Loyola University Maryland 2010–2011

LOYOLA UNIVERSITY MARYLAND 2010–2011

GRADUATE PROGRAMS

Loyola College

School of Education

The Joseph A. Sellinger, S.J. School of Business and Management

4501 North Charles Street Baltimore, Maryland 21210-2699 410-617-2000 www.loyola.edu Locations

Loyola University Maryland Baltimore Campus 4501 North Charles Street Baltimore, MD 21210‑2699 General: 410‑617‑2000; 800‑221‑9107 Admission: 410‑617‑5020; 800‑221‑9107, ext. 5020 Education: 410‑617‑5095 Liberal Studies: 410‑617‑5590 Psychology: 410‑617‑2696

Loyola University Maryland The Graduate Center – Columbia Campus 8890 McGaw Road Columbia, MD 21045‑4713 General: 410‑617‑7600 Admission: 410‑617‑5020; 800‑221‑9107, ext. 5020 Montessori: 410‑617‑7765 Pastoral Counseling: 410‑617‑7620 Speech-Language Pathology/Audiology: 410‑617‑7650 The Loyola Clinical Centers: 410‑617‑1200

Loyola University Maryland The Graduate Center – Timonium Campus 2034 Greenspring Drive Timonium, MD 21093‑4114 General: 410‑617‑1500 Admission: 410‑617‑5020; 800‑221‑9107, ext. 5020 Financial Aid: 410‑617‑1500 Education: 410‑617‑5095 Graduate Business Programs: 410‑617‑5067

Loyola University Maryland The Loyola Clinical Centers Belvedere Square, Suite 100 5911 York Road Baltimore, MD 21212 General: 410‑617‑1200

Loyola University Maryland The Loyola Clinical Centers The Graduate Center – Columbia Campus 8890 McGaw Road Columbia, MD 21045‑4713 General: 410‑617‑1200 Table of Contents

The University...... 5 Academic Regulations and Policies...... 14 Fees...... 26 Financial Aid...... 29 Admission...... 32

Loyola College...... 39 Computer Science...... 41 Liberal Studies...... 47 Pastoral Counseling...... 61 Psychology ...... 79 Speech-Language Pathology/Audiology...... 99

School of Education...... 109 Education Specialties ...... 135 Montessori Education...... 146 Teacher Education...... 148

The Joseph A . Sellinger, S .J .,School of Business and Management...... 151 Master of Business Administration ...... 154 Master of Science in Finance...... 169 Accounting Certificate Program...... 172 Master’s Plus Program...... 174 Emerging Leaders MBA...... 175 MBA Fellows Program...... 180 Executive Master of Business Administration. . 186

Academic Calendar...... 191 Board of Trustees ...... 193 Directory ...... 195 Maps...... 213 Index...... 216 Important

The provisions of this publication are not to be National Council of Teachers of Mathematics regarded as a contract between the student and Loy- National Science Teacher’s Association ola University Maryland. The University reserves the Regents of the University of the State of New York right to change courses, schedules, calendars, and any Maryland State Department of Education other provisions or requirements when such action Approved for Veteran’s Education will serve the interest of the University or its students. Member of: Students are responsible for the selection of courses, Adult Education Association of U.S.A. completion of degree requirements, and acquainting AACSB International – The Association to Advance themselves with the regulations pertinent to their status. Collegiate Schools of Business The University reserves the right to modify its regula- American Association of Colleges for Teacher tions in accordance with accepted academic standards Education and to require observance of the modifications. American Association for Higher Education American Speech-Language-Hearing Loyola University Maryland does not discriminate on Association (ASHA) the basis of race, sex, color, national or ethnic origin, Association for American Colleges and Universities age, religion, disability, marital status, or sexual orien- Association for Continuing Higher Education tation in the administration of any of its educational Association of Graduate Liberal Studies Programs programs and activities or with respect to admission Association of Jesuit Colleges and Universities or employment. The Designated Compliance Officer Baltimore County Chamber of Commerce to ensure compliance with Title IX of the Education Commission on Higher Education of the Middle Amendment of 1972 is George Casey, Assistant Vice States Association of Colleges and Schools, President for Human Resources, 5000 York Road, 3624 Market Street, Philadelphia, PA 19104; Room 206, 410‑617‑2354. The Coordinator to ensure 215‑662‑5606 compliance with Section 504 of the Rehabilitation Council for Advancement and Support Act of 1973 (P.L. 93–112) as amended (P.L. 93–516) of Education is George Casey, Assistant Vice President for Human Council of Applied Master’s Programs Resources, 5000 York Road, Room 206, 410‑617‑2354. in Psychology Council of Graduate Programs in Communication Loyola University Maryland is authorized under U.S. Sciences and Disorders federal law to enroll nonimmigrant, alien students. Greater Baltimore Committee Howard County Chamber of Commerce Accredited by: Independent College Fund of Maryland AACSB International – The Association to Advance Maryland Association for Higher Education Collegiate Schools of Business Maryland Chamber of Commerce American Association of Pastoral Counselors Maryland Independent College and University American Psychological Association Association American Speech-Language-Hearing Middle Atlantic Association of Colleges Association (ASHA) and Business Administration Commission on Higher Education of the Middle National Association of Graduate Admission States Association of Colleges and Schools, Professionals 3624 Market Street, Philadelphia, PA 19104; National Association of Independent Colleges 215‑662‑5606 and Universities Council for Accreditation of Counseling and National Catholic Education Association Related Educational Programs National Collegiate Athletic Association National Council for Accreditation National Council of Schools and Programs of Teacher Education of Professional Psychology National University of Continuing Education Approved by: Association American Council on the Teaching of Foreign Languages Documents granting accreditation or approval to Association for Childhood Education International Loyola University Maryland are available for review Association Montessori Internationale (AMI) in the Records Office during regular business hours. Council on Exceptional Children International Reading Association The University

HISTORY The graduate program in psychology was established in 1968 to help prepare students to complete doc- Since its founding, Loyola has challenged itself to toral training in clinical or counseling psychology remain grounded in a centuries-old tradition of through a research-oriented master’s program. Three Jesuit, liberal arts education, while continually seek- years later, Loyola added a practitioner-based, mas- ing to adapt to changing circumstances. This com- ter’s-level training model to prepare students to work mitment to both its historic foundations and the under the supervision of a licensed psychologist or institution it has become underscores the rationale to pursue doctoral training. The graduate psychol- behind Loyola’s decision to change its designation ogy program, which trains students in both theory to Loyola University Maryland in 2009. and skill development and offers field experiences at numerous sites throughout Baltimore, was expanded Loyola rose from humble beginnings in 1852 as the in 1996 to include a Doctor of Psychology (Psy.D.) in first college in the United States to bear the name of Clinical Psychology. The Psy.D. program is accred- Saint Ignatius Loyola. Loyola was initially headquar- ited by the American Psychological Association. The tered in a house on Holliday Street in downtown Bal- Psychology Department also offers certificate and timore—a site marked by a commemorative plaque prelicensure enrollment options for individuals seek- in what is now Baltimore’s War Memorial Plaza. Due ing to complete the requirements for the Maryland to its increasing enrollment, Loyola moved in 1855 Board of Examiners’ Licensed Clinical Professional to a new facility at Calvert and Madison Streets— Counselor (LCPC) examination. now the home of Center Stage, Baltimore’s intimate theatre for professional drama groups and the Saint The Pastoral Counseling Department—whose pro- Ignatius Loyola Academy, a Jesuit middle school for grams integrate religious philosophy with practi- boys. Loyola moved to its present home on the Balti- cal behavioral science—offers the only accredited, more Campus in 1921. advanced degree programs of their kind in the United States. Pastoral counseling was initially introduced Today, Loyola is a Catholic comprehensive university in 1976 as a master’s degree within the Psychology with approximately 6,000 undergraduate and gradu- Department. Due to the program’s unique offer- ate students representing two-thirds of the United ings and subsequent growth, an independent Pas- States and numerous foreign countries. The graduate toral Counseling Department was established in programs now comprise almost half of the student 1984. The Master of Science (M.S.) program was population at Loyola. The programs, most of which expanded in 1990 to include a Doctor of Philoso- are practitioner-oriented and designed for profession- phy (Ph.D.) in Pastoral Counseling, and in 1997, a als seeking a greater level of expertise and satisfac- Master of Arts (M.A.) in Spiritual and Pastoral Care tion in their careers, span a broad spectrum. was introduced. Today, the various degree, certificate, and prelicensure programs within the Pasto- Loyola’s Joseph A. Sellinger, S.J., School of Business ral Counseling Department attract students from and Management offers the traditional Master of Busi- across the country and around the world. ness Administration (M.B.A.) and a Master of Science in Finance (M.S.F.), as well as the MBA Fellows and Since its inception in 1971, the Department of Speech- Executive MBA programs, tailored for profession- Language Pathology/Audiology has provided practi- als at different levels in their careers. It also offers tioner-oriented classroom study and clinical practice the Emerging Leaders MBA program, designed for to professionals throughout the country. Accredited recent undergraduates. The Sellinger School’s 1988 by the Educational Standards Board of the American accreditation (which was reaffirmed in 1999) by Speech-Language-Hearing Association (ASHA), the AACSB International – The Association to Advance two-year, full-time speech pathology program fea- Collegiate Schools of Business reinforced its com- tures clinical observation and practicum opportunities mitment to providing the best education to Balti- through the Loyola’s Clinical Centers and an exten- more’s business leaders. The traditional MBA pro- sive network of externship sites. gram began in 1967 and it, along with the Executive MBA program (established in 1973 and one of the In 1977, Loyola recognized the need within the tech- first of its kind in the United States), has provided nology professional community for advanced educa- quality business education to the Baltimore region tion and developed a graduate program for profes- for several decades. sionals already working in computer-related fields who need hands-on, rather than theory-based, experience for the rapidly changing technology industry. 6 The University

In 2003, this program was reconfigured, and now MISSION Loyola offers degree programs in computer science leading to a Master of Science (M.S.) in Computer Loyola University Maryland is a Jesuit Catholic univer- Science and a Master of Science (M.S.) in Software sity committed to the educational and spiritual tradi- Engineering. Both of these programs are offered at tions of the Society of Jesus and to the ideals of liberal Loyola’s Columbia and Timonium Campuses. education and the development of the whole person. Accordingly, the University will inspire students to The School of Education, which marked its official learn, lead, and serve in a diverse and changing world. launch in Fall 2009, builds on the long-standing achievements of Loyola’s former Department of Edu- VISION cation. It is the only school in Maryland with a dedicated focus on the advancement of achievement and The education of men and women of compassion development of city children and youth that is based and competence, imbued with the desire to seek in on an analytical framework of identity, race, and cul- all things the greater glory of God, represents the ture. The graduate programs in education, the first enduring aspiration of Loyola University Maryland. of which were the Master of Education (M.Ed.) and a That ideal, first elucidated by Saint Ignatius of Loy- Master of Arts (M.A.) in Education, blend theory with ola, founder of the Society of Jesus and namesake practice in their mission to train tomorrow’s educa- of this University, continues to guide Loyola as it tors. In 2002, Loyola’s education programs received strives to lead students, faculty, staff, alumni, and accreditation from the National Council for Accredi- friends forward to the promise of an examined life tation of Teacher Education (NCATE); they were reac- of intellectual, social, and spiritual discernment. credited in 2007. Also in 2007, Loyola began offering an M.Ed. in Kodály Music Education, and it received In pursuing these goals, Loyola asserts a bold ambi- approval from the Maryland State Department of tion: that the University will be the leading Catholic Education to offer the Master of Arts in Teaching comprehensive university in the United States. The (M.A.T.). Education courses are offered at the Balti- standards by which we measure that achievement will more, Columbia, and Timonium Campuses. be many: the enrollment of outstanding students; the creation of a diverse and supportive community; Loyola University Maryland adheres to its Jesuit, lib- the cultivation of a rigorous intellectual climate; the eral arts tradition through its liberal studies program. scholarly achievements of the faculty; the recogni- Designed for those who require greater expertise in tion of peers; the intellectual and professional attain- their field or desire a greater breadth of knowledge, ments and generosity of spirit of the alumni. the program blends the traditional with the innovative. The usual graduate school emphasis on research Loyola will do so by providing undergraduate stu- is replaced with an emphasis on reading and study, dents with a liberal education that transforms them, with course topics ranging from business and urban that ensures they place the highest value on the planning to sociology, psychology, literature, and cre- intellectual life, and that instills in them an under- ative writing. In short, the liberal studies program— standing that leadership and service to the world which awards a Master of Arts (M.A.) in Liberal Stud- are intimately connected. Likewise, Loyola will be a ies—exists for all who believe that the mind constantly recognized leader in graduate education, offering needs to be challenged and enriched. programs which are responsive to the needs of the professional and academic communities it serves, A loyal alumni population, strong corporate and inspiring its graduate students to leadership, and civic support, a diverse body of graduate programs, inculcating in them the knowledge that service to and the dedication and expertise of the faculty have the larger world is a defining measure of their pro- all helped make Loyola the institution it is today and fessional responsibilities fully understood. assure that the education offered at Loyola remains relevant in an ever-changing world. In all of this, Loyola University Maryland will remain ever mindful of the Jesuit precept that the aim of all education ultimately is the ennoblement of the human spirit. 7

VALUES LEARNING AIMS

From the time of their founding four-and-a-half cen- Master Knowledge and Skills turies ago, Jesuits—beginning with their founder, Saint Ignatius Loyola—have had a distinctive way of • Master the skills, methods, and knowledge appro- looking at life. Their characteristic Ignatian worldview priate to the discipline has permeated their educational and spiritual apos- tolates, and has been shared with hundreds of thou- • Synthesize knowledge using interdisciplinary sands of women and men formed by Jesuit teaching approaches and pastoral care. This Ignatian worldview includes the following characteristic notes or emphases: • Acquire the tools to continue professional development and lifelong learning • openness and enthusiasm toward the whole of God’s richly diverse creation and for the human person Think Critically as its crowning glory; • Access, analyze, and evaluate information effectively • hopefulness and pragmatism in seeking graced solutions to life’s challenges through creative use of • Disseminate and communicate information all available gifts and resources, tempered by real- effectively ism and compassion about the reality of human weakness; Manifest Leadership and Social Responsibility in the Workplace and Community • sustained critical attention to motivations and choices based on the conviction that individuals, • Understand and value individual differences and through the exercise of their freedom, exert a real have the skills for working effectively in a diverse influence on their world and one another for good and changing world or for evil; and • Comprehend the ethical principles appropriate to • commitment to a life of growing integrity and the discipline, have the ability to identify ethical increasing service to God and others after the dilemmas, and understand the frameworks for select- Gospel model of Jesus Christ. ing and defending a right course of action

As a Jesuit, Catholic university with a 156-year his- • Contribute professionally and personally to the tory, Loyola University Maryland adopts and adapts broader community these characteristic emphases of the Ignatian heritage and reflects them in its life and work. Loyola’s • Consider issues of justice in making decisions Jesuit tradition was complemented and enriched by the tradition of the Mercy Sisters when the Loyola DIVERSITY STATEMENT joined with Mount Saint Agnes College in 1971; and Loyola continues to remember and to recognize Loyola University Maryland values the benefits in with gratitude the gifts which it received as a result diversity and is committed to creating a community of that joining. One of the particular ways in which which recognizes the inherent value and dignity of Loyola preserves its religious heritage while recog- each person. As a community, the University actively nizing and incorporating the necessary openness promotes an awareness of and sensitivity toward dif- to pluralism, which is characteristic of American ferences of race, gender, ethnicity, national origin, higher education today, is by encouraging all of its culture, sexual orientation, religion, age, and disabili- constituents to cultivate and to live by the following ties among students, faculty, administrators, and staff. core values: academic excellence, focus on the whole person, integrity and honesty, diversity, community, justice, service, leadership, discernment, and the con- stant challenge to improve. 8 The University

CAMPUSES AND BUILDINGS Beatty Hall, originally named the Jenkins Science Building, was completed in 1922 and renovated Loyola University Maryland maintains three cam- in 1974, 1980, and 1995. The structure, built with puses in the greater Baltimore metropolitan area. locally quarried stone, houses the School of Educa- One, a traditional collegiate campus in northern tion and the Departments of Political Science, Psy- Baltimore City, primarily houses the undergraduate chology, and Sociology. After its 1974 renovation, programs. The Timonium and Columbia campuses the building was renamed in honor of the Reverend focus on graduate programs. All three locations are Vincent F. Beatty, S.J., who served as Loyola’s presi- modern and technologically sophisticated. dent from 1955–1964.

Baltimore Campus Jenkins Hall opened just before Thanksgiving in 1929, and its highlight was the library on its top floor. The Alumni Memorial Chapel, dedicated to Loyola Until its closure for renovation in January 2000, it alumni who served in World War I and World War served as the center for the Sellinger School of Busi- II, was constructed in 1952 and renovated in 1993. ness and Management. The refurbished facility now The Chapel is the physical and spiritual center of the houses administrative offices, the Loyola Writing Cen- campus. Sixteen large, stained-glass windows along ter, and The Study—a spacious student study area on the Chapel’s nave depict major Jesuit saints, while the third floor. The Study offers academic support Catholic history is illustrated in the stained-glass win- services for all students and features tutoring spaces, dows at the four terminals of the nave and the tran- computer stations and informal seating areas for quiet sept. Seven smaller windows depict historic shrines study. The Study is also home to an installation of por- from around the world dedicated to the Virgin Mary. traits of many of Loyola’s past presidents. Above the front facade of the Chapel is the statue of Our Lady of Evergreen, donated in 1952 by Fulton Xavier Hall is located between Beatty and Jenkins Oursler, senior editor of Reader’s Digest and author of Halls. Originally a small chapel in Baltimore’s Mount The Greatest Story Ever Told. Washington neighborhood, the structure was donated by the pastor of the Shrine of the Sacred Heart. In Located beneath the Chapel, Cohn Hall houses Fall 1924, the chapel was systematically disassembled, Campus Ministry and the Center for Community trucked to the Baltimore Campus, and reconstructed Service and Justice. Just south of the Chapel is a during the remainder of the year. It formally opened September 11 Memorial, partially funded by a gift as St. Francis Xavier Chapel on February 2, 1925. After from the Class of 2003. the Alumni Memorial Chapel opened in 1952, Xavier Hall was converted into a student lounge until the Until March 1992, the large Tudor-style mansion at 1970s when it was renovated into offices to accommo- the center of the quadrangle served as the home of date the expanding needs of the Sellinger School of Loyola’s Jesuit community. Now called The Rever- Business and Management. Once the Sellinger School end Francis Xavier Knott, S.J., Humanities Center, building was completed, Xavier Hall was renovated the building underwent a major expansion and and now houses administrative offices for the Division renovation in 1993 to fulfill the goal of centralizing of Enrollment Management and Communications. academic and administrative offices. The Humani- ties Center houses the President’s Office, as well as In 1965, Loyola expanded its classroom facilities with offices for Undergraduate Admission, the Counsel- the addition of the five-story building,Maryland Hall. ing Center, and Financial Aid; faculty offices for Named to acknowledge a 1962 grant from the state, the Departments of Classics, English, History, Phi- the structure initially served as an engineering and losophy, Theology, and Writing; a high-technology science building. Maryland Hall now houses the Aca- Honors seminar room; lecture-style classrooms; a demic Advising and Support Center, the office of the conference room; and a dining area. Dean of First-Year Students and Academic Services, International Programs, the Department of Modern The mansion was initially built by the prominent Gar- Languages and Literatures, a language learning cen- rett family in 1895 as a wedding gift to the Garrett’s ter, Instructional Technology, the Records Office, Stu- son, who died while on an extended trip to Europe dent Administrative Services, and classrooms. A major before the building was completed. Later, the build- renovation, completed in 2002, increased academic ing served as a rehabilitation center for blind veter- space; added high-technology classrooms; created ans of World War I before Loyola acquired it in 1921. a new, state-of-the-art language resource center; and made the building fully compliant with the Americans with Disabilities Act. 9

The Joseph A. Sellinger, S.J., School of Business The Andrew White Student Center is named for the and Management, a 50,000-square-foot classroom Reverend Andrew White, S.J., who was part of a small and office building which opened in January 2000, group of English Catholics who helped found the is adjacent to Maryland Hall and anchors Loyola’s state of Maryland when the first expedition landed academic quadrangle. The facility, which features in 1634. The Student Center—a popular hub on the a five-story atrium, houses 10 classrooms, five semi- Baltimore Campus—was renovated in 2000. It fea- nar rooms, four conference rooms, the Dean’s office, tures a food court, dining facility, and lounge areas, faculty offices, and a student lounge. as well as a bookstore, reading room, post office, program and office space, and student mailboxes. The Donnelly Science Center was completed in 1978, and center houses both the Athletics Department and the its contemporary architecture—two five-story wings office of Student Activities. joined by a glass-enclosed, diagonal centerpiece— serves as one of Loyola’s formal entrances. Its con- Ignatius House is home to Loyola’s Jesuit community. struction enabled Loyola to expand and upgrade its Formerly Millbrook House, the three-story, stone man- science facilities to include 25 laboratories, three sion was built in the 1920s and acquired by Loyola in workshops and a number of faculty offices. The build- 1957. Expanded, renovated, and renamed in 1991, it ing also houses the Departments of Biology, Chem- now contains a small chapel and Jesuit living quarters. istry, Computer Science, Engineering Science, and their associated teaching/research labs. An expan- The Loyola/Notre Dame Library, located midway sion has added state-of-the-art laboratories, classrooms between Loyola and the College of Notre Dame of and faculty offices to the facility, reflecting Loyola’s Maryland, opened in 1973. The library, a joint ven- commitment to science instruction and research. ture of the two institutions, is unique in being gov- erned by a special corporation established by both Knott Hall, completed in 1989, adjoins the Donnelly but distinct from either institution. The striking, four- Science Center. It houses the Departments of Phys- story building is situated at a point where both cam- ics and Mathematical Sciences; Technology Services; puses meet, on the banks of a small stream which lecture-style classrooms; two high-technology lecture was dammed to form a reflecting pool. halls; terminal rooms; the computer center; five high- technology classrooms; and three computer labs. Students are encouraged to make extensive use of the The USF&G Pedestrian Bridge links the east side of library and its resources, which include approximately the campus with the west section and provides an 463,000 books and bound periodical volumes encom- upper-level entrance to the building. passing extensive collections in the humanities and social sciences, particularly in the areas of Catholic The DeChiaro College Center is a long, rectangu- studies, education, management, and psychology. lar five-story building that opened in 1985. It houses The media services department offers a particularly the Julio Fine Arts Wing, containing faculty offices strong collection of more than 18,500 VHS, CD, and for the Department of Fine Arts; a rehearsal room; DVD titles representing the best in educational pro- music practice rooms; an art gallery; a high-tech- ductions, film classics, and contemporary works, as nology classroom, as well as studio classrooms for well as hundreds of print periodical subscriptions. drama, art, and music; and a fully-equipped pho- In 2008, the library was expanded and renovated to tography center. In addition, the wing contains the provide added computer facilities, several high-tech Career Center and the McManus Theatre, which classrooms, a digital media center, a 96-seat audito- has a seating capacity of 300. rium, and a variety of seating areas for individual or group study. The College Center underwent a major renovation that was completed in 2007. The new space includes The library has become a leader in implementing offices for the Department of Communication, sev- digital technology among teaching institutions. It is eral conference rooms, and a black box theatre. The the first academic library of its type in the nation to center also houses Reitz Arena, which contains a provide simultaneous searching capability of 16,000 gymnasium with three basketball courts and a seat- full-text, electronic journal titles across multiple data- ing capacity of 2,000. The facilities also include a bases. Working with the Maryland Interlibrary Con- weight room, training rooms, locker rooms, a VIP sortium in 2002, the library installed the Voyager lounge, and athletics offices. integrated online library system in concert with Hood College, Mount Saint Mary’s University, and Washington Adventist University (formerly Colum- bia Union College). Through the consortium, the library shares book holdings of more than 525,000 10 The University titles and allows online, reciprocal borrowing by all In Spring 1998, Loyola acquired a 3.79-acre parcel faculty and students at each institution, with the and building at 5104 York Road, a half-mile from material delivered within 24 hours to the home the Baltimore Campus. The property provides addi- library. Access to these technologies and extensive tional parking facilities and is home to a variety of collections is available through the library’s website administrative offices such as the Department of Pub- (www.loyola.edu/library). The library also provides a lic Safety/Campus Police, Transportation and Park- live, 24-hour, online reference service to assist Loyola ing, and Printing and Mailing Services. students and faculty with their information needs. In 1999, Loyola acquired a building at 5000 York The Service Building, located on the east side of Road that currently houses a variety of administra- campus, houses offices for facilities operations, proj- tive offices. ect management, and maintenance, as well as support operations for the Department of Public Safety/ The Graduate Center – Columbia Campus Campus Police. The John Early House, situated oppo- site, houses the Department of Military Science. Located in Howard County and convenient to Inter- state 95, U.S. Route 29 and Maryland Route 175, the Cardinal John Henry Newman Towers houses fac- Columbia Campus is home to full-time graduate ulty offices for the Department of Speech-Language programs in pastoral counseling, speech-language Pathology/Audiology, administrative offices, and resi- pathology/audiology, and the Washington Montessori dence halls. Newman Towers also boasts Primo’s, a Institute. Evening programs include a full range market-style dining facility that provides students of graduate courses in business and computer sci- with an upscale food court, deli, bakery, and conve- ence, as well as offerings in education specialties, nience store all in one location. liberal studies, and teacher education. In addition, the Columbia Speech and Language Center offers The Fitness and Aquatic Center opened in Fall 2000. clinical services to the community while providing The 115,000-square-foot facility features basketball, supervised practicum for graduate students in the volleyball, and squash courts; the Mangione Aquatic speech-language pathology/audiology program. Center with a pool, diving area, and seats for 500 spectators; running tracks; an indoor climbing wall; The Columbia Center offers modern classrooms with a 6,000-square-foot fitness center; and smaller activ- executive-style seating for 30 to 40 students; numer- ity rooms and offices. ous technology classrooms; Montessori practice rooms; treatment and adjacent observation rooms for the In March 2010, Loyola celebrated the grand open- Columbia extension of the Loyola Clinical Centers ing of The Reverend Harold Ridley, S.J., Athletic and the Center for Excellence in Down Syndrome; Complex, a 6,000-seat facility that is home to its a hands-on science education classroom; and com- men’s and women’s lacrosse and soccer teams. Located puter science classrooms and labs. Student services two miles west of the Baltimore Campus, the Ridley include a networked computer lab with 24-hour Athletic Complex features a Sportexe Momentum access, lounges and group meeting spaces, and a synthetic turf competition field; video scoreboard; bookstore annex. practice field; training facilities; locker rooms for home teams, visitors, coaches, and officials; athlet- The Graduate Center – Timonium Campus ics staff offices; press, presidential, and VIP boxes; concession areas; and event space. Located adjacent to Interstate 83, one mile north of the Baltimore Beltway, the Timonium Campus pro- The Loyola Clinical Centers at Belvedere Square vides classroom facilities and administrative office serve as a training venue for Loyola graduate stu- space for graduate programs in business, computer dents, as well as a multidisciplinary center for the science, education specialties, liberal studies, and greater Baltimore community. The Clinical Centers pastoral counseling as well as offerings in teacher offer a holistic approach to assessment, treatment, education. The Offices of Graduate Admission, Grad- and consultation for clients and their families. The uate Financial Aid, Advancement, and Marketing and unique collaboration of the Departments of Pastoral Communications are also housed here. Counseling, Psychology, Speech-Language Pathol- ogy/Audiology, and Teacher Education affords a This state-of-the-art facility offers spacious, high- comprehensive evaluation process for clients, as well technology classrooms with executive-style seating as a unique learning environment for the training for 36 to 50 students; a computer science classroom; and professional development of Loyola students. conference and small group rooms; a counseling lab; and a hands-on science classroom. Student ser- 11 vices also include programming space, a computer areercenter. Evening hours are available at all three lab with 24-hour access, a bookstore annex, and a campuses; contact the center for hours of operation. student lounge. Disability Support Services SERVICES Disability Support Services (DSS) ensures that students ALANA Services with disabilities have the equal opportunity to fulfill Loyola’s mission of learning, leading, and serv- The Department of ALANA Services and others on ing in a diverse and changing world. DSS provides campus offer services to enhance the educational students with disabilities access to the University’s experience for African, Asian, Latin, and Native Ameri- services and programs by coordinating accommo- can students, as well as helping women and inter- dations and support. On a case-by-case basis, DSS national students to have a successful experience reviews documentation of disability, recommends at Loyola. The department works with Admission, classroom and residential accommodations, and coor- academic departments, and Human Resources to dinates support. Examples of common accommoda- assist in the recruitment of students, faculty, admin- tions include alternative arrangements for tests, note istrators, and staff who are African, Asian, Latin, takers, reading material in alternative format, flex- and Native American. In addition, the department ibility with class attendance, sign language interpret- sponsors research to evaluate the progress made in ers, adaptive equipment, housing modifications, and increasing the diversity of the student body. parking assistance.

Bookstore Students must self-identify and register with DSS by completing a DSS registration form, providing doc- The bookstore is managed by Barnes & Noble Col- umentation of disability, and attending an intake lege Booksellers, and it has a location at each campus: meeting. Documentation must meet the University’s Baltimore (410‑617‑2291), Columbia (410‑617‑7622), guidelines, and information is confidentially housed and Timonium (410‑617‑1970). In addition to new in the DSS office. and used textbooks, the store has a selection of Loyola clothing and gifts, general reading books, DSS is located in 107 West Newman Towers; voice: school supplies, and snacks. 410‑617‑2062/5137/2750; fax: 410‑617‑2080; e-mail: [email protected] or [email protected]; web- Textbooks and supplies required for courses taught site: www.loyola.edu/dss. Students may call or e‑mail at each campus may only be purchased at the book- to schedule an appointment. store located on that campus or by visiting www. loyola.bncollege.com. Course materials ship via UPS Health Insurance when available. All graduate students enrolled in a degree seeking The Career Center program and taking a minimum of six credits are eligible to enroll on a voluntary basis in the Univer- The services of the Career Center are available to sity’s student health insurance plan provided through all Loyola students, graduates, and alumni/ae. The Aetna Student Health. For more information, con- staff maintains a resource library, a schedule of career tact Aetna Student Health, 800‑232‑5481 or the Loy- and job-readiness workshops, and a regular program ola health insurance manager, 410‑617‑5055. Infor- of on-campus interviews with potential employers. mation about the insurance can be obtained from A web-based database system called Hounds4Hire Graduate Admission, the Student Health Center, or is available to coordinate the job search process via the Columbia and Timonium Campuses. resume development, on-campus interviews, networking, and a resume referral system. The Alumni/ae Housing Career Network (ACN) provides knowledgeable career advice from a network of Loyola alumni/ae The Office of Student Life provides assistance to who have volunteered to assist the center. Students graduate students in obtaining off-campus housing. are welcome to meet by appointment with a career For information on the options available visit, www. advisor to explore the resources and services of the loyola.edu/studentlife. center. The Career Center is located on the Baltimore Campus in the DeChiaro College Center, First Floor, West Wing, Room 002; 410‑617‑2232; e-mail: thecar- [email protected]; website: www.loyola.edu/thec- 12 The University

Loyola/Notre Dame Library Baltimore Campus

Students are encouraged to make extensive use of the Parking permits are available from Student Admin- library and its resources. The library catalog is shared istrative Services at a cost of $10 per year. Students by five other college libraries, providing ready access may park on the Cathedral and York Road lots or to over one million volumes. Books in the catalog Butler lot; however, length of stay on the Butler lot not owned by Loyola/Notre Dame may be requested is restricted from 6 a.m. to 4 p.m. on weekdays. Free online and shipped within two days. A wide selec- shuttle service is available to all areas of the campus. tion of current periodicals, DVDs, and other media The Baltimore parking permit is also valid at the are also available at the library. Columbia and Timonium Campuses.

The library’s website (www.loyola.edu/library) serves Columbia/Timonium Campuses as a gateway to a variety of internet resources. Stu- dents have web access to numerous databases, includ- Parking permits are available free of charge at the ing PsycINFO, Business Source Premier, ATLA (reli- Reception Desk of either campus, however, neither gion), ERIC (education), ComDisDOME (speech and permit is valid on the Baltimore Campus. Students hearing), Academic Search Premier, ScienceDirect, attending classes at Baltimore and Columbia or Balti- and the Maryland Digital Library. There is electronic more and Timonium are expected to register their access to full-text articles from over 42,000 periodi- vehicles at the Baltimore Campus. cals. A Research Wiki provides students with links to many online resources and help guides in their sub- Post Office ject areas. Students can connect with these resources from any computer on Loyola’s campus network, includ- The Post Office provides services which include the ing library workstations. Databases can be accessed sale of stamps and money orders; reception and post- from off-campus computers by current students who ing of parcels; and special services for handling reg- are registered library users. The library is now wire- istered, certified, insured or express mail and return less-enabled and provides in-house loans of laptops. receipts. The Post Office also provides UPS service. Hours during the fall and spring semesters are Mon- Librarians in the Research/Instruction Department day through Friday, 8:30 a.m. to 4:30 p.m. For more assist students in selecting and using various informa- information, call 410‑617‑2258. tion sources. Students can ask questions by phone, e-mail, 24/7 chat, instant messaging, or texting. Books Records Office and articles not owned by the library can usually be acquired through interlibrary loan. Customer Services The Records Office (Maryland Hall 141) provides ser- Department staff are available to assist with reserve vices during the following hours: materials and copying/printing facilities. Students at the Timonium and Columbia campuses can request Monday – Thursday 7 a.m. – 7:30 p.m. books and photocopies of articles from periodicals Friday 7 a.m. – 4:30 p.m. the library owns to be sent to those campuses for pickup. Many reserve articles are now available on For online information regarding registration, grad- the library’s website. uation, student services, course offerings, forms, calendars, and other helpful links, visit www.catalogue. The library building was recently renovated and now loyola.edu/records. features several high-tech classrooms, a digital media lab, a 96-seat auditorium, a screening room, and a Student Administrative Services variety of seating areas for individual or group study. Computer workstations are located on all four floors. Student Administrative Services (Maryland Hall 140) Hours of operation are posted on the library’s website. provides services during the following hours:

Parking Monday – Thursday 7 a.m. – 6 p.m. Friday 7 a.m. – 4:30 p.m. All students are required to register their vehicles Online www.loyola.edu/sas with the University, and the vehicle registration must be presented with the application. 13

Student Health and Education Services

The Student Health Center provides outpatient care during the academic year. It is located at 4502-A Seton Court; hours are 8:30 a.m. to 5 p.m., weekdays. After-hours medical care is provided by Sinai Hospital, 410‑583‑9396.

The center also promotes many wellness programs. For information call, 410‑617‑5055 or visit www.loyola.edu/healthservices/studenthealth.

Technology Services and Support

Loyola University Maryland has extensive computer facilities for use in research and coursework. The University’s computer network consists of over 2,500 workstations (PC, Mac, Linux, and thin clients) in labs, classrooms, and offices. Applications are powered through an elaborate architecture of over 120 servers. Many applications and internal campus technology features are provided through the University’s web portal, inside.loyola.edu. Daily backups of network stored data are performed automatically and stored in redundant locations. Network/internet access is provided to all students in their residence halls. Students can connect using an Ethernet cable or through Loyola’s wireless network, Houndnet. General purpose computer labs are located on the Baltimore Campus in various academic buildings and residence halls, as well as the Columbia and Timonium Campuses. Most labs have 24-hour access via student id card. Labs may contain IBM PCs, Macs, UNIX workstations, and laser printers.

Questions concerning the use of technology should be directed to the Office of Technology Support, 410‑617‑5555 or [email protected]. For more information, visit www.loyola.edu/ots.

Student Support

The Student Technology Center (STC) is responsible for overseeing student interaction with Loyola’s technology. The center offers support services on topics ranging from general computing questions to data connectivity and mobile presence. STC is located on the Baltimore Campus in Knott Hall, Room 106. For more information, visit www.loyola.edu/stc. Academic Regulations and Policies

As a Jesuit, Catholic university, integrity and honesty Ignorance of any of these offenses is not a valid reason are integral components of Loyola’s core values. This for committing an act of academic dishonesty. commitment to integrity and honesty is manifested in an atmosphere of open, civil discourse and care- Cheating: The use of unauthorized assistance or ful, respectful listening where freedom of thought material or the giving of unauthorized assistance or and expression are valued and protected. The Uni- material in the carrying out of an academic assign- versity also supports honesty and integrity by striv- ment. An academic assignment includes all homework ing in various ways to foster respect for oneself and and projects assigned by the instructor. Students will one’s own work, as well as respect for others, their also be expected to follow the rules set by a course work, and their basic human rights. instructor as presented on a written syllabus. The submission of papers or other assignments produced by ACADEMIC INTEGRITY another individual or furnished by a service (whether a fee is paid or not and whether the student utilizes Loyola University Maryland is dedicated not only to some or all of the paper or other assignments) is a learning and the advancement of knowledge, but violation of the Academic Integrity Policy. also to the development of ethically sensitive, socially responsible persons. The University seeks to accom- Faculty members should be explicit as to what is appro- plish these goals through a sound educational pro- priate and inappropriate assistance on academic gram and encourages maturity, independence, and assignments. This guidance should make it clear to appropriate conduct among students and faculty students what the faculty member allows with regard within the University community. It is the responsi- to proofreading, editing, etc. Ordinarily, consulta- bility of faculty and students alike to maintain the tion with faculty, library staff, tutors, and the like academic integrity of the University in all respects. is appropriate unless the instructor has imposed stricter limits on the assignment or the course. For Faculty members are responsible for presenting syl- assignments involving multiple students, such as team labi with information about all coursework, includ- projects, faculty should provide explicit guidance ing projects, examinations, and other assignments. regarding their expectation with regard to collabora- At the first class meeting, faculty members should tion and expectation on all aspects of the assignment. remind students of the standards of behavior and conduct to which students are expected to adhere. Stealing: To take or appropriate another’s property, ideas, etc., (related to an academic matter) without Students at Loyola are citizens of an academic com- permission. munity that conducts itself according to an academic code of honor, following the Jesuit ideals of cura Lying: A false statement or representation (in an personalis and keeping within the school motto, “Strong academic matter) made with the conscious intent to Truths Well Lived.” All students of the Loyola commu- mislead others. The falsification may be verbal or in nity have been equally entrusted by their peers to con- another form, as in the case of falsification of data. duct themselves honestly on all academic assignments. The University’s goal is to foster a trusting atmosphere Forgery: The intent to mislead others by falsifying a that is ideal for learning. In order to achieve this goal, signature in an academic matter (Course Registra- every student must be actively committed to this pur- tion form, Change of Registration form, etc.). suit and its responsibilities. Thus, all students have the right, as well as the duty, to expect honest work from Plagiarism: “The act of appropriating the literary their colleagues. From this, students will benefit and composition of another, or parts, or passages of learn from the caring relationships that the Loyola another’s writing, of the ideas, or the language of the community trustfully embodies. same, and passing them off as the product of one’s own mind” (Black’s Law Dictionary, 5th Edition). Stu- All registered students of Loyola University Maryland dents are expected to cite properly any material from are bound to uphold the principles of academic integ- a published or unpublished source, including mate- rity, and students are expected to understand the rial available on the Internet. Although academic dis- meaning and standards of academic integrity. Viola- ciplines may differ in the manner in which sources tions of academic integrity at Loyola include, but are are cited, some principles apply across disciplines. not limited to, the following offenses as defined below: In general, any ideas, words, or phrases that appear cheating, stealing, lying, forgery, and plagiarism. in another source must be acknowledged at the point at which they are utilized in a student’s work. Some 15 program handbooks and course syllabi provide addi- not permitted to attend Panel meetings, which are tional information or requirements. audio recorded. The Panel makes a written recommendation to the chair or director within 10 working Duplicate Submission: The submission of work (in days from the date of the Panel’s last meeting. whole or in part) that has been submitted in a prior or concurrent class without advance consent of the If the Panel’s recommendation involves the course professor(s) assigning the work. grade, the chair or director forwards the recommendation to the instructor for consideration. The If the instructor believes that a student has commit- instructor has the final decision about the course ted a violation of academic integrity, the instructor grade, subject to the grade appeal process. However, shall meet with the student to review the evidence if the Panel finds that the student did not commit a and the facts of the case. Whenever possible, this violation of academic dishonesty, the instructor may meeting should occur within 10 working days after not penalize the student for academic dishonesty in the instructor becomes aware of a possible violation. assigning the grade. If the Panel recommends dis- The instructor considers any information provided missal, the chair or director makes a decision and by the student and determines whether a violation informs the student in writing; this notification should has occurred. If the instructor determines that a occur no later than 10 working days after the chair violation has occurred, the instructor determines or director receives the Panel’s recommendation. If the sanction and informs the student in writing of the student is dismissed from the program, the stu- the decision and penalty, as appropriate. Normally, dent may appeal to the appropriate academic Dean this notification occurs no later than 10 working on procedural grounds only. days after the instructor meets with the student. The range of sanctions available for academic dishonesty If a student brings evidence or expresses concern includes resubmission of the assignment, a lower about the academic integrity of a fellow student to grade on the assignment, failure on the assignment, the instructor, the instructor meets with the reporting failure in the course, suspension, or dismissal from student to determine if there is sufficient evidence to the program. If the course grade is F, then the stu- explore the matter further. If the instructor, after dent is automatically dismissed from the program. examining the evidence and speaking with the appropriate parties, determines that a violation has likely If the student does not accept the decision of the occurred, then the instructor follows the steps above. instructor, the student asks the instructor, in writing, to prepare a written charge with the essential facts If a student brings evidence or expresses concern to (the “Charge”) for the department chair. For students the chair or director about the academic integrity enrolled in the liberal studies or MBA programs, the of a fellow student in a particular course, the chair instructor prepares the Charge for the appropriate or director meets with the reporting student to deter- academic program director. For students in all other mine if there is sufficient evidence to explore the programs, the instructor prepares the Charge for the matter further. If there seems to be such evidence, appropriate department chair. The student must make the chair or director meets with the appropriate this request no later than 10 working days after being instructor. If the instructor determines there is suf- informed of the instructor’s decision. The instructor ficient information for further investigation, then must submit the Charge to the chair or director, with the instructor follows the steps above. a copy to the student, no later than 10 working days of receiving the request. The Charge should contain all If a student brings evidence or expresses concern relevant information pertaining to the case. Within 10 to the chair or director about the academic integ- working days of receiving a copy of the Charge, the rity of a fellow student beyond a particular course, student may submit relevant information, in writing, such as comprehensive examinations, the chair or to the chair or director. director meets with the reporting student to determine if there is sufficient evidence to explore the Within 10 working days of receiving the Charge, the matter further. If there seems to be such evidence chair or director contacts the Chair of the Graduate and the chair or director is not the director of the Academic Standards Committee, who appoints a student’s particular program, the chair or director three-person Review Panel selected from members meets with that academic program director. If the of the Committee. The Panel reviews files related director determines there is sufficient information to the case and meets with the student, chair or aca- for further investigation, then the director follows demic program director, and others whom the Panel the steps above, taking the place of the instructor. deems to have relevant information. Third parties (such as lawyers, advisors, and family members) are 16 Academic Regulations and Policies

At the discretion of the chair or the director, the dards of conduct. Loyola’s graduate students, as repre- above timeline may be extended. sentatives of the University, are expected to abide by local standards for conduct, dress, speech, and social STANDARDS OF CONDUCT behavior. Graduate students should not violate local standards or laws, and should not engage in behaviors As a Catholic university in the Jesuit tradition, Loy- that damage the reputation of international study pro- ola strives to nurture the formation of “men and grams or Loyola University Maryland. women for others” and to provide an atmosphere of cura personalis, care for the whole person, so that each Students must abide by federal, state, and local laws. individual can realize his or her full potential. All A student who is accused of a crime may be required members of the Loyola community have the right to by the appropriate Dean to take a leave of absence be treated with courtesy and respect. In this spirit, until the matter is resolved. Upon resolution of the Loyola espouses the highest ethical standards and matter by federal, state, or local authorities, the appro- expects students, faculty, administrators, and staff priate Dean will forward the case to the appropriate to conduct themselves in a manner that upholds body for determination of the student’s status, which these principles. There are several general areas in may include dismissal from the University. which these Standards of Conduct apply: official University-wide policies, legal regulations, specialized Graduate programs that have as their mission train- professional codes of ethics, and generally acceptable ing students for a service profession include profes- standards of personal conduct. sional comportment as a requirement for students, in addition to academic performance and integrity. Loyola University Maryland places in highest regard These departments have a process that allows for the establishment and maintenance of a campus assessment of professional behavior and recommen- environment of interpersonal care and personal dation of remedial interventions. Such remedial responsibility. Only when such a community exists recommendations or requirements may include per- can the University fulfill its goal to ensure the intel- sonal counseling, additional supervision, additional lectual, ethical, social, and spiritual development coursework, or other assignments deemed useful for and growth of its students. Honesty, integrity, and professional development. On occasion, students are taking responsibility for the welfare of self and oth- unable to meet standards following remedial efforts ers are characteristics of such a community. Loyola, or refuse to accept recommendations for remediation. therefore, sets high expectations of its students, as In these cases, the departmental committee may well as members of its faculty, administration, and recommend dismissal from the program. In addi- staff, for conduct that supports the maintenance of a tion, if the departmental committee finds substan- caring community. Students are expected to conduct tial evidence of personal or professional difficulties, themselves in such a manner as to ensure the health the Committee may recommend suspension (dur- and welfare of all members of the Loyola community. ing which time the student may not take academic courses, clinical placement, or research work, or be To these ends, students are expected to conform to in any other way connected with the University) with all policies and regulations of the University. These a required program of remediation or dismissal include officially adopted policies such as the Harass- from the program. The student may appeal to the ment and Discrimination Policy and Procedures, Graduate Academic Standards Committee. The stu- Employee Grievance Policy and Hearings Procedures, dent must file the appeal within five working days of Policy on Consensual Relationships, Loyola Univer- receiving the decision of the department. The only sity Maryland Alcohol Policies and Procedures, and grounds for appeal are procedural. The Graduate Ethical Use of Technology Policy, as well as poli- Academic Standard’s Committee’s decision is final. cies on academic integrity and regulations concerning parking and the use of the Loyola-Notre Dame Any member of the Loyola community who observes Library. Copies of these documents are accessible a violation of the standards of conduct for gradu- online, www.loyola.edu/academics/academicaffairs/ ate students should bring it to the attention of the gradprgms. Many of these policies specify procedures appropriate Dean, or his or her designee. Upon receiv- for handling alleged violations. ing information about a possible violation, the Dean, or his or her designee, investigates whether there is Some graduate programs require students to par- sufficient evidence to explore the matter further. If ticipate in an international field study or other study there seems to be such evidence, the Dean, or his abroad experience. When involved in international or her designee, notifies the student in writing of the programs, students should remember that each coun- alleged misconduct. The student may submit written try has distinct laws, regulations, and acceptable stan- information related to the allegation to the Dean, or 17 his or her designee, and may also request a meeting BUCKLEY AMENDMENT with the Dean, or his or her designee. If the Dean, or his or her designee, determines that a violation of the Loyola University Maryland has a commitment to standards of conduct for graduate students has likely protect the confidentiality of student records. The occurred, the Dean, or his or her designee, forwards University makes every effort to release information the file to the appropriate body for further consider- only to those individuals who have established a legiti- ation. For alleged violations of University-wide poli- mate educational need for the information. Docu- cies, such as harassment, the Dean, or his or her des- ments submitted to the University by the student or ignee, follows the procedures as specified in the par- other authorized person or agency for the purpose of ticular policy document. If the allegation concerns admission to the University become the property of misconduct related to clinical work, the Dean, or his Loyola University Maryland and cannot be released or her designee, refers the matter to the appropri- (originals or copies) to another party by request. ate department chair who follows the procedures set forth in the appropriate program handbook. In all The Family Educational Rights and Privacy Act other cases, the Dean, or his or her designee, refers (FERPA) affords students certain rights with respect the matter to the University Judicial Process. to their education records. These rights include:

If the matter is referred to the University Judicial Pro- 1. The right to inspect and review the student’s edu- cess, then Vice President for Student Development, cation records within 45 days of the day the Univer- or his or her designee, appoints an Administrative sity receives a request for access. Students should Panel, drawn from faculty and administrators. The submit to the registrar, dean, head of the academic Panel hears the case, according to established pro- department, or other appropriate official, written cedures, and makes a decision about responsibility. requests that identify the record(s) they wish to If the student is found responsible, the Panel also inspect. The University official will make arrange- determines the sanction. The Panel sends a written ments for access and notify the student of the time copy of the decision and sanction, if any, to the stu- and place where the records may be inspected. If dent. If the student is found responsible, the student the records are not maintained by the University may appeal to the University Board on Discipline. official to whom the request was submitted, that The student must file the appeal within five working official shall advise the student of the correct offi- days of receiving the Administrative Panel’s deci- cial to whom the request should be addressed. sion. The only grounds for appeal are procedural. The appeal is heard by a Review Panel, drawn from 2. The right to request the amendment of the stu- members of the University Board on Discipline. The dent’s education records that the student believes Review Panel hears the case and informs the stu- is inaccurate. Students may ask the University to dent in writing of its decision. The Review Panel’s amend a record that they believe is inaccurate. decision is final. They should write the University official responsible for the record, clearly identify the part of Warnings, suspensions, and dismissals are possible the record they want changed, and specify why penalties for violations of University regulations and it is inaccurate. If the University decides not to standards of personal conduct. Suspension and dis- amend the record as requested by the student, missal are normally the only actions that are recorded the University will notify the student of the deci- on the student’s permanent record. sion and advise the student of his or her right to a hearing regarding the request for amendment. A student may be separated from the University if Additional information regarding the hearing it is determined that the student is suffering from a procedures will be provided to the student when psychological or medical disorder, and as a result of notified of the right to a hearing. the disorder engages in or threatens to engage in, or is likely to engage in, behavior that poses a danger to 3. The right to consent to disclosures of personally self or others; behavior that directly and substantially identifiable information contained in the student’s interferes with the lawful activities of others; behav- education records, except to the extent that FERPA ior that results in the student’s inability to pursue authorizes disclosure without consent. academic work; or if the student is in need of treatment beyond what is available at the University. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or sup- 18 Academic Regulations and Policies

port staff position (including law enforcement unit listing of directory information in the electronic personnel and health staff); a person or company address directory. If a student does not want the with whom the University has contracted (such as University to disclose directory information from an attorney, auditor, or collection agent); a person the student’s education records without the stu- serving on the Board of Trustees; or a student serv- dent’s prior written consent, the student must notify ing on an official committee, such as a disciplin- the University annually, in writing, within the first ary or grievance committee, or assisting another week of classes: Records Office, 4501 N. Charles Street, school official in performing his or her tasks. Baltimore, MD 21210‑2699.

A school official has a legitimate educational The University may disclose educational records to interest if the official needs to review an educa- the parents of a dependent student, as defined in tion record in order to fulfill his or her profes- Title 26 USCSS 152 of the Internal Revenue Code. sional responsibility. Proof of dependency must be on record with the University or provided to the office responsible 4. The right to file a complaint with the U.S. Depart- for maintaining records prior to disclosure of the ment of Education concerning alleged failures by records. Students may also sign an Authorization to Loyola University Maryland to comply with the Disclose Education Records to Parents, available in requirements of FERPA. The name and address the Records Office (Maryland Hall 141) and online, of the office that administersFERPA is: www.catalogue.loyola.edu/records.

Family Policy Compliance Office BACKGROUND CHECKS U.S. Department of Education 400 Maryland Avenue, SW Background checks may be required for participa- Washington, DC 20202‑4605 tion in some programs. Where applicable, further information can be found in the program descrip- FERPA requires that Loyola University Maryland, with tion within the department chapter of this catalogue. certain exceptions, obtain the student’s written consent prior to the disclosure of personally identifiable CLASSIFICATION OF STUDENTS information from the student’s education records. However, the University may disclose appropriately Degree Students designated “directory information” without written consent, unless the student has advised the University Applicants who meet the entrance standards of the to the contrary in accordance with University pro- program for which they are applying are usually cedures. The primary purpose of directory informa- admitted as degree candidates; however, students tion is to allow the University to include this type of with provisional or probationary status have certain information from the student’s education records in administrative conditions attached to their accep- certain institutional publications. Examples include tances. All specified requirements must be met before the annual yearbook, Dean’s List or other recogni- final acceptance as a degree candidate is granted. tion lists, graduation programs; and directory infor- Students with provisional or probationary status who mation. Directory information is information that do not comply with the conditions of their acceptance is generally not considered harmful or an invasion will not be permitted to register for subsequent terms. of privacy if released, can also be disclosed to outside organizations without a student’s prior written Non-degree Students consent. Outside organizations include, but are not limited to, companies that manufacture class rings Visiting Students or publish yearbooks. Graduate students who take courses at the University Loyola University Maryland considers the following which count toward a graduate degree at another information to be directory information which can institution are visiting students. These students must be released without the written consent of the stu- submit an authorization letter from the dean of the dent: name; photo; home, dorm, local, and e‑mail degree-granting institution indicating that the stu- address; home, dorm, local phone number; voice dent is in good academic standing and outlining mailbox; class year; enrollment status; participation the specific courses to be taken at Loyola. Visiting in officially recognized activities and sports; and students in the Sellinger School of Business and weight and height of members of athletic teams. Management must meet the same admission and Every student has the right to file a written request prerequisite requirements as degree-seeking students. with the University (Records Office) to restrict the 19

Visiting students are ineligible for a degree from (LCPC) credential offered by the Maryland Board Loyola University Maryland. of Examiners of Professional Counselors.

Visiting students must submit an application along Individuals with a master’s degree qualify for admis- with the authorization letter. The usual tuition, spe- sion to liberal studies and computer science as non- cial course fees, and a $25 registration fee are charged matriculating students. Individuals with a master’s each semester. Visiting students are ineligible for degree in business from Loyola or an AACSB-accred- financial aid from Loyola University Maryland. ited school may take individual courses under the Master’s Plus Program, which do not lead to a degree. Special Students Continuing Professional Education Students Special students are those who have a graduate degree and wish to enroll in graduate courses without pur- Individuals who do not intend to pursue a graduate suing a graduate degree or certificate at Loyola Uni- degree may take individual courses in education. versity. To become a special student, an individual An undergraduate degree from an accredited institu- must submit an application, application fee, the col- tion is required along with program specific appli- lege transcript which verifies receipt of the college cation materials. degree, and if applicable, meet departmental graduate admission standards. STUDENT STATUS

Postbaccalaureate Students A full-time student registers for at least nine credits during the fall semester, nine credits during the Postbaccalaureate students are those who have a spring semester, and six credits during the summer bachelor’s degree and wish to enroll in graduate or sessions. Since instructors’ assignments presume an undergraduate foundation courses without pursuing average of 18 hours of study per course week in fall a graduate degree at Loyola. To become a postbacca- and spring and 24 in the summer, full-time students laureate student, an individual must submit an appli- normally should not be employed for more than 16 cation, application fee, the transcript which verifies hours a week. receipt of the college degree, and if applicable, meet departmental graduate admission standards. Half-time students register for six credits during the fall semester, six credits during the spring semester, Postmaster’s Students and three credits during the summer sessions.

Individuals with a master’s degree may be admitted to INTERNATIONAL STUDENTS Loyola College for the Certificate of Advanced Study (C.A.S.), a 30-credit minimum program beyond a Requirements for Admission master’s degree in the area or related areas in which the master’s degree was received. C.A.S. programs In addition to the specific program application forms are offered in pastoral counseling and psychology. for all graduate programs (see Admission chapter under Application Materials), international students Individuals with a master’s degree may be admitted are required to submit the following additional to the School of Education for the Certificate of documentation: Advanced Study in Education (C.A.S.E.), a 30-credit minimum program beyond a master’s degree in the • All applicants who are not native English speakers area or related areas in which the master’s degree or who have not completed a degree program was received. C.A.S.E. programs are offered in edu- taught in English, must demonstrate proficiency cational leadership, curriculum and instruction, in the English language. International applicants literacy, Montessori education, school counseling, are required to submit the results of the Test of and special education. English as a Foreign Language (TOEFL). Loyola accepts the paper, computer adaptive, and inter- Individuals with a qualifying master’s degree from net-based testing versions. Official TOEFL score Loyola or another accredited institution may take reports cannot be more than two years old; Loy- specific courses in pastoral counseling, psychology, ola’s institution code is 5370. For additional infor- or school counseling in order to fulfill prelicensure mation, contact the Educational Testing Service, requirements or to prepare for examination lead- Box 6155, Princeton, NJ 08541‑6155 or visit their ing to the Licensed Clinical Professional Counselor website, www.ets.org/toefl. 20 Academic Regulations and Policies

• Official transcripts are required for all graduate graduate work during the fall semester and nine or programs. Applicants who hold degrees or have more semester hours of graduate work in the spring earned credits from non-U.S. institutions must have semester. Students must complete the courses with a course-by-course evaluation of their academic a grade of B (3.000) or better in order to remain in records done by a recognized evaluation services good standing at Loyola, which is necessary to main- agency before they can be considered for admission tain the F-1 nonimmigrant student status. to a degree program. Loyola recommends World Education Services, Inc. (www.wes.org). Once all required documents are received, the information is reviewed and, if approved, Loyola will • An International Student Supplemental Applica- issue a Form I-20 to the student. tion must be submitted with the application materials. Applicants can obtain this form online by Obtaining the F-1 Student Visa visiting, graduate.loyola.edu (select International Students under Graduate Admission). Students must pay a $200 SEVIS processing fee directly to the Department of Homeland Security at Obtaining the Form I-20 least three business days prior to the visa interview at the U.S. Consulate Office in their home country. Stu- Loyola University Maryland is authorized under fed- dents must present a receipt of payment at the time of eral law to enroll nonimmigrant students who are application for the F-1 Student Visa at the U.S. Con- citizens of countries other than the United States. sulate Office and at the United States port of entry. International applicants to Loyola’s graduate pro- Canadian students must pay the fee and have evi- grams who need an F-1 student visa are required to dence of payment prior to arrival at the port of entry. submit documentation in addition to the academic credentials necessary for admission committee review. Students must make an appointment for an inter- The following documents are required and all must view with the embassy or consulate office in their be received before a Form I-20 can be issued: home country. Visa procedures may differ from one consulate or embassy to another. Before interview- • Personal statement or statement from benefactor ing, check with the office where you plan to apply to affirming that all expenses will be met during the determine exactly what additional supporting docu- student’s period of enrollment at Loyola. Expenses mentation is required. To obtain detailed informa- include tuition, fees, books, housing, medical, and tion on the embassy or consulate in your area, visit all other living expenses (in U.S. dollars). the Department of State website, travel.state.gov. The consulate officer interviews the student and decides • Declaration of Finances Form must be accompanied to issue or not issue the visa based on the interview, by a current, original bank statement (in U.S. dol- validity of the passport, and other required docu- lars) verifying that the funds are available to support ments presented during the interview. the student’s stay at Loyola. Please obtain this form on-line by visiting, graduate.loyola.edu (select Inter- Entering the United States national Students under Graduate Admission). A United States Citizenship and Immigration Ser- • Copy of official passport. vices (USCIS) Officer examines the student’s Form I-20, visa, and passport at the port of entry and issues • Proof of health insurance for coverage during the a Form I-94 document. Entry into the country is student’s program at Loyola. Health insurance must recorded by the USCIS. Students may not enter the include emergency evacuation and repatriation United States more than 30 days prior to the report insurance. date on their Form I-20.

• Tuition payment for the first nine credits. United Reporting Requirements States currency bank check payable to Loyola Uni- versity Maryland. Once they arrive in the country, students must physically report to the international student advisor in • The $25 registration fee. the Office of International Programs, Maryland Hall 148 (410‑617‑2910). For new students, International Applicants must apply as full-time, degree-seeking Programs will make copies of the student’s passport, students. In order to maintain F-1 nonimmigrant Form I-20, and Form I-94 document. For continu- student status, accepted applicants must take and ing students, International Programs verifies infor- successfully maintain nine or more semester hours of mation in the SEVIS database and makes changes. 21

Student SEVIS registration must be validated every AW Denotes lack of attendance or completion of semester the student is enrolled at Loyola. course requirements for students registered as a listener (audit). GRADES Additional suffixes of (+) and (-) may be attached to A student’s performance in a course will be reported passing grades to more sharply define the academic by the instructor in accordance with the following achievement of a student. In calculating a student’s grading system: quality point average (QPA) on a per credit basis, A = 4.000; A- = 3.670; B+ = 3.330; B = 3.000; B- = 2.670; A Excellent. Denotes high achievement and indi- C+ = 2.330; C = 2.000; and F = 0.000. The QPA is cates intellectual initiative beyond the objectives computed by multiplying the grade points for each of the course. course times the number of credits for that course, summing these points and dividing by total credits B Good. Denotes work which meets course objec- taken. Under no circumstances will a student be per- tives and the intellectual command expected mitted to graduate unless the QPA is 3.000 or higher. of a graduate student. Honors are not awarded in graduate programs.

C Unsatisfactory. Denotes work of inferior quality Courses considered in calculating the QPA are those compared to the objectives of the course. It is the taken at Loyola after admission into the program. lowest passing grade (see Academic Dismissal). Courses for which advanced standing or waivers were given are not included. Students may not retake F Failure. (see Academic Dismissal) courses for credit. Some departments have additional grade restrictions listed under the Degree Require- I Incomplete. (see Incomplete Grade) ments section of each department.

P Pass. Denotes satisfactory work, a B (3.000) or Grade Reports better, in an ungraded course. The Records Office mails official grades to the stu- S Satisfactory. Denotes satisfactory work, equiva- dents. Students can access their grades online via lent to a C (2.000) or better for a course taken WebAdvisor, Loyola’s administrative intranet system. on a satisfactory/unsatisfactory basis. This grade Students must have a User ID and Password (same means that course credits will be added to the as Loyola e-mail and Blackboard). No grades are student’s credit total, but this grade has no given in person or over the telephone. effect on the student’s QPA. Grade information is not available online, nor will U Unsatisfactory. Denotes unsatisfactory work, equiv- grade reports be released for students with outstand- alent to a C- (1.670) or below, in a course taken ing financial obligations to the University or those on a satisfactory/unsatisfactory basis. This grade who have borrowed and not returned equipment and means that course credits have no effect on the supplies such as library books or athletic equipment. student’s credit total or QPA. Incomplete Grade W Withdrawal. Denotes authorized departure from course without completion. It does not enter At the discretion of the course instructor, a temporary into grade point average calculation. grade of I (Incomplete) may be given to a student who is passing a course but for reasons beyond the stu- NG No Grade. Denotes grade to be submitted later dent’s control (illness, injury, or other nonacademic or a course for which no credit or grade is given. circumstance), is unable to complete the required coursework during the semester. A grade of I should NR Not Received. Denotes that the grade has not been not be issued to allow the student additional time submitted by the instructor. to complete academic requirements of the course (except as noted above), repeat the course, complete GL Grade Later. Denotes the first semester is com- extra work, or because of excessive absenteeism or the pleted in a two semester course for which a full- student’s unexcused absence from the final exam. year grade is issued. Arrangements for the grade of I must be made prior L Listener. (see Audit Policy) to the final examination, or if the course has no final examination, prior to the last class meeting. 22 Academic Regulations and Policies

The responsibility for completing all coursework 30 working days of the close of the semester. Nor- within the agreed upon time rests with the student. mally, grade appeals must be resolved prior to appeals of dismissal. Students who have been academically If the completion date is more than two weeks after dismissed and who are in the process of an appeal the end of the semester, the appropriate Dean’s sig- may not register for future semesters until the appeal nature will be required. The grade of I may remain is resolved. on the record no longer than the time period agreed to by the instructor and the student and may not Audit Policy exceed one semester. If the I is not resolved satisfactorily within the agreed upon time period, a grade Audit status indicates that a student has registered of F (0.000) will be recorded by the Records Office as a listener for the course. Auditing students must as the final grade. Students may not graduate with a meet the requirements for admission to a degree grade of I in any course on their record. program. An auditing student must meet the same prerequisites and pay the same tuition and fees as Appeal of a Grade a credit student, but attendance and completion of the course assignments are at the option of the Any student who has reason to question the accu- student unless otherwise specified by the instructor. racy of a grade should request a consultation with Students not completing the requirements stipulated the instructor. If a satisfactory solution is not reached, by the instructor will be issued a grade of AW. Enroll- the student should request, in writing, a formal ment for audit in those courses in which auditing is review of the grade with the instructor. This request permitted is on a space-available basis. must be received by the University no later than four months after the grade was issued. The instruc- A student may change from audit to credit and from tor then reports to the student, in writing, the result credit to audit until the third class of the semester, of the grade review, normally within 30 working with permission of the instructor. After that date, days of receipt of the student’s request. If the stu- change from audit to credit is not permitted. Once dent is still not satisfied, the student should make a a student has audited a course, that course cannot request, in writing, within 30 working days of receipt be retaken for credit. of the instructor’s resolution for a conference with the department chair. Students enrolled in liberal Withdrawals studies should make this request to the academic program director instead of the department chair. A student may withdraw from a course no later than (In the case when the department chair or program the date reflected in the academic calendar and director is also the instructor, a senior member of receive a grade of W. Failure to comply with the the department or program chosen by the appropri- official withdrawal procedure will result in a perma- ate Dean will chair the grade appeal conference.) nent grade of F (0.000). Other parties (such as lawyers, advisors, and family members) are not permitted to attend these meet- To withdraw, a student must submit a Change of ings. After conferring with the student and the Registration Form to the Records Office or to the instructor, the chair or director then sends a written appropriate department office. A withdrawal from recommendation to the instructor and the student. a graduate course is not official until the form has been properly approved and has the appropriate If the chair or director recommends a change of signatures. The student’s permanent record will show grade and the instructor does not accept this recom- a grade of W for a withdrawal. The record of any mendation, then the chair or director will appoint a student who has received two or more W grades will two-member faculty panel to resolve the issue. The be reviewed prior to the student’s continuance in panel will consult all parties concerned with the the program. case and then vote either for or against the recommendation of the department chair or academic program director. The decision of the panel is final. If the vote of the panel is split, the original grade stands. If the chair or director does not recommend a change of grade, the original grade stands and the student may not appeal further.

If a dismissal involves a grade appeal, then both the dismissal and the grade appeal must be filed within 23

ACADEMIC STANDARDS AND DISMISSAL TIME LIMIT

It is the student’s responsibility to make certain that Every degree program has a time limit to comple- the minimum QPA requirement of 3.000, which is tion. While continuous enrollment is not a require- a B average, is maintained. Students who fall below ment of all graduate programs, most part-time pro- this level of achievement will be placed on academic grams allow students the flexibility to pursue their probation for one semester. Failure to raise the cumu- degrees on a self-paced calendar based on the avail- lative QPA to 3.000 in the following semester will ability of courses. This is most true for part-time pro- result in dismissal from the program. The receipt of grams designed for working professionals. Those one F (0.000) will result in dismissal from the program. programs that operate in a cohort format, with a In Loyola College and the School of Education, the sequenced curriculum (mainly full-time and fast- accumulation of two grades of C+ (2.330) or lower tracked programs), do require continuous enroll- will result in dismissal from the program. In the ment in order for students to complete the program Sellinger School of Business and Management, the in the designed timeframe. accumulation of three grades of C+ (2.330) or lower will result in dismissal from the program. Some If a student in a part-time program fails to register departments and programs have additional and/or for a course for three consecutive terms (including more stringent academic standards; these are listed summer), the student will be withdrawn from the in the relevant department or program section of program and must reapply for admission and pay this catalogue. As noted below, dismissal may also a readmission fee. Readmission is not automatic; result from excessive withdrawals, academic dishon- readmitted students are subject to any changes made esty, or other unethical or unprofessional conduct in admission and degree requirements since the date reflecting upon a student’s ability to enter into the of their first admission. academic or professional field in which the degree is being offered. In Loyola College and the School of Education, a time limit of five years from the semester in which A student has the right to appeal an academic dis- graduate courses are begun is normally allowed for missal. A written request for appeal must be made the completion of coursework. Normally prerequi- within 30 working days after the notice of dismissal. site courses do not count against the five-year limit. Students enrolled in liberal studies or an MBA pro- One additional year is permitted for completion of gram appeal to the appropriate academic program the thesis in areas where a thesis is a requirement. director. Students in all other programs appeal to It is expected that a student will complete the thesis the appropriate department chair. Within 10 work- within two regular semesters after the one in which ing days of receiving the student’s appeal, the chair presentation is made in Thesis Seminar. Refer to or director contacts the chair of the appropriate the department for information regarding registra- appeal body. In Loyola College and the School of tion for Thesis Seminar, Thesis Guidance, or Thesis Education, the review is conducted by a three-person Guidance Continuation. Review Panel selected from members of the Gradu- ate Academic Standards Committee. In the Sellin- The Pastoral Counseling Department permits stu- ger School of Business and Management, the review dents to complete the Master of Science (M.S.) with is conducted by the Admissions and Retention Com- a total of 66 credits within seven years. Students mittee. The appeal body reviews information submit- pursuing the Master of Arts (M.A.) must complete a ted by the student and meets with student as well as total of 45 credits within seven years. Doctoral stu- others whom the Panel deems to have relevant infor- dents are allowed seven years to complete all aca- mation. Third parties (such as lawyers, advisors, and demic, clinical, and research requirements, includ- family members) are not permitted to attend these ing successful completion of the dissertation. meetings, which are audio recorded. The appeal body informs the student of its decision in writing, The Psychology Department allows students in the with a copy to the chair or director, within 10 work- M.S. thesis track programs (45 credits) and the M.S. ing days from the date of the appeal body’s last meet- practitioner track programs (48 credits) six years to ing. The decision of the appeal body is final. At the complete all degree requirements. The department discretion of the appropriate Dean, the above time- allows students seven years to complete all of the line may be extended. requirements for the Psy.D. program, including the dissertation and internship. This necessitates that Psy.D. students apply for internship no later than the fall of their sixth academic year in the program. 24 Academic Regulations and Policies

The speech-language pathology program has an inte- These leave of absence requirements also affect a grated, two-year schedule. student’s in-school status for the purposes of defer- ring federal student loans. A student on an approved The Executive MBA has a fixed, two-year schedule, leave of absence is considered to be enrolled at the and the MBA Fellows Program has a fixed, 2.5-year school and would be eligible for an in-school defer- schedule. The Emerging Leaders MBA has a fixed, ment for his/her federal student loan. A student who 12-month schedule, and the Accounting Certificate takes an unapproved leave of absence or fails to has a fixed, 11-week schedule. TheMBA evening pro- return to school at the end of an approved leave of grams require students to complete their degrees absence is no longer enrolled at the school and is not within seven years for the full 53-credit MBA; within eligible for an in-school deferment of his/her loans. six years for 38 credits; and within five years for 33 credits (core and electives only). The MSF program TEST MATERIALS must be completed within five years of first enrollment in upper-level (700) courses. MBA and MSF stu- All examinations, tests, and quizzes assigned as a dents are expected to have completed 60 percent of part of a course are the property of Loyola Univer- their programs within the first four years. sity. Students may review their graded examination, test, or quiz but may not retain possession unless LEAVE OF ABSENCE permitted to do so by the instructor.

A student requiring a leave of absence must make a ADVANCED STANDING request in writing to the department chair or program director and receive written permission for Advanced standing toward a degree or certificate the leave of absence for a specified period of time. program may be granted for graduate courses which The terms under which the student returns are stated have been taken in other accredited graduate schools in the letter from the department chair or appropri- within five years of the date of admission to graduate administrator. ate study at Loyola. The maximum number of credits normally allowed for advanced standing is six (6), In the Psychology Department, master’s students and the student must have a grade of at least a B should make this request in writing to the director of (3.000) in each course under consideration. A writ- the master’s program, and doctoral students should ten request for advanced standing and an official write to the director of clinical training. Students are transcript must be submitted to the department chair allowed only one leave of absence during the course or appropriate administrator as delegated. Advanced of their studies. If a student wants an additional standing in the Sellinger School applies to upper-level leave of absence, that student must go through an courses (GB700–800) only. These courses are nor- appeals committee. mally from AACSB-accredited institutions.

Federal Leave of Absence Policy TRANSFER CREDIT

A student who takes an approved leave of absence is Loyola graduate students wishing to take courses not considered to have withdrawn from the school. at another accredited graduate school must obtain A leave of absence is approved if: prior written approval from the chair of the department or the appropriate administrator. Within the • the student has made a written request for the leave Sellinger School of Business and Management, only of absence; courses from AACSB-accredited schools will be considered for transfer credit. No more than six (6) • the leave of absence does not exceed 180 days; credits from advanced standing and/or transfer will be accepted toward the degree. A grade of at least • the school has granted only one leave of absence a B (3.000) must be received for each course trans- to the student in any 12-month period; and ferred to Loyola. Under exceptional circumstances, and only with prior written approval from the pro- • the school does not charge the student for the leave gram director, may courses be transferred in after of absence. beginning degree work at Loyola.

If a student’s leave of absence is not approved, the student is considered to have withdrawn from the school, and the federal refund requirements apply. 25

TRANSCRIPTS All students are required to file an application for graduation accompanied by the $125 fee with the Students’ academic records are maintained in the Records Office. Students must submit applications by Records Office. Grades are available online, and the first day of class of the fall semester for January grade reports are issued at the end of each semester graduation, the first day of class of the spring semester as long as the student has no outstanding financial for May graduation, and the first day of class of the first or other obligations with the University. Academic summer session for September graduation. Failure to records are available for student inspection, by appoint- comply with the graduation application deadline will ment during office hours. delay graduation until the next semester. Refer to the course schedules or the Records Office website for The transcript is a facsimile of the student’s perma- specific dates. Students who file an application for a nent academic record at Loyola. Only unofficial tran- specific semester and do not complete the graduation scripts are given to the student; these transcripts do requirements must submit a new application, however, not receive the University seal or the signature of the no additional fee is required. director of records. Transcripts officially transmit- ted directly to another college or university or other Formal commencement exercises are held each year official institution or agency receive the seal of the in May. Only students who have completed all degree University and are signed by the director of records. requirements are permitted to participate. All gradu- Transcripts will be issued only upon the written ates are required to pay the graduation fee. Students request of the student concerned or the submission who complete degree requirements in September and of an electronic request using WebAdvisor or Loyola’s January may obtain their diplomas at that time from secure e-mail system. Due to authentication restric- the Records Office. They may also participate in the tions, no other e-mail requests will be accepted. Tele- formal commencement ceremonies the following May. phone and fax requests to issue transcripts are not accepted. There is no charge for transcripts.

