking to move into management positions. An undergraduate degree in business is not required, but students should be employed while they take classes.

^ÅÅÉäÉê~íÉÇ=j~ëíÉê=çÑ=_ìëáåÉëë=^Çãáåáëíê~íáçå=Ej_^F=kÉï= mêçÑÉëëáçå~ä=`çìêëÉ=aÉëÅêáéíáçåë= _rp=RMM= = båîáêçåãÉåí=çÑ=_ìëáåÉëë=EP=ÅêÉÇáíëF= An examination of the philosophical, historical, social and moral underpin- nings of typical business structures and their reason for existence.

_rp=RMN= = qÜÉãÉë=Ñçê=pìÅÅÉëë=áå=íÜÉ=lêÖ~åáò~íáçå=EP=ÅêÉÇáíëF= An examination of the management and leadership skills necessary to be successful in the business environment developing in the twenty-first century. jdq=RMM= = `~ëÉ=píìÇáÉë=áå=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= An examination of contemporary theories and trends in business management using the latest in relevant case studies. Topics will vary to include current management situations. jdq=RNN= = cáå~åÅá~ä=aÉÅáëáçå=j~âáåÖ=EP=ÅêÉÇáíëF= An examination of the use of financial theories and techniques in making financial decisions under conditions of uncertainty. jdq=RON= = j~êâÉíáåÖ=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= An exploration, through case studies, of the application of marketing principles to the basic products and services decisions of a firm. jdq=RPN= = bíÜáÅ~ä=~åÇ=iÉÖ~ä=båîáêçåãÉåí=çÑ=_ìëáåÉëë=EP=ÅêÉÇáíëF= An examination of the social and governmental structure within which business operates. A focus on the effective and ethical strategies for addressing issues of public concern.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NSP=

= j^pqbop D=abdobb= moldo^jp =

= jdq=RQN= = iÉ~ÇÉêëÜáé=~åÇ=`Ü~åÖÉ=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= The development of an understanding of the difference between management and leadership and the skills necessary for affecting organizational change in a complex organizational structure. jdq=RRN= = léÉê~íáçåë=^å~äóëáë=EP=ÅêÉÇáíëF= A study of the internal processes of an organization, focusing on the analysis of effective methods of operation. jdq=RSN= = fååçî~íáçå=~åÇ=båíêÉéêÉåÉìêëÜáé=EP=ÅêÉÇáíëF= The development of the necessary concepts needed by business leaders to help identify and manage research and development technology as a strategic competitive tool. jdq=RTN= = j~å~ÖáåÖ=qÉÅÜåçäçÖó=EP=ÅêÉÇáíëF= An understanding of the technology necessary to run complex organizations and the ability to communicate this knowledge to the technology professional and the non-professional, so as it insure smooth operation of the corporations in today’s highly technological world. jdq=RUN= = píê~íÉÖáÉë=áå=~=däçÄ~ä=båîáêçåãÉåí=EP=ÅêÉÇáíëF= A study of the influence of international economic, political, business, and financial factors on the long-range planning of a firm. jdq=RVN= = j_^=`~éëíçåÉ=EP=ÅêÉÇáíëF= A group or individualized research project, designed to integrate the knowledge learned throughout the program. This project will result in a written paper and oral presentation. Subject and format subject to change based on enrollment.

NSQ= eçäó=c~ãáäó=råáîÉêëáíó=

= j_^ =tfqe=^= cfk^k`b= `lk`bkqo^qflk =

= j_^=ïáíÜ=~=cáå~åÅÉ=`çåÅÉåíê~íáçå= The curriculum associated with the finance concentration in Holy Family’s Master of Business Administration accelerated degree program provides a comprehensive understanding of the financial decision-making process and offers insight into investment banking and critical issues in the development of policy in financial institutions. The finance courses focus on financial issues with respect to corporations and other profit-making institutions, as well as issues related to investment banking and the management of financial institutions. Finance concentration requires three additional courses (total of 30 credits). The program is supported by faculty members who have extensive experience in the practice of finance, as well as in education. Some have served as corporate officers, board members, and consultants and have published in professional journals. Applicants interested in this concentration should indicate this on their application. The courses may be taken as a graduate certificate. j_^=ïáíÜ=~=cáå~åÅÉ=`çåÅÉåíê~íáçå=`çìêëÉ=aÉëÅêáéíáçåë= Finance concentration courses include the following: cfk=RMN= = fåîÉëíãÉåí=_~åâáåÖ=EP=ÅêÉÇáíëF= An explanation of the major tasks in the field of investment banking and the trend toward one-stop shopping and globalization. Topics will vary depending on needs of participants. cfk=RMO= = jÉêÖÉêë=~åÇ=^Åèìáëáíáçåë=EP=ÅêÉÇáíëF= The course examines various topics in mergers and acquisitions. Basic theory and empirical findings form the basis for discussing such issues as merger strategy, defense measures in mergers, the valuation of firms as a whole under different management strategies, and the impact of financing considerations on various stake holders. cfk=RMP= = mçäáÅó=j~âáåÖ=áå=cáå~åÅá~ä=fåëíáíìíáçåë=EP=ÅêÉÇáíëF= The course focuses on managing return and risk in contemporary financial institutions. A central theme is that risks faced by financial institutions and the methods and markets through which these risks are managed are similar whether an institution is chartered as a commercial bank, a savings bank, an investment bank, or an insurance company. jdq=RRN=léÉê~íáçåë=^å~äóëáë=

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NSR=

= j^pqbop D=abdobb= moldo^jp =

= jdq=RTN=j~å~ÖáåÖ=qÉÅÜåçäçÖó= The program is supported by faculty members who have extensive experience in the practice of finance, as well as in education. Some have served as corporate officers, board members, and consultants and have published in professional journals. Applicants interested in this concentration should indicate this on their application.

NSS= eçäó=c~ãáäó=råáîÉêëáíó=

= j_^ =tfqe=^= ebîqe= `ôb= âjfkfpqo^qflk= `lk`bkqo^qflk =

= j_^=ïáíÜ=~=eÉ~äíÜ=`~êÉ=^Çãáåáëíê~íáçå= `çåÅÉåíê~íáçå= The curriculum associated with the health care administration concentration in Holy Family’s Master of Business Administration accelerated degree program focuses on skills relevant to the current health care environment, including management concepts and process, resource allocation, risk management, and financing. Health Care concentration requires three additional courses (total of 39 credits). The program faculty represent working professionals from a range of health care related fields including pharmaceutical, social services, and health services administration. Applicants interested in this concentration should indicate this on their application. The courses may be taken as a graduate certificate. j_^=ïáíÜ=~=eÉ~äíÜ=`~êÉ=^Çãáåáëíê~íáçå=`çåÅÉåíê~íáçå= `çìêëÉ=aÉëÅêáéíáçåë= Health Care concentration courses include the following: e`^=RNN= = cáå~åÅá~ä=^ëéÉÅíë=çÑ=eÉ~äíÜ=`~êÉ=^Çãáåáëíê~íáçå=EP=ÅêÉÇáíëF= This course introduces students to financial issues faced by health care managers in a managed care environment. Topics include fundamentals of insurance, capitation rate development, risk analysis in managed care systems, cost accounting and management, financial statements, and Medicare and Medi- caid managed care. The course involves case analysis and team projects. e`^=RRN= = eÉ~äíÜ=`~êÉ=léÉê~íáçåë=j~å~ÖÉãÉåí=EP=ÅêÉÇáíëF= This course examines operational issues in health care management. Topics include systems analysis, quality improvement and reengineering, demand forecasting, facility location, design models, decision analysis techniques, inven- tory control models, and statistical quality control. The goal is to instill an understanding of the language, applications, and limitations of quantitative models with respect to decision-making and problem-solving in health service organizations. e`^=RSN= = píê~íÉÖáÅ=j~å~ÖÉãÉåí=C=mä~ååáåÖ=Ñçê=íÜÉ=eÉ~äíÜ=`~êÉ= lêÖ~åáò~íáçå=EP=ÅêÉÇáíëF= This course is intended to provide the students with a thorough understanding of the strategic management of the health care organization and to enable them to guide the planning process of the operation that reflects strategic thinking, innovation, and leadership. The course provides a structure to facili- dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NST=

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= tate ongoing situation analysis, strategy formulation and implementation, as the organization is ever-aware of the complexities of its external environment, and the necessity for effective management and renewal of its internal processes.

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= j_^=ïáíÜ=~=eìã~å=oÉëçìêÅÉ=j~å~ÖÉãÉåí= `çåÅÉåíê~íáçå= Business leaders are increasingly recognizing Human Resources managers and experts as important contributors to the business strategies and bottom line success in organizations. The MBA concentration in Human Resources Ad- ministration is designed to strengthen the student’s ability to perform in this strategic business partner role. Students who are leaders and professionals with people-management responsibilities also can benefit from this concentration and course work to improve their overall effectiveness in human resources management. The emphasis of the course work is to build upon the MBA core curriculum with a focus on enhancing the knowledge, competencies, and skills necessary to integrate business and human resource strategies. The courses may be taken as a graduate certificate. j_^=ïáíÜ=~=eìã~å=oÉëçìêÅÉ=j~å~ÖÉãÉåí=`çåÅÉåíê~íáçå= `çìêëÉ=aÉëÅêáéíáçåë= Human Resource concentration courses include the following: eoj=RMN= = oÉÖìä~íçêó=~åÇ=iÉÖ~ä=fëëìÉë=áå=eìã~å=oÉëçìêÅÉë= EP=ÅêÉÇáíëF= This course will focus on a meaningful understanding of the laws and statuto- ry requirements that apply to the employer-employee relationship. Students will also review the implications these laws have on organizations in terms of compliance, effective management practices and achieving strategic goals. eoj=RMP= = q~äÉåí=j~å~ÖÉãÉåí=~åÇ=tçêâÑçêÅÉ=mä~ååáåÖ=EP= ÅêÉÇáíëF= This course focuses on a strategic approach to sourcing, recruiting, selecting and retaining talent in an organization. Students will review various staffing strategies and work force planning methods that are aligned to business goals. The use of the internet and technology in staffing and managing talent will also be explored. eoj=RMO= = píê~íÉÖáÅ=eìã~å=oÉëçìêÅÉë=j~å~ÖÉãÉåí=EP=ÅêÉJ ÇáíëF= This course will examine key issues and trends in Strategic Human Resources Management with a focus on Human Resources planning, strategy formulation and implementation of initiatives that are aligned to the business results in an organization.