Transcripts should be requested well in advance of the date desired to allow for processing time and possible mail delay. The University will not assume responsibility for transcripts that are delayed because they have not been requested in time or the student has an outstanding debt with the University. Transcripts will not be faxed, nor will they be issued during the last week of registration or the first week of classes.

Transcripts of work at other institutions or test scores submitted for admission or evaluation of credit cannot be copied or reissued by Loyola University Mary- land. If that information is needed, the student must go directly to the issuing institution or agency.

GRADUATION

All academic requirements (including clinical), comprehensive exams, thesis (if required), and any additional requirements unique to the department must be satisfactorily completed. Under no circumstances will a student be permitted to graduate if the cumulative QPA is not exactly 3.000 or higher. Students whose QPA falls below 3.000 in the last semester will be placed on probation. These students will be given one semester to raise the QPA to the required 3.000 by taking an additional course(s) above the listed requirements. Fees

Loyola University Maryland understands that the Lab Fee $75 costs associated with high quality education are of concern to students and their families. Accordingly, Registration Fee (PY950/PY951) $25 the University has been diligent in managing its resources and flexible in its approach so that a Jesuit Speech-Language Pathology (per credit) $645 education in the Loyola tradition is available to all who want to pursue it. This section outlines the costs Full-Time, Class of 2012 $21,520 for graduate students, including tuition and fees. Full-Time, Class of 2011 $20,395 Department and general fees are nonrefundable. School of Education TUITION/DEPARTMENT FEES M.A./M.A.T./M.Ed./C.A.S.E. $475 Loyola College (per credit; excluding Montessori/School Counseling)

Computer Science (per credit) $720 M.A./M.Ed./C.A.S.E. $490 (per credit; School Counseling only) Liberal Studies (per credit) $475 Field Experience Fee $200/$400 Pastoral Counseling Lab Fee $60 M.A./M.S./C.A.S. (per credit) $520 Montessori Education Ph.D. $520/$645 (per credit; dependent upon course level) M.Ed. $300 (per credit; WMI at Loyola with affiliated off-site AMI Doctoral Dissertation Fee $1,400 Institutes) (per semester of dissertation guidance) M.Ed. $17,890 Clinical Training Fee C.A.S.E. $13,158 M.S., Full-/Part-Time $1,128 (Full-Time Academic Year; WMI at Loyola, Columbia (per clinical course; four courses) Campus only; inclusive, excluding prerequisite course C.A.S. (per semester; two semesters) $1,128 fee)

Advanced Individual Supervisory Fee $250 Four-Summer Format: M.Ed. $17,925 (PC805/PC806, per semester) Four-Summer Format: C.A.S.E. $13,596 (2009–2012, WMI at Loyola, Columbia Campus only; Psychology inclusive, excluding prerequisite course fee)

M.S./C.A.S. (per credit) $645 Prerequisite Course Fee $1,955

Psy.D., Class of 2015 $26,412 School of Business and Management Psy.D., Class of 2014 $25,154 Psy.D., Class of 2013 $24,420 MBA/MSF (per credit) $725 Psy.D., Class of 2012 $22,800 Accounting Certificate $8,700 Emerging Leaders MBA (all inclusive) $55,000 Field Experience (M.S./C.A.S.) $300 MBA Fellows, Class of 2013 (all inclusive) $63,000 Executive MBA, Class of 2012 (all inclusive) $65,000 Dissertation Fee (PY906/PY907, per semester) $300

Thesis Guidance Fee PY761–764 (dist. over four semesters) $1,200 PY765 (per semester) $300

Comprehensive Exam Guidance Fee (PY758) $100 27

GENERAL FEES Flat Rate

Application Fee $50 For students enrolled in programs with a flat rate Certificate Fee(18/30 credits) $125 tuition and all Montessori students in full-time aca- Declined Credit Card Fee $25 demic year programs: Graduation Fee $125 ID Card Replacement Fee $15 Fall/Spring Semesters Late Registration Fee $25 Parking Fee (Baltimore Campus) $10 prior to first class meeting 100% Readmission Fee $50 prior to second week of class 80% Registration Fee (part-time, per semester) $25 prior to third week of class 60% Returned Check Fee (insufficient funds) $25 prior to fourth week of class 40% Special Testing Fee $15 prior to fifth week of class 20%

REFUND POLICY (tuition only) Subsequently, no refund is made.

When official withdrawal is granted and has been Federal Return of Title IV Funds Policy properly approved, a refund of tuition will be made according to the schedules below. The date that deter- The Financial Aid Office is required by federal statute mines the amount of refund is the date on which a to recalculate federal financial aid eligibility for stu- written petition for official withdrawal from a course dents who withdraw, drop out, are dismissed, or take or courses is received by the department chair or a leave of absence prior to completing 60 percent of a appropriate administrator. payment period or term. Federal Title IV financial aid programs must be recalculated in these situations. Per Credit If a student leaves the institution prior to complet- For students enrolled in programs where tuition is ing 60 percent of a payment period or term, the paid on a per credit basis (excluding Montessori): Financial Aid Office recalculates eligibility for Title IV funds. Recalculation is based on the percentage Fall/Spring Semesters of earned aid using the following Federal Return of Title IV funds formula: percentage of payment prior to first class meeting 100% period or term completed equals the number of days prior to second class meeting 80% completed up to the withdrawal date, divided by the prior to third class meeting 60% total days in the payment period or term. (Any break prior to fourth class meeting 40% of five days or more is not counted as part of the days prior to fifth class meeting 20% in the term.) This percentage is also the percentage of earned aid. Summer Sessions/Montessori Multi-Summer Format Funds are returned to the appropriate federal program based on the percentage of unearned aid using prior to first class meeting 100% the following formula: aid to be returned equals 100 during first week of class 60% percent of the aid that could be disbursed, minus during second week of class 20% the percentage of earned aid, multiplied by the total amount of aid that could have been disbursed during Subsequently, no refund is made. the payment period or term.

If a student earned less aid than was disbursed, the institution would be required to return a portion of the funds, and the student would be required to return a portion of the funds. Keep in mind that when Title IV funds are returned, the student bor- rower may owe a debit balance to the institution.

If a student earned more aid than was disbursed, the institution would owe the student a post-withdrawal disbursement which must be paid within 120 days of the student’s withdrawal. The institution must return 28 Fees the amount of Title IV funds for which it is respon- Payment Plans sible no later than 30 days after the date of the determination of the date of the student’s withdrawal. Semester promissory notes are available to all graduate Refunds are allocated in the following order: students. Students who choose this option will receive documents for signature that are to be returned to • Unsubsidized Direct Stafford Loans; the University within 10 days, along with the necessary • Subsidized Direct Stafford Loans; down payment. A minimum of two classes is required, • Federal Direct Grad (PLUS) Loans; and a $35 administrative fee is applicable. This option • Federal TEACH Grants for which a return of funds is available for the fall and spring semesters only. is required; • other assistance under this Title for which a return of funds is required.

PAYMENT OPTIONS

In-Person/Mail-In Registration

Payment in full for tuition and all fees is required at the time of registration. Payment may be made by cash, personal check, money order, Visa, Master- Card, Discover, or American Express.

All registrations requiring third party billing, including tuition remission, must be accompanied by an immediately executable authorization (on official organization letterhead) or purchase order.

Web Registration

Students electing the Web registration option may pay by cash, personal check, money order, Visa, Mas- terCard, Discover, or American Express. Third party billing, employee tuition remission benefits, graduate assistantships, scholarships, and approved financial aid are also acceptable payment methods.

All payments or required payment authorization documents must be received by the University no later than 10 days after the registration request information is submitted via the Web. Failure to meet the 10-day due date will result in cancellation of the requested registration information. There will be no exceptions to this policy.

All application materials for a Federal Stafford Loan must be completed and received by the Financial Aid Office at least four weeks prior to registration to ensure that loan proceeds are available for payment of University charges. Late applicants must pay all University charges when registering for classes. Financial Aid

All federal, state, and institutional financial aid recipi- FEDERAL LOAN PROGRAMS ents must be U.S. citizens, U.S. nationals, or eligible non- citizens with a valid Social Security number. An eligi- Federal Direct Stafford Loan Program ble noncitizen is a U.S. permanent resident who has an I‑151, I‑551, or I551C (Permanent Resident Card). Subsidized Loan

GRADUATE ASSISTANTSHIPS This program allows graduate students who demonstrate federal financial aid eligibility and who are A limited number of graduate assistantships are enrolled for at least six credits per term (fall and offered to students enrolled on a full-time basis. In spring semesters) or three credits per term (sum- some graduate programs, advanced part-time students mer sessions) to borrow up to $8,500 per academic may also be eligible. Functions of graduate assistants grade level. The interest rate is fixed at 6.8 percent. include (but are not limited to): bibliographic, library, Interest does not accrue nor does payment begin on and academic research projects; preparation for work- subsidized Stafford Loans until termination of college shops, seminars, in-service programs, and special enrollment on at least a half-time basis. Subsidized academic events; teaching assistance, laboratory assis- Direct Stafford Loans carry a 1.0 percent federal origi- tance, and proctoring exams. Many administrative nation fee and an up-front interest rebate equal to 0.5 offices also support graduate assistantships. A number percent of the loan amount. New borrowers must com- of paraprofessional positions in these departments plete an electronic Direct Stafford Loan master prom- are filled by assistants pursuing a degree in a Loyola issory note and complete an online Entrance Coun- graduate program. seling Session to borrow funds through this program.

Compensation for graduate assistantships varies Unsubsidized Loan depending on the program and the duties and responsibilities assigned to the position. Applications for This program allows all students, regardless of finan- assistantships may be obtained by visiting, www.loy- cial aid eligibility and who are enrolled for at least ola.edu/assistantships. six credits per term (fall and spring semesters) or three credits per term (summer sessions) to borrow RESIDENT ASSISTANTSHIPS up to $20,500 per academic grade level, including any amount borrowed under the subsidized Stafford The Office of Student Life has a limited number of Loan Program. The interest rate is fixed at 6.8 percent. resident assistantship positions for graduate students. The origination fee is the same as specified above, Students interested in these positions should con- however, interest accrual begins immediately during tact the director of student life for an application in-school and deferment periods. Interest accruing and further information. during those periods may be paid or capitalized.

DEPARTMENTAL PROGRAMS Application Procedures

Individual departments may have direct-hire employ- All new and renewal applicants for Federal Stafford ment opportunities, tuition payment plans, or depart- Loans must complete the Free Application for Fed- mental grant assistance which is directly adminis- eral Student Aid (FAFSA) and submit the Loyola tered by the graduate program director. Contact Federal Stafford Loan Information Sheet. In some the departmental graduate program director or coor- cases, additional documentation may be required. dinator for more information on programs unique Students will be notified via their Loyola e-mail to each department. account if additional documentation is needed to complete their application.

All application materials for a Stafford Loan must be completed and received by the Financial Aid Office four weeks prior to registration to ensure the loan proceeds are available for payment of University charges. Late applicants must pay all tuition and fee charges when registering for courses. Students will be reimbursed by the University upon receipt of the loan proceeds. 30 Financial Aid

Federal Graduate PLUS Loan and English language acquisition, foreign language, mathematics, reading specialist, science, and special This program allows graduate students who do not education. Failure to complete the teaching obliga- have an adverse credit history to borrow up to the tion will cause the TEACH Grant to be permanently full cost of attendance, less other financial aid converted to a Federal Direct Unsubsidized Stafford received, including Federal Stafford Loans (Subsi- Loan with interest accrued from the date the grant dized and Unsubsidized). The interest rate is fixed funds were first disbursed. Once a grant is converted at 7.9 percent. Interest accrual begins on the date to a loan, it cannot be converted back to a grant. of the first disbursement; the first payment is due within 60 days after the final disbursement. Direct To learn more about the TEACH Grant Program, PLUS Loans carry a 4.0 percent federal origination visit www.teachgrant.ed.gov. To apply for a TEACH fee and an upfront interest rebate equal to 1.5 per- Grant, please contact the graduate financial aid cent of the loan amount. Net proceeds will equal counselor at 410‑617‑2576. approximately 97.5 percent of the loan amount. STATE PROGRAMS Schools determine eligibility for the Federal Stafford Loan before determining any remaining eligibility Maryland State Senatorial and Delegate Scholar- for a Federal Graduate PLUS Loan. Loyola PLUS ships: These scholarships are awarded by Maryland Loans are processed and serviced through the Fed- state senators and delegates to residents of their leg- eral Direct Graduate PLUS Loan Program. The Finan- islative districts. Contact your legislative representa- cial Aid Office will calculate the maximum a student tives for the preferred application procedure. may borrow through the Graduate PLUS Loan program after completion of the Federal Stafford Loan Workforce Shortage Student Assistance Grants: This application process. Students may apply for a Grad- program includes grants for critical shortage areas uate PLUS Loan online by completing the Federal throughout the state of Maryland. For a complete Direct Graduate PLUS Loan Request. list of shortage areas, visit www.mhec.state.md.us

Student Loan Processing Deadline Maryland Loan Assistance Repayment Program (LARP): This program assists Maryland residents The proceeds of student loans (federal and private) who work for state or local government or nonprofit must be disbursed to Loyola University and credited agencies in paying back student loans. For more to a student’s account no later than May 1. Therefore, information, contact: Maryland Higher Education all loan application procedures, including comple- Commission, Office of Student Financial Assistance; tion of the loan promissory note and final approval, 410‑260‑4565 or 800‑974‑1024; website: www.mhec. should be completed at least two weeks prior to the state.md.us. May 1 processing deadline. STUDENT STATUS CHANGES TEACH GRANT PROGRAM Recipients of any type of federal, state, institutional, The Teacher Education Assistance for College and or private sources of financial aid must notify the Higher Education (TEACH) Grant Program provides Financial Aid Office, in writing, of any changes in up to $4,000 per year in non-need-based grants for their enrollment status including: failure to main- graduate and undergraduate students who intend tain half-time enrollment; withdrawal; transfer to to teach full-time in high-need subject areas for at another college or university; or change in anticipated least four years at schools that serve students from graduation/completion date. low income families. Students may receive up to $16,000 for undergraduate study and up to $8,000 Federal legislation also requires Federal Stafford Loan for graduate study. Part-time students are eligible, (subsidized or unsubsidized) recipients to notify their but the maximum grant will be reduced. lenders (or any subsequent holder of their loans) in writing if any of the following events occur before a In exchange for TEACH Grant assistance, recipients loan is repaid: must agree to serve as a highly-qualified, full-time teacher in a high-need subject area for at least • change of address; four years at a school serving low income students. Current legislation has identified the following as • name change (eg., maiden to married); meeting the definition of a high-need subject area for the TEACH Grant Program: bilingual education 31

• failure to enroll at least half-time for the loan period certified, or at the school that certified the loan application;

• withdrawal from school or attendance on less than a half-time basis;

• transfer to another college or university;

• change of employer or address of an employer;

• any other changes in status that would affect the status of a loan.

NATIONAL STUDENT CLEARINGHOUSE (NSC)

Loyola University Maryland uses the services of the NSC to process enrollment verification requests received from lenders, guaranty agencies, servicers, and the U.S. Department of Education. The U.S. Department of Education has ruled that a school’s release of personally identifiable information from student education records to the Clearinghouse is in compliance with the Family Educational Rights and Privacy Act (FERPA).

NATIONAL STUDENT LOAN DATA SYSTEM (NSLDS)

The U.S. Department of Education provides a website (www.nslds.ed.gov) which gives students online access to information about any Federal Title IV financial aid they have received. The NSLDS maintains records on Federal Family Education Loan Programs, Federal Direct Loans, Perkins Loans, Pell Grants, and loan or grant overpayment. Using this website, students can obtain complete information on the federal loans and grants they have received while enrolled as a graduate or an undergraduate student. Admission

APPLICATION PROCEDURES be sent directly from the Educational Testing Ser- vice. Loyola’s institution code is 5370. Prospective applicants may apply for admission online via the Loyola website or download forms from the • Many programs require standardized tests such as site to apply by mail. For specific application require- the GRE, GMAT, and Praxis. Refer to individual ments, prospective students applying to Loyola’s gradu- program application inventories for specifics. ate programs should refer to the information provided in this chapter. All required admission material should • Many programs require professional/academic let- be sent directly to: ters of recommendation. Refer to individual program application inventories for specifics. Office of Graduate Admission Loyola University Maryland Applicants must affirm that the information they The Graduate Center – Timonium Campus have provided on their application form and all other 2034 Greenspring Drive admission application materials is complete, accu- Timonium, MD 21093‑4114 rate, and true to the best of their knowledge. Appli- cants must agree to submit other materials that are Telephone: 410‑617‑5020; 800‑221‑9107, x5020 required for their admission application and under- Fax: 410‑617‑2002 stand that furnishing false information on any part Online: www.loyola.edu/graduate of their admission application may result in cancel- E-Mail: [email protected] lation of admission or registration or both.

The following documents are required by all degree It is the policy of department admission committees programs: to give promising applicants the opportunity to undertake graduate work. A careful examination of • Completed/signed application form. all of an applicant’s qualifications precedes every admission decision. Admission committees look for • Nonrefundable $50 application fee. previous academic achievement by considering an applicant’s undergraduate and, if applicable, grad- • Official transcripts from all post-secondary colleges uate records. The number of acceptable candidates or universities attended. This includes transcripts may exceed the number of spaces available, and the from part-time study and from institutions that decision of the admission committee is final. have awarded the applicant a bachelor’s, master’s, or doctoral degree or an advanced certificate. Stu- Applicants accepted for graduate work will be notified dents who fail to submit the final degree posted in writing. If warranted, admitted applicants will be transcript will not be permitted to register. informed of any undergraduate prerequisite or foundation courses that must be completed before commenc- • Applicants who hold degrees or have earned cred- ing graduate work. When admitted, a faculty advisor its from non-U.S. institutions must have a course- will be assigned to assist in planning a program of by-course evaluation of their academic records done study. New students are responsible for discussing any by a recognized evaluation services agency before special needs they may have with their advisor. Indi- they can be considered for admission to a degree viduals who may qualify for advanced standing will be program. Loyola recommends World Education granted credit at the time of initial enrollment. Services, Inc. (www.wes.org). Registration is permitted only after admission to • Personal statement. a program or acceptance as a non-degree student (see Academic Regulations and Policies). • Resume or curriculum vita is required for some programs and optional for others. Please refer to specific departmental requirements.

• TOEFL score report is required only if English is not the applicant’s native language or if the applicant has not completed a degree program taught in English. An officialTOEFL score report cannot be more than two years old. Official scores must 33

INTERNATIONAL STUDENTS Psychology

International students seeking admission to academic Psy.D./M.S.-Psy.D. programs with fixed-date application processes must Fall Semester only December 15 complete an application for admission by the stated program date (see below). Programs using a rolling M.S., Thesis Track admission require that international applicants sub- Fall Semester only March 15 mit completed applications as soon as possible, but no less than 90 days prior to the start date. M.S., Practitioner Track Fall Semester March 15 APPLICATION DATES C.A.S./Master’s Plus Priority is given to completed applications received by Fall Semester June 15 stated application deadlines. Applications received Spring Semester November 15 after the recommended dates may be reviewed on a Summer Sessions April 15 space-available basis or deferred by an admission committee for review the next available semester. Some pro- Speech-Language Pathology/Audiology grams evaluate applications on a rolling basis throughout the year, check specific programs for deadlines. M.S. Unless stated otherwise, programs consider new appli- Fall Semester only February 15 cants for each fall, spring, and summer term. Postbaccalaureate Foundation Program Loyola College Fall Semester only February 15

Computer Science School of Education

Fall Semester August 1 Education (excluding Kodály Music/Montessori) Spring Semester December 1 Summer Sessions May 1 Fall Semester June 15 Spring Semester November 1 Liberal Studies Summer Sessions March 15

Fall Semester August 1 Kodály Music Education Spring Semester December 1 Summer Sessions May 1 Multi-Summer Format Offered selected summers with applications Pastoral Counseling* accepted on a rolling basis. The priority application date is May 1. Ph.D. Fall Semester February 1 Montessori Education Spring Semester November 1 Summer Sessions February 1 Academic Year Programs (WMI) Offered fall semester only with applications M.S.-Ph.D. accepted on a rolling basis. For summer sessions, Fall Semester February 1 see Multi-Summer Format. Spring Semester November 1 Summer Sessions February 1 Affiliated AMI Institutes Fall Semester only October 1 M.A./M.S./C.A.S. Fall Semester April 1 Multi-Summer Format (WMI) Spring Semester November 1 Offered selected summers with applications Summer Sessions April 1 accepted on a rolling basis.

* See Application Deadlines in the Pastoral Coun- seling chapter for more information. 34 Admission

Sellinger School of Business and Management • TOEFL score report is required only if English is not the applicant’s native language or if the appli- MBA/MSF cant has not completed a degree program taught Fall Semester August 1 in English. An officialTOEFL score report cannot Spring Semester December 1 be more than two years old. Official scores must Summer Sessions May 1 be sent directly from the Educational Testing Ser- vice. Loyola’s institution code is 5370. Accounting Certificate Summer Sessions only March 30 • International Student Supplemental Form required only if a student visa is needed. Emerging Leaders MBA Fall Semester only March 30 Education (excluding Kodály Music/Montessori)

MBA Fellows • Completed/signed application form. Fall Semester only August 30 • Nonrefundable $50 application fee. Executive MBA Fall Semester only August 30 • Program selection form.

APPLICATION MATERIALS • Official transcripts fromall postsecondary colleges or universities attended. This includes transcripts The application materials required for specific grad- from part-time study and from institutions that uate programs are listed below: have awarded the applicant a bachelor’s, master’s, or doctoral degree or an advanced certificate. Stu- Computer Science dents who fail to submit the final degree posted transcript will not be permitted to register. • Completed/signed application form. • Applicants who hold degrees or have earned cred- • Nonrefundable $50 application fee. its from non-U.S. institutions must have a course- by-course evaluation of their academic records done • Official transcripts fromall postsecondary colleges by a recognized evaluation services agency before or universities attended. This includes transcripts they can be considered for admission to a degree from part-time study and from institutions that program. Loyola recommends World Education have awarded the applicant a bachelor’s, master’s, Services, Inc. (www.wes.org). or doctoral degree or an advanced certificate. Stu- dents who fail to submit the final degree posted • Essay responding to question on application form. transcript will not be permitted to register. • One professional/academic letter of recommenda- • Applicants who hold degrees or have earned cred- tion for the school counseling program. Two profes- its from non-U.S. institutions must have a course- sional/academic letters of recommendation for the by-course evaluation of their academic records done literacy program. Recommendations are optional for by a recognized evaluation services agency before all other programs. they can be considered for admission to a degree program. Loyola recommends World Education • Optional resume or curriculum vita. Services, Inc. (www.wes.org). • Praxis I scores sent directly from the Educational • Essay responding to question on application form. Testing Service are required of all applicants for teacher certification in special education. Loyola’s • Two professional/academic letters of institution code is RA5370. recommendation. • Praxis I scores sent directly from the Educational • Resume or curriculum vita. Testing Service are required of all Master of Arts in Teaching (M.A.T.) applicants. Loyola’s institu- • Introductory Course Waiver Request Form (required tion code is RA5370. to waive three preparatory courses). • Qualifying scores on the SAT, ACT, or GRE tests may be substituted for Praxis I performance for 35

M.A.T. applicants. Contact the School of Education • If accepted academically, the department will con- for specific information. tact the student regarding an audition.

• Praxis II (content knowledge) scores sent directly Montessori Education from the Educational Testing Service are required of all Master of Arts in Teaching (M.A.T.) applicants. • Completed/signed application form. Loyola’s institution code is RA5370. Applicants may be offered provisional acceptance to take classes for • Nonrefundable $50 application fee. one semester prior to passing Praxis II. • Official transcripts fromall postsecondary colleges • TOEFL score report is required only if English is or universities attended. This includes transcripts not the applicant’s native language or if the appli- from part-time study and from institutions that cant has not completed a degree program taught have awarded the applicant a bachelor’s, master’s, in English. An officialTOEFL score report cannot or doctoral degree or an advanced certificate. Stu- be more than two years old. Official scores must dents who fail to submit the final degree posted be sent directly from the Educational Testing Ser- transcript will not be permitted to register. vice. Loyola’s institution code is 5370. • Applicants who hold degrees or have earned cred- • International Student Supplemental Form required its from non-U.S. institutions must have a course- only if a student visa is needed. by-course evaluation of their academic records done by a recognized evaluation services agency before • Evidence of Maryland certification or eligibility for they can be considered for admission to a degree Maryland certification is required for literacy pro- program. Loyola recommends World Education gram applicants. Services, Inc. (www.wes.org).

Kodály Music Education • Essay responding to questions on application form.

• Completed/signed application form. • Three professional/academic letters of recommendation. • Nonrefundable $50 application fee. • Resume or curriculum vita. • Program selection form. • TOEFL score report is required only if English is • Official transcripts fromall postsecondary colleges not the applicant’s native language or if the appli- or universities attended. This includes transcripts cant has not completed a degree program taught from part-time study and from institutions that in English. An officialTOEFL score report cannot have awarded the applicant a bachelor’s, master’s, be more than two years old. Official scores must or doctoral degree or an advanced certificate. Stu- be sent directly from the Educational Testing Ser- dents who fail to submit the final degree posted vice. Loyola’s institution code is 5370. transcript will not be permitted to register. • International Student Supplemental Form required • Applicants who hold degrees or have earned cred- only if a student visa is needed. its from non-U.S. institutions must have a course- by-course evaluation of their academic records done Liberal Studies by a recognized evaluation services agency before they can be considered for admission to a degree • Completed/signed application form. program. Loyola recommends World Education Services, Inc. (www.wes.org). • Nonrefundable $50 application fee.

• Essay responding to questions on application form. • Official transcripts fromall postsecondary colleges or universities attended. This includes transcripts • One professional/academic letter of from part-time study and from institutions that recommendation. have awarded the applicant a bachelor’s, master’s, or doctoral degree or an advanced certificate. Stu- • Resume or curriculum vita. dents who fail to submit the final degree posted transcript will not be permitted to register. 36 Admission

• Applicants who hold degrees or have earned cred- • Essay responding to questions on application form. its from non-U.S. institutions must have a course- by-course evaluation of their academic records done • Two letters of recommendation (major professor or by a recognized evaluation services agency before clinical supervisor and faith community leader). they can be considered for admission to a degree program. Loyola recommends World Education • Resume and/or full curriculum vita detailing per- Services, Inc. (www.wes.org). sonal competency and leadership potential.

• Essay responding to question on application form. • International Student Supplemental Form required only if a student visa is needed. • Two professional/academic letters of recommendation. Ph.D. candidates applying for advanced standing must also submit: • Resume or curriculum vita. • All graduate course syllabi from counseling courses, • TOEFL score report is required only if English is as requested. not the applicant’s native language or if the applicant has not completed a degree program taught • All clinical evaluations from practicums, internships, in English. An officialTOEFL score report cannot etc., as requested be more than two years old. Official scores must be sent directly from the Educational Testing Ser- • An interview is requested of all applicants. vice. Loyola’s institution code is 5370. Pastoral Counseling (M.A./M.S./C.A.S.) • International Student Supplemental Form required only if a student visa is needed. • Completed/signed application form.

• An interview is required of all accepted applicants • Nonrefundable $50 application fee. and must be completed before the student may register for classes. • Official transcripts fromall postsecondary colleges or universities attended. This includes transcripts Pastoral Counseling (Ph.D./M.S.-Ph.D.) from part-time study and from institutions that have awarded the applicant a bachelor’s, master’s, • Completed/signed application form. or doctoral degree or an advanced certificate. Stu- dents who fail to submit the final degree posted • Nonrefundable $50 application fee. transcript will not be permitted to register.

• Official transcripts fromall postsecondary colleges • Applicants who hold degrees or have earned cred- or universities attended. This includes transcripts its from non-U.S. institutions must have a course- from part-time study and from institutions that by-course evaluation of their academic records done have awarded the applicant a bachelor’s, master’s, by a recognized evaluation services agency before or doctoral degree or an advanced certificate. Stu- they can be considered for admission to a degree dents who fail to submit the final degree posted program. Loyola recommends World Education transcript will not be permitted to register. Services, Inc. (www.wes.org).

• Applicants who hold degrees or have earned cred- • Essay responding to question on application form. its from non-U.S. institutions must have a course- by-course evaluation of their academic records done • Two professional/academic letters of by a recognized evaluation services agency before recommendation. they can be considered for admission to a degree program. Loyola recommends World Education • Resume and/or full curriculum vita detailing per- Services, Inc. (www.wes.org). sonal competency and leadership potential.

• Graduate Record Exam (GRE) General Test scores. • TOEFL score report is required only if English is Report must be sent directly from the Educational not the applicant’s native language or if the appli- Testing Service. Scores must be from test admin- cant has not completed a degree program taught istrations within the previous five years. Loyola’s in English. An officialTOEFL score report cannot institution code is 5370. be more than two years old. Official scores must 37

be sent directly from the Educational Testing Ser- • An interview (by invitation only) is requested of vice. Loyola’s institution code is 5370. all finalists for the Psy.D. program. Interviews occur approximately eight weeks after the application • International Student Supplemental Form required deadline. only if a student visa is needed. • Admittance to the Psy.D. program is contingent • An interview is requested of all Pastoral Counsel- upon passing a criminal background check. ing and Spiritual Care applicants. Psychology (C.A.S./Master’s Plus) Psychology (M.S./Psy.D.) • Completed/signed application form. • Completed/signed application form. • Nonrefundable $50 application fee. • Nonrefundable $50 application fee;. • All official graduate degree-posted transcripts. • Official transcripts fromall postsecondary colleges Students who fail to submit the final degree posted or universities attended. This includes transcripts transcript will not be permitted to register. from part-time study and from institutions that have awarded the applicant a bachelor’s, master’s, • Applicants who hold degrees or have earned cred- or doctoral degree or an advanced certificate. Stu- its from non-U.S. institutions must have a course- dents who fail to submit the final degree posted by-course evaluation of their academic records done transcript will not be permitted to register. by a recognized evaluation services agency before they can be considered for admission to a degree • Applicants who hold degrees or have earned cred- program. Loyola recommends World Education its from non-U.S. institutions must have a course- Services, Inc. (www.wes.org). by-course evaluation of their academic records done by a recognized evaluation services agency before • Essay responding to question on application form. they can be considered for admission to a degree program. Loyola recommends World Education • Three professional/academic letters of Services, Inc. (www.wes.org). recommendation.

• Graduate Record Exam (GRE) scores sent directly • Resume or curriculum vita. from the Educational Testing Service. General Test is required unless the applicant holds a graduate • International Student Supplemental Form required degree from an accredited institution; Subject Test only if a student visa is needed. is optional. Scores must be from test administrations within the previous five years. Loyola’s institution Speech-Language Pathology (M.S.) code is 5370. • Completed/signed application form. • Essay responding to questions on application form. • Nonrefundable $50 application fee. • Three professional/academic letters of recommendation. • Official transcripts fromall postsecondary colleges or universities attended. This includes transcripts • Resume or curriculum vita. from part-time study and from institutions that have awarded the applicant a bachelor’s, master’s, • TOEFL score report is required only if English is or doctoral degree or an advanced certificate. Stu- not the applicant’s native language or if the appli- dents who fail to submit the final degree posted cant has not completed a degree program taught transcript will not be permitted to register. in English. An officialTOEFL score report cannot be more than two years old. Official scores must • Applicants who hold degrees or have earned cred- be sent directly from the Educational Testing Ser- its from non-U.S. institutions must have a course- vice. Loyola’s institution code is 5370. by-course evaluation of their academic records done by a recognized evaluation services agency before • International Student Supplemental Form required they can be considered for admission to a degree only if a student visa is needed. program. Loyola recommends World Education Services, Inc. (www.wes.org). 38 Admission

• Graduate Record Exam (GRE) General Test scores. test administrations within the previous five years. Report must be sent directly from the Educational Loyola’s institution code is 5370. Individuals with Testing Service. Scores must be from test admin- outstanding grade point averages plus sufficient profes- istrations within the previous five years. Loyola’s sional experience and/or an advanced degree may be eli- institution code is 5370. gible for a GMAT waiver. This requirement is waived for the Executive MBA and MBA Fellows applicants. • Essay responding to question on application form. • Essay responding to question on application form. • Three professional/academic letters of recommendation. • Three professional/academic letters of recommendation for executive programs and the Emerging • Resume or curriculum vita. Leaders MBA. One professional/academic letter of recommendation for all other programs. • TOEFL score report is required only if English is not the applicant’s native language or if the appli- • Resume or curriculum vita. cant has not completed a degree program taught in English. An officialTOEFL score report cannot • TOEFL score report is required only if English is be more than two years old. Official scores must not the applicant’s native language or if the appli- be sent directly from the Educational Testing Ser- cant has not completed a degree program taught vice. Loyola’s institution code is 5370. in English. An officialTOEFL score report cannot be more than two years old. Official scores must • International Student Supplemental Form required be sent directly from the Educational Testing Ser- only if a student visa is needed. vice. Loyola’s institution code is 5370.

• Prerequisite Course Information Form (required of all • International Student Supplemental Form required postbaccalaureate foundation program applicants). only if a student visa is needed.

• Admittance to the master’s program in speech- • An interview is required for MBA Fellows and Exec- language pathology is contingent upon passing a utive MBA applicants. criminal background check.

Graduate and Executive Business Programs

• Completed/signed application form.

• Nonrefundable $50 application fee.

• Official transcripts fromall postsecondary colleges or universities attended. This includes transcripts from part-time study and from institutions that have awarded the applicant a bachelor’s, master’s, or doctoral degree or an advanced certificate. Stu- dents who fail to submit the final degree posted transcript will not be permitted to register.

• Applicants who hold degrees or have earned credits from non-U.S. institutions must have a course- by-course evaluation of their academic records done by a recognized evaluation services agency before they can be considered for admission to a degree program. Loyola recommends World Education Services, Inc. (www.wes.org).

• Graduate Management Admission Test (GMAT) scores are required for graduate business program applicants. Report must be sent directly from the Educational Testing Service. Scores must be from Loyola College

Dean: James J. Miracky, S.J., Associate Professor Manifest Leadership and Social Responsibility of English in the Workplace and Community Office: Humanities Center, Room 218 Telephone: 410‑617‑2563 • Understand and value individual differences and Website: www.loyola.edu/academics/ have the skills for working effectively in a diverse collegeofartsandsciences and changing world

Associate Dean of Operations: Suzanne E. Keilson, • Comprehend the ethical principles appropriate to Assistant Professor of Engineering Science the discipline, have the ability to identify ethical Office: Humanities Center, Room 220 dilemmas, and understand the frameworks for Telephone: 410‑617‑2608 selecting and defending a right course of action

Associate Dean for Graduate Programs: • Contribute professionally and personally to the Sharon Diane Nell, Professor of Modern Languages broader community and Literatures (French) Office: Maryland Hall, Room 456 • Consider issues of justice in making decisions Telephone: 410‑617‑2463 HISTORY Associate Dean for the Natural Sciences: Robert B. Pond, Jr., Associate Professor Loyola College, formerly known as the College of of Engineering Science Arts and Sciences, began its graduate programs in Office: Donnelly Science Center, Room 166 1949 with the Master of Arts (M.A.) in Education. Telephone: 410–617–5563 The purpose of graduate study was “first, further training of teachers, counselors, and administrators MISSION AND EDUCATIONAL OBJECTIVES in public and private schools; second, the preparation for further research and study in education Graduate programs in Loyola College build on the fields.” These founding principles are mirrored by rich tradition of Jesuit liberal arts by educating men the current mission of graduate programs in Loyola and women for others in the advanced study of tradi- College—to train helping professionals and foster tional disciplines as well as the human service profes- further intellectual inquiry in the social and math- sions. Loyola’s vision is to inspire its graduate students ematical sciences as well as the humanities. to leadership and inculcate in them the knowledge that service to the larger world is a defining measure The graduate program in psychology began in the of their professional responsibilities. Graduate pro- Education Department in 1967. Master’s degrees grams are committed to the following university-wide and the Certificate of Advanced Study (C.A.S.) focus graduate learning goals that embrace the core values on clinical and counseling psychology, with a track and principles inherent in Loyola’s mission: for practitioners and another track for those interested in writing a thesis. The Doctor of Psychology Master Knowledge and Skills (Psy.D.) in Clinical Psychology was first offered in 1996, and the program was accredited by the Amer- • Master the skills, methods, and knowledge appro- ican Psychological Association in 2000. All psychol- priate to the discipline ogy courses are offered on the Baltimore Campus.

• Synthesize knowledge using interdisciplinary The master’s program in speech pathology was estab- approaches lished when nearby Mount Saint Agnes College joined Loyola in 1971. With the Department of Speech-Lan- • Acquire the tools to continue professional develop- guage Pathology/Audiology came the speech clinic, ment and lifelong learning a training site for graduate students, as well as a community service for children and adults with speech, Think Critically language, and hearing problems. Loyola’s master’s degree in speech pathology is fully accredited by • Access, analyze, and evaluate information effectively the American Speech-Language-Hearing Association (ASHA). Courses are taught at the Columbia and • Disseminate and communicate information Timonium Campuses. effectively 40 Loyola College

Offering the only accredited, advanced degree programs of its kind in the United States, the Pastoral Counseling Department seeks to integrate religious philosophy with practical behavioral science. Pasto- ral counseling was initially introduced in 1976 as a master’s degree within the Psychology Department, and an independent department was established in 1984. The master’s program was expanded in 1990 to include a Doctor of Philosophy (Ph.D.) in Pastoral Counseling, and a Master of Arts (M.A.) in Spiritual and Pastoral Care was added in 1997. In 2009, the Certificate in Spirituality and Trauma was added. The Master of Science (M.S.) and the Ph.D. in Pasto- ral Counseling are both fully accredited by CACREP. Courses are offered at the Columbia Campus.

The liberal studies program—which awards a Mas- ter of Arts (M.A.) in Liberal Studies—offers courses in the humanities as well as the natural and social sciences, to those seeking a graduate-level intellectual experience that focuses on modern culture. Courses are offered on all three campuses.

The Master of Science (M.S.) in Computer Science and the Master of Science (M.S.) in Software Engineer- ing grew out of the decades-old master’s program in engineering science. These programs address the needs of professionals already working in computer- related fields who require advanced education coupled with hands-on experience for the rapidly changing technology industry. Courses for both programs are offered at the Columbia and Timonium Campuses.

Established in 2003, the Loyola Clinical Centers at Belvedere Square serve as a training and professional development venue for Loyola students, as well as a multidisciplinary center for the greater Baltimore community offering a holistic approach to assessment, treatment, and consultation for clients and their families. The unique collaboration of the Departments of Pastoral Counseling, Psychology, Speech-Language Pathology/Audiology, and Teacher Education affords a comprehensive evaluation to the Centers’ clients, as well as a unique learning environment in the training and professional development of Loyola students. Conveniently located within two miles of the Balti- more Campus, this newest facility affords Loyola students a clinical setting in a professional environment within the Baltimore community. Loyola College Computer Science

Office: Donnelly Science Center, Room 125A algorithms and database systems. It includes courses Telephone: 410‑617‑2464 in advanced HTML coding and design, web applica- Website: www.loyola.edu/computerscience tion development with servlets and JavaServer Pages, Java design patterns, and XML technologies. The Chair: Roger D. Eastman, Associate Professor networking track is designed to provide a detailed understanding of how computer systems communi- Director: David W. Binkley cate and exchange data. It builds on the required Director of Program Operations: Lewis I. Berman study of advanced algorithms, web programming, Academic Coordinator, Computer Science: and database systems. The program includes courses James Reeder concerning TCP/IP, local and wide area networks, Academic Coordinator, Software Engineering: and network security. David W. Binkley Academic Coordinator, Web Development: Designed to meet the needs of professionals looking Yaakov Chaikin to advance into technical project management, the M.S. in Software Engineering offers advanced skills in Professors: David W. Binkley; Arthur L. Delcher project and personnel management, modern analysis (emeritus); Roberta Evans Sabin; Bernard J. Weigman and design methods, and contemporary quality assur- (emeritus) ance techniques. Students have many opportunities Associate Professors: Roger D. Eastman; to develop these skills in project-based courses and in James R. Glenn; Dawn J. Lawrie their respective workplaces. The process of developing Instructor: Julie A. Anderson and maintaining large-scale, software-based systems Affiliate Faculty: Douglas A. Ashworth; Michael is complex. It involves detailed analysis, sophisticated D. Bender; Michael E. Berman; Hossein Beyzavi; techniques, and the knowledge of how the system David A. Boyd; Yaakov Chaikin; David R. Cheslock; interacts with other components. Software engineers Nathan D. DeGraw; Dennis P. Dworkowski; John are the professionals charged with this task. Besides Eiben; Gyorgy Fekete; Marco Figueiredo; Alp being familiar with the fundamentals of computer Kayabasi; Joseph Kovacic; Geoffrey L. Matrangola; science, a software engineer must know the technical David T. Opitz; A. Spencer Peterson; Carl M. and management techniques required to construct Powell; Mohammad S. Raunak; James Reeder; and maintain such complex software systems. Clark Richey; G. Lawrence Sprigg; Patrick Stakem; Garrett VanMeter; Jason Youngers Students wishing to pursue both degrees must complete all of the degree requirements for each degree. The graduate program in computer science offers a Some courses for the first degree may satisfy require- Master of Science (M.S.) in Computer Science and ments for the second degree. If so, they need not be a Master of Science (M.S.) in Software Engineering. repeated. However, only three common courses may be The degree requirements consist of six required courses counted to satisfy the requirements of a double degree. and four electives. The degree programs in computer science and software engineering are offered with MASTER OF SCIENCE (M .S .) courses alternating between Loyola’s Columbia and IN COMPUTER SCIENCE Timonium Campuses. Qualified students with any undergraduate degree are accepted into the program; The degree consists of 30 graduate credit hours, a sequence of preparatory courses is offered to pre- as follows: pare students for graduate study. Preparatory Courses Designed to meet the diverse needs of computer science professionals, the M.S. in Computer Science The preparatory courses must be taken or may be offers a practitioner-oriented curriculum that includes waived without replacement based on previous col- the study of advanced algorithms, computer network- lege courses. These courses do not count toward the ing, web programming, software engineering, and 30 required credit hours. database systems. In addition, students may elect courses from many areas of computer science, includ- CS610 Discrete Mathematics ing object-oriented analysis and design, network secu- and Algorithm Analysis rity, and service-oriented architecture. Two focused tracks CS630 Computing Fundamentals I are available in computer science. The web program- CS631 Computing Fundamentals II ming track builds on the core study of advanced 42 Computer Science

Required Courses The networking track involves taking three courses from the following: CS712 Web Application Development with Servlets and JavaServer Pages CS730 TCP/IP Architecture CS722 Object-Oriented Programming CS732 Local Area Networks CS724 Algorithm Design and Analysis CS734 Wide Area Networks CS730 TCP/IP Architecture CS764 Network Security CS762 Database Systems CS770 Software Engineering Program of Study

Electives As seen in the suggested course sequence below, CS722 is the expected entry point for the program. Four courses at the CS700-level or above may be cho- Students with limited background, but beyond that sen. One of the electives may be an approved gradu- covered in the preparatory courses, may wish to start ate business (GB) course offered by the Sellinger with CS700 the summer before taking CS722. Stu- School of Business and Management. Unless other- dents interested in the networking track should inter- wise noted, all CS700-level courses have CS600-level change CS712 and CS730. courses as prerequisites. Students interested in taking only one course per CS700 Advanced Data Structures semester complete the four courses of the first year and Algorithm Design in their first two years. An interactive webpage (www. CS701 Principles of Programming Languages loyola.edu/computerscience/graduate/index) that CS702 Operating Systems shows the expected offerings of the required and CS710 Fundamentals of Web Design elective courses is available to help students plan a CS713 Java Design Patterns and Best Practices course of study. CS714 XML Technologies and Applications CS715 Developing Rich Internet Applications Preparatory Year with AJAX CS716 Modern MVC Web Frameworks Fall Term CS718 Graphics CS610 Discrete Mathematics CS732 Local Area Networks and Algorithm Analysis CS734 Wide Area Networks CS630 Computing Fundamentals I CS750 Special Topics in Computer Science or Software Engineering Spring Term CS751 Independent Study CS631 Computing Fundamentals II CS760 Advanced Operating Systems CS730 TCP/IP Architecture CS764 Network Security CS771 Engineering Systems Analysis Summer Term CS772 Object-Oriented Analysis and Design CS700 Advanced Data Structures CS773 Software System Specification and Algorithm Design CS774 Human-Computer Interaction CS780 Software Reliability and Testing First Year CS790 Software Architecture and Integration CS791 Cost Estimation and Management Fall Term CS792 Software Maintenance and Evolution CS722 Object-Oriented Programming CS762 Database Systems Tracks Spring Term The web programming track involves taking three CS712 Web Application Development with courses from the following: Servlets and JavaServer Pages CS724 Algorithm Design and Analysis CS712 Web Application Development with Servlets and JavaServer Pages Summer Term CS713 Java Design Patterns and Best Practices Elective CS714 XML Technologies and Applications Elective CS716 Modern MVC Web Frameworks 43

Second Year CS710 Fundamentals of Web Design CS712 Web Application Development with Fall Term Servlets and JavaServer Pages CS770 Software Engineering CS713 Java Design Patterns and Best Practices Elective CS714 XML Technologies and Applications CS715 Developing Rich Internet Applications Spring Term with AJAX CS730 TCP/IP Architecture (if not taken in CS716 Modern MVC Web Frameworks preparatory sequence) CS718 Graphics Elective CS730 TCP/IP Architecture CS732 Local Area Networks MASTER OF SCIENCE (M .S .) IN SOFTWARE CS734 Wide Area Networks ENGINEERING CS750 Special Topics in Computer Science or Software Engineering The degree consists of 30 graduate credit hours, CS751 Independent Study as follows: CS760 Advanced Operating Systems CS764 Network Security Preparatory Courses CS771 Engineering Systems Analysis CS772 Object-Oriented Analysis and Design It is understood that all students starting the pro- CS773 Software System Specification gram have the equivalent of the following courses; CS774 Human-Computer Interaction however, depending on the candidate’s background, CS780 Software Reliability and Testing these courses may be waived without replacement. CS790 Software Architecture and Integration These courses do not count toward the 30 required CS791 Cost Estimation and Management credit hours. CS792 Software Maintenance and Evolution GB700 Ethics and Social Responsibility CS702 Operating Systems GB701 Risk Assessment and Process Strategies CS722 Object-Oriented Programming GB705 Leadership and Management CS724 Algorithm Design and Analysis GB754 Cybersecurity CS730 TCP/IP Architecture Program of Study Required Courses A suggested course sequence is listed below. Students CS762 Database Systems only interested in taking one course a semester com- CS770 Software Engineering plete the four courses of the first year in their first two CS773 Software System Specification years. An interactive webpage (www.loyola.edu/com- CS774 Human-Computer Interaction puterscience/graduate/index) that shows the expected CS780 Software Reliability and Testing offerings of the required and elective courses is avail- CS790 Software Architecture and Integration able to help students plan a course of study.

Electives First Year

Four courses satisfying the following requirements: Fall Term CS770 Software Engineering • Two CS750-level or above courses CS773 Software System Specification

• At least one, but not more than three, approved Spring Term graduate business (GB) course offered by the Sel- CS774 Human-Computer Interaction linger School of Business and Management Elective

Approved CS and GB electives are listed below. Alter- Summer Term nate GB courses may be chosen with the approval of Elective the department. Elective 44 Computer Science

Second Year CS702 Operating Systems (3.00 cr.) Prerequisite: CS722. Considers processes, process syn- Fall Term chronization and mutual exclusion, and techniques for CS762 Database Systems memory allocation, scheduling, and disk management. CS790 Software Architecture and Integration Surveys current computer operating systems and discusses research in distributed operating systems. Spring Term CS780 Software Reliability and Testing CS710 Fundamentals of Web Design (3.00 cr.) Elective Prerequisite: CS722. This course concentrates on webpage layout techniques and graphics concepts. These COURSE DESCRIPTIONS concepts are implemented using advanced HTML and Cascading Style Sheet (CSS) techniques, as well CS610 Discrete Mathematics as basic JavaScript. Industry standard commercial and Algorithm Analysis (3.00 cr.) tools, Adobe Dreamweaver, and Adobe Photoshop are A survey of mathematical topics common to many taught and utilized in class projects. Prior knowledge of areas of computer science. Topics include logic and HTML, CSS, and JavaScript is helpful but not required. proof techniques, sequences and summations, set theory and combinatorics, probability, recurrence CS712 Web Application Development with relations and asymptotic growth of functions, graph Servlets and JavaServer Pages (3.00 cr.) theory, finite-state machines, and Turing machines. Prerequisite: CS722. This project-oriented course delves into techniques for developing server-side programs CS630 Computing Fundamentals I (3.00 cr.) for websites, e-commerce, web-enabled enterprise com- An introduction to the basic concepts of computer puting, and other applications that require web-based organization and programming. Algorithms are access to server-based resources. Attention is paid defined and used. Numeric and character manipu- to methods for making server-side applications effi- lation is carried out. File handling, recursive func- cient, maintainable, and flexible. Topics include han- tions, and elementary data structures are studied. dling HTTP request information, generating HTTP Computer use is required. response data, processing cookies, tracking sessions, server-side security, basics of model-view-controller CS631 Computing Fundamentals II (3.00 cr.) architecture, designing custom JSP tag libraries, and Prerequisite: CS630. Intermediate programming empha- some common “real world” design patterns used in sizing object-oriented methodologies for development, web development. debugging, testing, and verification of programs. Top- ics include recursion and elementary data structures CS713 Java Design Patterns such as stacks, queues, linked lists, and binary trees. and Best Practices (3.00 cr.) Prerequisite: CS712. Provides real-world Java best prac- CS700 Advanced Data Structures tices along with concepts underlying these best prac- and Algorithm Design (3.00 cr.) tices. Examines core design patterns used in everyday Prerequisite: CS610 and CS631, or equivalent. A study Java development including discussion of why and of the design and analysis of efficient computer algo- when design patterns are useful as well as how specific rithms and data structures. Topics include recur- design patterns support best practices. Assigned proj- rences, sorting, order statistics, dynamic program- ects exercise the application of sound software design ming, graph algorithms, and NP-completeness. May and best practices. include additional topics from the current literature. CS714 XML Technologies CS701 Principles of Programming and Applications (3.00 cr.) Languages (3.00 cr.) Prerequisite: CS712. A project-oriented course introduc- Prerequisite: CS722. Concepts and structures governing students to XML and XML-related technologies. ing the design and implementation of modern pro- The course covers XML itself, DTD, XML Scheme, gramming languages. Run-time representations of Namespaces, XSLT, XPath, SAX, DOM, JAXP, JAXB, traditional block structured languages, typing sys- Apache Digester, etc. It briefly introduces the basics tems, abstraction and procedure mechanisms, and of CSS and XHTML. Students are introduced to web storage management. Special emphasis on object- services (WSDL, SOAP, JAX-WS, etc.) within the JEE, as oriented and functional languages, their type systems, well as standalone client environments. Projects rein- and operational and denotational semantics. force the concepts discussed in class, requiring students to use these technologies to solve similar-to-real- 45 world problems, including developing and deploying sorting and order statistics including lower bounds, JEE-compliant web services. dynamic programming, and NP-completeness with approximation algorithms. CS715 Developing Rich Internet Applications with AJAX (3.00 cr.) CS730 TCP/IP Architecture (3.00 cr.) Prerequisite: CS712. A project-oriented course intro- Prerequisite: CS610, CS631. Students develop the fol- ducing the student to development and deployment lowing TCP/IP layers: link, network, transport, and of AJAX-based web applications. Advanced JavaScript application. Use of diagnostic tools to watch con- is introduced as it relates to AJAX and manipulating structed protocols in action. the browser’s Document Object Model (DOM). AJAX- based frameworks are introduced to ease JavaScript CS732 Local Area Networks (3.00 cr.) and AJAX development. Among these are Prototype, Prerequisite: CS730. Fundamentals of LAN architec- Scriptaculous, JQuery, Google Widget Toolkit, etc. tures. Topics include OSI layers 0, 1, and 2; 10BASE-5, 10BASE-2, 10BASE-T, 100BASE-T, TOKEN RING, and CS716 Modern MVC Web Frameworks (3.00 cr.) FDDI. Students develop LAN strategies through case Prerequisite: CS712. This project-oriented course intro- studies, ranging from actual implementation to busi- duces the student to modern model-view-controller ness models. (MVC) web frameworks like JavaServer Faces, Struts, and Spring Framework MVC. The course concentrates CS734 Wide Area Networks (3.00 cr.) on the framework’s how-to’s, its pros and cons, its life Prerequisite: CS730. A survey of wide area networks cycle management, time-saving development tech- which includes traditional telephone networks, frame niques, and deployment strategies. relay networks, and ATM; asynchronous transfer networks; and switched, fast, and gigabit ethernet includ- CS718 Graphics (3.00 cr.) ing optical communication. In addition, dynamic rout- Prerequisite: CS722. A comprehensive analysis of the ing protocols are studied and applied through labora- techniques and algorithms used to develop graphi- tory experiments. cal images using computer generated data. Covers the mathematical concepts required to produce two- CS750 Special Topics in Computer Science and three-dimensional text and graphics on raster or Software Engineering (3.00 cr.) and vector displays. Examines and evaluates hard- Prerequisite: Varies with topic. An on-demand course ware and software design considerations relative to for a current topic. May be repeated five times for credit. current display technology. Explores techniques for three-dimensional photorealistic graphics, as well as CS751 Independent Study (3.00 cr.) advanced methods in object modeling and anima- Students must submit a written proposal to a mem- tion. Emphasis on the algorithms and mathematical ber of the faculty of the computer science program principles that underpin programming techniques. prior to the last day of class registration. Proposed Includes ray tracing, hidden surface elimination, topics, which are normally discussed in advance with radiosity, physics-based modeling for animation, and the professor, should permit study and/or laboratory other topics as possible. work in considerable depth beyond the scope of a course offered in the curriculum. CS722 Object-Oriented Programming (3.00 cr.) Prerequisite: CS630, CS631, and CS700; or written permis- CS760 Advanced Operating Systems (3.00 cr.) sion of the program director. Surveys major concepts in Prerequisite: CS702. An in-depth inspection of the object-oriented analysis, design, and programming UNIX operating system internals via the C program- such as encapsulation, information hiding, inheri- ming language. Topics include system calls and their tance, and polymorphism. Covers how these ideas are internals, process implementation, communication, implemented in modern programming languages and management; file system implementation and such as Java, C#, Python, Smalltalk, or C++. Students management; device management; and networking. are assigned programming projects using an object- oriented language to enhance their understanding of CS762 Database Systems (3.00 cr.) the concepts of object-oriented programming. Prerequisite: CS610 and CS631, or equivalent; CS722 (may be taken concurrently. Discusses major database orga- CS724 Algorithm Design and Analysis (3.00 cr.) nizations with emphasis on the relational approach. Prerequisite: CS630, CS631, and CS700; or written per- Topics include physical storage; design tools includ- mission of the program director. A study of the design ing entity-relationship modeling and normalization and analysis of efficient computer algorithms. Top- techniques; query processing including formal lan- ics include recurrences, probabilistic algorithms, and guages, SQL, QBE, and optimization; transaction 46 Computer Science modeling; concurrency issues; and current trends tal models, and human performance. Students build in database management systems. Includes labora- and critique user interfaces. Strategies for obtain- tory experiences with the design and use of database ing a high-performance, high-quality user experi- management systems. ence are considered. Additional topics may include interaction with portable devices, audio and haptic CS764 Network Security (3.00 cr.) interaction, online communities, visualization, new Prerequisite: CS730. Focuses on practical applications devices, and advanced HCI research areas. such as firewalls, intrusion detection, virus prevention, and security settings for Windows and Linux. CS780 Software Reliability and Testing (3.00 cr.) Also covers the basics of cryptography as well as Prerequisite: CS770. Reliability topics include con- security protocols such as SSL, IPsec, and Kerberos. cepts and models, design techniques, management considerations, and issues of software security. Test- CS770 Software Engineering (3.00 cr.) ing topics include formal and informal methods; Prerequisite: CS722, CS724. Covers software engineer- dynamic, static, and data-flow program analysis; selec- ing practices and approaches. Topics include devel- tion of test cases; program instrumentation; muta- opment life cycle models, requirements specification, tion analysis; and symbolic execution. use cases, design methods, testing, software evolution, quality assurance, and configuration management. CS790 Software Architecture Unified Modeling Language (UML) is introduced. and Integration (3.00 cr.) Traditional versus agile methods are contrasted. Man- Prerequisite: CS770. Topics include the organization agement concerns and standards, including Capabil- of a software system; the selection of the structural ity Maturity Model Integration (CMMI), are discussed. elements and their interfaces and behavior as speci- Additional topics may include metrics, reuse, develop- fied in the collaboration among those elements; the ment environments, introduction to formal methods, composition of the elements into progressively larger and software engineering research. subsystems; and the architectural style that guides the organization, its elements and their interfaces, CS771 Engineering Systems Analysis (3.00 cr.) collaborations, and composition. Prerequisite: CS770. Engineering systems, design processes, decision-making, models, alternatives and CS791 Cost Estimation evaluation, optimization, feasibility and reliability, and Management (3.00 cr.) and management and organization. Prerequisite: CS770. Covers both traditional and state- of-the-art methods, identifying advantages and dis- CS772 Object-Oriented Analysis advantages of each, and the underlying aspects of and Design (3.00 cr.) preparing cost estimates of significant software sys- Prerequisite: CS722. Presents the concepts and tech- tems. Topics include estimation, risk analysis, sched- niques necessary to effectively use system require- uling, software quality assurance, software configu- ments captured through use cases to drive the ration management planning, and execution. development of a software design model. Students use Unified Modeling Language(UML) to represent CS792 Software Maintenance object-oriented analysis and design views for archi- and Evolution (3.00 cr.) tecture, classes, objects, components, and other items Prerequisite: CS770. Software maintenance, also known of interest. Relationships, stereotypes, and other UML as software evolution, is the implementation of con- considerations are covered. sistent changes to an existing system. This difficult task is compounded both by the pressing business CS773 Software System Specification (3.00 cr.) constraints which lead to the required change and Prerequisite: CS770. Formal specification of architec- the inherent difficulty of safely modifying complex ture and architecture frameworks, requirements, systems. Both the process under which software is systems modeling languages, algebraic specification changed (e.g., configuration control) and the mod- languages, denotational semantics, and correctness. ern techniques for reducing the engineer’s effort Emphasis is on the rigor required to design and when making changes (e.g., comprehension strate- build critical systems. gies, consistent change principles, ripple analysis, and regression test effort) are examined. CS774 Human-Computer Interaction (3.00 cr.) Prerequisite: CS770. The design and measurement of the interface between users and software. Mixes examination and construction of real-world user interfaces with relevant theories of cognition, men- Loyola College Liberal Studies

Office: Maryland Hall, Room 351D on contemporary problems and opportunities; and Telephone: 410‑617‑2299 become, in the Jesuit ideal central to Loyola’s educa- e-mail: [email protected] tional mission, men and women for others. Website: www.loyola.edu/academics/liberalstudies Grounded in a core commitment to the liberal arts Director: Randall P. Donaldson, Associate and sciences central to Loyola University’s mission, Professor of Modern Languages and Literatures the graduate program in liberal studies aims to “lib- erate” in the classic sense of that term. It reaches out Core Faculty to those who want a rich and satisfying intellectual Professors: Neil Alperstein; Richard P. Boothby; experience as well as enhancement of their analytical Brian Murray; Thomas Ward and communication skills. Its subject matter is the Associate Professors: Randall P. Donaldson; whole spectrum of the modern American experience, Dale E. Snow; Timothy J. Stapleton as well as the roots of that experience as we discover them in other times and cultures. Areas of study Faculty from a variety of academic departments and include, but are not limited to, literature, business, specializations also teach courses in the program. economics, the arts, politics, philosophy, science, sociology, intellectual and social history. Although The graduate program in liberal studies is designed the program is not practitioner-oriented and does to satisfy a wide variety of student interests. It exists not inevitably lead to a doctorate, liberal studies grad- for those whose professional lives demand a greater uates often discover career benefits—in the devel- expertise or a broader knowledge base: teachers who opment of the Jesuit ideal eloquentia perfecta—as well want a graduate degree in a content area and gov- as personal satisfaction and enrichment. ernment workers or librarians whose advancement requires further academic work. It also exists for Classes are held on the Baltimore, Columbia, and those whose professions demand a greater breadth: Timonium Campuses. Inquiries and questions can business persons, lawyers, physicians, anyone whose be sent to [email protected]. education has been so specialized that it did not provide the diversity necessary to an understanding of ADMISSION CRITERIA the complex social and intellectual currents of the time. The program exists for those who are intel- Loyola welcomes graduates from accredited under- lectually curious: people from all walks of life who graduate or graduate institutions of higher learn- feel the need to examine unexpected aspects of the ing who demonstrate the ability to contribute to the modern experience just to see what is there and to intellectual atmosphere of a seminar-based degree refine their perspectives. It exists for all who believe program. In view of the broad nature of the pro- that the mind constantly needs to be enriched, to gram, no specific undergraduate major is required be challenged to see new things, or to see old things or preferred. The Admission Committee considers in new ways. most favorably those graduates who maintained at least a B (3.000) average during the final two years Because of its convictions, the program blends the of college. Applicants who have no undergraduate traditional with the innovative. It is traditional in that degree but who have special qualifications may be it is a graduate program which emphasizes the aca- accepted into certain courses on a noncredit basis. demic rigor long associated with a graduate school A personal interview is required of all admitted stu- and with the Jesuit traditions of Loyola University dents. Detailed admission information (application Maryland. It is innovative in that the traditional grad- procedures, required documents, etc.) may be found uate emphasis upon depth of focus and research has in the Admission chapter of this catalogue. been replaced by an emphasis upon breadth of reading and study. Application Deadlines

The graduate program in liberal studies challenges Fall Semester August 1 students to continue their journey as citizens who: Spring Semester December 1 interact energetically and creatively with a changing Summer Sessions May 1 world; grow in their awareness of cultural tendencies; cultivate their analytical and communication skills Applications may be submitted at any time and are to reach their full potential; develop and expand a reviewed on a rolling basis throughout the year. Stu- commitment to others; attain a broader perspective dents who have been accepted will be notified in writ- 48 Liberal Studies ing and assigned an advisor to help them work out a DEGREE REQUIREMENTS program of study. While students may be accepted after an application deadline has passed, course avail- The program is centered around three themes. At ability cannot be guaranteed. least one course from each of the segments is required for graduation. CREDITS REQUIRED Historical Approaches Two curricular options exist for students in liberal Courses numbered 600–639 and 700–729. The courses studies. Under the first option, students take all 12 in this segment are essentially historical in nature. courses in the liberal studies program. The remain- They emphasize the origin, evolution, and developing option permits students to “import” as many as ment of ideas and movements crucial to the modern six credits, or two classes toward the degree. The American experience. director’s prior written approval is required for all courses outside the liberal studies program. Themes in the Modern Experience Courses numbered 640–669 and 730–759. The courses The option of taking courses outside the liberal stud- in this segment are organized around the structure ies program may be exercised in any one, or any com- of an institution or an idea. They concentrate on bination, of the following ways: central characteristics of the idea or institution and ways in which these elements contribute to the unique- • courses completed at the graduate level prior to ness and relevance of the idea or institution. admission to Loyola Creative Process • courses at the graduate level in Loyola College pro- Courses numbered 670–699 and 760–789. The courses grams other than liberal studies of this segment stress the importance of students dis- covering their own forms of expression. Emphasis is • courses at the graduate level in Loyola’s School of on the communication of ideas. Traditional research Education is encouraged, but students are also given the opportunity to employ film, paint, and other media. • courses from the College of Notre Dame of Mary- land’s M.A.L.S. program COURSE DESCRIPTIONS

All students must complete at least 10 courses or Courses change each semester. The following listing 30 credits within Loyola’s liberal studies program. reflects courses offered in the past and those the pro- Usually no more than six credit hours in total from gram may offer in the future. Students are encour- courses outside the program or outside the University aged to consult the liberal studies website for lists will count toward the Loyola Master of Arts (M.A.) in and extended descriptions of classes to be offered in Liberal Studies. However, nine credit hours from the coming semesters. All courses are three credits. M.A.L.S. program at the College of Notre Dame of Maryland may be counted toward the Loyola degree. LS798 Special Topics in Liberal Studies (3.00 cr.) Students must have completed nine credits in liberal An opportunity for students to pursue research on a studies courses before they are eligible to request the specific topic with a faculty mentor.The student is respon- transfer of prior graduate credits or to register for a sible for securing permission, prior to registration, from the course outside of liberal studies. faculty member who will direct the project. The student must submit a completed specialized study form with registration. Independent study courses are seldom permitted, and then only very late in the student’s program of stud- LS799 Capstone Project ies when the student has a well-developed research in Liberal Studies (3.00 cr.) plan in mind and has discussed it with a faculty mem- Prerequisite: Completion of 10 courses (30 credit hours) ber, who has agreed to monitor it. The capstone project toward the Master of Arts (M.A.) in Liberal Studies and option encourages students to engage in extended, written or electronic permission of the instructor and the cross-disciplinary research and present a sustained director. This independent project builds on the work composition and a public presentation as the final of one or more graduate courses in liberal studies, course in the program. developing the concept, method, or approach of that course in greater depth and intellectual subtlety. The course may develop methodology from any of the three course categories (historical, thematic, or creative), but it may not in itself fulfill the curricular 49 requirement to take at least one course from each LS608 The Parade of the Planets (3.00 cr.) group. The course aim is the production of a pub- A survey of human attempts to understand the solar lishable paper or an art product worthy of exhibi- system starting with the great systems of the past— tion. A public presentation to an audience of current Ptolemy, Copernicus, Newton, and Einstein—and and former liberal studies students and faculty is concluding with an analysis of the results of contem- required. Those interested in enrolling should discuss their porary space exploration and a guess at the future. plans with the director at least a semester in advance. Non-mathematical in treatment.

Historical Approaches LS610 The Existential Imagination (3.00 cr.) Nietzsche, that enigmatic nineteenth century Ger- LS601 Guilt and Innocence: America man thinker, spoke of doing philosophy “with a in the Twentieth Century (3.00 cr.) hammer.” Often times this image is taken as indica- Traditionally, Americans have tended to see them- tive of the brutal, destructive power of Nietzsche’s selves as new Adams in a Garden of Eden. In the twenti- thought, the wielding of a philosophical sledge ham- eth century, however, a debate emerged concerning mer. But the metaphor might be better grasped in America’s guilt or innocence. This debate is viewed terms of the cautious, skillful tapping of a sounding as it appears in fiction, popular essays, philosophy, hammer, probing and testing the shiny veneer of ideas politics, science, and the arts. Readings include Dewey, and values beneath which might lie a hollowness of Fromm, Updike, Mary Gordon, Stephen Jay Gould, spirit, a soft and frightful emptiness of purpose. This and others. sounding hammer has been put to practice by a variety of artists, authors, and thinkers during the past LS602 The Twentieth-Century Woman century or so, in many guises and forms, one of which and Beyond: From Corsets might be termed the “existential imagination.” to Running Shoes (3.00 cr.) The evolution of the female role through the twenti- LS615 Reporting War (3.00 cr.) eth century: how ideology, the institutions of education, A survey of the American media’s reporting of war, family, work, mass media, and law have functioned from the Spanish-American War through the Iraq to inform and limit or broaden society’s definition War, with emphasis on the role of an independent of woman. press in U.S. democracy, including issues such as the people’s right to know, journalistic ethics, war- LS604 Modern Hispanic-American time censorship, and the hazards of being a war Fiction (3.00 cr.) correspondent. Students of journalism history, the In the great melting pot of the United States, His- mass media, photojournalism, and ethics will be panics are one of the fastest growing ethnic groups. inspired, intrigued, and challenged by this course. The writing they produce is diverse, highly creative, Film screenings and guest speakers supplement lec- and passionate. This course examines three types of ture, discussion, and course text. The student proj- Latino authors: those who have emigrated to the ect is a video oral history of a veteran’s recollections. United States, those who were born in the United States, and those who live in Latin America but are LS617 Voters, Campaigns, and Elections influential in the United States. Representative of in the United States (3.00 cr.) these three groups are Isabel Allende (Chile), Rudolfo Voters are the foundation of representative democ- Anaya (New Mexico), and Gabriel García Márquez racy in the United States, the bedrock of popular (Colombia). Other traditions are also represented. All self-government. The role of voters in the United works will be read in English translation. States is especially evident as the 2008 presidential election approaches. This course examines voters LS606 Popular Culture in America (3.00 cr.) in their role as the electorate, as well as the behav- The roles of the mass media as a dominant institution ior of candidates for office who compete for popu- within American society. Traces the historical devel- lar support. Political participation, political parties, opment of mass media—film, radio, television—and campaigns, and elections—all of which are central the accompanying impact of those media on social to electoral politics—are given significant attention. behavior. Various media theories are explored in The institutions which connect the electorate to gov- order to understand the shifts in thinking about mass ernment are discussed, including the direct system of media in the twentieth century. representation, indirect systems such as the Electoral College, the role of the states in running elections, and electoral reforms such as the reformed presidential nomination process. The “new style election campaign” which has emerged over the past four decades 50 Liberal Studies is examined and evaluated in terms of its implications direction of the civil rights movement from the for the future of U.S. representative democracy. Supreme Court decision of Brown versus the Board of Education to the nation’s Bicentennial Celebration LS619 American News Media (3.00 cr.) just a few decades later. It also analyzes the overall The news media play a central role in the construc- impact of the movement on the lives of African Ameri- tion and maintenance of public life in America. This cans in the United States in the late twentieth century. course examines the history and development of news media in America and explores how political, social, LS627 U.S. Political Parties (3.00 cr.) economic, and cultural factors have helped shape the This course examines political parties, both histori- production and consumption of news over time. Par- cally and in contemporary American politics, focusing ticipants engage the central issues associated with the particular attention on election campaigns, the elec- analysis and assessment of media performance includ- toral process, and presidential elections. The origin, ing objectivity and fairness, partisanship, privacy, the development, and status of political parties in the U.S. social responsibility of the media, and the news media is discussed as essential background. The decline of as an agent of political and social change. The course political parties, party influence, and voter turnout, examines what citizens expect from the news media as and the rise of the independent voter and third par- well as the constraints on the media in meeting those ties, also is examined. U.S. presidential elections and expectations. Finally, the impact of the emergence of the unfolding 2008 presidential campaign—includ- successive waves of new channels of communica- ing the pre-nomination campaign, the nomination tion—from television to the Internet—on the role of process, and the presidential general election—is a the American news media is investigated. The course particular focus of the course. incorporates a wide variety of materials including books, videos, newspapers, magazines, and websites. LS630 The Philosophy of Faith (3.00 cr.) It also highlights specific instances of notable press This course considers religious belief and its place performance as well as current events. in human existence. It examines factors that foster religious conviction(s) and their possible consequences LS620 Power and Money: Understanding a for the individual believer, while asking whether the Global Economy in Flux (3.00 cr.) possibility of a meaningful existence must (or can) Why don’t countries with McDonald’s go to war with be predicated upon belief in a religious “absolute.” each other? What are the real costs (and benefits) of Ultimately, students attempt to determine what con- American energy dependence? What has been the stitutes faith, what can stand as a legitimate object most effective poverty alleviation scheme of the last of faith, and why (or whether) faith is significant for century (hint: not the World Bank and the Interna- human existence. tional Monetary Fund)? How can people turn trees into HDTVs? Will today’s young people ever be able LS632 Tradition and Revolt in Literature: to retire? This course approaches these and other Twentieth-Century Modernism(s) (3.00 cr.) political economy enigmas with lively and erudite This course explores the complexities of the literary discussions of the classics, the controversial, and movement known as modernism and examines the current events. shift in scholarly understanding from a single “modernism” to multiple “modernisms.” For much of the LS623 Another America, twentieth century, the term modernism described Central America (3.00 cr.) the works of a limited number of writers, usually T. This course focuses on and compares contemporary S. Eliot, Ezra Pound, W. B. Yeats, William Faulkner, Guatemala, Nicaragua, and El Salvador. Topics for James Joyce, and Virginia Woolf. In an age dominated discussion include the continuing Spanish conquest by accelerated industrialization, urbanization, the first and indigenous resistance to it; military dictatorships global war, and new technologies which transformed and genocide; U.S. interventions; social revolutions; daily life, these writers redefined the nature of liter- and the rise of gang violence. Readings range from ary expression, developing literary forms such as fiction and poetry to personal testimony and social stream-of-consciousness narrative, free verse, the long science statistical research. poem, and imagism to express their twentieth-century experience. Yet there were many other authors, Afri- LS625 The American Civil Rights Movement, can American writers, working class writers, feminist 1954–1976 (3.00 cr.) writers, and popular writers writing at the same time An investigation of the growth and decline of the strug- whose poems, novels, stories, and plays were excluded gle for African American civil rights in the United from the conventional scholarly definition of modern- States from 1954 to 1976. This study addresses major ism. Nonetheless their works illuminate new angles of personalities and institutions which influenced the vision and express sometimes startling perspectives on 51 early twentieth-century modernity. By pairing canonical inspired and supported investigations of both types. and marginal texts, the course attempts to determine Special attention is given to theories of Charles Dar- what makes a text modern. win and Francis Galton as well as other scientists who revolutionized scientific theory and investigated para- LS633 American Intelligence Services normal phenomena. and American Culture (3.00 cr.) This course probes the relationship of American LS705 Underground Film (3.00 cr.) intelligence services and American culture. It exam- A survey of American independent filmmakers who ines the way in which the intelligence services help have influenced mainstream cinema, including Stan mold public opinion as well as their relationship to Brakhage, Jonas Mekas, Michael Snow, Jordan Belson, the media. The group studies the intelligence ser- John Whitney, Stan VanDerBeek, Nam June Paik, and vices and terrorism, and the effect of both on U.S. Andy Warhol. Forgoing commercial careers, these art- foreign policy. Questions about the rise of the “secu- ists went “underground” to retain artistic freedom in rity state” and the degree to which the intelligence their choice of subjects and techniques. Students draw services have taken on the role of “big brother” (and/ upon readings, lecture, and screenings to critique or “big sister”) are considered. underground films in class discussions and papers.

LS636 Deconstructing Postmodernism: LS710 Fiction and Film of the 1980s (3.00 cr.) Literary Theory in a Postmodern, An examination of the cultural context of American Postcolonial World (3.00 cr.) and British film and fiction produced during the This course looks at the ways artists of the twentieth 1980s, a period of wide-ranging change that, for bet- and the twenty-first century view their world and ter or worse, led directly to the world we live in today. recreate it in their works. Students study modern In political terms, the decade is associated with the literature from around the world and reflect on the free-market economic policies of Ronald Reagan and various ways in which different cultural traditions Margaret Thatcher; an often intense international have confronted the questions of individual and col- debate on nuclear weapons; and the collapse of the lective identity. This course provides students with a Soviet Union and the sudden end of the Cold War. working knowledge of the most important contem- Meanwhile, among artists, intellectuals and academ- porary trends and figures from a wide range of lit- ics, the older secular orthodoxies—including Marx- erary traditions while examining the historical and ism and Freudianism—continued to lose influence, social context in which each writer’s work develops. and a less precise but no less consequential set of All works will be read in English. “postmodern” assumptions came to the fore. Students read a variety of essays that help define and clarify the LS638 The U.S. Presidency (3.00 cr.) cultural values and beliefs that prevailed during the The U.S. presidency is at once the most visible and 1980s; Background reading includes David Brooks’ perhaps the most controversial and embattled insti- Bobos in Paradise, an analysis of the rise of “bourgeois tution of national government. This course considers bohemians.” Students also consider works by Tom the presidency as it was envisioned by the founders Wolfe, Martin Amis, and Oliver Stone, among other and as it functions today. How presidents are elected writers and filmmakers. to office is given particular attention in explaining how the nation’s chief executive operates. A variety LS712 Nature: The History of perspectives on presidential leadership are con- of a Philosophical Concept (3.00 cr.) sidered, ranging from psychological and rhetorical “Nature tends to hide itself.” This adage by the Greek to political and electoral. The leadership role of the philosopher Heraclitus was one of the first philo- presidency in domestic policy and foreign policy rela- sophical statements about nature—and we are still tive to the power and function of the U.S. Congress seeking. This course explores how the concept of and the courts is also addressed. The course con- nature has evolved: the early Greeks made it the cludes by looking to the approaching 2008 presiden- foundation of metaphysics; Christian thinkers like tial election and beyond. Augustine despised it, or they made it overlap with the concept of God before early modern thinkers LS702 Scientists or Psychics: Victorian Era like Descartes gave it a mechanistic outlook; then it Science, Empiricism, and Belief (3.00 cr.) turned out that nature seems to have a history and The prelude to modern science in the work of Eng- an “evolution”; the twentieth century witnessed the lish, American, and European scientists of the late dissolution of the concept of nature in relativity and nineteenth and early twentieth centuries: the assump- indeterminacy as well as the revival of nature as a tions upon which both scientists and psychics based “person” that suffers and has its own rights, so that their research, as well as the cultural milieu that through environmentalism nature has turned into 52 Liberal Studies a political asset. Participants read and discuss exem- Themes in the Modern Experience plary primary sources of all areas; they are encouraged to contribute from their professional points of LS640 The New Politics of Twenty-First-Century view. The inclusion of science, current affairs, or lit- American Democracy (3.00 cr.) erature will depend on the specific engagement of American democracy has remarkable stability and participants. As it spans all epochs of Western philos- continuity, while at the same time being dynamic ophy and touches upon a variety of disciplines, this and ever changing. The major forces affecting U.S. course may serve as a general overview of philosophy. politics today are examined, including the growing impact of the media, the new media, the Internet, LS713 The Many Faces of Immigration (3.00 cr.) interest groups and money, the decline of political The United States has long been known as a nation parties and voter interest, and the polarization of the of immigrants. Most current residents came origi- electorate in the 2000, 2004, and 2008 presidential nally from someplace else, or at least their forebears elections. The state of U.S. national institutions also did. This course examines the process and the his- is examined, most notably Congressional gridlock, tory of immigration to North America across a broad presidential supremacy in foreign affairs and war, and cross-section of individuals of numerous national judicial activism. This course focuses on current events and origins or ethnic groups and a number of centuries. recent history and requires no previous study in the field. There also is a consideration of the political, social, and economic conditions in both the native country LS642 Science, Magic, and Religion: and the receiving country which might have encour- European Cultural History aged a person to emigrate or influenced that per- of the Scientific Revolution (3.00 cr.) son’s reception in the adopted country. Students also Key social, political, and philosophical changes facil- have an opportunity to consider the subject from the itated a radical shift in the European world view vantage point of their own family background. between the sixteenth and twentieth centuries: the rise and decline of the witch craze, the scientific revo- LS715 Detective Fiction lution, the evolution of positivism, and recent efforts and the Quest Romance (3.00 cr.) to deal with relativity in mathematics and physics. Students examine those special, unique appeal(s) the detective story has; what it may tell us about what LS643 Semiotics (3.00 cr.) we as a culture believe in; and the theories developed Semiotics—the science of signs—concerns how mean- to discover to what psychological and cultural needs ing is communicated in cultural artifacts. After the fantasy of the detective-hero responds. Readings studying its history and principal techniques, stu- and film adaptations include plays, stories, or novels dents apply semiotics to the interpretation of litera- by Sophocles, Shakespeare, Poe, Doyle, Hammett, ture, art, and the mass media of their own culture as Chandler, Parker, and others. Class project is an origi- well as other cultures. Useful to all persons seeking nal mystery story. understanding of communication in our modern world, especially writers, artists, dramatists, musi- LS723 Challenges of Radical Dissent (3.00 cr.) cians, philosophers, historians, political scientists, Mindful of the figure of Socrates as gadfly critic, and scholars of language, religion, and media. this course asks what radical dissent might mean in our contemporary society, assesses how such dis- LS644 African American Religious sent impacts (or fails to impact) our political reality, Thought (3.00 cr.) and, remembering the fate of Socrates, evaluates our This course begins with an investigation of the reli- responses to radical critics. Readings come from both gious world the African slaves brought to North classical and contemporary thinkers. America. Although conversion to Christianity from Islam or African tribal religions was problematic, African American churches began to flourish by the end of the Civil War. Students reflect on a cluster of problems: racism, biblical interpretation infrastructure, doctrine, and tradition. Next, students turn to understanding how the “Great Migration” diversified and challenged the religious ideas popular in urban areas of the country. The course ends with a study African American Christianity in the present era, a transitional period that can be understood as a conflict between classic revivalism, the remnants of the civil rights movement, and the rise of hip-hop culture. 53

LS645 The Pre-Civil Rights Movement: Samuel Beckett, Edward Albee, Walker Percy, and The Generation before Brown, John Irving. 1932–1954 (3.00 cr.) An investigation of the beginnings and growth of LS652 American Foreign Policy (3.00 cr.) the struggle for African American civil rights in the Students examine tools and topics in American for- United States from 1932 to 1954. This study looks at eign policy, including historical cases and perspec- the early roots of segregation in the late nineteenth tives and current issues. The theoretical models of century; the role and influence of the labor movement foreign policy are considered and applied to cases, on civil rights in the early to mid-twentieth century; contexts, and actors. The course can be viewed in the impact of the Great Depression and World War II four parts: principles and foundations, the Cold War, on the civil rights movement; and finally, culminates post-Cold War, and post-September 11. The aim is that in the efforts and events which produced the land- students will acquire a solid foundation in American mark decision of Brown vs. Board of Education in 1954. foreign policy, including some historical context, a keen grasp of the key debates today, and the tools to LS646 The Philosophy of Happiness (3.00 cr.) evaluate future (or other historical) cases. What is happiness? How can we create and discover it within our own lives? What are the barriers— LS653 Electronic Revolution: American Culture personal, social, and existential—that seem to make and McLuhan’s Global Village (3.00 cr.) this so difficult? Classical and contemporary answers An investigation of contemporary American culture to these questions are explored, including figures through the lenses of the guru of The Electronic Revo- such as Aristotle, Epictetus, and the Buddha, and lution, Marshall McLuhan (1911–1980), who coined their modern re-interpreters. This course also con- the phrases “global village” and “the medium is the siders the findings of modern psychology, and how message.” Forty years ago, he predicted the Internet these findings shed light on the perennial questions and electronic mail and popularized such terms as of human happiness. “feedback” and “iconic.” Our media-driven Ameri- can culture of the twenty-first century cannot be under- LS647 Jesus and Relationships (3.00 cr.) stood without understanding McLuhan’s theories. A study of Jesus with a focus on his attention to the dynamics of human living, the conditions of human LS654 Spiritual Classics from the East (3.00 cr.) existence, the problem of dissatisfaction, and the What is the meaning of human existence? Is there pursuit of wholeness, as well as how the social sci- a guiding spirit and purpose within the universe? ences might help us understand Jesus’ teachings. If so, how can we discover it and live in harmony Readings include the Gospels and interpretations with it? How can we escape the stresses and suffer- of the teachings of Jesus from the second through ing which infect our daily lives? Timeless answers to the twentieth century, including Augustine, Howard these questions are offered up by two of the great Thurman, and Flannery O’Connor. classics of world spirituality: the Indian Bhagavad Gita, and the Chinese Tao te Ching. Each work combines LS648 Globalization, Race, a mystical sensibility with down-to-earth practical and Education (3.00 cr.) advice for daily living. The expressive richness of An introduction to the study of globalization, race, each work has resonated across diverse cultures for and education that examines the relationship between over two thousand years. These books are placed in the global economy and a racialized world social order. dialogue with each other, with Western thought and Critical theories of race are used to examine the inter- religion, and with students’ own personal journeys. national context of racial and ethnic relations. Stu- dents then examine the implications of the global LS655 World Short Fiction: Diversity racial order for educational policies and practices. and Common Ground (3.00 cr.) A variety of modern and contemporary short stories by LS650 The Absurd in Life authors from all over the world are examined. Stu- and Literature (3.00 cr.) dents learn about other cultures, yet also discover This course traces the concept of absurdity from first that many of the themes and emotions revealed in principles to modern postulates. The first principles the stories are universal. Readers can connect with are assembled from writers as diverse as Kierkegaard, the stories even if the specific experiences are not Sartre, Camus, and Kafka. The modern postulates ones that they themselves have had. All works will be include the notion of an absurd hero (or antihero) in read in English. modern fiction and absurd tragedy (or tragic farce), called Theater of the Absurd. Writers studied include 54 Liberal Studies

LS656 Numeracy: A Language of the World thought, and existentialism) and locating its more and the Imagination (3.00 cr.) immediate presence in specific examples from lit- Mathematics is a way of thinking, of questioning, erature and film. Underlying the examination is the analyzing, and synthesizing information about the question of the creation of individual value and the world around us. It can lead to wonder and awe, as determination of individual meaning in response to well as increased understanding which improves the inevitability that is one’s death. decision-making in our personal lives and in public policy. The aim of this course is to provide the stu- LS662 Generosity (3.00 cr.) dent with a deeper appreciation and understanding An interdisciplinary seminar on generosity interested of mathematical thinking and the importance of in giving and sharing as a theme in the humanities, its role in our highly technological society. Topics arts, and social sciences. Particular attention is paid include the scale of things and the power of ten; lies to generosity as an expression of divine and human and statistics; the shape of things and visualization; natures. Topics include stewardship, cooperation, the world in motion, the world of bits and bytes. stinginess, greed, hoarding, noblesse oblige, the greater good, and nonfinancial aspects of generos- LS657 Coercive Democracy ity critical to living well such as forgiveness, empa- and Nation-Building (3.00 cr.) thy, and optimism. A multidisciplinary examination of democracy and U.S. and U.N. efforts to build democracy abroad, some- LS664 Work and American Identity (3.00 cr.) times by undemocratic means. Cases examined include Integrating academic scholarship, personal reflec- post-World War II Germany and Japan, Latin America, tion, fiction, and popular culture, this course traces post-Communist Europe, and the Middle East. the transformation of work from unpleasant neces- sity to vocation or calling, and explores how we as LS658 Revisiting the Classics (3.00 cr.) Americans have come to mark our identities by our This course revisits some ancient classics to see what occupations. In tandem with this theme, participants they have to tell us about the big questions—good explore the well-documented erosion of leisure, espe- and evil, life and death, suffering and redemption, cially among professionals, and the peculiarly Ameri- God and humanity. Selections from the Bible, Homer, can expressions of alienation that accompany it. Dante, Shakespeare, and Milton converse with each other and with modern retellings in print and on film LS667 Science and Poetry (3.00 cr.) by authors such as Elie Wiesel, Derek Walcott, T. S. Examines the connections between poetry and sci- Eliot, Tom Stoppard, and William Young. ence from ancient Greece with special attention on the twentieth century. Integrating philosophy, sci- LS659 Violence and Competition ence, theology, and literature, participants read the in Urban America (3.00 cr.) works of major poets alongside seminal scientific The character and origins of ethnic and racial con- theories that help shape our era’s intellectual his- flict in America’s cities: cultural, social, and politi- tory. An important part of the class is the discussion cal factors associated with competition and violence of how poetry and science continue to cross-polli- between and within these communities. Among the nate, producing and reproducing culture’s most con- issues studied are political contest and coalition build- troversial debates and its most provocative poetry. ing, intergroup violence, economic restructuring, drug warfare, welfare and welfare reform, housing LS669 Morality and the Modern World: opportunities, and school desegregation. Ethics in Crisis (3.00 cr.) Numerous philosophical theories attempt to provide LS660 Practicing Death (3.00 cr.) a rational foundation for moral action, but much Facing his own approaching execution, Socrates pro- contemporary thought challenges these theories. claims (as recounted in the Phaedo) that “it seems to Doubts persist about the morality of abortion, eutha- me natural that a man who has really devoted his nasia, reverse discrimination, nuclear warfare, etc. life to philosophy should be cheerful in the face of Alternative theories about the nature of morality death.” For Socrates, the philosophical manner of are examined in light of their ability to help formu- existing, what he called “care of the soul,” is properly late and clarify the ethical dilemmas confronting practicing death. Much more than a morbid consid- contemporary life. eration driven by darkness and fear, the thoughtful examination of death is precisely an engagement with life. This course examines the notion of practicing death, noting its foundations in diverse philosophical systems (such as ancient Greek philosophy, Eastern 55

LS731 The American Sixties: Transformations Students use a variety of reflective techniques to in Film and Fiction (3.00 cr.) come to a deeper understanding of their place in a Focuses upon the search for an escape from the waste- culture of consumption. land in the narratives of a decade of political and social change and instability. Emphasizes film and fic- LS736 The Experience of Evil (3.00 cr.) tion as products of the culture and as commentators What is the nature of evil? What are its causes? In on the culture. Updike, Kesey, Bellow, Roth, Elkin, what forms or guises has it appeared in human his- and others. Films include The Graduate and Easy Rider. tory? How is our understanding of evil influenced and informed by concepts like fate, guilt, freedom, LS732 Analysis of the Terrorist Mind (3.00 cr.) responsibility, providence, God and human nature An analysis of key intellectual traditions behind con- itself? This course explores such questions by draw- temporary terrorism in the ideas and writings of great ing upon a variety of philosophical, religious, and romantic writers including Blake, Percy, Mary Shelly, literary sources in an attempt to better understand Paine, Emerson, Thoreau, Bakunin, and Nietzsche. the all too common experience of evil. Special emphasis will be placed on romanticism’s effect on twentieth-century American culture and the LS737 Free Speech/Free Expression (3.00 cr.) challenges terrorism poses for the current century. Although the First Amendment reads that Congress “shall make no law” abridging our freedom of speech, LS733 Philosophy of Culture freedom of speech in America has never been abso- and the American Dream (3.00 cr.) lute. Through close readings of major U.S. Supreme The philosophy of culture examines the following Court decisions—including decisions about the regu- questions: what defines culture? Where do we start in lation of the Internet, as well as secondary materials— thinking about cultural difference? What is the role students explore the tension between the right to free of the symbolic world—mythic, artistic, religious, speech and the need to safeguard other social values, linguistic, scientific—in determining a community including national security, privacy, and decency. of humans? How can culture be seen as liberating or as imprisoning? This course examines the differ- LS738 American Culture ence between human beings and other animals in an and Nonviolence (3.00 cr.) attempt to define human being as a cultural or cul- The philosophical, intellectual, and practical aspects tured being. It focuses on the notion that human cul- of nonviolence in American culture are examined ture is centered on the human capacity for symbolic by focusing on the ideas and people of nonviolence. action, and that human cultures are formed around In addition to investigating such well-known Ameri- a common grounding in a set of myths. can practitioners of nonviolence as the Reverend Martin Luther King, Jr., and Henry David Thoreau, LS734 Creative Engineering (3.00 cr.) students probe the ideas and practical application of An interdisciplinary approach to a variety of topics nonviolence of Mahatma Gandhi, Dorothy Day, Albert in engineering which highlights the importance of Camus, Thomas Merton, Ralph Waldo Emerson, and history, society, politics, and aesthetics in basic pro- others. Historical nonviolent events are investigated cesses in the field, including design and problem- with a goal of probing nonviolent alternatives to ter- solving. Technical and nontechnical constraints to rorism and violence in general in American culture. any engineering project are discussed, as well as the trade-offs among cost, time, and performance. Civil, LS739 Exile and Reunion: The Human mechanical, electrical, computer, and chemical engi- Condition through the Eyes neering; materials science; and elements of user-inter- of Camus and Sartre (3.00 cr.) face design and accessibility inform the discussion. Albert Camus and Jean-Paul Sartre, contemporaries in French philosophy and literature, both recognized LS735 We Are What We Buy: The Culture that a sense of alienation was characteristic of human of Consumption (3.00 cr.) existence. In their view, the individual is best seen Understanding the modern world begins with the as an “exile.” While certain aspects and conditions recognition of capitalism as its most distinctive facet. which characterize existence may be universal, the Drawing from microeconomics, history, philosophy, individual is ultimately left to engage that existence marketing, and popular culture, this course focuses alone. Starting with basically similar premises, Camus specifically on how the powerful and ubiquitous and Sartre both attempted to discover the particular forces of capitalism serve to shape, not just culture, “worth” of such an existence; yet, they finally arrived at but the individual’s sense of self. Desire is condi- different conclusions. Within the context of the writ- tioned by market forces, and the individual forms ings of both Camus and Sartre, this course attempts to his or her identity through material consumption. situate the notion of exile, offering a possible expla- 56 Liberal Studies nation of the depth of the meaning of this condition, LS745 After King: Civil Rights and the Black while searching for ways in which this condition may Freedom Movement, 1968–1985 (3.00 cr.) perhaps be overcome. Students are challenged to An investigation of the changing parameters of the raise and answer the question on two fronts, address- struggle for African American civil rights in the ing the individual’s solitary engagement with nature United States from 1968 to 1985. This study begins and existence, as well as the individual’s engagement with the pivotal year of 1968, a year which saw the with other similarly-situated individuals. splintering of the Civil Rights Movement in the after- math of the deaths of Martin Luther King, Jr., and LS740 Bargains with the Devil: Robert Kennedy and the siphoning off of many of its The Faust Legend in Literature, most important activists into other movements. The Film, and Popular Culture (3.00 cr.) study continues into the critical years of the 1970s Narratives of a pact with the devil have served as with the variety of efforts at integration and equality a metaphor for the desire to surpass the limits of related to housing, education, and employment. The human knowledge and power at any cost. Starting study concludes with the middle years of the Reagan with the sixteenth-century Faust Book and featuring administration and the shifting sands of public and recent cinematic, musical, and literary versions of governmental opinion regarding Affirmative Action. the devil’s pact, this course explores our enduring fascination with the forbidden: evil, devil worship, LS747 New Myths on the American Landscape: witchcraft, magic, and sexuality. Writing (and) the American Dream (3.00 cr.) LS741 Stories of the South (3.00 cr.) Classic and contemporary presentations of the Ameri- Southern writers in the past century exhibited a stylis- can Dream’s promise and challenge. Students explore tic, philosophical, social, and regional individuality. the ways writers from many differing communities Some of them are just plain quirky. Their writings define the American Dream, where these dreams come look at the future from the perspective of an illusion together, and where they diverge. Readings include of the past order, often presenting themselves as the works by F. Scott Fitzgerald, Arthur Miller, William last spokespersons for an order which is needed in Faulkner, Martin Luther King, Jr., Toni Morrison, modern experience. At the same time, they saw that and Louise Erdrich. order as decadent and based on ideals that were hardly realized in actual experience. Finally, many LS748 The Psychoanalysis of Culture (3.00 cr.) of these writers felt the need to impose a theologi- The wager posed by this course is that Freud, even cal perspective they found lacking in mainstream almost 70 years after his death, is still a uniquely American literature. Participants study the modern potent resource for understanding the current his- myth of the south as revealed by its foremost writ- torical and cultural situation. Participants examine ers: William Faulkner, Flannery O’Connor, Walker late capitalist society with an eye to the continuing Percy, John Crowe Ransom, Robert Penn Warren, relevance of key Freudian concepts, with the general Tennessee Williams, Bobby Ann Mason, and others. aim of defining and exploring the shift from a tradi- Poems by Ransom, Warren, Donald Davidson, and tional ethic of sacrifice toward a postmodern ethic Allen Tate are included, as well as analysis of film of satisfaction. Readings from Freud are liberally versions of this myth in such features as Birth of a augmented by others in the psychoanalytic tradition Nation, Gone with the Wind, In the Heat of the Night, (Lacan, Lefort, Zizek, McGowan) and a number out- The Liberation of L. B. Jones, To Kill a Mockingbird, and side it (Marx, Berger, Arendt, and others). Driving Miss Daisy. LS750 Spirituality and Autobiography (3.00 cr.) LS743 We Are What We Eat: Food Modern writers, whether religious or secular, con- and the American Identity (3.00 cr.) tinue to explore and expand the relationship between Although most Americans will consume well over 75 private life and public confession. This course puzzles tons of food in their lifetimes, food has remained with questions of conversion, calling, and commitment on the margins of academic scholarship. This course as well as the value and limits of autobiography as a brings cooking and eating from the margins using method of theological reflection. food as the focal point for an examination of culture, class, gender, and finally, the self. The preliminary thesis is that how we gather, prepare, and eat food reveals, and even establishes who we are. Inten- tionally and unintentionally, we express who we are by what we eat. 57

LS753 Philosophy of Peace (3.00 cr.) together. Students have the opportunity to reflect Key issues in peace studies are approached from upon their own lives, and to be challenged and illu- a philosophical perspective. The primary focus is minated by a variety of rich texts. on thinkers who conceive of peace as a realizable option for humanity, and not merely as the inciden- LS757 The American Short Story (3.00 cr.) tal absence of war. Readings are drawn from major Traces the development of American short fiction figures in the history of the Western philosophical from the late nineteenth century to present times. tradition—from Thucydides to Tolstoy, Russell and Works by Hemingway, Fitzgerald, O’Connor, and beyond—as well as some twentieth- and twenty-first- Cheever, as well as contemporary practitioners includ- century voices in the Eastern world, such as Gandhi ing Latin American and European writers whose work and Thich Nhat Hahn. Classroom philosophical dis- has been influential in the United States. cussions of peace are placed in a contemporary context through readings of current journalism which LS758 How to Read the World: provide political and philosophical analyses of the First Signifiers (3.00 cr.) current world situation. This course focuses on three “first signifiers”: geography, tattoo, and the human face. Land and sea for- LS754 Human Dignity in a Contemporary mations precede human signification. Writers who Context (3.00 cr.) present the first scripts created by landscapes and This course explores the roots of the concept of seascapes and who consider the way humans inhabit human dignity in early Greco-Roman writings, the and reshape those scripts using borders, boundar- writings of early Church fathers, and the works of ies, and maps are investigated. Students then ana- Enlightenment figures. It then addresses how the lyze tattoo, which Jacques Lacan proclaims to be the concept is used in contemporary public discourse, first signifier and which writers use to consider how and finally looks at cultural and social phenomena, people make meaning and mark belonging. Tattoo such as medical technologies, the transition from a may indicate variously and sometimes simultaneously market economy to a market society, and economic the profane and sacred, the extravagant and essential, globalization, that might pose a serious threat to the personal and public. Finally, depictions of the human dignity. human face are examined. According to Emmanuel Lévinas, the human face creates discourse and ethics: LS755 The Dynamic of the City (3.00 cr.) students use that insight to read graphic novelists who An exploration of modern discourses on and of the use word and image to consider the human face (and city. For centuries the city has captivated the mind who see at once joy and love, repression and geno- and the spirit of human beings in numerous ways. As cide). All three first signifiers ask us to consider how a locale, the city has frequently inspired the imagina- to interpret the scripts we are given and how to create tion. It has often been the site of avant-garde experi- new ways of reading the world. mentation and the testing ground for new theories. As an environment, the city has been home to bur- LS759 That Shakespearean Cinema (3.00 cr.) geoning technology and often the embodiment of A study of selected Shakespeare plays in their Renais- social order as well as disorder. A cross-sectional sance theatre context and in their evolution as texts examination of the modern city is undertaken from for film. Special attention is given to the conditions the vantage point of a variety of disciplines. The city of theatre production in Elizabethan and Jacobean under scrutiny varies from semester to semester. England, and intense focus is placed on the cultural, economic, and creative reasons for the renaissance LS756 Service and Meaningful Work (3.00 cr.) of Shakespeare as a film source during the 1980s and What is service? Why is it so important to the human 1990s. Analytical and performance projects. No previous spirit and community? What are the problems and acting or directing skill required. pitfalls one encounters as one tries to serve others? How can one integrate other-directed service with one’s own need for financial stability and personal fulfillment? How can one’s work in the world be meaningful and satisfying? These are not merely theoretical questions; each life is an expression of the answers formulated by the individual. Still, philosophers and spiritual texts, both Western and Eastern, can do much to help students think through these crucial issues. Throughout the course, theoretical understandings and personal experience are woven 58 Liberal Studies

Creative Process LS677 Understanding Comics: The World of Graphic Literature (3.00 cr.) LS671 Surrealism and Cinema (3.00 cr.) Comics, narratives which juxtapose words and images Participants learn about surrealists, European artists in sequential panels, have been with us as long as of the 1920s, and their fascination with the magical written language itself. Graphic literature today is medium of film. Old surrealist films are screened, challenging, vibrant, promiscuous, forthrightly multi- such as Andalusian Dog by Salvador Dali and Luis cultural, and often aggressively independent. In this Buñuel, as well as more modern films with surreal- course, students experience a wide array of graphic ist themes, such as Altered States by Ken Russell and literature, explore the inherently interdisciplinary Naked Lunch by David Cronenberg. Through these nature of the medium, and try to take the full mea- screenings, text readings, papers, and class discus- sure of its sophistication. sion, participants learn how to interpret surrealist symbols that appear in many films.(Seminar format) LS679 Feature Writing for Newspapers, Magazines, and Organizations (3.00 cr.) LS673 Minding Metaphors (3.00 cr.) The proliferation of publications, in print and online, Through workshops, lecture, and discussion, students in all areas of professional, academic, and personal explore the crafting of contemporary poetry. Read- life makes feature writing an increasingly valuable ings encompass theory and a wide range of poets. Writ- skill. This hands-on, workshop-based course explores ing assignments consist exclusively of poems; students the creation, structure, strategy, and techniques of will enjoy broad latitude in subject and approach. No feature writing with an eye toward publication and previous experience or expertise in writing poetry is required. distribution to a wide variety of audiences.

LS674 Image and the Creative Process (3.00 cr.) LS680 Critical Methodologies: Students have an opportunity to think creatively Humor Studies (3.00 cr.) and gain fluency in the “language” of images. This This course, of potential interest to anyone who laughs, is accomplished through “hands-on” projects, pro- proposes that humor serves as one of the best ways to gressing from the basic elements of design and sim- understand literature and culture. From Archilochus ple problems realized in black and white, to projects to Rushdie, parody and the playful are productive: they that involve values and color. As a source of inspira- illuminate serious forms, as well as generating their tion and discussion, students examine and reflect own discourse and conventions. Writers use humor on a variety of image and idea types from literature, to reveal the local and the universal, to speak truth painting, and film. in multiple voices, to refashion art and expectation.

LS675 The Critical Eye: Looking at Art (3.00 cr.) LS681 Living Theatre (3.00 cr.) A course in the methods and practices of scholarly Students experience firsthand many important aspects research and the writing of a research paper in the of modern theatre production while working as actors, field of art history. Participants indulge themselves directors, playwrights, designers, and critics. Because in the “forensic” methods of art history and practice the course is taught in McManus Theatre, it is a hands- the formal discipline of writing a research paper: com- on experience of the modern theatre culminating in a petent expository writing; research techniques and class production of an original theatre piece. library skills; the proper citation of sources; and the care, nurture, and notation of a good bibliography. LS683 Drawing from Observation (3.00 cr.) The different ways art historians “read” a work of art An introduction to the basic concepts of represen- are examined. The various textures of meaning that tational drawing intended to sharpen both the stu- contribute to our fascination with works of art are the dents’ drawing skills and their wits. To be a keen focus of our reading, writing, and looking. observer of the world requires both looking and thinking, and the semester is dedicated to both activities. LS676 Psychodrama: A Psychospiritual The act of observing the sensible world in two dimen- Experience (3.00 cr.) sions is emphasized using a variety of drawing tools The psychospiritual element of psychodrama, as and techniques. experienced through group process, is highlighted. Participants learn about the fundamentals of coun- LS685 Religion and Popular Culture (3.00 cr.) seling theory, group process, and alternative forms An introduction to critical issues in and approaches of expression through performance art that uses to the study of religion and popular culture. The metaphor, symbolism, and physical movement con- course considers how religious themes and images ducive to spiritual exploration. No previous acting or are portrayed, critiqued, and manipulated in books, directing skill required. films, music and other media forms. An important 59 part of the class is a discussion of what “religion” is and LS692 Poetry of Place, what we mean when we make distinctions between Poetry of Displace (3.00 cr.) “high” and “low” culture. In Italian, “stanza” is the word for room. This course journeys not only through the rooms but also the LS686 Moving Image Production: Elevating hallways, stairwells, attics, boudoirs, and basements the Craft to an Art Form (3.00 cr.) of poems that explore the notion of “place,” “house,” A behind-the-scenes look and hands-on probe into and “home.” Students read closely selections from many of the synergistic elements, intricacies, and some of today’s finest modern and contemporary skills involved in artistic and professional-quality, poets and examine how they employ exterior struc- moving image production. ture and “interior design” to craft a poetry of rich particularity that often challenges social norms. LS687 A Sensory Approach to Creative and Practical Nonfiction Writing (3.00 cr.) LS695 Books in Context: The American Through a variety of sensory-based activities and Bestseller, 1960–1990 (3.00 cr.) readings from a number of literary genres, this course This seminar examines a series of popular American helps students to understand how good writers with books published during a time of rapid and con- a mission have approached their blank sheets. Stu- tinuing change. It seeks to discover how these works dents refine their own nonfiction writing strategies, reflected values and attitudes that prevailed when while carefully examining how some well-known writ- they were published, and how they may have contrib- ers have used theirs. uted to the mass culture we live in today. Students are asked to participate in seminar-style discussions and LS688 The House of Poetry: research-based activities that help to illuminate the Modern Arabic Poets in Exile (3.00 cr.) mental atmosphere in which these works appeared, This course, which does not assume prior knowledge while also showing how these works influenced con- of Arabic poetry, investigates how modern exiled tinuing intellectual, artistic, and social trends. Along Arabic poets such as Mahmed Darwish, Al-Bayati, the way, the phenomenon of the “bestseller” is dis- and Emmad Jabbar use the poem as a method of trans- cussed, assisted by appropriate readings from social port, as refuge, as a kind of virtual home built with critics and literary historians. Titles include William rhetorical structures and language itself. Through Lederer’s A Nation of Sheep (1960), John Updike’s close readings of the poems, supplementary critical Couples (1968), Mario Puzo’s The Godfather (1969), essays, research, and discussion, students also explore Germaine Greer’s The Female Eunuch (1970), Charles the notions of identity and nationalism. Whitman, Reich’s The Greening of America (1970), and Allan T.S. Eliot, Baudelaire, Mallarme, and other Western Bloom’s The Closing of the American Mind (1988). poets who have exerted verbal pressures on contemporary Arabic poetry, affecting its shape, lexicon, LS766 The Art of the Modern Essay (3.00 cr.) and diction are also briefly discussed. The essay today is alive and thriving, accommodat- ing a wide range of voices and styles. Students start LS691 Music and Literature (3.00 cr.) with Montaigne, then consider works by many more A study of the relationships between music and lit- contemporary practitioners, Americans and Euro- erature, with a special focus on opera, song, and peans alike. In addition to a critical essay, students instrumental music. Throughout music history great submit two other carefully revised essays on topics composers have used literature for the basis of their (and in a style) of their own choosing. masterworks, and this course examines how music amplifies and alters the focus of literary models. The LS771 Communication and Culture works of Vivaldi, Bach, Schubert, Schumann, Ber- in Contemporary lioz, Liszt, Verdi, Wagner, Stravinsky, and Schoen- and Modern France (3.00 cr.) berg, among others, are examined. Authors include The course focuses on the work and lives of three Wilhelm Mueller, Heine, Victor Hugo, Stefan George, public intellectuals—Emile Zola, Simone de Beauvoir, Goethe, and W.H. Auden. The influence of literature and Azouz Begag. In addition to looking broadly at on popular music also is examined, with a special the involvement of these writers in French cultural focus on traditional Anglo-Irish ballads and Ameri- life within each specific period—Second Empire and can folk music. Third Republic France, the post-World War II period, and contemporary France—students explore the involvement of these three public intellectuals with a major cultural/political issue of the time. 60 Liberal Studies

LS773 American Film and Society, 1955–1975 (3.00 cr.) From 1955 to 1975, the American film industry released many films focusing directly on social problems and political themes. Often considered “controversial,” these movies represent the high point of twentieth- century American liberalism: they assumed that art- ful presentations of issues such as racism, material- ism, and militarism would help prompt discussions that would eventually lead to a more perfect society and a more peaceful world. Students examine several popular, if rather didactic, films. With the help of selected critical readings, students consider how the values and attitudes of these films, with all their sociological trimmings, contributed to the cultural environment students inhabit today.

LS775 Introduction to the Techniques of Representational Oil Painting (3.00 cr.) An introduction to the materials and techniques and critical vocabulary of representational oil painting, particularly premier coup, or alla prima painting. Working from direct observation, this class provides an introduction to the major genres of representational painting. Its goal, through a systematic study of palettes and technical procedures, is the expressive and descriptive use of value and color.

LS777 Short Story Writing (3.00 cr.) Students closely examine the short story as a distinctive art form, paying particular attention to its development over the twentieth century and the various shapes it now takes. A variety of story types (including the “mini-novel,” the “Checkhovian” tale, and the “cryptic” story) by a strong assortment of masters of the genre are read and discussed. Students also write and revise a story of their own.

LS780 Creative Ventures (3.00 cr.) A probe into all aspects of creativity including the creativity involved in artistic works, noble deeds, business management, and the sciences. The course probes the nature of creativity. In addition, the group explores techniques and strategies to enhance individual creativity. Participants also investigate different applications of creativity, not only artistic but also creativity in business management. Loyola College Pastoral Counseling

Office: Columbia Campus gentleness; nothing so gentle as real strength.’ As Telephone: 410‑617‑7620 or 800‑221‑9107, x7620 a result of that dominant spirit, both students and Website: www.loyola.edu/pastoralcounseling staff find relating to the program to be self-esteem enhancing and personally enriching.” The AAPC Chair: Sharon E. Cheston, Professor team states further, “The student is expected to be authentic and open, engaged in personalized learn- Founding Director: Barry K. Estadt (emeritus) ing, and developing a personal style of counseling. Director of M.A. Program: Thomas E. Rodgerson Faculty and supervisors attempt to relate to students Director of M.S. Program: K. Elizabeth Oakes as they would have students relate to their clients.” Director of Ph.D. Program: Robert J. Wicks There is a genuine sense of copilgrimage among Director of C.S.T. Program: Nichole A. Murray-Swank faculty and students in this collegial effort. Director of Clinical Education: Danielle LaSure-Bryant Director of Academic Operations: David C. Newton The master’s, certificate of advanced study, and doctoral degree programs in pastoral counseling; the Professors: Sharon E. Cheston; Joseph W. master’s program in spiritual and pastoral care; and Ciarrocchi; Barry K. Estadt (emeritus); Joanne the certificate program in spirituality and trauma Marie Greer (emerita); Ralph L. Piedmont; allow for both full- and part-time participation. The Lee J. Richmond; Robert J. Wicks department recognizes that candidates vary widely Associate Professor: K. Elizabeth Oakes in prior theoretical background, counseling experi- Assistant Professors: Gina Magyar-Russell; ence, and experience in ministry. While candidates Nichole A. Murray-Swank; Kari A. O’Grady; in each of the particular degree programs normally Joseph Stewart-Sicking pursue the same basic program, the extent of prior Affiliate Faculty: Donelda A. Cook; Rosemary experience will determine the intensity with which Cook-Johnson; Beverly E. Eanes; Edward David the candidate can pursue the degree(s). In the case Eanes; Geraldine M. Fialkowski; C. Kevin Gillespie, of advanced level candidates, an individualized assess- S.J.; John M. Hayes; John S. Jeffreys; Judith V. ment is made and a program of study is developed Kehe; Anthony F. Krisak; John L. McLaughlin, Sr.; in keeping with one’s level of proficiency. Mary Ellen Merrick, I.H.M.; Wairimu W Mutai; David C. Newton; Bernard M. Raiche; Mary M. Graduates make a point of stressing that the train- Raphel; Roland R. Reed; David M. Reile; Frank J. ing had a profound impact on their style of minis- Richardson, Jr.; Thomas E. Rodgerson; William J. tering in areas other than counseling and individ- Sneck, S.J.; Anne Ross Stewart; Allan Tsai; Joanne ual pastoral care, pointing to an increased person- F. Vizzini; Anne Marie Wheeler centeredness in their teaching, preaching, organizing, and celebrating. The pastoral counseling program is holistic in scope. It seeks to understand the human search for mean- ACCREDITATION ing and purpose in all its complexity. The program’s vision espouses a growth-oriented, interactional The Council for the Accreditation of Counseling approach which attempts to interpret human behavior and Related Educational Programs and human experience as an integration of the physi- The American Association of Pastoral Counselors ological, the intellectual, the emotional, the social, and the spiritual. Further, the program addresses the indi- The Council for Accreditation of Counseling and vidual search for meaning within and beyond the con- Related Educational Programs (CACREP), a special- crete circumstances of daily life and the reaching out ized accrediting body recognized by the Council on for spiritual understanding. It encourages a transcen- Postsecondary Accreditation (COPA), has conferred dent faith in which participants explore the richness of community counseling accreditation to the Master the human person and of their own individuality. of Science (M.S.) in Pastoral Counseling. CACREP also has accredited the Doctor of Philosophy (Ph.D.) The pastoral counseling program seeks to be a col- in Pastoral Counseling under the Counselor Educa- legium, inviting individuals to a common pursuit of tion and Supervision standards. truth. In this pursuit, the focus is on the student. In the words of a site-visitation team of the Ameri- can Association of Pastoral Counselors (AAPC): “The program is marked throughout by the dictum of Saint Francis de Sales: ‘Nothing is so strong as 62 Pastoral Counseling

ADMISSION CRITERIA sion to the Ph.D. program but is lacking in specific areas of preparation, an assessment of prerequisites An in-person admission interview with the director will be made at the time of admission. of admission, along with participating faculty, is required of all applicants within the continental APPLICATION DEADLINES United States and Canada. An admission telephone interview is required of all applicants outside the Applicants are considered on a rolling admissions continental United States and Canada. basis. Priority application dates are listed below for each degree. Applications received after the recom- M .A ./M .S . Candidates mended dates will be deferred by an admission committee for review the next available semester. Applicants for a master’s degree in either pastoral counseling or spiritual and pastoral care must have M.A./M.S./C.A.S./C.S.T. Applicants a bachelor’s degree from an accredited college or Fall Semester April 1 university. Candidates are evaluated more in terms Spring Semester November 1 of their overall readiness to take advantage of the Summer Sessions April 1 learning opportunities of the program and less in terms of specific course preparation. M.S.–Ph.D. Applicants Fall Semester February 1 C .A .S . Candidates Spring Semester November 1 Summer Sessions February 1 Applicants for the Certificate of Advanced Study (C.A.S.) in Pastoral Counseling must have completed a Ph.D. Applicants master’s degree from an accredited college or univer- Fall Semester February 1 sity in counseling, psychology, or closely related field. Spring Semester November 1 Summer Sessions February 1 C .S T. . Candidates HOUSING Applicants for the Certificate in Spirituality and Trauma (C.S.T.) must have completed a master’s degree Housing possibilities for out-of-the area students are in the helping professions from an accredited college diverse depending upon personal interest, budget, or university. Master’s degrees in counseling, educa- and special needs. Most courses are held at the tion, social work, psychology, health care, pastoral Columbia Campus, about 35 minutes by automobile counseling, theology, religious studies, and the like from the center of Baltimore, Maryland or Wash- are eligible for admission to the general concentra- ington, D.C. Most clinical practicum opportunities tion. Only credentialed mental health practitioners are located in the Baltimore-Columbia-Washington are eligible for the clinical concentration. area; however, many of these opportunities are more available to students who reside in Baltimore or Ph .D . Candidates Columbia. For further information about housing, contact the Pastoral Counseling Office. Applicants for a Ph.D. in Pastoral Counseling must have a master’s degree in counseling or closely related PAYMENT OPTIONS field from an accredited college or university. The program accepts candidates who give clear evi- The Pastoral Counseling Department follows the dence of the ability to apply theoretical constructs, University’s policies on Mail-In, Walk-In, and Web develop advanced level clinical skills, and integrate Registration; for more information, see Payment the above within the context of a religious and/or Options under Fees. pastoral identity. Third Party Billing The doctoral curriculum assumes that the candidate has laid the foundation in theoretical knowledge and All third party billing requests must have a third party clinical skill through prior education and training letter of authorization attached to the Registration comparable to the Loyola master’s program in pasto- Request or Remittance Forms. A new letter must be ral counseling. Candidates without such background presented at the beginning of each school year. may wish to apply for admission to the M.S.–Ph.D. sequence. If an applicant with a master’s degree from another institution is judged to be qualified for admis- 63

CREDITS REQUIRED SUPERVISORY PROCESS (M A. ./M .S ./C A. .S ./PH D. ).

The M.S. in Pastoral Counseling requires 66 credits; Supervision of the ongoing counseling or pastoral however, waivers for prior graduate-level theology/ care experience is regarded as the primary catalyst spirituality coursework may reduce this requirement for professional and personal integration. Supervision to 60 or 63 credits. The M.A. in Spiritual and Pastoral is a special kind of tutorial relationship in which Care requires 45 credits. The C.A.S. in Pastoral Coun- people with less experience present their work for seling requires 30 credit hours beyond the counseling the scrutiny and critique to people with more expe- master’s degree. The Certificate in Spirituality and rience. The focus of the supervisory session is the Trauma requires 18 credits beyond a master’s degree, work-sample presented along with the variety of issues as described in the admissions criteria. To assure com- which the work-sample generates. petency in several areas of study, the Ph.D. in Pastoral Counseling requires a minimum of four academic DEGREE REQUIREMENTS years of graduate-level preparation (including entry- level preparation), defined as eight semesters with a Degree requirements and course offerings are detailed minimum of 96 total graduate-level credit hours. in the following sections. For additional information on a specific degree, please contact the Pastoral Coun- THERAPY REQUIREMENT seling Department.

All pastoral counseling students are required to MASTER’S PROGRAMS engage in a minimum of 20 sessions of professional mental health counseling or psychotherapy before Master of Science (M .S .) the completion of the first clinical year. These ses- in Pastoral Counseling sions must have occurred within the last five years. Students who have not completed this requirement This program combines a strong didactic core cur- before entering the program will be given assistance riculum with an equally strong clinical practicum in finding a therapist in the area. experience in order to prepare graduates for a career in counseling and for an opportunity to seek licen- SPIRITUAL DIRECTION REQUIREMENT sure or certification. The M.S. in Pastoral Counseling requires 66 credits; however, waivers for prior gradu- All M.A. in Spiritual and Pastoral Care students are ate-level theology/spirituality coursework may reduce required to engage in a minimum of 10 sessions of this requirement to 60 or 63 credits. Upon admission, spiritual direction before the completion of Group each student’s transcripts are reviewed to determine if Spiritual Guidance (PC704). The 10 sessions may be theology course waivers are possible. Students apply- completed concurrently with the PC703–704 series ing to the program with a recent graduate degree in of classes or may have been completed within the theology may be granted a waiver for both PC608 and last three years prior to taking this course sequence. PC665. Students with prior graduate-level coursework in theology/spirituality may be granted a waiver for LANGUAGE REQUIREMENT PC608 and/or PC665. This waiver is dependent upon the nature of the prior coursework completed, and at A high proficiency in oral and written English is the rate of three graduate credits for a three-credit expected of all applicants. International students course successfully completed with a B or better. are required to submit results of the Test of English as a Foreign Language (TOEFL) to the department In addition, students may be able to select electives as a part of their application package. To enter any which can be used to specialize or diversify their area of the three programs of study, applicants must have of interest. Finally, the degree requires completion a minimal TOEFL score of 550 on the paper-version of a paper which serves to integrate the student’s of the test or a minimum score of 213 on the ver- didactic development, counseling experience, theo- sion administered through computer adaptive test- logical reflection, and personal growth. ing. In addition, because of the verbal requirements of the clinical portion of the Ph.D. program, all international students must demonstrate an excellent command of the English language, including nuances of every day speech that will occur during the counseling experience. 64 Pastoral Counseling

Program of Study Master of Arts (M .A .) in Spiritual and Pastoral Care Academic (42 credits) Invites the student into practical theological reflec- PC650 Substance Abuse and Addictive Behaviors tion in applied ministry settings for the purpose PC653 Statistics and Research Methods of developing persons who are formed for cutting PC654 Career Development edge leadership in local congregations, hospitals, PC655 Group Theory and Practice prisons, retreat settings, and institutions of social PC670 Introduction to Pastoral Counseling change. Integrating theology and the social sciences, PC674 Human Development students learn the art of pastoral conversation and PC675 Helping Relationships develop an awareness of God found in the stories of PC676 Counseling Theory and Practice individuals, institutions, and culture. PC678 Psychopathology PC681 Family Counseling Program of Study PC689 Psychological Testing and Assessment PC726 Diversity Issues in Counseling Core Courses (30 credits) PC778 Treatment of Psychopathology PC808 Ethical, Legal, and Professional Issues Skills are acquired from the following courses in the areas of bereavement (assistance, guidance, or PC670, PC675, PC676, PC678, and PC808 must be support), crisis intervention, the pastoral helping completed with a grade of B or better in order for relationship, pastoral diagnosis, spiritual formation a student to advance into the clinical portion of the and guidance, theological reflection, and Praxis: program. If a grade of B or better is not achieved in each course, additional coursework will be required PC608 Theological Anthropology or in the subject area needing remediation before the PC665 Contemporary Religious Perspectives student will be granted permission to proceed into PC625 Loss and Bereavement clinical work. PC674 must be taken prior to or con- PC673 Crisis Intervention current with the first clinical semester. PC674 Human Development PC679 Pastoral Helping Relationship Clinical (12 credits) PC697 Biblical Spirituality PC701 Spiritual and Pastoral Care PC661 Clinical Case Supervision I: Practicum PC702 Theology of Ministry PC662 Clinical Case Supervision II PC703 Group Spiritual Formation PC663 Clinical Case Supervision III PC704 Group Spiritual Guidance PC664 Clinical Case Supervision IV Integration Courses (6 credits) Students are to obtain no less than 800 total hours of clinical experience with no less than 260 hours The following courses allow for an in-depth look being client contact hours. at theology and the social sciences and provide an opportunity for students to prepare a final project Theology/Spirituality (6 credits) that combines creativity with research:

PC608 Theological Anthropology PC695 Pastoral Care Professional Seminar PC665 Contemporary Religious Perspectives PC705 Pastoral Care Integration

These courses must be waived or completed prior Specialized Courses/Electives (9 credits) to taking PC700. Students have the opportunity to choose a track Integrative (6 credits) of study and internship experience which lays the foundation for targeted careers or enhanced spiri- PC690 Pro-Seminar tual leadership in a variety of settings. The follow- PC700 Pastoral Integration Seminar ing tracks are some of the possibilities:

In addition to the above coursework, students may Spiritual Direction Track take PC805 and PC806 for AAPC membership. PC687 Spiritual Direction PC706 Spiritual Direction Internship Elective 65

Loyola students who choose this track may elect to take the unit of CPE over the course of a semester fulfill their internship requirement at Washington or a year, but the three credits will be awarded only Theological Union (WTU). In order to participate upon unit completion. Students wishing to enter a in the collaborative program between Loyola and CPE program need to make application to their cho- WTU, the following requirements apply: sen program in the semester prior to the one in which they will begin the unit. Students may contact the 1. The student must have the director of the M.A. Pastoral Counseling Department for recommenda- Program in Spiritual and Pastoral Care submit a tions of CPE-granting institutions in the area. CPE letter to WTU stating that the student is in good participation does not count toward full-time enroll- standing at Loyola and is ready for the intern- ment status for students receiving financial aid, using ship experience. veterans benefits, or on international visas.

2. The student will be interviewed by the director Pastoral Ministry Track of the WTU Spiritual Direction Studies Program. PC709 Supervised Ministry Internship PC738 Trauma and Religious Institutions 3. The student will participate in both semesters Elective (6 credits) of the WTU Ministerial Practicum in Spiritual Direction (SP787). Upon successful The program prepares students to become pastoral completion, three credits of SP787 will count for care specialists in the American Association of Pas- the Loyola internship course (PC706), and three toral Counselors (AAPC). The program also builds credits will count as a Loyola elective. a foundation for spiritual direction and chaplaincy certification. 4. The student will pay WTU its tuition rate for the course and the per semester fee required for CERTIFICATE OF ADVANCED STUDY (C .A .S .) an additional individual supervisor in spiritual IN PASTORAL COUNSELING direction. Offers advanced-level didactic courses, integrating 5. It is the student’s responsibility to ensure that seminars, intensive in-depth supervisory experiences, transcripts are ordered from WTU and sent to and an optional internship experience designed to Loyola’s Records Office prior to graduation. meet student’s career/licensure objectives. Students employed in the counseling field may submit their Each educational institution will record enrollment work for consideration as an optional internship. separately; therefore, Loyola students who have stu- If approved, the certificate program enriches the dent loan or visa requirements need to work with work experience with advanced-level didactic and the offices of financial aid and international student supervisory experiences. The certificate program pre- services, as well as the appropriate financial and gov- pares the candidate for advanced-level practice as a ernment institutions to ensure that they are meeting pastoral counselor. semester credit requirements. The C.A.S. requires the satisfactory completion of Chaplaincy Track 30 credits and provides an opportunity for a post-mas- PC707 Chaplaincy Internship or ter’s internship experience of 1,000 hours. It provides One Clinical Pastoral Education (CPE) Unit an opportunity to work toward member status in the PC732 Spiritual and Theological Dimensions American Association of Pastoral Counselors (AAPC), of Suffering certification by the National Academy of Certified Elective Clinical Mental Health Counselors (NACCMHC), certification by the National Board for Certified Counsel- Students may satisfy the internship requirement for ors (NBCC), and state licensure or certification. this track by taking PC707 and seeking alternative internship sites, or by successfully completing one Non-Loyola pastoral counseling M.S. graduates who unit of CPE. Once a certificate of completion from do not have master’s level theology, are required to an accredited CPE program is provided, three cred- take the following courses: its will be awarded. Only one unit of CPE will be allowed for credit in this manner, and the unit must PC608 Theological Anthropology be taken concurrently with enrollment in the M.A. PC665 Contemporary Religious Perspectives program. If a student has previously completed a PC700 Pastoral Integration Seminar unit of CPE, the student must take the next level of CPE to meet the track’s requirement. Students may 66 Pastoral Counseling

To apply for AAPC membership, students must also In addition to the required clinical courses, students include PC805 and PC806 to their program of study. select three courses from the general sequence to complete the certificate. CERTIFICATE IN SPIRITUALITY AND TRAUMA General Sequence (15 credits) The postmaster’s Certificate in Spirituality and Trauma (C.S.T.) desires to deepen the collective understand- Students select five courses from the following: ing of the role of religion and spirituality in the full range of human experience and to recognize reli- PC730 Phenomenology of Trauma, Grief, giously motivated paths that produce healing or that and Loss prolong trauma, loss, and violence’s ill effects. The PC732 Spiritual and Theological Dimensions C.S.T. aims to reduce misconceptions and enhance of Suffering knowledge based on science, clinical wisdom, and PC733 Social and Cultural Foundations understanding of religious and spiritual diversity in of Religious Violence the recovery process. PC734 Dynamics of Violence in Adult Relationships The program consists of foundation courses and PC735 Trauma and Violence in Children either a clinical or a general sequence. The clinical PC736 Positive Psychology, Trauma, and sequence requires the successful completion of 18 Spirituality credits and is for credentialed mental health practi- PC737 Psychological and Spiritual Aspects tioners (e.g., persons certified or licensed as profes- of Grieving Related to Trauma, Loss, sional counselors, psychologists, social workers, and Violence pastoral counselors, psychiatric nurses) who wish to PC738 Trauma and Religious Institutions deepen their clinical skills by presenting trauma PC739 The Human Spirit and Trauma cases in a small group supervisory format. The gen- in the Arts eral sequence requires successful completion of 18 credits and is for participants from the mental health, Students who successfully complete 18 credits as pastoral counseling, pastoral care and ministry, edu- prescribed receive a certificate, but they are not eli- cation, health care, social work, and related helping gible to participate in the University’s commencement professions that will enhance and enrich their work exercises. In addition, students in the C.S.T. pro- through the knowledge base afforded in the courses. gram are not permitted to be concurrently enrolled in a master’s degree program at Loyola. If a student Program of Study elects to pursue a master’s degree after completing the certificate, advanced standing will be given for Foundation Courses (3 credits) successfully completed certificate coursework that is also required for the master’s degree. The program requires foundational skills for all students through three, one-credit cognates. The pro- STATE LICENSURE gram director may exempt applicants whose academic record or professional experience indicate competency The M.S. and M.S.–Ph.D. programs of study integrate in the cognate areas. the coursework required for Maryland state licensure as a professional counselor. While each state has PC725 Ethical, Legal, and Forensic Issues in unique licensure requirements, most states require Trauma Work academic coursework similar to that required in the PC727 Self-Care for Caregivers in Trauma Work M.S. and M.S.–Ph.D. programs. Some states do require PC729 Healing Conversations: Skillful that academic courses and clinical work be taken in a Interaction with Trauma and Loss prescribed order; therefore, students are encouraged Victims to become familiar with their anticipated state of residence’s licensure and examination requirements. Clinical Sequence (15 credits) A pastoral counseling faculty member is assigned to PC761 Small Group Clinical Case Conference: act as the liaison between the Maryland Board of Pro- Practicum in Spirituality and Trauma I fessional Counselors and the department. Students PC762 Small Group Clinical Case Conference: may request current licensing information from this Practicum in Spirituality and Trauma II person. Information about the licensing requirements of other states is available in the pastoral counseling department office. Further, the University is an 67 approved site for the National Counselors Exam The fulfillment of these obligations take into account (NCE) administered by the National Board of Certi- the societal changes of the twenty-first century and pre- fied Counselors (NBCC). The NCE is required for pare graduates to be leaders and advocates for change. Maryland state licensure. However, surrounding states and the District of Columbia may require different Throughout the course of study, candidates are chal- examinations and/or academic requirements. Loy- lenged to integrate their theological and religious ola offers the NCE twice a year, prior to a student’s perspectives with clinical theory and practice and graduation from the program of study. to articulate their personal, vocational, and pastoral identity. In keeping with the goals of the program, DOCTORAL PROGRAMS the Ph.D. curricular requirements involve five major areas: theory and practice of counseling; statistics Doctor of Philosophy (Ph .D .) and research design; clinical case conferences; train- in Pastoral Counseling ing in supervision and education; and spiritual studies and integrative seminars. In addition to traditional The Ph.D. in Pastoral Counseling is a unique educa- academic courses, the Ph.D. program involves a clini- tion experience designed for those who wish to fur- cal internship experience of no less than 600 hours ther their graduate-level training as clinicians, super- that includes on-site clinical experience and supervisors, educators, and researchers. By interrelating the vision in one or several agencies. The internship is theory and techniques of the helping professions with supplemented by Loyola-based individual supervision, the insights of theology, spirituality, and faith, the clinical mentoring, clinical case conferences, and program encourages students to develop their own supervisory seminars. holistic paradigms of professional and personal integration for the purpose of helping others and further- The dissertation process at Loyola emphasizes facing the counselor education profession. ulty support of the candidate as an emerging peer and colleague in research. Candidates are encour- The doctoral program seeks to prepare graduates to aged to choose a project which is meaningful to them make quantitative and qualitative research contribu- and will enhance their personal preparation for their tions to the helping professions through the inte- chosen work after the Ph.D. gration of psycho-theological issues with counselor education’s interdisciplinary models which embrace Program of Study subjects like ethics, prevention, diversity, education, efficacy, and treatment of psychopathology. The pro- The typical program of study consists of four years gram, with its unique emphasis on supervisory train- (eight semesters) of coursework and clinical training. ing, develops clinical expertise, theological/spiritual/ The following coursework is required of all doctoral religious understanding, and research acumen while candidates. preparing candidates for teaching and supervisory positions in the counselor education field. Academic (9 credits)

Doctoral programs accept as primary obligations: PC778 Treatment of Psychopathology PC808 Ethical, Legal, and Professional Issues 1. To extend the knowledge base of the counseling profession in a climate of scholarly inquiry. Choose at least one advanced theory and practice course from the following: 2. To support faculty and students in publishing and/ or presenting the results of scholarly inquiry. PC800 Adlerian Psychotherapy PC896 Jungian Theory and Practice 3. To prepare students to contribute to the conversa- PC921 Cognitive-Behavior Theory tions that inform professional practice by gener- PC922 Psychodynamic Theory of Psychotherapy ating new knowledge for the profession through PC923 Humanistic Theory of Psychotherapy dissertation research focusing on areas relevant to counseling practice, counselor education, and/ Cognates (9 credits) or supervision. PC930 Organizational Systems 4. To prepare students to assume positions of lead- PC931 Consultation Theory and Practice ership in the profession, their area(s) of special- PC932 Group Leadership ization, or both. PC933 Advanced Treatment in Family Systems PC934 Educational Technology 68 Pastoral Counseling

PC935 Introduction to Counselor Education and Supervision Supervision PC908 Doctoral Special Topics in Counselor PC936 Advanced Career Development Practices Education PC937 Advanced Professional, Legal, and PC912 Counselor Education Doctoral Teaching Ethical Issues Internship PC938 Advanced Diversity Issues in Counseling PC952 Theory and Practice of Supervision I PC953 Theory and Practice of Supervision II Research (12 credits) * Required to obtain at least 500 clinical hours in PC753 Statistics I addition to the 600 clinical hours required at PC754 Statistics II (Multiple Regression) the doctoral level. PC914 Research Methods I Academic Concentration Choose one of the following: PC755 Statistics III (required) PC915 Research Methods II: Quantitative Design PC756 Advanced Measurement Theory PC916 Research Methods II: Qualitative Design PC856 Structural Equation Modeling PC900 Theory and Practice of Counselor Clinical (6 credits) Education PC905 Doctoral Individual Supervision I PC901 Doctoral Clinical Case Conference I (recommended for AAPC) PC902 Doctoral Clinical Case Conference II PC906 Doctoral Individual Supervision II (recommended for AAPC) Two consecutive semesters of clinical internship at the PC908 Doctoral Special Topics in Counselor doctoral level, consisting of no less than 600 hours. Can- Education didates using their work setting as their clinical place- PC909 Doctoral Special Topics in Research ment will need to participate in PC941 and PC942. PC912 Counselor Education Doctoral Teaching Internship Integrative (9 credits) PC917 Advanced Qualitative Methods

PC897 Spirituality Themes in Counseling Dissertation Practice and Integration PC898 Religious and Psychological Research The doctoral program requires that the student’s PC950 Psychospiritual Applications advanced theory course, PC700, PC753, PC754, PC897, in Clinical Practice PC898, PC901, PC902, PC914, and PC915 or PC916 be completed with a grade of B or better prior to Advanced Curriculum Concentrations (12 credits) taking the qualifying examination. If a grade of B or better is not achieved in each of these courses, In addition to the core program, doctoral candidates additional coursework will be required in the sub- select an area of concentration: clinical, education, ject area needing remediation before a student will supervision or academic. Candidates are required be granted permission to take the qualifying exam. to enroll in a minimum of 12 credits. Course selection is made in consultation with the doctoral men- After successful completion of the qualification exam- tor and is dependent upon the candidate’s academic ination, candidates may begin doctoral dissertation and career goals. planning and register for Doctoral Research Super- vision (PC960). Candidates may be taking other aca- Clinical, Education, Supervision Concentration demic/clinical courses during this time. Candidates officially begin work on the dissertation when Dis- PC900 Theory and Practice of Counselor sertation Guidance (PC990) is taken, during which Education they complete and defend the dissertation proposal, PC903 Doctoral Clinical Case Supervision III* perform data analysis, and prepare a dissertation PC904 Doctoral Clinical Case Supervision IV* defense. The earliest a proposal defense can be sched- PC905 Doctoral Individual Supervision I uled is the semester in which all coursework will be (recommended for AAPC) completed. Candidates are admitted into All But Dis- PC906 Doctoral Individual Supervision II sertation (ABD) status when they have completed all (recommended for AAPC) of their academic, clinical, and research courses and PC907 Doctoral Special Topics in Clinical have passed the qualifying examination. 69

M .S .–Ph .D . Combination Program Theology/Spirituality (6 credits)

The M.S.–Ph.D. combination program was developed PC608 Theological Anthropology to address the needs of highly competent candidates PC665 Contemporary Religious Perspectives who are seeking the opportunity to pursue the Ph.D. without having first obtained a master’s degree in Upon admission, each student’s transcripts are counseling. The accelerated program may be com- reviewed to determine if theology course waivers are pleted in four to five years by highly motivated can- possible. Students applying to the program with a didates willing to commit at least two days per week recent graduate degree in theology may be granted including summers. Others may wish to take longer a waiver for both PC608 and PC665. Students with than five years to complete the full program. prior graduate-level coursework in theology/spirituality may be granted a waiver for PC608 and/or PC665. Program of Study This waiver is dependent upon the nature of the prior coursework completed, and at the rate of three gradu- The typical program of study consists of five years of ate credits for a three-credit course successfully com- full-time coursework and clinical training. The fol- pleted with a B or better. PC608 and PC665 must be lowing coursework is required in order to obtain the waived or completed prior to taking PC700. Master of Science (M.S.) portion of the M.S.–Ph.D.: Integrative (3 credits) Academic (42 credits) PC700 Pastoral Integration Seminar PC650 Substance Abuse and Addictive Behaviors PC653 Statistics and Research Methods Electives (3 credits) PC654 Career Development PC655 Group Theory and Practice In addition to the above coursework, students may PC670 Introduction to Pastoral Counseling take PC805 and PC806 for AAPC membership. PC674 Human Development PC675 Helping Relationships Transition into the Ph.D. Program PC676 Counseling Theory and Practice PC678 Psychopathology Candidates typically transition into their doctoral PC681 Family Counseling coursework prior to conferment of the master’s degree. PC689 Psychological Testing and Assessment Students should consult with their doctoral program PC726 Diversity Issues in Counseling mentor and review the M.S.–Ph.D. typical program PC778 Treatment of Psychopathology guides in order to sequence their courses appro- PC808 Ethical, Legal, and Professional Issues priately. The M.S. is conferred upon successful completion of all required coursework and clinical PC670, PC675, PC676, PC678, and PC808 must be requirements for the degree. Candidates complete completed with a grade of B or better in order for all required coursework for the Ph.D. program as a student to advance into the clinical portion of the outlined above. program. If a grade of B or better is not achieved in each course, additional coursework will be required COURSE DESCRIPTIONS in the subject area needing remediation before the student will be granted permission to proceed into PC608 Theological Anthropology (3.00 cr.) clinical work. PC674 must be taken prior to or con- Overarching and universal themes in religious expe- current with the first clinical semester. rience and conversation are considered. Some of these themes are sin, suffering, freedom, conversion, Clinical (12 credits) salvation, and grace. The students’ objective is to discover the relevance of these themes in their per- PC661 Clinical Case Supervision I: Practicum sonal experience and the experiences of those with PC662 Clinical Case Supervision II whom they work. Questions are explored that origi- PC901 Doctoral Clinical Case Supervision I nate in the process of becoming a more fully aware PC902 Doctoral Clinical Case Supervision II and healthy person; for example: What is the nature of our theological experience? How does theology Students are to obtain no less than 800 total hours shape us as individuals? Does theology promote or of clinical experience, with no less than 260 hours inhibit human development and well-being? How being client contact hours prior to master’s degree do we reconcile our theology with the experience conferment. of suffering? The course content is designed to pro- 70 Pastoral Counseling mote theological insight and challenges for theo- recordings form the basis of the supervisory process. logical discernment in the existential situation. Focuses on the dynamics of the counseling relationship, diagnosis, treatment, and legal/ethical issues. A PC625 Loss and Bereavement (3.00 cr.) clinical training fee is charged. (Fall/Spring) Prerequisite: PC675 or PC679. Combines didactic and experiential activities in a seminar-style class that deals PC662 Clinical Case Supervision II (3.00 cr.) with the human grief reaction to loss and coping with Prerequisite: PC661, PC674. Thirty hours per semester issues of bereavement, illness, and end-of-life concerns. of clinical supervision in a small group. The student Personal experiences and readings enhance content participates in internship experiences each semes- that includes the psychology of human grief; bereave- ter. Written and oral presentations accompanied by ment rituals and cultural diversity; supporting grieving audio and video recordings form the basis of the people, both generally and clinically; and criteria for supervisory process. Focuses on the dynamics of the identifying the presence of complicated grief reactions. counseling relationship, diagnosis, treatment, and Students are encouraged to explore the bereavement legal/ethical issues. A clinical training fee is charged. process relative to their own lives by sharing in small (Spring/Summer) groups, readings discussions, and personal writings. PC663 Clinical Case Supervision III (3.00 cr.) PC650 Substance Abuse and Addictive Prerequisite: PC662. A continuation of PC662. A clini- Behaviors (3.00 cr.) cal training fee is charged. (Fall only) An overview of substance abuse and addictions with special emphasis on diagnosis and treatment of com- PC664 Clinical Case Supervision IV (3.00 cr.) pulsive and addictive behaviors. Prerequisite: PC663. A continuation of PC663. A clinical training fee is charged. (Spring only) PC653 Statistics and Research Methods (3.00 cr.) Provides an overview of the philosophy of science and PC665 Contemporary Religious how it applies to research in pastoral counseling. Pres- Perspectives (3.00 cr.) ents a summary of both quantitative and qualitative Investigates the foundational spiritual concerns lying research designs, as well as the relevant legal and ethi- at the heart of contemporary faith traditions and how cal issues to conducting research. Covers basic univar- our understanding of these might influence the pro- iate statistics—including z, t, and F tests—along with cess of counseling. Videos, guest lectures, and student correlation and regression analyses, and examines presentations help to focus on the uniqueness of each how these techniques are appropriately applied. faith tradition. Readings and lectures help to develop an intercultural and interpathic approach. (Fall/Spring) PC654 Career Development (3.00 cr.) Focuses on testing and data collection as a method of PC670 Introduction to Pastoral exploration of career choice and lifestyle, of sources Counseling (3.00 cr.) of occupational and educational information, and of An introduction to the professional identity, responsi- different approaches to career decision-making. Can- bilities, goals, and functions of clinical mental health didates develop a statement of personal career and counselors who are pastoral counselors. This includes vocational direction. Includes ethical and legal issues, the study of needs assessment; program development; professional identification, and multicultural and consultation; healthcare and mental health trends; cli- social issues related to career. ent advocacy; political, social, and cultural issues; and community resources. It also includes an integration of PC655 Group Theory and Practice (3.00 cr.) Jesuit values and community commitment as a pastoral Didactic and practicum blended approach to the counselor. Must be taken prior to PC661. (Fall/Spring) understanding of group theory, types of groups, group dynamics, methods, and facilitative skills. Includes ethi- PC673 Crisis Intervention (3.00 cr.) cal and legal issues as well as multicultural and social Prerequisite: PC675 or PC679. Crisis intervention the- issues related to groups. ory, skills, and techniques. Change, crises in different cultures, and the legal implications of crisis inter- PC661 Clinical Case Supervision I: vention are studied. Practice focuses on counselor Practicum (3.00 cr.) awareness and understanding. Prerequisite: PC670, PC674, PC675, PC676, PC678, PC808. PC674 may be taken concurrently. Thirty hours per semes- PC674 Human Development (3.00 cr.) ter of clinical supervision in a small group. The student An overview of the major developmental theories participates in a practicum experience. Written and throughout the life span, with an emphasis on evalu- oral presentations accompanied by audio and video ating theories as a way to understand human behav- 71 ior. Aspects of emotional, cognitive, psychosocial, PC681 Family Counseling (3.00 cr.) personality, and spiritual development are included. An overview of the family counseling field includ- The models of such theorists as Freud, Erikson, Ban- ing major systems theories, stages of family therapy, dura, Ainsworth, Skinner, Piaget, Kohlberg, Fowler, and treatment strategies. Special focus on pastoral/ and Gilligan are explored. In addition, an emphasis spiritual issues. is placed on diversity and the impact of cultural context (e.g., ethnicity, age, gender) on human develop- PC687 Spiritual Direction (3.00 cr.) ment. Must be taken prior to PC662. Prerequisite: PC704. An introduction to the ministry of spiritual direction: the nature and focus of spiritual PC675 Helping Relationships (3.00 cr.) direction; preparation for and the role of the spiri- An introduction to clinical skills which are funda- tual director; the relationship of spiritual direction mental to the development and maintenance of the to counseling; current issues in spiritual direction; counseling relationship. An experiential class that and the formulation of a personal approach to spiri- covers such topics as active listening, being attuned tual direction. Lecture-discussion-case study format. to clients, and building empathy. In addition, focus is placed on the counseling interview and the bal- PC689 Psychological Testing ance between gathering information and fostering and Assessment (3.00 cr.) empathy. Finally, the ethical and diversity issues Prerequisite: PC653 or PC753. Focuses on the under- involved in counseling are considered, as well as standing of the individual through methodology of counselor self-care. Overall, focus is placed on the data collection, testing, and interpretation. An over- counselor’s development as a professional helper. A view of the field of psychological testing: basic con- personal therapeutic experience is required for the cepts, interest and personality inventories, and projec- writing of the major paper. Must be taken before PC661. tive techniques. Reviews the use of the psychological report. The didactic experiential approach is the PC676 Counseling Theory and Practice (3.00 cr.) teaching method used. Includes ethical and legal An introductory course which includes an overview issues as well as professional identification and ori- of several theoretical approaches to counseling, a entation as related to this topic. Also discusses mul- consideration of what is uniquely pastoral or spiri- ticultural and social issues in relation to this subject. tual in each theory, and professional trends including multicultural and ethical issues for each theory. PC690 Pro-Seminar (3.00 cr.) Prerequisite: PC654, PC655, PC663, PC689, PC700. PC678 Psychopathology (3.00 cr.) Faculty supervision and peer interaction are pro- An introduction to the major psychiatric problems vided in the development of M.S. candidates’ final included in the Diagnostic and Statistical Manual of projects, integrating the students’ cumulative edu- Mental Disorders (DSM), with an overview of classifica- cational experience with their spiritual, theoretical, tion, diagnosis, and etiology of mental disorders most clinical, and personal perspectives. Course to be taken likely encountered in pastoral counseling ministry. in last semester. (Pass/Fail) This also includes mental status exams, ethical and legal issues, professional identification, and multicul- PC691 M.A. Thesis I (3.00 cr.) tural and social justice issues related to this topic. The Prerequisite: Written or electronic permission of the direc- goal is for the student to develop skills in gathering tor of the master’s program in spiritual and pastoral care. relevant information from interviews and/or other An optional course to PC 695 in cases where a the- sources and to diagnose mental disorders on the basis sis is required to further the student’s professional of DSM-IV criteria. Must be taken prior to PC661. career. The thesis will be written on an area of spiritual and pastoral care under the guidance of a fac- PC679 Pastoral Helping Relationship (3.00 cr.) ulty member. (Pass/Fail) Designed to enhance the students’ self-understanding of the methods and motivations used by caregiv- PC692 M.A. Thesis II (3.00 cr.) ers in helping relationships. Introduces M.A. students Prerequisite: Written or electronic permission of the direc- to basic counseling skills necessary for pastoral care tor of the master’s program in spiritual and pastoral care. situations. Such interviewing skills as attending, lis- A continuation of PC691. May be repeated until thesis tening, reflecting feelings, and restating ideas are is complete. (Pass/Fail) taught. Students are also introduced to the theological underpinnings of the helping relationship. Distinctions between counseling, caregiving, and spiritual direction are examined. Must be completed in the first year of the M.A. program. 72 Pastoral Counseling

PC694 Special Topics in Pastoral PC702 Theology of Ministry (3.00 cr.) Counseling (1–3.00 cr.) Different models of ministry are explored and defined. An opportunity for students to pursue topics of spe- Students are challenged to define their own methods of cial interest in greater depth. The project requires ministry on personal and practical or functional levels. the direction of a faculty member and the approval of the director of academic operations. Guidelines PC703 Group Spiritual Formation (3.00 cr.) for submitting a proposal are available from the Pastoral Introduces students to classical spiritual practices Counseling Office. within a group setting. Students explore disciplines such as discernment of spirits, forgiveness, spiritual PC695 Pastoral Care Professional reading, contemplative prayer, and testimony. Group Seminar (3.00 cr.) exercises allow students to practice these disciplines Prerequisite: PC608, PC625, PC665, PC673, PC674, PC679, together and become acquainted with a format for PC687 or PC737 or PC738, PC697, PC701, PC702, PC703, spiritual formation in small groups. Students write a PC704, PC706 or PC707 or PC709. Faculty supervision spiritual autobiography for the final paper. and peer interaction are provided in the development of M.A. candidate final projects which begin with a PC704 Group Spiritual Guidance (3.00 cr.) ministry situation that is then described, interpreted, Prerequisite: PC703. Provides students with an ecu- and given a response. The project is the culmination menical overview of spiritual guidance from the of the student’s educational experience and integrates perspectives of multiple Christian traditions. Stu- the learning from previous courses while providing dents explore major streams of Christian spiritual- a foundation for future professional direction. To be ity and how each conceives of spiritual direction, taken in the last semester. (Pass/Fail) pastoral care, and pastoral counseling. These topics are explored more deeply within a group setting. PC697 Biblical Spirituality (3.00 cr.) Students read and reflect upon classics of Christian Recommended Prerequisite: PC702. This course focuses spirituality and write a final paper discussing their on the events of biblical history to uncover the vari- own views of spiritual guidance and pastoral care. ety of ways in which God and humans relate to one another. After reviewing methods of biblical inter- PC705 Pastoral Care Integration (3.00 cr.) pretation, students will examine key texts of the Prerequisite: PC608, PC625, PC665, PC673, PC674, PC679, Hebrew and Christian Testaments to learn how these PC687 or PC737 or PC738, PC697, PC701, PC702, PC703, texts serve in a decisive way to reshape contemporary PC704, PC706 or PC707 or PC709. Students are prepared human life. They will practice reflecting upon scrip- to integrate psychology and spirituality in their own ture and learn how biblical spirituality impacts upon lives and in the pastoral conversations of their par- human experience and pastoral ministry. ticular pastoral care work. Topics related to discernment, self care, social justice and creative ministry PC700 Pastoral Integration Seminar (3.00 cr.) are presented and discussed. In addition, this course Prerequisite: PC608 or PC665, PC661. Prepares students provides a foundation for writing the Pastoral Care to integrate psychology and spirituality in their own Professional Seminar paper. To be taken near the end of lives and work in pastoral counseling/care. Topics the program and prior to PC695. (Fall only) include unlearning; a central pastoral dimension; dragon riding lessons; turning the corner in the spiri- PC706 Spiritual Direction Internship (3.00 cr.) tual life; overcoming resistance to change; prayer and Prerequisite: PC679, PC687, PC701. Offers students the prayerfulness; theological reflection and discernment, opportunity to integrate theoretical insights with the treatment of abuse as a paradigm for conversion, and practical issues emerging in the practice of spiritual the working through phase of psychotherapy; grace, direction, while simultaneously refining their pastoral crisis, and faith. To be taken in the middle or near the end of skills, vocational identities, and the art of theological the program. PC690 may not be taken concurrently. reflection. The internship experience consists of on- site hours in a spiritual direction praxis determined PC701 Spiritual and Pastoral Care (3.00 cr.) by a placement setting located in an approved retreat Prerequisite: PC679. A service-learning course that pro- or spiritual direction center, or with a designated col- vides students with an experiential understanding of laborative institution. In addition, classroom hours at the field of pastoral care. Through readings and case Loyola for supervision are required. studies, students are encouraged to develop pastoral care perspectives, ones which take into account psy- PC707 Chaplaincy Internship (3.00 cr.) chological and theological resources. The service- Prerequisite: PC679, PC701. Offers students the oppor- learning component requires students to perform at tunity to integrate theoretical insights with the practi- least 20 hours of supervised pastoral service. cal issues emerging in the chaplaincy ministry, while 73 simultaneously refining their pastoral skills, voca- finding ways to minimize or prevent their effects. tional identities, and the art of theological reflection. The potential of religion and spirituality to facilitate The internship experience consists of on-site hours in this process is examined in detail. a chaplaincy praxis determined by the placement setting. Classroom and supervision hours are required at PC729 Healing Conversations: the placement site and at Loyola. CPE units may be Skillful Interaction with Trauma earned when the student is accepted into a placement and Loss Victims (1.00 cr.) setting with a designated collaborative institution. Through a mixture of didactic, interactive, and experiential components, this course explores the range of PC709 Supervised Ministry Internship (3.00 cr.) situations in trauma loss requiring specific interper- Prerequisite: PC679, PC701. Offers students the oppor- sonal skills. Participants share their own difficulties tunity to integrate theoretical insights with the practi- and successes in these encounters and receive instruc- cal issues emerging in applied ministry settings, while tor feedback. A general model for a healing way of simultaneously refining their pastoral skills, vocational being is provided so that participants complete the identities, and the art of theological reflection. The course with greater confidence in their ability to man- internship experience consists of on-site hours in a age such difficult interactions. ministry praxis determined by the placement setting. Placement settings are chosen by the student in con- PC730 Phenomenology of Trauma, sultation with the academic advisor and may involve Grief, and Loss (3.00 cr.) campus ministry, youth ministry, parish ministry, or Models of trauma are presented that are relevant other ministry work. In addition, classroom hours at to healing. Students become familiar with the con- Loyola for supervision are required. cept of evidence-based practices as related to trauma recovery. Diagnostic criteria for post-traumatic stress PC712 Introduction to Treatment disorder syndrome and their relevance to grief and of Children and Adolescents (3.00 cr.) loss are presented. The spiritual implications of these Reviews the individual and family treatments of chil- experiences are described, along with their poten- dren and adolescents. Focuses on the psychodynamic tial for healing and as potential barriers to healing. and learning theory approaches. Includes a review Exemption with permission of the program directors. of relevant aspects of child and adolescent development and psychopathology. PC732 Spiritual and Theological Dimensions of Suffering (3.00 cr.) PC725 Ethical, Legal, and Forensic Issues Prerequisite: PC625 and PC679 required for M.A. students. in Trauma Work (1.00 cr.) PC708, PC730, and PC731 required for C.S.T. students. This course prepares practitioners to understand the An overview of differing religious worldviews of legal statutes and ethical principles that are manda- human pain and suffering. These worldviews are tory in working with victims of abuse. In addition, it examined in terms of their potential to support includes an introduction to testifying in court and healing from physical and emotional suffering, as other forensic issues practitioners may encounter well as the ways that the worldviews may directly or while being advocates or supporters of trauma vic- inadvertently create barriers to healing. Students tims. Finally, community enforcement resources are investigate in depth at least one major religious or explored, along with methods to protect vulnerable spiritual worldview in terms of its implications for individuals. (Formerly PC708) facilitating or inhibiting healing.