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= =

bÇìÅ~íáçå~ä=iÉ~ÇÉêëÜáé=~åÇ= = mêçÑÉëëáçå~ä=píìÇáÉë= = açÅíçê~ä=mêçÖê~ã=

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NTN=

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NTO= eçäó=c~ãáäó=råáîÉêëáíó=

al`qlo^i= moldo^j =

= flexible course offerings which are structured for the working practitioner seeking advanced studies for professional development and advancement. Ac- cepted doctoral students are expected to maintain continuous enrollment each semester and during the Summer Sessions. The fields of study which prepare leaders to work in schools, agencies, and universities to effect positive change are: • Educational Leadership which prepares candidates to assume leadership roles as superintendents or principals; • Literacy Leadership which prepares candidates to be leaders in the field of literacy within schools and at the university level; and • Professional Studies in Leadership which prepares candidates to be leaders in fields of their professional interests such as Special Educa- tion or Expert Teacher and Community Services. The Doctor of Education in Educational Leadership and Professional Studies is a sixty (60) credit program. All students complete a required core of nine courses (27 credits) listed below. oÉèìáêÉÇ=`çêÉ=`çìêëÉë=Ñçê=íÜÉ=açÅíçê~ä=mêçÖê~ã=áå= bÇìÅ~íáçå~ä=iÉ~ÇÉêëÜáé=~åÇ=mêçÑÉëëáçå~ä=píìÇáÉë = EDDC 801 Ethical Leadership 3 EDDC 802 Communication Theory, Practice, and Technology 3 EDDC 803 Organizational Development and Change Theory 3 EDDC 804 Writing for Professional Publication and for Grant 3 Writing EDUC 502 Introductory Statist ics for the Behavioral Sciences or 3 Statistics EDDC 811 Research I: Quantitative Research 3 EDDC 812 Research II: Qualitative Research 3 EDDC 813 Advanced Research 3 EDDC 814 Research Proposal Seminar 3 All students then select nine additional courses (beyond the core) in their field of interest equaling 27 credits. Those candidates who are interested in interdisciplinary Professional Studies may take nine courses offered in the doctoral program as listed below or other approved courses. Those candidates who are eligible and interested in applying for the Superin- tendent Certification must take the courses marked with one asterisk. In addition, they would take two of the interdisciplinary courses. Those candidates who are eligible and interested in the field of advanced Li- teracy Studies would take the five courses marked with two asterisks. In addition, they would take four of the interdisciplinary courses.

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= mçíÉåíá~ä=`çåÅÉåíê~íáçå=`çìêëÉë= EDDC 821 Building Community Relations* 3 EDDC 822 Leadership in Education Seminar* 3 EDDC 823 Leadership Internship I* 3 EDDC 824 Leadership Internship II* 3 EDDC 831 Ethical Issues in Literacy* 3 EDDC 832 Seminar in Literacy and Professional Studies Topics 3 EDDC 833 Current Perspectives on Literacy 3 EDDC 8 34 Leadership in a Linguistically and Culturally Diverse 3 Society* EDDC 841 Leadership and Special Education* 3 EDDC 842 Perspectives on the Education of Students with 3 Low -Incidence/Significant Disabilities Seminar* EDDC 843 Instructional and Managem ent Strategies for the 3 Autism Spectrum Disorder Learner* EDDC 861 Philosophy and History of Literacy Education** 3 EDDC 862 Advanced Literacy Assessment** 3 EDDC 863 Seminar in Literacy Research** 3 EDDC 864 Instructional Programs in Literacy I** 3 EDDC 865 Instructional Programs in Literacy II** 3 `~éëíçåÉ=oÉëÉ~êÅÜ=bñéÉêáÉåÅÉë= EDDC 901 Dissertation I 3 EDDC 902 Dissertation II 3 EDDC 999 Dissertation Continuation 3 In close consultation with the student’s advisor and the permission of the Doctoral Academic Policies Committee, the student will choose a field of study and establish a sequence of courses which will meet his or her goals.

^Çãáëëáçåë=mêçÅÉëë=Ñçê=açÅíçê~ä=píìÇáÉë= Applicants for admission to the Doctor of Education Program are expected to demonstrate strong academic skills and a deep commitment to improving the educational experiences and services available to students within their fields of interest. Successful applicants may concentrate their studies in Literacy, Educational Leadership, with the option to quality for state certification as school principals or superintendents or Professional Studies such as Special Education. Successful applicants are expected to have an earned master’s degree from an accredited institution in the field of Education or related area. Applicants without sufficient academic background in Educational Leadership or Literacy may be considered for admission to the program, but they may be required to enroll in prerequisite foundational course work.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NTR=

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= • Applicants are accepted to begin their doctoral studies each Fall semester. The deadline for applications is April 15. To be considered for admissions to the doctoral program, candidates need to submit the following materials to the Graduate Admissions Office: • A formal application for admission to the doctoral program along with a $100 non-refundable application fee. To request an application, e-mail [email protected] • A personal essay which discusses the applicant’s academic and professional goals and the role that the doctoral program at Holy Family will play in the achievement of these goals (1500 word maximum) • Official undergraduate and graduate transcripts of all previous and current college-level and graduate-level coursework • Submit copies of all certification documents • Three letters of recommendation from professionals familiar with the applicant’s academic or work experience • Recent scores from either the GRE or MAT. The scores must be within the last five years • Current resume that includes all professional experiences, certifications, professional memberships, and professional activities • Sample of written papers completed during the master’s program. Such papers can be the master’s thesis or two copies of papers completed in graduate course work or journal articles where the applicant serves as the main author • Current clearances as required by the State of Pennsylvania (child abuse, state criminal background, and FBI fingerprinting). The clearances may not be more than one year old. Applicants whose primary language is not English must submit a current score from the Test of English as a Foreign Language (TOEFL) of at least 600 (written) or 250 for the computer-based test. Additionally, international students are required to provide evidence of immunization against measles, mumps, and rubella as well as evidence of the ability to provide medical insurance coverage during their proposed stay in the United States. Such applicants are further required to submit all application materials, including transcripts, diplomas, certificates, etc., translated into English. Such applicants must arrange with World Education Services to have a document-by-document review of their educational credentials, which includes a course-by-course evaluation. World Education Services must confirm that the applicant’s undergraduate experience is the equivalent of four years of undergraduate study at an accredited United States college or university, culminating in the bachelor’s degree and master’s degree. Finally, international stu-

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= dents are required to certify that sufficient funds to support their academic and personal living expenses are available during their stay in the United States. International students are also eligible to seek admission to study full-time under the Exchange Visitor Program. Authorized by the United States De- partment of State, Holy Family has the ability to sponsor eligible foreign nationals for the J-1 visa and the dependents of J-1 visa holders for the J-2 visa. International graduate students applying for the J-1 visa must meet all of the required admission standards described herein for the graduate degree program of study for which they are seeking admission. Students interested in learning more about the J-1 visa program should contact the Center for Visi- tor Exchange Program which is houses in the Human Resources Department, Room 209 in Holy Family Hall (215-637-3448). Interested foreign nationals seeking admission to a graduate degree program may also contact the dean of the respective School in which the degree program of interest is offered for more information.

^ÅÅÉéí~åÅÉ=Ñçê=^Çãáëëáçå= Once all of the application materials have been received, the Doctoral Admis- sions Committee will review the information and invite eligible candidates for an interview with the doctoral core faculty. Notification of the Committee’s decision regarding admission to the program will be mailed to the student. qê~åëÑÉê=çÑ=`êÉÇáí= Upon applying to the doctoral program, a student may present for evaluation up to six equivalent graduate credits from a regionally accredited college or university which were completed within the last seven years and not applied toward completion of a degree. A student should submit the course syllabi to the Director of the Doctoral Program for a formal review. Acceptance of such credits will depend upon whether or not the courses are related to the program, whether the student has obtained a grade of B or higher in the course(s), and whether or not the institution giving credit for the course would consider the courses acceptable for application to their degree programs. Transfer credits are not posted on a student’s record until the student successfully earns six doctoral credits at Holy Family University. Applicants should review any additional specific requirements concerning acceptance of transfer credits by the doctoral program with the Program Director. After admission all courses taken at other institutions for transfer credit require prior approval from the Director of the Doctoral Program and Holy Family University’s Vice President for Academic Affairs. Maximum allowable transfer is six graduate credits. Forms for approval of transfer credits are available from the Program Director.

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= t~áîÉê=çÑ=`çìêëÉë= Upon acceptance into the doctoral program, students who have reached the maximum number of six transfer credits can request that additional graduate courses be waived. Such waivers may occur if the graduate courses completed at another college or university are very similar in content to individual courses required within the doctoral program and students have received a letter grade of "B" or higher as demonstrated on their official graduate transcript. Students who seek waivers for certain courses should provide course syllabi to the Di- rector of the Doctoral Program who will formally review the information. If a particular required doctoral course is waived, then students will take a different course in place of the required course. The form for approval of course waivers may be obtained from the Program Director.

^ëëáÖåãÉåí=çÑ=^Å~ÇÉãáÅ=^Çîáëçê= All accepted students are assigned an academic advisor who is a full-time faculty member in the School of Education. The advisor helps students plan and draft an appropriate program of study and assists students with their academic matters. Normally students are assigned an academic advisor within the first four weeks of their initial semester of enrollment at Holy Family University. oÉÖáëíê~íáçå= Students register for courses on published dates (See the University’s website, www.holyfamily.edu). Those who register early will be billed and will pay tuition according to the billing dates specified each semester by the Business Of- fice. Students who register near the starting date for classes will be expected to pay tuition at the time of registration.