PC726 Diversity Issues in Counseling (3.00 cr.) PC733 Social and Cultural Foundations An introduction to diversity issues in counseling of Religious Violence (3.00 cr.) emphasizing the cultural, spiritual, religious, social, Prerequisite: PC708, PC730, PC731. An introduction to gender, sexual orientation, and community contri- the historical and cultural worldviews intertwined butions to human development and mental health. with religious belief that form the context for religious Students explore and challenge their assumptions violence. Topics include beliefs about violence across of their own diverse backgrounds and develop the major world religions; the use of religion to justify knowledge and sensitivity to working with those from violent aggressive behavior; how religion and violence different backgrounds, attributes, and cultures. often form a commingled pattern that generates civil unrest and personal suffering; and whether different PC727 Self-Care for Caregivers religions are intrinsically violent or provide peace- in Trauma Work (1.00 cr.) making paths beyond violence. Explores the phenomena of vicarious trauma and compassion fatigue, recognizing their impact, and 74 Pastoral Counseling

PC734 Dynamics of Violence losses due to dying, divorce, disease, and extraordi- in Adult Relationships (3.00 cr.) nary situations. Participants examine institutional Prerequisite: PC708, PC730, PC731. Examines the many- practices either as potential supports or barriers to sided implications of violence in adult relationships, recovery. Practical assignments increase student both at the intimacy level and within social groups. Top- awareness of community and national resources ics include intimate relational and domestic violence; with the goal of developing liaison skills with men- gender and power issues; lingering effects of abuse/ tal health and educational support systems. Con- violence experienced in childhood; and the place of flict resolution strategies for healing wounded con- religion and spirituality as facilitators of abuse or as gregations are examined. healing factors. Students explore ways to ameliorate the impact of adult relational violence and establish preven- PC739 The Human Spirit and Trauma tion efforts for their clients or congregations. in the Arts (3.00 cr.) Prerequisite: PC708, PC730, PC731. Through aesthetic PC735 Trauma and Violence sources, this course examines the highest expression in Children (3.00 cr.) of the human spirit as it copes with limit situations. Prerequisite: PC708, PC730, PC731. Students explore These artistic expressions serve as a springboard for the differential acute impact at various developmen- reflecting on the spiritual nature of human beings tal stages and the resulting personality transforma- in their search for meaning under tragic conditions. tions that affect the future well-being of the victims. Using a case formulation approach, students iden- PC740 Trauma and Spirituality tify supportive mechanisms for prevention and heal- in Crisis Situations (3.00 cr.) ing within their own client or congregational popu- Participants examine the special needs of persons lations, as well as outline implementation strategies experiencing trauma in its immediate and short-term for these processes. effects and develop skills for reducing the impact of these circumstances. Special attention is paid to sup- PC736 Positive Psychology, Trauma, portive spiritual practices and worldviews that qualify and Spirituality (3.00 cr.) as coping resources in crisis. Evidence-based practices Prerequisite: PC708, PC730, PC731. Positive psychology are used as the standard for comparing interventions, offers several potential pathways to healing trauma and discussion of controversies in the field related to and loss, including various components of spiritual- immediate debriefing are investigated. ity and character development. An overview of factors associated with happiness and emotional well-being PC753 Statistics I (3.00 cr.) are presented, as well as models that may account for Prerequisite: College algebra. A survey of elementary the devastation of trauma. Positive psychology com- techniques of parametric statistics through one-way ponents that have a direct connections to healing ANOVA, and an introduction to nonparametric sta- are further emphasized, including strengths assess- tistics. Basic correlation and regression topics are ment, hope, optimism, courage, gratitude, forgive- examined. An introduction to the use of SPSS com- ness, spirituality, and managing negative emotions. puter software. An overview of the basic philosophy of science. An introductory course for M.S.–Ph.D. and PC737 Psychological and Spiritual Aspects Ph.D. students; other students enroll in PC653. of Grieving Related to Trauma, Loss, and Violence (3.00 cr.) PC754 Statistics II (Multiple Regression) (3.00 cr.) Prerequisite: PC708, PC730, PC731. Grieving in rela- Prerequisite: PC753 or written permission of the instructor. tionship to violence and trauma has unique proper- Restricted to M.S.–Ph.D. and Ph.D. students (may be waived ties from grieving under other circumstances. Both with written permission of instructor). General consider- the common and unique aspects of grief are exam- ations in regression analysis; hypothesis testing in ined with an emphasis on managing grief under the regression; multiple, partial, and semi-partial correla- extreme conditions of trauma and violence. Particu- tions; confounding variables and interaction effects in lar attention is paid to managing grief under condi- regression; regression diagnostics; dummy variables; tions of chronic violence and trauma. one-way ANCOVA; use of SPSS for regression analysis.

PC738 Trauma and Religious PC755 Statistics III (3.00 cr.) Institutions (3.00 cr.) Prerequisite: PC753, PC754. Restricted to M.S.–Ph.D. and Prerequisite: PC625; PC679 or equivalent. This course Ph.D. students (may be waived with written or electronic explores the entire role religious institutions can permission of the instructor). An introduction to multi- play in healing from any source of trauma. It focuses variate statistics and analysis including MANOVA, on mobilizing congregations for healing everyday principal components and factor analysis, discrimi- 75 nant analysis, and canonical correlation. Basic psy- PC805 Advanced Individual chometric analyses for scales and their development Supervision I (3.00 cr.) are also covered. Students are expected to use SPSS Consists of 15 hours each semester of individual to conduct analyses and write reports based on data supervision which may focus on one client to meet sets that are provided. AAPC membership or several clients. Intensive process supervision with special attention to middle PC756 Advanced Measurement Theory (3.00 cr.) phase therapy issues. Weekly tapes are required. A Prerequisite: PC754, PC914. Students are given more supervisory fee is charged. in-depth exposure to the concepts of reliability and validity as they pertain to the development and PC806 Advanced Individual evaluation of assessment devices; assessment tools; Supervision II (3.00 cr.) theoretical and conceptual issues related to the eval- Prerequisite: PC805. A continuation of PC805. A super- uation of quantitative information; and hands-on visory fee is charged. experience in evaluating instruments. PC808 Ethical, Legal, and PC761 Small Group Clinical Case Conference: Professional Issues (3.00 cr.) Practicum in Spirituality An examination of the ethical, legal, and professional and Trauma I (3.00 cr.) issues faced by counselors in general, and pastoral Prerequisite: PC760 (may be taken concurrently). A small counselors in particular. Specific topics include cer- group clinical case conference with an instructor tification, licensure, and membership in professional skilled in the treatment of trauma, loss, and vio- organizations; confidentiality and privilege (includ- lence. Students present audio- or videotaped clinical ing HIPAA privacy training); documentation and work samples. consultation; dual relationships and boundary issues; multicultural awareness; and many risk management PC762 Small Group Clinical Case Conference: and ethical issues that arise in counseling practice. Practicum in Spirituality Students become familiar with relevant ethical codes and Trauma II (3.00 cr.) (especially those for the American Counseling Asso- Prerequisite: PC761. An advanced small group clinical ciation and the American Association of Pastoral case conference with an instructor skilled in the treat- Counselors) and certain laws that govern the practice ment of trauma, loss, and violence. Students present of counseling. Further, the course provides students audio- or videotaped clinical work samples. with a framework for ethical decision-making within the counseling context. May be repeated for credit. PC778 Treatment of Psychopathology (3.00 cr.) Prerequisite: PC661 or equivalent (may be taken concurrently), PC824 Sexuality and the Pastoral PC674, PC675, PC676, PC678 or equivalent, PC808. Stu- Counselor (3.00 cr.) dents learn advanced skills in case conceptualization, Prerequisite: PC674, PC675. The primary goal of the differential diagnosis, and treatment strategies that are course is for students to increase their basic knowl- the foci of outpatient and inpatient intervention. edge in the area of human sexuality and to develop a thorough self-understanding of their own sexual- PC788 Women’s Issues and ity and how that impacts the counseling relationship. Pastoral Counseling (3.00 cr.) Learning occurs by using a combination of class lec- Surveys some of the major issues that pertain to tures and discussions, readings, experiential exercises, women and pastoral counseling. Readings in the psy- videotapes, reflection papers, case studies, and stu- chology of women, therapy with women, women and dent and guest presentations. spirituality, and feminist/womanist theologies. Format consists of some lecture presentation, presentations PC856 Structural Equation Modeling (3.00 cr.) by class participants, and class discussion. Prerequisite: PC754, PC914. An introduction to structural equation modeling (SEM) covering data mod- PC800 Adlerian Psychotherapy (3.00 cr.) eling and its utility in theory testing. Students learn Prerequisite: PC661, PC674, PC675, PC676, PC678. the computer-based program LISREL for carrying Lecture and demonstrations covering the techniques, out path and confirmatory analyses. Students apply basic principles, and methods of Adler’s individual concepts to research with spiritual and religious con- psychology theory. Topics include lifestyle, assessment, structs. Strengths and weaknesses are addressed. social interest, goals, ordinal positioning, encourage- ment, and treatment. 76 Pastoral Counseling

PC896 Jungian Theory and Practice (3.00 cr.) PC901 Doctoral Clinical Case Prerequisite: PC674, PC675, PC676, PC678. Students Conference I (3.00 cr.) read a number of Jung’s works dealing with the inte- Prerequisite: PC700, PC778, and written or electronic per- gration of psychological and religious experience. mission of the director of academic operations. PC662 also Discussion focuses on Jung’s notion of psychological required for M.S.-Ph.D. students. Consists of weekly clin- types, the archetypes, his notion of wholeness, the ical case conferences in order to facilitate practicum transcendent function, religiously-related psychopa- and internship experiences in a small group (five to thology, and his approach to dream interpretation. seven students) and focuses on assessment, diagnosis, and treatment. Weekly presentations involving PC897 Spirituality Themes in Counseling audio and videotaped counseling sessions, progress Practice and Integration (3.00 cr.) notes, and reflections on the supervisory process are Prerequisite: PC662 or PC901, PC700. Examines the presented by the student. Concentrates on the pro- basic concepts that define the integration of spiri- cess of long-term psychotherapy. tuality into counseling; identifies and explores specific issues that arise within the therapeutic context; PC902 Doctoral Clinical Case provides an overview of the research and practice of Conference II (3.00 cr.) spiritual assessment in counseling; reviews examples Prerequisite: PC901. A continuation of PC901. (Spring only) of spiritual methods in counseling; and explores, through group presentations and class discussion, PC903 Doctoral Clinical Case spiritual strategies in counseling. Students are encour- Conference III (3.00 cr.) aged to explore the integration of course concepts Prerequisite: PC902. Consists of weekly clinical case and class discussions into their pastoral identities and conferences (five or six students). Weekly presenta- theoretical orientations. tions involving audio and videotaped counseling sessions, progress notes, reflections on the supervisory PC898 Religious and Psychological process. Assumes knowledge of the process of and Research (3.00 cr.) experience with long-term psychotherapy. (Fall only) Prerequisite: PC700, PC754, PC915 or PC916. An overview and summary of the science of people’s tran- PC904 Doctoral Clinical Case scendence-seeking through religious and spiritual Conference IV (3.00 cr.) experience. Two goals include becoming familiar Prerequisite: PC903. A continuation of PC903. (Fall only) with the methods and topics that comprise the field known as the psychology of religion, and reflecting on PC905 Doctoral Individual the conceptual underpinnings that a faith perspective Supervision I (3.00 cr.) brings to these topics while exploring the assumptive Consists of 15 hours each semester of individual worlds and implications of these perspectives. Typical supervision which focuses on one client or several topics in the pastoral counseling domain include clients. Intensive process supervision with special measuring religious experience; religious coping; attention to middle phase therapeutic issues. Weekly forgiveness; hope; prosocial behavior; images of God tapes are required. and attachment; gratitude; meaning-making; and positive and negative aspects of religiosity. Students PC906 Doctoral Individual complete a limited review of the literature on a related Supervision II (3.00 cr.) topic to aid their integrative reflection.(Fall/Spring) Prerequisite: PC905. A continuation of PC905.

PC900 Theory and Practice PC907 Doctoral Special Topics of Counselor Education (3.00 cr.) in Clinical Supervision (3.00 cr.) Prerequisite: PC902, PC935, and written or electronic permis- Prerequisite: Written or electronic permission of the Ph.D. sion of the instructor. Students receive instruction in edu- clinical director. An opportunity for students to pur- cation theory and practices, and design their personal sue specialized study in clinical supervision. The theory of education and learning. The course culmi- project requires the direction of a faculty member. nates in designing a graduate-level course portfolio. May be repeated twice for credit. Students actively participate as teaching assistants and as a co-instructor in selected courses. Requirements for PC908 Doctoral Special Topics being a teaching assistant include videotaping own lec- in Counselor Education (3.00 cr.) tures, grading work products, and evaluating students. Prerequisite: Written or electronic permission of the instructor. An opportunity for students to pursue specialized study in counselor education. The project requires the direction of a faculty member. May be repeated for credit. 77

PC909 Doctoral Special Topics grounded theory, ethnography, and action research in Research (1–3.00 cr.) is included. Prerequisite: Written or electronic permission of the instructor. An opportunity for students to pursue specialized PC921 Cognitive-Behavior Therapy (3.00 cr.) study in an area pertaining to research. The project An overview of the theoretical foundations of cogni- requires the direction of a faculty member. May be tive-behavioral therapy (CBT). Students review CBT’s repeated for credit. causal assumptions, assessment methodologies, and intervention strategies anchoring them within a social PC912 Counselor Education Doctoral cognitive framework. In addition, through classroom Teaching Internship (1–3.00 cr.) demonstrations, exercises, and a personal growth proj- Prerequisite: PC900 and written or electronic permission ect, students familiarize themselves with the applied of the instructor. Practical experience in graduate level issues that arise in cognitive-behavioral assessment and teaching under supervision. May be repeated for credit. counseling interventions.

PC914 Research Methods I (3.00 cr.) PC922 Psychodynamic Theory Prerequisite: PC753, PC754. Restricted to M.S.–Ph.D. and of Psychotherapy (3.00 cr.) Ph.D. students. A more extensive overview of the phi- Prerequisite: Master’s degree and two years of clinical prac- losophy of science and its application to research. tice, or written permission of the instructor. Surveys psy- Focuses on diverse types of research design includ- chodynamic theories of human development and ing quantitative designs, qualitative designs, program therapeutic case conceptualization, including Freud, evaluation, and needs assessment. Topics include con- Adler, Jung, Masterson, Erikson, and Kohut. Follow- structing hypotheses, significance testing, randomiza- ing an historical survey of major theorists, the course tion and sample selection, power, factorial designs, spans the period from 1895 to present. Emphasizes interactions, and quasi-experimentation. Issues of the applications of the clinical psychodynamic theo- internal and external validity, generalization of ries in working with clients. research designs, research ethics, and critical analysis of published research also are included. Students PC923 Humanistic Theory are expected to develop a research proposal. (Fall only) of Psychotherapy (3.00 cr.) Prerequisite: Master’s degree and two years of clinical prac- PC915 Research Methods II: tice, or written permission of the instructor. Existential Quantitative Design (3.00 cr.) humanistic approaches to counseling and psycho- Prerequisite: PC914. Restricted to M.S.–Ph.D. and Ph.D. therapy. A review of seminal contributors, including students. A continuation of PC914. Students conduct Bugenthal, Maslow, May, and Rogers. Exploration an independent research project including data gather- of major existential themes in counseling. Integra- ing, analysis, and report write-up. The course focuses tion of humanistic/existential perspectives with per- on measurement theory including scale development sonal theoretical and theological orientations. techniques and analysis, advanced data management, and statistical analysis. Includes factorial and single- PC930 Organizational Systems (1.00 cr.) subject design. (Spring only) The theory and practice of managing, assessing, and intervening in organization’s structures, systems, and PC916 Research Methods II: procedures. Various organizational schemes are pre- Qualitative Design (3.00 cr.) sented and evaluated. (Pass/Fail) Prerequisite: PC914. Restricted to M.S.–Ph.D. and Ph.D. students. A continuation of PC914. Students conduct PC931 Consultation Theory independent research projects including data gath- and Practice (1.00 cr.) ering, analysis, and report write-up. The focus is on Prerequisite: PC655 or PC682, PC681 or PC821, and theoretical and practical issues related to designing PC930. Theory, research, and practical skill devel- and proposing qualitative research and procedures opment in various types of consultation. (Pass/Fail) to generate data relationships, interpretation, and presentation. Includes grounded theory and ethno- PC932 Group Leadership (1.00 cr.) graphic and phenomenological methodologies. Prerequisite: PC655 or PC682. Advanced skills in group leadership, group process and dynamics, and struc- PC917 Advanced Qualitative Methods (3.00 cr.) tured interventions appropriate to groups in a vari- Prerequisite: PC753, PC914, PC916. An advanced-level ety of settings. (Pass/Fail) course examining qualitative research methodologies in counseling, with a focus on design, data collection, analyses, and writing. Advanced exploration of 78 Pastoral Counseling

PC933 Advanced Treatment PC944 Doctoral Mentoring IV (3.00 cr.) in Family Systems (1.00 cr.) Prerequisite: PC943. A continuation of PC943. (Pass/Fail) Prerequisite: PC681 or PC821. An advanced seminar in the current practices, ethics, and research in fam- PC950 Psychospiritual Applications ily counseling/therapy. (Pass/Fail) in Clinical Practice (3.00 cr.) Prerequisite: PC700, PC897, PC898, PC902, and written PC934 Educational Technology (1.00 cr.) or electronic permission of the instructor. An advanced An advanced experiential seminar examining cur- course in clinical and pastoral integration. Students rent trends in the field of educational technology. read and reflect on spiritual themes as they emerge Computer work outside of class is required. (Pass/Fail) in clinical experience. Clinical case presentations focus primarily on spiritual or religious issues and PC935 Introduction to Counselor Education approaches that will assist clients. Students have the and Supervision (1.00 cr.) opportunity of exploring their pastoral identity and Prerequisite: PC662, or a master’s degree and postmaster’s how it enhances their clinical practice. clinical training. A practicum seminar in the theories and practices of counseling supervision and counselor PC952 Theory and Practice education. Ethics and attention to multicultural issues of Supervision I (3.00 cr.) are covered. (Pass/Fail) Prerequisite: PC902, PC930, PC932, PC933, PC935, PC937, PC938, and written or electronic permission of the PC936 Advanced Career Development instructor. An exploration of the supervisory process Practices (1.00 cr.) through case presentation of supervisees in a small Prerequisite: PC654, PC662. An examination of research, group format. Conceptual frameworks of supervision legislation, and current models of career counseling are addressed. Includes a practicum in supervising pertinent to individuals and groups. (Pass/Fail) pastoral counseling students while receiving ongoing group supervision of the supervisory practicum. PC937 Advanced Professional, Legal, and Specific attention is given to multicultural and eth- Ethical Issues (1.00 cr.) ical issues of supervision. (Fall only) Prerequisite: PC662, PC808. A forum for doctoral students to examine and analyze current issues relevant PC953 Theory and Practice of Supervision II for counselors, educators, and supervisors. (Pass/Fail) (3.00 cr.) Prerequisite: PC952. A continuation of PC952. (Spring only) PC938 Advanced Diversity Issues in Counseling (1.00 cr.) PC960 Directed Doctoral Research Prerequisite: PC662, PC726. A seminar in the current Supervision (3.00 cr.) research, applications, and dilemmas involving differ- Prerequisite: PC914, PC915 or PC916, and written or elec- ences (ethnicity, socioeconomic culture, faith beliefs, tronic permission of the instructor. Individual supervi- etc.) in relationships; counseling, education, supervision on research topics consisting of analysis, critical sion. Social change theory and advocacy action plan- review, integration, and interpretation of research ning are included. (Pass/Fail) literature on a topic. Includes a regular appointment with one dissertation committee member. May be PC941 Doctoral Mentoring I (3.00 cr.) repeated for credit. (Pass/Fail) Prerequisite: Master’s degree in a clinical field and enrollment in the Ph.D. program. Written or electronic permission PC990 Dissertation Guidance (3.00 cr.) of the Ph.D. clinical director. The student enters into a Prerequisite: Written or electronic permission of the department. mentoring relationship with a Loyola faculty member Required each semester during which the candidate is who supervises and evaluates the student’s progress actively working on the dissertation. Entitles the can- in one specified area: clinical, teaching, or research. didate to consultation with dissertation director, read- The content of this personalized mentorship is docu- ers, and other consultants as authorized by the director mented by the mentor with a letter to the student’s file of research. A dissertation guidance fee is charged for each explaining the activities of the course. (Pass/Fail) semester. May be repeated for credit. (Pass/Fail)

PC942 Doctoral Mentoring II (3.00 cr.) Prerequisite: PC941. A continuation of PC941. (Pass/Fail)

PC943 Doctoral Mentoring III (3.00 cr.) Prerequisite: PC942. A continuation of PC942. (Pass/Fail) Loyola College Psychology

Office: Beatty Hall, Room 220 Loyola’s degree programs in clinical and counseling Telephone: 410‑617‑2696 psychology provide training to those who wish to pro- Website: www.loyola.edu/academics/psychology mote mental health in individuals, families, organizations, and communities through careers in direct Chair: Beth A. Kotchick, Associate Professor service, leadership, research, and education. The Associate Chair and Director of Clinical Training: Psychology Department strives to provide a learning Jeffrey M. Lating, Professor environment that facilitates the development of skills in critical thinking, assessment and intervention, and Division Director, Behavioral Health and one that is grounded in an appreciation for both psy- Assessment Services, The Loyola Clinical Centers: chological science and human diversity. Mary Jo Coiro Director of Doctoral Field Education: Angelita Yu The Psychology Department is a member of the Coun- Director of Master’s Education, Thesis Track: cil of Applied Master’s Programs in Psychology and a Martin F. Sherman member of the National Council of Schools and Pro- Director of Master’s Education, Practitioner grams of Professional Psychology. Track: Heather Z. Lyons Director of Master’s Field Education: MASTER OF SCIENCE (M .S .) IN CLINICAL Deborah G. Haskins OR COUNSELING PSYCHOLOGY Director of Master’s Plus and C.A.S. Programs: Anthony Parente Mission

Professors: Jeffrey Barnett; Faith D. Gilroy The M.S. in Clinical or Counseling Psychology pro- (emerita); Jeffrey M. Lating; Martin F. Sherman; vides training to individuals who wish to promote Amanda McCombs Thomas mental health in individuals, families, organizations, Associate Professors: Carolyn McNamara Barry; and communities through careers in direct service, Gilbert Clapperton (emeritus); David G. Crough; leadership, research, and education. The programs Sharon Green-Hennessy; Matthew W. Kirkhart; strive to provide a learning environment that facili- Beth A. Kotchick; Charles T. LoPresto; Jen L. Lowry; tates the development of skills in critical thinking, Heather Z. Lyons; Steven A. Sobleman (emeritus) assessment, and intervention and one that is grounded Assistant Professors: Theresa DiDonato; Rachel in an appreciation for both psychological science and L. Grover; Christopher I. Higginson; Adanna human diversity. Students seeking a master’s degree Johnson; Alison A. Papadakis; Jason Prenoveau in clinical or counseling psychology may choose to Clinical Faculty: Mary Jo Coiro; Angelita M. Yu enter either the thesis track or the practitioner track. Affiliate Faculty: George S. Everly, Jr.; Deborah G. Haskins; Elizabeth E. MacDougall; Anthony Parente The thesis track program prepares students to continue on to a doctoral degree program or establish a The original graduate program in psychology began in career as a research coordinator or program manager 1967 as a concentration in school psychology within the in applied or basic social science. Students receive Education Department and led to the Master of Educa- training in psychological theory, assessment, intervention (M.Ed.). In 1968 the Psychology Department was tion, and research application. An empirical thesis is created, and the program expanded to offer the Master required for completion of the program. Many thesis of Arts (M.A.) in Psychology. In 1971, the department track graduates have continued their training in developed a Master of Science (M.S.) in Psychology. clinical, counseling, developmental, applied social, and In 1996, the Doctor of Psychology (Psy.D.) in Clinical industrial/organizational psychology Ph.D. programs. Psychology was introduced. The department currently offers degree programs in the following areas: The practitioner track program prepares students to begin employment in psychology under the supervi- M.S. in Clinical Psychology, Thesis Track sion of a doctoral trained and licensed psychologist. M.S. in Clinical Psychology, Practitioner Track In addition, some practitioner track students apply M.S. in Counseling Psychology, Thesis Track to Psy.D. programs of study, since these programs M.S. in Counseling Psychology, Practitioner Track attract students who have a background in practicum C.A.S. in Psychology and internship experiences, as opposed to research Master’s Plus Program: Licensed Clinical and thesis requirements. Professional Counselor (LCPC) Courses Psy.D. in Clinical Psychology 80 Psychology

Individuals with a master’s degree are not eligible dents who fail to submit the final degree posted to practice independently as psychologists in Mary- transcript will not be permitted to register. land but can function as psychology associates under supervision or continue their studies toward eligi- • Applicants who hold degrees or have earned cred- bility as a Licensed Clinical Professional Counselor its from non-U.S. institutions must have a course- (LCPC). Psychology associates provide services under by-course evaluation of their academic records the supervision of a licensed, doctoral-level psychol- done by a recognized evaluation services agency ogist with permission from the Maryland Board of before they can be considered for admission to a Examiners of Psychologists. In the state of Maryland, degree program. Loyola recommends World Edu- the LCPC must meet the criteria set forth by the Mary- cation Services, Inc. (www.wes.org). land Board of Examiners of Professional Counselors and Therapists, including specific coursework as • Resume or curriculum vita. determined by the Board, 60 graduate credit hours, at least two years of supervised postgraduate experience, • Three professional/academic letters of and successful completion of an exam administered recommendation. by the Board. The LCPC is eligible to provide services independently in the state of Maryland. • Essay responding to questions on application form.

Admission Criteria • Graduate Record Exam (GRE) scores sent directly from the Educational Testing Service. General Test The student’s completed application will be evalu- is required unless the applicant holds a graduate ated by the Graduate Admission Committee in Psy- degree from an accredited institution; Subject chology, and a written decision will be forwarded to Test is optional. Scores must be from test admin- the student. istrations within the previous five years. Loyola’s C.E.E.B. code is 5370. Applicants for the M.S. in Clinical or Counseling Psychology should have a strong undergraduate aca- • TOEFL score report is required only if English is demic background in psychology. Students must have not the applicant’s native language or if the appli- a bachelor’s degree in psychology or another field. If cant has not completed a degree program taught the bachelor’s degree is in a field other than psychol- in English. An officialTOEFL score report cannot ogy, the following minimum coursework must have be more than two years old. Official scores must been completed at the undergraduate level: introduc- be sent directly from the Educational Testing Ser- tory psychology, abnormal psychology, and at least vice. Loyola’s institution code is 5370. one course relating to the experimental or statistical areas of social science, such as experimental psychol- All application materials must be received by the ogy, research methods, psychological statistics, or application deadline listed for the semester the stu- tests and measurement. All of these courses must have dent is seeking admission in order to be considered. been offered through a social sciences department Applications to the thesis track program are con- (e.g., psychology, sociology, etc.). sidered for fall admission only. Applications to the practitioner track program are considered for fall The applicant’s bachelor’s degree must be from an and summer admission. accredited college or university with a minimum overall grade point average of 3.000 and a grade point Application Dates average of 3.000 in psychology courses. Applications received by the priority deadlines listed The following materials are required for application below will be reviewed for the upcoming term; those to the M.S. program: received after these dates will be reviewed on a space- available basis. • Completed/signed application form with required application fee. Thesis Track Program Fall Semester (only) March 15 • Official transcripts from all post-secondary colleges or universities attended. This includes transcripts Practitioner Track Program from part-time study and from institutions that Fall Semester March 15 have awarded the applicant a bachelor’s, master’s, or doctoral degree or an advanced certificate. Stu- 81

Prerequisites they are eligible to apply for the comprehensive exam. Students are not permitted to take the exam prior All students must demonstrate competency in the to completion of these courses. content areas of general psychology. Students whose bachelor’s degree is in a field other than psychology The primary function of the comprehensive exam must have completed coursework in the following is to ensure that students have the competency and areas: introductory psychology, abnormal psychol- knowledge base to be independent practitioners of ogy, and at least one course relating to the experi- psychology. Students who have clearly demonstrated mental or statistical area, such as experimental psy- that competency in their classroom performance may chology, research methods, psychological statistics, be waived from taking the comprehensive exam. In or tests and measurement. order to qualify for a waiver from all sections of the exam, the courses must meet certain requirements, Program Requirements and students must meet both of the following criteria:

Students who are accepted for admission to the mas- 1. Have a cumulative GPA of B+ (3.300) or better ter’s program must attend an in-person orientation in the courses required by their track for com- and registration session prior to the semester in which prehensive exams. (Note: This is not the overall they first enroll. All new students receive a Student GPA for all courses they have taken in the mas- Handbook describing program requirements and ter’s program.) departmental policies. 2. Have a grade of B (3.000) or better in all courses The M.S. in Clinical Psychology and the M.S. in required by their track for comprehensive exams. Counseling Psychology practitioner tracks require 48 graduate credits. The M.S. in Clinical Psychology Students who fail to meet the first criteria will be and the M.S. in Counseling Psychology thesis tracks required to take and pass all sections of the compre- require 45 graduate credits. Students may enroll as hensive exam. Students who meet the first criteria, full- or part-time students. Full-time students usu- but fail to meet the second criteria, will be required ally complete nine credits per semester (six credits to take and pass only the comprehensive exam for summer), while part-time students complete six section(s) associated with the courses in which they or less credits per semester. did not receive a B (3.000) or better.

The practice and professions of clinical and coun- The exam is given three times a year. Students must seling psychology are dynamic, evolving, and ever complete an Application for Comprehensive Exami- changing. The skills and techniques used are con- nation available in the Psychology Department. The stantly being refined. As our understanding grows, dates for the exam, as well as the deadline for appli- the profession itself changes. cation, are listed in the graduate course schedule each semester. Students who are applying for a waiver As human service professionals, it is important that must still complete an application, which will be Loyola graduates use only the most up-to-date knowl- reviewed to determine whether or not they meet the edge and skills in clinical and counseling psychology. stated criteria for a waiver, and/or the sections of For these reasons, master’s students must complete the exam they will be required to take and pass. all requirements for their particular program within six years, including courses, the thesis track thesis, The exam consists of three sections given over a two- the practitioner and thesis track externships, and day period. Exam scoring may vary according to the comprehensive exams. Additionally, it is expected particular concentration. Students are required to that graduates will maintain and update their knowl- pass the exam within the six-year time limit allowed edge and skills through ongoing professional devel- to complete the degree. Students failing to pass opment and continuing education activities. any section on the third attempt will be dismissed from the program. More detailed information on Master’s Comprehensive Examination the comprehensive exam process is available in the Master’s Student Handbook. Information on the specific courses deemed necessary to sit for the comprehensive exam for each of the degree programs (and their respective tracks) is described in the Master’s Student Handbook, which is distributed by the department at new student orientation. Students must complete these courses before 82 Psychology

Externships requirements for the practitioner tracks. Thesis track students may complete a maximum of three extern- The externship experience is an opportunity for ships toward their degree requirements. students to apply concepts developed in academic coursework. Coordinated programs between the Master’s Thesis department and a variety of community resources have been established to fulfill student externship The thesis required for all clinical and counseling requirements and needs. The externship allows thesis track students is a scientific investigation of students to gain practical training and experience publishable quality which demonstrates the scholar- under the supervision of a mental health worker, cli- ship, logical consistency, creativity, and comprehen- nician, or researcher in a community-based facility, siveness which are associated with genuine research. hospital or other mental health setting. The idea for the master’s thesis is initiated and developed by the student while enrolled in Research Meth- The department maintains an extensive list of approved ods in Psychology I and II (PY746, PY747). All thesis externship sites which meet the training requirements track students must enroll in PY746 and PY747 dur- of the program. Students work with the director of ing the fall and spring semesters of their first year. field education and their advisor to select sites which After the first year, students have an opportunity to are appropriate to their experiences and desired goals. enroll in a research externship at an off-site facil- All approved sites must be located within the state ity. The research externship is a 10- to 12-hour per of Maryland or within close proximity to Maryland, week applied research experience, and it enhances including Washington, D.C., northern Virginia, or the students’ doctoral application portfolios and job southern Pennsylvania. seeking opportunities.

The 300-hour externship is required for practitioner Each thesis track student is responsible for seeking track students. Clinical practitioner students may not out a member of the faculty to serve as major reader register for externships until they have completed for the thesis, as well as two other faculty members the following: who will serve as readers on the Thesis Committee. A list of faculty members who serve as major readers PY601 Psychodiagnostics I: Introduction is available from the department. to Cognitive Assessment PY602 Psychodiagnostics II: Introduction Registration for Thesis Guidance to Personality Assessment PY620 Theories of Counseling and Thesis Guidance I–IV (PY761, PY762, PY763, PY764) Psychotherapy are taken with the three required research courses PY621 Principles and Practices in Psychotherapy (PY746, PY747, PY791). A fee is charged each semester. with Lab During this time, students closely with their major PY720 Practicum in Testing readers in the development of the thesis proposal, the collection and analysis of data, and preparation Counseling practitioner students may not register for of the final thesis. If the thesis is not completed by the externships until they have completed PY620 and end of the second year in the program, students must PY621. All practitioner track students need the writ- enroll in Thesis Guidance: Continuation (PY765) ten permission of the director of field education and each semester (excluding summer sessions) until the to have completed a minimum of 18 credits. thesis is completed. A fee is charged each semester.

Clinical and counseling practitioner students are It is anticipated that the major reader will work closely strongly encouraged to complete Advanced Abnor- with the student during collection and analysis of mal Psychology (PY615) within the 18 credits required data, and the student will incorporate the professor’s prior to being eligible for externship. suggestions in the completed thesis. Three copies of the final master’s thesis, each signed by the committee Thesis track students are required to take a 150-hour members, are submitted to the department chair and research externship. All thesis track students need the Dean of Loyola College for final approval. Cop- the written permission of the director of master’s ies of the guidelines for thesis procedures and style education, thesis track. are available from the department upon request. The final copies of the completed thesis must be submit- Transfer credits for practicums or externships are ted at least three weeks before the end of the semes- not accepted. Students may complete a maximum ter that a student expects to graduate. of four externships for credit toward their degree 83

Grading and Academic Dismissal Degree Programs

University-wide academic standards can be found in Students may view the Psychology Department web- the section on Academic Standards and Dismissal site for suggested full- and part-time programs of under Academic Regulations and Policies. study for the practitioner and research tracks.

In addition, students who receive a grade of less than M.S. in Clinical Psychology, Thesis Track B- (2.670) in any course will not be permitted to count this course for their degree. Students receiv- Excellent preparation for students planning to pur- ing a grade of less than B- in a required course must sue a Ph.D. The focus of the degree is on research retake and successfully complete the course and are training and skills; however, the student also receives encouraged to meet with their advisor to discuss this master’s-level assessment and psychotherapy train- issue. Both the original and retake grades remain on ing with an emphasis on assessment. The degree con- the student’s transcript and will be calculated into sists of 45 graduate credit hours, successfully passed the cumulative quality point average (QPA). comprehensive examinations, and a completed and approved master’s thesis. The following courses are Students receiving a grade of less than B- in an elec- required for graduation: tive course must meet with their advisor to determine if they should retake the same course or substitute an PY601 Psychodiagnostics I: Introduction alternative elective. In either case, the original course to Cognitive Assessment grade remains on the student’s transcript and is calcu- PY602 Psychodiagnostics II: Introduction lated into the cumulative quality point average. to Personality Assessment PY615 Advanced Abnormal Psychology It is the student’s responsibility to make certain that PY620 Theories of Counseling the minimum QPA requirement of 3.000, which is and Psychotherapy a B average, is maintained. Students who fall below PY621 Principles and Practices in Psychotherapy this level of achievement will be placed on academic with Lab probation for one semester, and must meet with their PY700 Research Externship advisor to discuss their progress. Failure to raise the PY705 Ethics and Legal Issues in Clinical cumulative QPA to 3.000 in the following semester and Counseling Psychology will result in dismissal from the program. Moreover, PY710 Diversity Issues in Psychology either the receipt of one F (0.000) or the accumula- PY746 Research Methods in Psychology I tion of two grades of C+ (2.330) or lower also will PY747 Research Methods in Psychology II result in dismissal from the program. PY761 Thesis Guidance I (1 credit) PY762 Thesis Guidance II (1 credit) Academic dismissal may also result from excessive PY763 Thesis Guidance III (2 credits) course withdrawal, academic dishonesty, or other PY764 Thesis Guidance IV (2 credits) unethical unprofessional conduct reflecting upon a PY791 Computer Analysis of Psychological Data student’s ability to enter into the academic or pro- Elective fessional field in which the degree is being offered. Elective If the Psychology Department perceives that a student is not progressing satisfactorily in the develop- M.S. in Counseling Psychology, Thesis Track ment of the competencies and behaviors required at his or her level of professional development, a Excellent preparation for students planning to pursue Professional Assessment Review (PAR) will be con- a Ph.D. The focus of the degree is on research training ducted for the purpose of remediation or dismissal. and skills; however, the student also receives master’s- level assessment and psychotherapy training with an emphasis on psychotherapy. The degree consists of 45 graduate credit hours, successfully passed comprehensive examinations, and a completed and approved master’s thesis. The following courses are required:

PY615 Advanced Abnormal Psychology PY620 Theories of Counseling and Psychotherapy PY621 Principles and Practices in Psychotherapy with Lab 84 Psychology

PY635 Use of Tests in Counseling M.S. in Counseling Psychology, Practitioner Track PY700 Research Externship PY705 Ethics and Legal Issues in Clinical Prepares the student for mental health provider posi- and Counseling Psychology tions in public or private settings. The program may PY710 Diversity Issues in Psychology also provide for preparation for certification or licen- PY746 Research Methods in Psychology I sure as a mental health counselor. The degree con- PY747 Research Methods in Psychology II sists of 48 graduate credit hours, successfully passed PY761 Thesis Guidance I (1 credit) comprehensive examinations, and a supervised extern- PY762 Thesis Guidance II (1 credit) ship. The following courses are required: PY763 Thesis Guidance III (2 credits) PY764 Thesis Guidance IV (2 credits) PY615 Advanced Abnormal Psychology PY791 Computer Analysis of Psychological Data PY618 Group Therapy Counseling Elective PY620 Theories of Counseling and Psychotherapy Elective PY621 Principles and Practices in Psychotherapy Elective with Lab PY624 Marriage and Family Therapy M.S. in Clinical Psychology, Practitioner Track PY635 Use of Tests in Counseling PY639 Alcoholism and Other Drug Dependence: Prepares the student for mental health provider posi- Diagnosis, Treatment, and Prevention tions in public and private settings. The student PY657 Lifestyle and Career Development receives master’s-level training in assessment and PY664 Advanced Developmental Psychology: psychotherapy with a focus on assessment. Addition- Life Span ally, the program may provide for preparation for PY705 Ethics and Legal Issues in Clinical and certification or licensure as a mental health coun- Counseling Psychology selor or entrance into a Psy.D. program. The degree PY710 Diversity Issues in Psychology consists of 48 graduate credit hours, successfully passed PY731 Externship in Counseling Psychology I comprehensive examinations, and a supervised extern- PY732 Externship in Counseling Psychology II ship. The following courses are required: PY746 Research Methods in Psychology I Elective PY601 Psychodiagnostics I: Introduction Elective to Cognitive Assessment PY602 Psychodiagnostics II: Introduction Students completing the practitioner track of the to Personality Assessment counseling program satisfy all of the counseling PY615 Advanced Abnormal Psychology content areas for LCPC licensure from the Maryland PY620 Theories of Counseling Board of Examiners of Professional Counselors and and Psychotherapy Therapists. Students then have 12 credits remaining PY621 Principles and Practices in Psychotherapy to satisfy the 60-credit, LCPC educational require- with Lab ments, and they may satisfy the additional 12 credits PY702 Externship in Clinical Psychology I of counseling electives through enrollment in the PY703 Externship in Clinical Psychology II Master’s Plus or C.A.S. programs. Students are also PY705 Ethics and Legal Issues in Clinical eligible to request information from and apply to and Counseling Psychology the Board for LCPC‑G (Graduate) status after com- PY710 Diversity Issues in Psychology pleting the 60 credits. Requirements vary by state. PY720 Practicum in Testing PY746 Research Methods in Psychology I Clinical/Counseling Options Elective Elective The department offers a nine-hour clinical option Elective for qualified counseling students and a nine-hour Elective counseling option for qualified clinical students. Elective These options must be taken in addition to the hours for the degree and may not serve in lieu of other elective courses.

After completing 21 hours in their regular concentration, students must apply in writing to be considered for these options. Application does not guarantee 85 enrollment, as currently matriculating students in MASTER’S PLUS PROGRAM clinical or counseling psychology are given first priority for enrollment in the required courses for their Students who possess a master’s degree from Loyola degree program. University Maryland or another accredited institution may take the specific courses required by the Mary- After completion of the master’s degree requirements, land Board of Examiners of Professional Counselors students may also consider applying for the Certifi- and Therapists to become a Licensed Clinical Profes- cate of Advanced Study (C.A.S.) and complete the sional Counselor (LCPC). Students must be officially clinical/counseling option while taking this program. admitted to the program before they will be allowed to register for courses. Advising and course approval Clinical Option (9 credits) are provided by departmental faculty and the director of clinical and counseling field education. No more PY601 Psychodiagnostics I: Introduction than six (6) credits may be taken outside of the Psy- to Cognitive Assessment chology Department. Master’s Plus students are not PY602 Psychodiagnostics II: Introduction required to take comprehensive examinations or to Personality Assessment write a thesis. Master’s Plus applicants do not need PY720 Practicum in Testing to submit Graduate Record Exam (GRE) scores.

Counseling Option (9 credits) DOCTOR OF PSYCHOLOGY (PSY .D .) IN CLINICAL PSYCHOLOGY PY622 Advanced Techniques of Counseling and Psychotherapy Mission Counseling Elective (additional counseling techniques course) The Psychology Department is committed to the pro- Counseling Elective (additional counseling fessional training and development of doctoral level techniques course) psychologists in the Ignatian tradition of cura personalis, which challenges students to serve and lead Clinical students desiring a counseling externship must others in service. complete the counseling option prior to placement. The goals and objectives of the Psy.D. program exist CERTIFICATE OF ADVANCED STUDY (C .A .S .) within the larger context of professional psychology, the principles of the American Psychological Associa- The C.A.S. program provides those students who tion, and the mission of Loyola University Maryland. possess a master’s degree in psychology or an allied The development of these goals and objectives was profession with an opportunity to advance their guided by the six original competencies adopted by knowledge and skills in the area of clinical and coun- the National Council of Schools and Programs in Pro- seling psychology. Students will take advantage of fessional Psychology (NCSPP, 1986–87 Mission Bay the opportunity to “tailor” courses to meet special- Conference); the recently adopted diversity compe- ized job and certification requirements. Students tency (NCSPP, 2002 Chicago Conference); the Jesuit will meet with an academic advisor to arrange for tradition of leadership and service; and the depart- a sequencing of courses to meet their needs. In the ment’s own mission and philosophy of training. The past, students have pursued the program to meet cre- NCSPP competencies of relationship, assessment, and dentialing requirements in the areas of family treat- intervention form the basis for the first three goals. ment, clinical mental health counselor, etc. Current The NCSPP competency of research, the “scholar” course offerings include many of those which are dimension of the “scholar-professional” model of train- required by the Maryland Board of Examiners of ing, and the department’s own commitment to schol- Professional Counselors and Therapists to become arly inquiry across all activities in professional psy- a Licensed Clinical Professional Counselor (LCPC). chology form the basis for the fourth goal. Finally, the NCSPP competencies of diversity, management/ The certificate consists of 30 graduate credits beyond education, and consultation/supervision guided the the master’s degree. No more than 6 credits may be development of the last goal. This goal is also based taken outside of the Psychology Department. The on the department’s commitment to training students student is not required to take comprehensive exami- to adapt to the diverse and changing needs in profes- nations or write a thesis. C.A.S. applicants do not sional psychology, its recognition that psychologists need to submit Graduate Record Exam (GRE) scores. will increasingly function outside of their traditional roles, and its model of training in which students are encouraged to develop unique professional identities. 86 Psychology

The program’s philosophy, educational model, and The program is committed to training students in curriculum plan are consistent with the mission of a generalist model. As suggested in the philosophy Loyola University Maryland and the graduate divi- of training, the faculty believe it is essential that all sion. They are also consistent with the following prin- graduates possess a strong base in the foundations ciples of the discipline: (i.e., both content and methods) of clinical psychology regardless of the extent to which they choose • Psychological practice is based on the science of to specialize within the field. To support that base, psychology which, in turn, is influenced by the prac- each student receives training in a minimum of two tice of professional psychology. conceptual models. The majority of faculty members espouse either a cognitive-behavioral or psychody- • Training is sequential, cumulative, graded in com- namic model and, thus, most students receive train- plexity, and designed to prepare students for fur- ing in these areas; however, the program is also able ther organized training. to provide training in other models such as family systems and interpersonal psychotherapies. All students Philosophy of Training receive training in empirically validated therapies. In addition, students pursue training in a variety of The members of the Psychology Department are com- clinical settings with populations who vary in age, mitted to providing students with a strong background ethnic and racial identity, sexual orientation, and in clinical psychology and to training students to under- socioeconomic status. stand and adapt to the diverse and changing needs in professional psychology. Training will combine a foun- Goals dation of knowledge of the field with the skills necessary for a systematic approach to answering questions, The goals that specify the competencies expected of resolving problems, and enhancing the development graduates of the Psy.D. program are as follows: of individuals and groups, as well as promotion of the values and attitudes consistent with the practice of pro- Goal 1 fessional psychology. This training is built upon excel- As service providers, colleagues, and leaders, students lence in didactic and experiential methods of teaching will form and maintain professional relationships with and supportive mentoring relationships. individuals with diverse identities and backgrounds (i.e., race, ethnicity, sexual identity, gender, age, Model of Professional Training socioeconomic status).

The Psy.D. program endorses the “scholar-professional Goal 2 model” which is designed to train autonomous prac- Students will competently use a variety of professional titioners of professional psychology who will deliver assessment strategies. Competent use of these strate- mental health services and lead others in service to gies will include an understanding of their value, psy- the general public in diverse settings. In addition, the chometric properties, and limitations, as well as an program is designed to train psychologists who will appreciation for the role of individual diversity in the critically evaluate and use the available literature in assessment process. the field and who will use a scholarly approach, often in collaboration with others, to solving problems and Goal 3 answering questions at the local level. Students will effectively use a variety of intervention strategies. The Psy.D. program is committed to a professional development model of training in which each stu- Goal 4 dent is encouraged to develop a unique professional Students will employ a scholarly, scientific approach identity consistent with the individual’s own values, to generating knowledge, resolving problems, and style, and philosophy. Within this framework, the enhancing the development of individuals and groups. program promotes the integration of theoretical and empirical literature in all types of professional deci- Goal 5 sion-making. Investigation of varying theoretical In response to the diverse and changing needs in models, interaction with diverse role models within professional psychology, students will effectively per- the profession, and supervised experience in a broad form in emerging and/or nontraditional roles in range of models are encouraged. clinical psychology. 87

Accreditation dents who fail to submit the final degree posted transcript will not be permitted to register. The Psy.D. program is accredited by the American Psychological Association (APA). • Applicants who hold degrees or have earned credits from non-U.S. institutions must have a course- Admission Criteria by-course evaluation of their academic records done by a recognized evaluation services agency Admission to the Psy.D. in Clinical Psychology is lim- before they can be considered for admission to a ited to a highly select group of students who have a degree program. Loyola recommends World Edu- proven competency in psychology through a strong cation Services, Inc. (www.wes.org). academic background. The successful applicant will have received either a bachelor’s or master’s degree • Resume or curriculum vita. from an accredited institution and obtained at least an overall 3.000 grade point average (out of 4.000) • Personal essay. over the last two years of undergraduate study or an overall 3.200 (out of 4.000) grade point average at • Three professional/academic letters of the graduate level of study. recommendation.

Students who are accepted for the Psy.D. in Clinical • Graduate Record Exam (GRE) General Test scores. Psychology and have only completed a bachelor’s Official score report must be sent directly from the degree in psychology will be expected to complete Educational Testing Service. Scores must be from four years of full-time study plus an additional full- test administrations within the previous five years. time internship year. Students who have completed Loyola’s C.E.E.B. code is 5370. a master’s degree in clinical psychology may only be required to complete three years of full-time academic • TOEFL score report is required only if English is study plus an additional full-time internship year. not the applicant’s native language or if the applicant has not completed a degree program taught Admittance to the doctoral program in psychology in English. An official TOEFL score report cannot is contingent upon passing a criminal background be more than two years old. Official scores must check. Each student recommended for admission be sent directly from the Educational Testing Ser- into the program will be required to obtain, pay for, vice. Loyola’s institution code is 5370. and pass a criminal background check. These background checks are routinely required by the Loyola Other criteria to be considered include previous work Clinical Centers, schools, hospitals, and other agen- and life experiences, and extracurricular activities. cies that participate in the clinical education of Loyola students. Failure to pass a criminal background check All application materials must be received by the may make a student ineligible to complete require- Office of Graduate Admission by the deadline of ments and result in revocation of the student’s accep- December 15 in order to be considered for admission. tance into the graduate program. Additional informa- A select group of applicants will be invited for an tion regarding the criminal background check pro- in-person interview, from which candidates will be cess will be included in an acceptance letter. selected for admission. The department will typically not offer any explanation to the student regarding Applications are considered for fall admission only. the student’s failure to be accepted for admission. The student’s completed application will be reviewed and evaluated by teams of psychology faculty mem- Prerequisites bers, and a written decision will be forwarded to the student. The following materials are required for All applicants to the Psy.D. program must have a mini- application to the Psy.D. program: mum of a bachelor’s degree in psychology or another field. Applicants must have competence in the follow- • Completed/signed application form with required ing areas of psychology: general psychology, social application fee. psychology, abnormal psychology, personality theory, statistics and/or research methods, tests and measure- • Official transcripts from all post-secondary colleges ments, and learning theory or cognitive psychology. or universities attended. This includes transcripts Students who apply with a bachelor’s degree should from part-time study and from institutions that have completed coursework in each of these areas, have awarded the applicant a bachelor’s, master’s, whether their degree is in Psychology or another field. or doctoral degree or an advanced certificate. Stu- Students entering the program with a master’s degree 88 Psychology may be eligible to begin the program at the second an alternative elective. In either case, the original year of the curriculum, if they have completed gradu- course grade remains on the student’s transcript and ate coursework that is equivalent to the required cur- is calculated into the cumulative QPA. riculum listed for the first year of the program. It is the student’s responsibility to make certain that The above mentioned prerequisite courses are not the minimum QPA requirement of 3.000, which is only essential for readiness for doctoral study, but a B average, is maintained. Students who fall below it is important to note that an outcome goal of the this level of achievement will be placed on academic program is to adequately prepare the student for probation for one semester, and must meet with their success in passing the National Licensure Examination advisor to discuss their progress. Failure to raise the in Psychology. A solid preparation in the breadth of cumulative QPA to 3.000 in the following semester psychology is essential for assisting the student in will result in dismissal from the program. Moreover, meeting this goal. either the receipt of one F (0.000) or the accumulation of two grades of C+ (2.330) or lower also will Credits Required result in dismissal from the program.

The doctoral program requires the completion of Academic dismissal may also result from excessive 126 credits for those students entering the first year course withdrawal, academic dishonesty, or other of the curriculum and 90 credits for those students unethical unprofessional conduct reflecting upon a entering the second year of the curriculum (with student’s ability to enter into the academic or pro- a master’s degree in clinical psychology), including fessional field in which the degree is being offered. credits earned for coursework, field placements, pro- If the Psychology Department perceives that a stu- fessional supervision, and dissertation. Students are dent is not progressing satisfactorily in the develop- also required to complete a full-time internship in ment of the competencies and behaviors required the fifth year of the program. All requirements for at his or her level of professional development, a the Psy.D. program, including the dissertation and Professional Assessment Review (PAR) will be con- internship, must be completed within seven years of ducted for the purpose of remediation or dismissal. enrollment in the program. This necessitates that students apply for the internship no later than the Evaluation and Review fall of their sixth academic year. Each semester, the Psychology Department conducts Student Evaluation a Summative Semester Evaluation (SSE) for all Psy.D. students, evaluating their professional development The awarding of the doctoral degree requires suc- in specific domains. Students also engage in self- cessful completion of all required coursework, field evaluation. Students then meet with their advisors to placements, internship, and dissertation, as well as discuss the results of the SSE. If significant concerns passing comprehensive exams. are raised about a student’s professional development, the director of clinical training may appoint a Profes- Grades and Academic Dismissal sional Assessment Review (PAR) Committee to meet with the student to discuss those concerns and pro- University-wide academic standards can be found in vide recommendations for remediation. the section on Academic Standards and Dismissal under Academic Regulations and Policies. Comprehensive Examinations

In addition, students who receive a grade of less than In order to remain in the program, students are given B- (2.670) in any course will not be permitted to three attempts to pass two comprehensive exams. The count this course for their degree. Students receiv- written comprehensive exam assesses knowledge and ing a grade of less than B- in a required course must integration of material relevant to clinical psychology. retake and successfully complete the course, and are The clinical competency exam assesses case conceptu- encouraged to meet with their advisor to discuss this alization and oral presentation skills. issue. Both the original and retake grades remain on the student’s transcript and will be calculated into the cumulative quality point average (QPA).

Students receiving a grade of less than B- in an elective course must meet with the advisor to determine if they should retake the same course or substitute 89

Dissertation The Loyola Clinical Centers is the training clinic for the Psychology Department. Under the divisions of The doctoral dissertation requires the student to dem- Behavioral Health and Assessment Service and the onstrate a sound understanding of an area of profes- Multidisciplinary Assessment Center, doctoral stu- sional interest and provide a scholarly contribution dents have a wide range of training opportunities: that may be of an applied nature. It is expected that child, adolescent, and adult therapy; individual, the dissertation be of publishable quality and that an couples, family, and group therapy; and assessment. extensive review of theory and previous research serve Located at Belvedere Square (approximately one mile as a foundation. An oral presentation of the proposal from the Baltimore Campus), The Loyola Clinical and an oral presentation and defense of the finished Centers is a multispecialty clinic offering a wide range dissertation are required. The doctoral dissertation of services to the Baltimore community. may consist of: Colloquium • The implementation and evaluation of a clinical intervention or training program, or evaluation of Each semester, a time period is designated for the a preexisting program. scheduling of presentations by community professionals, faculty, or other students on varying topics rel- • A needs assessment, followed by a model for evant to professional psychology. Students also attend implementation. group meetings each semester with the director of doctoral education or other faculty to discuss their • Empirical or theoretical analysis of aspects of a model progress and needs in the program. of psychopathology. Program of Study • The development and/or evaluation of an assessment instrument. Students entering the program with a master’s degree in psychology may be eligible to begin their studies • The implementation and evaluation of an interven- at the second year of the curriculum. The following tion technique using single case design methodology. course schedule applies to those students entering the program Fall 2004 or later. Students entering the Case studies may be used in conjunction with one of program prior to this time should refer to the cur- these approved categories of dissertation research, riculum schedule for their particular class. but may not stand alone as a project. First Year Clinical Placement and Internship Fall Term The clinical placement and internship experience PY601 Psychodiagnostics I: Introduction are integral components of the student’s academic to Cognitive Assessment experience. Through these supervised experiences, PY615 Advanced Abnormal Psychology students are afforded an opportunity to apply skills PY620 Theories of Counseling and techniques acquired from assessment and inter- and Psychotherapy vention-oriented course material. Students are super- PY707 Introduction to Clinical Experiences: vised on-site by licensed psychologists. Field placement Adult Intake Rotation or facilities have been carefully chosen by the depart- PY708 Introduction to Clinical Experiences: ment for the quality of their training experiences Child and Adolescent Rotation and supervision. Students also participate in group PY810 Psychological Measurement supervision on campus. PY912 Colloquium (0 credits) PY918 Professional Consultation A minimum of 1,560 field placement hours are com- and Development (2 credits) pleted in the first four years of the program; students PY925 Clinical Applications Assessment (1 credit) who enter the program in the second year of the curriculum complete a minimum of 1,260 hours in their second through fourth years. In either case, one-half of the total placement hours involves direct client contact/intervention. The fifth year of the curriculum is a full-time internship, for which a student applies during the fourth year. The internship year may or may not be spent in the local area. 90 Psychology

Spring Term PY918 Professional Consultation PY602 Psychodiagnostics III: Introduction and Development (2 credits) to Personality Assessment PY921 Clinical Placement II PY621 Principles and Practices in Psychotherapy with Lab Spring Term PY707 Introduction to Clinical Experiences: PY813 Seminar on Social and Cultural Bases Adult Intake Rotation or of Behavior PY708 Introduction to Clinical Experiences: PY842 Supervision Theory and Practice Child and Adolescent Rotation PY845 Models of Psychotherapy #1 PY819 Historical and Philosophical Bases PY892 Introduction to Dissertation II (0 credits) of Psychology PY912 Colloquium (0 credits) PY832 Research Methods in Clinical Psychology I PY918 Professional Consultation PY890 Dissertation Preparation (0 credits) and Development (2 credits) PY912 Colloquium (0 credits) PY921 Clinical Placement II PY918 Professional Consultation and Development (2 credits) Fourth Year PY925 Clinical Applications Assessment (1 credit) Fall Term Second Year PY816 Life Span Development PY886 Advanced Topics in Professional Fall Term Psychology #2 PY800 Professional, Legal, and Ethical Issues PY902 Clinical Dissertation I PY801 Principles of Objective Personality PY912 Colloquium (0 credits) and Suicide Assessment PY918 Professional Consultation PY870 Diversity Seminar and Development (2 credits) PY886 Advanced Topics in Professional PY922 Clinical Placement III Psychology #1 PY891 Introduction to Dissertation I (0 credits) Spring Term PY912 Colloquium (0 credits) PY845 Models of Psychotherapy #2 PY918 Professional Consultation PY886 Advanced Topics in Professional and Development (2 credits) Psychology #3 PY920 Clinical Placement I (2 credits) PY903 Clinical Dissertation II PY925 Clinical Applications Assessment (1 credit) PY912 Colloquium (0 credits) PY918 Professional Consultation Spring Term and Development (2 credits) PY802 Principles and Methods of Assessment PY922 Clinical Placement III PY814 Biological Bases of Behavior or PY815 Psychopathology Seminar Fifth Year PY833 Research Methods in Clinical Psychology II PY891 Introduction to Dissertation I (0 credits) Fall Term PY912 Colloquium (0 credits) PY950 Clinical Internship I (0 credits) PY918 Professional Consultation and Development (2 credits) Spring Term PY920 Clinical Placement I (2 credits) PY951 Clinical Internship II (0 credits) PY925 Clinical Applications Assessment (1 credit) LAB FACILITIES Third Year Departmental facilities are available for research and Fall Term clinical training experience. The Psychology Depart- PY818 Psychopharmacology ment also maintains a behavioral medicine labora- PY820 Cognitive and Learning Theory tory for research and training. Additionally, comput- PY841 Business Issues in Professional Practice or ers are available for student research, with helpful PY860 Data Management for Professional tools such as SPSS, PsycINFO, and internet access. Psychologists PY892 Introduction to Dissertation II PY912 Colloquium (0 credits) 91

ASSISTANTSHIPS ations under the supervision of licensed psychologists. A lab fee is charged. (Spring/Summer) The Psychology Department has a limited number of teaching and/or research assistantships available for PY605 Psychopathology of Childhood (3.00 cr.) qualified graduate students. These assistantships typi- Familiarizes students with the different diagnoses, cally include partial tuition remission and a stipend. etiologies, and treatments of major forms of child Psychology assistantships are usually not available to psychopathology. Uses the DSM-IV classification sys- students during their first semester of enrollment in tem and emphasizes the role of both developmental the master’s program or the first year of the Psy.D. cur- issues and current research findings in understand- riculum. Students who are interested in such opportu- ing psychiatric disorders of childhood and adolescence. nities after their first semester may complete an application, available from the department secretary. Stu- PY606 Assessment in Clinical dents who are interested in assistantships or employ- Geropsychology (3.00 cr.) ment in other departments on campus may contact Prerequisite: PY601. Provides students with an under- the Human Resources Office for further information. standing of the psychometric properties and applications of commonly used measures of assessment COURSE DESCRIPTIONS with older adults. Students are required to administer, interpret, and complete written reports with Courses at the 600- and 700-level are open to all gradu- older adult testing cases. An emphasis is placed on ate students meeting the specified prerequisites; 800- the assessment of dementia. A lab fee is charged. and 900-level courses are restricted to Psy.D. students. PY607 Assessment: Diagnostic Clinical PY601 Psychodiagnostics I: Introduction Methods with Children (3.00 cr.) to Cognitive Assessment (3.00 cr.) Prerequisite: PY601. Provides students with an under- Students are instructed on the rationale, theory, and standing of the psychometric properties and applica- standardization of individual cognitive tests. Emphasis tions of commonly used measures of assessment with is placed on intellectual assessment (WISC-IV, WAIS- children and adolescents. Students are required to III), achievement assessment (Woodcock-Johnson Tests administer, interpret, and complete written reports of Achievement), and screening measures of percep- with child testing cases. An emphasis is placed on the tual motor functioning. Issues related to assessing men- Bayley-II, WPSSI-R, WIAT, MMPI-A, VMI, and CBCL. tal retardation and learning disabilities are addressed. The manner in which projective measures need to Students also learn basic interviewing skills, adminis- be adapted to meet the developmental needs of this tration and scoring of cognitive tests, and rudimentary population is also discussed. Typically offered biannu- interpretation and report writing skills. Ethical and ally. A lab fee is charged. diversity issues, in accordance with the current version of the APA Ethics Code, are also addressed. Students PY609 Crisis Intervention (3.00 cr.) are trained to assist in performing psychological evalu- Students receive formal training in the principles and ations under the supervision of licensed psychologists. practices of psychological crisis intervention and Restricted to M.S. clinical and Psy.D. students in clinical psy- emergency mental health. Upon completion, students chology. A lab fee is charged. (Fall/Summer) are in an improved position to take advantage of the professional opportunities available to those PY602 Psychodiagnostics II: Introduction trained within this field. to Personality Assessment (3.00 cr.) Prerequisite: PY601. Students are instructed in the most PY613 Advanced Personality Theory recent developments and current status of the assess- and Research (3.00 cr.) ment of personality using objective and projective An in-depth survey of selected personality theories personality measures. The focus is on the theoretical and current models of personality research. Typically basis, administration, scoring, and rudimentary inter- offered semiannually. pretation and report writing skills regarding projective (Rorschach-Exner system, Thematic Apperception PY614 Human Sexuality (3.00 cr.) Test, projective drawings, and incomplete sentences) Designed to increase students’ clinical sensitivity to and objective (Minnesota Multiphasic Personality Inven- issues of human sexuality and their impact upon the tory-2) personality assessment measures. Ethical and psychological functioning of clients. An in-depth study diversity issues, in accordance with the current version of sexual development, attitudes, and behaviors, with of the APA Ethics Code, are also addressed. Students special attention paid to treatment issues associated are trained to assist in performing psychological evalu- with sexual orientation, victimization, and AIDS. 92 Psychology

PY615 Advanced Abnormal Psychology (3.00 cr.) PY635 Use of Tests in Counseling (3.00 cr.) Familiarizes students with the different diagnoses, Acquaints counselors with a variety of tests used by etiologies, and treatments of major forms of psycho- professionals. Provides a practicum experience focus- pathology. Uses the DSM-IV-TR classification system. ing on those techniques often used by counselors in Emphasizes the role of current research findings in the counseling process. A lab fee is charged. understanding psychiatric disorders, ethical issues, and cultural diversity. PY639 Alcoholism and Other Drug Dependence: Diagnosis, PY618 Group Therapy (3.00 cr.) Treatment, and Prevention (3.00 cr.) Prerequisite: PY621. Provides a general understanding of Provides advanced information on the most recent various psychotherapy group intervention techniques research, developments, and knowledge on alcohol- through extensive readings and class materials. Stu- ism and other drug dependence. Students learn the dents are provided examples and demonstrations of latest developments in prevention techniques, pro- group intervention techniques through video and in- cedures in diagnosis in accordance with DSM-IV, and vivo classroom activities. Specific information on how treatment methods. to conduct groups using Yalom’s model for inpatient and outpatient groups is demonstrated and discussed. PY642 The Nature and Treatment of the Stress Response (3.00 cr.) PY620 Theories of Counseling Examines the nature of the stress response, its impli- and Psychotherapy (3.00 cr.) cations for disease, and its treatment via nonchemi- Familiarizes students with basic concepts in the the- cal means. Examines the role of biofeedback and ories of counseling and provides a review of both various relaxation therapies and the most recent selected theories and current research relevant to research on these treatments. Assists students in those theories. The theories presented are critically developing entry-level skills in the use of at least two evaluated, contrasted, and applied in understanding relaxation therapies—for personal use as well as real-life treatment situations. clinical implementation.