`çìêëÉ=kìãÄÉê=póëíÉã= Doctoral courses are numbered 700-999 to reflect academic progression in the graduate program curriculum. Faculty advisors answer questions concerning course sequences as they relate to each program. cìääJqáãÉ=pí~íìë=~åÇ=`çåíáåìÉÇ=båêçääãÉåí= After a doctoral student is admitted to the program, that student is expected to maintain continuous enrollment during the fall, spring and summer terms throughout the doctoral degree program. Doctoral students who take six credits during each of the fall and spring semesters and three credits during each of Summer Session I and Summer Session II are considered full-time. Because of the sequencing and developmental nature of the program, it is advantageous to take the courses as scheduled to insure progression and timely program completion. If the student is unable to adhere to the schedule, he or she would

NTU= eçäó=c~ãáäó=råáîÉêëáíó=

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= apply to the advisor, the Program Director, and the Doctoral Academic Poli- cies Committee for approval to take only one course a semester with the understanding that this would extend the time necessary to complete the program. Taking three credits a semester would place the student in the half-time category. The typical full-time student will have completed 54 semester hours of work over the course of the first three years of the program. Then the candidate will enroll in EDDC 901 and EDDC 902: Doctoral Dissertation until the completion, defense, and approval of the dissertation. The six credits of EDDC 901 and EDDC 902 will bring the minimum total number of credits for the program to 60 credits. The program is designed to enable candidates to complete their coursework in three years and typically at least one year is devoted to the completion of the dissertation. If a candidate requires more time to complete the dissertation, he or she must continually enroll in the course EDDC 999: Doctoral Disserta- tion for a minimum of thee credits each fall and spring semester. Doctoral degree students have a maximum of seven years from the initial semester of coursework to complete the entire program including the successful defense of the dissertation. Requests for extension of that time must be justified in writing and approved by the Director of the Doctoral Program and the School Dean. No extensions will be granted after ten years. aêçéL^ÇÇ=^ÇàìëíãÉåí= These registration adjustments may be made only with the approval of the Registrar and must be completed in writing on forms provided through the Registrar’s Office. Students are personally responsible to initiate and complete drop/add adjustments. Drop/add adjustments will not be made after the date specified. Once enrolled in a course, those students who never attend will be administratively withdrawn from the course. Enrollment adjustments may affect academic progress toward degree completion and/or financial aid status. It is the student’s responsibility to investigate the impact of registration adjustments on his or her continued academic progress and available funding. i~íÉ=aêçé=EtáíÜÇê~ï~äF=Ñêçã=~=`çìêëÉ= After the published drop/add period ends, students may still change their enrollment in a course through the process of late drop (withdrawal). If necessary, a student may process a late drop (withdrawal) for a course up to one month before the beginning of the final examination period (Fall and Spring semesters) or one week before the end of Summer Sessions. Forms for processing a late drop (withdrawal) from a course are available through the Registrar’s Office. Students are personally responsible to initiate and complete dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NTV=

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A (4 points) Superior performance B+ (3.5 points) B (3 points) Satisfactory performance C+/C/F (0) points Unacceptable toward completion of doctoral degree or certification requirements. I Work not completed within semester, with approval to complete later (see related policy under Incomplete grades) W Authorized withdrawal from course M Missing grade not submitted by instructor AU Audit; pass; carries no grade Grades represent student achievement as evaluated by the instructor. All students are expected to maintain a GPA of B (3.0) to remain in good academic standing. Students must complete all courses with a grade of "B" or higher. A grade of "C+" may be grounds for dismissal. The grade appeal process is described under Academic Policies. Failure to complete course requirements at the end of a given semester may result in the assignment of a grade of I (Incomplete) at the discretion of the instructor. Incomplete Grades can only be considered for extenuating circumstances. Grades of Incomplete must be removed; that is, all work must be completed and the final grade submitted to the Registrar within 90 days of the end of the final examination period. If the student does not complete the course requirements or the final grade is not submitted by the instructor by the specified deadline date, an automatic failure will be recorded in the Registrar’s Office. In unusual circumstances, extensions to the deadline dates may be

NUM= eçäó=c~ãáäó=råáîÉêëáíó=

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= granted at the discretion of the faculty member, who will convey that determination in writing to the School Dean and the Registrar. cáå~ä=dê~ÇÉë=~åÇ=qê~åëÅêáéíë= Final grades are available online to students without account holds. Paper grade reports are sent only upon request. Please see the Registrar's webpage for information concerning paper grade report requests. The Registrar’s Office issues transcripts. Students may request transcripts in person, by mail, or by fax. Telephone requests will not be honored. The request must be in writing and include the signature of the student authorizing the release of his or her records. There is a fee for each copy of a transcript and the payment in cash, check, money order, or credit card should accompany the request. Additional fees are charged for special processing or mailing requests. Please consult the Registrar’s webpage for the transcript request procedure and list of fees. The office will not release transcripts for individuals with outstanding debts or other holds until all accounts are settled. Ordinarily, official copies are mailed directly to the individual, school, or agency designated by the student. The Registrar’s Office requires at least 48 hours notice to process a transcript. During peak activity periods there may be a delay. Persons requesting transcripts during these times — two weeks prior and following the beginning and end of semesters and Summer Sessions — should anticipate a delay. Transcripts from other colleges that are submitted to the Registrar’s Office become the property of Holy Family University and are included in the student’s official file. These transcripts are not released to students or to other institutions and may not be copied. aÉÖêÉÉ=oÉèìáêÉãÉåíë= The responsibility for meeting the requirements for the degree rests with the student. The basic requirements for graduation are: • The completion of all requirements specified in the particular program; • A cumulative GPA of 3.0 or better and no grade lower than a "B" in any course; and • Fulfillment of all University responsibilities: payment of bills, including graduation fees, return of equipment and/or library materials, and so forth. Filing of the formal Petition to Graduate form in the Office of the Academic Affairs Coordinator (Holy Family Hall Room 102) before or during the semester in which the dissertation defense is scheduled. Deadlines for filing petitions during a given semester are no later than October 1 for a December dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NUN=

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= graduation date, March 1 for a May graduation date, May 1 for a June graduation date, July 1 for an August graduation date. The Petition to Graduate may be obtained from the Office of Academic Affairs (HFH 217), the Office of the Academic Affairs Coordinator (HFH 102), or downloaded from the Graduate School website. Graduate students are expected to submit petitions on time. Petitions received after deadline dates will not be considered for the filing graduation date. Therefore, students who submit petitions late will not complete degree requirements until the next regularly posted completion date. Students must successfully defend their dissertation and receive approval from their entire dissertation committee, the Director of the Doctoral Program, and the School Dean. These final approvals are necessary in order for doctoral students to graduate. båêçääãÉåí=~åÇ=cìäÑáääãÉåí=çÑ=aÉÖêÉÉ=oÉèìáêÉãÉåíë= Graduate students must complete the program of study within seven calendar years from the date of acceptance into the doctoral program. Students admitted to the doctoral program are expected to enroll continuously until the program is complete. (See Full-Time Status and Continued Enrollment) After the student has been admitted to the doctoral program, the Doctoral Committee, the Director of the Doctoral program, and the School Dean must approve the program of study. The program of study will be reviewed and approved at a formal meeting held after the student has completed 12 credits of coursework. The Doctoral Committee is then selected and formally reviews the student’s academic progress and makes appropriate advisory recommendations. Stu- dents take the written comprehensive examinations after they have successfully completed all of their doctoral-level coursework and prior to the Advanced Research Proposal Course. Upon successful completion of the comprehensive examinations, students will advance to doctoral candidacy. After receiving all necessary approvals of the dissertation proposal as outlined in the Doctoral Student Handbook (http://www.hfc.edu/sedu/doctoral.shtml) work on the dissertation begins. Students must register each semester for three credits (EDDC 999) until they successfully complete the final version of their dissertation. If a student must suspend work on the dissertation for educational or personal reasons acceptable to the committee chairperson, the student should petition for a planned educational leave of absence. This suspension of studies must be approved by the Director of the Doctoral Program for up to four semesters.

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= táíÜÇê~ï~ä=Ñêçã=~=dê~Çì~íÉ=mêçÖê~ã= To withdraw from a graduate program, the student must: • Resolve all financial indebtedness to the University, and • Submit in writing the Withdrawal from University Form, indicating the intent to withdraw from the program. Forms are available in the Regi- strar’s Office. The date of the filing of the withdrawal letter at the Office of the Registrar is considered to be the date of withdrawal in all cases.

^Å~ÇÉãáÅ=pí~åÇáåÖ=~åÇ=oÉíÉåíáçå= Academic standing for each student will be reviewed by the Vice President for Academic Affairs and the respective schools after each grading period. Stu- dents will be notified in writing if they do not meet program standards. aÉÖêÉÉ=`çãéäÉíáçå=~åÇ=`çããÉåÅÉãÉåí= The degree completion date will be determined when the doctoral student files their Petition to Graduate form. Once the petition has been filed, an exit audit will be conducted by the Academic Affairs Coordinator. The student and the Director of the Doctoral Program will be notified of the results of this audit and the student’s eligibility to graduate. Graduation is also contingent upon a successful oral defense of the dissertation and final revisions to the written document must be made by the appropriate deadlines. To participate in the commencement ceremony and receive a diploma, students must have filed the required Petition to Graduate by the appropriate deadline and fulfilled all academic and financial obligations. Students who have successfully completed all academic requirements are encouraged to participate in commencement. Students who have not filed petitions and/or completed all degree requirements successfully will not be permitted to participate in Commencement. Students will not be permitted to participate in Com- mencement in anticipation of completing degree requirements. aáëãáëë~ä= Students are expected to abide by the regulations set forth by Holy Family University and the written policies and procedures of their respective programs. The University reserves the right to dismiss a student at any time for unsatisfactory academic performance or for conduct detrimental to the Uni- versity or to the welfare of other members of the University community. The Director of the Doctoral Program and the School Dean can also recommend dismissal of a student. Dismissal proceedings will be conducted by a Universi- ty committee and the student will have the option of presenting information dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NUP=

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= at the dismissal meeting. The Director of the Doctoral Program and the School Dean can also recommend dismissal of a student if it is determined that a student’s conduct is unprofessional or is not consistent with the Code of Ethics of his or her intended profession.

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= açÅíçê~ä=mêçÖê~ã=`çìêëÉ=aÉëÅêáéíáçåë= bar`=RMO=fåíêçÇìÅíçêó=pí~íáëíáÅë=Ñçê=íÜÉ=_ÉÜ~îáçê~ä=pÅáÉåÅÉë=EP=ÅêÉÇáíëF= Focuses on measures of central tendency, variability, standard scores, correla- tion probability, sampling techniques, tests of hypotheses, "t" test, chi square, distribution-free statistics, and analysis of variance. baa`=UMN= = bíÜáÅ~ä=iÉ~ÇÉêëÜáé=EP=ÅêÉÇáíëF= Designed to introduce doctoral students to the principles, trends, and issues related to ethics in leadership. Students approach decisions in the context of an ethical, moral framework and draw on the rich traditions of great thinkers within an extensive body of leadership literature. baa`=UMO= = `çããìåáÅ~íáçå=qÜÉçêóI=mê~ÅíáÅÉI=~åÇ=qÉÅÜåçäçÖó=EP= ÅêÉÇáíëF= Broad-based study of spoken, written, and multimedia communications designed to prepare leaders who can collaborate and engage others to improve student achievement. Exploration of diverse multicultural perspectives and global issues as well as experience of the complexity of views and perceptions will be foundational elements of the course. baa`=UMP= = lêÖ~åáò~íáçå~ä=aÉîÉäçéãÉåí=~åÇ=`Ü~åÖÉ=qÜÉçêó=EP= ÅêÉÇáíëF= Develop an understanding of the multiple approaches to the study of organizations and center on organizational theory in the explanation of structure, change, and behavior. Provide models to facilitate change to improve organizational effectiveness. Theoretical models underlying all organizations and their implications in higher education are examined. baa`=UMQ= = têáíáåÖ=Ñçê=mêçÑÉëëáçå~ä=mìÄäáÅ~íáçå=~åÇ=dê~åí=têáíáåÖ=EP= ÅêÉÇáíëF= Expand student's understanding of the steps in developing the skills for professional writing. Included are the skills needed to organize information and to utilize research sites to obtain the background information necessary to assist in the writing of articles for publication. Procedures for grant writing are integral to the course. baa`=UNN= = oÉëÉ~êÅÜ=fW=nì~åíáí~íáîÉ=oÉëÉ~êÅÜ=EP=ÅêÉÇáíëF= Designed to assist students to develop proficiency in quantitative methodology and analysis involving descriptive and inferential statistics. The student will relate specific quantitative research questions and hypothesis to appropriate statistical procedures. An examination of ethics involved in research will be an integral component of the approach to quantitative methodology.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NUR=

= al`qlo^i= moldo^j= `lropb= abp`ofmqflkp =

= baa`=UNO= = oÉëÉ~êÅÜ=ffW=nì~äáí~íáîÉ=oÉëÉ~êÅÜ=EP=ÅêÉÇáíëF= Designed to assist students to develop proficiency in qualitative methodology. Theoretical and practical examination of qualitative methods will enable students to gain experience in employing these techniques and analyses. Data collection methods such as field notes, coding, observations, and interviews are examined. Emphasis is placed on ethical standards. baa`=UNP= = ^Çî~åÅÉÇ=oÉëÉ~êÅÜ=EP=ÅêÉÇáíëF= Doctoral candidates may choose quantitative, qualitative, or mixed method design relevant to his or her concentration with emphasis in field settings. Competencies related to methodology and the collection and analysis of quantitative and qualitative data are developed. Writing a prospectus will be the foundation for the Dissertation Proposal Course. baa`=UNQ= = oÉëÉ~êÅÜ=mêçéçë~ä=pÉãáå~ê=EP=ÅêÉÇáíëF= After successful completion of the comprehensive examination and the approval of the Director, doctoral candidates will develop the essential components of their dissertation proposal including ethical research practices and the development of the first three chapters of the dissertation. The proposal must be accepted by their Chairperson and Committee. baa`=UON= = _ìáäÇáåÖ=`çããìåáíó=oÉä~íáçåë=EP=ÅêÉÇáíëF= Provide students with a comprehensive view of the workings between school and community leaders and a School Board. The student will attend and observe three different School Boards and identify significant issues. The students will interview various stakeholders and reflect on the contents of meeting and the interviews. baa`=UOO= = iÉ~ÇÉêëÜáé=áå=bÇìÅ~íáçå=pÉãáå~ê=EP=ÅêÉÇáíëF= School and Community Systems are ever changing and require superintendents, educational leaders, and community leaders to be current on a myriad of topics, processes, and legislations. Seminars led by prominent experts will provide current information on critical and timely issues that can be integrated immediately into one's daily routine. baa`=UOP= = iÉ~ÇÉêëÜáé=fåíÉêåëÜáé=f=EP=ÅêÉÇáíëF= Provides students with an opportunity to demonstrate their knowledge and competence in applying the fundamental concepts of school and community administration during a 180 hour internship in which they will work directly with a school superintendent in a school district or intermediate unit outside each candidate's primary area of experience.

NUS= eçäó=c~ãáäó=råáîÉêëáíó=

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= baa`=UOQ= = iÉ~ÇÉêëÜáé=fåíÉêåëÜáé=ff=EP=ÅêÉÇáíëF= Provides students with an opportunity to demonstrate their knowledge and competence in applying the fundamental concepts of school and community administration during a 180 hour internship in which they will work directly with a school superintendent in a school district or intermediate unit outside each candidate's primary area of experience. baa`=UPN= = bíÜáÅ~ä=fëëìÉë=áå=iáíÉê~Åó=EP=ÅêÉÇáíëF= Provides a more in-depth understanding of the ethical standards for literacy and leadership and how to apply them to case study material. Students will interview school leaders concerning real world issues, problems, and dilemmas in literacy. They will develop solutions collaboratively grounded in ethical leadership principles and research. baa`=UPO= = pÉãáå~ê=áå=iáíÉê~Åó=~åÇ=mêçÑÉëëáçå~ä=píìÇáÉë=qçéáÅë=EP= ÅêÉÇáíëF= By attending conferences and seminars led by nationally and internationally recognized authorities, students will gain an awareness of current trends in literacy, educational leadership, and the professional interests of the student. After discussing specific research interests with the professor, students will select and attend relevant conferences from an approved list. baa`=UPP= = `ìêêÉåí=mÉêëéÉÅíáîÉë=çå=iáíÉê~Åó=EP=ÅêÉÇáíëF= Provides leaders with an understanding of the nature of literacy, its consequences, and the validity of our belief in regard to literacy. Literacy will be examined from historical, sociological, cultural, political, psychological, worldview, and linguistics perspectives. The history and politics of literacy will be examined in a variety of contexts. baa`=UPQ= = iÉ~ÇÉêëÜáé=áå=~=iáåÖìáëíáÅ~ääó=~åÇ=`ìäíìê~ääó=aáîÉêëÉ= pçÅáÉíó=EP=ÅêÉÇáíëF= Prepares school and community leaders to understand issues surrounding the education of English Language Learners [ELLs] and to work with parents and all stakeholders. Students will engage in an improvement program project for schools or community agencies promoting cultural awareness and knowledge. baa`=UQN= = iÉ~ÇÉêëÜáé=~åÇ=péÉÅá~ä=bÇìÅ~íáçå=EP=ÅêÉÇáíëF= Because issues surrounding special education are so powerful and the stakes for students are so high, school leaders must understand the legal and ethical issues involved. School reform, overrepresentation, funding, inclusion, and family involvement are explored via readings and analysis.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NUT=

= al`qlo^i= moldo^j= `lropb= abp`ofmqflkp =

= baa`=UQO= = mÉêëéÉÅíáîÉë=çå=íÜÉ=bÇìÅ~íáçå=çÑ=píìÇÉåíë=ïáíÜ=içï= fåÅáÇÉåÅÉLpáÖåáÑáÅ~åí=aáë~ÄáäáíáÉë=pÉãáå~ê=EP=ÅêÉÇáíëF= Multiple perspectives in the education of children with low-incidence and/or significant disabilities will be examined. Site visits enable analysis of settings in which these children are educated, observing the provision of supports and services in the light of mission, best practices, challenges, student needs, and collaboration. baa`=UQP= = fåëíêìÅíáçå~ä=~åÇ=j~å~ÖÉãÉåí=píê~íÉÖáÉë=Ñçê=íÜÉ=^pa= iÉ~êåÉê=EP=ÅêÉÇáíëF= Provides theoretical, methodological, and applicable information in the management and instruction of students diagnosed with autism spectrum disorder [ASD] or exhibiting characteristics of a student with ASD. School and community leaders will be introduced to structure, literacy, and technology strategies in the teaching and management of students with ASD. baa`=USN= = qÜÉ=mÜáäçëçéÜó=~åÇ=eáëíçêó=çÑ=iáíÉê~Åó=bÇìÅ~íáçå=EP= ÅêÉÇáíëF= Study of landmark research and theoretical developments that helped shape the course of literacy instruction in the United States, including behaviorism, cognitivism, psycholinguistics, sociolinguistics, schema theory, metacognition, information processing, and response theory. Students will analyze philosophical shifts seeking cogent solutions to the instructional needs of today's students. baa`=USO= = ^Çî~åÅÉÇ=iáíÉê~Åó=^ëëÉëëãÉåí=EP=ÅêÉÇáíëF= Detailed examination and critique of local, commercially published, state, national, and international assessments of reading and literacy. Students will become familiar with patterns of literacy progress evidenced in the National As- sessment of Educational Progress and the Progress of International Reading Literacy Studies. Students examine measurement in reading, assessment, and research. baa`=USP= = pÉãáå~ê=áå=iáíÉê~Åó=oÉëÉ~êÅÜ=EP=ÅêÉÇáíëF= Conducted within a framework that allows students to pursue topics related to their interests and professional goals. Students will investigate issues deter- mining and summarizing the level of professional knowledge that theorists and practitioners have been able to achieve by means of a thoughtful analysis and summary of extant research.

NUU= eçäó=c~ãáäó=råáîÉêëáíó=

= al`qlo^i= moldo^j= `lropb= abp`ofmqflkp =

= baa`=USQ= = fåëíêìÅíáçå~ä=mêçÖê~ãë=áå=iáíÉê~Åó=f=EP=ÅêÉÇáíëF= Students investigate a range of commercially available instructional programs in literacy. Programs will be evaluated in light of their congruence with fundamental principles and goals of instruction, examine the weight of evidence presented for success of the program, and define the criteria used to determine the success of programs. baa`=USR= = fåëíêìÅíáçå~ä=mêçÖê~ãë=áå=iáíÉê~Åó=ff=EP=ÅêÉÇáíëF= Students investigate a range of commercially available instructional programs in literacy, with a focus on writing and writing-related literacy skills. The analysis of product vs. product issues in reading and writing as well as issues surrounding skills-based and whole language methodologies will be studied in detail. baa`=VMN= = aáëëÉêí~íáçå=f=EP=ÅêÉÇáíëF= After the acceptance of the doctoral candidate's dissertation proposal, the candidate will proceed with the writing and actual research of the dissertation. This work must represent original, independent scholarship that is significant to the discipline. The Dissertation Chairperson and committee members provide guidance during the dissertation completion process. baa`=VMO= = aáëëÉêí~íáçå=ff=EP=ÅêÉÇáíëF= The dissertation is the culmination of the doctoral program and must demonstrate a high degree of scholarship and significance to the candidate's area of professional studies. The final product must attest to the candidate's ability to conduct original research. The dissertation must be defended before the candidate's committee for approval. baa`=VVV= = aáëëÉêí~íáçå=`çåíáåì~íáçå=EP=ÅêÉÇáíëF= The dissertation is the culmination of the doctoral program and must demonstrate a high degree of scholarship and significance to the candidate's area of professional studies. The final product must attest to the candidate's ability to conduct original research. The dissertation must be defended before the candidate's committee for approval.