PY621 Principles and Practices PY643 Introduction of Clinical Behavioral in Psychotherapy with Lab (3.00 cr.) Medicine: Electromyograph (EMG) Prerequisite: PY620. Focuses on the effective use of Biofeedback (3.00 cr.) counseling techniques and strategies, employing both Introduces the historical, physiological, psychophysi- didactic and experiential learning approaches. Famil- ological, and basic electronic concepts of electromyo- iarizes students with basic helping skills, specific mod- graphic (EMG) biofeedback. Also discusses practical els of intervention, treatment planning, and establish- and professional issues involved in doing applied EMG ment and maintenance of the therapeutic relationship. biofeedback. Approximately one-third of the course A lab fee is charged. (Spring only) is spent in the lab learning and practicing technical skills using EMG equipment. A lab fee is charged. PY622 Advanced Techniques of Counseling and Psychotherapy (3.00 cr.) PY645 Introduction to Health Prerequisite: PY621. An in-depth survey of a specific Psychology (3.00 cr.) counseling or psychotherapeutic modality for the stu- Introduces the field of health psychology. Discusses dent who wishes to develop further skills and learn the nature and domain of health psychology in addi- the latest research and techniques in a specialized tion to current clinical and research issues relevant area. Each semester focuses on a different counsel- to the field. Specific topics include psychobiological ing or psychotherapeutic approach, for example, and behavioral factors in human disease, behavioral couples and family, interpersonal therapy, behavioral medicine, adherence, the interdisciplinary health therapy, cognitive psychotherapy, and others. care team, health assessment, and current training and employment opportunities. PY624 Marriage and Family Therapy (3.00 cr.) Prerequisite: PY620, PY621. An introduction to fam- PY657 Lifestyle and Career ily therapy with coverage of the less extant literature Development (3.00 cr.) that focuses on couples counseling. Course objectives A review of vocational/career/lifestyle theories and include learning the major theoretical family ther- models; life span development stages and career iden- apy approaches; developing facility with systems-based tity; vocational/career assessments; career decision- conceptualizations; developing an understanding of making models; and special topics including cultural the ethics involved in working with families; and appre- influences, organizational settings, and boundaries ciating the role that diversity has in family systems. 93 between mental health and vocational counseling. A with an individual instructor and a selected mental lab fee is charged. health agency, students engage in a supervised clinical experience. Provides the student with an oppor- PY658 Applied Techniques tunity to develop and apply clinical diagnostic skills in Psychology and Law (3.00 cr.) in a practical setting. On-campus group meetings Focuses on applied clinical aspects of forensic psy- are also included. An externship fee is charged. chology and the most recent research and techniques in this field. Emphasizes the role of the psychologist PY703 Externship in Clinical as expert witness (evaluation process, identification Psychology II (3.00 cr.) of legal standard, preparation for court, testifying, Prerequisite: PY702 and written or electronic permission of cross-examination). Topics include competence to the director of field education. A continuation of PY702. stand trial; criminal case disposition and sentencing; On-campus group meetings are also included. An death penalty phase assessments; civil commitment; externship fee is charged. treatment and release issues; and child custody. Typi- cally offered annually. PY704 Special Topics in Clinical Psychology (1–3.00 cr.) PY664 Advanced Developmental Psychology: An opportunity for students to work on an individual Life Span (3.00 cr.) library or experimental project. It is the student’s respon- An exploration of typical human development, includ- sibility to secure permission, prior to registration, from ing infancy, childhood, adolescence, adulthood, and the faculty member who will direct the project. later adulthood. Social, emotional, and cognitive development are emphasized. Students are asked to apply an PY705 Ethics and Legal Issues in Clinical understanding of developmental issues in their profes- and Counseling Psychology (3.00 cr.) sional/work activities. A seminar covering professional ethics in psychology and legal issues as they relate to the profession of PY667 Psychology and Spirituality (3.00 cr.) psychology. Students learn a model of ethical deci- An investigation of the role of spirituality and faith sion-making; research and write a term paper on one in mental health in terms of how spiritual attitudes topic relevant to legal and ethics issues in psychology; and activities contribute to psychological and physi- and learn to effectively use the 1992 versions of the cal well-being, serve as resources in the therapeu- APA Ethics Code and relevant State law. tic process, and moderate the effects of stress. Addresses spirituality in traditional and nontradi- PY706 Introduction to Clinical Experiences: tional terms. Relevant books and articles by authors Social Skills Rotation (2.00 cr.) such as S. Peck, A. Maslow, P. Tillich, C. Jung, G. Students engage in supervised clinical intake proce- May, and R. Wicks will be read and discussed in a dures with children in need of social skills training seminar format. Three short reflection papers and and their parents. Students also co-lead a school-based one long term paper are required. social skills group. Training includes completion of a multimodal structured intake assessment and report, PY700 Research Externship (3.00 cr.) as well as development and implementation of a social Prerequisite: Written or electronic permission of the direc- skills training session. tor of master’s education, thesis track. By arrangement with a selected research setting, students engage in PY707 Introduction to Clinical Experiences: a supervised research experience. An externship fee Adult Intake Rotation (2–3.00 cr.) is charged. Students engage in supervised clinical intake procedures with adult clients in need of therapy and/or PY701 Research Externship assessment services. Training includes completion Continuation (3.00 cr.) of a multimodal structured intake assessment and Prerequisite: Written or electronic permission of the direc- report, as well as initial diagnostic impressions and tor of master’s education, thesis track. For students who recommendation for referral, including multidisci- wish to receive more than three credits for the plinary services needs. (Fall/Spring) research externship. An externship fee is charged. PY708 Introduction to Clinical Experiences: PY702 Externship in Clinical Child and Adolescent Rotation (2–3.00 cr.) Psychology I (3.00 cr.) Students engage in supervised clinical intake pro- Prerequisite: PY621, PY720 (may be taken concurrently), cedures with children, adolescents, and their fami- 18 graduate hours, and written or electronic permission of lies who are in need of therapy and/or assessment the director of field education. By special arrangement services. Training includes completion of a multi- 94 Psychology modal structured intake assessment and report, as PY734 Externship: Continuation I (3.00 cr.) well as initial diagnostic impressions and recommen- Prerequisite: PY733. For students who are enrolled dations for referral, including multidisciplinary ser- in a three-credit clinical or counseling externship vices needs. (Fall/Spring) which involves 150 externship hours. PY733–738 may be taken concurrently, but they must be taken in order. An PY710 Diversity Issues in Psychology (3.00 cr.) externship fee is charged. An overview of the nature of human diversity in psychology. Students develop sensitivity to issues in PY735 Externship: Continuation II (3.00 cr.) research and professional practice that may be influ- Prerequisite: PY734. For students who are enrolled enced by factors such as age, ethnicity, race, religion in a three-credit clinical or counseling externship and spirituality, gender, socioeconomic class, sexual which involves 150 externship hours. PY733–738 may orientation, national origin, disability, and other cul- be taken concurrently, but they must be taken in order. An tural diversity topics. externship fee is charged.

PY711 Special Topics in Psychology (3.00 cr.) PY736 Externship: Continuation III (3.00 cr.) Elective courses offered on a rotating basis that pro- Prerequisite: PY735. For students who are enrolled vide coverage of a specific topic with applications to in a three-credit clinical or counseling externship the practice of psychology and counseling. Topics which involves 150 externship hours. PY733–738 may include social justice, human development, specific be taken concurrently, but they must be taken in order. An treatment populations, intervention techniques for a externship fee is charged. specific disorder, specialized assessment techniques, advanced statistical methods, and administration of PY737 Externship: Continuation IV (3.00 cr.) mental health services. May be repeated for credit with Prerequisite: PY736. For students who are enrolled different topics. in a three-credit clinical or counseling externship which involves 150 externship hours. PY733–738 may PY720 Practicum in Testing (3.00 cr.) be taken concurrently, but they must be taken in order. An Prerequisite: PY602. Written or electronic permission of externship fee is charged. the director of field education is required. This practicum experience requires students to demonstrate com- PY738 Externship: Continuation V (3.00 cr.) petency in performing psychological evaluations Prerequisite: PY737. For students who are enrolled with adults and children using the current versions in a three-credit clinical or counseling externship of psychological tests. A lab fee is charged. which involves 150 externship hours. PY733–738 may be taken concurrently, but they must be taken in order. An PY731 Externship in Counseling externship fee is charged. Psychology I (3.00 cr.) Prerequisite: PY620, PY621, 18 graduate hours, and written PY739 Research Externship: or electronic permission of the director of field education. By Continuation (3.00 cr.) special arrangement with an individual and a selected Prerequisite: PY700, PY701, and written or electronic per- mental health agency, students engage in a supervised mission of the director of master’s program, thesis track. counseling or therapy experience. Provides students For students who wish to receive more than six cred- with an opportunity to develop and apply counseling its for the externship. An externship fee is charged. skills in a practical setting. On-campus group meetings are also included. An externship fee is charged. PY740 Special Topics in Counseling Psychology (3.00 cr.) PY732 Externship in Counseling An opportunity for students to work on an individual Psychology II (3.00 cr.) library or experimental project. It is the student’s Prerequisite: PY731, 18 graduate hours, and written or responsibility to secure permission, prior to registra- electronic permission of the director of field education. A tion, from the faculty member directing the project. continuation of PY731. On-campus group meetings are also included. An externship fee is charged. PY746 Research Methods in Psychology I (3.00 cr.) PY733 Externship: Continuation (3.00 cr.) Covers the goals and limitations of behavioral research Prerequisite: PY703 or PY732 and written or electronic which include both experimental and nonexperimen- permission of the director of field education. For students tal designs; the process of formulating research ques- who wish to receive more than six credits for the tions and hypotheses; the concepts of variance and externship. PY733–738 may be taken concurrently, but control; internal and external validity; the primary they must be taken in order. An externship fee is charged. methods of describing data; the process of measure- 95 ment in psychology; sampling; and the goals and tech- PY765 Thesis Guidance: Continuation (0.00 cr.) niques of inferential statistics to test hypotheses. In Prerequisite: PY764. Students work with their major addition, current trends in research methodology and readers toward completion of their thesis. If thesis is statistics are examined. not completed by the end of the second year in the program, students must enroll in this course each semester (excluding PY747 Research Methods summer) until thesis is completed. Students may request a in Psychology II (3.00 cr.) leave of absence if no work will be done on thesis. A thesis Prerequisite: PY746. A continuation of PY746. An intro- guidance fee is charged for each semester. (Pass/Fail) duction to inferential statistics covering such topics as regression, correlation, independent and depen- PY791 Computer Analysis dent t-tests, and one- and two-way analysis of vari- of Psychological Data (3.00 cr.) ance. Topics also include current trends in paramet- Prerequisite: PY746 or written permission of the instructor. ric and nonparametric statistics, power, and effect Corequisite: PY763. Students learn to use the latest ver- size. Prepares students to complete the methods sion of SPSS to perform some of the most currently pre- section of a thesis proposal. ferred parametric and nonparametric statistical procedures (e.g., chi-squared, t-test, correlation, ANOVA). Cov- PY758 Comprehensive Examination erage includes an examination of the various assump- Guidance (0.00 cr.) tions for each statistical test. In addition, students learn After a second failure of the comprehensive exam, a how to properly present research findings in written student must register for this course each semester form (using the latest APA format). (Fall/Spring) (excluding summer term) until the exam is passed. An exam guidance fee is charged. (Satisfactory/Unsatisfactory) PY800 Professional, Legal, and Ethical Issues (3.00 cr.) PY760 Special Topics in General An introduction to the current ethical, legal, and Psychology (3.00 cr.) professional standards and principles that govern the An opportunity for students to work on an individual practice of psychology. Coverage includes the current library or experimental project. It is the student’s APA Ethical Standards and local regulations or issues responsibility to secure permission, prior to registra- related to the practice and business of psychology. tion, from the faculty member directing the project. Examines topics associated with the clinician’s legal and professional responsibilities to patients, the PY761 Thesis Guidance I (1.00 cr.) court system, institutions, and other professionals. Corequisite: PY746. Students identify a faculty member Restricted to Psy.D. students. who has agreed to serve as their major reader and begin working on their thesis project. To be taken dur- PY801 Principles of Objective Personality ing the first year, fall semester of the Master of Arts program. and Suicide Assessment (3.00 cr.) A thesis guidance fee is charged. (Pass/Fail) Prerequisite: PY601 and PY602 or equivalent. Restricted to Psy.D. students. Provides an in-depth study of cur- PY762 Thesis Guidance II (1.00 cr.) rent methods of assessment with emphasis on mea- Prerequisite: PY761. Corequisite: PY747. Students work sures of personality and suicidology. Familiarizes with their major readers to develop the method and students with the current use of standardized instru- data analysis chapters of their thesis proposals. To be ments and intervention strategies in practice and taken during the first year, spring semester of the Master of research settings. (Fall only) Arts program. A thesis guidance fee is charged. (Pass/Fail) PY802 Principles and Methods PY763 Thesis Guidance III (2.00 cr.) of Assessment (3.00 cr.) Prerequisite: PY762. Corequisite: PY791. Students work with Prerequisite: PY801. Restricted to Psy.D. students. Focuses their major readers toward completion of their thesis on case conceptualization, interpretation, and inte- proposals and/or data collection and the final draft of gration of information from multiple sources such as their thesis. A thesis guidance fee is charged. (Pass/Fail) psychological testing, background history, and theoretical knowledge. (Spring only) PY764 Thesis Guidance IV (2.00 cr.) Prerequisite: PY763. Students work with their major PY810 Psychological Measurement (3.00 cr.) readers toward completion of their thesis. A thesis guid- Topics include basic statistical indices, theory of mea- ance fee is charged. (Pass/Fail) surement error, reliability, validity, and the role of measurement as it pertains to theory and technique of behavioral measurement. Restricted to Psy.D. students. 96 Psychology

PY813 Seminar on Social and Cultural PY841 Business Issues Bases of Behavior (3.00 cr.) in Professional Practice (3.00 cr.) A review of current research and theory regarding Provides students with understanding of healthcare social and cultural forces on human behavior and appli- insurance regarding inpatient/outpatient issues and cation to clinical practice. Restricted to Psy.D. students. managed care. Also covers issues related to recent changes in models of practice, developing a successful PY814 Biological Bases of Behavior (3.00 cr.) practice, and business issues of practice such as finan- A review of current research and theory regarding cial and operational issues, quality management, risk brain-behavior relationships. The content includes management, advocacy, and moral and ethical issues in-depth comprehension and learning of both human related to participating or not participating with neuroanatomy and physiology. Restricted to Psy.D. students. insurance companies. Restricted to Psy.D. students.

PY815 Psychopathology Seminar (3.00 cr.) PY842 Supervision Theory and Practice (3.00 cr.) An advanced examination of current theoretical work Provides a review of theory, research, and profes- and research findings in adult and child psychopa- sional standards relevant to the practice of clinical thology. Controversies in the area are explored. supervision. Includes a practicum component that Restricted to Psy.D. students. offers students an opportunity to apply classroom knowledge and develop supervision skills. Restricted PY816 Life Span Development (3.00 cr.) to third and fourth year Psy.D. students. An in-depth study of current research and theory in human development across the life cycle. Restricted PY845 Models of Psychotherapy (3.00 cr.) to Psy.D. students. An in-depth focus on the current theory and application of a specific therapeutic model. Each offer- PY818 Psychopharmacology (3.00 cr.) ing focuses on a different model, such as cognitive, A review of our current understanding of the role of behavioral, psychodynamic, interpersonal, family pharmacology in the treatment of mental disorders. systems, object relations, etc. One offering cover- Students become familiar with major classification ing an empirically-validated treatment approach is of psychotropic drugs and learn their hypothesized required of all students. Other models are offered modes of action. Restricted to Psy.D. students. on a rotating basis. Restricted to Psy.D. students. May be repeated for credit. PY819 Historical and Philosophical Bases of Psychology (3.00 cr.) PY860 Data Management for Professional A critical overview of classical historical and philo- Psychologists (3.00 cr.) sophical trends within psychology beginning with Prerequisite: PY833. Restricted to Psy.D. students. Introduces the Greek philosophers. Restricted to Psy.D. students. students to the current software and data management strategies used in professional practice in psychology. PY820 Cognitive and Learning Theory (3.00 cr.) Possible topics include case management, spreadsheet, Reviews theories of human learning, cognitive devel- and database software and statistical packages. opment, and cognitive functioning. Examines “classic” and current research in the area. Emphasizes PY870 Diversity Seminar (3.00 cr.) the application of learning models to clinical prac- Explores our current understanding of the nature tice. Restricted to Psy.D. students. of human diversity and its impact on professional practice. Students develop sensitivity to working with PY832 Research Methods individuals that may differ with respect to ethnicity, in Clinical Psychology I (3.00 cr.) religion, gender, sexual orientation, national origin, Emphasizes current research design and statistical or age. Restricted to Psy.D. students. methods relevant to professional psychology. Possible topics include psychotherapy outcome research, dem- PY886 Advanced Topics in Professional onstration of treatment effectiveness, single-subject Psychology (3.00 cr.) design, and test validation. Restricted to Psy.D. students. Elective courses offered on a rotating basis which provide in-depth and up-to-date coverage of a spe- PY833 Research Methods cial topic related to the practice of psychology. Top- in Clinical Psychology II (3.00 cr.) ics include specific treatment populations (children, Prerequisite: PY832. Restricted to Psy.D. students. A con- adolescents, couples, minority populations, families, tinuation of PY832. etc.); intervention techniques for a specific disorder; specialized assessment techniques (neuropsychological assessment); advanced statistical methods; or admin- 97 istration of mental health services. Restricted to Psy.D. in other courses. Required for subsequent semesters where students. May be repeated for credit. the above criteria are met. (Spring only)

PY890 Dissertation Preparation (0.00 cr.) PY906 Dissertation Continuation I (0.00 cr.) Students are exposed to the dissertation process and go Prerequisite: PY950, PY951. Restricted to Psy.D. students. through the matching process to select a major reader. Students work with their major readers toward com- Restricted to Psy.D. students. (Pass/Fail; Spring only) pletion of their dissertation. Designated for students who have completed their clinical internship but have not PY891 Introduction to Dissertation I (0.00 cr.) completed their dissertation and are not enrolled in other Prerequisite: PY890. Students arrange meetings with courses. A dissertation fee is charged. the dissertation committee to select and refine a topic and begin the writing process. Restricted to Psy.D. stu- PY907 Dissertation Continuation II (0.00 cr.) dents. May be repeated twice for credit. (Pass/Fail) Prerequisite: PY906. Restricted to Psy.D. students. Students work with their major readers toward completion of PY892 Introduction to Dissertation II (0.00 cr.) their dissertation. Designated for students who have com- Prerequisite: PY891. Students arrange meetings with pleted their clinical internship but have not completed their the dissertation committee in preparation for the dissertation and are not enrolled in other courses. A dis- dissertation proposal defense. Restricted to Psy.D. stu- sertation fee is charged. dents. May be repeated twice for credit. (Pass/Fail) PY912 Colloquium (0.00 cr.) PY899 Independent Study (1–3.00 cr.) Each semester students and faculty attend a series Prerequisite: Written or electronic permission of the instruc- of required doctoral meetings. Topics include guest tor. Restricted to Psy.D. students. Students may under- lecturers and discussions of current issues relating take supervised study or tutorial arrangements as a to the development of professional psychologists. means of conducting in-depth, up-to-date investiga- Restricted to Psy.D. students. May be repeated. (Pass/Fail) tion of a subject or for studying an area not covered by, but related to, the regular curriculum. PY918 Professional Consultation and Development (2.00 cr.) PY902 Clinical Dissertation I (3.00 cr.) Each semester, students participate in small group Requires the student to demonstrate mastery in an supervision with a faculty mentor to discuss relevant area of professional interest. Dissertation topic is issues of professional development and to present approved by the student’s committee chair. An oral cases from their field training for discussion and defense of the proposal is required. Restricted to Psy.D. feedback. Restricted to Psy.D. students. May be repeated students. (Pass/Fail) for credit. (Pass/Fail)

PY903 Clinical Dissertation II (3.00 cr.) PY920 Clinical Placement I (2.00 cr.) Prerequisite: PY902. Restricted to Psy.D. students. Students Students are placed in a clinical setting in the com- complete their dissertations under the direction of a munity for 10 hours per week. Supervision is provided committee chair and dissertation committee mem- on-site and in class using small group supervision. bers. An oral presentation and an oral defense of the Restricted to Psy.D. students. May be repeated once for credit. finished project are required.(Pass/Fail) PY921 Clinical Placement II (3.00 cr.) PY904 Clinical Dissertation (3.00 cr.) Students are placed in a clinical setting in the com- Prerequisite: PY903. Restricted to Psy.D. students. Students munity for 16 hours per week. Supervision is provided work with their major readers toward completion of on-site. Restricted to Psy.D. students. May be repeated once their dissertation. Designated for students who have not met for credit. all requirements for graduation and who are not enrolled in other courses. Required for the first semester that students PY922 Clinical Placement III (3.00 cr.) meet the above criteria. (Fall only) Students are placed in a clinical setting in the community for 16 hours per week. Supervision is provided PY905 Clinical Dissertation: on-site. Restricted to Psy.D. students. May be repeated for Continuation (3.00 cr.) once for credit. Prerequisite: PY904. Restricted to Psy.D. students. Students work with their major readers toward completion of their dissertation. Designated for students who have not met all requirements for graduation and who are not enrolled 98 Psychology

PY925 Clinical Applications Assessment (1.00 cr.) Students perform psychological assessments as part of the comprehensive, supervised training at the Loy- ola Clinical Centers. Assessments will be through the BHAS and MAC. Restricted to first and second year Psy.D. students. May be repeated four times for credit.

PY930 Clinical Placement Summer (0.00 cr.) Prerequisite: PY702, PY920. Restricted to Psy.D. students. A clinical placement through the summer sessions. Supervision is provided on-site. May be repeated three times for credit. (Summer only)

PY931 Clinical Applications Assessment Summer (0.00 cr.) Prerequisite: PY925. Restricted to Psy.D. students. A summer assessment placement at the Loyola Clinical Cen- ters. May be repeated three times for credit. (Summer only)

PY950 Clinical Internship I (0.00 cr.) A full-time, 2,000-hour internship experience arranged in consultation with the director of field education. Restricted to Psy.D. students. A registration fee is charged. (Pass/Fail)

PY951 Clinical Internship II (0.00 cr.) Prerequisite: PY950. Restricted to Psy.D. students. A continuation of PY950 to complete the internship. A registration fee is charged. (Pass/Fail) Loyola College Speech-Language Pathology/Audiology

Office: Columbia Campus hours received at the undergraduate level. Students Telephone: 410‑617‑7650 are provided with supervised clinical experiences Website: www.loyola.edu/speechpathology matched to their level of clinical expertise. Student progress is reviewed every semester. As students Chair: Kathleen Siren, Assistant Professor advance, they are placed in a variety of settings to provide a carefully controlled progression of diffi- Master’s Program Director: Janet Preis culty. During the first year of study, students begin SLP/A Division Director, The Loyola Clinical their clinical internship in one of the Loyola Clini- Centers: Carin Feldman cal Centers under the supervision of expert faculty Externship Director: Danielle Matrangola and practicing clinicians. The speech and hearing clinics also provide interdisciplinary opportunities Professors: Libby Kumin; Lisa Schoenbrodt with the Departments of Pastoral Counseling, Psy- Associate Professors: Marie Kerins; Janet Preis chology, and Teacher Education. Assistant Professor: Kathleen Siren Instructor: Danielle Matrangola In the second year of study, students engage in an Clinical Faculty: Cheryl Councill; Carin Feldman; externship experience where they will have ample Sally Gallena; Mina Goodman; Maren Larsen; Donna opportunities to obtain supervised clinical experi- Pitts; Erin Stauder; Lura Vogelman; Kathleen Ward ence in a variety of settings. These settings include Affiliate Faculty: Lisa A. Jones; Barbara Ness public and private schools; acute and chronic care hospitals; rehabilitation centers; health departments; The graduate program in speech-language pathology home health agencies; and the Loyola Clinical Cen- provides education and training to enable students ters, including the Margaret A. McManus Speech, to become skilled and caring professionals who will Language and Hearing Clinic and the Columbia lead and serve in a diverse and changing world. The Speech and Language Center. major purpose of this two-year (five semester), full- time program is the education and development of The master’s program in speech-language pathology superior professionals for careers as speech-language is accredited by the Council on Academic Accredi- pathologists. The curriculum challenges preprofes- tation of the American Speech-Language-Hearing sionals academically, clinically, and personally. The Association (ASHA). After completing the master’s program consists of academic coursework integrated degree, passing the ASHA certification examination, with clinical training in the assessment and treatment and completing a clinical fellowship year, graduates of infants, children, and adults who have communica- will have fulfilled all requirements for the Certifi- tion disorders. The program provides opportunities cate of Clinical Competence for Speech-Language for students to acquire and demonstrate knowledge Pathology (CCC-SLP). of the nature of speech, language, hearing, and communication disorders and differences, as well as pre- ADMISSION CRITERIA vention, assessment, and intervention for people with communication and swallowing disorders across the Students applying for the master’s program must life span. The program also allows students to acquire have an undergraduate degree in speech-language and demonstrate knowledge in standards of ethical pathology (or communication sciences and disorders). conduct, research principles in evidence-based clini- Prospective students whose undergraduate major or cal practice, and contemporary professional issues. degree is in a field other than speech-language pathology are minimally required to complete courses in the Students must have an undergraduate degree in following areas: anatomy and physiology in speech speech-language pathology (or communication sci- and voice; articulation and phonology; audiology; ences and disorders). Prospective students whose observation methods in speech-language pathology/ undergraduate major or degree is in a field other audiology (including 25 observation hours); phonet- than speech-language pathology are required to ics; speech and language development; and speech complete prerequisite courses in the major; this can and voice science. be achieved through Loyola’s foundation program (detailed below). The Committee on Admission reviews all applications on a rolling basis beginning in January. The All students are required to successfully complete committee seeks students of high quality from accred- clinical training requiring a minimum of 400 prac- ited institutions of higher learning who ranked in ticum clock hours, which includes 25 observation the upper half of their classes as undergraduates 100 Speech-Language Pathology/Audiology and maintained a high cumulative average. A mini- may not take the test before the spring semester of mum of a B (3.000) cumulative average is required. their final year in the program. Confidential recommendations are also reviewed. Applicants must submit official scores from the Grad- Students completing the master’s program will have uate Record Examination (GRE). fulfilled the academic and clinical practice requirements for ASHA certification and Maryland state There are a limited number of slots in the master’s licensure. In order to qualify for professional certi- program, and admission is selective. The Commit- fication, students must have also completed basic tee on Admission only reviews completed applications. courses in physical, biological, mathematical, and A completed application includes an official tran- social sciences at the undergraduate level. Students script from each college attended, including the fall who have not completed these courses will be required semester; GRE scores; a resume or vitae; three let- to complete them in addition to the degree require- ters of recommendation; and a personal essay. The ments of their program. These courses do not count program is a two-year (five-semester), full-time pro- in the student’s cumulative QPA, and they must be gram. All completed applications must be received completed prior to graduation. by February 15. Praxis Exam The postbaccalaureate foundation program has the same application and admission requirements as noted As part of the degree requirement, all students must for the master’s program. All completed applications submit a passing score on the Praxis II: Subject Assess- must be received by February 15. ments Test no later than two weeks prior to graduation. The test may not be taken before the spring Admittance to the master’s or foundation program semester of the final year of the program. in speech-language pathology is contingent upon passing a criminal background check. Each student Master’s Comprehensive Exam recommended for admission into either program will be required to obtain, pay for, and pass a crimi- All students who choose the nonthesis option are nal background check. These background checks required to pass a multiple choice comprehensive are routinely required by the Loyola Clinical Cen- exam as part of their graduation requirement. Stu- ters, schools, hospitals, and other agencies that par- dents are given three attempts to pass the exam. ticipate in the clinical education of Loyola students. Failure of the comprehensive exam will result in Failure to pass a criminal background check may failure of the program, and the student will not be make a student ineligible to complete requirements awarded the M.S. in Speech-Language Pathology, and result in revocation of the student’s acceptance but rather, a master’s equivalency. into the graduate program. Master’s Thesis DEGREE REQUIREMENTS A thesis is a scientific investigation of publishable The degree requirements for the Master of Science quality in which the student demonstrates a strong (M.S.) in Speech-Language Pathology are a minimum knowledge base, research capacity, creativity, and ana- of 75 credits, when combined with undergraduate lytic/writing skills. The thesis is not required for all speech-language pathology and audiology courses. students, but is suggested for students who have main- For graduate students in speech-language pathol- tained a QPA of 3.500 and are interested in pursuing ogy, 500-level courses do not calculate in the cumu- doctoral-level study and/or clinical research activities. lative QPA nor do they count as requirements com- Students who elect the master’s thesis option will not pleted for the degree; they are prerequisites for the be responsible for taking the comprehensive exam. advanced 600-level courses in the major. A student interested in exploring the thesis option Students are required to successfully complete the must meet with the faculty member whose exper- required coursework with a QPA of 3.000, and 400 tise is in the area of investigation. The student may documented clinical practicum hours. Students are work with the faculty member on an independent also required to successfully complete the compre- study to review the literature in the chosen area and hensive examination or to plan, write, and defend develop the research proposal. Research proposal a thesis under the direction of a faculty committee. guidelines are available by contacting the graduate In addition, students must achieve a passing score program director. on the Praxis II: Subject Assessments Test. Students 101

ACADEMIC/CLINICAL REQUIREMENTS Clinical Requirements

Academic Requirements All students are required to successfully complete clinical coursework during the first and second year Classes are held one day a week at the Columbia of the master’s program. This requires a minimum of Campus in specially designed executive classrooms. 400 practicum hours, with a requirement of one sum- Clinical practicums are scheduled throughout the mer placement generally taken during the summer week at various internship and externship sites. between the first and second year of graduate work.

Required Courses Students are provided with supervised clinical experiences matched to their level of clinical expertise. SP600 Neurology for the Speech-Language Students begin their clinical practice experience in Pathologist (3 credits) the Loyola clinical settings and are supervised by the SP601 Language Disorders: Aphasiology (3 credits) clinical/academic faculty. Student progress is reviewed SP602 Language Disorders: Infancy through each semester by the clinical faculty to assess readi- Early Childhood (2–3 credits) ness to advance to different types of clinical experi- SP604 Voice Disorders ences. Students receive pass/fail grades during their SP610 Literacy for the Speech-Language clinical internship year as they rotate through dif- Pathologist (2–3 credits) ferent clinical sites. Students will be assigned to at SP612 Aural Rehabilitation: Child and Adult least four of the following seven clinical courses dur- (2 credits) ing the first year of the program: SP613 Advanced Topics: Articulation and Phonological Disorders (2 credits) SP626 Clinical Audiology Internship SP617 Fluency Disorders (2 credits) SP632 Clinical Speech-Language Pathology SP624 Language Disorders: School-Age Internship: Schools Based Population (3 credits) SP633 Clinical Speech-Language Pathology SP625 Research Methods and Design (3 credits) Internship I: Clinic Based SP643 Assessment and Intervention for Children SP634 Clinical Speech-Language Pathology and Adolescents with Autism Spectrum Internship II: Clinic Based Disorders (2 credits) SP638 Clinical Speech-Language Pathology SP650 Augmentative and Alternative Internship: Neurogenic Communication (2 credits) SP639 Clinical Speech-Language Pathology SP656 Ethics and Professional Practice (2 credits) Internship: Voice SP666 Dysphagia: Evaluation and Management SP640 Clinical Speech-Language Pathology (3 credits) Internship: Diagnostic SP704 Cognitive-Communication Disorders: Adult (3 credits) During the second year, students advance to placements in a typical job setting to further develop their Electives clinical skills. Students are required to complete a minimum of two semesters of externship placements Elective courses may be added or deleted per the across two different experiences. The externship direc- graduate program director in order to meet the needs tor reviews placement applications each semester and of the students and the program. A total of three (3) advises students to register for one of the following elective credits is required. clinical practicum courses:

SP616 Independent Study in Speech-Language SP635 Clinical Speech-Language Pathology Pathology (1–3 credits) Externship SP620 Cleft Palate and Craniofacial Anomalies SP636 Advanced Clinical Practicum: (1 credit) Specialty Clinical Programs SP644 Pediatric Dysphagia (1 credit) SP637 Clinical Speech-Language Pathology SP700 Head and Neck Cancer (1 credit) Externship in the Schools SP702 Trach and Vent (1 credit) SP703 Advanced Dysphagia (1 credit) SP705 Communication and Educational Reintegration of Children with Acquired Brain Injury (1 credit) 102 Speech-Language Pathology/Audiology

WAIVERS strate competency in areas of need. In addition to academic performance, students must maintain pro- Some course requirements may be waived by the fessional standards of behavior as outlined in the graduate program director based upon prior com- essential functions document. Any student thought pletion of coursework in the same content area. The to be at risk academically or behaviorally may be graduate program director’s written approval will brought before the committee. be sent to the student and the Records Office. Withdrawals ESSENTIAL FUNCTIONS A student experiencing medical or personal prob- The Department of Speech-Language Pathology lems may request a withdrawal from academic and created an inventory of essential skills deemed nec- clinical courses. The University-wide withdrawal pol- essary to function within the clinical profession of icy can be found under Academic Regulations and speech-language pathology; these are known as the Policies. In addition, if a student withdraws from clin- essential functions. This document is used as a tool ical practicum courses and has been performing at a to help students, professors, and clinical supervi- satisfactory level, the student may count all clinical sors identify areas of need related to becoming a hours earned during the semester up to the point of professional in speech-language pathology. This withdrawal. If the student has been performing at an document will be provided to students for review unsatisfactory level, the student will not be allowed to at the beginning of the first year. In addition, it is count any clinical hours earned during the semester. posted on the department’s website, www.loyola.edu/ speechpathology/graduate/Essential Functions.html. SPEECH-LANGUAGE-HEARING CENTERS

ACADEMIC STANDARDS In conjunction with the professional training programs in speech-language pathology/audiology, the University-wide academic standards can be found in two clinical sites of the Loyola Clinical Centers— the section on Academic Standards and Dismissal the Margaret A. McManus Speech, Language and under Academic Regulations and Policies. Hearing Clinic and the Columbia Speech and Lan- guage Center—offer a wide range of services to Grades, Probation, and Dismissal children and adults with speech, language, and/or clinical hearing impairments. Services at these facili- Consistent with University policy, graduate students ties include diagnostic evaluations for speech, lan- in speech-language pathology must maintain a B guage, oral motor skills; hearing, habilitative, and (3.000) average. Students who fall below this level of rehabilitative speech-language-hearing therapy; and achievement will be placed on academic probation counseling provided on an individual or group basis, for one semester. Failure to raise the cumulative depending on the client’s problems and needs. Cli- QPA to 3.000 in the following semester will result in ents have a wide range of disorders including articu- dismissal from the program. Students who receive lation, language, fluency, voice, autism/pervasive one grade of C+ (2.330) or lower will be placed on developmental disability, Down syndrome, neuro- academic probation. The accumulation of two grades logical, closed head injury, and aphasia. of C+ (2.330) or lower or the receipt of one F (0.000) during the program will result in dismissal from the The Margaret A. McManus Speech, Language and program. Dismissal may also result from excessive Hearing Clinic, a division of the Loyola Clinical Cen- withdrawals, academic dishonestly, or other unethical ters, is a comprehensive clinic offering diagnostic or unprofessional conduct reflecting upon a student’s and therapeutic services to children and adults with ability to enter into the professional field of speech- a wide range of communication difficulties. Pediat- language pathology. Students are not permitted to be ric assessment and treatment services are offered on academic probation for more than one semester in the following areas: articulation disorders, oral across their master’s degree program. motor skills/myofunctional skills, language delays, language disorders, fluency disorders, and pragmatic All students placed on probation are required to meet language disorders. Housed within the clinic is the with the graduate program director and members of adult neurogenic communication disorders lab, pro- the Academic Standards Committee. At that time, viding assessment and treatment to adults with apha- an individual remediation plan will be developed to sia, cognitive-communication disorders, apraxia, and help the student progress academically and/or clini- dysarthria. In addition, audiology services are housed cally. Remediation plans may include additional assign- at this location and include audiometric testing, cen- ments/assessments requiring the student to demon- 103 tral auditory processing assessment, and advanced FOUNDATION PROGRAM hearing aid fitting/repair. Loyola offers a postbaccalaureate foundation program The Columbia Speech and Language Center, located for students seeking entry into the master’s program in Howard County, serves families in the greater Bal- in speech-language pathology who pursued an under- timore and Washington areas, including children as graduate degree in an area other than communication young as 10–12 months with developmental delays, disorders. The foundation course sequence (shown toddlers through adolescents with a variety of com- below) consists of eight prerequisite courses designed munication disorders, and adolescents and adults to be completed in one year of full-time enrollment with voice disorders. Housed within the Columbia (four courses per semester). These courses do not cal- Center is a specialized voice clinic for individuals culate in the cumulative QPA, nor do they count as with habit cough and vocal cord dysfunction as well requirements completed for the graduate degree. as the Center for Excellence in Down Syndrome, a special language intervention program for children SP500 Speech and Voice Science with Down syndrome. Treatment includes speech, SP501 Anatomy and Physiology: language, oral motor, and pragmatic therapy. On- Speech and Voice site parent training and supplementary workshops SP503 Articulation and Phonology also are provided. SP505 Phonetics SP506 Observation Methods and Techniques in The Multidisciplinary Assessment Clinic (MAC) at Speech-Language Pathology/Audiology Belvedere Square provides graduate students with SP507 Speech and Language Development the unique opportunity to work with other disciplines SP508 Professional and Technical Writing in assessing children and young adults with previously Speech-Language Pathology diagnosed or suspected learning disorders, ADHD, SP542 Fundamentals of Audiology and developmental speech and language disorders. Graduate clinicians from speech-language pathology/ The foundation program is competitive and has the audiology, psychology, and education assess clients. same application and admission requirements as They meet weekly at case conference to present cli- noted for the master’s program (see Admission Cri- ents and arrive at an interdisciplinary diagnosis and teria). The foundation program is not a degree pro- recommendation. gram and does not meet the qualifications for receiving an F-1 visa; therefore, international students are Loyola University Maryland also has professional not eligible to participate. affiliations with many outstanding schools, hospitals, and rehabilitation centers in the Baltimore area. Students who successfully complete the foundation All clinical supervisors hold the Certificate of Clini- program with a QPA of 3.500 or higher and demon- cal Competence (CCC) awarded by the American strate the competencies outlined in the essential func- Speech-Language-Hearing Association. tions are assured admittance into the master’s program in speech-language pathology. Student progress FELLOWSHIPS AND ASSISTANTSHIPS is monitored by the graduate and the foundation program directors throughout the prerequisite period. Fellowships are available through the Scottish Rite Consistent with University and departmental policies, Center of the Hearing and Speech Agency. A lim- the accumulation of two grades of C+ (2.330) or lower ited number of departmental graduate assistantships or the receipt of one F (0.000) during the program will and merit scholarships are also available. Additional result in dismissal from the program. A formal review information on fellowships and assistantships can of the student’s records will occur prior to entry into be found on department’s website, www/loyola.edu/ the two-year master’s program. Students not meeting speechpathology/graduate/assistantship.html. the academic standards will not be allowed to continue in the graduate program. 104 Speech-Language Pathology/Audiology

COURSE DESCRIPTIONS sional certification. Required for foundation program students. Credits do not count toward the graduate degree. SP500 Speech and Voice Science (3.00 cr.) Students learn advanced physiology and acoustics of SP507 Speech and Language speech and voice production, as well as current research Development (3.00 cr.) and theory regarding speech perception. Technologi- A study of normal processes of speech and language cal advances in the measurement of the parameters of development. Theoretical constructs and application both normal and disordered speech and voice produc- of theory are discussed. Required for foundation program tion are introduced. Laboratory sessions during which students. Credits do not count toward the graduate degree. students analyze the acoustic properties of speech are included. Required for foundation program students. Credits SP508 Professional and Technical Writing do not count toward the graduate degree. in Speech-Language Pathology (2.00 cr.) Students gain knowledge and experience in the area SP501 Anatomy and Physiology: of professional writing for the field of speech-language Speech and Voice (3.00 cr.) pathology/audiology. Students develop skills for writ- The study of the structures and functions that support ing goals and objectives, individualized educational the processes of normal speech and voice production. plans, and diagnostic reports. Students also learn the The speech systems of respiration, phonation, and process for writing technical papers and are required articulation are studied in depth. There is an intro- to research and write a professional literature review. duction to neuroanatomy as it relates to human com- Required for foundation program students. Credits do not munication. Required for foundation program students. count toward the graduate degree. (Fall only) Credits do not count toward the graduate degree. SP516 Independent Study in Speech-Language SP503 Articulation and Phonology (3.00 cr.) Pathology/Audiology (2–3.00 cr.) A study of the anatomical, physiological, neurological, Students pursue advanced study on topics of indi- and acoustic bases of articulation and phonological vidual interest under faculty supervision. Required for systems. Current theories and practices in assessment foundation program students. Credits do not count toward and intervention are discussed as well as oral motor the graduate degree. and dialectal variation. Required for foundation program students. Credits do not count toward the graduate degree. SP540 Clinical Audiology (3.00 cr.) A study of the assessment of the auditory and bal- SP505 Phonetics (3.00 cr.) ance systems. Differential diagnosis of hearing dis- Students learn the principles of speech sound pro- orders in children and adults, middle ear analysis. duction and the use of the International Phonetic Speech audiometric procedures, site of lesion, ele- Alphabet for phonetic transcription. Normal rule- trophysiological auditory assessments, and behav- based variations in sound production are discussed, ioral auditory assessments are addressed. Required specifically as related to different dialects and idio- for foundation program students. Credits do not count lects. Students also learn auditory discrimination of toward the graduate degree. speech sound productions with reference to diag- nosing and treating speech disorders. Required for SP541 Hearing and Speech Science (4.00 cr.) foundation program students. Credits do not count toward An introduction to acoustics and psychoacoustics as the graduate degree. they apply to hearing and communication process. Stu- dents learn the physiology and acoustics of speech and SP506 Observation Methods and Techniques voice production, as well as current research and theory in Speech-Language regarding speech perception and audition. Technolog- Pathology/Audiology (3.00 cr.) ical advances in the measurement of the parameters of Students gain knowledge and experience in clinical both normal and disordered speech and voice produc- observation of children and adults with a variety of tion are introduced. Laboratory sessions during which speech, language, and hearing problems. In addi- students analyze the acoustic properties of speech are tion to scheduled lecture periods, students observe included. Required for foundation program students. Credits in the Loyola Speech and Hearing Clinic and a min- do not count toward the graduate degree. imum of two off-campus settings which maintain clinical affiliations with the program. Upon satis- SP542 Fundamentals of Audiology (4.00 cr.) factory completion of this course, students will have An introduction to acoustics and psychoacoustics as fulfilled the observation requirements of the Ameri- they apply to hearing and the communication pro- can Speech-Language-Hearing Association for profes- cess. Detailed information of the anatomy and physiology of the human peripheral and central auditory 105 mechanisms, as well as the balance mechanism is SP605 Graduate Seminar (3.00 cr.) provided. An in-depth study of the pathological con- Selected topics relevant to clinical and/or research ditions that can/may affect those mechanisms is also aspects of disorders of human communication. presented. Differential diagnosis of these hearing disorders in children and adults is determined through SP610 Literacy for the Speech-Language use of assessment techniques, including behavioral Pathologist (2–3.00 cr.) auditory assessments, middle ear analysis, speech Roles and responsibilities of the speech-language audiometric procedures, and central auditory pro- pathologist surrounding literacy issues are explored cessing. Additionally, site of lesion and electrophysi- in light of the language expertise afforded by trained ological measures are explored. Students participate clinicians. The assessment and treatment of individuals in lab exercises, and clinical report writing is utilized with language-based learning disabilities is explored, to reinforce the lectures regarding the diagnostic pro- with the focus on phonological processes implicated cedures. Required for foundation program students. Credits in the learning process. Current strategies for compre- do not count toward the graduate degree. (Spring only) hension and writing are also targeted and discussed.

SP600 Neurology for the Speech-Language SP612 Aural Habilitation: Pathologist (3.00 cr.) Child and Adult (2.00 cr.) Corequisite: SP638 (taken one time only with either SP600 or The effects of early hearing loss on the development SP601, as assigned by the department). Normal neuroana- of a child, as well as its impact on linguistic, cognitive, tomical and physiological bases associated with speech, psychological, and social development are explored. language, and cognitive processes. Also included is the Also discusses educational options as well as assess- affect of disease and trauma on the central and periph- ment and intervention methods for aural habilitation. eral nervous system across the life span. Neurological Considers the effects of late onset hearing loss on the examination as it relates to the practice of speech-lan- adult and geriatric population. Discusses assessment, guage pathology is explored. (Fall only) counseling, intervention strategies, hearing aids, cochlear implants, and assistive listening technology. SP601 Language Disorders: Aphasiology (3.00 cr.) Prerequisite: SP600. Corequisite: SP638 (taken one time only SP613 Advanced Topics: Articulation with either SP600 or SP601, as assigned by the department). and Phonological Disorders (2.00 cr.) Theoretical bases of acquired language disorders Advanced study of disordered speech and sound pro- in the adult population. Diagnostic tools and treat- duction, including articulation disorders, phono- ment approaches based on theories of the nature logical disorders, and apraxia. Analysis of research- of aphasia. Current trends in aphasia treatment in based approaches to the evaluation and treatment of response to changes in the health care environment. speech sound disorders across the life span. Required as a prerequisite for advanced adult clinical placements. (Spring only) SP615 Independent Study in Language Pathology (1–3.00 cr.) SP602 Language Disorders: Infancy Independent, in-depth study concentrated on a spe- through Early Childhood (2–3.00 cr.) cific topic in language pathology to be approved by Language assessment and treatment for children the instructor. The student must be sponsored by a fac- with developmental disabilities from birth to age five, ulty member who will guide the study. Students who choose including information on legislation, IDEA, NCLB, the thesis option should register for SP615 or SP616. May Sections 504/508, and assessment and intervention be repeated three times for credit. for language disorders. Focuses on special populations including Autism spectrum disorders, fetal alco- SP616 Independent Study in Speech-Language hol syndrome, drug exposure, Fragile X syndrome, Pathology (1–3.00 cr.) and Down syndrome. Independent, in-depth study concentrated on a specific topic in speech pathology to be approved by the SP604 Voice Disorders (3.00 cr.) instructor. The student must be sponsored by a faculty member Topics include the diagnosis and treatment of laryn- who will guide the study. Students who choose the thesis option geal, respiratory, and resonance disorders across the should register for SP616. May be repeated three times for credit. life span through application of normal neuroanatomy and physiology, problem-based learning, and evidence-based practice. 106 Speech-Language Pathology/Audiology

SP617 Fluency Disorders (2.00 cr.) SP632 Clinical Speech-Language Pathology A review of the major theories of stuttering which Internship: Schools Based (2.00 cr.) serves as a framework for the development of assess- Introduces students to the professional practice of ment and treatment protocols for individuals who speech-language pathology/audiology, as well as the stutter. The competencies and guidelines for assess- diverse populations and challenges found in the schools. ment and treatment of stuttering developed by the Placement targets specific skill development in the American Speech-Language-Hearing Association are professional domain (e.g., observation, data collec- utilized to evaluate commercial/contemporary fluency tion, equipment operation/maintenance, report writ- programs. Students also evaluate current research ing, case development and presentation, case manage- to develop the skills necessary to apply the principles ment) as well as individual and group clinical service of evidence-based practice to their treatment plan- delivery. Graduate clinicians participate in the devel- ning and intervention. opment and implementation of assessment, treatment, counseling, and evaluation protocols with the clinical SP620 Cleft Palate and Craniofacial supervisor. May be repeated for credit. (Pass/Fail) Anomalies (1.00 cr.) The course focuses on learning about the various SP633 Clinical Speech-Language Pathology facets of cleft palate and related anomalies. Students Internship I: Clinic Based (1–4.00 cr.) learn about the anatomical and physiological com- Students are introduced to the professional practice ponents, types of clefts, surgical interventions, and of speech-language pathology targeting the specific associated problems. In addition, time is spent learn- skills needed in the professional domain. Students ing about resonance and resonance disorders, dis- learn about data collection, report writing, case devel- cussing the perceptual diagnostic process, identify- opment, case management, and equipment opera- ing velopharyngeal incompetence, and learning inter- tion/maintenance. Graduate clinicians participate in vention methods and techniques. the development and implementation of assessment, treatment, and counseling with the clinical supervi- SP624 Language Disorders: sor. May be repeated for credit. (Pass/Fail) School-Age Population (3.00 cr.) Prerequisite: SP602. Clinical symptoms, assessment, SP634 Clinical Speech-Language Pathology and intervention for school-aged population (ages Internship II: Clinic Based (1–4.00 cr.) five to 21). Focuses on school-based issues including Prerequisite: SP633. An expansion of the skills achieved legislation, transitioning, curriculum-based classroom in SP633. Students continue to gain experience across treatment, and collaborative consultation. Assessment varying communication disorders with diverse client and treatment focus on individuals with language populations. Emphasis is placed on increased inde- learning disabilities and disorders and language pendence and competence in the development and learning differences. implementation of assessment, treatment, and counseling. Additional emphasis is placed on the applica- SP625 Research Methods and Design (3.00 cr.) tion of academic coursework to clinical service deliv- Students are exposed to various research design ery. May be repeated for credit. (Pass/Fail) methodologies and techniques used in the field of speech-language pathology. Students gain a basic SP635 Clinical Speech-Language understanding of research design by developing and Pathology Externship (3.00 cr.) implementing an original research project. Students Prerequisite: SP633, SP634. Provides students with apply learned principles to evaluate interventions and speech-language pathology experiences in selected professional research. clinical settings such as rehabilitation centers and hospitals. Students are assigned to the facility two SP626 Clinical Audiology Internship (1–2.00 cr.) to three days per week. Admission by application to the Addresses the identification, diagnostic, and reha- Graduate Clinical Placement Committee. bilitation procedures for the management of auditory disorders. These include peripheral auditory SP636 Advanced Clinical Practicum: assessment and screening, auditory processing assess- Specialty Clinical Programs (4.00 cr.) ment and screening, amplification provision, aural Prerequisite: SP633, SP634. Advanced clinical place- habilitation training, and counseling. Clinical prac- ments providing experience with challenging client tice occurs in the Loyola Clinical Centers and occa- populations in four full-day per week hospital and sionally at off-site locations under the supervision of clinical settings. Admission by application to the Gradu- department faculty. Students may be involved with ate Clinical Placement Committee. May be repeated for credit. interdisciplinary training initiatives. May be repeated for credit. (Pass/Fail) 107

SP637 Clinical Speech-Language Pathology SP641 Counseling in Communication Externship in the Schools (3.00 cr.) Disorders (1–2.00 cr.) Prerequisite: SP633, SP634. Provides students with com- Focuses on counseling children and adults with comprehensive speech-language pathology experiences in munication disorders and their caregivers. Contempo- school settings from birth to 21 years. Placements may rary theories and techniques of counseling are explored include public and private, regular education, special with emphasis on their application for speech-language education, day, and/or residential settings. Focus is on pathologists. Family systems, interviewing, individual current assessment and treatment models and meth- and group support, the role of counseling in assess- ods in the schools. Admission by application to the Gradu- ment and intervention, and diversity considerations are ate Clinical Placement Committee. May be repeated for credit. discussed. Case studies and simulations are used.

SP638 Clinical Speech-LanguagePathology SP643 Assessment and Intervention Internship: Neurogenic (1–2.00 cr.) for Children and Adolescents Corequisite: SP600 or SP601 (Fall/Spring only). Provides with Autism Spectrum Disorders (2.00 cr.) students with an opportunity to gain clinical experi- Addresses the unique challenge that clients with ence with adults presenting with neurogenic disorders autism present to speech-language pathologists. Top- including aphasia, apraxia, dysarthria, and cognitive- ics include evaluation, program development, and communication deficits. Emphasis is on the develop- implementation of services for children and adoles- ment and delivery of effective evaluation and treat- cents on the spectrum, as specifically related to com- ment programs based on the application of academic munication, socialization, and behavior. A variety of coursework to clinical service delivery. Clinical prac- interventions are addressed, including specific strate- tice takes place in the Loyola Clinical Centers. Practi- gies related to the core deficits of the disorder, across cum is taken one time only with either SP600 or SP601, as varying ages and developmental profiles.(Spring only) assigned by the department. May be repeated for credit. SP644 Pediatric Dysphagia (1.00 cr.) SP639 Clinical Speech-Language Pathology Assessment and management of feeding and swallow- Internship: Voice (1–3.00 cr.) ing deficits in infants and children, from the prema- Students participate in clinical experiences evaluat- ture infant through the early school-aged child. Under- ing and treating clients across the life span who have standing of multiple-system interactions on feeding voice and laryngeal disorders of varying etiologies. behaviors, including respiratory/airway, gastrointesti- Exposure to laryngeal imaging, clinical research, and nal, and neurological and behavioral components. consultation with an ear-nose-throat physician are included in this experience. Application of academic SP650 Augmentative and Alternative theory to clinical service delivery is emphasized. May Communication (2.00 cr.) be repeated for credit. (Pass/Fail) Augmentative assessment, prescription, and treatment using high tech and low tech communication SP640 Clinical Speech-Language Pathology systems with pediatric and adult populations. Sys- Internship: Diagnostic (1–3.00 cr.) tem development and implementation. Computer Students are introduced to the professional practice applications focusing on state-of-the-art hardware of speech-language pathology, with a focus on diag- and software for language rehabilitation. nostic assessment. This placement targets the specific skills needed to assess clients with possible speech SP656 Ethics and Professional and language disorders. Students learn to identify Practice (2–3.00 cr.) communication disorders; observe communication Offered to advanced students to familiarize them skills and behaviors during testing and intake; give with ethical issues and decision-making strategies and interpret results of standardized speech and related to the professional practice of audiology and language testing; interpret a language sample; rec- speech-language pathology. A variety of professional ommend appropriate interventions and/or goals and issues as well as advocacy, supervision, reimbursement, objectives for speech and language disorders; and professional organizations, and professional creden- produce a written document which explains the tialing are covered. results in a clear and professional manner. Graduate clinicians learn to develop, implement, and present SP657 Thesis Seminar (3.00 cr.) results of a complete speech and language evaluation. Prerequisite: Restricted to students completing a master’s They also learn counseling and evaluation protocols. thesis. Students complete a proposal and/or thesis May be repeated for credit. (Pass/Fail) research as part of this course. 108 Speech-Language Pathology/Audiology

SP666 Dysphagia: Evaluation SP705 Communication and Educational and Management (3.00 cr.) Reintegration of Children Prerequisite: SP600. Development of clinical skills for with Acquired Brain Injury (1.00 cr.) assessment and treatment of swallowing disorders Examines the issues related to the needs of children in pediatric through adult populations for varying with acquired brain injury. Introduces protocols for etiologies. Interpretation of swallowing studies and assessment, intervention, or treatment. Transition top- development of treatment plans. ics address reintegration needs for communication, psychosocial development, and behavior. (Spring only) SP700 Head and Neck Cancer (1.00 cr.) A concentrated five-week study in disorders affecting SP706 Motor Speech Disorders breathing, voice, and swallowing requiring medi- in Adults and Children (1.00 cr.) cal, surgical, behavioral, or combined interventions The study of the perceptual and physio-acoustic taught by a multidisciplinary team. dimensions of dysarthria and apraxia across the life span. Differential diagnosis among the disorders is SP701 Advanced Topics: addressed, as well as treatments options, including Cochlear Implants (1.00 cr.) behavioral, instrumental, surgical, and pharmaco- Addresses the candidacy requirements for cochlear logical approaches. (Fall only) implants, as well as basic surgical procedures necessary for successful implantation. Advantages and disadvan- tages of each individual cochlear implant system and bilateral cochlear implants are reviewed. Mapping/ programming of implants is examined, along with strategies for developing an intervention and rehabilitation plan for implanted clients of all ages.

SP702 Trach and Vent (1.00 cr.) An intensive study of tracheostomy procedure, effects on communication and swallowing, and the role of the medical speech-language pathologist in management of trach and vent dependent patients.

SP703 Advanced Dysphagia (1.00 cr.) Prerequisite: SP666. Expands on the clinical skills previously developed in SP666 for the assessment and treatment of swallowing disorders. Emphasis is placed on higher level interpretation of swallowing studies, evaluation and treatment of complex populations, and advanced instrumentation.

SP704 Cognitive-Communication Disorders: Adult (3.00 cr.) Prerequisite: SP600, SP601. Comprehensive study of cognitive processes and their effect on cognitive- communication disorders in adults. Thorough review of current techniques in assessment and treatment of disorders resulting from right hemisphere disorder, traumatic brain injury, the dementias, and other neurological diseases. Specific diagnostic materials and evidence-based interventions are explored, including the use of assistive technology. School of Education

Dean: Peter C. Murrell, Jr., Professor Affiliate Faculty: Patricia Baltzley; S. Craig Bass; Associate Dean: L. Mickey Fenzel, Professor Joen Bettmann; Lisa Boarman; Julia A. Bryan; Office: Beatty Hall Kathleen A. Burgess; Caroline Crocker; Caitlin Telephone: 410‑617‑5094/5095 Cross-Barnet; Gabrielle Dietrich; Silvia Dubovoy; Website: www.loyola.edu/schoolofeducation Margaret Dumler; Morton M. Esterson; Karyn M. Felder; Nancy E. Gant; Karen Gladden; Annette Graduate Program Chairs M. Haines; Debra R. Henninger; Carol Hicks; Education Specialties: Peter L. Rennert-Ariev Nicholas G. Hobar; Bette M. Hobner; Amy B. Montessori Education: Sharon L. Dubble Huggins; Sharon G. Kachur; Mary Keene; Marcia Teacher Education: Wendy M. Smith R. Lathroum; Robin B. Levien; Tasha Maglocci; Claudia N. McBrien; Donald E. McBrien; Carol Graduate Program Directors Z. A. McGinnis; Gordon A. Michaloski; John D. Curriculum and Instruction: Mojzisek; Silvia Montanaro; Herbert E. Muse, Stephanie Flores-Koulish Jr.; Nikki Nieset; Judith A. Orion; Molly E. Educational Leadership: Peter R. Litchka O’Shaughnessy; Patricia R. Ourand; Sam Polack; Educational Technology: David Marcovitz Phyllis Pottish-Lewis; Richard Prodey; Maryanne Kodály Music Education: Anthony D. Villa Ralls; Eric Rasmussen; Sharyn Rhodes; David A. Literacy: Afra A. Hersi Robb; Mary L. Roby; Gail Sackett; James Snow; School Counseling: Cheryl Moore-Thomas; Christopher Sny; Allyn S. Travis; Patricia Wallner; Jennifer Watkinson Edie Yeager; Rita S. Zener Special Education: Elana Rock Teacher Education: Wendy M. Smith The Reverend Peter-Hans Kolvenbach, S.J., former Superior General of the Society of Jesus, has described Washington Montessori Institute at Loyola the goal of Jesuit education with the following words: Director of AMI Training (Elementary Level): “We aim to form...men and women of competence, con- Kay Baker science, and compassionate commitment.” In recogni- Director of AMI Training (Primary Level): tion of its connection to the Jesuit mission of the Loyola Janet R. McDonell community, the School of Education has adopted the three words, Competence, Conscience, Compassion as Internship Coordinators the foundation for its conceptual framework. Professional Development Schools: Deborah Anthony; Christopher Barnes; Barbara Livermon; These words capture the goals that the School of Edu- Kathleen A. Sears; Stacy Williams; James Wolgamott cation sets for its students and form the organizing School Counseling: Lynn Linde, Jennifer Watkinson structure for its learning outcomes. The division’s con- Special Education: Cathy A. Rosensteel ceptual framework states that it envisions an extensive learning community grounded in the values of our Professors: Victor R. Delclos; Bradley T. Erford; Jesuit mission, informed by a learner-centered model L. Mickey Fenzel; Peter C. Murrell, Jr.; Donald J. Reitz of instruction, and seeking to cultivate education lead- (emeritus); Lee J. Richmond; Beatrice E. Sarlos ers of competence, conscience, and compassion. (emerita) Associate Professors: Marie Celeste; Stephanie A. MISSION AND EDUCATIONAL OBJECTIVES Flores-Koulish; David Marcovitz; Cheryl Moore- Thomas; Michael L. O’Neal; Joseph Procaccini; Within the Jesuit traditions of intellectual excellence, Peter L. Rennert-Ariev; Elana E. Rock; social justice, ethical responsibility, and cura perso- Wendy M. Smith nalis, the School of Education promotes leadership Assistant Professors: Kay Baker; Beverly Booker; and scholarship in the development of teachers, coun- Catherine Castellan; Sharon L. Dubble; Jennifer selors, administrators, and other educators. Gallo-Foz; Afra A. Hersi; Lynn Linde; Peter R. Litchka; Robert W. Simmons III; Jennifer Watkinson The School of Education offers programs leading to Instructors: Deborah Anthony; Lisa M. Lewis; a Master of Arts (M.A.), Master of Arts in Teaching Barbara J. Livermon; Kathleen Nawrocki; Monica (M.A.T.), Master of Education (M.Ed.), the Certificate Phelps; Dana M. Reinhardt; Cathy A. Rosensteel; of Advanced Study in School Management (C.S.M.), Kathleen A. Sears; Eleanor Shinham; Stacy A. and the Certificate of Advanced Study in Education Williams; James R. Wolgamott (CASE). These programs are designed to advance the study of education as an academic discipline and 110 School of Education to further the professional development of teachers, Applicants for teacher certification in special edu- administrators, and other educational personnel in cation are required to submit evidence of a passing public and independent schools. composite score (based on the Maryland cutoff level) on the Praxis I: Pre-Professional Skills Tests. Graduate programs in the School of Education are committed to the following university-wide gradu- Applicants for the Master of Arts in Teaching (M.A.T.) ate learning goals that embrace the core values and are required to submit evidence of a passing compos- principles inherent in Loyola’s mission: ite score (based on the Maryland cutoff level) on the Praxis I: Pre-Professional Skills Tests. Consistent with Master Knowledge and Skills new regulations for teacher certification set forth by the state of Maryland, qualifying scores on the SAT, • Master the skills, methods, and knowledge appro- ACT, or GRE may be substituted for Praxis I perfor- priate to the discipline mance for the M.A.T. program (contact the department for specific information). In addition, applicants to the • Synthesize knowledge using interdisciplinary M.A.T. program must have an undergraduate degree approaches with a major or significant coursework in the desired certification area. A passing score on the Praxis II con- • Acquire the tools to continue professional develop- tent knowledge tests or two ACTFL exams (Oral Pro- ment and lifelong learning ficiency Interview and Writing Proficiency Test) for Spanish students is required of all M.A.T. applicants. Think Critically M.A.T. applicants may be offered provisional acceptance to take classes for one semester prior to passing • Access, analyze, and evaluate information effectively the Praxis II content knowledge or ACTFL exam(s).

• Disseminate and communicate information Many of the field, practicum, and internship sites now effectively require students placed in their facilities to submit fingerprints and criminal background checks before Manifest Leadership and Social Responsibility they are allowed to begin their placement. The School in the Workplace and Community of Education will assist students in meeting this requirement before they begin their field placements. • Understand and value individual differences and Any student not cleared by this process will not be eli- have the skills for working effectively in a diverse gible to complete a certification program. and changing world Detailed admission information (application proce- • Comprehend the ethical principles appropriate to dures, required documents, etc.) may be found in the discipline, have the ability to identify ethical the Admission chapter. dilemmas, and understand the frameworks for selecting and defending a right course of action Application Deadlines

• Contribute professionally and personally to the M.A./M.A.T./M.Ed./C.A.S.E. (excluding Kodály broader community Music/Montessori) Fall Semester June 15 • Consider issues of justice in making decisions Spring Semester November 1 Summer Sessions March 15 ADMISSION CRITERIA Applications may be submitted at any time and are The School of Education seeks graduates from accred- reviewed on a rolling basis throughout the year. ited institutions of higher learning who demonstrate While students may be accepted after a deadline has significant academic ability. A minimumQPA of 3.000 passed, course availability cannot be guaranteed. in undergraduate work or a master’s degree from an accredited institution is required for full acceptance. M.Ed. Kodály Music Education Provisional acceptance may be granted for students with a QPA between 2.750 and 3.000. Letters of recom- Multi-Summer Format mendation, standardized tests, or a personal interview Offered selected summers with applications accepted may be required. on a rolling basis. The priority application date is May 1. 111

M.Ed./CASE Montessori Education SPECIAL STUDENTS

Academic Year Programs (WMI) Special students admitted to the School of Education Offered fall semester only with applications accepted are limited to enrollment in two graduate courses on a rolling basis. For summer sessions, see Multi- before deciding to pursue a master’s degree, postbac- Summer Format. calaureate certification, or certificate of advanced study. Special students who wish to pursue a master’s degree, Affiliated AMI Institutes certification, or certificate of advanced study must reap- Fall Semester only October 1 ply to the specific program of interest. Courses taken as a special student may be advanced into a degree or Multi-Summer Format (WMI) certificate program with the approval of the academic Offered selected summers with applications accepted advisor if the courses conform to the requirements of on a rolling basis. the degree or certificate.

See Admission under Montessori Education for addi- ACCREDITATION tional requirements. The School of Education at Loyola University Mary- CREDITS REQUIRED land is accredited by the National Council for Accredi- tation of Teacher Education (NCATE), 2010 Massachu- Requirements for each degree and program are speci- setts Avenue, NW, Suite 500, Washington, DC, 20036; fied within the description for that program. phone: 202‑466‑7496. This accreditation covers initial teacher preparation programs and advanced edu- MASTER OF ARTS (M .A .) cator preparation programs. NCATE is recognized by the United States Department of Education and This option is designed for individuals who wish to the Council for Higher Education Accreditation to undertake a significant scholarly project as part of accredit programs for the preparation of teachers their degree program. This option is especially appro- and other professional school personnel. priate for those who plan to pursue an advanced degree beyond the master’s level. For all programs COURSE DESCRIPTIONS except curriculum and instruction, students complete a six-credit thesis project under the guidance of an Educational Leadership advisor in place of six general elective credits. Guide- lines for the development and completion of the AD662 Leadership, Supervision proposal and thesis are available from departmen- and Professional Development (3.00 cr.) tal advisors. In the curriculum and instruction pro- Examines the essential role that the educational gram, students begin the thesis project in ED670 leader plays in the development and implementa- and complete it in ED800; guidelines for the devel- tion of relevant and appropriate professional development and completion of this thesis are provided opment and effective supervision of instructional in the associated courses. staff in order to improve student achievement. The foundation for this course is the Maryland Instruc- WAIVERS tional Leadership Framework, the National Standards for Educational Leaders, and the National Standards Any specific course requirement may be waived by for Staff Development. a student’s advisor based upon prior completion of graduate coursework in the same content area. The AD668 The Law, the Courts, student must request a waiver in writing. The advi- and the School (3.00 cr.) sor’s written approval will be sent to the student and Reviews statutory requirements and case decisions the Records Office. In the event a course require- to determine the legal responsibilities of teachers, ment is waived, an elective course must be substituted counselors, and administrators in day-to-day school in its place. No more than three courses may be management. Special attention given to nondiscrimi- waived in any graduate program. natory hiring procedures; dismissal for cause; tort liability in the classroom, special teaching situations, and on field trips. Considers the confidentiality of school records, freedom of speech for students/teachers, and malpractice in education. 112 School of Education

AD669 Constitutional Law meet the needs of students involved in a wide spec- and the Schools (3.00 cr.) trum of organizational situations. Explores a variety of U.S. Supreme Court decisions to determine their impact on the management of AD680 Leadership Seminar (3.00 cr.) public schools and school districts. Topics include An introduction to the educational leadership pro- such pivotal constitutional issues as freedom of speech; gram. Identifies strengths and weaknesses of the stu- freedom of religious expression; sex, race, and age dent as related to the thinking and research of aca- discrimination; curriculum issues; governmental con- demics and the state-of-the-art practiced by admin- trol of education; and school discipline. istrators and supervisors. Reviews a relationship between concepts presented in the seminar course AD670 The Law, the Courts, and concepts presented in the internship program. and Private Schools (3.00 cr.) Introduces teachers, administrators, counselors, and AD681 Organizational Development other professional personnel to the impact of court in Education (3.00 cr.) decisions and statutory requirements upon the oper- An examination of contemporary models for designation of the private school. Examines issues such as ing, developing, and managing the complexities of the legal status of the independent schools, hiring education as a social organization. Particular attention and dismissal procedures, due process, negligence, is placed on structure, interaction, climate, change, and the handling of records. dynamics, and the critical role of leadership, as they relate to contemporary educational organizations. AD671 Leading and Managing Athletics in Schools (3.00 cr.) AD682 Technology for School Leaders (3.00 cr.) Examines the historical development of school sports Examines effective curricular and administrative uses as a context for understanding and managing school- of technology, planning for technology, and major based athletic programs. Focuses on development of issues surrounding technology in the K–12 environ- a comprehensive plan for integrating sport into the ment. This laboratory-based course provides hands- overall instructional program. Emphasizes the devel- on computer experience in class and requires exten- opment of character and ethics through athletics. sive computer work outside of class.