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NUV=

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_ç~êÇ=çÑ=qêìëíÉÉë= bñÉÅìíáîÉ=lÑÑáÅÉêë= Chair of the Board President Dennis Colgan Sister Francesca Onley, CSFN, PhD Vice Chair of the Board Vice President for Academic Affairs Sister Rita Partyka, CSFN Sister Maureen McGarrity, CSFN, PhD Secretary of the Board Sister Rosemarie Griffin, CSFN Vice President for Finance and Admin- istration Assistant Secretary to the Board John Jaszczak, BS, CPA Danielle Dufner, MSEd

Vice President for Institutional Ad- jÉãÄÉêë= vancement Raymond Angelo Margaret Swoboda Kelly, MA Albert T. Chadwick, III Kamal Dua Vice President for Information Tech- Carl F. Gregory nology Loretta Hennessey Robert H. Lafond, MCIS Sister Marie Kielanowicz, CSFN Vice President for Student Services Sister Kathleen Maciej, CSFN Sister Marcella Binkowski, CSFN, Dominic Marano EdD Matthew G. McFillin Sister Teresa Mika, CSFN `pck=oÉéêÉëÉåí~íáîÉ= Frank J. Mummolo President/CEO of the CSFN Mission Sister Francesca Onley, CSFN, ex officio and Ministry (MMI) Sister Gemma Pepera, CSFN Sister Loretta Theresa Felici, CSFN, MA Anne Marie Pettit Patrick T. Ryan mêÉëáÇÉåíÛë=lÑÑáÅÉ= Anthony J. Szuszczewicz Albert M. Tantala, Sr. President Albert W. Tegler, Jr. Sister Francesca Onley, CSFN, PhD Robert E.Tepfer Special Assistant to the President Robert Truitt Danielle Dufner, MSEd John W. Turner, Jr. Mary Keirans Vassallo Executive Secretary Patricia C. McAnany qêìëíÉÉ=bãÉêáíìë= Edward W. Micek Walter H. McKeon

NVM= eçäó=c~ãáäó=råáîÉêëáíó=

= ^ajfkfpqo^qflk =

= ^Å~ÇÉãáÅ=^ÑÑ~áêë= kÉïíçïåI=_ìÅâë=`çìåíó= Vice President for Academic Affairs Executive Director of Newtown & In- Sister Maureen McGarrity, CSFN, PhD stitutional Planning Karen Galardi, EdD Candidate Associate Vice President for Academic Affairs Assistant to the Executive Director of Sylvester Kohut, Jr., PhD Newtown and Institutional Planning Sister Margaret DeSales O'Conner, Associate Vice President for Academic CSFN, AB Services and Registrar Ann Marie Vickery, PhD Candidate Assistant Director of Library Services Katherine Ruppel, MLS Associate Vice President for Enrollment Services Graduate Admissions Counselor Robert W. Reese, MBA Jennifer Bona, MEd

Dean of the School of Arts and Sciences tççÇÜ~îÉåI=_ìÅâë=`çìåíó= Michael W. Markowitz, PhD aáîáëáçå=çÑ=bñíÉåÇÉÇ= iÉ~êåáåÖ= Dean of the School of Business Admin- istration Associate Vice President for Division of Jan W. Duggar, PhD Extended Learning Dean of the School of Education Honour H. Moore, EdD Cand Leonard Soroka, DEd Assistant Vice President for Extended Dean of the School of Nursing and Al- Learning lied Health Professions Philip Moore, MFA Christine M. Rosner, PhD Director of Academic Services Director of Institutional Research and Christopher Quinn, MA Assessment Chad L. May, MS cáå~åÅá~ä=^ÑÑ~áêë=~åÇ= ^Çãáåáëíê~íáçå= Institutional Review Board Chairperson Ana Catanzaro, PhD Vice President for Finance and Admin- istration Academic Affairs Coordinator John Jaszczak, BS, CPA Julie E. Tangradi, MS Assistant Vice President for Budget, Special Assistant to the Vice President Institutional Research, and Finance for Academic Affairs Michael E. VanThuyne, MBA Marilyn H. McCormac, BA Assistant Vice President for Human Resources Renee L. Rosenfeld, MBA, CEBS

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NVN=

= ^ajfkfpqo^qflk =

= Assistant Vice President for Accounting Director of Development and Controller TBA Judith Klein, BS, CPA Director of Foundation Relations and Treasurer Government Funding Sister M. Paul Rozanska, CSFN, Suzanne Libenson, MA MS Senior Director of Market- fåÑçêã~íáçå=qÉÅÜåçäçÖó= ing/Communications Thomas Durso, MBA Vice President for Information Tech- nology Director of Media Relations Robert H. Lafond, BA, MCIS Naomi Hall, BA Administrative Systems Support Man- Manager of Editorial Services ager Heather Dotchel, MS Denise Diorio, MEd Creative Services Manager Web Services Manager Jay Soda, BFA Mei Yin, MS Development Writer Instructional Technologist TBA David Slowik, MBA Major Gifts Officer User Services Manager Robert T. Wetzel, JD Gary Coleman Manager of Online Communications Senior Technical Services Manager Robert Macartney, BA

C. Vincent Milnik píìÇÉåí=pÉêîáÅÉë= System Administrator Andrew Lutz Vice President for Student Services Sister Marcella Binkowski, CSFN, Infrastructure Support Engineer EdD Terence Maguire Assistant Vice President for Student fåëíáíìíáçå~ä=^Çî~åÅÉãÉåí= Services Sister M. Patrice Feher, CSFN, MA Vice President for Institutional Ad- vancement Campus Minister Margaret Swoboda Kelly, MA Reverend James MacNew, OSFS, MA Special Assistant to the Vice President for Institutional Advancement Director of Activities Michael E. Domer, MEd Michael McNulty-Bobholz, BS Director of Alumni and Parents Director of Athletics Marie Zecca, MEd Sandra Michael, MEd

NVO= eçäó=c~ãáäó=råáîÉêëáíó=

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= Director of Careers Center Don Brom, MA Director of Counseling Center Diana Piperata, PhD Director of Health Services Barbara Hannigan, RN, MSN Director of Public Safety Joseph McBride, BS Director of Residence Life Brett Buckridge, MA Director of Special Services Linda DiGennaro, MEd Disability Services Coordinator Zoe Gingold, MA Assistant Director of Activities Matthew Thomas, MBA Resident Area Coordinators Kimberly Pontano, MS Denise Shaw, MPA Rachel Donahue, MEd

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NVP=

= c^`riqv =

= Sister M. Marcella Binkowski, c~Åìäíó= CSFN cìääJíáãÉ=c~Åìäíó= Vice President for Student Services Associate Professor of Education Maria Agnew BA, Holy Family University Certification Specialist - Undergra- MEd, Pennsylvania State University duate 4-8 Middle Level Elementary EdD, Vanderbilt University Education Assistant Professor of Education Ana Maria Catanzaro BA, Holy Family University MSN Chair MA, LaSalle University Associate Professor of Nursing PhD, Temple University BSN, MSN, LaSalle University MHSc, Duke University Anthony J. Applegate MA, Saint Charles Borromeo Seminary Professor of Education PhD, The Catholic University of BA, Allentown College America MA, Villanova University EdM, PhD, Temple University Sister M. Angela Cresswell, CSFN Assistant Professor of Education and Geralyn Arango Languages Graduate Education Program Chair BA, Holy Family University Professor of Special Education MEd, Millersville State College BS, New York University PhD, University of South Florida MEd, EdD, Temple University J. Barry Dickinson Valerie Bell Assistant Professor of Management Undergraduate Education Program Marketing Chair BS, Rutgers University Assistant Professor of Education MBA, LaSalle University BS, West Chester University PhD, Drexel University MEd, Cabrini College EdD, Widener University Mary Kay Doran Professor of Education Brian Berry BA, MEd, PhD, University of North Professor of Special Education Carolina, Greensboro BA, Binghamton University MEd, PhD, Temple University Jan W. Duggar Dean, School of Business Adminis- Ellen H. Brown tration Assistant Professor Professor of Business Administration BA, The College of New Jersey BA, MS, PhD, Florida State University MS, Oregon State University EdD, Temple University

NVQ= eçäó=c~ãáäó=råáîÉêëáíó=

= c^`riqv =

= Patricia Duncan Kimberly A. Heuschkel Director of Student Services Instructor of Education Associate Professor of Education BA, MEd, EdD, Rutgers, The State BA, Trenton State College University of New Jersey MA, Rowan University EdD, Temple University Helen Hoffner Professor of Education Patricia A. Dunn Graduate Reading Supervi- Associate Professor of Nursing sor/Reading Specialist BSN, LaSalle University BS, West Chester University MSN, PhD, University of Pennsylvania MEd, Temple University EdD, Widener University Anthony DiPrimio Director, Master of Science in Hu- James R. Huber man Resources Management Assistant Professor Professor of Business Administration BA, Indiana University of Pennsyl- and Finance vania BS, LaSalle University MS, Purdue University MS, University of Pennsylvania PhD, Virginia Polytechnic Institute PhD, Temple University and State University Reverend Mark J. Hunt Roger Gee Associate Professor of Religious Stu- Certification Specialist — dies Graduate ESL BA, MA, St. Charles Seminary Associate Professor of Education STL, STD, Pontifical University of BS, Mansfield State College St. Thomas Aquinas (Rome) MS, Elmira College MEd, Temple University Cao Jiang MA, University of Arizona Associate Professor of Finance PhD, University of Pennsylvania BBA, Southwest University of Finance and Economics Kathryn Van Dyke Hayes PhD, Temple University Professor of Nursing BSN, Temple University Patricia Joergensen MSN, University of Pennsylvania Undergraduate Education Program PhD, Catholic University Chair Associate Professor of Education BA, Fordham University MA, LaSalle University EdD, Temple University

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NVR=

= c^`riqv =

= Elizabeth A. Jones Karen Montalto Director of the Doctoral Program BSN Chair Professor of Education Associate Professor BS, West Chester University BSN, Ohio State University MEd, PhD, The Pennsylvania State MSN, University of Pennsylvania University, University Park PhD, Widener University Sanghoon Lee Grace A. O’Neill Assistant Professor of Economics Graduate Education Program Chair BA, Seoul National University Associate Professor of Education PhD, Columbia University BS, St. Joseph’s University MEd, Villanova University Xiaojing Joanne Ma EdD, Temple University Assistant Professor of Economics BA, Peking University Lynn S. Orlando MA, PhD, University of Pennsylvania Certification Specialist — Graduate Pre K-4, Middle Level 4-8 and Ele- Michael W. Markowitz mentary Education Dean, School of Arts and Sciences Professor of Education Professor of Criminal Justice BA, Point Park College BA, Stockton College MEd, Bloomsburg State University MA, Rutgers University DEd, Pennsylvania State University MA, PhD, Temple University Leanne R. Owen Thomas B. Martin Director, Graduate Program in Director, Master of Science in In- Criminal Justice formation Systems Management Associate Professor of Criminal Justice Professor of Business Administration BA, University of Kansas BSEE, University of Notre Dame MA, PhD, University of Wales MSEE, PhD, University of Pennsylvania Danny W. Pirtle Gloria Kersey-Matusiak Assistant Professor of Criminal Justice Professor of Nursing BS, Tennessee State University BSN, Gwynedd-Mercy College MS, PhD, Prairie View, A&M Uni- MSN, Villanova University versity PhD, Temple University Kathleen B. Quinn D. Barry MacGibeny Professor of Education Professor of Education BA, MEd, PhD, Temple University BA, Gettysburg College MA, Glassboro State College EdD, Fairleigh Dickinson University

NVS= eçäó=c~ãáäó=råáîÉêëáíó=

= c^`riqv =

= Donna Rafter Claire Sullivan Associate Professor of Education Certification Specialist — Under- BA, Holy Family University graduate Special Education and Dual MS, Philadelphia University Majors EdD, Rutgers, The State University Professor of Special Education of New Jersey BA, MA, Glassboro State College EdD, Rutgers, The State University Jeanne Ratigan of New Jersey Instructor of Education BA, Glassboro State College Michael White MEd, Trenton State College Associate Professor of Education EdS, Rutgers, The State University BA, Temple University of New Jersey MA, West Chester University EdD, Temple University Rochelle Robbins Division Head, Mathematics and the Mary E. Wombwell Sciences Coordinator for RN-BSN Program of- Associate Professor of Psychology fered through Division of Extended BS, University of Maryland, College Park Learning MA, PhD, State University of New Associate Professor of Nursing York, Stony Brook BSN, Holy Family University MSN, Villanova University Christine M. Rosner EdD, Widener University Dean, School of Nursing and Allied Health Professions Roseanna J. Wright Professor of Nursing Special Education Graduate Certifi- BSN, Gwynedd-Mercy College cation Specialist MSN, University of Pennsylvania Assistant Professor of Education PhD, New York University BA, Kean College of New Jersey MAEd, Castleton State College Diane Shea PhD, Temple University Assistant Professor of Counseling Psychology Stephen B. Young BS, Immaculata University Director of Field Placements MS, St. John’s University Assistant Professor PhD, Walden University BS, West Chester State University MEd, Temple University Leonard G. Soroka EdD, University of Pennsylvania Dean, School of Education

Professor of Education BS, Temple University MEd, West Chester University DEd, Pennsylvania State University

dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NVT=

= c^`riqv =

= Boas J. Yu Kenneth Bernabe Assistant Professor of Nursing Lecturer in Education BA, Rutgers, The State University of BA, Rider University New Jersey MA, Seton Hall University BSN, Farleigh Dickinson University Betty Lou Bettner MSN, The College of New Jersey Lecturer in Counseling Psychology EdD, Teachers College, Columbia BA, Neumann College University MS, Bowie State University

PhD, Union Graduate School m~êíJíáãÉ=c~Åìäíó= John Biasiello Amy Accardo Lecturer in Business Administration Lecturer in Education BA, MS, Holy Family University BS, MSEd, Drexel University Christopher Blazic Valerie A. Adair Lecturer in Education Lecturer in Education BA, St. Joseph’s University BA, MEd, Holy Family University MEd, EdD, Temple University Steven M. Alessandri Eileen Blazic Lecturer in Education Lecturer in Education BA, Immaculata College BA, Villanova University MA, Villanova University MA, Marshall University PhD, Bryn Mawr College Kathleen Brofman Lecturer in Education Cheryl Arndt BA, Temple University Lecturer in Counseling Psychology MEd, Beaver College BA, Rhode Island College PhD, Temple University MA, Antioch University Germaine Brown Eileen Baker Lecturer in Education Lecturer in Education BS, Cheney State College BA, MEd, Holy Family University MEd, Trenton State College EdD, Century University Paulette Banford Lecturer in Counseling Psychology Dena Calo Lecturer in Business Administration BA, Temple University BA, Holy Family University MA, LaSalle University JD, Widener University School of Law PsyD, LaSalle University Thomas A. Cinti Gail Berkowitz Lecturer in Business Administration Lecturer in Education BS, University of Scranton BS, Temple University MS, Harvard School of Public Health MEd, Holy Family University JD, Rutgers School of Law - Newark

NVU= eçäó=c~ãáäó=råáîÉêëáíó=

= c^`riqv =

= Deborah Clements Johnson Anthony DiCesare Lecturer of Education Lecturer in Education BS, West Chester State College BS, University of Scranton EdM, Temple University MEd, Holy Family University JD, Widener University Robert G. Cohen Lecturer in Education Kathryn Eby BS, MEd, Temple University Lecturer in Counseling Psychology BA, College of New Jersey Joseph Conway MS, Villanova University Lecturer in Education BA, St. Joseph’s University Patricia Ann Erickson MA, EdD, Teachers College Co- Lecturer in Education lumbia University BS, Temple University MEd, Holy Family University Lisa Corbin Lecturer in Counseling Psychology James Fazzone BA, SUNY Oneonta Lecturer in Education MS, University of Albany BA, Rowan University MA, Rider University James Coyle DEd, Nova Southeastern University Lecturer in Education BA LaSalle College Harry Finlayson MEd Temple University Lecturer in Education DEd, Widener University BS, EdM, EdD, Temple University Jacob L. Crayder Demaris Foote Lecturer in Education Lecturer in Education BS, MEd, Temple University BS, State University of New York MS, Nazareth College Jon Cutler EdS, The University of Georgia Lecturer in Counseling Psychology EdD, Widener University BA, Temple University MA, Temple University Mary Ann Fortuna DMin, Hebrew Union Col- Lecturer in Education lege-Jewish Institute of Religion BS, West Chester University MEd, EdD, Temple University Joanne F. Danna Lecturer in Education Mary Joe Frasso BS, Pennsylvania State University Lecturer in Education MEd, Trenton State University BS, West Chester University MEd, Bloomsburg University Gianni DeGennaro Lecturer in Education BS, Pennsylvania State University MSEd, Neumann College dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= NVV=

= c^`riqv =

= Daniel C. Frost Helen P. Gross Lecturer in Business Administration Lecturer in Education BA, State University of new York BA, Glassboro State College Institution of Technology at Utica MEd, Antioch University MBA, Kutztown University MS, EdD, Nova Southeastern University PhD, University of Phoenix Angeline M. Gampico Russell Gross Lecturer in Education Lecturer in Counseling Psychology BS, St. Joseph’s University BA, Moravian College MA, Villanova University MA, Kutztown University EdD, Immaculata University PhD, New York University Maureen Haegele Kathleen Ganster Lecturer in Education Lecturer in Education BS, West Chester University BA, LaSalle University MEd, Holy Family University MEd, Chestnut Hill College Lucille Hager Jacqueline D. Garcia Lecturer in Education Lecturer in Education BS, Chestnut Hill College BA, LaSalle University MEd, Holy Family University MEd, St. Joseph's University EdD, Arcadia University William Hall Lecturer in Business Administration John R. Gilbert MBA, Harvard Business School Lecturer in Business Administration EdD, Harvard School of Education BBA, Temple University JD, Temple University Helen Hanson Lecturer in Education Joseph Gillespie BA, Holy Family University Lecturer in Education EdM, PhD, Temple University BS, Mount Saint Mary’s College MEd, Temple University Geeta Heble EdD, Widener University Lecturer in Education BA, Manhattanville College

D. James Gilmour MA, Temple University Lecturer in Education EdD, Wilmington College BS, Muhlenberg MSA, George Washington University Leonard Herman MS, MPhil, University of Pennsylvania Lecturer in Education MBA, MEd, PhD, Temple University BS, MA, Rider University DEd, Drexel University Brian Gross Lecturer in Education Kathleen Herpich BS, University of New Mexico Lecturer in Education MEd, Antioch University BS, Wilkes University EdD, Heed University MEd, Montclair State University EdD, Seton Hall University

OMM= eçäó=c~ãáäó=råáîÉêëáíó=

= c^`riqv =

= Scott Heydt Dana Korin Lecturer in Education Lecturer in Education BA, Moravian College BA, The George Washington University MA, Duquesne University MA, New York University PhD, The State University of Jew Jersey Tara Holdsworth Lecturer in Education Ruth Kuchinsky-Smith BS, Temple University Lecturer in Education MEd, Holy Family University BS, The King’s College MEd, PhD, Temple University Denise Horton Lecturer in Counseling Psychology Katherine Laskowski BA, University of Mary Har- Lecturer in Education den-Baylor BS, Kutztown University MS, University of Central Texas MEd, Holy Family University PhD, Walden University Gregory Lucidi June T. Johnson Lecturer in Information Systems Lecturer in Education Management BS, Virginia State University BA, MS, Holy Family University MEd, Beaver College Susan Madden Tricia M. Kelly Lecturer in Counseling Psychology Lecturer in Education BA, Beaver College BA, LaSalle University MA, Duquesne University MEd, Temple University Paul Marino Thomas King Lecturer in Education Lecturer in Education BS, MEd, PhD, Pennsylvania State BA, Temple University University MEd, Holy Family University Sharon E. Kline Daniel Markowski Lecturer in Education Lecturer in Education BS, Kutztown University BA, MEd, Holy Family University MEd, Arcadia University Victor Matson EdD, Immaculata College Lecturer in Education Frederick Kompass BS, Penn State University Lecturer in Counseling Psychology MEd, Temple University BS, Drexel University Patricia J. Mazzuca BD, Princeton Theological Seminary Lecturer in Education MBA, ThM, DMin, University of BA, University of Puerto Rico Pennsylvania MEd, Temple University