AD674 Human Relations AD683 Leadership: Theories in School Management (3.00 cr.) and Practices (3.00 cr.) Grounded in recent research and development of Examines educational leadership within an historical sound relationships in an organizational setting. Exam- and conceptual framework which focuses on the impli- ines human relations from philosophical, psychologi- cations of educational leadership theory, practice, and cal, and sociological perspectives. Includes communi- application for school leadership. Special emphasis is cation, uncovering and resolving conflicts, parent placed on student knowledge and understanding of the involvement, group dynamics, and balancing stress in Standards for School Leaders (Interstate School Lead- personal and organizational life. Thoroughly examines ers Licensure Consortium), Standards for Advanced and discusses the issues of racism, sexism, and classism. Programs in Educational Leadership (Education Lead- ership Constituent Council), and the Maryland Instruc- AD676 Fiscal Planning and Budgeting tional Leadership Framework. in the Private School (3.00 cr.) Meets the needs of administrators, fiscal officers, AD684 Resource Management (1–3.00 cr.) school managers, and board members of indepen- Major issues involved in managing school resources dent and private schools. Focuses on management including budget and finance, school facilities, and planning techniques in relation to contemporary fund accounting, school-based management, guid- procedures for developing, allocating, and project- ance programs, and community resources. Consid- ing fiscal resources. Basic budgeting and accounting ers federal, state, and local funding and governance procedures are reviewed and clarified. aspects related to these resources. Other topics based on student needs. AD677 Organization and Administration of Private Schools (3.00 cr.) AD686 The Instructional Leader and Assessing Acquaints private school administrators with fun- Student Learning (3.00 cr.) damental concepts of policy making, basic models Emphasizes the critical role of instructional leader- of organization, trusteeship and boards of control, ship in the role of the assessment process and its delegation of authority, leadership styles, and per- contribution to school improvement and increasing sonnel management. A special attempt is made to student achievement. Participants are encouraged 113 to analyze, synthesize, and evaluate various theories ership in education. Students become familiar with and applications of assessing student learning in the the prevailing paradigms and modes of research, as contemporary educational realm. Special attention well as areas and topics of contemporary and histor- is given to the Maryland Instructional Leadership ical concern relative to theory, research, and prac- Framework throughout the course, with emphasis tice as it relates to teaching, learning and leadership on aligning all aspects of school culture to student in education. Assignments include papers, exams, and adult learning. in-class discussions, authentic research, case studies, and a significant amount of outside reading. AD687 Internship in Educational Leadership (3.00 cr.) AD786 Instructional Leadership Prerequisite: M.Ed. students must have 36 credits completed. in Literacy for School Leaders: Certification students must have 15 credits completed. The Creating a Culture of Literacy purpose of internships is twofold: to provide an oppor- in Schools and Communities (3.00 cr.) tunity for students to apply and develop their concep- Focuses on literacy as a sociocultural and develop- tual knowledge of educational administration/super- mental process, as well as the effective methods of vision in the field under the guidance of an experi- applying research to practice. Aspiring and current enced administrator/supervisor, and to provide an school leaders are provided with various strategies opportunity to assess and evaluate the performance of to lead literacy initiatives in a school at both the graduate students in a real administrative/supervisory elementary and secondary levels. Topics include, but situation. In addition to hands-on leadership experi- are not limited to, the history and perspectives on ence, interns are asked to reflect on the total picture literacy education; the development of balanced or gestalt of leadership behavior. Interns are assisted literacy programs; the evaluation of literacy curricu- in learning how to make a systematic appraisal of how lum; instruction and assessment; and the use of for- the building-level (or central office) leader functions mative and summative assessment systems in literacy. in leading an organization. A portfolio of achievement is developed. AD687 constitutes a single internship that AD932 Special Education Law and Compliance will start in the fall and continue through the spring. One for School Leaders (3.00 cr.) final grade is given at the end of the second semester. Intended for administrators and other school leaders, this course reviews federal and state regulations AD690 Field Study in School Management (3.00 cr.) and case law regarding special education, as well as Under the guidance of a departmental staff member, other laws that relate to individuals with disabilities students examine, analyze, and assess administra- (e.g., Section 504, NCLB, FERPA). Using case study tive behavior patterns in a real situation. Students and other applied methods, students examine and use knowledge and skills resulting from coursework resolve common legal problems in special education and simulation experiences as criteria for evaluat- compliance and service delivery. Examples of compli- ing administrative performances. ance problem areas include eligibility determinations, 504 plans, IEP development, FAPE, LRE, discipline, AD691 Field Study in School Supervision (3.00 cr.) staffing, scheduling, progress monitoring, and access Under the guidance of a departmental staff member, to the general curriculum for students with disabilities. students examine, analyze, and assess a problem relating to the supervision of instruction. Observes Education and evaluates supervisory behavior in a real situation. Students use knowledge/skills resulting from ED600 Foundations of Research coursework and simulation experiences as criteria in Education (3.00 cr.) for evaluating supervisory performances. Examines various approaches to research in education, including historical/experimental methods, the AD775 Seminars on Catholic School survey, case study, and philosophical inquiry. Focuses Education (3.00 cr.) on quantitative and qualitative methodology. Encour- Provides participants with an opportunity to identify ages students to develop a basis for evaluating and and examine problems and issues related to Catho- understanding research in the field and to familiarize lic schools and leadership through readings, discus- themselves with the literature in their chosen areas of sions, case studies, and presentations. concentration. Acquisition of state-of-the-art information searching and accessing strategies is an integral AD776 Theory and Research part of the course objectives. on Educational Leadership (3.00 cr.) Introduces students to recent developments in the field of research as it relates to teaching and lead- 114 School of Education

ED601 Philosophical Foundations of Diversity mitted for approval. Documentation of the project is sub- and Social Justice in Education (3.00 cr.) mitted in a portfolio that includes a research paper. Students focus on the intersection of diversity, social justice, and educational practices. Framed within cur- ED634 Qualitative Approaches rent educational controversies, students are encour- to Urban Education (3.00 cr.) aged to develop an initial articulation of their per- Examines various qualitative approaches to urban sonal philosophy of education. Readings help provoke education including participant observation, infor- critical reflection around these benefits and assump- mal interviews, life history, and archival research. tions that will inform a further elaboration of student’s Encourages learning about the contributions and philosophy of education. limitations of qualitative inquiry through a series of assignments based upon firsthand experiences ED608 Educational Innovations (3.00 cr.) completed in the local Baltimore community. Stu- Students systematically examine innovation in schools, dent completion of a major project and submission including the philosophical and psychological assump- of a project paper required. tions that underlie departures from traditional school- ing. Students develop an historical perspective to under- ED650 Curriculum Theories stand how current and future innovations can impact and Practices (3.00 cr.) educational processes with an emphasis on promising The course is intended to support educator’s skills practices for social justice education and equity. in developing curricula and assessments. Students focus on both the goal of curriculum design work, ED611 History of Education producing a coherent design with clear alignment in the United States (3.00 cr.) among instructional and assessment components, Students focus on pivotal moments in American his- and the process of curriculum development, using tory and their influence upon the development of a set of design standards and a peer review process. educational thought and practice. Students gain a greater understanding of the contemporary condi- ED652 Evaluation and Assessment tion of schools and educational policies and deter- Policies and Practices (3.00 cr.) mine to what extent schools have been successful in Students engage in critical analysis of evaluation and fulfilling a democratic idea or complicit in maintain- assessment policies and practices. They also exam- ing the status quo. ine the extent to which mandatory assessments align with curricular aims and/or current learning theo- ED618 Special Topics in Classroom ries. Course content includes an historical look at Instruction (3–6.00 cr.) assessment policies in the United States as well as A survey of current research on topics in instruction terminology, laws, court cases, and other contextual strategies. Topics vary. May be repeated once with a dif- issues that have contributed to the current policies. ferent topic. ED659 Race, Class, and Gender Studies ED623 Independent Study in Education (3.00 cr.) in Education (1–3.00 cr.) Students explore structural theories of race, class, Prerequisite: Written or electronic permission of the advisor and gender in an effort to understand how these and the department chair. Individual projects geared discourses impact unequal educational experiences to specific needs or interests of students. Specific and outcomes. Students unpack how schools operate requirements related to each independent study will as a mechanism for reproducing a racialized, gen- be approved on an individual basis. dered, and classed social order. Through this conversation students can begin the journey of working ED625 Advanced Study in Education (3.00 cr.) toward schools that challenge the status quo. Prerequisite: Written or electronic permission of the advisor is required. Restricted to Montessori students. An inde- ED670 Teacher Research and Inquiry (3.00 cr.) pendent study in the culminating experience for the Prerequisite: Curriculum and instruction students must Montessori M.Ed. program. Topics are approved on have 27 credits completed. Investigates aspects of action an individual basis. The student reviews and analyzes research including choosing a topic to study, examin- relevant research and submits a final paper. ing ethical issues, planning and implementing methodologies, conducting a literature review, becoming ED627 Advanced Research Project a reflective practitioner, and analyzing data. in Montessori Education (3.00 cr.) Students design and implement a research project related to their field of specialization. A proposal is sub- 115

ED687 Professional Seminar common every day experiences. Major topics include in Mathematics (6.00 cr.) motion, mechanical advantage, simple machines, light, This culminating course in the certification in sec- sound, magnetism, electricity, and basic electronics/ ondary mathematics program includes recursion, technology. ranking methods, combinatorics, probability, conic sections, trigonometry, logic, abstract algebra, and ED705 Physical Science II preparation for the Praxis II for mathematics. Par- (Elementary/Middle) (3.00 cr.) ticipants read and analyze state learning goals and Students explore fundamental concepts in chemistry publications that influence the scope and sequence and investigate the use of observational strategies of secondary mathematics programs throughout the to build upon theoretical constructs. The use of United States. Participants also analyze student work common substance in familiar situations is stressed. and develop assessments that match anticipated learn- Major topics include volume and density, heat, tem- ing outcomes. Provides information on the general perature and pressure, physical properties of solids, concepts required for teaching at the secondary level. liquids and gases, physical changes versus chemical changes, chemical interactions, solutions, acids and ED700 Earth Science I bases, and atomic structure. (Elementary/Middle) (3.00 cr.) Students examine the “fluid” earth and the earth’s ED706 Environmental Field Study (3.00 cr.) place in space through an exploration of basic con- Students participate in field-based, cooperative group cepts in astronomy, meteorology and physical ocean- projects using original research to synthesize and inte- ography. Major topics include the structure and cir- grate scientific and educational principles covered in culation of the atmosphere; weather patterns; moni- the graduate program. Students draw from science toring and prediction; hydrologic cycle; structure course content and methodologies to design and and circulation of the oceans; effects of atmosphere implement exploratory and evaluative environmental and oceans on global climate; observation relations assessment projects suitable for use in the elementary/ of earth, moon and sun; celestial motion; solar sys- middle school classroom. The course culminates with tem formation; and stellar and galactic evolution. the development of a practical environmental science Weekend field trips required. curriculum unit for use at the participants’ school. Possible project parameters include water pollution ED702 Earth Science II sources, water quality assessment, water quality stan- (Elementary/Middle) (3.00 cr.) dards and testing, land use practices and impacts, Students explore the processes that have shaped the land use management/assessment, hydrologic investi- surface of the earth in a physical and historical geo- gations, map use and mapping, soil characteristics, logic context. Emphasis on factors influencing the and biologic environmental indicators. Field trips required. development and continued modification of life, climate, landforms and their resultant environments. ED720 Assessment and Evaluation Major topics include the structure of the earth, miner- in Mathematics Instruction (3.00 cr.) als and rocks, plate tectonics, volcanism and seismic Examines current thinking in the assessment and activity, weathering, erosion and sediment transport, evaluation of mathematics instruction. The Assess- geologic time, geologic dating methods, life through ment Standards of the National Council of Teachers time, climate through time, and current environmen- of Mathematics provide a framework for the course. tal systems. Weekend field trips required. Both the Maryland State Assessment and Maryland State High School Assessment programs are dis- ED703 Life Science cussed in detail. Practical opportunities for the devel- (Elementary/Middle) (3.00 cr.) opment of assessment instruments are included. Students explore basic concepts of the life sciences, such as living versus nonliving systems, sources of ED728 Geometry (3.00 cr.) energy for life and the relationship of organisms to Computer software is used to make conjectures in their environment. Major topics include organiza- two-dimensional geometry. Deductive methods are tion and classification, cell structure and function, then used to prove or disprove these conjectures. metabolic pathways, human systems, biotechnology, Relationships within plane figures and relationships and ecology. Weekend field trips required. preserved through transformations are explored.

ED704 Physical Science I (Elementary/Middle) (3.00 cr.) Students investigate concepts in physics, with both qualitative and quantitative applications, related to 116 School of Education

ED729 Topics in Number Theory Educational Technology and Discrete Mathematics (3.00 cr.) A study of logic, Boolean algebra, set theory, equivalence ET605 Introduction to Educational relations, divisibility, Euclid’s algorithm, Diophantine Technology (1–3.00 cr.) equations, modular systems, groups, and proof. Examines applications of traditional and emerging technology to the curriculum with an emphasis on the ED750 Thesis Seminar I (3.00 cr.) use of technology as an instructional tool to enhance Prerequisite: Written or electronic permission of the advisor. the quality of classroom instruction and facilitate the Restricted to M.A. students. Students register for this work of the teacher. Includes hands-on experience course as they begin the thesis process. Meetings with a variety of technology as well as discussions of scheduled at the convenience of the participants and the place of technology in school reform. This labora- advisors provide an opportunity for critical discus- tory-based course provides hands-on computer expe- sion of planned research. Participants receive credit rience in class and requires extensive computer work upon successful completion of the thesis. Topic must outside of class. M.A.T. program students may opt to take be approved by the advisor prior to enrollment. this course for one credit. Completing this course for one credit does not fulfill any non-elective or prerequisite requirement ED751 Thesis Seminar II (3.00 cr.) outside of the M.A.T. program. Prerequisite: ED750 and written or electronic permission of the advisor. Restricted to M.A. students. The culmina- ET610 Curricular Applications tion of work begun in ED750. Students register for of Technology (3.00 cr.) this course during the last semester of thesis work. Prerequisite: ET605 or written permission of the instruc- Participants receive credit upon successful comple- tor. Studies applications of technology to the curricu- tion of the thesis. lum in a variety of disciplines. Reviews software and technology projects to enhance science, mathemat- ED800 Thesis Seminar (3.00 cr.) ics, social studies, and language arts. Criteria for Students analyze data from research projects begun evaluating software and technology projects are in ED670. Students use and apply the lenses gained discussed, and technological resources in each cur- during the initial course sequence to examine the ricular area are presented. educational implications of their research. As a summative assessment, students complete an origi- ET620 Multimedia Design nal empirical research thesis based on a conceptual in the Classroom (3.00 cr.) or historical educational issue. Should be taken as the Prerequisite: ET605 or written permission of the instructor. final course in the curriculum and instruction program. An introduction to design, development, and evaluation of multimedia projects with an emphasis on ED805 Capstone Seminar (3.00 cr.) multimedia production in the K–12 classroom. Stu- Students analyze data from research projects begun dents use multimedia authoring tools to produce in ED670. Students use and apply the lenses gained courseware for classroom use and learn how to incor- during the initial course sequence to examine the porate multimedia design projects into their curri- educational implications of their research. As a cula. Emphasis is on the use of multimedia design summative assessment, students complete an origi- to teach K–12 students to be critical consumers of nal empirical research study based on a conceptual information. This laboratory-based course provides or historical educational issue. Should be taken as the hands-on computer experience in class and requires final course in the curriculum and instruction program. extensive computer work outside of class.

ED900 Advanced Study ET630 Digital Communication in Music Education (3.00 cr.) in the Classroom (3.00 cr.) An independent study is the culminating experience Prerequisite: ET605 or written permission of the instructor. for the Kodály music program. Topics are approved Examines the technical and curricular aspects of tele- on an individual basis. Students review and analyze communications in schools. Introduces telecommuni- relevant research and submit a final paper. cations software and hardware such as web browsers and servers, electronic mail systems, networks, and modems. Explores curricular implications of telecommunications and internetworking such as networked projects with students and adults outside the school walls; research on the Internet; authentic publishing on the Web; and critical information literacy. 117

ET631 Distance Education (3.00 cr.) School Counseling Prerequisite: ET605 or written permission of the instructor. An introduction to the different methods of deliver- GC600 Research and Evaluation ing instruction at a distance, including asynchronous in Counseling (3.00 cr.) learning networks and two-way interactive video. Dis- Examines various approaches to research method- cusses the pedagogical obstacles that distance imposes ology, statistical analysis, and program evaluation and why educators might or might not choose to teach in counseling. The methodological focus is on qualita- at a distance. Provides hands-on practical experience tive, quantitative, single-case designs, action research, with designing instruction for use over the Internet and and outcome-based evaluation. Methods for enhanc- in Loyola’s state-of-the-art distance learning classroom. ing program effectiveness and decision-making using needs assessment and program evaluation are empha- ET640 Adaptive/Assistive Technology sized. Research aimed at improving counseling effec- for Education (3.00 cr.) tiveness as well as opportunities, challenges, ethics, and Prerequisite: ET605 or written permission of the instructor. legal issues in research and evaluation are considered. Examines adaptive/assistive technologies for helping special needs students in the classroom. GC606 Tests and Measurements (3.00 cr.) Surveys and discusses the major concepts involved ET680 The Role of the Technology in psychological and educational testing and mea- Leader (3.00 cr.) surement. Exposes students to a variety of educational Prerequisite: ET605 or written permission of the instructor. and psychological tests. Emphasis is on those aspects Analyzes the role of the technology specialist in the important to the counselor as a consumer and admin- school, including practical issues for managing the istrator of testing information. school’s technology infrastructure, balancing a teaching load with technology specialist responsibilities, GC622 School Counseling and the technology specialist as a catalyst for change. at the Secondary Level (3.00 cr.) Prerequisite: GC700, GC701, GC704. Focuses on skills ET690 Educational Technology Seminar (3.00 cr.) that school counselors need at the secondary level. Prerequisite: ET605, ED600 or ED670, or written permis- Programs, activities, and techniques specific to ado- sion of the instructor. Examines current trends in the lescents and experienced at the secondary level are field of educational technology. May be repeated for studied. Participants gain an understanding of the credit with written permission of advisor. secondary school culture, driven by content, high stakes testing, student achievement, and social and ET691 Educational Technology emotional health. Internship (3.00 cr.) Prerequisite: 24 credits completed. Students engage in a GC623 Counseling Special Education major educational technology leadership project in a Students and Families (3.00 cr.) school or school-district setting. At meetings with the A practical course presenting innovative, well-planned advisor, assigned readings in specific areas of educa- methods and techniques for counseling all levels of tional technology are discussed to provide some the- special education students and their families. The ory for the educational technology practice in which counseling needs of AD/HD, retarded, learning dis- individual participants engage. At the conclusion of abled, physically disabled, and other handicapped the internship, students complete a portfolio linking students are reviewed. Former counseling training is the internship to program standards. not required, as this course is designed to familiarize all educators working with handicapped populations. ET699 Thesis Seminar (6.00 cr.) Students planning to propose a thesis topic enroll GC624 Stress and Stress Management (3.00 cr.) with their advisor’s consent. Informal meetings sched- Prerequisite: GC700, GC701, GC704. Emphasizes the uled at the convenience of participants and advisors basic theories, causes, and prevention and interven- provide an opportunity for critical discussion of tion practices related to stress. Careful consideration planned research. Participants receive credit upon is given to evaluating sources of stress and the acqui- successful completion of their thesis. sition of management skills for dealing with stress. 118 School of Education

GC627 Working Ahead: Global Career GC706 Group Counseling in Schools (3.00 cr.) Development Facilitator Prerequisite: GC700, GC701, GC704. An introduction Instructor Training (3.00 cr.) to the theories and techniques of group procedures The “Working Ahead GCDF” curriculum provides in school counseling. Emphasizes the understand- front-line counselors with the skills needed to oper- ing of concepts, as well as the development of group ate in a public or private one-stop career center, edu- leadership skills for effective school counseling in cational training, or job service environment. The a cultural context. Presents research in the field of education content is based on theory and research group counseling and its methods. The roles of group and focuses on current Workforce Investment Act leaders and group members are clearly delineated as legislative policies, Internet use, ethical issues, and are selection criteria. assessment. Successful completion of the course results in a listing in the Rutgers Heldrick Center GC708 Cross Cultural Counseling (3.00 cr.) International Registry and eligibility for national Prerequisite: GC700, GC701, GC704. An exploration of certification as a GCDF instructor. ethnic groups and subcultures. Emphasizes effective cross cultural communication between the counselor GC700 Introduction to School and client. Presents ethical dilemmas related to cross Counseling (3.00 cr.) cultural counseling. Studies the specialized knowledge and skills requi- site to both elementary and secondary counseling GC709 Counseling in the Elementary including foundations of school counseling, its his- School (3.00 cr.) tory and philosophy, and the role and function of the Prerequisite: GC700, GC701, GC704. For those students professional school counselor. Introduces contextual who plan to function as counselors in elementary dimensions of school counseling and consultation, and schools. Emphasizes theories and practices which are diversity issues relevant to the professional practice of unique to guidance and counseling activities in such school counseling. Also includes a systematic, program- a setting. matic approach to practice, as well as ethical standards and guidelines of the American School Counselor GC712 Human Development Association and the American Counseling Association. through the Life Span (3.00 cr.) Studies human behavior through the life span at all GC701 Techniques of Counseling (3.00 cr.) developmental levels. Family, career, aging, and other Prerequisite: GC704 (may be taken concurrently). Focuses processes are examined developmentally. Considers on the helping relationship including: interviewing, both normal and abnormal processes. Stresses strat- application of counseling and consultation skills, and egies for facilitating development over the life span; basic change strategies. Considers verbal and nonverbal emphasizes theories of learning and personality devel- behaviors and characteristics in both client and coun- opment; discusses cultural consideration with regard selor. Discusses diversity and ethical considerations. to human developmental processes.

GC703 Lifestyle and Career Development GC713 Techniques for Understanding and Decision-Making (3.00 cr.) Dreams (1.00 cr.) Prerequisite: GC700, GC701, GC704. An introduction Focuses on various techniques for working with dreams to the principal theories of career development and in ways that will help clients derive daily life benefits decision-making and the counseling procedures from them. Both Jungian and Gestalt methods of appropriate to each theoretical position. Acquaints dream exposition are introduced. To make the meth- students with the various kinds of educational and ods clear, students work in class with their own dreams. occupational information sources for obtaining this information and the means for imparting it. Con- GC720 Independent Study siders assessment and computer-based systems as well in School Counseling (1–3.00 cr.) as the needs of special populations. Allows advanced students to study independently in special disciplinary or topical areas related to coun- GC704 Theories of Counseling (3.00 cr.) seling of specific, rather than general, interest. Spe- Emphasizes counseling and consultation theories, cific requirements related to each independent study both from individual and systems perspectives. Pres- are approved on an individual basis. ents the philosophical underpinning of theories of personality and the theories incorporated in counseling practice. Discusses client characteristics, behaviors, and multicultural considerations that influence the counseling process. 119

GC721 Advanced Study GC730 Internship in School Counseling in School Counseling (1–3.00 cr.) Year I (3.00 cr.) Individual projects geared to specific needs or inter- Prerequisite: GC791. The culminating activity of the ests of students. Specific requirements related to each school counseling program which provides students independent study approved on an individual basis. with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in GC722 Internship in School Counseling I (3.00 cr.) all previous courses. GC730 constitutes the first year Prerequisite: GC791. The culminating activity of the (300 hours, fall to spring) of a 600-hour internship school counseling program which provides students in a school setting under the supervision of a certi- with the opportunity to put into practice, in an actual fied school counselor. Of the total, 240 hours must be school setting, the knowledge and skills learned in in direct service which includes individual counsel- all previous courses. GC722 and GC723 constitute ing, group work, developmental classroom guidance, one 600-hour internship in a school setting under and consultation. Students must attend one hour per the supervision of a certified school counselor. Of week of individual supervision as well as 1.5 hours the total, 240 hours must be in direct service which per week of group supervision. GC730 is intended to includes individual counseling, group work, develop- be a yearlong internship and must be taken over two mental classroom guidance, and consultation. Stu- semesters. It may not be compacted into one semes- dents must attend one hour per week of individual ter. One final grade is given at the end of the second supervision as well as 1.5 hours per week of group semester. A field study fee is charged. supervision. A field study fee is charged. GC731 Internship in School Counseling GC723 Internship in School Counseling II (3.00 cr.) Year II (3.00 cr.) Prerequisite: GC791. The culminating activity of the Prerequisite: GC791. The culminating activity of the school counseling program which provides students school counseling program which provides students with the opportunity to put into practice, in an actual with the opportunity to put into practice, in an actual school setting, the knowledge and skills learned in school setting, the knowledge and skills learned in all all previous courses. GC722 and GC723 constitute previous courses. GC731 constitutes the second year one 600-hour internship in a school setting under (300 hours, fall to spring) of a 600-hour internship the supervision of a certified school counselor. Of in a school setting under the supervision of a certi- the total, 240 hours must be in direct service which fied school counselor. Of the total, 240 hours must be includes individual counseling, group work, devel- in direct service which includes individual counsel- opmental classroom guidance, and consultation. Stu- ing, group work, developmental classroom guidance, dents must attend one hour per week of individual and consultation. Students must attend one hour per supervision as well as 1.5 hours per week of group week of individual supervision as well as 1.5 hours supervision. A field study fee is charged. per week of group supervision. GC731 is intended to be a yearlong internship and must be taken over two GC728 Internship in School semesters. It may not be compacted into one semes- Counseling I and II (6.00 cr.) ter. One final grade is given at the end of the second Prerequisite: GC791. The culminating activity of the semester. A field study fee is charged. school counseling program which provides students with the opportunity to put into practice, in an actual GC744 Instructional Strategies school setting, the knowledge and skills learned in for School Counselors (3.00 cr.) all previous courses. GC728 constitutes one 600-hour Prerequisite: GC700, GC701, GC704. Focuses on skills internship in a school setting under the supervision of which help school counselors who have not had for- a certified school counselor. Of the total, 240 hours mal training as a classroom teacher. Students have must be in direct service which includes individual the opportunity to learn techniques and strategies counseling, group work, developmental classroom used in classroom management, understanding stu- guidance, and consultation. Students must attend dent behavior, and planning presentations. one hour per week of individual supervision as well as 1.5 hours per week of group supervision. Fulfills GC755 Marriage and Family Counseling (3.00 cr.) the same requirement as GC722 and GC723 combined. A Prerequisite: GC701. Designed to help counselors and field study fee is charged. other mental health workers and educators learn what makes marriage work. Students learn what makes a marriage fall apart and what binds it together. Starting with an overview of system theories, this course identifies the principles of counseling couples and families with school age children. Class members become famil- 120 School of Education iar with the stages of marriage and family life cycle Counselors Association, and legal issues pertaining development. The course’s main focus is on the various to school counseling. intervention strategies designed to help couples and families reorganize and achieve cohesion, balance, and GC793 Psychoeducational Assessment I (3.00 cr.) direction for continued growth, change, and stability. Prerequisite: GC606. An introduction to the administration, scoring, and interpretation of psychological GC773 Diagnosis of Mental and educational tests commonly used with school and Emotional Disorders (3.00 cr.) aged youth. Covers intelligence, aptitude, and achieve- Prerequisite: GC701. Students are expected to under- ment tests. A lab fee is charged. stand the use of diagnostic and multiaxial assessment. The DSM-IV classification system is used. Students GC794 Psychoeducational Assessment II (3.00 cr.) are expected to complete multiaxial evaluations and Prerequisite: GC606 and written or electronic permission report them using the multiaxial evaluation form of of the instructor. An introduction to the administra- the DSM-IV. tion, scoring, and interpretation of psychological and educational tests commonly used with school aged GC774 Advanced Counseling Techniques youth. Covers perceptual, behavioral, and personal- and Treatment (3.00 cr.) ity tests. A lab fee is charged. Prerequisite: GC701. Focuses on the design and implementation of advanced treatment strategies relative GC795 Thesis Seminar (6.00 cr.) to diverse psychological disorder. Emphasizes the Prerequisite: Written or electronic permission of the advisor. building of advanced counseling skills case studies. Students planning to propose a thesis topic enroll Demonstrations of treatment methods based on vari- with their advisor’s consent. Informal meetings, sched- ous theoretical positions are included. uled at the convenience of the participants and advisors, provide an opportunity for critical discussion of GC784 Alcohol and Drug Counseling (3.00 cr.) planned research. Participants receive credit upon success- Prerequisite: GC701. Because children of alcoholics and ful completion of their thesis. Required for M.A. only. drug addicts face a tremendous challenge in coping with the abuse and neglect of dysfunctional parents, GC800 Introduction to College success often suffers. Informed counselors and teach- Counseling I (3.00 cr.) ers can have tremendous influence and effect in sup- Studies the specialized knowledge and skills requi- porting students and families in crisis. Reviews family site to college counseling, including its history and literature on drug and alcohol abuse and investigates philosophy and the role of the professional school the demographic, economic, sociological, legal, and counselor. Introduces contextual dimensions of ethical psychological data’s impact on family functioning. college counseling relevant to the professional practice Using family systems interventions, the class mem- of school counseling in secondary school settings, as bers assess student learning in school. A case study well as systematic, programmatic approaches to approach is implemented. practice aligned with the guidelines and standards of the American School Counselor Association and GC791 School Counseling Practicum (3.00 cr.) the American Counseling Association. Implications Prerequisite: GC700, GC701, GC704, GC706, GC792. of FERPA and the special needs of student athletes GC706 and GC792 may be taken concurrently. Students are considered. practice individual and group skills under the tute- lage of a supervisor in a laboratory situation. Forty GC801 Introduction to College hours of direct service are required. Knowledge and Counseling II (3.00 cr.) skills acquired in GC700, GC701, GC704, and GC706 Prerequisite: GC700, GC701, GC703, GC704. Provides an are practiced. A field study fee is charged. overview of colleges, college culture, and admissions practices through in-depth tours of private and pub- GC792 Professional Issues and Ethics lic colleges and universities in Maryland and the sur- in Counseling (3.00 cr.) rounding region. Reflection and advocacy are integral A seminar related to all aspects of professional life, as students work individually and in groups applying including the professional association for counsel- the concepts of Introduction to College Counseling ors and their functions; issues of credentialing and I (GC800) to the practical experience of this course. licensure; professional development; ethics; and hot topics in counseling. Particular emphasis is placed on the Code of Ethics of the American Counseling Association, the Code of Ethics of the American School 121

GC802 College and Career Counseling (3.00 cr.) GC807 College Counseling Prerequisite: GC700, GC701, GC703, GC704. Reviews Field Experience II (3.00 cr.) theories of career development and the counseling Students implement a college access counseling pro- techniques appropriate for use with adolescents plan- gram while working under the supervision of a pro- ning beyond high school. Discusses ethical counsel- fessional school counselor. All programs are fully ing in these contexts and acquaints students with integrated with the school site’s comprehensive school various educational and occupational information counseling program; aligned with the ASCA national sources. Emphasis is given to technology and com- model; and include appropriate consideration of deliv- puter based systems, as well as the needs of special ery, management, and accountability systems. Students student populations. are engaged in a minimum of 32 hours of college counseling service per week. GC806 and GC807 constitute the GC803 Financing Higher Education: full field experience required. Theory and Practice (3.00 cr.) Introduces the historical factors, theories, and eco- GC808 Research in College Access nomic policies which inform current financial aid Counseling I (3.00 cr.) practices. Studies the various types and sources of Individual projects geared to specific needs or inter- student financial aid, eligibility, application processes, ests of students. Specific requirements related to each and timelines. Guidelines for professional school coun- independent study will be approved on an individ- selors working with students and families through these ual basis. GC808 and GC809 constitute the full research complex processes, as well as those used for interpret- component required. ing the financial aid package are discussed. GC809 Research in College Access GC804 Access and Equity Counseling II (3.00 cr.) in Higher Education (3.00 cr.) Individual projects geared to specific needs or inter- Studies the historical and current issues regarding ests of students. Specific requirements related to each access and equity in higher education for tradition- independent study will be approved on an individ- ally underrepresented populations including English ual basis. GC808 and GC809 constitute the full research language learners, students with special needs, and component required. undocumented students. Introduces key research and trends of the field. Emphasizes advocacy and Kodály Music Education asset-based, solution-focused counseling approaches to the issues of access, equity, and diversity relevant KM852 Kodály Methodology, Level I (1–3.00 cr.) to the work of secondary school counselors. Prerequisite: Restricted to Kodály music program students. A sequential, child-developmental approach to vocal GC805 College Testing and Assessment (3.00 cr.) music pedagogy for American children in preschool Provides an in-depth exploration of the assessments through grade two is presented. Participants are and inventories used in the college planning process. introduced to the philosophy and practices inspired Major concepts including validity, reliability, bias, by Zoltan Kodály, as well as the principles of music and ethical use of testing are discussed. Emphasis is learning theory developed through the research of on those aspects important to the secondary school Dr. Edwin Gordon. They learn to plan and teach a counselor as a consumer and administrator of test- curriculum, based largely on the use of American folk ing information. songs, that leads children to musicianship and musical literacy. Teachers learn techniques for developing GC806 College Counseling in their students music readiness, good vocal produc- Field Experience I (3.00 cr.) tion, in-tune singing, aural discrimination, rhythm Students implement a college access counseling pro- skills (via movement), beginning skills in the use of gram while working under the supervision of a pro- solfa and rhythm syllables, and the foundations of fessional school counselor. All programs are fully music notation and reading. integrated with the school site’s comprehensive school counseling program; aligned with the ASCA national model; and include appropriate consideration of delivery, management, and accountability systems. Students are engaged in a minimum of 32 hours of college counseling service per week. GC806 and GC807 constitute the full field experience required. 122 School of Education

KM853 Kodály Materials, Level I (1–3.00 cr.) KM953 Kodály Materials, Level II (1–3.00 cr.) Prerequisite: Restricted to Kodály music program students. Prerequisite: Restricted to Kodály music program students. Participants research, collect, and learn American Participants research, collect, and learn American rhymes, folk songs, and singing games that support rhymes, folk songs, and singing games that support Kodály methodology for preschool through grade two. Kodály methodology for grades three to four. They They learn the principles of folk song analysis and cre- apply the principles of folk song analysis to expand ate a retrieval system to organize their materials for their retrieval systems to include repertoire for the the sequential teaching of tonal, rhythmic, and formal intermediate grades and organize their materials skills. They also learn basic principles of accompany- for the sequential teaching of vocal, melodic, rhyth- ing children’s singing with folk instruments, with an mic, formal, and part-singing skills. They also learn emphasis on playing the Appalachian dulcimer. basic principles of accompanying children’s singing with folk instruments, with an emphasis on playing KM856 Choral Studies for the Music Educator, the folk guitar. Level I (1–3.00 cr.) Prerequisite: Restricted to Kodály music program students. KM956 Choral Studies for the Music Educator, Music educators begin the process of preparing to Level II (1–3.00 cr.) be effective teachers and conductors in a choral set- Prerequisite: Restricted to Kodály music program students. ting. Participants develop their choral singing skills Music educators continue the process of preparing to and receive instruction and practice in score study, be effective teachers and conductors in a choral set- conducting gestures, and rehearsal techniques as ting. Participants develop their choral singing skills they lead portions of the rehearsals. A performance and receive instruction and practice in score study, of the works rehearsed is given during the conclud- conducting gestures, and rehearsal techniques as ing concert of the course. they lead portions of the rehearsals. A performance of the works rehearsed is given during the conclud- KM860 Solfa: Sight Singing and Ear Training, ing concert of the course. Level I (1–3.00 cr.) Prerequisite: Restricted to Kodály music program students. KM957 Conducting I (1–3.00 cr.) The Kodály philosophy requires that every music Prerequisite: Restricted to Kodály music program students. teacher be the best musician he or she can be. To that Participants begin the process of acquiring the knowl- end, this course focuses on the development of musi- edge and skills that will enable them to be effective cal skills for the teacher—ear training, sight singing, teachers and conductors in a choral setting. Partici- improvisation, dictation, musical memory, transposi- pants study and practice basic score analysis/preparation, part singing, and form. Students learn a variety tion and conducting techniques, with an emphasis on of activities and strategies to develop these skills in the selection, study, preparation, teaching, and conducting areas of rhythm, melody, and harmony. The movable- of music especially appropriate for children’s choirs do system of solfa, a German system for absolute note at the elementary school level. name singing, and a rhythm language are used. KM960 Solfa: Sight Singing and Ear Training, KM952 Kodály Methodology, Level II (1–3.00 cr.) Level II (1–3.00 cr.) Prerequisite: Restricted to Kodály music program students. Prerequisite: Restricted to Kodály music program students. A sequential, child-developmental approach to vocal The Kodály philosophy requires that every music music pedagogy for American children in grades teacher be the best musician he or she can be. To three to four is presented. Participants explore the that end, this course focuses on the development of philosophy and practices inspired by Zoltan Kodály, musical skills for the teacher—ear training, sight as well as the principles of music learning theory singing, improvisation, dictation, musical memory, developed through the research of Dr. Edwin Gordon, transposition, part singing, and form. Students learn as applied to students on the intermediate level. They a variety of activities and strategies to develop these learn to plan and teach a curriculum, based largely skills in the areas of rhythm, melody, and harmony. on the use of American folk songs, that leads chil- The movable-do system of solfa, a German system dren to musicianship and musical literacy. Teachers for absolute note name singing, and a rhythm lan- learn techniques for developing in their students good guage are used. vocal production, in-tune singing, aural discrimination, intermediate level skills in rhythm (via move- KM990 Solfa Fundamentals (1.00 cr.) ment), use of solfa and rhythm syllables, form, music Prerequisite: Restricted to Kodály music program students. notation and reading, and part-singing. Focuses on the development of musical skills for the teacher: sight singing, ear training, inner hearing, dictation, musical memory, transposition, improvisa- 123 tion, part work, and form. Participants learn a variety and six is presented. Participants continue the study of activities and strategies to develop these skills in begun in Levels I and II of the philosophy and prac- the areas of rhythm, melody, and harmony. The mov- tices inspired by Zoltan Kodály, as well as the princi- able-do system of solfa, a German system for absolute ples of music learning theory developed through the note name singing, and a rhythm language are used. research of Dr. Edwin Gordon, as applied to students Skills are presented in a sequence compatible with on the intermediate level. They learn to plan and Kodály methodology in order to prepare teachers to teach a curriculum, based largely on the use of Ameri- develop music literacy skills in their students. can folk songs, which leads children to musicianship and musical literacy. Teachers learn techniques for KM992 Choral Studies for the Music Educator, continuing the development in their upper grade Level III (2.00 cr.) students of good vocal production, in-tune singing, Prerequisite: Restricted to Kodály music program students. expressive performance, aural discrimination, rhythm Participants continue beyond the work done in Levels skills, skills in the use of solfa and rhythm syllables, I and II in the development of their personal choral part-singing skills, skills in analysis and labeling of singing skills and mastery of the knowledge and skills various musical forms, and intermediate skills in required to be effective teachers and conductors in music notation and reading. a choral setting. During the choir segment, participants continue the study and practice of vocal pro- KM995 Solfa: Sight Singing and Ear Training, duction, principles of choral singing, interpretation, Level III (2.00 cr.) musical style, and application of solfege in learning Prerequisite: Restricted to Kodály music program students. music. The choral literature studied is performed Focuses on the development of musical skills for for an audience during the concluding concert of the teacher on a more challenging level than that the program. During the conducting segment, par- of Levels I and II in the areas of sight singing, ear ticipants study and practice advanced level score training, inner hearing, dictation, musical memory, analysis/preparation and conducting techniques, transposition, improvisation, part work, and form. including such topics as the International Phonetic Participants learn a variety of activities and strate- Alphabet, teaching strategies for presenting new gies to develop these skills in the areas of rhythm, choral music to children, the rehearsal flow chart, melody, and harmony. The movable-do system of and rehearsal techniques. Opportunity is given to solfa, a German system for absolute note name sing- practice advanced conducting techniques, with an ing, and a rhythm language are used. emphasis on selection, study, preparation, teaching, and conducting of music especially appropriate for Montessori Education children’s choirs at the high school level. MO599 Montessori Elementary KM993 Kodály Materials, Level III (3.00 cr.) Preparatory Course (3.00 cr.) Prerequisite: Restricted to Kodály music program students. The prerequisite course gives the prospective elemen- Participants collect and learn American folk songs tary student an overview of the content of the primary and singing games that support Kodály methodol- course. Montessori’s theory of human development ogy for grades five and six. They continue the study during the first six years of life is given extensive treat- begun in Levels I and II of the principles of folk ment. All basic elements of the activities offered to the song analysis and add upper level materials to the child in a primary class are touched upon but are not retrieval systems they created to organize their mate- fully developed. A fee is charged. (Pass/Fail) rials for the teaching of vocal, expressive, rhythmic, melodic, formal, and harmonic skills. They also learn MO628 Practicum (6.00 cr.) basic principles of accompanying children’s singing By working along with a qualified Montessori teacher with folk instruments, with an emphasis on five-string in a children’s group, students may practice in “slow banjo. Participants prepare songs to sing and play on motion” the various tasks which a Montessori teacher the banjo for a group demonstration/performance at does. Student-teachers may discern which facets of the end of the course. This course also reviews and their personalities are appealing to young children and expands upon the singing game, play party, and folk which are antagonistic to this stage of development. dance skills mastered in Levels I and II, adding new repertoire suitable for grades five and six.

KM994 Kodály Methodology, Level III (2.00 cr.) Prerequisite: Restricted to Kodály music program students. A sequential, child-developmental approach to vocal music pedagogy for American children in grades five 124 School of Education

MO630 Human Relations and Self-Awareness MO636 Teaching Strategies among Young Children (3.00 cr.) and Social Development (3.00 cr.) To show by demonstration and lecture a group of To research teacher-learner interaction, analyze plan- activities known in Montessori education as the prac- ning techniques and learning environments, general tical life exercises. These exercises are designed to classroom management, interpersonal relationships. enable independent functioning, social grace, and self-esteem among children of three to six years of MO637 Psychology and Philosophy age. Content includes development of coordinated of the Montessori Method (2.00 cr.) movement, health, safety in both indoor and outdoor Provides a study of child psychology and child devel- environments, and play (spontaneous, free choice opment from a Montessori perspective, including an of activities). historical overview of Dr. Montessori’s work which led to the development of Montessori pedagogy. MO631 Language Arts/Reading Curriculum and Instruction (3.00 cr.) MO638 Child Growth and Development I (3.00 cr.) To provide information about the development of Focuses on the psychological, physical, social, and spoken and written language in the areas of daily life, cognitive development of children from conception story telling, composition, literature, geography, his- through one year. tory, biology, science, music, art, as well as the functional aspects of grammar, syntax, and reading analysis. MO639 Child Growth and Development II (2.00 cr.) Focuses on the psychological, physical, social, and MO632 Mathematics and Science cognitive development of children from one to three Curriculum and Instruction (3.00 cr.) years of age. To show by demonstration and lecture the exercises of mathematics and science which give sensorial foun- MO640 Creating Healthy, Safe Environments dations for counting, arithmetic, geometry, algebra, for Infants (3.00 cr.) and fractions of whole numbers, as well as for biologi- Focuses on how to assist caregivers in creating environ- cal and physical science experiences appropriate for ments which support optimal development in infants. young children. MO641 Creating Healthy, Safe Environments MO633 Creative Activities (Music, Art, for Toddlers (3.00 cr.) Movement, and Drama) (3.00 cr.) Focuses on how to assist caregivers in creating environ- To focus on developing potentialities as the basis for ments which support optimal development in toddlers. designing learning experiences in art, music, movement, drama, and literature. Students will research, MO642 Developmentally Appropriate Practices design, and demonstrate appropriate materials and for Infants (4.00 cr.) activities in each of these areas. Students learn the rationale for application of Mon- tessori-based developmental materials for children MO634 Foundation of the Montessori from birth to one year. Method (3.00 cr.) To give a survey of the development of the young MO643 Developmentally Appropriate Practices child in accordance with the psychology of Maria for Toddlers (3.00 cr.) Montessori and the philosophy of the Montessori Students learn the rationale for application of Mon- Method. Particular emphasis is given to children tessori-based developmental materials for children three to six years old. from one to three years.

MO635 Perceptual-Motor Development (3.00 cr.) MO644 Working with Parents and Families To show by demonstration and lecture a group of of Young Children (1.00 cr.) activities known in Montessori education as Exercises Students are given guidelines for the implementa- for the Education of the Senses that are designed tion of effective parent education. They create and to lead the child to an intelligent and imaginative present sample programs for peer review. exploration of the world. Content includes identification of a child’s process of classifying his/her world, MO645 Montessori Observation problem solving, and critical thinking. and Practicum (6.00 cr.) Provides guided observations of children from birth to three years in a minimum of three selected sites. The emphasis is on developing skills in observation and 125 assessment and the ability to implement developmen- earth. Part II will show by demonstration and lecture tally appropriate practices with infants and toddlers. the presentations of physical and political geography which are designed to give an understanding of the MO646 Foundations of the Montessori interdependencies of the earth and life upon it. Method (2.00 cr.) To give a survey of the development of the young MO653 Social Studies Curriculum and Instruction child in accordance with the psychology of the child for the Elementary Years (2.00 cr.) proposed by Dr. Maria Montessori. To give an over- To show by demonstration and lecture the presenta- view of the principles underlying Montessori peda- tions of social studies, which give an understanding gogy. Particular emphasis is directed to children six of the origins and development of the universe and of to twelve years of age. the human being’s relationships to this development.

MO647 Montessori Classroom Methods (3.00 cr.) MO654 Music/Movement Curriculum To communicate the principles of classroom man- and Instruction agement for six- to twelve-year-old children that are for the Elementary Years (1.00 cr.) derived from the philosophical and pedagogical ideas This is a two-part course. Part I will show by demon- of Dr. Montessori. stration and lecture the scope of expression opportunities in music appropriate to children between MO648 Laboratory: Using Montessori the ages of six to twelve. Part II will show by demon- Materials (3.00 cr.) stration and lecture the scope and importance of Provides the opportunity for the individual student to movement, nutrition, and physical exercise for the practice with the developmental and didactic materi- development of mind and body health of children als. Students develop skill in handling the materials between the ages of six to twelve. and in giving presentations and work through individual difficulties in technique and understanding. MO655 Practicum (6.00 cr.) To give the student the opportunity to practice Mon- MO649 Language Curriculum and Instruction tessori pedagogy with children in a classroom under for the Elementary Years (2.00 cr.) the supervision of a qualified Montessori teacher. To show by demonstration and lecture the presentations for the development of spoken and written lan- Literacy guage, as well as the important functional aspects of grammar that are appropriate for children from six RE510 Foundations of Reading to twelve years of age. Instruction (3.00 cr.) Students analyze and explore topics including vari- MO650 Art Curriculum and Instruction ous theories, processes, and models of reading; defi- for the Elementary Years (1.00 cr.) nitions of literacy; knowledge of language and cue- To show by demonstration and lecture the scope of ing systems, metacognition, vocabulary, and com- expression opportunities through art appropriate prehension; formal and informal assessment; and for children between the ages of six to twelve. multiple instructional strategies adapted to the specific needs and interests of literacy learners K–12. MO651 Mathematics Curriculum and Instruction for the Elementary Years (5.00 cr.) RE523 Emergent Literacy Development (3.00 cr.) To show by demonstration and lecture presenta- Explores the major theories of language development, tions of arithmetic and geometry which provide the phonological processing, cognition, and learning as child with understanding of and proficiency with related to emergent literacy learners. A field experi- key ideas in mathematics. Links between arithmetic ence including both instruction and assessment of an and geometry are explored, and the importance of emergent literacy learner is a central part of the course. problem solving is stressed. The use of a computer is introduced as a support mechanism for the child’s RE531 Youth and Adolescent Literacy (3.00 cr.) exploration of mathematics. Investigates the situated and multi-layered concep- tualizing of adolescent literacy with an eye toward MO652 Physical and Biological Science practical implications for teaching and learning inside Curriculum and Instruction and outside the classroom contexts. for the Elementary Years (2.00 cr.) This is a two-part course. Part I will show by demonstration and lecture the presentations of biology which are designed to give an understanding of the life on 126 School of Education

RE601 Media Literacy Education (3.00 cr.) sures of literacy. Emphasis is placed on the reading Prerequisite: RE510, RE523, RE531. Introduces media lit- specialist’s role in understanding, using, and inter- eracy education, its curriculum and pedagogy. Media preting standardized tests and their scores in reading. literacy education is the ability to access, analyze, evalu- Strategies for standardized test preparation reflecting ate, and communicate media in a variety of forms. It a variety of formats compatible with best practices in expands notions of “reading” beyond traditional print literacy instruction are examined. texts to acknowledge various twenty-first century multiple literacies and consider perspective and difference. RE739 Literacy Assessments It can be integrated into a variety of subjects. of Individuals (3.00 cr.) Prerequisite: RE510, RE523, RE531, RE601, RE609, RE609 Content Area Literacy (3.00 cr.) RE622, RE670. Focuses on a variety of reading assess- Prerequisite: RE510, RE523, RE531. Introduces the ment techniques, processes and instruments to col- research and application that addresses literacy as a lect data and how to use that data to make instruc- tool for learning content area material. Students tional decisions and effectively communicate with explore a wide range of strategies related to reading, parents and others. Specifically examines the sensi- writing, speaking, listening, and viewing. Particular tive and accurate assessment of the often idiosyn- attention is given to vocabulary, comprehension, study cratic literacy development of the struggling reader. skills, and writing strategies for all learners, including struggling readers and English language learners. RE740 Role of the Reading Specialist (3.00 cr.) Prerequisite: RE510, RE523, RE531, RE601, RE609, RE622 Children’s and Adolescent RE622, RE670. Examines the role of the reading spe- Literature (3.00 cr.) cialist as a literacy leader as it relates to students, par- Prerequisite: RE510, RE523, RE531. Explores the world ents, staff, and other stakeholders. Analyzes current of children’s and adolescent literature and its effec- trends as they affect the role of the reading specialist. tive use across the curriculum. It examines various genres—embedding literature across the curricu- RE744 Teaching Reading lum—and illustrates how to evaluate and design lit- in the Content Area II (3.00 cr.) eracy curriculum materials. Prerequisite: RE733. The second of two courses relating to the research and application that addresses RE670 Teacher Research and Inquiry (3.00 cr.) literacy as a tool for negotiating and comprehend- Prerequisite: RE510, RE523, RE531. Investigates aspects ing content area material. Students revisit and add of action research including choosing a topic to study, to a wide range of strategies related to reading, writ- examining ethical issues, planning and implementing, speaking, listening, and viewing in the content ing methodologies, conducting a literature review, areas. Particular attention is given to the instruction/ becoming a reflective practitioner, and analyzing data. assessment cycle, uses of technology, and supporting diverse learners. A 20-hour field experience in a RE725 Literature for the Adolescent (3.00 cr.) school setting is included. The Maryland State Depart- An overview of current literature published for the ado- ment of Education has approved this course for the required lescent. Emphasis on teaching the novel, short story, Reading in the Content Area II course. poetry, and drama. Discussions center on such topics as bibliotherapy, multicultural literature, class readings. RE756 School Year Practicum in Literacy I (3.00 cr.) RE733 Teaching Reading Prerequisite: RE510, RE523, RE531, RE601, RE609, in the Content Area I (3.00 cr.) RE622, RE670, RE737, RE739. The culminating expe- Introduces a wide variety of strategies which use read- rience of the reading specialist program. Participants ing, writing, speaking, listening, and viewing to sup- assess and instruct two “school-year scholars” (K–12 port content learning. Particular attention is given to students) in all aspects of literacy. Reading and writing the development of vocabulary, comprehension, study strategy work is a major focus. RE756 and RE757 con- skills, and writing strategies for all learners including stitute the full internship required. struggling readers and English Language Learners. The Maryland State Department of Education has approved this RE757 School Year Practicum course for the required Reading in the Content Area I course. in Literacy II (3.00 cr.) Prerequisite: RE510, RE523, RE531, RE601, RE609, RE737 Literacy Assessments RE622, RE670, RE737, RE739, RE756. The culminat- in Group Contexts (3.00 cr.) ing experience of the reading specialist program. Prerequisite: RE510, RE523, RE531, RE601, RE609, Participants assess and instruct two “school-year schol- RE622, RE670. Focuses on group assessment mea- ars” (K–12 students) in all aspects of literacy. Reading 127 and writing strategy work is a major focus. RE756 and Special Education RE757 constitute the full internship required. SE720 Child and Adolescent RE758 Summer Practicum Development (3.00 cr.) in Literacy (3–6.00 cr.) An in-depth review of theories and issues involving Prerequisite: RE510, RE523, RE531, RE601, RE609, the growth and development of human beings from RE622, RE670, RE737, RE739. The culminating expe- conception through adolescence. More specifically, rience of the reading specialist program. Participants numerous developmental theories incorporating the assess and instruct two “summer scholars” (K–12 stu- perspectives of biology, learning, psychoanalysis, and dents) in all aspects of literacy. Reading and writing cognition are examined. Further, current trends in strategy work is a major focus. research involving young children are highlighted and related issues explored to provide students with RE760 Processes and Acquisition the knowledge and awareness of how factors can affect of Literacy (3.00 cr.) human growth and development at any stage of life. Assists students in understanding the reading acqui- Students have several opportunities to both respond sition process. Course content is organized around to essay questions and develop thought papers using current, accepted, research-based theoretical mod- information learned from the text, class discussions, els that account for individual differences in reading. guest presentations, and findings from quantitative The Maryland State Department of Education has approved and qualitative research investigations. this course for the Processes and Acquisition requirement. SE761 Introduction to Special Education (3.00 cr.) RE761 Materials for Teaching Reading (3.00 cr.) Students identify and describe major philosophies, Prerequisite: RE760. Addresses selection and evalua- theories, and trends in the field of special education. tion of print and electronic texts and identification of Topics include cultural impact, delivery of service, strategies used when teaching reading at children’s and past to present knowledge and practices. For each instructional and developmental levels. The Maryland area of disability, students become familiar with gen- State Department of Education has approved this course for eral information on etiology, characteristics, interven- the Materials for Teaching Reading requirement. tions, technology, and research. Students demonstrate understanding of issues related to the assessment, RE762 Assessment and Instruction identification, and placement of students with various in Reading I (3.00 cr.) exceptionalities. In addition, students are expected to Prerequisite: RE760, RE761. Students learn a compre- identify the various local, state, and federal laws and hensive array of instructional and assessment tech- regulations relative to rights and responsibilities, stu- niques and strategies for emergent and developing dent identification, and delivery of services. readers. A 20-hour field experience in a school setting is included. The Maryland State Department of Edu- SE769 Teaching Students with Special Needs cation has approved this course for the required Instruction in the Regular Classroom (3.00 cr.) of Reading course. Strategies and materials for teaching exceptional students in the regular classroom. Emphasis on recog- RE763 Assessment and Instruction nizing learning and behavioral characteristics, and in Reading II (3.00 cr.) on meeting those challenges in the general educa- Prerequisite: RE760, RE761, RE762. Students learn a tion setting. comprehensive array of instructional and assessment techniques and strategies for independent readers. SE780 Practicum for Students with Special Needs The Maryland State Department of Education has approved (Infant/Toddler) (3.00 cr.) this course for the required Assessment of Reading course. Prerequisite: All coursework completed. An application course requiring students to diagnose and program RE770 Literacy Education Seminar (3.00 cr.) for young children with mild to severe disabilities. Prerequisite: RE510, RE523, RE531, RE601, RE609, Emphasizes appropriate assessment, instructional RE622, RE670. Students explore current issues in lit- strategies, and parent education, focusing on the eracy education using a seminar approach and com- specific needs of the learner at the infant/toddler plete individual action research projects initiated in level. Additional paperwork and eligibility of status is RE670. Emphasizes effective written and oral com- required for registration. A field study fee is charged. munication skills and the ability to collect, interpret, organize, and report research. 128 School of Education

SE781 Practicum for Students with Special Needs Includes validated strategies, explicit teaching pro- (Preschool) (3.00 cr.) cedures, self-regulated methods, and specialized pro- Prerequisite: All coursework completed. An application grams which improve student learning in the areas course requiring students to diagnose and program of phonemic awareness, alphabetic principle, flu- for young children with mild to severe disabilities. ency, vocabulary, and comprehension. Field-based Emphasizes appropriate assessment, instructional and in-class projects are used to promote the acqui- strategies, and parent education, focusing on the sition and application of validated strategies, multi- specific needs of the learner at the preschool level. sensory methods, self-regulated instruction, and Additional paperwork and eligibility of status is required curriculum-based progress monitoring. for registration. A field study fee is charged. SE905 Characteristics of Learners with Mild SE800 Teaching Students with Special Needs and Moderate Disabilities (3.00 cr.) in the Music Class (3.00 cr.) Prerequisite: SE761 or equivalent or written permission Strategies and materials for teaching exceptional of the program director. Students demonstrate knowl- students in the regular music classroom. Emphasis edge of high incidence disorders typically resulting on recognizing learning and behavioral character- in mild or moderate disabilities. Topics include in- istics, and meeting those challenges in the main- depth study of characteristics and course of atypical stream of the elementary or middle school. growth and development patterns, similarities and differences among and between disabilities, and the SE900 Observation and Participation lifelong impact of these disabilities. Educational, in Special Education (3.00 cr.) social, behavioral, and other issues specific to LD, Provides practical in-classroom experience with chil- MR, and E/BD are covered in detail, including over- dren in various special education placements. Addi- lapping disabilities and associated problems. tional paperwork and eligibility of status is required for registration. SE907 Developmental, Remedial, and Corrective Mathematics (3.00 cr.) SE901 Applied Behavioral Programming (3.00 cr.) Prerequisite: SE761 or equivalent or written permission of the Prerequisite: SE761 or equivalent; SE913 or written permis- program director. Provides an overview of math instruc- sion of the program director. Provides a thorough foun- tion for the K–12 curriculum. Students demonstrate dation in applied behavior analysis (ABA) and posi- knowledge of a variety of math instructional tech- tive behavior interventions and supports (PBIS) for niques and methods, and are able to determine the use by special educators or behavioral specialists. Pres- appropriateness of these techniques in creating and ents behavioral definition and measurement proce- implementing a balanced math program. Current dures, prompting and reinforcement strategies, sys- research in the area of math instruction is reviewed. tematic behavior change methods, and school-wide behavior support processes. Students use functional SE908 Comprehensive Language Development: behavior assessment methods to assess and discover Methods and Resources for Teaching the function of a child’s problem behavior; modify Students with Special Needs (3.00 cr.) environments to reduce or prevent problem behav- Prerequisite: SE761 or equivalent or written permission of ior; implement positive behavioral interventions; and the program director. Students demonstrate knowl- program functional alternatives for home, school, edge of typical language development as well as or community settings. Students need regular access to K–12 curricula in the areas of spelling, handwriting, an environment in which they can conduct a functional and written language. Developmental, remedial, and behavioral assessment (FBA) and develop and implement compensatory techniques are reviewed for the areas a behavior intervention plan (BIP). above, as well as for oral language and listening skills. Students demonstrate various instructional SE902 Reading Methods for Students with Mild methods and strategies to promote or correct lan- and Moderate Disabilities (3.00 cr.) guage difficulties, and identify, access, evaluate, Prerequisite: SE761 or equivalent or written permission of develop, and modify instructional resources. Current the program director. Elementary/middle special education findings in language research are examined. students must also have RE762 and RE763, or written permission of the instructor. Secondary special education students must also have RE733 and RE744, or written permission of the instructor. Emphasizes special intervention techniques for accelerating the reading skills of students with mild and moderate disabilities, especially dyslexia and other learning disabilities. 129

SE909 Instruction in Elementary Content SE913 Comprehensive Classroom Management Areas for Students with Mild for Teachers of Students and Moderate Disabilities (3.00 cr.) with Special Needs (3.00 cr.) Prerequisite: SE761 or equivalent or written permission of Prerequisite: SE761 or equivalent or written permission of the the program director. Students review the instructional program director. Students demonstrate knowledge and scope and sequence and core learning goals in the understanding of the various models, theories, and prin- areas of science and social studies as currently taught ciples of behavior management. Students recognize in elementary schools. Students review methodologies the impact of student cultural background, classroom typical to regular educational settings and explore the environment, and instruction on classroom behavior as role of the special educator in preparing and using well as the importance of effective rules, routines, and curricular modifications and adaptations for content logical consequences. Social skill development and instruction in both team-taught and self-contained instruction are modeled. Students create behavioral settings. Development of lesson plans incorporating intervention plans using skills such as selecting target adaptations, accommodations, and universal design behaviors, measurement and recording techniques, principles is required. Methods to promote reading strategies for increasing or decreasing behavior, and and writing across the curriculum are demonstrated. evaluating plan effectiveness.

SE911 Assessment, Diagnosis, SE914 Communication, Collaboration, and and Evaluation of Learning Consultation with Parents and Professionals and Behavior Problems (3.00 cr.) Serving Students with Disabilities (3.00 cr.) Prerequisite: SE761 or equivalent or written permission Prerequisite: SE761 or equivalent or written permission of of the program director. Students demonstrate a thor- the program director. Students become familiar with ough understanding of the role of the assessment parents’ needs and concerns and demonstrate the process in education. The content addresses the ability to communicate with parents, as well as assist principles and ethics related to test selection, for- and encourage them to become active participants mulation of diagnoses, and development of appro- in the educational process. Students demonstrate priate educational programs. Students become famil- understanding of parent rights, ethical concerns, and iar with a variety of informal and formal assessment professional practices. Students explain the various techniques (norm-referenced, criterion-referenced, roles and responsibilities of special and regular edu- curriculum-based, and authentic measures). Oppor- cators, other professionals, and parents. Students dem- tunities to administer, score, and interpret such mea- onstrate the principles and techniques of collabora- sures, as well as to demonstrate awareness of the tion and consultation necessary to work effectively with ethical and legal requirements, roles of profession- interdisciplinary teams and the ability to use various als, and the implications of culture and diversity in models of service delivery including inclusive educa- the assessment process. tion, resource services, team teaching, consultation, and itinerant programming. SE912 Instructional Planning, Adaptations, and Learning Strategies for Students SE916 Promoting Successful Transitions to with Special Needs (3.00 cr.) Postsecondary Settings for Students with Prerequisite: SE761 and SE911, or written permission of Mild and Moderate Disabilities (3.00 cr.) the program director. Students demonstrate knowledge Prerequisite: SE761 or equivalent or written permission of of IEP development including measurement, main- the program director. After examining recent research tenance, and revision. Students construct goals and on student outcomes, students review essential com- objectives using assessment information and input petencies in the areas of career/vocation, daily living, from parents and other professionals. Students select and recreation/leisure skills necessary for indepen- and/or modify curriculum and materials and design dent living. Students are expected to demonstrate instructional programs to include appropriate adap- skill in integrating instruction in these skill areas tations and accommodations to meet the unique into the secondary curriculum. Students model skills needs of individuals. Students describe the impor- necessary to work with a multidisciplinary team, assess tance of learning environments (e.g., grouping tech- student interests and aptitudes, and develop individ- niques), learning styles, and individual differences ualized transition plans. and design instruction that encourages motivation and active participation. Lesson planning, critical presentation skills, and various individual and group teaching methods are modeled and rehearsed. The integration of curricula and the use of technology and adaptive equipment are also demonstrated. 130 School of Education

SE917 Instruction in Secondary Content ogy and increase in prevalence rates are examined. Areas for Students with Mild Students learn research-supported interventions for and Moderate Disabilities (3.00 cr.) children with autism, including behavior modifica- Prerequisite: SE761 or equivalent or written permission of tion, communication development strategies, social the program director. Students review the instructional skill training, applied behavior analysis, discrete trial scope and sequence and core learning goals in the methods, and functional communication training. areas of science and social studies as currently Special emphasis is placed on the educational implica- taught in secondary schools. Students review teach- tions for the student with autism and the professionals ing methodologies typical to regular educational and paraprofessionals who serve them. settings and explore the role of the special educator in preparing and using curricular modifications and SE922 Medical Aspects of Developmental adaptations for content instruction in both team- Disabilities (3.00 cr.) taught and self-contained settings. Development of Prerequisite: SE761 or equivalent or written permission lesson plans incorporating adaptations, accommo- of the program director. An overview of neurodevelop- dations, and universal design principles is required. mental disabilities in infancy and early childhood, Methods to promote reading and writing across the with a focus on neurologically-related disorders. Stu- curriculum are demonstrated. dents examine aspects of medical care for prema- ture, low birth weight, and other medically fragile SE918 Practicum I: Teaching Students babies and describe methods to care for technologi- with Special Needs (3.00 cr.) cally dependent children. Students examine atypi- Prerequisite: All coursework completed. Students exhibit cal development of young children, with special atten- skills in the areas of assessment, observation, and data tion given to motor domain. Educational and thera- collection; evaluation/adaptation of curriculum and peutic interventions for infants and young children materials; instructional planning and delivery; class- with physical and sensory disabilities, positioning room management; and collaboration, consultation, techniques, and other effective ways to promote IFSP and communication with parents, teachers, and other outcomes are demonstrated. professionals. Students demonstrate an awareness of the various ethical, legal, and interpersonal concerns SE923 Assessment and Intervention (including cultural issues) and are expected to practice for Young Children with Special Needs: within the CEC Code of Ethics and Standards for Pro- Birth through Age 2 (3.00 cr.) fessional Practice. Additional paperwork and eligibility of Prerequisite: SE761 or equivalent or written permission of the status is required for registration. A field study fee is charged. program director. Focuses on the major philosophies, theories, and legislation in early childhood special edu- SE919 Practicum II: Teaching Students cation specific to children from birth through age two with Special Needs (3.00 cr.) and their families. Topics include state and federal Prerequisite: All coursework completed. Students exhibit laws and regulations governing delivery of services to skills in the areas of assessment, observation, and data infants and toddlers and their families; collaboration collection; evaluation/adaptation of curriculum and strategies, family systems theory, cultural and linguistic materials; instructional planning and delivery; class- diversity; and implications of both legislation and fam- room management; and collaboration, consultation, ily needs on service delivery. Students learn assessment and communication with parents, teachers, and other procedures related to screening, diagnosis, eligibility, professionals. Students demonstrate an awareness of program planning, and program evaluation and exam- the various ethical, legal, and interpersonal concerns ine therapeutic models of intervention, including cur- (including cultural issues) and are expected to practice rent curricula and materials for infants and toddlers. within the CEC Code of Ethics and Standards for Pro- fessional Practice. Additional paperwork and eligibility of SE924 Assessment and Intervention status is required for registration. A field study fee is charged. for Young Children with Special Needs (Focus: Ages 3–5) (3.00 cr.) SE921 Autism: Characteristics, Research, Prerequisite: SE761 or equivalent or written permission of the and Interventions (3.00 cr.) program director. Focuses on collaboration strategies, Prerequisite: SE761 or equivalent or written permission of the assessment procedures, curricula, and “best practice” program director. An overview of autism and the variety intervention strategies specific to children from ages of autism spectrum disorders. Students become famil- three to five. Topics include collaboration of special iar with common characteristics, symptoms, and dif- educators, related service personnel, and parents; ferential diagnostic criteria of autism, Asperger’s syn- implications for service delivery; assessment proce- drome, Fragile X, and other pervasive developmental dures related to screening, diagnosis/eligibility, pro- disorders. Current research findings related to etiol- gram planning and evaluation; conceptual and mod- 131 els of intervention, and curricula as well as strategies tice within the CEC Code of Ethics and Standards for to facilitate transition to school-age services. Professional Practice.

SE925 Assessment and Intervention SE931 Culmination Internship for Young Children with Special Needs in Special Education (3.00 cr.) (Focus: Ages 5–8) (3.00 cr.) Prerequisite: SE930. Through participation, observation, Prerequisite: SE761 or equivalent or written permission of and reflective practice, students continue to develop the program director. Focuses on the major theories the fundamental skills needed to become competent, and practices of assessment and intervention in early conscientious, and compassionate special educators. childhood special education specific to children from Based on the CEC Standards for All Beginning Special ages five to eight. Students examine existing models of Educators, students build skills in the areas of obser- special education services delivery, including methods vation, data collection, and assessment; adaptation of of collaboration with parents, general educators, para- curriculum and materials; instructional planning and professionals, and related service providers; curricu- delivery; classroom management; and collaboration, lum-based, performance-based, and informal assess- consultation, and communication with parents, teach- ment of learning and behavior; assessment for and the ers, and other professionals. While delivering services use of assistive technology; as well as the implementa- in the role of a special educator, students respond to the tion and modification of research-validated curricula various ethical, legal, cultural, and interpersonal con- and materials to meet the needs of all children. cerns presented and adhere to the CEC Code of Ethics and Standards for Professional Practice. SE926 Communication Development and Early Literacy: Materials, Resources, Teacher Education and Instructional Strategies (Focus: Birth to Age 5) (3.00 cr.) TE601 Child and Adolescent Prerequisite: RE760 and SE761 or written permission of Development (3.00 cr.) the program director. An in-depth examination of com- A thorough review of theories and issues involving munication and literacy development in early child- the growth and development of human beings from hood. Students learn methods for assessing commu- conception through adolescence, through the exam- nication, prereading, and prewriting skills in young ination of developmental theories incorporating the children. In addition, students explore strategies for perspectives of biology, learning, psychoanalysis, promoting growth in speech, language, and commu- motivation, and cognition. Also addressed are issues nication skills; prereading and prewriting skills; pho- regarding meeting the needs of diverse students, par- nological development; phonemic awareness; visual ticularly in the urban setting, and classroom manage- decoding skills; and graphomotor development. Spe- ment approaches. The course provides students with cific attention is focused on identifying, evaluating, a strong theoretical background but also emphasizes and modifying resources and materials which pro- the application of theory to the classroom and school mote the early literacy and communication develop- environments. Students who are not working in a ment of young children for both classroom and home school setting will be required to arrange a 20-hour use. A case study requires that students work with an field experience in a school setting. infant or young child with communication related difficulties and the child’s family. TE602 Educational Psychology (3.00 cr.) A thorough review of theories and issues with respect SE930 Induction Internship to learning throughout the school years. The course in Special Education (3.00 cr.) also addresses the instructional assessment process Through observation and reflective practice, stu- and its contribution to school improvement and students recognize and develop the fundamental skills dent achievement. Also addressed are issues regard- needed to become competent, conscientious, and ing meeting the needs of diverse students, classroom compassionate special educators. Based on the CEC management, and social justice in education, par- Standards for All Beginning Special Educators, interns ticularly in the urban context. The course provides build skills in the areas of observation, data collec- students with a strong theoretical background but tion, and assessment; adaptation of curriculum and also emphasizes the application of theory to the class- materials; instruction planning and delivery; classroom and school environments. room management; and collaboration, consultation, and communication with parents, teachers, and other professionals. Students are expected to exhibit an awareness of the various ethical, legal, and interpersonal concerns, including cultural issues, and to prac- 132 School of Education

TE604 Methods of Teaching English TE631 Elementary Mathematics Methods (3.00 cr.) (Secondary Level) (3.00 cr.) Explores the acquisition of both procedural and con- Presents the general theory of education as applied ceptual knowledge for teaching and learning elemen- to the teaching of English. Consideration is given to tary mathematics. Consideration is given to methods the selection and organization of content, as well as and techniques associated with state and national the methods and techniques associated with national principles and standards of school mathematics, the and state standards for English instruction. One of the use of technology, meeting the needs of diverse learn- methods courses is required for secondary school teachers by ers, and differentiating instruction. the Maryland State Department of Education. TE632 Elementary Science Methods (2.00 cr.) TE605 Methods of Teaching Social Studies Explores the acquisition of knowledge for teaching (Secondary Level) (3.00 cr.) and learning science using a variety of methods. Presents the general theory of education as applied to Consideration is given to the selection and organi- the teaching of social studies. Consideration is given to zation of content, as well as the methods and the the selection and organization of content, as well as the techniques associated with national and state stan- methods and the techniques associated with national dards for science education at the elementary level, and state standards for social studies instruction. One of the use of technology, meeting the needs of diverse the methods courses is required for secondary school teachers by learners, and differentiating instruction. the Maryland State Department of Education. TE633 Elementary Social Studies TE606 Methods of Teaching Science Methods (2.00 cr.) (Secondary Level) (3.00 cr.) Explores the acquisition of knowledge for teaching Presents the general theory of education as applied and learning science. Consideration is given to the to the teaching of science. Consideration is given to selection and organization of content, as well as the the selection and organization of content, as well as the methods and techniques associated with national methods and techniques associated with national and state standards for science instruction, the use and state standards for science instruction. One of of technology, meeting the needs of diverse learn- the methods courses is required for secondary school teachers, and differentiating instruction. ers by the Maryland State Department of Education. TE641 Internship II Seminar: Elementary/ TE607 Methods of Teaching Mathematics Middle/Secondary (1–2.00 cr.) (Secondary Level) (3.00 cr.) Corequisite: TE653 or TE654 or TE655 or TE656 or TE657 Presents the general theory of education as applied to or TE680. Provides support and a forum for discuss- the teaching of mathematics. Consideration is given to ing concerns during the student teaching experience. the selection and organization of content, as well as the In addition, topics of importance to the preservice methods and the techniques associated with national teacher are presented. These include classroom man- and state standards for mathematics instruction. One of agement techniques, dimensions of learning, alter- the methods courses is required for secondary school teachers by nate forms of assessment, interviewing techniques, the Maryland State Department of Education. resume writing, job application, and the process for applying for certification.(Pass/Fail) TE608 Methods of Teaching Spanish (Secondary Level) (3.00 cr.) TE648 Internship I: Spanish (Secondary) (1.00 cr.) Presents the general theory of education as applied Prerequisite: Written or electronic permission of the advisor. to the teaching of Spanish. Consideration is given The first phase of the 100-day internship required to the selection and organization of content, as well for the state of Maryland takes place in a PDS one full as the methods and the techniques associated with day (or two half days) per week for approximately 16 national and state standards for Spanish instruction. weeks under the supervision of a mentor teacher and One of the methods courses is required for secondary school a Loyola University PDS coordinator. (Pass/Fail) teachers by the Maryland State Department of Education. TE649 Internship I: English (Secondary) (1.00 cr.) TE612 Secondary Methods of Teaching (3.00 cr.) Prerequisite: Written or electronic permission of the advisor. Introduces students to the general concepts required This first phase of the 100-day internship required for teaching at the secondary level. Includes objectives by the state of Maryland takes place in a PDS one full of secondary education, unit and lesson planning, var- day (or two half days) per week for approximately 16 ied instructional techniques, dealing with individual weeks under the supervision of a mentor teacher and differences, classroom management, and assessment. a Loyola University PDS coordinator. (Pass/Fail) 133

TE650 Internship I : Social Studies TE655 Internship II: Science (Secondary) (1.00 cr.) (Secondary) (5–8.00 cr.) Prerequisite: Written or electronic permission of the advisor. Prerequisite: TE651 and written or electronic permission This first phase of the 100-day internship required of the advisor. Corequisite: TE641. The second phase by the state of Maryland takes place in a PDS one full of the internship where interns continue to trans- day (or two half days) per week for approximately 16 late academic theory into practice in both a middle weeks under the supervision of a mentor teacher and school and a high school PDS placement. This phase a Loyola University PDS coordinator. (Pass/Fail) of the internship lasts the entire semester and is split between a middle and a high school placement. TE651 Internship I: Science (Secondary) (1.00 cr.) Interns teach under the supervision of Loyola coor- Prerequisite: Written or electronic permission of the advisor. dinators and experienced mentor teachers. A field This first phase of the 100-day internship required study fee is charged. (Pass/Fail) by the state of Maryland takes place in a PDS one full day (or two half days) per week for approximately 16 TE656 Internship II: Mathematics weeks under the supervision of a mentor teacher and (Secondary) (5–8.00 cr.) a Loyola University PDS coordinator. (Pass/Fail) Prerequisite: TE652 and written or electronic permission of the advisor. Corequisite: TE641. The second phase TE652 Internship I: Mathematics of the internship where interns continue to trans- (Secondary) (1.00 cr.) late academic theory into practice in both a middle Prerequisite: Written or electronic permission of the advisor. school and a high school PDS placement. This phase This first phase of the 100-day internship required of the internship lasts the entire semester and is by the state of Maryland takes place in a PDS one full split between a middle and a high school placement. day (or two half days) per week for approximately 16 Interns teach under the supervision of Loyola coor- weeks under the supervision of a mentor teacher and dinators and experienced mentor teachers. A field a Loyola University PDS coordinator. (Pass/Fail) study fee is charged. (Pass/Fail)

TE653 Internship II: English TE657 Internship II: Spanish (Secondary) (5–8.00 cr.) (Secondary) (5.00 cr.) Prerequisite: TE649 and written or electronic permission Prerequisite: TE648 and written or electronic permission of the advisor. Corequisite: TE641. The second phase of the advisor. Corequisite: TE641. The second phase of the internship where interns continue to trans- of the internship where interns continue to trans- late academic theory into practice in both a middle late academic theory into practice in both a middle school and a high school PDS placement. This phase school and a high school PDS placement. This phase of the internship lasts the entire semester and is of the internship lasts the entire semester and is split between a middle and a high school placement. split between a middle and a high school placement. Interns teach under the supervision of Loyola coor- Interns teach under the supervision of Loyola coordinators and experienced mentor teachers. A field dinators and experienced mentor teachers. A field study fee is charged. (Pass/Fail) study fee is charged. (Pass/Fail)

TE654 Internship II: Social Studies TE670 Teacher Research and Inquiry (3.00 cr.) (Secondary) (5–8.00 cr.) Investigates aspects of action research including choos- Prerequisite: TE650 and written or electronic permission ing a topic to study, examining ethical issues, planning of the advisor. Corequisite: TE641. The second phase and implementing methodologies, conducting a lit- of the internship where interns continue to trans- erature review, becoming a reflective practitioner, and late academic theory into practice in both a middle analyzing data. school and a high school PDS placement. This phase of the internship lasts the entire semester and is TE679 Internship I: Elementary (1.00 cr.) split between a middle and a high school placement. Prerequisite: Written or electronic permission of the advisor. Interns teach under the supervision of Loyola coor- This first phase of the 100-day internship required dinators and experienced mentor teachers. A field by the state of Maryland takes place in a PDS one study fee is charged. (Pass/Fail) full day per week for approximately 16 weeks under the supervision of a mentor teacher and a Loyola PDS coordinator. (Pass/Fail) 134 School of Education

TE680 Internship II: Elementary (5–8.00 cr.) TE685 Professional Growth Experience II: Prerequisite: TE679 and written or electronic permission Elementary (2–3.00 cr.) of the advisor. Corequisite: TE641. The second phase Prerequisite: TE683 and written or electronic permission of the internship where interns continue to trans- of the advisor. Corequisite: TE682. The professional late academic theory into practice in both a middle growth team assembled during TE683 provides feed- school and a high school PDS placement. This phase back to the candidate on the areas identified for of the internship lasts the entire semester and is growth within the professional growth plan, as well split between a middle and a high school placement. as on general teaching expertise. The internship Interns teach under the supervision of Loyola coor- culminates with the presentation of the professional dinators and experienced mentor teachers. A field growth project selected by the candidate with input study fee is charged. (Pass/Fail) from the professional growth team. Successful presentation of this project constitutes successful com- TE681 Professional Growth Experience I: pletion of the internship experience. A field study fee Seminar (1.00 cr.) is charged. (Pass/Fail) Corequisite: TE683 or TE684. Provides support and a forum for discussing elements of effective teaching, TE686 Professional Growth Experience II: including an introduction to lesson planning and Secondary/Middle (2–3.00 cr.) implementation, learning activities, introductory Prerequisite: TE684 and written or electronic permission portfolio development, and questioning strategies. of the advisor. Corequisite: TE682. The professional (Pass/Fail) growth team assembled during TE684 provides feedback to the candidate on areas identified for growth TE682 Professional Growth Experience II: within the professional growth plan, as well as on Seminar (1.00 cr.) general teaching expertise. The internship culminates Corequisite: TE685 or TE686. Provides support and a with the presentation of the professional growth forum for discussing elements of effective teaching, project selected by the candidate with input from including designing lessons to promote critical and the professional growth team. Successful presenta- creative thinking, planning and implementation of tion of this project constitutes successful comple- strategies for diverse learners, completion of the tion of the internship experience. A field study fee is teaching portfolio, and several questioning practi- charged. (Pass/Fail) cums. (Pass/Fail)

TE683 Professional Growth Experience I: Elementary (1–2.00 cr.) Prerequisite: Written or electronic permission of the advisor. Corequisite: TE681. During this internship, a Profes- sional Growth Team is formed to determine appropriate direction for individualized professional growth for the candidate as a teacher. The team is comprised of supervisory/mentoring personnel at the candidate’s school and Loyola supervisory personnel. This team observes the candidate and confers on appropriate goals and projects for the second phase of the internship experience. (Pass/Fail)

TE684 Professional Growth Experience I: Secondary/Middle (1–2.00 cr.) Prerequisite: Written or electronic permission of the advisor. Corequisite: TE681. During this internship, a Profes- sional Growth Team is formed to determine appropriate direction for individualized professional growth for the candidate as a teacher. The team is comprised of supervisory/mentoring personnel at the candidate’s school and Loyola supervisory personnel. This team observes the candidate and confers on appropriate goals and projects for the second phase of the internship experience. (Pass/Fail) School of Education Education Specialties

Office: Timonium Campus Upon completion of the M.Ed. or the postmaster’s Telephone: 410‑617‑5094/5095 18-credit program and 27 months of successful teach- Website: www.loyola.edu/schoolofeducation ing, students are eligible for certification as Admin- istrator I (Assistant in Administration, Supervisor in Chair: Peter Rennert-Ariev, Associate Professor Central Administration, Supervisor in Instruction). All candidates for a degree or certificate are to take Graduate Program Directors the School Leaders Licensure Assessment (SLLA) or Educational Leadership: Peter Litchka other assessment that may be required for certifica- Curriculum and Instruction: Stephanie Flores-Koulish tion as Administrator II (principal) by the Maryland Educational Technology: David Marcovitz State Department of Education. Students are strongly School Counseling: Cheryl Moore-Thomas; encouraged to have scores from this assessment for- Jennifer Watkinson warded to Loyola for data collection and program Kodály Music Education: Amy Branum Huggins analysis and improvement. Special Education: Elana Rock Master of Education (M .Ed .) EDUCATIONAL LEADERSHIP Forty-two credits of required coursework must be com- The graduate program in educational leadership is pleted. The following are required courses to be com- a unique blend of theory and practical application pleted in three phases. Courses in each phase are pre- geared toward educators with an inner passion for requisites for courses in subsequent phases. Courses leading and facilitating improved student achieve- within each phase may be taken in any order. Phase I ment and teacher performance. Ideal for successful courses should be taken early in the program. teachers who want to make a difference on a larger scale, the program focuses on the necessary knowl- Phase I (12 credits) edge, skills, and heart of leadership for the twenty- first-century educational environment. Each of the AD680 Leadership Seminar courses in the program is aligned to the National AD683 Leadership: Theories and Practices Standards for Educational Leadership and the Mary- ED600 Foundations of Research in Education land Instructional Leadership Framework. ED601 Philosophical Foundations of Diversity and Social Justice in Education All program courses are based upon current research and best practices in educational leadership. Students Phase II (27 credits) are expected to read and analyze current research; blend theory and practice as it relates to the course; AD662 Leadership, Supervision, emphasize personal dimensions by focusing on leader and Professional Development behaviors, interpersonal skills, and the demands AD668 The Law, the Courts, and the School and rights of a multicultural society; and include a AD674 Human Relations in School Management problem-solving orientation to encourage thinking, AD681 Organizational Development collaboration, and relevance to the contemporary in Education education environment. AD686 The Instructional Leader and Assessing Student Learning Programs: AD776 Theory and Research on Educational Leadership Master of Arts (M.A.) – 45 credits (includes 6 thesis ED650 Curriculum Theories and Practices credits) Master of Education (M.Ed.) – 42 credits Phase III (6 credits/select 2) Certification in Administration and Supervision – 18 credits in addition to an existing AD682 Technology for School Leaders master’s degree and 27 months of successful AD684 Resource Management teaching AD786 Instructional Leadership in Literacy Certificate of Advanced Study in Education for School Leaders: Creating a Culture (CASE) – 30 credits beyond master’s degree of Literacy in Schools and Communities Certificate of Advanced Study in School AD932 Special Education Law and Compliance Management (C.S.M.) – 30 credits beyond for School Leaders master’s degree 136 Education Specialties

Phase IV (3 credits) School Law

AD687 Internship in Educational Leadership AD668 The Law, the Courts, and the School AD669 Constitutional Law and the Schools Private School Management AD670 The Law, the Courts, and Private Schools

To provide educational opportunities of special inter- Practicum/Internship est to private school administrators, faculty members, board members, and other personnel, Loyola estab- AD687 Internship in Educational Leadership lished the Institute of Private Education. Students who (Prerequisite: 15 credits of completed coursework) are interested in the private school sector may elect, with the consent of an advisor, to take the following Students must apply and meet with their advisors to courses in place of those normally required: develop their programs.

AD670 The Law, the Courts, and Private Schools Certificate of Advanced Study AD676 Fiscal Planning and Budgeting in Education (CASE) in the Private School AD677 Organization and Administration Advanced graduate work beyond the master’s degree of Private Schools may be pursued in specific program areas. The 30-credit program leads to a Certificate of Advanced The programs in educational leadership qualifying for Study in Education (CASE). Requirements are 18 hours state certification have been approved by the Maryland of coursework in a specific area of concentration and State Department of Education and meet both state and 12 hours of coursework in other areas. Students must national standards. meet with an advisor prior to beginning the CASE.

Certification in Administration Certificate of Advanced Study in School and Supervision Management (C .S .M .)

A person with a master’s degree from an accredited Advanced academic preparation and training is pro- institution and 27 months of satisfactory teaching per- vided in the field of administration and supervision. formance or satisfactory performance as a specialist The advanced certificate prepares graduate students to may complete state certification requirements by assume middle and high level administrative, supervi- earning 18 semester hours of graduate coursework, sory, and staff positions in public and private schools, a sample of which follows: school systems, and institutions of higher education. The program consists of 30 hours of graduate study School Administration beyond the master’s degree. Upon successful completion of the program, the student is awarded the Certificate AD677 Organization and Administration of Advanced Study in School Management (C.S.M.). of Private Schools Flexibility in individual student program develop- AD681 Organizational Development ment is anticipated, but it is expected that students in Education build their program in the following areas: courses AD683 Leadership: Theories and Practices in instructional, management, and organizational leadership (27 credits) and an internship (3 credits). Clinical and/or Instructional Supervision Students design their individual programs in collab- AD662 Leadership, Supervision, oration with their advisors. In addition to the learn- and Professional Development ing experiences listed above, students may include appropriate courses offered by other graduate pro- Curriculum Design grams within the field of education (e.g., guidance, special education) or in other disciplines (e.g., psy- ED650 Curriculum Theories and Practices chology, business administration).

Group Dynamics

AD674 Human Relations in School Management 137

CURRICULUM AND INSTRUCTION Educational Technology

Programs: ET605 Introduction to Educational Technology ET610 Curricular Applications of Technology Master of Arts (M.A.) – 33 credits ET620 Multimedia Design in the Classroom Master of Education (M.Ed.) – 33 credits ET630 Telecommunications in the Classroom Certificate of Advanced Study in Education ET690 Educational Technology Seminar (CASE) – 30 credits beyond master’s degree Literacy Master of Arts (M .A .) RE510 Foundations of Reading Instruction This 33-credit program is designed to expose students RE523 Emergent Literacy Development to critical perspectives on improvement and reform in RE601 Media Literacy Education K–12 education. Through a strong focus on questions RE622 Children’s and Adolescent Literature of equity and social justice, the program prepares RE737 Literacy Assessments in Group Contexts leaders who will be at the forefront of meaningful debate and effective change. Framed by an interdisci- Special Education plinary approach, the program provides students with new perspectives on the causes of and solutions to SE761 Introduction to Special Education problems such as achievement gaps, subpar academic SE905 Characteristics of Learners with Mild performance, and unsafe schools. Through the study and Moderate Disabilities of the state-of-the-art education theory and practice, SE909 Instruction in Elementary Content Areas students will learn ways to transform student learning for Students with Mild and Moderate and improve schools. Disabilities SE914 Communication, Collaboration Curriculum and Instruction Core (24 credits) and Consultation with Parents and Professionals Serving Students ED601 Philosophical Foundations of Diversity with Disabilities and Social Justice in Education SE917 Instruction in Secondary Content Areas ED608 Educational Innovations for Students with Mild and Moderate ED611 History of Education in the United States Disabilities ED650 Curriculum Theories and Practices SE921 Autism: Characteristics, Research, ED652 Evaluation and Assessment Policies and Interventions and Practices SE922 Medical Aspects of Developmental ED659 Race, Class, and Gender Studies Disabilities in Education SE926 Communication Development ED670 Teacher Research and Inquiry and Early Literacy: Materials, Resources, ED800 Thesis Seminar and Instructional Strategies (Focus: Birth to Age 5) Educational Specialization (9 credits) Liberal Studies Students may select an area of special interest and three courses from the following choices to provide a LS606 Popular Culture in America focus for their general studies. Alternately, students LS625 The American Civil Rights Movement, may work with their advisors to choose a specialized, 1954–1976 thematic collection of courses across the disciplines. LS640 The New Politics of Twenty-First-Century American Democracy Educational Leadership LS645 The Pre-Civil Rights Movement: The Generation before Brown, 1932–1954 AD674 Human Relations in School Management LS657 Coercive Democracy and Nation Building AD683 Leadership: Theories and Practices LS664 Work and American Identity AD686 The Instructional Leader and Assessing LS745 After King: Civil Rights and the Black Student Learning Freedom Movement, 1968–1985 LS747 New Myths on the American Landscape: Writing (and) the American Dream 138 Education Specialties

Master of Education (M .Ed .) EDUCATIONAL TECHNOLOGY

The M.Ed. in Curriculum and Instruction is a 33-credit Programs: program designed for elementary and middle school teachers. The program focuses on science education. Master of Arts (M.A.) – 39 credits Six courses are science content courses with emphasis (includes 6 thesis credits) on process skills and hands-on activities. The remain- Master of Education (M.Ed.) – 36 credits ing five required courses are designed specifically for those enrolled in the program and incorporate Technology is playing an increasing role in our schools. science content topics and issues. This program is Schools and districts are spending millions of dollars offered in a cohort-only format. As such, prospective on technology, and leadership is needed to ensure students should check with the program director for that this investment is used to benefit education. available cohort groups prior to applying. Technology leaders must be masters of the change process as well as experts in the technology. The Curriculum and Instruction Core (15 credits) program integrates hands-on applications of educational technology with practical and theoretical ED650 Curriculum Theories and Practices perspectives of change, school reform, staff devel- ED659 Race, Class, and Gender Studies opment, and ethical considerations of technology in Education in the schools. Methods of infusing technology into ED670 Teacher Research and Inquiry the teaching and learning process will be modeled ED805 Capstone Seminar throughout the program. TE602 Educational Psychology This program is geared toward those wishing to Science Content (18 credits) become technology specialists or technology leaders on the school, district and national levels. ED700 Earth Science I (Elementary/Middle) ED702 Earth Science II (Elementary/Middle) Master of Education (M .Ed .) ED703 Life Science (Elementary/Middle) ED704 Physical Science I (Elementary/Middle) Departmental Core (9 credits) ED705 Physical Science II (Elementary/Middle) ED706 Environmental Field Study AD662 Leadership, Supervision, and Professional Development Certificate of Advanced Study ED600 Foundations of Research in Education or in Education (CASE) ED670 Teacher Research and Inquiry ED608 Educational Innovations Advanced graduate work beyond the master’s degree may be pursued in specific program areas. The Technology Core (24 credits) 30-credit program leads to a Certificate of Advanced Study in Education (CASE). Requirements are 18 hours ET605 Introduction to Educational Technology of coursework in a specific area of concentration and ET610 Curricular Applications of Technology 12 hours of coursework in other areas. Students must ET620 Multimedia Design in the Classroom meet with an advisor prior to beginning the CASE. ET630 Digital Communication in the Classroom ET631 Distance Education ET640 Adaptive/Assistive Technology for Education ET680 The Role of the Technology Leader ET690 Educational Technology Seminar

Required Internship (3 credits)

ET691 Educational Technology Internship

Master of Arts (M .A .)

Departmental Core (9 credits) Technology Core (24 credits) ET699 Thesis Seminar (6 credits) 139

SCHOOL COUNSELING Internship (600 hours; 6 credits) Electives (6 credits) Programs: Students seeking a Master of Arts (M.A.) in School Master of Arts (M.A.) – 48 credits Counseling must substitute the six elective credits Master of Education (M.Ed.) – 48 credits for thesis credits. For additional information, visit Certificate of Advanced Study in Education the department’s website. (CASE) – 30 credits beyond master’s degree Master’s Comprehensive Examination The graduate program in school counseling prepares students for careers as professional school counselors A candidate’s mastery of course content is assessed who work in elementary and/or secondary settings. near the end of the candidate’s program using a com- Throughout the course of study, students have the prehensive examination. The examination is given opportunity to develop a sound theoretical founda- twice a year in March and October and each candi- tion and acquire effective techniques for counsel- date must pass it in order to graduate. Degree candi- ing school-aged youth. Upon successful completion dates must request and complete an application to sit of the program, students are eligible for state cer- for the examination. Applications can be obtained tification as a school counselor. In addition to by contacting the school counseling program direc- schools, various public and private agencies outside tor. A candidate may take the comprehensive exam of the educational field are interested in obtaining no sooner than one semester before the semester the the services of counselors. candidate is scheduled to graduate. No candidate may take the examination more than three times. The course of instruction involves the successful completion of 48 credits of study on the graduate This program has been approved by the Maryland State level, including a practicum of 100 hours and an Department of Education using recognized state or national internship of 600 hours. Students must take a mini- standards. The program is accredited by the Council for the mum of six elective credits in counseling, and all Accreditation of Counseling and Related Educational electives must be approved by the advisor. The 600- Programs (CACREP). hour internship maybe completed in one semester (GC728), two semesters (GC722, GC723), or four Certificate of Advanced Study semesters (GC730, GC731). in Education (CASE)

All clinical experience students are required to com- Advanced graduate work beyond the master’s degree plete criminal background checks prior to begin- is provided in an organized, 30-credit program lead- ning work at a school site. All students are required ing to a Certificate of Advanced Study in Education to have valid background checks on file for the dura- (CASE). Requirements are: tion of their experience. Procedures and fees for this process may vary slightly depending upon clinical • A minimum of 12 hours of coursework in school experience site. More information on this process counseling. will be given to students as they apply for practicum and internship. • As many as 12 hours of coursework in other areas of education. GC600 Research and Evaluation in Counseling GC606 Tests and Measurements • As many as six hours of elective coursework in any GC700 Introduction to School Counseling area of graduate study. Internships may be suggested. GC701 Techniques of Counseling GC703 Lifestyle and Career Development Special arrangements for course selection will be made and Decision-Making in conjunction with a student’s advisor. GC704 Theories of Counseling GC706 Group Counseling in Schools GC708 Cross Cultural Counseling GC712 Human Development through the Life Span GC755 Marriage and Family Counseling GC791 School Counseling Practicum GC792 Professional Issues and Ethics in Counseling 140 Education Specialties

KODÁLY MUSIC EDUCATION Kodály Materials (9 credits)

Program: KM853 Kodály Materials, Level I KM953 Kodály Materials, Level II Master of Education (M.Ed.) – 36 credits KM993 Kodály Materials, Level III

Purpose and Scope Choral Studies (6 credits)

The mission of the graduate program in Kodály Music KM856 Choral Studies for the Music Educator, Education is to meet the continuing educational Level I needs of music educators by providing comprehen- KM956 Choral Studies for the Music Educator, sive graduate level teacher-training specializing in Level II Kodály-based music education. The program applies KM992 Choral Studies for the Music Educator, the educational principles of the twentieth century Level III Hungarian composer, ethnomusicologist, and educator, Zoltán Kodály (1882–1967). Deeply concerned Education Core Courses (9 credits) about the quality of the musical training available to children and teachers in Hungary in the 1920s, ED600 Foundations of Research in Education he encouraged his colleagues and students to travel ED900 Advanced Study in Music Education throughout Europe in search of the best models for SE769 Teaching Students with Special Needs in teaching music. Their findings formed the basis for the Regular Classroom a comprehensive, child-developmental approach to music education that integrates the most effective This program is offered only in a multi-summer for- and successful ideas, techniques, and tools for music mat. All courses run for three weeks during the month instruction. Based on singing, it develops in students of July. Students generally complete their four levels the ability to listen with understanding; perform with during four consecutive summers. Based on a profi- artistry; and read, write, improvise, and compose ciency test, some students are required to complete music. This approach is now known internationally a Pre-Level I course called Solfa Fundamentals as Kodály Music Education. (KM990) to prepare them for Solfa I. This course runs during the week immediately preceding the M.Ed. The program consists of coursework totaling 36 grad- courses. Solfa Fundamentals is a preparatory course uate credits and a research project to create a retrieval and is not counted among the 36 credits required to system of analyzed and categorized folk songs that complete the degree. support the Kodály curriculum. Coursework is divided into four levels with candidates completing nine (9) The Kodály program requires an orientation weekend, credits per level: three levels (27 credits) of music edu- a full schedule of classes during the day, Friday eve- cation and musicianship courses that confer Kodály ning classes and activities, and several hours of prac- certification, and a fourth level (9 credits) of educa- tice and homework in the evenings and on the week- tion core courses designed to broaden the student’s ends. It is essential that students clear their schedules knowledge of research and trends in the field of edu- of other activities while participating in the summer cation, as follows: institute. Candidates will submit video recordings of their teaching that demonstrate application of Kodály Solfa (6 credits) pedagogy; create teaching strategies and lesson plans for each grade level; and produce a retrieval system of KM860 Solfa: Sight Singing Ear Training, Level I songs for teaching that is both research-based and of KM960 Solfa: Sight Singing Ear Training, Level II continuing practical value in the classroom. KM995 Solfa: Sight Singing Ear Training, Level III

Kodály Methodology (6 credits)

KM852 Kodály Methodology, Level I KM952 Kodály Methodology, Level II KM994 Kodály Methodology, Level III 141

SPECIAL EDUCATION Admission

Programs: Students from a variety of academic backgrounds and careers are eligible to apply to the graduate programs Master of Education (M.Ed.), Early Childhood in special education. Students do not need to com- Special Education (Birth to Age 8) – 39 credits plete the prerequisite requirements before applying and prerequisites (as needed) and being accepted into the master’s programs. How- Master of Education (M.Ed.), Elementary/Middle ever, evidence of a passing score in each area of the Special Education (Grades 1–8) – 39 credits Praxis I: Pre-Professional Skills Tests (Reading, Math, and prerequisites (as needed) and Writing) is required for admission. Students may Master of Education (M.Ed.), Secondary Special substitute qualifying scores on the SAT, ACT, or GRE for Education (Grades 6–12) – 30 credits any area. An SAT score of 550 or more (500 if taken and prerequisites (as needed) prior to April 1995) may be substituted for each cor- Certificate of Advanced Study in Education responding area: reading, math, or writing. An ACT (CASE) – 30 credits beyond master’s degree score of 24 in an area will substitute for the corresponding Praxis I area. Similarly, GRE scores of 500 The M.Ed. in Special Education can be used to meet verbal, 550 quantitative, and 4.5 on the writing essay requirements for initial certification in special edu- may be substituted. Once accepted, each student will cation at the early childhood, elementary/middle, or meet with an academic advisor to develop an indi- secondary levels and is also appropriate for teachers vidualized program plan of prerequisite and program seeking advanced professional development. These courses and experiences. special education graduate programs prepare both beginning and advanced professionals with full quali- Prerequisite Courses/Experiences fications to provide effective services to students with disabilities and to take leadership roles in the field of Prerequisite courses are intended to provide key foun- special education. The programs emphasize proven dational coursework and school experiences for all strategies, specialized instructional methods, legal students, particularly those who are not currently issues, service delivery models, and advanced profes- certified in an area of education. Students may dem- sional skills necessary to promote the provision of onstrate completion of prerequisite coursework at quality services to students with special needs. the undergraduate or graduate level. Prerequisite experience with children with (and without) dis- Loyola’s graduate degree and certificate programs in special abilities may be demonstrated through prior work education have been approved and accredited by the Mary- or volunteer activities. If needed, students may par- land Higher Education Commission (MHEC), the Maryland ticipate in a supervised, school-based placement or State Department of Education (MSDE), the National Coun- complete requirements by teaching, volunteering, cil for the Accreditation of Teacher Education (NCATE), and or serving in other capacities in regular and spe- the Council for Exceptional Children (CEC). The programs cial education school programs. Observation and include the Maryland-approved reading courses and lead to participation may be met through a variety of class- eligibility for Maryland certification in special education at room experiences or through SE900. Students must the corresponding age/grade level. Transcripts of program demonstrate appropriate computer skills includ- completers will indicate that they are eligible for certification ing word processing, internet usage, and database in special education from a Maryland-approved licensure searching. These skills may be assessed through program using recognized state and national standards. This personal interview, hands-on demonstration, or prod- transcript stamp provides reciprocity with all other states and uct illustration. A noncredit computer workshop on seven U.S. territories under the National Association of State uses of the internet and database searching may be Directors of Teacher Education and Certification Interstate provided for students. Agreement (NASDTEC). Students who have not completed the required coursework or mastered all of the prerequisite skills may be accepted into the program but will need to take the appropriate courses (or complete the appropriate experiences) before beginning program coursework. These courses do not count as credits completed toward the 39-credit degree requirement. 142 Education Specialties

Accelerated Master’s Option M .Ed ., Early Childhood Special Education (Birth to Age 8) The accelerated master’s option encompasses all of the components of the traditional Master of Educa- Students in Loyola’s early childhood special education tion (M.Ed.) in Special Education within a concen- program are prepared to provide effective services to trated period of time. Individuals who have already children with a wide variety of developmental delays or completed education programs, including the Mary- disabilities; to support families and teachers working land required reading courses, can complete the M.Ed. with these children; and to take leadership roles in the in four semesters (summer, fall, spring, summer) by field of early intervention. The program emphasizes carrying 9–12 credits each semester. proven strategies, collaboration techniques, assessment, early intervention methods, service delivery Students who are interested in the accelerated master’s models, and advanced professional skills necessary to option should meet with an advisor one full semester provide high-quality services to young children with before beginning the program in order to discuss special needs. A broad range of disabilities, medical course and placement options. Students are encour- conditions, sensory impairments, developmental dis- aged to seek full-time employment as an instructional abilities, and severity levels are incorporated into the assistant for the duration of the program. Loyola’s part- coursework and practicum experiences. nerships with local public and nonpublic schools provide paid positions as special education paraprofession- The master’s program in early childhood special als and may also provide some tuition remission. education can be used to meet Maryland requirements for initial certification in special education Required Examinations and Practicums for children from birth to age 8, and it is also appropriate for teachers seeking advanced professional Students must complete all coursework and have taken development. The program attracts students from a and passed the Praxis II content test in special edu- variety of academic backgrounds and careers. Once cation in order to be eligible for the practicums. accepted, students meet with an academic advisor Practicum placements involve intensive experiences to develop a personalized program plan of prereq- and teaching in schools or other programs serving uisites, courses, and experiences based upon prior young children. Extended daytime availability is academic, teaching, and volunteer history. Program required. Students who are teaching may be eligible completion provides full teaching qualifications for to complete one practicum experience in their own effective service delivery to infants, toddlers, and preschool. Practicums may also be scheduled in the sum- schoolers with disabilities. The program also prepares mer to accommodate working students. graduates to assume leadership roles in the field of early childhood special education. Graduation Prerequisite Courses/Experiences In order to be eligible for graduation, students must complete all program requirements and have taken and RE760 Processes and Acquisition of Literacy passed the Praxis II pedagogy test in special education. RE761 Materials for Teaching Reading SE720 Child and Adolescent Development SE761 Introduction to Special Education SE900 Observation and Participation in Special Education Observation and Participation in General Education Technology Usage for Research and Writing

Program Requirements

Core Courses (18 credits)

ED600 Foundations of Research in Education RE762 Assessment and Instruction in Reading I RE763 Assessment and Instruction in Reading II SE911 Assessment, Diagnosis, and Evaluation of Learning and Behavior Problems 143

SE912 Instructional Planning, Adaptations, M .Ed ., Elementary/Middle Special Education and Learning Strategies for Students (Grades 1–8) with Special Needs SE913 Comprehensive Classroom Management Students in Loyola’s graduate programs in special for Teachers of Students education are prepared to provide effective services with Special Needs to children with a wide variety of disabilities and to take leadership roles in the field of special education. Students who have completed Maryland’s required The programs emphasize proven strategies, special- reading courses substitute the following courses for ized instructional methods, legal issues, comprehen- RE762 and RE763: sive assessment, and advanced professional skills necessary to provide high-quality services to children and SE901 Advanced Behavioral Programming adolescents with special needs, particularly those with SE921 Autism: Characteristics, Research, high-incidence disabilities such as language or learn- and Interventions ing disabilities, attention deficit/hyperactivity disorder, autism spectrum disorders, emotional/behavioral dis- Early Intervention Courses (15 credits) orders, and mild cognitive impairments.

SE922 Medical Aspects of Developmental The master’s program in elementary/middle special Disabilities education can be used to meet requirements for ini- SE923 Assessment and Intervention tial certification in generic special education (grades for Young Children with Special Needs: 1–8), and it is also appropriate for teachers seeking Birth through Age 2 advanced professional development. The program SE924 Assessment and Intervention attracts students from a variety of academic back- for Young Children with Special Needs grounds and careers. Once accepted, students meet (Focus: Ages 3–5) with an academic advisor to determine the need for SE925 Assessment and Intervention prerequisite courses (if needed) or experiences and for Young Children with Special Needs to develop a personalized program plan of courses (Focus: Ages 5–8) based upon prior academic, teaching, and volunteer SE926 Communication Development history. Program graduates are prepared to support and Early Literacy: Materials, Resources, the comprehensive needs of students in a variety of and Instructional Strategies educational settings across the elementary and mid- (Focus: Birth to Age 5) dle grades and to take leadership roles in the field of special education. Practicums (6 credits) Prerequisite Courses/Experiences SE780 Practicum for Students with Special Needs (Infant/Toddler) RE760 Processes and Acquisition of Literacy SE781 Practicum for Students with Special Needs RE761 Materials for Teaching Reading (Preschool) SE720 Child and Adolescent Development SE761 Introduction to Special Education It may be possible for students already working with SE900 Observation and Participation young children with disabilities to complete one in Special Education practicum at their current workplace. To be eligible Observation and Participation in General Education to register for either practicum, students must demon- Technology Usage for Research and Writing strate successful completion of the Praxis II Education of Exceptional Students: Core Content Knowledge test. To be eligible for graduation after completion of both practicums, students must demonstrate successful completion of the Praxis II Special Education: Application of Core Principles Across Categories of Disability test. 144 Education Specialties

Program Requirements M .Ed ., Secondary Special Education (Grades 6–12) Coursework (33 credits) Students in Loyola’s secondary special education pro- ED600 Foundations of Research in Education gram are prepared to provide effective services to ado- RE762 Assessment and Instruction in Reading I lescents with disabilities, and to take leadership roles RE763 Assessment and Instruction in Reading II in the field of special education. The program empha- SE902 Reading Methods for Students with Mild sizes research-validated intervention techniques, spe- and Moderate Disabilities cialized methods, comprehensive assessment, transi- SE905 Characteristics of Learners with Mild tion planning, and advanced professional skills neces- and Moderate Disabilities sary for providing quality services to adolescents with SE907 Developmental, Remedial, special needs, particularly those with high-incidence and Corrective Mathematics disabilities such as language or learning disabilities, SE909 Instruction in Elementary Content Areas attention deficit/hyperactivity disorder, autism spec- for Students with Mild and Moderate trum disorders, emotional/ behavioral disorders, and Disabilities mild mental retardation. SE911 Assessment, Diagnosis, and Evaluation of Learning and Behavior Problems This program meets Maryland requirements for ini- SE912 Instructional Planning, Adaptations, tial certification in special education for adolescents and Learning Strategies for Students in grades 6–12. The program attracts students from with Special Needs a variety of academic backgrounds and careers. Once SE913 Comprehensive Classroom Management accepted, students meet with an academic advisor to for Teachers of Students develop a personalized program plan of prerequisites with Special Needs (if needed), courses, and experiences based upon prior SE914 Communication, Collaboration, academic, teaching, and volunteer history. Program and Consultation with Parents graduates are prepared to support the comprehensive and Professionals Serving Students needs of students in a variety of educational settings with Disabilities across the elementary and middle grades and to take leadership roles in the field of special education. Students who have completed Maryland’s required reading courses substitute the following courses for Prerequisite Courses/Experiences RE762 and RE763: RE733 Teaching Reading in the Content Area I SE901 Advanced Behavioral Programming RE744 Teaching Reading in the Content Area II Elective (selected jointly with program advisor) SE720 Child and Adolescent Development SE761 Introduction to Special Education Practicums (6 credits) SE900 Observation and Participation in Special Education SE918 Practicum I: Teaching Students with Observation and Participation in General Education Special Needs Technology Usage for Research and Writing SE919 Practicum II: Teaching Students with Special Needs Program Requirements

It may be possible for students already working with Coursework (33 credits) young children with disabilities to complete one practicum at their current workplace. To be eligible to ED600 Foundations of Research in Education register for either practicum, students must demon- SE901 Applied Behavioral Programming strate successful completion of the Praxis II Education SE902 Reading Methods for Students of Exceptional Students: Core Content Knowledge with Mild and Moderate Disabilities test. To be eligible for graduation after completion SE905 Characteristics of Learners of both practicums, students must demonstrate suc- with Mild and Moderate Disabilities cessful completion of the Praxis II Special Education: SE907 Developmental, Remedial, Application of Core Principles Across Categories of and Corrective Mathematics Disability test. SE911 Assessment, Diagnosis, and Evaluation of Learning and Behavior Problems 145

SE912 Instructional Planning, Adaptations, COURSE DESCRIPTIONS and Learning Strategies for Students with Special Needs Course descriptions can be found in the School of SE913 Comprehensive Classroom Management Education chapter. for Teachers of Students with Special Needs SE914 Communication, Collaboration, and Consultation with Parents and Professionals Serving Students with Disabilities SE916 Promoting Successful Transitions to Postsecondary Settings for Students with Mild and Moderate Disabilities SE917 Instruction in Secondary Content Areas for Students with Mild and Moderate Disabilities

Practicums (6 credits)

SE918 Practicum I: Teaching Students with Special Needs SE919 Practicum II: Teaching Students with Special Needs

It may be possible for students already working with children with disabilities in an approved school and at the correct age/grade level to complete one practicum at their current workplace. To be eligible to register for either practicum, students must demonstrate successful completion of Praxis II Education of Exceptional Students: Core Content Knowledge test. To be eligible for graduation after completion of both practicums, students must demonstrate successful completion of Praxis II Special Education: Application of Core Principles across Categories of Disability test.

Certificate of Advanced Study in Education (CASE)

Advanced graduate work beyond the master’s degree may be pursued in specific program areas. The 30-credit program leads to a Certificate of Advanced Study in Education (CASE) for students who have already completed a master’s degree in special education. Requirements are 18 hours of coursework in special education and 12 hours of coursework in another area. The CASE can be used for advanced professional development or to obtain a second special education certification for those already certified at one age/grade level. Students must meet with an advisor prior to beginning the CASE. School of Education Montessori Education

Office: Columbia Campus, Room 201H Prerequisite Course Telephone: 410‑617‑7765 Website: www.loyola.edu/schoolofeducation Candidates for the Montessori elementary program must either have an AMI primary diploma or must Chair/Director: Sharon L. Dubble, Assistant Professor successfully complete the prerequisite course. The Director of AMI Training (Elementary Level): prerequisite course (MO599) is not part of the credit Kay Baker hour requirements of the M.Ed. and requires an Director of AMI Training (Primary Level): additional fee. Janet McDonell Course of Study Programs: Master of Education (M.Ed.) – 36 credits The M.Ed. in Montessori Education consists of 36 Certificate of Advanced Study in Education graduate credits plus oral comprehensive examina- (CASE) – 30 credits beyond master’s degree tions. The coursework is divided into two parts. The Montessori courses comprise the requirements for the Purpose and Scope AMI diploma. These courses total 27 credit hours and are listed in the catalogue with the MO course key. The goal of the graduate program in Montessori educa- The education core courses are designed to broaden tion is to guide adults as they prepare for the work and the student’s knowledge of research and trends in the the responsibility of helping each child to develop field of education. These courses total nine credit the fullness of his or her potential. The program hours and are listed with ED or SE course keys. provides students with opportunities to develop an understanding of a child’s stages of development Montessori Course (AMI) and the different conditions and strategies necessary to support development at each stage. During the first two semesters, students are fully engaged in Montessori study, as they complete all The Washington Montessori Institute (WMI) at Loy- AMI requirements. Although Montessori courses are ola University Maryland offers students the choice listed as discrete courses for purposes of registration, of specialized graduate study in Montessori Educa- the actual program during these two semesters is tion at either the primary (ages 3–6) or elementary presented as an integrated program of child devel- (ages 6–12) level. Graduates receive both the inter- opment, methodology, practice, observation, and nationally recognized Association Montessori Inter- practice teaching. nationale (AMI) diploma and the Master of Educa- tion (M.Ed.). The program is offered in a full-time At the end of these two semesters, if the AMI writ- academic year or multi-summer format (over three ten examinations are passed and all requirements or four consecutive summers). The program is also to date have been completed, grades for 27 gradu- offered in collaboration with affiliateAMI institutes. ate credits (MO designation) are posted on the student’s Loyola transcript. In addition, if oral compre- A master’s degree in Montessori education does not hensive examinations are successfully completed, the lead directly to state certification. Students must AMI diploma is awarded. submit official transcripts and course descriptions directly to their respective State Departments of Education Core Courses Education to determine if courses satisfy specific certification requirements. The three core courses are offered in a special intensive summer session and students must complete two Admission independent study papers as part of Advanced Study in Education (ED625). Students have the option of Students seeking admission to the degree program taking the three education core courses in any com- in Montessori education must meet departmental bination during the regular course schedule. All core admission criteria. In addition, demonstrated pro- courses must be completed within four semesters fol- fessional competence and/or academic ability as lowing completion of the Montessori courses. evidenced by letters of recommendation is required. A personal interview may also be requested. The program admits full-time students only. 147

M.Ed., Montessori Infant Education (Birth to Age 3) MO652 Physical and Biological Science (available only with off-site AMI Institute) Curriculum and Instruction for the Elementary Years ED600 Foundations of Educational Research MO653 Social Studies Curriculum and ED625 Advanced Study in Education Instruction for the Elementary Years MO637 Psychology and Philosophy MO654 Music/Movement Curriculum and of the Montessori Method Instruction for the Elementary Years MO638 Child Growth and Development I MO655 Practicum MO639 Child Growth and Development II SE769 Teaching Students with Special Needs MO640 Creating Healthy, Safe Environments in the Regular Classroom for Infants MO641 Creating Healthy, Safe Environments Certificate of Advanced Study for Toddlers in Education (CASE) MO642 Developmentally Appropriate Practices for Infants Advanced graduate work beyond the master’s degree MO643 Developmentally Appropriate Practices may be pursued in either Montessori primary or ele- for Toddlers mentary education. The 30-credit program leads to a MO644 Working with Parents and Families Certificate of Advanced Study in Education(CASE). of Young Children Requirements are 27 credit hours of coursework in MO645 Montessori Observation and Practicum the Montessori concentration; three credit hours SE769 Teaching Students with Special Needs developing an independent research project; and in the Regular Classroom comprehensive examinations.

Note: This program is not approved for V.A. benefits. COURSE DESCRIPTIONS

M.Ed., Montessori Primary Education (Ages 3–6) Course descriptions can be found in the School of Education chapter. ED600 Foundations of Research in Education ED625 Advanced Study in Education MO628 Practicum MO630 Human Relations and Self Awareness among Young Children MO631 Language Arts/Reading Curriculum and Instruction MO632 Mathematics and Science Curriculum and Instruction MO633 Creative Activities (Music, Art, Movement, and Drama) MO634 Foundations of the Montessori Method MO635 Perceptual-Motor Development MO636 Teaching Strategies and Social Development SE769 Teaching Students with Special Needs in the Regular Classroom

M.Ed., Montessori Elementary Education (Ages 6–12)

ED600 Foundations of Research in Education ED625 Advanced Study in Education MO646 Foundations of the Montessori Method MO647 Montessori Classroom Methods MO648 Laboratory: Using Montessori Materials MO649 Language Curriculum and Instruction for the Elementary Years MO650 Art Curriculum and Instruction for the Elementary Years MO651 Mathematics Curriculum and Instruction for the Elementary Years School of Education Teacher Education

Office: Beatty Hall, Room 104 Block 3 (9 credits) Telephone: 410‑617‑5094/5095 Website: www.loyola.edu/schoolofeducation RE737 Literacy Assessments in Group Contexts RE739 Literacy Assessments of Individuals Chair: Wendy M. Smith, Associate Professor RE770 Literacy Education Seminar

Graduate Program Directors General Electives (3 credits) Literacy: Afra A. Hersi Teacher Education: Wendy M. Smith M .Ed ., Reading Specialist

LITERACY This 39-credit program is designed for the certified teacher who wishes to be certified by the Maryland Programs: State Department of Education (MSDE) as a reading specialist. (Note: The MSDE requires three years of Master of Education (M.Ed.), Literacy Teacher – classroom experience to be certified as a reading 33 credits specialist.) It provides candidates with a strong foun- Master of Education (M.Ed.), Reading Specialist – dation in reading instruction and assessment at the 39 credits PK–12 levels and the skills and knowledge required Certificate of Advanced Study in Education (CASE) – to take on leadership roles within their school or 30 credits beyond master’s degree school system. Students completing this program satisfy the course requirements for Maryland state certi- M .Ed ., Literacy Teacher fication as a reading specialist.

This 33-credit program is designed for certified Candidates should complete each block before pro- teachers or teachers with a minimum of three years ceeding to the next block. Courses within a block PK–12 teaching experience, who wish to become may be taken in any order unless otherwise stated. more knowledgeable about reading. This program Candidates must take and pass the Praxis II: Read- provides candidates with a strong foundation in reading Specialist exam during Block III. ing instruction and assessment at the PK–12 levels. Block 1 (9 credits) Program of Study RE510 Foundations of Reading Instruction Candidates should complete each block before pro- RE523 Emergent Literacy Development ceeding to the next block. Courses from the preceding RE531 Youth and Adolescent Literacy block are prerequisites for the blocks that follow. Courses within a block may be taken in any order Block 2 (12 credits) unless otherwise stated. RE601 Media Literacy Education Block 1 (9 credits) RE609 Content Area Literacy RE622 Children’s and Adolescent Literature RE510 Foundations of Reading Instruction RE670 Teacher Research and Inquiry RE523 Emergent Literacy Development RE531 Youth and Adolescent Literacy Block 3 (18 credits)

Block 2 (12 credits) RE737 Literacy Assessments in Group Contexts RE739 Literacy Assessments of Individuals RE601 Media Literacy Education RE740 Role of the Reading Specialist RE609 Content Area Literacy RE756 School Year Practicum in Literacy I* and RE622 Children’s and Adolescent Literature RE757 School Year Practicum in Literacy II* or RE670 Teacher Research and Inquiry RE758 Summer Practicum in Literacy* (3–6 credits) RE770 Literacy Education Seminar

* Prerequisite: RE737, RE739 149

Certificate of Advanced Study istration fee is charged), or by passing the one-credit in Education (CASE) foundation course, Introduction to Educational Tech- nology (ET605). Advanced graduate work beyond the master’s degree may be pursued in specific program areas. The The M.A.T. program has been approved by the National 30-credit program leads to a Certificate of Advanced Council for Accreditation of Teacher Education (NCATE) Study in Education (CASE). Requirements are 18 hours and the Maryland State Department of Education using of coursework in a specific area of concentration and recognized state and national standards and includes the 12 hours of coursework in other areas. Students must Maryland approved reading courses. meet with an advisor prior to beginning the CASE. M .A T. ., Elementary Education (Grades 1–6) TEACHER EDUCATION Course requirements for this 38-credit program are Programs: as follows:

Master of Arts in Teaching (M.A.T.), Elementary Core Courses (12 credits) Education (Grades 1–6) – 38 credits Master of Arts in Teaching (M.A.T.), Secondary SE761 Introduction to Special Education Education (Grades 7–12) – 34 credits TE601 Child and Adolescent Development TE602 Educational Psychology The M.A.T. program is designed to prepare excep- TE670 Teacher Research and Inquiry tionally qualified teachers who are responsive to the needs of diverse learners. It provides professional Required Reading Courses (12 credits) coursework and experience that lead to initial teacher certification for students who have completed a bacca- RE760 Processes and Acquisition of Literacy laureate degree. Student transcripts will be reviewed RE761 Materials for Teaching Reading to determine if content area qualifications are met for RE762 Assessment and Instruction of Reading I the type of certification sought. Candidates for ele- RE763 Assessment and Instruction of Reading II mentary certification must meet course requirements in English, math, science, and social studies. For cer- Pedagogy/Practice Courses (14 credits) tification in secondary teaching, 27–30 credits are required in the area of certification. Secondary edu- TE631 Elementary Mathematics Methods cation certification programs are offered in biology, TE632 Elementary Science Methods chemistry, earth/space science, English, mathematics, TE633 Elementary Social Studies Methods physics, social studies, and Spanish. TE641 Internship II Seminar: Elementary/ Middle/Secondary (Corequisite: TE680) Admitted students will meet with an advisor to out- TE679 Internship I: Elementary (one day/week) line a sequence of courses that meets their needs. In TE680 Internship II: Elementary (full-time) addition to required courses, the program includes two school-based field experiences and an intern- M .A T. ., Secondary Education (Grades 7–12) ship that meets certification requirements for the state of Maryland. Students complete an internship Course requirements for this 34-credit program are in a professional development school that includes as follows: one semester of a full-time student teaching and a performance-based portfolio assessment. Students Core Courses (12 credits) in the program who hold teaching jobs in the area of certification register for the Professional Growth SE761 Introduction to Special Education Experience option and complete their internship TE601 Child and Adolescent Development requirements in the school where they are employed. TE602 Educational Psychology Students must teach within a designated commuting TE670 Teacher Research and Inquiry time from the Baltimore Campus. Required Reading Courses (6 credits) In addition, the M.A.T. program requires students to demonstrate proficiency in technology skills for RE733 Teaching Reading in the Content Area I teaching that can be accomplished through the stu- RE744 Teaching Reading in the Content Area II dent’s previous coursework, passing a technology skills assessment offered by the department (an admin- 150 Teacher Education

Pedagogy/Practice Courses (13 credits)

TE612 Secondary Methods of Teaching TE641 Internship II Seminar: Elementary/ Middle/Secondary (Corequisite: TE653 or TE654 or TE655 or TE656 or TE657)

Select the methods course matching the certification area:

TE604 Methods of Teaching English (Secondary Level) TE605 Methods of Teaching Social Studies (Secondary Level) TE606 Methods of Teaching Science (Secondary Level) TE607 Methods of Teaching Mathematics (Secondary Level) TE608 Methods of Teaching Spanish (Secondary Level)

Select the internship (one day/week) matching the certification area:

TE648 Internship I: Spanish (Secondary) TE649 Internship I: English (Secondary) TE650 Internship I: Social Studies (Secondary) TE651 Internship I: Science (Secondary) TE652 Internship I: Mathematics (Secondary)

Select the internship (full-time) matching the certification area:

TE653 Internship II: English (Secondary) TE654 Internship II: Social Studies (Secondary) TE655 Internship II: Science (Secondary) TE656 Internship II: Mathematics (Secondary) TE657 Internship II: Spanish (Secondary)

ED/LS Elective (3 credits) Any graduate education or liberal studies course (prerequisites must be met where applicable)

COURSE DESCRIPTIONS

Course descriptions can be found in the School of Education chapter. The Joseph A . Sellinger, S .J ., School of Business and Management

Dean: Karyl B. Leggio, Professor of Finance The faculty of the Sellinger School are committed to Office: Sellinger Hall, Room 101 instilling the following values, skills, and knowledge in Telephone: 410–617–2301 students through the curriculum of the MBA program: Website: www.loyola.edu/graduate/sellinger.aspx Values and Qualities: Associate Dean: Christy De Vader, Associate Professor Ethical Commitment of Management Appreciation for Diversity Office: Sellinger Hall 101; Timonium Campus, Continuous Personal Development Suite 08 Orientation to Action Telephone: 410–617–1625 e-mail: [email protected] Skills and Abilities: Leadership Executive MBA Programs Entrepreneurial Spirit Assistant Dean, Graduate Programs: Communication and Negotiation Manette D. Frese Teamwork and Collaboration Telephone: 410–617–5067 Critical Thinking and Rigorous Reasoning e-mail: [email protected] Analysis, Synthesis, and Decision-Making Academic Director: Gloria Phillips-Wren, Associate Professor of Information Systems Knowledge: Assistant Director: Barbara Coward General Management Program Assistant: Janice Vohrer Global Perspective Management by Information MBA Program Affinity for Technology Assistant Dean, Graduate Programs: Manette D. Frese HISTORY Assistant Director: Mary Jane Ruppert Program Advisor: Kathleen Fitzgerald Loyola was founded in Baltimore in 1852 by the Soci- Program Assistant: Jean Proctor ety of Jesus and was instilled with its core values: excellence in all things and cura personalis. Business edu- Emerging Leaders MBA Program cation at Loyola began with undergraduate courses Assistant Dean, Full-Time Programs: Ann Attanasio being offered in 1943. In 1967, Loyola initiated its Telephone: 410–617–2510 Master of Business Administration (MBA) program e-mail: [email protected] and in 1975, its Master of Science in Finance (MSF). Academic Director: Andrea Giampetro-Meyer, In 1973, the Executive Master of Business Administra- Professor of Law tion (EMBA) program was established and the MBA Program Assistant: Jan O’Brien Fellows Program followed in 1984 in response to the needs of the region. All of these programs were the MISSION first of their kind in the state of Maryland, contribut- ing to Loyola’s long history of excellence. The Sellinger School provides academically challenging management education inspired by Jesuit tradi- In 1980, the School of Business was formed as a sepa- tions and values. The School embraces the principle rate entity, being named the Joseph A. Sellinger, S.J., of educating the whole person—body, mind, and School of Business and Management in 1984. The Sel- spirit. The undergraduate experience helps to trans- linger School Board of Sponsors was formed in 1981 form and prepare the student to learn, lead, and and continues as an ongoing consultative group sup- serve in a diverse and rapidly changing world. Gradu- porting the quality of the school. By 1990, Loyola had ate programs serve working professionals who seek achieved accreditation by AACSB International – The knowledge, personal development, professional certi- Association to Advance Collegiate Schools of Business fication, and membership in the network of Sellinger in its undergraduate, graduate, and accounting pro- School alumni/ae. Both undergraduate and graduate grams and had established a chapter of Beta Gamma education proactively foster the principles of excel- Sigma, the business student honor society. The Sellin- lence and cura personalis in a climate that facilitates ger School enjoys its reputation as the business school learning for each individual, develops values for a life of choice in the Baltimore metropolitan area. of service, and teaches the skills of learning for life. 152 The Sellinger School of Business and Management

EDUCATIONAL OBJECTIVES mitted to the concept and practice of “continuous improvement” of all of its academic programs. There- The Sellinger School’s educational objectives are to fore, for the most up-to-date information on courses teach students to: and programs, contact the Office of Executive and Graduate Business Programs, 410‑617‑5067. • integrate the functional areas of business for strategic, long-term planning, decision-making under FACULTY conditions of certainty and uncertainty, short-term planning and implementation, and organizational The faculty of the Sellinger School and their repre- process and control; sentative departments are as follows:

• extend a business into the global marketplace Accounting through awareness of the dominance of global competitive forces, the appreciation of worldwide oppor- Office: Sellinger Hall, Room 318 tunities, understanding of the complexity of func- Telephone: 410‑617‑2474 tioning in the international arena, preparedness Website: www.loyola.edu/sellinger/accounting for participation in the international arena, and awareness of political and social environments; Chair: Kermit O. Keeling, Associate Professor

• make business decisions with complex, strategic Professors: William E. Blouch; Alfred R. Michenzi; approaches using the ability to garner information Jalal Soroosh from data and colleagues, analytical capability, con- Associate Professors: Kermit O. Keeling; trol of decision support tools, and the ability to Ali M. Sedaghat make reasoned judgements; Assistant Professors: E. Barry Rice (emeritus); Kevin T. Rich; Hong Zhu • lead an organization with the ability to focus on mis- Affiliate Faculty: Joseph M. Langmead sion through involvement and empowerment of others, effective teamwork, commitment to quality of Economics process and outcome, the ability to thrive in an environment of multidimensional diversity, effective com- Office: Sellinger Hall, Room 318 munication, and the ability to compete and move the Telephone: 410‑617‑2357 organization forward in a competitive environment; Website: www.loyola.edu/sellinger/economics

• embrace change by having and sharing a vision for Chair: John D. Burger, Associate Professor the organization and of the environment, the capability to evaluate developing technologies, an under- Professors: Frederick W. Derrick; Thomas J. standing of organizational dynamics, and continual DiLorenzo; John C. Larson (emeritus); Charles E. personal development; Scott; Stephen J. K. Walters Associate Professors: Arleigh T. Bell, Jr. • lead responsibly with developed personal ethics and (emeritus); John D. Burger; Francis G. Hilton, S.J.; a sense of justice, a balanced view of opportunity John M. Jordan (emeritus); Norman H. Sedgley; and responsibility, and an awareness of the legal and Marianne Ward; Nancy A. Williams regulatory environment. Assistant Professors: James J. Kelly, S.J.; Srikanth Ramamurthy; Andrew Samuel; Jeremy Schwartz PROGRAMS Affiliate Faculty: R. Andrew Bauer; Mark J. Bock; G. Edward Dickey; Joseph Kufera; Ashvin Rajan; Loyola’s graduate programs in business and manage- Seth W. Weissman ment provide theoretical and applied education in the analytical and functional skills necessary for success in business. In-depth knowledge in many fields is available in the Executive MBA program, MBA Fellows Program, Master of Business Administration, and Master of Science in Finance. The Joseph A. Sellinger, S.J., School of Business and Management is accredited by AACSB International – The Association to Advance Collegiate Schools of Business. Under the guidelines of AACSB International, the Sellinger School is com- 153

Finance Management and International Business

Office: Sellinger Hall, Room 218 Office: Sellinger Hall, Room 418 Telephone: 410‑617‑2818 Telephone: 410‑617‑2691 Website: www.loyola.edu/sellinger/finance Website: www.loyola.edu/sellinger/mib

Interim Chair: Harold D. Fletcher, Professor Professors: Harsha B. Desai, Professor

Professors: Lisa M. Fairchild; Harold D. Fletcher; Professors: Harsha B. Desai; Roger J. Kashlak; Karyl B. Leggio; Walter J. Reinhart; Thomas A. Ulrich Peter Lorenzi; Anthony J. Mento; Tagi Sagafi-nejad Assistant Professors: Frank P. D’Souza; Jon A. (emeritus) Fulkerson; Mark A. Johnson (visiting); Sangwoo Lee Associate Professors: Jeffrey Cummings; Affiliate Faculty: Jason Cherubini; James R. Farnum, Christy L. DeVader; Paul C. Ergler (emeritus); Jr.; Charles C. Hogg III; Joseph M. Langmead; Michael L. Unger (visiting) Christopher Little; James M. Mauser; Lance A. Roth; Affiliate Faculty: William Deming; John T. Everett; Kirby Smith Charles Fitzsimmons; Mark Hubbard; Salvatore A. Lenzo; Michael Liebman; Dilip Patel Information Systems and Operations Management Marketing

Office: Sellinger Hall, Room 318 Office: Sellinger Hall, Room 418 Telephone: 410‑617‑2357 Telephone: 410‑617‑2381 Website: www.loyola.edu/sellinger/isom Website: www.loyola.edu/sellinger/marketing

Chair: Gloria Phillips-Wren, Associate Professor Chair: Richard Klink, Professor

Professors: Ellen D. Hoadley; Charles R. Professors: Gerard A. Athaide; Ernest F. Cooke; Margenthaler (emeritus); Phoebe C. Sharkey; Richard Klink; Patrick A. Martinelli (emeritus) Leroy F. Simmons (emeritus) Assistant Professors: Gauri Kulkarni; Ian Parkman; Associate Professors: Gloria Phillips-Wren; Rebecca Trump; Beth A. Vallen; Qiyu (Jason) Zhang A. Kimbrough Sherman; Laurette P. Simmons Instructor: Frederick Fusting (emerita); Paul Tallon; George M. Wright Affiliate Faculty: Nancy Alperstein; Barry K. Assistant Professor: Jeannie L Pridmore Hedden; Francis P. Martini; Bruce Ryan Affiliate Faculty: Shelley Bliss; William Finegan; Michael Herring; John C. McFadden; Jerome Russell; LOCATIONS Christine M. Schaaf Executive and graduate programs in management are Law and Social Responsibility offered at the following locations:

Office: Sellinger Hall, Room 418 Columbia Campus Telephone: 410‑617‑2381 8890 McGaw Road Website: www.loyola.edu/sellinger/law Columbia, MD 21045‑4713 410‑617‑5064/5067/7600 Chair: Andrea Giampetro-Meyer, Professor D.C.: 301‑617‑7755

Professors: Nan S. Ellis; Andrea Giampetro-Meyer; Timonium Campus John A. Gray (emeritus) 2034 Greenspring Drive Associate Professor: Timothy Brown, S.J. Timonium, MD 21093‑4114 Assistant Professors: Elizabeth J. Kennedy; 1‑800‑221‑9107, x5067 Michael B. Runnels 410‑617‑5067 Affiliate Faculty: Joan B. Gordon Executive and Graduate Programs in Management Master of Business Administration

Assistant Dean, Graduate Programs: completed a degree program taught in English. An Manette D.Frese official TOEFL score report cannot be more than Office: Timonium Campus, Suite 08 two years old. Official scores must be sent directly Telephone: 410‑617‑5067 from the Educational Testing Service. The Univer- Website: www.loyola.edu/graduate/sellinger/ sity’s institution code is 5370. programs/mba.aspx GMAT WAIVER POLICY The Master of Business Administration (MBA) is designed to prepare high potential individuals for Applicants to the evening MBA program who meet leadership in a variety of organizational settings. The certain provisions can request consideration for admis- degree program is intended to develop responsible sion without submitting a GMAT score. If, upon review leaders with a broad, integrated understanding of by the admission committee, the applicant is consid- the relationships and functions of organizations, the ered admissible without a GMAT score, that require- worldwide opportunities and environmental influ- ment will be waived. ences on the decision-makers, and technologies that have evolved to facilitate decision-making. The MBA The following provisions qualify an applicant for emphasizes breadth of outlook over functional spe- consideration for the GMAT waiver: possession of cialization, but provides an opportunity for focus an advanced degree with quantitative content (e.g., within a set of elective courses. master’s, doctorate, etc.) or an undergraduate GPA of 3.250 or higher with quantitative coursework, com- The Loyola MBA program began in 1967 and is rec- bined with at least five years of significant professional ognized as the premier business graduate program experience (typically postbaccalaureate) and a per- in the region. It integrates disciplines and prepares sonal interview with a Loyola academic advisor. The graduates to lead organizations in the internal and admission committee reserves the right to require global environments of the twenty-first century. The a GMAT score from an applicant even if the basic combination of bright, experienced students and conditions are met. experientially grounded, highly qualified professors work within the curriculum to assure the develop- APPLICATION PROCEDURES ment of leaders with values, broad understanding, and strategic vision. Prospective students file an application with the Grad- uate Admission Office with the nonrefundable appli- ADMISSION CRITERIA cation fee. Applications can be filed online (www.loyola.edu/graduate) or by mail. Letters of recommen- Students are offered admission based upon the con- dation (one is required) may be sent directly to the sideration of two areas: quantitative criteria consisting Graduate Admission Office. Information regarding of prior academic achievement and performance on official transcript requirements can be found in the the Graduate Management Admission Test (GMAT), Admission chapter of this catalogue. Complete admis- and qualitative data which includes professional expe- sion information also can be found on the Graduate rience, a written personal statement, and at least one Admission website listed above. professional reference. The competitive candidate will have about two years of professional work experience Admissions decisions are made on a rolling basis once with evidence of management potential. an admission file is complete and the Committee on Admission and Retention has made its decision. In evaluating applicants, the committee considers The priority submission deadline for each term is many aspects of performance including each portion listed below: of the GMAT, undergraduate/graduate performance and progression, career progress, references, profes- Fall Semester (September start) August 1 sional certifications and awards, and other evidence of Spring Semester (January start) December 1 the applicant’s capacity to successfully pursue gradu- Summer Sessions (June start) May 1 ate study in business. The Committee on Admission and Retention is the final arbiter. Applicants will be Applications received after the priority deadline will notified in writing of the admission decision. be considered whenever possible; however, there is no guarantee that a timely decision will be made. A TOEFL score report is required if English is not the No student will be permitted to register for courses applicant’s native language or if the applicant has not unless admitted. 155

FINANCIAL AID FAST TRACK

Student loan programs are available. Inquiries con- Students applying to the MBA program with a recent cerning loans should be directed to the Financial Aid bachelor’s degree in business administration or related Office, 410‑617‑1500. field or with selected business classes that specifically parallel the foundation courses (each successfully com- PREREQUISITES AND BASIC COMPETENCIES pleted with a B or better) may be able to complete the MBA program with as few as eleven courses. This An entering student must hold a bachelor’s degree includes all core courses and four electives. For fur- or its equivalent from a regionally accredited college ther details, call the Graduate Business Programs or university and should be able to communicate well Office at 410‑617‑5067. both orally and in writing. No prior business courses are required. However, prior business courses may MBA FOUNDATION reduce the number of foundation courses (600-level) that must be completed prior to beginning the MBA Graduate business programs may be pursued by stu- core courses. dents with either business or nonbusiness undergraduate degrees. Once admitted, they will be enrolled An entering student in the MBA program should in graduate courses to develop an integrated under- have facility in algebra and graphing of mathemati- standing of the complex environment of the man- cal functions, graphic interpretation, and probabil- ager. The foundation provides a knowledge, skill, and ity. Proficiency in these areas will be assumed with vision base for the pursuit of the core courses recog- recent college or graduate level credit (B or better in nized by the AACSB International – The Association to a single course) in finite mathematics, precalculus, Advance Collegiate Schools of Business. Each student or mathematical models for business. Proficiency must be waived from, test out of, or have substantially may also be established through superior GMAT completed all foundation courses before proceeding performance. Loyola offers a course, Fundamentals to core level coursework. Waivers are granted under of Math for Business (GB500), which is specifically the following conditions: the student has graduated geared to the incoming graduate student without the no more than five years previous and has success- necessary quantitative skills. (Note: GB500 is a program fully completed courses at the undergraduate (B or prerequisite and will not be awarded credit on the transcript.) better) or graduate (B or better) level which are equivalent to the foundation requirements. Upon admission, Courses in the MBA program use computer software each student’s transcripts are reviewed to determine if for presentation and analysis. Students can expect foundation course waivers are possible. An academic to receive assignments using spreadsheets, and they plan, outlining all courses necessary, is developed for may also be required to employ specialized software, each student. CD or online databases, or mainframe systems. Prior to beginning the program, students must be able to Waiver Exams design and manipulate spreadsheets and be familiar with Microsoft Excel, Word, and PowerPoint software In selected academic areas, there is the opportunity at the intermediate level. Once enrolled, advanced to demonstrate proficiency through a waiver exam. help courses are offered without charge through This option is available to students who do not qualify Technology Services, 410‑617‑5555. for a course waiver due to low grades or an expired time limit. To qualify for a waiver, a grade of B must DEGREE REQUIREMENTS be achieved. Exams are available by appointment through the Graduate Business Programs Office dur- Requirements for the MBA include 33 core credits ing certain times of the semester. The testing fee is beyond the foundation, of which at least 27 must be $100 per exam. For more information on waiver test taken in the Loyola MBA program. All core courses availability or to arrange to sit for an exam, contact the (GB700–709) and most electives are three credits. Graduate Business Programs Office at 410‑617‑5067. There are 20 credits within the foundation courses (GB600–699) which vary in number of credits. Waiv- ers for foundation courses may be granted for recent, previous academic experience (see MBA Foundation). 156 Master of Business Administration

Preprogram Competencies THE MBA CORE

GB500 Fundamentals of Math for Business These courses are designed to address both the value (2 credits) chain and the responsibility of leaders to guide the organization responsibly. The organization must antic- Reflective Learning and Program Orientation ipate market needs and gather the human, material, Workshop (non-credit) information, and financial resources to carry out its A half-day program orientation and an introduction to mission. The horizontal linkage from resources to the concept of “reflection” as an integral tool for life- the client/customer has replaced the old hierarchi- long learning. It presents an overview of the adminis- cal or authority structure that characterized organi- trative procedures and various student support services zations. This shift creates an opportunity to involve available for MBA students. The program also provides all members of the organization in the responsible an opportunity to meet with advisors and other college enactment of its mission. personnel. Students are required to complete the workshop within the first semester of theMBA program. Students who have completed or waived the foundation requirements take a minimum of 33 semester Foundation Courses credits of advanced graduate courses. The program includes seven required courses and four electives. The Environment Three of the electives may be used to form a specialization. The other course can be taken outside of GB611 Global Economic Analysis (3 credits) that field to provide breadth of understanding. One GB612 The Legal and Regulatory Environment elective course must be a designated global elective. (2 credits) GB617 Globalization and International Business The core requirements include: two value and leader- (2 credits) ship focused courses (GB700, GB705); a four course sequence (GB701, GB702, GB703, GB704) which devel- Business Fundamentals ops the relationships within the value chain of the organization; a capstone course (GB709) that integrates the GB613 Financial Reporting and Analysis functional areas in a case course on policy and strate- (2 credits) gies; and a concluding workshop (GB710). GB616 Marketing Management (2 credits) GB620 Fundamentals of Finance (2 credits) Individual and Corporate Leadership

Analytical Tools for Decision-Making GB700 Ethics and Social Responsibility (3 credits) GB705 Leadership and Management (3 credits) GB600 Statistical Applications in Business (3 credits) Internal Business Processes GB615 Managerial Accounting: Analysis for Decision-Making (2 credits) GB701 Risk Assessment and Process Strategies GB622 Operations Management (3 credits) and Decision-Making (2 credits) GB704 Information and Technology for Management (3 credits) In order to qualify to sit for the CPA exam, students concentrating in accounting take an additional foun- Value Creation in a Global Environment dation course and make the substitutions listed below: GB702 Marketing Strategy (3 credits) GB619 Financial Accounting Model GB703 Financial Applications and Strategy GB661 Financial Accounting Problems I (3 credits) (for GB615) GB709 Business Strategy (3 credits; must be GB774 Business Law: Commercial Transactions taken in last six credits of program) (may be used for GB612, under certain GB710 Capstone Workshop: Reflection – Putting circumstances, with the advice of an advisor) Values into Action (non-credit)

Due to the additional coursework required for an accounting concentration, the international/global requirement is waived for students concentrating in accounting. 157

Customized Learning Finance Specialization

Consisting of electives (4 courses/12 credits) from the GB722 Investments Management program’s various elective/concentration options. One of the four courses must be a designated global elective. And select two of the following courses:

CONCENTRATIONS, SPECIALIZATIONS, GB720 Financial Theory AND ELECTIVES GB721 Advanced Financial Analysis GB723 Portfolio Management The MBA program includes four elective courses GB724 Financial Markets and Institutions (12 credits) at the upper level. The electives may be GB726 International Finance chosen with no pattern; they may conform with a GB729 Financial Modeling designated concentration; or they may follow a theme GB822 Fixed Income Securities of the student’s choosing. No prior approval is neces- GB823 Derivatives and Risk Management sary to choose a concentration. To provide breadth, GB825 Special Topics in Finance concentrations are limited in length to assure that GB828 Student-Managed Sellinger Applied at least 18 of the 33 core level program credits lie Portfolio Fund I and outside of a departmental discipline. One of the four GB829 Student-Managed Sellinger Applied courses must be a designated global elective. Portfolio Fund II

Accounting Concentration General Business Specialization

Over the last decade, the accounting profession has General business is for students who do not choose become more complex and challenging. In recog- one of the established concentrations. Students can nition of this growing complexity, the accounting pursue a wide range of topics or can develop their profession has mandated 150 hours of education for own focus to meet their specific career goals. candidates to sit for the CPA exam. In Maryland, the course requirements for the 150-hour requirement Information Systems Specialization to sit for the exam were changed on January 1, 2008. Within this broad functional area students may focus The Department of Accounting has developed an MBA their concentration by consulting with faculty experts accounting concentration for students who have a who will recommend an elective sequence for areas nonaccounting undergraduate degree but are inter- such as software application or knowledge manage- ested in the accounting profession and plan to sit ment and decision-making. for the CPA exam. Foundation course substitutions are listed above under The MBA Foundation. Con- Select three of the following courses: centration courses include the following: GB719 Independent Study GB761 Financial Accounting Problems II GB730 Decision-Making in the High Technology GB762 Cost Accounting Environment GB764 Federal Taxation of Business Entities GB734 Managing Global Supply Chains GB765 Auditing GB735 Project Management GB752 Information Systems Analysis Students may substitute electives with approval of and Development the program advisor if above courses were covered GB754 Cybersecurity in prior academic work. Changes to the Maryland CPA GB756 Data Management and Database regulations could alter the specific course requirements; Development therefore, students should ensure that they are informed of GB758 Object-Oriented Programming in Java current state regulations. GB759 Special Topics in Management Information Systems GB850 Global Information Systems GB851 Business Intelligence and Data Mining 158 Master of Business Administration

International Business Specialization Marketing Specialization

At minimum, students must take GB796 or GB798, Select three of the following courses: and two additional courses: GB719 Independent Study GB719 Independent Study GB742 Advanced Marketing Strategy GB726 International Finance GB743 Health Care Marketing GB734 Managing Global Supply Chains GB744 New Product Development GB748 International Marketing* and Management GB779 International Study Tour: Corporate GB745 Electronic Commerce Marketing Social Responsibility GB746 Strategies for Marketing Communication GB782 International Economics GB747 Special Topics in Marketing GB795 Special Topics in International Business* GB748 International Marketing* GB796 International Management GB780 Pricing Strategy GB798 Global Strategy GB894 Advanced Topics in International Trade, * May be offered as a study tour. Finance, and Investment GB898 New Strategies for Global COURSE DESCRIPTIONS Competitiveness: Firms, Clusters, and Nations GB500 Fundamentals of Math for Business (2.00 cr.) * May be offered as a study tour. Only one study tour Reviews and develops the mathematical tools needed course can be used to satisfy the specialization. for MBA-level coursework. Students learn how to solve quantitative problems from a variety of business dis- Management Specialization ciplines and how to relate the basic mathematical tools to business decision-making. Topics include Students may develop focus areas such as leadership algebra, functions, equations, lines and graphs, and and management; managing for world class quality; financial applications. and managing human resources. Select three of the following courses: GB600 Statistical Applications in Business (3.00 cr.) GB718 Entrepreneurship Prerequisite: GB500 or equivalent. Introduces students GB719 Independent Study to a systematic approach to problem solving through GB734 Managing Global Supply Chains the application of quantitative models and statistical GB735 Project Management methods for decision-making. The intent is to create GB772 Power, Privilege, and Professional Identity a synthesis in which students gain an appreciation GB778 Employment Law for applications of formal models and statistics in a GB779 International Study Tour: Corporate variety of decision-making environments. Excel and Social Responsibility cases are used. Intermediate Excel skills required. GB791 Leadership GB792 Human Resources Management GB603 Financial Accounting (3.00 cr.) GB793 Leading Organizational Change Introduces financial accounting concepts and meth- GB796 International Management odologies employed in the preparation and interpre- GB797 Special Topics in Management tation of the basic financial statements. Topics cover GB896 Power and Influence the accounting environment; the accounting cycle; GB897 Negotiation and Dispute Resolution accounting for assets, liabilities, and owners’ equity; and preparation of financial statements; internal con- Note: Only one study tour course can be used to sat- trol and accounting systems. Students learn to prepare isfy the concentration. and interpret financial statements.Closed to students who have taken GB613 and GB619.

GB611 Global Economic Analysis (3.00 cr.) Prerequisite: GB500 or equivalent. Provides a basic understanding of the concepts of economic reasoning and the tools of economic analysis. Economics pervades our everyday life, with personal decisions being made daily based upon economic logic of cost and benefit. 159

Any time a choice is necessary, it implies that there are of international trade, investment, financial flows, and alternatives which cannot both be chosen. Thus, eco- technology and its impact on cross-border transactions nomics is the “science” of scarcity. and international business are addressed. Lectures, case studies, and group projects are included. GB612 The Legal and Regulatory Environment (2.00 cr.) GB619 Financial Accounting Model (1.00 cr.) Examines the legal and regulatory controls that define, Prerequisite: GB613. Provide students with the funda- promote, and limit business activities. A wide range mental financial accounting concepts encompassing of legal topics are covered, including sources of law; recording cycles and incorporating the preparation legal process and dispute resolution; agency; corpora- of financial accounting statements.Designed for MBA tions; corporate governance; securities law; business students who have taken GB613 and chosen the account- torts; product liability; equal employment opportunity; ing concentration. Complements GB613 and prepares stu- and the global implications for each of these areas of dents for GB661. law. Intellectual property, environmental protection, and antitrust law may also be covered. GB620 Fundamentals of Finance (2.00 cr.) Prerequisite: GB611, GB613. Introduces students to the GB613 Financial Reporting and Analysis (2.00 cr.) finance function within a corporation. Students are Focuses on the analysis and interpretation of financial provided with an understanding of the basic tools statements with primary emphasis on the measure- of financial management including time value of ment of results of operations and financial position of money, capital budgeting, security valuation, cash business organizations. Students learn the guiding flow, risk and return, and the cost of capital.Intended principles in how to prepare and present accurate for students who have never had a finance course and those financial statements. Topics include the accounting that need a refresher experience. environment and accounting principles as they relate to the reporting and analysis of financial operations, GB622 Operations Management cash flows, financial resources, financial obligations, and Decision-Making (2.00 cr.) and owners’ equity. Prerequisite: GB600. An integrative approach to problem solving and decision-making in the context of the GB615 Managerial Accounting: operations function of the enterprise. The processes Analysis for Decision-Making (2.00 cr.) by which organizations create value are developed. Prerequisite: GB603 or GB613. Focuses on the use of Topics include strategy (product and geographic accounting information by management in making breadth, organization and operating size, process strategic management decisions. Topics include cost- design); product and process quality; productivity; ing systems; cost-volume-profit analysis; budgeting supply chain and sourcing; automation and technol- and control systems; relevant cost and decision-mak- ogy; human involvement; global competitiveness; and ing; performance evaluation; and strategic cost man- social impact. This course employs general and spe- agement. The practical application of managerial cial applications software and focuses on developing accounting techniques in planning and control activi- creative and analytical skills for decision-making. ties is emphasized. GB661 Financial Accounting Problems I (3.00 cr.) GB616 Marketing Management (2.00 cr.) Prerequisite: GB603, or GB613 and GB619. Focuses on Corequisite: GB611. Introduces students to a basic under- the interpretation and preparation of financial state- standing of marketing’s role in accomplishing an ments. Topics include detailed review of accounting organization’s mission. Students learn the marketing cycle; the measurement and reporting problems of management function, environmental scanning, buyer various assets, liability, and equity accounts; revenues behavior, marketing research, segmentation, targeting, and expense; and interpretation and preparation and positioning. Ethical considerations in the market- of financial statements. Students learn to prepare, ing function are explored. Topics include the market- understand, and interpret financial statements. Ref- ing mix: product, pricing, placement, and promotion. erence made to pronouncements of the AICPA, FASB, SEC, and other authoritative sources. GB617 Globalization and International Business (2.00 cr.) GB700 Ethics and Social Responsibility (3.00 cr.) Develops a conceptual and practical understanding of Prerequisite: All foundation courses or written permission of the global context and conduct of business. The forces the graduate programs advisor. This course has two pri- of globalization and its impact on the firm, the envi- mary objectives: to provide a practical, action-oriented ronment, the domestic economy, culture, and emerg- approach to business ethics that helps individuals who ing markets are examined. The theory and practice work in corporations and organizations decide what to 160 Master of Business Administration do when they are faced with an ethical dilemma, and value; enterprise resource planning (ERP) and cus- to explore modern corporate social responsibility— tomer relationship management (CRM); systems; an approach to management that guides organizations electronic commerce; security; and societal, ethical beyond creating an ethical environment in the work- and legal issues. Special emphasis is given to imple- place. While pursuing these objectives, students study mentation and project management. Students gain alternative perspectives on a wide range of contempo- a strong information technology knowledge set and rary business issues through readings and case stud- an appreciation for information technology as pro- ies. Ultimately, students see the extent to which ethics cess enablers, change agents, and strategic facilita- and moral and social responsibilities are intertwined. tors in the internet age.