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= Frank McAneny Andrew Owen Lecturer in Education Lecturer in Criminal Justice BA, St. Joseph’s University BA, MA, PhD, University of Wales MEd, College of New Jersey EdD, Temple University John Pardini Lecturer Kelly Kates McElrath AS, Camden County College Lecturer in Education BA, Thomas Edison State University BA, Temple University MS, Holy Family University MA, LaSalle University Rosemary Parmigiani PhD, Temple University Lecturer in Education Diane Menago BS, MS, Duquesne University Lecturer in Counseling Psychology Gerald D. Paterson BS, Lock Haven University Lecturer in Education MA, LaSalle University BA, LaSalle University PhD, LaSalle University MA, Holy Family University Anthony Molloy EdD, Temple University Lecturer in Education Lindsay Phillips BA, LaSalle University Lecturer in Counseling Psychology JD, Villanova University BA, Albright College MEd, Temple University Ruth Montalvo PsyD, Chestnut Hill College Lecturer in Education BA, University of Pennsylvania Catherine Poindujour MEd, Temple University Lecturer in Counseling Psychology BA, Florida International University Irene Musman MA, Barry University Lecturer in Education BA, Chestnut Hill College Holly D. Priestley MA, LaSalle University Lecturer in Education BS, Indiana University of Pennsylvania Eugene Nicolo MEd, University of Pittsburgh Lecturer in Education EdD, Temple University BS, MS, PhD, Temple University Holly Priestly Jeffrey S. Nowak Lecturer in Education Lecturer in Business Administration BS, Indiana University of Pennsylvania BA, Holy Family University MEd, University of Pittsburgh JD, Thomas Cooley Law School EdD, Temple University Raymond Ostrowski William Priestley Lecturer in Education Lecturer in Education BA, LaSalle College BA, MEd, EdD, Temple University MEd, Temple University

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= Vince Profy Richard Serfass Lecturer in Education Lecturer in Education BA, Boston College BA, LaSalle University EdM, EdD, Temple University MEd, EdD, Temple University Bruce B. Rachild Lecturer in Education Thomas Sexton Certification Specialist - Graduate Lecturer in Education Educational Leadership BA, LaSalle University BS, MEd, EdD, Temple University MEd, EdD, Temple University Patricia R. Reynolds David Slowik Lecturer in Education Lecturer in Counseling Psychology BS, MS, Temple University BA, LaSalle University PhD, University of Pennsylvania MBA, Temple University Joanne L. Ricevuto-Thames Deborah Smith Lecturer in Education Lecturer in Education BS, West Chester University BS, MEd, Holy Family University MEd, Widener University Kathleen B. Smyth John Robertson Lecturer in Education Lecturer in Business Administration BA, LaSalle University BA, LaSalle University MEd, Holy Family University JD, Nova S.E. University Richard Snyderman Adina Rosenberg Lecturer in Counseling Psychology Lecturer of Counseling in Psychology BA, MEd, Temple University BA, Temple University Susan Stackhouse MA, Hahnemann University Lecturer in Education Maureen Runyen BA, MEd, Holy Family University Lecturer in Education Fred Stewart BS, Temple University Lecturer in Education MEd, Holy Family University BS, Shippensburg State College Christopher Salvatore MEd, Temple University Lecturer in Criminal Justice Carl Strahl BA, Neumann College Lecturer in Education MA, Widener University BS, Pennsylvania State University PhD Candidate, Temple University MSEd, EdD, Temple University Mary Ellen Schuler Mary Tomlin Lecturer in Education Lecturer in Education BS, Gwynedd-Mercy College BA, Ursuline College MA, Immaculata University MA, Holy Family University dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= OMP=

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= Angel R. Verdugo Nina Wilde Lecturer in Education Lecturer in Education BS, MEd, Northern Arizona University BA, Douglass College, Rutgers Uni- versity Anthony Visco PhD Candidate, Temple University Lecturer in Business Administration BS, Drexel University Patricia Williams JD, University of Virginia BM, Immaculate University MEd, PhD, Temple University Sharon Vitella Stanley Witalec Lecturer in Education Lecturer in Education BA, York College of PA BA, LaSalle University MA, College of New Jersey MA, Villanova University MA, Gwynedd-Mercy College

EdD, Nova Southeastern University Janice Wagman Lecturer in Education BS, MEd, Temple University David Walls Lecturer in Education BA, Holy Family University MA, Rowan University

Maurice Weeks, Jr. Lecturer in Education BS, Villanova University MEd, temple University EdD, Rutgers University Frederic Weiner Lecturer of Counseling Psychology BA, Dickinson College MS, Indiana State University EdD, University of Pennsylvania Nicholas Weingarten Lecturer in Counseling Psychology BA, City College of New York MSW, Smith College School for Social Work

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= aáêÉÅíáçåë=íç=eçäó=c~ãáäó= Take I-95 north to Exit 49 (New- råáîÉêëáíó=Ó=kÉïíçïåI=_ìÅâë= town/Yardley). Turn left onto the New- `çìåíó= town Bypass/PA-332 west. Turn left onto Campus Drive. One Campus Drive Newtown, PA 18940 aáêÉÅíáçåë=íç=tççÇÜ~îÉå= 1311 Bristol Pike From the East Bensalem, PA 19020-6415 Take the New Jersey Turnpike to Exit 7A (I-195). Take I-195 west until it be- From the East comes NJ-29. Take NJ-29 north to I-95. Take the New Jersey Turnpike to Exit 6 Take I-95 south over the Scudder Falls (Pennsylvania Turnpike/I-276). Take Bridge to Exit 49 (Newtown/Yardley). the Pennsylvania Turnpike to Exit 351 Turn right onto the Newtown By- (U.S. Route 1/Philadelphia). Follow pass/PA-332 west. Turn left onto Route 1 south to the Woodhaven Campus Drive. Road/PA-63 exit (stay in outer lane). Take Woodhaven Road to Bristol From the West Pike/US-13; at the traffic light, turn Take the Pennsylvania Turnpike to Exit right onto Bristol Pike/US-13. At the 351 (U.S. Route 1/Philadelphia). Follow second traffic light, turn left onto Biddles U.S. Route 1 north. Take the Trenton Lane and enter the Woodhaven parking exit onto I-95 north. Take Exit 49 lot. (Newtown/Yardley). Turn left onto the Newtown Bypass/PA-332 west. Turn From the West Take the Pennsylvania Turnpike to Exit left onto Campus Drive. 351 (U.S. Route 1/Philadelphia). Follow

From the North (Northeast Exten- Route 1 south to the Woodhaven sion/I-476) Road/PA-63 exit. Take Woodhaven Take I-476 south to Exit 20 Road to Bristol Pike/US-13; at the traf- (Mid-County). Take the Pennsylvania fic light, turn right onto Bristol Turnpike/I-276 East to Exit 351 (U.S. Pike/US-13. At the second traffic light, Route 1/Philadelphia). Follow U.S. turn left onto Biddles Lane and enter the Route 1 north. Take the Trenton exit Woodhaven parking lot. onto I-95 north. Take Exit 49 (New- From the North (Northeast Exten- town/Yardley). Turn left onto the New- sion/I-476) town Bypass/PA-332 west. Turn left onto Campus Drive. Take I-476 south to Exit 20 (Mid-County). Take the Pennsylvania From the North (I-95) Turnpike/I-276 (East) to Exit 351 (U.S. Take I-95 south to Exit 49 (New- Route 1/Philadelphia). Follow Route 1 town/Yardley). Turn right onto the south to the Woodhaven Road/PA-63 Newtown Bypass/PA-332 west. Turn exit. Take Woodhaven Road to Bristol left onto Campus Drive. Pike/US-13; at the traffic light, turn From the South right onto Bristol Pike/US-13. At the

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= second traffic light, turn left onto Biddles From the West Lane and enter the Woodhaven parking Take the Pennsylvania Turnpike to Exit lot. 351 (U.S. Route 1/Philadelphia). Follow Route 1 south (stay in the inner lanes) From the North (I-95) and turn left onto Grant Avenue. Follow Take I-95 south to the Woodhaven Grant Avenue to Frankford Avenue and Road exit and follow signs to Bristol turn left. Pike/US-13. At the traffic light, turn right onto Bristol Pike/US-13. At the From the North (Northeast Exten- second traffic light, turn left onto Biddles sion/I-476) Lane and enter the Woodhaven parking Take I-476 south to Exit 20 lot. (Mid-County). Take the Pennsylvania Turnpike/I-276 (East) to Exit 351 (U.S. From the South Route 1/Philadelphia). Follow Route 1 Take I-95 north to the Woodhaven south (stay in the inner lanes) and turn Road exit and follow signs to Bristol left onto Grant Avenue. Follow Grant Pike/US-13. At the traffic light, turn Avenue to Frankford Avenue and turn right onto Bristol Pike/US-13. At the left. second traffic light, turn left onto Biddles Lane and enter the Woodhaven parking From the North (I-95) lot. Take I-95 south to Exit 35 (Woodhaven

Road) and follow signs for Bristol aáêÉÅíáçåë=íç=kçêíÜÉ~ëí= Pike/U.S. 13 South. Turn right at the mÜáä~ÇÉäéÜá~=`~ãéìë= light (Rt. 13 becomes Frankford Ave). 9801 Frankford Avenue Proceed along Frankford Avenue, and Philadelphia, PA 19114-2009 the campus will be on your left.

From the East From the South Take the New Jersey Turnpike to Exit 6 Take I-95 north to Exit 32 (Academy (Pennsylvania Turnpike/I-276). Take Road). Turn right at first light onto the Pennsylvania Turnpike to Exit 351 Frankford Avenue. Holy Family is at (U.S. Route 1/Philadelphia). Follow Grant Avenue on the right. Route 1 south (stay in the inner lanes) and turn left onto Grant Avenue. Follow SEPTA Route 66 and Route 84 buses Grant Avenue to Frankford Avenue and both have stops at Frankford and Grant turn left. Avenues. Regional Rail Line The SEPTA R7 line from Trenton, NJ, or Center City Phil- adelphia stops at the Torresdale Station (Grant Avenue and State Road). This is within walking distance of the university.

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= Index Correspondence ...... xii Counseling in Student Affairs in Higher A Education ...... 54 A Message from the President ...... v Counseling Psychology ...... 45 Academic Affairs ...... 191 Counseling Psychology Course Descriptions Academic Disputes/Grade Challenges ...... 29 ...... 62 Academic Integrity...... 28 Course Cancellations ...... 40 Academic Program and Course Descriptions Course Load ...... 40 ...... 134, 140 Course Number System ...... 39, 178 Academic Program Description .... 48, 76, 146 Course Schedules ...... 40 Academic Programs ...... 44 Courses required for Pennsylvania State Academic Standing and Retention ..... 37, 183 Certification* ...... 92 Accelerated Master of Business Credit for Courses ...... 39 Administration (MBA) Course Criminal Justice ...... 75 Descriptions ...... 161 Criminal Justice Course Descriptions ...... 77 Accelerated Master of Business CSFN Representative ...... 190 Administration (MBA) New Professional Curriculum Structure ...... 76 Course Descriptions ...... 163 D Accelerated Master of Business Degree Completion and Commencement . 37, Administration (MBA) New Professional 183 Program Description ...... 163 Degree Requirements ...... 36, 135, 141, 181 Accelerated Master of Business Directions to Holy Family University – Administration (MBA) Program ...... 159 Newtown, Bucks County ...... 206 Acceptance for Admission ...... 177 Directions to Northeast Philadelphia Acceptance to a Graduate Program ...... 33 Campus...... 207 Accreditation...... 145 Directions to Woodhaven...... 206 Accreditation and Membership ...... xi Dismissal ...... 38, 183 Administration ...... 190 Doctoral Program Course Descriptions.... 185 Admission Requirements ...... 75 Doctoral Program in Educational Leadership Admissions Process for Doctoral Studies.. 175 and Professional Studies Mission Advising ...... 39 Statement...... 173 Affiliation ...... xi Drop/Add Adjustment ...... 179 Alcohol and Drug Policy ...... 22 Drop/Add Adjustments ...... 40 Assignment of Academic Advisor ...... 178 Attendance ...... 41 E B Education ...... 81 Education Course Descriptions ...... 111 Board of Trustees ...... 190 Educational Leadership and Professional BSN Equivalent Competencies ...... 146 Studies Doctoral Program ...... 171, 173 C Elective Courses ...... 137 Campus Facilities ...... 205 Emergency Procedures for Behavioral Clinical Mental Health Counseling ...... 52 Incidents ...... 26 Code of Ethical/Professional Standards and Enrollment and Fulfillment of Degree Conduct ...... 29 Requirements ...... 36, 182 Comprehensive Examination ...... 58 Equal Opportunity/Non-Discrimination Comprehensive Portfolio ...... 150 Policy ...... 25 ESL Program Specialist ...... 104 dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= OMV=

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Executive Officers ...... 190 History Exemption from an Academic Requirement Past and Present of Holy Family University 3 ...... 39 History, Facilities, and Services...... 3 Exit Criteria—All in Educational Leadership Holy Family University ...... i, iii ...... 100 Holy Family University Academic Calendar 2011–2012 ...... x F Holy Family University, Newtown, Bucks Faculty ...... 194 County ...... 7 Family and Marital Counseling ...... 53 Holy Family University, Woodhaven, Bucks Family Educational Rights and Privacy Act County ...... 9 of 1974 (FERPA) ...... 27 HRM 501 Regulatory and Legal Issues in Final Grades and Transcripts ...... 35, 181 Human Resources (3 credits) ...... 169 Financial Affairs and Administration ...... 191 HRM 502 Strategic Human Resources Financial Aid ...... 16 Management (3 credits) ...... 169 Financial Information ...... 13 HRM 503 Talent Management and Five-Year Bachelor/Master Programs ...... 13 Workforce Planning (3 credits) ...... 169 Full-time Faculty ...... 194 Human Resource Management Course Full-Time Status and Continued Enrollment Descriptions ...... 136 ...... 178 Human Resources Management ...... 133 G I General Admission Requirements ...... 31 Information Systems Management ...... 139 General Procedures for Admission ...... 31 Information Systems Management Course General University Policies and Procedures 21 Descriptions ...... 142 Goals of Master of Science in Nursing Information Technology ...... 192 Program ...... 145 Institutional Advancement ...... 192 Goals of the Graduate Education Programs Intern Teaching ...... 110 ...... 81 Internship ...... 59 Goals of the Graduate Programs ...... viii Goals of the Information Systems L Management Program...... 139 Late Drop (Withdrawal) from a Course ... 40, Goals of the Master of Business 179 Administration Program ...... 159 M Goals of the Program in Criminal Justice .. 75 Maps and Directions ...... 205 Goals of the Program in Human Resources Master of Education Degree ...... 86 Management ...... 133 Master of Education Degree in Special Grading Policy ...... 34 Education, Advanced Practice ...... 98 Graduate Program in Counseling Psychology Master of Education Degree with Electives Mission Statement ...... 45 Leading to Early Childhood Education Graduate Programs - Division of Extended Certification ...... 97 Learning ...... 157 Master of Education Degree with Graduate Studies Mission and Governance...... viii Pennsylvania Certification, Level I in Graduation Fee...... 13 Middle Level 4-8 ...... 90 Master of Education Degree with H Pennsylvania Certification, Level I in Harassment Policy and Reporting Procedure Secondary Education 7-12 ...... 93 ...... 23

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Master of Education Degree with N Pennsylvania Certification, Level I in Newtown, Bucks County ...... 191 Special Education ...... 99 Newtown, Bucks County, Facilities...... 8 Master of Education Degree with Non-Academic Disputes ...... 30 Pennsylvania Certification, Level I, Pre Non-Credit Offerings ...... 16 K-4 ...... 87 Northeast Philadelphia Campus ...... 4, 205 Master of Education Degree with Northeast Philadelphia Campus Facilities .... 4 Pennsylvania Reading Specialist Nursing ...... 145 Certification* or Reading Specialist Nursing Course Descriptions ...... 152 Certification/No Degree ...... 95 O Master of Education in Education Leadership ...... 100 Other Program Requirements for the Master Master of Education in Special Education - of Science in Counseling Psychology...... 58 Advanced Practice...... 98 P Master of Education in TESOL and Literacy Part-time Faculty ...... 198 with ESL Program Specialist Certificate* Pastoral Counseling ...... 55 ...... 103 Payment of Tuition and Fees ...... 14 Master of Education with Principal Pennsylvania Department of Education Certification or Principal Certification/No Requirements ...... 107 Degree...... 101 Post 9-11 GI Bill and the Yellow Ribbon Master of Science in Counseling Psychology Program at Holy Family ...... 20 ...... 51 Post-Baccalaureate Teacher Certification. 106 Masters' Degree Programs ...... 43 Postgraduate Certified Program in School Master's Program - Policies and Procedures Counseling ...... 60 ...... 31 Postgraduate Licensure Program ...... 60 Maximum Time Frame for Completing Postgraduate Programs ...... 60 Degree Requirements ...... 18 Post-Master’s Certificate Programs ...... 149 MBA with a Finance Concentration ...... 165 Practicum Requirements ...... 150 MBA with a Finance Concentration Course President’s Office ...... 190 Descriptions ...... 165 Previous Coursework Option ...... 105 MBA with a Health Care Administration Procedure for Admission of International Concentration ...... 167 Students ...... 32 MBA with a Health Care Administration Procedure for Admission to Dual Degree Concentration Course Descriptions ..... 167 Program ...... 32 MBA with a Human Resource Management Program Description ...... 159 Concentration ...... 169 Program Highlights ...... 160 MBA with a Human Resource Management Program Outcomes for the Graduate Concentration Course Descriptions ..... 169 Program in Counseling Psychology ...... 45 Measurement of Academic Progress ...... 18 Protection of Human Subjects - Institutional Members ...... 190 Review Board (IRB) ...... 23 Minimum Standards for Satisfactory Academic Progress for Financial Aid for Q Graduate Students ...... 18 Qualitative Standards...... 18 Mission & Goals ...... vii Quantitative Standards ...... 18 Mission Statement ...... 75, 81, 133, 139, 145 R Reading Supervisor Certification ...... 100, 101 dê~Çì~íÉ=píìÇáÉë=OMNNJOMNO= ONN=

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Registration ...... 39, 178 W Responsibilities of Students ...... 21 Waiver of Courses ...... 178 S When Minimum Standards of Academic Progress are NOT Achieved ...... 19 Safety and Security Procedures ...... 28 Withdrawal and Return of Funds Policy ... 14 Satisfactory Academic Standing ...... 47 Withdrawal from a Graduate Program ..... 37, School Counseling Dual – Certification 183 and/or LPC ...... 57 Woodhaven, Bucks County Division of School Counseling Elementary – Extended Learning ...... 191 Certification and/or LPC ...... 56 Woodhaven, Bucks County, Facilities ...... 9 School Counseling Secondary – Certification and/or LPC ...... 57 School Nurse Certification Program ...... 151 School Terms ...... 39 Settlement Music School...... 127 Smoking Policy...... 22 Social Media Policy ...... 22 Specific Admission Requirements 46, 82, 133, 139, 145, 160 Specific Degree-Completion Requirements84 Specific Program Admission Information and Requirements ...... 46 Specific Program Admission Requirements 83 Structure of the Doctoral Program ...... 173 Student Code of Conduct ...... 21 Student Services ...... 192 Student Services/Advising ...... 83 T Teacher Certification and Program Approval ...... 105 Teacher Intern Program ...... 106 The Course Option ...... 104 The Mission of the University ...... vii Timeline for Degree Completion ...... 38 Title II Quartile Report ...... 84 Transfer of Credit...... 38, 177 Trustee Emeritus ...... 190 Tuition and Fees for the 2011–2012 Academic Year ...... 13 U Undergraduate Prerequisite Requirements* 47 University Services ...... 9 V Veterans' Affairs Programs ...... 19

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Admissions Office 9801 Frankford Avenue Philadelphia, PA 19114-2009 graduate holyfamily.edu Studies

Northeast Philadelphia 9801 Frankford Avenue Philadelphia, PA 19114-2009 215-637-7700

Newtown One Campus Drive Newtown, PA 18940-0992 267-341-4000

woodhaven graduate Studie s 1311 Bristol Pike Bensalem, PA 19020-6415 267-341-5000 2011-2012

2011-2012