GB701 Risk Assessment GB705 Leadership and Management (3.00 cr.) and Process Strategies (3.00 cr.) Prerequisite: All foundation courses. This course pre- Prerequisite: All foundation courses. Develops frameworks pares students to be leaders in a competitive, global, for the identification and analysis of strategic and tac- diverse economy, adding value through managing tical operating decisions in the context of the risks the work of people in organizations. The human and consequences associated with unforeseen events side of enterprise is addressed using readings, lec- and unpredictable environments. Enterprise decisions tures, cases, team exercises, videos, written assign- on quality management, automation, the supply chain, ments, and discussion applying leadership and man- and product development are evaluated in an environ- agement skills to practical decisions. Topics include ment of opportunities and adverse risks. the elements of management, the concepts and process of leadership, and the transformation of people GB702 Marketing Strategy (3.00 cr.) and organizations. Prerequisite: All foundation courses. Explores marketing’s role in creating value for the firm and its stake- GB709 Business Strategy (3.00 cr.) holders and examines market strategy in the context Prerequisite: GB700, GB701, GB702, GB703, GB704, of global competition and strategic uncertainty. Using GB705. This capstone to the MBA program focuses analytical tools for decision-making, students evalu- on getting students to think like general managers ate, formulate, and implement marketing strategy and CEOs and exposes them to a variety of perspec- across the product life cycle and in various levels of tives on, approaches to, and tools for the conduct of competitive intensity. Students investigate the orga- strategic management. Students gain an understand- nization for effective implementation and the mea- ing of comparative business history in order to provide surement and delivery of marketing performance. evolutionary perspective on business developments. Topics include the fundamentals of strategy; market- They learn to identify key stakeholders and trends in ing interrelationship with corporate, business level, the economic, sociopolitical, and technological envi- and other functional strategies; target marketing and ronments; analyze how firms create and sustain value; brand management; value innovation and new prod- formulate strategies; and appreciate the complexities uct development; and market strategies in growth, of strategy implementation. Typically taken in last semes- mature, and declining industries. ter. Must be taken within last six credits of program.

GB703 Financial Applications GB710 Capstone Workshop: Reflection – and Strategy (3.00 cr.) Putting Values into Action (0.00 cr.) Prerequisite: All foundation courses. Introduces students Corequisite: GB709. This workshop provides closure to to financial theories and applications within the cor- the student’s Loyola MBA program experience. Reflec- porate context. The course is intended to develop tion is an integral part of the course as students work financial analysis skills; provide a strategic orienta- individually and in groups sharing their previously- tion toward problem solving; introduce students to formulated, integrated set of lessons learned devel- the types of decisions faced by financial managers; oped across the whole program as well as those con- and provide an understanding of valuation and the cerning personal growth and development. Using linkage between managerial decisions and firm value. this knowledge and ensuing discussion as a foundation, students reflect on their values and their abil- GB704 Information and Technology ity to be ethical, component, and reflective leaders for Management (3.00 cr.) in a changing and diverse world. Student also have Prerequisite: All foundation courses. Provides a strategic the opportunity to develop their personal vision for management approach to developing and sustain- the future. (Satisfactory/Unsatisfactory) ing competitive advantage using information and information technology in the enterprise. Major topics include systems analysis and design; business 161

GB718 Entrepreneurship (3.00 cr.) GB723 Portfolio Management (3.00 cr.) Prerequisite: All foundation courses and GB705. Devel- Prerequisite: GB703, GB722. Focuses on modern port- ops the strategies and techniques and explores the folio theory and how it applies to the pragmatic attitudes relevant to creating and developing new world by managing a portfolio under live market con- ventures in a lively environment and a forum that ditions and surfing the Internet to gain investment support student entrepreneurs. Students improve information. Students learn to understand theoreti- their individual talents in the quest of a vision or an cal concepts and pragmatic aspects of portfolio man- idea and learn to pursue the vision of developing a agement, including international aspects, ethics, and business plan. Topics include business plan develop- social responsibility. Topics include portfolio construc- ment; issues concerning managing growth and small tion, analysis, and evaluation; capital market theory; businesses; and social responsibility and responsive- arbitrage pricing theory; security valuation; market ness of a small business. efficiency; derivatives; valuation and strategy; international investing; and other investment alternatives GB719 Independent Study (1–3.00 cr.) such as real estate and collectibles. Closed to students Prerequisite: All core courses and written or electronic per- who have taken GB828 and GB829. mission of the instructor and the department chair. Under the supervision of a faculty sponsor, students have an GB724 Financial Markets opportunity to pursue independent research projects and Institutions (3.00 cr.) based on a topic of mutual interest to their sponsor and Prerequisite: GB703. Surveys money and capital markets themselves. A research paper is required. Independent in order to determine their functions and interrela- study is an exception and must be agreed upon by a faculty tions in the national economy. Examines the interac- sponsor, the department chair, and the Sellinger School Dean. tion of key institutions and monetary and fiscal policies in the financial markets. Students learn to explain GB720 Financial Theory (3.00 cr.) the determination and structure of interest rates, risk Prerequisite: GB703. Focuses on the theoretical models structure, and the regulatory environment, including underlying investor’s portfolio decisions, the invest- the Federal Reserve System. Topics include the deter- ment and financing decisions of firms, and securities mination of interest rates, the term structure of inter- pricing. Financial theories are presented in analytical est rates, risk structure, money markets, bond mar- frameworks using statistics and financial mathemat- kets, and mortgage markets. Emphasis is also placed ics. Topics include decision-making under certainty on the different financial institutions and their role in and uncertainty, capital budgeting, market equilib- the financial markets. rium, contingent claims, capital structure, dividend policy, and mergers and restructuring. GB726 International Finance (3.00 cr.) Prerequisite: GB703. Focuses on the theory of the firm as GB721 Advanced Financial Analysis (3.00 cr.) applied in a global decision framework with empha- Prerequisite: GB703. Focuses on the assessment of finan- sis on a detailed examination of foreign exchange cial performance and health of companies from the markets. Students learn to apply financial analysis point of view of equity and credit analysts. Students and decision-making techniques in an international learn to apply financial statement analysis, prepare setting. Topics include direct foreign investment; for- pro forma financial statements, and determine the eign exchange risk; country risk analysis; multina- intrinsic value of a firm. Topics include analyzing tional debt and equity markets; reporting results to financial statements, generally accepted accounting investors and tax authorities; international aspects principles, forecasting financial statements, and busi- of investment portfolios; and the ethical consider- ness valuation. Closed to students who have taken GB820. ations of transcultural commerce.

GB722 Investment Analysis (3.00 cr.) GB727 Investment Banking (3.00 cr.) Prerequisite: GB703. Provides students with the con- Prerequisite: GB703, GB724. Focuses on the role of the ceptual framework to develop a lifelong philosophy investment bank in raising capital. Topics include the of investing. Students learn to evaluate the invest- process of raising capital, initial public offerings, sea- ment merits of equity and fixed income securities. soned offerings, convertible financing, debt financing, Topics include common stock valuation, fixed income venture capital, share repurchases, and investment securities analysis, options valuation, and portfolio research. Emphasis also is placed on the changing management. environment of the investment banking industry. Closed to students who have taken course as a GB825 topic. 162 Master of Business Administration

GB728 Mergers and Acquisitions (3.00 cr.) to product design, process design, and sustainment Prerequisite: GB703, GB722. Focuses on the different operations. Topics include strategic decisions such as types of business combinations and restructurings. out-sourcing, off-shoring, and strategic partnerships, Topics include mergers, acquisitions, joint ventures, as well as operational initiatives related to technology spinoffs, divestitures, leveraged buyouts, workouts, implementation, sub-contract management, procure- bankruptcies, and recapitalizations. Emphasizes the ment operations, supplier quality initiatives, supplier relevant economic, legal, and financial considerations certification, and development programs. associated with the various business combinations and restructurings. Appropriate techniques for valu- GB735 Project Management (3.00 cr.) ing a business are covered. Closed to students who have Prerequisite: GB704. Develops principles and techniques taken the course as a GB825 topic. for the successful completion of projects. Students investigate the planning and execution of large, cross- GB729 Financial Modeling (3.00 cr.) functional change. New methods, programs, products, Prerequisite: GB703, GB722. Presents the paradigms of and systems are implemented with substantial human finance through the use of state-of-the-art technology. costs and scheduling and business disruption chal- Emphasis on spreadsheet programming develops an lenges. This course presents and evaluates planning, understanding of financial models and the ability to scheduling, and costing methods, examples, cases, and work with those models. Students learn to use alter- project success techniques to increase effectiveness. native financial models to analyze various decision- making opportunities. Topics include advanced time GB742 Advanced Marketing Strategy (3.00 cr.) value of money issues; duration and interest rate risk Prerequisite: GB702 and one other marketing concentration management; international currency risk; options pric- course. Focuses on marketing decision-making using ing; hedging strategies; modern portfolio manage- qualitative and quantitative tools. Students learn to ment; artificial intelligence models in bond rating and solve marketing problems as they relate to market- credit evaluation; and databases. The Internet is used ing research, product, promotion, distribution, and extensively as resource for market data and testing the pricing strategy. Topics include strategic marketing models. Provides students with background to read management, financial aspects of marketing manage- leading finance journals and keep current on finan- ment, opportunity analysis, market targeting, strategy cial tools and technologies. reformulation, comprehensive marketing programs.

GB730 Decision-Making in the High Technology GB743 Health Care Marketing (3.00 cr.) Environment (3.00 cr.) Prerequisite: GB702. Examines the basic concepts of Prerequisite: All foundation courses. Emphasizes decision marketing as they pertain to the health care indus- support activities that combine computers, data com- try. Students learn the marketing challenges facing munications, and decision technologies to facilitate this industry and learn to be able to contribute to a strategic business decisions. Students learn to effec- health care environment. Topics include the indus- tively identify, design, and implement integrated tech- try environment; the needs of different market seg- nology solutions to business problems. Previous stu- ments; the development of marketing strategy; and dent projects have been based on the analysis of a wide the ethical issues related to health care marketing. variety of their own management issues including decisions relating to new ventures, process improve- GB744 New Product Development ment, new products/services, facility siting, acquisi- and Management (3.00 cr.) tions, personnel planning, and capital expenditures. Prerequisite: GB702. Studies the theoretical underpin- Major topics include the scope of decision analysis nings of new product development in a variety of technologies and their usefulness for improving stra- industries. Students learn to describe the new prod- tegic business decisions, the formulation of objectives, uct development process; identify the components the development of alternatives, multi-objective value of a new product development strategy; and struc- analysis, and simulation. ture their organizations to encourage creativity and innovation. Students use multivariate statistical tech- GB734 Managing Global Supply Chains (3.00 cr.) niques to evaluate the marketplace attractiveness of Prerequisite: GB701,GB704, GB705. Provides a frame- proposed new products. Topics include technology- work for developing and implementing lean supply based product development, organizational learning, chain capabilities and practices. Students discuss the and new product acceleration. organizational approaches and methods employed in designing, developing, and managing the enterprise’s interactions with its entire supplier network, including all supply chain management functions related 163

GB745 Electronic Commerce Marketing (3.00 cr.) GB754 Cybersecurity (3.00 cr.) Prerequisite: GB702. Develops strategies to meet the Prerequisite: GB704. Surveys current concepts and trends new expectations of the electronic marketplace which in cybersecurity for managers and policy makers. Pro- include the ability to purchase online, interact elec- vides students with the foundation for assessing risk tronically, and be part of a community in cyberspace. frameworks associated with interorganizational and Students learn to relate the traditional four Ps of mar- external breaches of security, setting up an IT security keting to the expanded potential of electronic com- organization, system development considerations, and merce and develop an electronic commerce marketing technical issues. Uses readings, lectures, discussions, plan for either a consumer-to-business or a business- and exercises to promote understanding of securing to-business environment. Topics include targeting the information in distributed and global environments. most profitable customer, providing a total experience, Topics include legal issues, risk management, disaster customizing for success, fostering community, one-to- preparedness/recovery, training and awareness, poli- one marketing, and permission marketing. cies and procedures, physical security, public key infrastructure and encryption, industrial espionage, privacy, GB746 Strategies for Marketing and software licensure compliance. Communication (3.00 cr.) Prerequisite: GB702. Examines the components of GB755 Applied Electronic Business marketing communications. Students learn to put Strategies, Implementations, an integrated marketing program into practice to and Technologies (3.00 cr.) address the diverse marketplace with a customer Prerequisite: GB704. Focuses on the deployment of orientation. Topics include planning the communi- internet and web-based applications. It concentrates cations program; capturing imagination in creative on empowering students with the knowledge to create execution; measuring consumer response; overcom- a complete web solution through hands-on developing barriers; and analyzing case histories. ment using the latest software and web technologies. Topics include internet architecture, information GB747 Special Topics in Marketing (3.00 cr.) architecture, graphic design and web usability, data- Prerequisite: Varies with topic. Provides an opportunity base design, and building truly dynamic webpages for the student to conduct intensive study and/or using technologies such as markup language scripts, research in a selected industry or of a contemporary Dreamweaver, Cold Fusion, and Active Server Pages. marketing topic. Readings, discussions, projects and Cutting edge technologies such as wireless application presentations are core components. Topics may include protocol, Java, XML, and Flash are also discussed. brand management, technology and innovation management, sales management, and internet marketing. GB756 Data Management May be repeated for credit with different topics. and Database Development (3.00 cr.) Prerequisite: GB704. Presents life cycle management GB748 International Marketing (3.00 cr.) of data in an organization including policies, prac- Prerequisite: GB702. Focuses on the application of basic tices, procedures, and architectures. An intensive, marketing concepts and principles to international introductory course in database design concepts that marketing situations. Students learn to describe the includes the building and using of systems. The roles international marketing context, identify adaptations of the database as a corporate resource and the role in data collection/analysis, product, price, promotion, of the database administrator as the steward of that and distribution. Topics include cultural, legal, finan- resource are examined. Management issues such as cial, and organizational aspects of international mar- security, efficiency, and effectiveness are included. keting. Also offered as a study tour course. The relational database model is used as the paradigm for theory and practice. Industry-level database GB752 Information Systems Analysis management systems are used to provide hands-on and Design (3.00 cr.) activities and to develop a course project. Prerequisite: GB704. Examines strategic approaches to implementing new technologies and applications GB758 Object-Oriented Programming in organizations using a systems approach. Process in Java (3.00 cr.) reengineering, process improvement, integrated plan- Prerequisite: GB704. A first course in computer pro- ning, change management, and interaction with users gramming using the Java language. Standard aspects are discussed. Students explore the challenges of of traditional programming—the edit/compile/run/ developing systems that are effective, robust, and debug cycle, data types, control structures, functions, aligned with the organization. console and fileI/O, and sorting—are covered. Modern programming practices such as structured programming, strings, applets, network communication, mes- 164 Master of Business Administration sage-driven programming versus procedural program- tax consequences of corporate liquidations and reor- ming, encapsulation, inheritance, polymorphism, and ganizations. Topics covered in theme one include the reuse based on software objects are also addressed. determination of gross income, business deductions, and business losses and relevant tax planning strate- GB759 Special Topics in Management gies. Topics covered in theme two include corporate Information Systems (3.00 cr.) formation, capitalization, operation, and dividend Prerequisite: Varies with topic. Provides students with distributions; partnership formation and operation; the most current readings, discussions, and experi- subchapter S election and operation; and corporate, ences in the field of information systems manage- partnership, and S-corporation tax planning strate- ment. Group projects, papers, and presentations may gies. Topics covered in theme three include multijuris- be used to share information on the topic. The par- dictional taxation; the corporate alternative minimum ticular topic will be identified in the course sched- tax; taxation of proprietorships; and relevant tax ule for the semester in which the class is offered. planning strategies. Further topics include a compar- Topics may include human-computer interface, man- ative analysis of the various forms of doing business; agement of the I/S function, total quality manage- the basics of corporate liquidations and reorganiza- ment, and IT project management. May be repeated tions; and an introduction to tax research. The Inter- for credit with different topics. nal Revenue Code and Regulations are an integral part of this course. GB760 Advanced Managerial Accounting (1.00 cr.) Prerequisite: GB615. A supplement to GB615 for students GB765 Auditing (3.00 cr.) who plan to concentrate in accounting or those who Prerequisite: GB761. Focuses on the basic concepts of wish to expand their understanding of managerial auditing in a manual and computer-based account- accounting. Through the use of case analysis, this ing system and covers the generally accepted audit- course augments the discussion of several topics ing standards and procedures. Students develop the covered in GB615. It also covers additional manage- judgement and decision-making skills needed to func- rial accounting topics such as process costing, eco- tion as auditors in the complex environment of busi- nomic value added, and capital budgeting. ness and the basic skills to research current issues impacting the audit profession. Major topics include GB761 Financial Accounting Problems II (3.00 cr.) ethical responsibilities, internal control evaluation, Prerequisite: GB661. Builds upon areas covered in evidence gathering, reporting standards, and basic GB661, and deals with problems in accounting for auditing concepts. corporate securities, treasury stock, pension plans, leases, revenue recognition issues, income tax alloca- GB770 Special Topics in Law tion, investments, and accounting changes. Students and Social Responsibility (3.00 cr.) acquire a comprehensive understanding of financial Prerequisite: Varies with topic. Students develop an under- statements. Pronouncements of the AICPA, FASB, standing of alternative perspectives on a specific topic, SEC, and other authoritative sources are an integral study this topic in depth, and engage in personal part of the course. reflection about the topic. Topics may include corporate accountability, leadership, teamwork, law and GB762 Cost Accounting (3.00 cr.) society, and legal responses to inequality in the work- Prerequisite: All foundation courses or written permission place. May be repeated for credit with different topics. of the instructor. Deals with cost measurement, classification, and recording for external reporting and GB772 Power, Privilege, and internal decision-making. Topics include an in-depth Professional Identity (3.00 cr.) coverage of cost behavior, cost-volume-profit analy- Prerequisite: All foundation courses and GB705. Today’s sis, cost accounting systems, budgeting, variance anal- workforce leadership is still predominantly white and ysis, cost allocation, capital budgeting, and relevant male. The glass ceiling is a metaphor that describes cost for decision-making. Students learn to identify, barriers that prevent women and minorities from classify, and apply cost accounting techniques in attaining high level positions in organizations. The business applications. barriers—both individual and organizational—that prevent particular employees from shattering the GB764 Federal Taxation glass ceiling are examined. Readings include articles of Business Entities (3.00 cr.) that describe legal responses to race and gender dis- Prerequisite: GB603 or GB619, GB613. The study of crimination in employment; how women and men four related aspects of federal entity taxation: (1) the balance the demands of labor market work and family structure of federal income taxation, (2) taxation of life; why white Americans are reluctant to acknowl- business entities, (3) special business topics, and (4) edge their privilege; ways in which privileged women 165 oppress less privileged women; and how masculinity demand analysis, segmented pricing, competitive shapes leadership styles organizations value. Students advantage, and legal and ethical issues in pricing. are encouraged to develop a professional identity that acknowledges and helps remedy disparities in power GB781 Monetary Policy Analysis (3.00 cr.) and privilege. Closed to students who have taken Glass Ceil- Prerequisite: GB611. Examines the conduct and strategy ing as a topic under GB770 or GB797. of monetary policy. Students study the role of money in the financial system, the institutional structure of GB774 Business Law: Commercial the Federal Reserve, as well as the instruments, tar- Transactions (3.00 cr.) gets, and transmission mechanism of monetary policy. Prerequisite: All foundation courses. Considers the legal Special topics include the debate over policy activism, environment of business, including the principal char- inflation targeting, lessons from Japanese deflation, acteristics of the American legal system, the concepts asset price bubbles, and policy transparency. and principles used to determine individual and corporate accountability, and the regulatory system GB782 International Economics (3.00 cr.) within which businesses operate. Treats aspects of Prerequisite: GB611. Covers the main concepts and the commercial transaction including contract law, analytical tools in international economics, as well as the commercial code (UCC: sale of goods, negotiable some of the major economic events that have attracted instruments, secured transactions, bank collections the attention of investors and policy makers around and deposits), surety, and bankruptcy law. Recommended the globe. Focus is on the determinants of a country’s specifically for students who wish to sit for theCPA exam and external accounts (external trade and investment should be taken by those students in lieu of GB612. flows), exchange rates, and how these variables simultaneously reflect and affect business and consumer GB778 Employment Law (3.00 cr.) decisions, economic growth, and government policies. Prerequisite: All foundation courses and GB705. Covers the basic legal concepts and principles relevant to GB789 Special Topics in Business the employment relationship, including common law, Economics (3.00 cr.) state and federal statutory law, and constitutional law. Prerequisite: GB611. Focuses in depth on the issues and Explores their relevance for employment policies and theories in a particular field of business economics. practices. Also covers multinational legal consider- Topics may include industry studies, environmental ations relevant to employment. economics, international trade, labor and managerial economics, health economics, and applied economet- GB779 International Study Tour: Corporate rics. May be repeated for credit with different topics. Social Responsibility (3.00 cr.) Prerequisite: GB700. An experiential learning course GB791 Leadership (3.00 cr.) that focuses on issues of corporate social responsibil- Prerequisite: All foundation courses and GB705. Students ity and ethics in the international arena. Students, examine their leadership styles and their experiences informed by the issues of social responsibility rel- as they take part in intensive group problem-solving evant to international industries and the specific exercises. Develops self-awareness and insight into the corporations visited, consider how leaders of multi- interpersonal skills needed to be an effective leader. national organizations take into consideration the company’s local and global impacts on society and GB792 Human Resources Management (3.00 cr.) the environment. Students consider how issues of Prerequisite: All foundation courses and GB705. The flow legal compliance (both United States and interna- of human resources into and through the organizational) interact with principles of ethics and corpo- tion including recruitment, selection, training, per- rate social responsibility to establish acceptable levels formance evaluation, outplacement; organizational of individual and corporate behavior. reward systems involving both intrinsic and extrin- sic rewards; the use of teams in work system design; GB780 Pricing Strategy (3.00 cr.) and the processes by which employees influence Prerequisite: GB611. Develops tools that can be used organizational goals and operations. to devise wealth-maximizing pricing programs and to integrate pricing with production considerations. GB793 Leading Organizational Change (3.00 cr.) Students learn to acquire and analyze data useful in Prerequisite: All foundation courses and GB705. Develops gauging consumers’ sensitivity to price; implement a vision and leadership concepts as key requirements for variety of sophisticated pricing tactics; and appreci- leading change in all types of organizations. Prepares ate the influence of market structure on pricing the student to play the role of strategist, implemen- behavior. Topics include costs and pricing decisions, tor, or recipient, depending on the change situation. Students develop an understanding of the politics 166 Master of Business Administration of change; the development of a working vision; the related instruments. Students learn how to value the dynamics and skills involved in leading and imple- various types of fixed income securities, manage inter- menting change; and a sensitivity to the views and est rate risk, and construct bond portfolios. Topics needs of the recipients of change. Topics include man- include bond options, forwards and futures on bonds, aging teams, analyzing appropriate change strategies, caps, floors, collars, swaps, and swaptions. leading and implementing change, and developing ethical perspectives of the change process. GB823 Derivatives and Risk Management (3.00 cr.) Prerequisite: GB722. Examines derivative securities such GB795 Special Topics in International as options, futures, forwards, and swaps. Students Business (3.00 cr.) learn trading strategies, hedging strategies, and how Prerequisite: Varies with topic. Explores the international to value derivative securities. Topics include deriva- business environment, management practices, and tives markets, pricing models, stock options, interest specific problems facing managers conducting busi- rate derivatives, binomial option pricing, numerical ness in more than one cultural context. Readings, procedures, and exotic options. discussions, group projects, and presentations may be used to share information on the topic. May be GB825 Special Topics in Finance (3.00 cr.) repeated for credit with different topics. Prerequisite: Varies with topic. Addresses issues in a particular field of finance, including investments, portfo- GB796 International Management (3.00 cr.) lio management, derivative securities, international Prerequisite: All foundation courses and GB705. Focuses finance, capital markets, corporate finance, and on the management of multinational enterprises across financial institutions. Encompasses critical reviews of different countries and cultures. A cultural frame- selected journal articles, empirical research, guest lec- work is initially established at both the national and tures, student papers and presentations. Seminar for- organizational units of analysis. Subsequently, man- mat. May be repeated for credit six times with different topics. agement issues such as strategic initiatives; international alliances; organization structure and systems; GB827 Valuation (3.00 cr.) motivation; leadership; global human resources; Prerequisite: GB729. Focuses on the valuation of com- negotiations; and organizational knowledge and learn- panies. Topics include the discounted cash flow ing capabilities are investigated and compared across technique and valuation using alternative valuation organizational and country cultures. techniques such as price multiples. Students apply appropriate financial analysis techniques to valua- GB797 Special Topics tion problems. Emphasis is placed on obtaining the in Management (1.50–3.00 cr.) required information necessary for valuation mod- Prerequisite: Varies with topic. Students develop a mas- els from financial statements and other sources. tery of a particular management topic through the most current literature, cases, discussion, and expe- GB828 Student-Managed Sellinger Applied riences in the field. Group projects, papers, or pre- Portfolio Fund I (3.00 cr.) sentations may be used to share information on the Prerequisite: GB722 or written permission of the department topic. May be repeated for credit with different topics. chair. Restricted to MSF or MBA students pursuing a finance concentration. The first of a two course sequence wherein GB798 Global Strategy (3.00 cr.) students serve as portfolio and investment managers Prerequisite: All foundation courses and GB705. Focuses on charged with managing the Sellinger Applied Portfo- the international dimensions of strategy and provides lio Fund in a manner consistent with the core goals a framework for formulating strategies in an increas- and philosophy of the Loyola University Maryland ingly complex and global world. All aspects of interna- Endowment. An extensive review and instructional tional business are incorporated to enable managers component exposes students to various aspects of the to develop, implement, and evaluate a global strategy portfolio management process, including but not lim- for domestic organizations going international for the ited to asset valuation, constraint setting, asset alloca- first time or for the ongoing multinational corporation. tion, asset selection, risk management, asset valuation, Specific industries or regions may be selected for study. and performance evaluation. Global strategy literature is reviewed. The course consists of lectures, case studies, and team assignments. GB829 Student-Managed Sellinger Applied Portfolio Fund II (3.00 cr.) GB822 Fixed Income Securities (3.00 cr.) Prerequisite: GB828 or written permission of the department Prerequisite: GB722. Focuses on the analysis of specific chair. Restricted to MSF or MBA students pursuing a finance types of fixed income securities including government concentration. The second of a two course sequence bonds, corporate bonds, floating rate notes, and closely wherein students serve as portfolio and investment 167 managers charged with managing the Sellinger GB867 Special Topics in Financial Applied Portfolio Fund in a manner consistent with Accounting (3.00 cr.) the core goals and philosophy of the Loyola Univer- Prerequisite: Varies with topic. Investigates and analyzes sity Maryland Endowment. An extensive review and in detail current topics of interest to the Financial instructional component exposes students to various Accounting Standards Board (FASB) and other items aspects of the portfolio management process, includ- of interest in the accounting literature. Uses current ing but not limited to asset valuation, constraint set- pronouncements, exposure drafts, and interpretations ting, asset allocation, asset selection, risk management, of current FASB pronouncements. May be repeated for asset valuation, and performance evaluation. credit with different topics.

GB850 Global Information Systems (3.00 cr.) GB891 Family-Owned Business Seminar (3.00 cr.) Prerequisite: All foundation courses and GB704. Inves- Prerequisite: All foundation courses and GB705. Provides tigates the critical coordination, control, and com- students with a deeper understanding of the dynam- munication involved with doing business on a global ics found in a family-owned business and the unique scale and the role of technology. Covers operational challenges of being an owner, a family member, and issues, technology issues such as IT standards, law, an employee in a family-owned business. The course cultural differences affecting use, outsourcing, and creates an intensive environment where the following politics surrounding telecommunications. important aspects of a family business are explored: ownership issues; resolving conflict; succession plan- GB851 Business Intelligence ning; strategic planning in a family business context; and Data Mining (3.00 cr.) family- and non-family-owned businesses; and profes- Prerequisite: GB701. Students are introduced to the sionalizing family business management. It is orga- concepts of managerial decision-making through busi- nized as a management seminar and a hands-on labo- ness intelligence and data mining along with an ratory with students, guest speakers, and the instruc- introduction to SAS Enterprise Miner. A particular tor exploring a variety of family business related ideas, theme of this course is the use of predictive models beliefs, and opinions. Cases provide a context and are for business intelligence. Broad overviews of the mod- included where appropriate. A fair amount of writing eling techniques of logistic regression, decision trees, is expected; most of it is self-directed, personally reflec- and neural networks are provided. The concepts of tive, and immediately useful. Closed to students who have data input, data partitioning, variable selection, trans- taken Family Business Seminar as a topic under GB797. formation, imputation, and model assessment (specifically lift charts and ROC curves) are presented. A GB894 Advanced Topics in International Trade, key objective is to allow students to observe and par- Finance, and Investment (3.00 cr.) ticipate in the entire data mining process, from data Prerequisite: All foundation courses and GB705. An in- acquisition to final model deployment. This objective depth exploration of the impact of international trade, is met through a real world project that serves as the finance, and investment on global business; in par- course culmination. Closed to students who who have ticular, how firms influence the formation of govern- taken data mining as a GB759 topic. ment policy in the above areas and, in turn, how government policies influence the decisions of global GB858 Information Technology Strategy (3.00 cr.) business firms.A field trip to the World Bank,IMF, and/ Prerequisite: GB704. This course integrates informa- or other governmental agencies is included. Closed to stu- tion technology with organizational strategy. Suc- dents who have taken the course as a topic under GB795. cessful organizations adjust strategies to meet new challenges and opportunities presented by rapid GB896 Power and Influence (3.00 cr.) increase in the use of information technology in Prerequisite: All foundation courses and GB705. Devel- business. A case-based approach is used to explore ops the understanding that organizations are politi- strategic decision-making. Students are taught to ana- cal entities where power and influence are key mech- lyze and understand the impact of information tech- anisms by which things get done. Students learn to nology on strategic decision-making; recognize busi- define power and its sources; analyze work relation- ness models and Internet working infrastructure; com- ships; identify and use influence tactics effectively prehend information technology security; and appreci- and ethically; and use power and influence over the ate the principles of managing diverse information course of their career. Topics include power dynam- technology infrastructures, outsourcing, and projects. ics in organizations, managing networks of relationships, team management, and career management. 168 Master of Business Administration

GB897 Negotiation and Dispute Resolution (3.00 cr.) Prerequisite: All foundation courses and GB705. Provides the opportunity to learn and practice negotiation methods and skills and to learn about the uses of mediation and arbitration as alternative methods of dispute resolution. Students learn to demonstrate an informed understanding of negotiation, mediation, and arbitration, including ethical issues and legal considerations relevant to them; demonstrate and explain their own negotiation and mediation skills; and identify and use relevant sources of information (print, electronic, and practitioner) to research and report on questions pertaining to negotiation, mediation, and arbitration. Negotiation and mediation exercises and invited experts are used along with lectures. Topics include positional bargaining; mutual gains bargaining; preparation for negotiation; negotiating tactics; cross-cultural negotiating; negotiating and gender; ethical and legal issues relevant to negotiating; the mediation process and role of the mediator; the arbitration process; and the use of mediation and arbitration in lieu of litigation.

GB898 New Strategies for Global Competitiveness: Firms, Clusters, and Nations (3.00 cr.) Prerequisite: All foundation courses and GB705. The determinants of competitiveness and economic development are examined. Beginning with firm level strategies, the formation of clusters, and national economic strategies, the course explores government policies, the roles of business, universities, and other institutions of competitiveness. Both developing and advanced countries are covered. Theory and policy are explored, as well as the nature of the organizational structure for improvement in competitiveness. Closed to students who have taken Global Competitiveness: Firms, Clusters, and Nations as a topic under GB795. Executive and Graduate Programs in Management Master of Science in Finance

Assistant Dean Graduate Business Programs: GMAT WAIVER POLICY Manette D.Frese Office: Timonium Campus, Suite 08 Applicants to the MSF program who meet certain Telephone: 410‑617‑5067 provisions can request consideration for admission Website: www.loyola.edu/graduate/sellinger/ without submitting a GMAT score. If, upon review programs/master-of-science-finance.aspx by the admission committee, the applicant is considered admissible without a GMAT score, that require- The Master of Science in Finance (MSF) is a part-time ment will be waived. The following provisions qualify program offering advanced financial training. The an applicant for consideration for the GMAT waiver: MSF program builds on a foundation of business and possession of an advanced degree with quantitative qualitative skills and is designed to offer a strong con- content (e.g., master’s, doctorate, etc.) or an under- ceptual understanding of finance in order to develop graduate GPA of 3.250 or higher, combined with at a student’s analytical and critical thinking skills. Addi- least five years of significant professional experience tionally, the program is designed to enhance the stu- (typically postbaccalaureate) and a personal inter- dent’s ability to sit for the initial professional certifica- view with a Loyola academic advisor. tion examinations within the finance profession. Four major themes are stressed within the MSF program: The admission committee reserves the right to require technical competence, application of financial tools to a GMAT score from an applicant even if the basic decision-making, value creation for stakeholders, and conditions are met. professional responsibility and ethics. APPLICATION PROCEDURES ADMISSION CRITERIA Prospective students file an application with the Students are offered admission to this part-time pro- Graduate Admission Office with the nonrefundable gram based upon the consideration of two areas: quan- application fee. Applications can be filed online titative criteria consisting of prior academic achieve- (www.loyola.edu/graduate) or by mail. Optional let- ment and performance on the Graduate Management ters of recommendation may be sent directly to the Admission Test (GMAT), and qualitative data which Graduate Admission Office. Information regarding includes professional experience and a written per- official transcript requirements can be found in the sonal statement. The competitive candidate will have Admission chapter of this catalogue. Complete admis- about two years of professional work experience with sion information also can be found on the Graduate evidence of management potential. Admission website listed above.

In evaluating applicants, the committee considers Admissions decisions are made on a rolling basis once many aspects of performance including each portion an admission file is complete, and early application of the GMAT, undergraduate/graduate performance is encouraged. The priority submission deadline for and progression, career progress, references, profes- each term is listed below: sional certifications and awards, and other evidence of the applicant’s capacity to successfully pursue gradu- Fall Semester (September start) August 1 ate study in business. The Committee on Admission Spring Semester (January start) December 1 and Retention is the final arbiter. Applicants will be Summer Sessions (June start) May 1 notified in writing of the admission decision. Late applications will be considered when possible; A TOEFL score report is required if English is not however, there is no guarantee that a decision will be the applicant’s native language, or if the applicant made in time for registration. No student will be per- has not completed a degree program taught in Eng- mitted to register for courses unless officially admitted. lish. An officialTOEFL score report cannot be more than two years old. Official scores must be submit- International Students: This program is offered as ted directly from the Educational Testing Service. a part-time program only. Therefore, international The University’s institution code is 5370. students requiring full-time study are not eligible for this program. 170 Master of Science in Finance

FINANCIAL AID Core Courses

Inquiries concerning financial aid, including stu- FI720 Financial Theory (3 credits) dent loans, should be directed to the Financial Aid FI722 Investments Analysis (3 credits) Office, 410‑617‑2576. FI724 Financial Markets and Institutions (3 credits) PREREQUISITES AND BASIC COMPETENCIES FI726 International Finance (3 credits) FI729 Financial Modeling (3 credits) The MSF program attracts students with strong intel- FI822 Fixed Income Securities (3 credits) lectual abilities, demonstrated records of success and FI823 Derivatives and Risk Management the keen desire to pursue a successful career in the (3 credits) field of finance. The program focuses on students who FI827 Valuation (3 credits) have a bachelor’s or master’s degree in a business dis- FI828 Student-Managed Sellinger Applied cipline; however, students with strong academic and Portfolio Fund I (3 credits) experience credentials from any academic discipline FI829 Student-Managed Sellinger Applied are accepted. The academic records of all accepted Portfolio Fund II (3 credits) students will be evaluated by a program advisor to determine if foundation coursework is necessary COURSE DESCRIPTIONS before beginning the core (700-level) courses. Foun- dation coursework includes accounting, finance, eco- Descriptions for GB courses can be found in the Mas- nomics, and statistics. ter of Business Administration (MBA) chapter.

DEGREE REQUIREMENTS FI720 Financial Theory (3.00 cr.) Prerequisite: All foundation courses. This course provides A minimum of 30 core course credits (GB700/800- the foundation for subsequent courses in corporate level) is required of all students. Advanced stand- finance, equity securities, derivatives, and portfolio ing may be granted for a maximum of two of these theory. Its purpose is to develop a theoretical frame- courses if an equivalent graduate level course (B or work for analyzing a firm’s investment and financ- better) was taken at an AACSB-accredited college ing decisions. It also provides an introduction to or university. risk and return, capital budgeting decisions under uncertainty, asset valuation, the operation and effi- The curriculum consists of 10 required courses. ciency of financial markets, and the optimal capital Based upon established policy, preprogram compe- structure of the firm. Furthermore, the course draws tency courses, foundation courses, GB500, GB600, upon the students’ prior knowledge and/or quantita- GB611, GB613, and GB620 may be waived based on tive backgrounds. Open to MBA students with a finance prior academic experience. concentration who have taken GB703.

Preprogram Competencies FI722 Investment Analysis (3.00 cr.) Prerequisite: FI720 or GB703. Provides students with GB500 Fundamentals of Math for Business the conceptual framework to develop a lifelong phi- (2 credits) losophy of investing. Students learn to evaluate asset classes of equity and fixed income securities. Top- Reflective Learning and Program Orientation ics include common stock valuation, fixed income Workshop (half-day, non-credit) securities analysis, an introduction to options valuation, and introductory portfolio management. Foundation Courses FI724 Financial Markets GB600 Statistical Applications in Business and Institutions (3.00 cr.) (3 credits) Corequisite: FI720 required for MSF students. Surveys money GB611 Global Economic Analysis (3 credits) and capital markets in order to determine their func- GB613 Financial Reporting and Analysis (2 credits) tions and interrelations in the national economy. GB620 Fundamentals of Finance (2 credits) Examines the interaction of key institutions and monetary and fiscal policies in the financial markets. Stu- dents learn to explain the determination and structure of interest rates, risk structure, and the regulatory environment, including the Federal Reserve System. Topics include the determination of interest rates, the term 171 structure of interest rates, risk structure, money mar- niques such as price multiples. Students apply appropri- kets, bond markets, and mortgage markets. ate financial analysis techniques to valuation problems. Emphasis is placed on obtaining the required infor- FI726 International Finance (3.00 cr.) mation necessary for valuation models from financial Prerequisite: FI720 or GB703. Focuses on the theory of statements and other sources. Must be taken within the the firm as applied in a global decision framework last six credits of the MSF program. with emphasis on a detailed examination of foreign exchange markets. Students learn to apply financial FI828 Student-Managed Sellinger analysis and decision-making techniques in an inter- Applied Portfolio Fund I (3.00 cr.) national setting. Topics include direct foreign invest- Prerequisite: FI720. The first of a two course sequence ment; foreign exchange risk; country risk analysis; that exposes students to the portfolio management multinational debt and equity markets; reporting process. Topics include but are not limited to asset results to investors and tax authorities; international valuation, constraint setting, asset allocation, asset aspects of investment portfolios; and the ethical con- selection, risk management, asset valuation, and siderations of transcultural commerce. performance evaluation. The behavioral aspects of finance are also covered. Students obtain actual port- FI729 Financial Modeling (3.00 cr.) folio management experience by serving as portfolio Prerequisite: FI722. Presents the paradigms of finance and investment managers charged with managing through the use of state-of-the-art technology. Empha- the Sellinger Applied Portfolio Fund in a manner sis on spreadsheet programming develops an under- consistent with the core goals and philosophy of the standing of financial models and the ability to work Loyola University Maryland Endowment. Must be taken with those models. Students learn to use alternative within the last nine credits of the MSF program. financial models to analyze various decision-making opportunities. Topics include advanced time value FI829 Student-Managed Sellinger of money issues; duration and interest rate risk man- Applied Portfolio Fund II (3.00 cr.) agement; international currency risk; options pricing; Prerequisite: FI828. The second of a two course sequence hedging strategies; modern portfolio management; that exposes students to the portfolio management pro- artificial intelligence models in bond rating and cess. Topics include but are not limited to asset valua- credit evaluation; and databases. The Internet is used tion, constraint setting, asset allocation, asset selection, extensively as a resource for market data and testing risk management, asset valuation, and performance the models. Provides students with a background to evaluation. The behavioral aspects of finance are also be able to read leading finance journals and keep covered. Students obtain actual portfolio manage- current with financial tools and technologies. ment experience by serving as portfolio and investment managers charged with managing the Sellinger FI822 Fixed Income Securities (3.00 cr.) Applied Portfolio Fund in a manner consistent with Prerequisite: FI722 or GB722. Focuses on the analysis of the core goals and philosophy of the Loyola University specific types of fixed income securities including gov- Maryland Endowment. Must be taken within the last six ernment bonds, corporate bonds, floating rate notes, credits of the MSF program. and closely related instruments. Students learn how to value the various types of fixed income securities, manage interest rate risk, and construct bond portfolios. Topics include bond options, forwards and futures on bonds, caps, floors, collars, swaps, and swaptions.

FI823 Derivatives and Risk Management (3.00 cr.) Prerequisite: FI722 or GB722. Examines derivative securities such as options, futures, forwards, and swaps. Students learn trading strategies, hedging strategies, and how to value derivative securities. Topics typically include derivatives markets, pricing models, interest rate derivatives,0 stock options, binomial option pricing, numerical procedures, and exotic options.

FI827 Valuation (3.00 cr.) Prerequisite: FI729. Focuses on the valuation of companies. Topics include the discounted cash flow technique, and valuation using alternative valuation tech- Executive and Graduate Programs in Management Accounting Certificate Program

Office: Sellinger Hall, Room 112 GMAT WAIVER POLICY Telephone: 410‑617‑2510 Website: www.loyola.edu/Graduate/Sellinger/ Applicants to the Accounting Certificate Program graduate-programs/accounting-certificate.aspx who satisfy certain conditions can request consideration for admission without submitting a GMAT score. Assistant Dean, Full-Time Programs: If, upon review by the Committee on Admission and Ann Attanasio Retention, the applicant is considered admissible with- Academic Director: Joseph M. Langmead, Affiliate out a GMAT score, the requirement will be waived. Instructor of Accounting and Finance The GMAT may be waived with a GPA of 3.200 or The Accounting Certificate Program is an acceler- higher in accounting courses and an overall GPA of ated, 11-week program beginning in mid-May and 3.400 or higher. Such a waiver is available only for ending in July. It consists of four concurrently taught, accounting graduates of Loyola University Maryland three-credit courses that are designed to build on the and other AACSB-accredited accounting programs. undergraduate accounting major’s coursework to pro- The Committee on Admission and Retention reserves vide graduate-level competence in the more advanced the right to require a GMAT score from an applicant aspects of the field. The program also provides an even if the basic conditions are met. opportunity for recent graduates or new accounting professionals to obtain 12 graduate credit hours APPLICATION PROCEDURES (counted as 18 credit hours in Maryland) that can be applied toward the 150-credit-hour educational Prospective students file an application with the requirement of most state Certified Public Accoun- Graduate Admission Office with the nonrefundable tant (CPA) licensing authorities. application fee. Applications can be filed online (graduate.loyola.edu/graduate/application) or by mail. The Accounting Certificate Program is applicable to Additional admission and program information is those pursuing public accounting careers or account- available online or by contacting the office of full- ing careers in private or governmental organizations. time programs, 410‑617‑2510. The program was developed in consultation with key accounting employers and is designed to pro- Undergraduate accounting students who are sched- vide increased technical and professional skills that uled to graduate in May are eligible to apply in enhance career opportunities. January preceding graduation. The priority deadline for application is March 30. After this date, applica- ADMISSION CRITERIA tions will be accepted on a rolling basis until the program has reached capacity. Applicants for admission must possess an undergraduate degree in accounting. Applicants will be evalu- PROGRAM OF STUDY ated based upon quantitative criteria consisting of prior academic achievement and performance on The integrated curriculum is tailored to those new the Graduate Management Admission Test (GMAT), to the accounting profession. The accelerated, cohe- and qualitative data which includes a written personal sive format allows faculty to coordinate topics for a statement, recommendations, and other evidence of quality learning experience. The program consists the applicant’s capacity to successfully pursue gradu- of four concurrently taught, three-credit courses that ate study. Competitive candidates will possess a strong address four key areas: advanced topics in financial GPA and GMAT scores. The Committee on Admission reporting, financial instruments and other key cur- and Retention is the final arbiter. Applicants will be rent issues in accounting (GB763); advanced topics notified in writing of the admission decision. in auditing and professionalism (GB766); professional communications (GB767); and information systems A TOEFL score report is required if English is not in a global environment (GB768). In accordance with the applicant’s native language, or if the applicant AACSB and Loyola academic policies, within three has not completed a degree program taught in Eng- years of completion, a total of six credits may be lish. An official TOEFL score cannot be more than transferred into Loyola’s MBA program. two years old. Official scores must be submitted directly from the Educational Testing Service. The University’s institutional code is 5370. 173

COURSE DESCRIPTIONS ments are reviewed and evaluated in light of the most recent risk management failures. Each year a selection of GB763 Advanced Topics in Accounting (3.00 cr.) other topics is added in light of the most recent develop- Prerequisite: An undergraduate accounting degree. Restricted ments in auditing, financial reporting, and risk manage- to graduate accounting certificate students. Corequisite: ment. A significant research paper is required. (Summer only) GB766, GB767, GB768. Students examine the more challenging developments in accounting theory and GB767 Professional Communications (3.00 cr.) practice in recent years. International Financial Prerequisite: An undergraduate accounting degree. Restricted Reporting Standards (IFRS) are examined at the to graduate accounting certificate students. Corequisite: conceptual level and with focus on important dif- GB763, GB766, GB768. The course teaches profes- ferences between these standards and generally sional people how to communicate more effectively accepted U.S. accounting principles. Progress on using various media. It begins with the basics—gram- convergence of the two sets of standards is evalu- mar, spelling, punctuation—and progresses through ated in terms of the more complex remaining differ- audience identification, message creation, communi- ences. The latest regulatory requirements for adop- cation media, nonverbal communication, and visual tion of IFRS by U.S. firms are reviewed, along with presentations. Students use a workbook to practice specific accounting implementation considerations the basics and a textbook to learn the fundamentals in the transition year. Accounting for financial instru- of communication via various media. The goal is ments is studied in light of recent financial markets for students to gain the ability to construct an effec- turmoil. Both simple and complex instruments are tive document using any available medium and to considered, first in terms of their nature and char- understand the dynamics of interpersonal commu- acteristics, and then in terms of the problems their nication. (Summer only) accounting and valuation present in particular market conditions. The body of accounting literature is GB768 Information Systems reconsidered in light of the new FASB online codi- in a Global Environment (3.00 cr.) fication, its structure, and its opportunities for new Prerequisite: An undergraduate accounting degree. Restricted research strategies. The new Extensible Business to graduate accounting certificate students. Corequisite: Reporting Language (XBRL) required for public com- GB763, GB766, GB767. The course is designed to panies is considered, both in terms of its prepara- develop management approaches and awareness of tion requirements, and its usefulness for compara- critical global information systems issues with a focus tive analysis. Each year a selection of other topics on cultural differences in countries and organiza- is added in light of the most recent developments tions. These issues are many and diverse, reflecting in accounting and financial reporting. A significant the characteristics of the global marketplace. Infor- research paper is required. (Summer only) mation systems that support global business go far beyond the obvious World Wide Web archetype for GB766 Advanced Topics in Auditing border-spanning commercial activities. Some issues and Professionalism (3.00 cr.) are quite mundane, such as wireless standards and Prerequisite: An undergraduate accounting degree. Restricted diffusion; some issues are potent and fraught with to graduate accounting certificate students. Corequisite: intrigue, such as the politics surrounding regulation GB763, GB767, GB768. Students explore the more chal- of telecommunications and information systems infra- lenging developments in professional auditing prac- structure. A key outcome of the course is apprecia- tice in recent years. Making reference to perceived tion for the challenges of business on the global stage failures of professional auditors of public companies, and the use of systems and technology to gain and the course considers the key dimensions of profes- sustain competitive advantage for international com- sionalism and ethics and investigates how they can be panies. Cases, projects, and active learning are used compromised, sometimes unwittingly. Case studies to connect theory with applications and field imple- of auditor failure reinforce the principal issues and mentation. (Summer only) themes. Professional codes of ethics are evaluated and considered alongside traditional theories of business and social and personal ethics. The notions of justice and integrity are explored for their multifaceted relevance. Regulatory measures which have ensued from the Sarbanes-Oxley Act are evaluated in terms of their impact, both on auditors directly, and on their clients. Internal controls over financial reporting(ICFR) receive particular emphasis from both management and auditor perspectives. Enterprise risk management develop- Executive and Graduate Programs in Management Master’s Plus Program

Assistant Dean, Graduate Business Programs: Manette D. Frese Office: Timonium Campus, Suite 08 Telephone: 410‑617‑5067 Website: www.loyola.edu/graduate/sellinger/ programs/masters-plus.aspx

Upon acceptance, individuals with a master’s degree in business from Loyola or another AACSB-accredited college or university may take courses for which they have the background. Individuals with other master’s degrees may request admission through the graduate business programs director. Admission and online application information can be obtained by visiting, graduate.loyola.edu/graduate.

Many graduate business alumni use the Master’s Plus as a vehicle to prepare for certain professional certifications, such as the Certification of Public Accoun- tancy (CPA). Master’s Plus students may register for any elective course in consultation with the graduate business program director. For a complete listing of courses offered in the evening programs, please refer to the chapter concerning the Master of Busi- ness Administration (MBA).

Students may take up to five courses under the program, as long as they maintain good standing as a graduate student (GPA of 3.000 or better). Additional courses may be taken with permission. The Master’s Plus does not lead to a degree.

Second Specialization

Graduates from Loyola’s evening MBA, Executive MBA, MBA Fellows Program, or Emerging Leaders MBA may enter the Master’s Plus Program to obtain additional coursework or specializations. After successfully completing a three-course concentration sequence through the evening MBA course offerings, a second specialization will be recorded on the student’s transcript. Consultation with a program advisor or graduate business program director is required when selecting courses. Executive and Graduate Programs in Management Emerging Leaders MBA

Office: Sellinger Hall, Room 112 • Sellinger faculty and administrators who monitor Telephone: 410‑617‑2510 the distribution of and pathways to opportunity, Website: www.loyola.edu/elmba and facilitate the formation of developmental relationships that are likely to enhance early careers and Assistant Dean, Full-Time Programs: provide takeoff to a fast, steady career trajectory. Ann Attanasio Academic Director: Andrea Giampetro-Meyer, The ELMBA program meets Sellinger School learn- Professor of Law ing aims that focus on leadership/teamwork; ethics and social responsibility; integrated knowledge of busi- The Emerging Leaders MBA (ELMBA) is a full-time, ness in a global environment; and reflection, analysis, accelerated Master of Business Administration for decision-making, and technology. The program also exceptional students who have recently completed meets expectations set by AACSB International – The their undergraduate degrees, as well as those with Association to Advance Collegiate Schools of Busi- early career experience. It is a cohort program ness by offering management-specific knowledge and designed for the academically talented individual skills in the following areas: ethical and legal respon- with a keen interest in experiencing a rigorous MBA sibilities in organizations and society; financial theo- program that blends classroom coursework and ries, analysis, reporting, and markets; creation of experiential learning. value through integrated production and distribution of goods, services, and information; group and The 53-credit program includes 15 three-credit courses individual dynamics in organizations; statistical data and eight additional credits of experiential learning. analysis and management science as they support The program builds on the academic talents of its stu- decision-making processes through an organization; dents and introduces them to a wide range of learning information technologies as they influence roles and environments, including an international study tour. techniques of management; domestic and global Internships, consulting projects, business plan develop- economic environments of organizations; and other ment, and live cases are all components of the program. management-specific knowledge and abilities that the Sellinger School has identified. The ELMBA curriculum is designed around a central question: How do competent, credible, and confident ADMISSION CRITERIA emerging leaders contribute to sustainable value creation for all stakeholders? Highlights of the program include: Students are offered admission based upon the consideration of two major areas: quantitative criteria • Highly skilled faculty who offer “stretch” assign- consisting of prior academic achievement and perfor- ments—demanding and challenging assignments mance on the Graduate Management Admissions Test that allow students to develop a power base of com- (GMAT), and qualitative data which includes demon- petence and credibility. stration of leadership potential and/or management experience, a written personal statement, and three • Courses that provide deep grounding in functional/ professional references. In evaluating applicants, the technical skills, as well as opportunities for deep committee considers many aspects of performance reflection about how employees can partner with including each portion of the GMAT, undergraduate employers to work toward improved social and eco- performance and progression, extracurricular involve- nomic conditions. ment and community engagement, certifications and awards, references, and other evidence of the appli- • The curriculum design, combined with a cohort of cant’s capacity to successfully pursue a fast-paced, accel- high potential students, increases the rate of learn- erated graduate business program. The competitive ing, motivation, and self-confidence in program par- candidate must have demonstrated academic success ticipants. High potential students will commit and supported by a strong GMAT score. recommit to excellent performance throughout the program. The program is cohort based with a maximum of 40 students. Students from all academic backgrounds are • Experiential opportunities that place students in welcome to apply; however, regardless of undergraduate high-quality, high-trust positions that make possible major, coursework in calculus and marketing are nec- high-consequence successes. essary prior to admission. Applicants whose academic background is not business may be admitted with the condition of completing a three-week, noncredit boot 176 MBA Fellows Program camp which emphasizes quantitative skill development PREREQUISITES AND BASIC COMPETENCIES in the areas of macroeconomics, accounting, market analysis, finance, and quantitative modeling. This pro- An entering student must hold a bachelor’s degree gram is priced separately from the ELMBA tuition. from a regionally accredited college or university and should be able to communicate well both orally A TOEFL score report is required if English is not the and in writing. All degrees are considered, however, applicant’s native language, or if the applicant has credit bearing courses in calculus and marketing not completed a degree programs taught in English. are necessary prior to enrolling. An official TOEFL score cannot be more than two years old. Official scores must be submitted directly An entering student also must have facility in alge- from the Educational Testing Service. The Univer- bra and the graphing of mathematical functions, sity’s institutional code is 5370. graphic interpretation, and probability. For those whose academic background does not include course- APPLICATION PROCEDURES work in these areas, a noncredit boot camp may be a condition of acceptance. The boot camp is a sepa- Prospective students file an application with the Grad- rate tuition and is held the three weeks prior to the uate Admission Office with the nonrefundable appli- start of the ELMBA program. cation fee. Applications can be filed online (www.loyola.edu/graduate) or by mail. Letters of recommenda- It is assumed that students will receive assignments tion (three required) and official transcripts may be using spreadsheets, employing specialized software, sent directly to the Graduate Admission Office. Infor- and accessing online databases. Therefore, students mation regarding official transcript requirements can should be proficient at an intermediate level with be found in the Admission chapter of this catalogue. spreadsheet, presentation, and word processing soft- Complete admission information also can be found ware applications and be able to design and manipu- on the Graduate Admission website listed above. late data using these tools.

The priority deadline for the fall cohort is March 1. DEGREE REQUIREMENTS After this date, applications are accepted on a space- available, rolling basis until June 15. The ELMBA is a cohort-based program consisting of 53 credits presented over three semesters. Students who International students seeking admission to the successfully complete the requirements are awarded ELMBA should complete an application for admis- a Master of Business Administration (M.B.A.). sion by the priority deadline of March 1 to ensure that all required documentation can be completed PROGRAM OF STUDY prior to the start of the program. Continual mastery of new knowledge FINANCIAL AID Fall Semester Student loans and limited scholarship aid are avail- EL699 Opening Residency able. All applicants should file a Free Application for EL700 Ethics and Social Responsibility Federal Student Aid (FASFA) to be considered for aid. EL702 Marketing Strategy Inquiries concerning loans should be directed to the EL705 Leadership and Management Financial Aid Office. EL706 Accounting for Decision-Makers EL707 Managerial Economics EL713 Domestic Field Study EL717 Emerging Leaders Sustainability Colloquium

Competence plus power derived from demonstrated excellent performance

Spring Semester EL701 Risk Assessment and Process Strategies EL703 Financial Applications and Strategy EL704 Information and Technology for Management EL708 New Governance 177

EL710 Globalization and International Business Various aspects of each of these three tiers of opera- EL715 Internship I tions are investigated in the context of risk assessment EL717 Emerging Leaders Sustainability and lean process strategies. Frameworks are developed Colloquium for the identification and analysis of strategic, tactical, and operational risks and consequences associated Competent, credible emerging leader with strong, with unforeseen events and unpredictable environ- clear identity is ready to contribute ments. Students investigate approaches to integrated risk and process management strategies to improve Summer Semester quality and productivity in an environment of oppor- EL709 Business Strategy tunities and adverse risks. (Spring only) EL711 Integrated Business Plan El712 Special Topics in Advanced Finance or EL702 Marketing Strategy (3.00 cr.) EL714 Special Topics in Advanced Information Prerequisite: EL699. Explores marketing’s role in cre- Technology or ating value for the firm and its stakeholders and IT Elective examines market strategy in the context of global EL716 Internship II competition and strategic uncertainty. Using analyti- EL717 Emerging Leaders Sustainability cal tools for decision-making, students evaluate, for- Colloquium mulate, and implement marketing strategy across EL718 Closing Residency the product life cycle and in various levels of competitive intensity. Students investigate the organiza- COURSE DESCRIPTIONS tion for effective implementation and the measurement and delivery of marketing performance. Top- EL699 Opening Residency (2.00 cr.) ics include the fundamentals of strategy; marketing Participants spend the first three days of their pro- interrelationship with corporate, business level, and gram engaged in an orientation; preliminary career other functional strategies; target marketing and planning and development activities; team-building brand management; value innovation and new prod- activities; and an introduction to strategic manage- uct development; and market strategies in growth, ment through case study and simulation. Students mature, and declining industries. (Fall only) are introduced to the ELMBA program’s central question: How do competent, credible, confident emerg- EL703 Financial Applications ing leaders contribute to sustainable value creation for and Strategy (3.00 cr.) all stakeholders? (Satisfactory/Unsatisfactory; Fall only) Prerequisite: EL699. Introduces students to financial theories and applications within the corporate con- EL700 Ethics and Social Responsibility (3.00 cr.) text. The course is intended to develop financial Prerequisite: EL699. This course has two primary objec- analysis skills; provide a strategic orientation toward tives: to provide a practical, action-oriented approach problem solving; introduce students to the types of to business ethics that helps individuals who work in decisions faced by financial managers; and provide an corporations and organizations decide what to do when understanding of valuation and the linkage between they are faced with an ethical dilemma, and to explore managerial decisions and firm value.(Spring only) modern corporate social responsibility—an approach to management that guides organizations beyond cre- EL704 Information and Technology ating an ethical environment in the workplace. While for Management (3.00 cr.) pursuing these objectives, students study alternative Prerequisite: EL699. Provides a strategic management perspectives on a wide range of contemporary business approach to developing and sustaining competitive issues through readings and case studies. Ultimately, advantage using information and information tech- students see the extent to which ethics and moral and nology in the organization. Topics include alignment social responsibilities are intertwined. (Fall only) of technology with management and organization goals; business value of technology; enterprise resource EL701 Risk Assessment planning; customer relationship management; social and Process Strategies (3.00 cr.) technologies such as LinkedIn and Facebook; elec- Prerequisite: EL699. Focuses on how operations can tronic commerce; technology innovations; security be used for competitive advantage in today’s world issues; and ethical and legal issues in technology. Stu- by improving the use of an organization’s resources dents gain a strong information technology knowledge to add value for the ultimate customer of the firm. set and an appreciation for information systems as pro- The course assumes a holistic view of operations that cess enablers, change agents, and strategic facilitators stresses the coordination of product development, using web-based systems. (Spring only) process management, and supply chain management. 178 MBA Fellows Program

EL705 Leadership and Management (3.00 cr.) EL707 Managerial Economics (3.00 cr.) Prerequisite: EL699. In today’s business and managerial Prerequisite: EL699. A combination of theory and climate, it is critical for employees at all levels to demon- practice in using economics for making profitable strate effective leadership and management skills. The business decisions. The theory includes demand and course’s overarching goals are to offer a fundamentally cost analysis of the firm, as well as competitive market applicable framework for managing and leading indi- situation analysis. The practical application of the viduals and groups as they operate within and through tools is discussed. Quantitative techniques for man- organizations, and to create an opportunity for intro- agers are also covered as appropriate. Additional top- spection, participation, and skill development around ics include applications of economic analysis to areas competencies that are highly prized in the modern such as firm organization, pricing, externalities, and economy. It also addresses a body of concepts applicable public goods. (Fall only) to institutions of any type—including public and international enterprises—and is designed to aid students EL708 New Governance (3.00 cr.) in learning how to understand and influence human Prerequisite: EL699. Considers and applies the idea groups and organizations to which they currently of “new governance,” a phraseology that refers to a belong or will belong in the future. Core concepts are fresh approach to reform that encourages dialogue examined through the fostering of three levels of skills: about regulatory principles from the perspectives of personal, interpersonal, and group. (Fall only) industry, regulators, corporate social responsibility (CSR) advocates, and shareholders. New governance is EL706 Accounting for Decision-Makers (3.00 cr.) considered as an approach to public problem-solving in Prerequisite: EL699. Financial and managerial account- response to corporate wrongdoing; as an approach to ing topics are explored to identify and apply the most incentivizing good corporate behavior through princi- relevant and useful tools and concepts for managers ples-based, rather than compliance-based, approaches; in decision-making roles. A case-oriented approach is and as a rational, systematic means through which used to provide a practical orientation. Financial state- industry learning and the input of third party stake- ments are analyzed in terms of underlying principles holders can fill in the content of otherwise vague and also through the use of ratios and other key com- principles. Students have an opportunity to consider putations to maximize information value and evaluate ways to harness the best corporate behavior, especially the effects of alternative business strategies. The cash from transnational corporations (TNCs). Six “modes flow statement is considered in detail for information of social control” that can incentivize good companies value, the assessment of quality of earnings, and the are considered—law, affinity group regulation, self-reg- effects of alternative investment and financing strate- ulation, ethical precepts, the media, and an engaged gies. Recent and emerging issues in external financial civil society. American and European responses to new reporting are investigated, including changing uses of governance are considered. An international trip may be fair values and the momentum toward International included. (Spring only) Financial Reporting Standards (IFRS). Recent developments in accessing financial accounting literature EL709 Business Strategy (3.00 cr.) (FASB online codification) and public company inter- This capstone to the ELMBA program focuses on active reporting (to facilitate comparative analysis) are getting students to think like the organization’s explored to achieve a basic level of familiarity. A selec- leaders by exposing them to a variety of perspectives tion of more advanced financial accounting topics, on, approaches to, and tools for the conduct of stra- such as consolidations, is examined to enhance the tegic management. Students gain an understanding student’s interpretive and analytical abilities. Alterna- of comparative business history in order to provide tive cost accounting methods are evaluated with an evolutionary perspective on business developments. emphasis on the multifaceted usefulness of activity- They learn to identify key stakeholders and trends based costing, especially when coupled with the con- in the economic, sociopolitical, and technological cepts of fixed-variable-mixed costs. Cost-volume-profit environments; analyze how firms create and sustain analysis and profitability reporting are among the value; formulate strategies; and appreciate the com- related techniques studied and applied in practical plexities of strategy implementation. (Summer only) case situations. The distinction between controllable and noncontrollable costs is used to develop and apply EL710 Globalization and International responsibility reporting tools. Decision-support tech- Business (3.00 cr.) niques for make-or-buy, outsourcing, and alternative Develops a conceptual and practical understanding capital investment decisions are studied and applied of the global context and conduct of business. The in practical case situations. (Fall only) forces of globalization and its impact on the firm, the environment, the domestic economy, culture, and emerging markets are examined. The theory and 179 practice of international trade, investment, finan- EL716 Internship II (3.00 cr.) cial flows, and technology and its impact on cross- Prerequisite: EL715. Graduate-level internships provide border transactions and international business are opportunities for students to engage in career explo- addressed. Lectures, case studies, and group proj- ration by gaining exposure to a field to determine ects are included. (Spring only) the extent of their interest in it, and to put classroom knowledge and skills to use in responding to the spe- EL711 Integrated Business Plan (3.00 cr.) cific needs and interests of a particular firm. Intern- Students explore entrepreneurship and business plan ships may include the option of a team-based field development as separate processes of exploiting study or consulting project. Classroom and on-site opportunities and creating either economic or social experiences combine to provide learning and feed- value using resources that an individual and/or back for career development. (Summer only) team of entrepreneurs may not control themselves. (Summer only) EL717 Emerging Leaders Sustainability Colloquium (1.00 cr.) EL712 Special Topics in Advanced Over the course of the academic year, students Finance (3.00 cr.) devote nine full Fridays to engaging in active learn- Prerequisite: EL703. Addresses issues in a particular ing around the ELMBA program’s central question: field of finance, including investments, portfolio man- How do competent, credible, confident emerging agement, derivative securities, international finance, leaders contribute to sustainable value creation for capital markets, corporate finance, and financial insti- all stakeholders? Academic topics include sustain- tutions. Encompasses critical reviews of selected jour- ability, leadership, and critical thinking. Activities nal articles, empirical research, guest lectures, and include networking opportunities, panel discussions, student papers and presentations. and site visits to local businesses. May be repeated twice for credit. (Satisfactory/Unsatisfactory) EL713 Domestic Field Study (2.00 cr.) Students have the opportunity to explore business EL718 Closing Residency (1.00 cr.) models and engage with business leaders through Participants spend the final full day of the ELMBA corporate site visits. Emphasis is placed on informa- program reflecting on its central question: How do tion systems, technology, leadership, and sustainable competent, credible, confident emerging leaders con- value creation. (Satisfactory/Unsatisfactory; Fall only) tribute to sustainable value creation for all stakeholders? Students actively engage in activities that EL714 Special Topics in Advanced provide closure to their experience and imagine, in Information Technology (3.00 cr.) concrete terms, life after the ELMBA program. (Sat- Provides students with the most current readings, isfactory/Unsatisfactory; Summer only) discussions, and experiences in the field of information systems management. Group projects, papers, and presentations may be used to share information on the topic. Topics may include human-computer interface, management of the information systems function, total quality management, and IT project management. Topic announced each time the course is offered. (Summer only)

EL715 Internship I (3.00 cr.) Graduate-level internships provide opportunities for students to engage in career exploration by gaining exposure to a field to determine the extent of their interest in it, and to put classroom knowledge and skills to use in responding to the specific needs and interests of a particular firm. Internships may include the option of a team-based field study or consulting project. Classroom and on-site experiences combine to provide learning and feedback for career development. (Spring only) Executive and Graduate Programs in Management MBA Fellows Program

Office: Timonium Campus, Suite 08 International Field Study Telephone: 410‑617‑5064 Following study of the global environment, students Website: www.loyola.edu/graduate/sellinger/ participate in an international field study focusing programs/mba-fellows.aspx on emerging markets, including on-site visits and executive briefings at multiple organizations. Assistant Dean, Graduate Programs: Manette D. Frese Domestic Field Study Academic Director: Gloria Phillips-Wren, In the fall of the second year, students travel on Associate Professor of Information Systems Southwest Airlines from Baltimore to Walt Disney Assistant Director: Barbara J. Coward World in Orlando to observe the operations and marketing strategies of these two industry leaders as part The MBA Fellows Program is a 2.5 year, Saturday-only of a 24-hour, live case study of best practices. cohort program designed for fast-track, emerging leaders seeking to advance their careers. Contempo- Management Consulting Application rary issues of today’s managers are addressed using This team project is the major integrative thread of a program that builds content around integrating the final half-year of the program. With the facilita- themes within and across course modules. It is pri- tion of a Fellows faculty partner(s), teams create a marily delivered over ten, 10-week modules during strategic assessment for a client company. which students take the equivalent of two courses per module (summers off). Classes are held on Saturdays Seminars and Special Sessions only, ending in early afternoon. In addition to regular class meetings, students participate in select special sessions, on and off cam- Throughout the program, students benefit from the pus, that help to develop additional skills and expe- following distinctive features of the Sellinger School’s riential learning. Fellows Program: ADMISSION CRITERIA Integrated, Theme-Based Program The 10-week modules are progressive and have a Candidates for the Fellows Program are selected by theme of strategic management borne out of one of the Executive MBA Programs Committee on Admis- the following three main goals of the curriculum con- sion and Retention. The committee selects candidates tent: the process of value creation, implementation based on the following criteria: relevant work experi- and stakeholder analysis, and personal effectiveness. ence, leadership potential, undergraduate achievement, and an interview with the assistant dean or Faculty Partners assistant director of EMBA programs. The admission The faculty who teach in the Fellows Program have committee also considers factors such as company academic ownership of the program, work together endorsement, references, other study, and profes- to ensure an integrated cross-functional approach, sional certifications. and seek to continuously improve the program. Since Loyola University Maryland follows a holistic Student Teams admissions process in selecting students for its Exec- To facilitate learning and develop individual team utive MBA programs, the Graduate Management skills, entering students are placed on teams set up Admission Test (GMAT) is not required of candidates based on professional/functional diversity and geo- for the Executive MBA or MBA Fellows Program, pro- graphic proximity. vided they meet the following important criteria used to measure an individual’s potential for success in the Residency in Executive Leadership executive business learning environment: The residency portion of the program orients the professional to the Fellows Program and centers on • evidence of exposure and success in areas of quan- the role of executive leadership, team building, famil- titative study during one’s undergraduate and, if iarization with the program, and an introduction to applicable, graduate coursework or in one’s pro- the basics of accounting and statistics. fessional career; 181

• evidence of business and/or financial acumen through SCHOLARSHIPS one’s prior career positions, current work, leadership roles and responsibilities, and industry experience; Need- and merit-based scholarships are available for qualified diversity candidates, nonprofit managers, • evidence of appropriate communication skills fol- entrepreneurs, and female executives. As part of the lowing a review of one’s admission materials, writ- application process, candidates are asked to submit a ten personal statement, and one’s interview with the copy of their most recent tax return, as well as a brief director or assistant director of EMBA programs. essay explaining the need for the scholarship and how the bursary would help them to achieve their pro- Should it be determined that a candidate may need fessional goals. Scholarship awards are determined some preparatory skill-building in the quantitative and allocated in the summer prior to the beginning areas, the candidate may be asked to complete course- of the academic year of enrollment. To discuss eligi- work or online refresher programs or tutorials prior bility and the application process, contact the assis- to the start of the EMBA or MBA Fellows Program. tant director of EMBA programs. This work may cover areas in business math, accounting, statistics, or writing. Such work would be rec- BASIC COMPETENCIES ommended in order to properly prepare those candidates who are otherwise appropriate matches for Skills in written and oral communication, quantita- pursuit of an Executive MBA or participation in the tive analysis, computer usage, and software applica- MBA Fellows Program, but whose academic or pro- tions are essential for success in the MBA Fellows Pro- fessional backgrounds indicate that the candidate gram. Communications skills are needed for writing would benefit from additional preparation. and presentation of cases and other assignments. Students should be able to understand, manipulate APPLICATION PROCEDURES and graph algebraic functions. Because computer software is used as a medium for presentation and a Prospective students should submit an application framework for analysis, students should be familiar with fee, essay, official transcripts of all prior aca- with word processing and spreadsheet software and demic work, three letters of recommendation, and have access to a personal computer. Several options a resume of their professional experience. All appli- exist to provide such competencies to an entering stu- cation materials should be sent to the assistant dean dent. These options can be explored with prospective or assistant director of EMBA programs. students during the admissions process.

FINANCIAL INFORMATION DEGREE REQUIREMENTS

Cost for the Fellows Program includes tuition for all The Fellows Program encompasses 2.5 academic courses, expenses for the residency, international years, during which students complete 52.25 credit and domestic field studies, textbooks, fees, weekly hours of graduate study. Students in each class take breakfasts, and educational materials. It is the pol- the same courses together as a cohort. The first year icy of the University to maintain the same tuition begins with a short residency in September and contin- throughout the 2.5 years in the program. Upon accep- ues with three, 10-week sessions plus a mini-session tance into the program, students may choose from a ending in June. During the second year, the three variety of payment plans. 10-week sessions are followed by a mini-session, five weeks in length. The final phase of the program begins FINANCIAL AID in August/September with the 10-day international field study and ends in February with a live, pro bono Fellows Program students may be eligible for student client consultancy project of a local business or orga- loans through the Federal Stafford Loan Program. nization and a retreat involving a community service To assure all avenues are explored, applicants should project. Throughout the program, students participate make their interest in financial aid known early in in select executive seminars which complement and the admissions process and apply directly through the amplify program courses and offer a perspective on Office of Financial Aid. issues important to business executives. Seminar topics and content are continuously revised to meet the changing needs of executives. Upon successful completion of the Fellows Program students are awarded a Master of Business Administration (M.B.A.). 182 MBA Fellows Program

PROGRAM OF STUDY Final Half Year: Implementation and Stakeholder Analysis First Year: Fundamentals of Business International Residency Initial Residency EF775 International Field Study EF600 Residency in Executive Leadership Module 9: Implementation and Stakeholder Analysis I Module 1: Fundamentals of Business I EF766 Government and Legal Environment EF662 Leadership and Organizational of Business Effectiveness EF773 Strategic Integration and Implementation EF663 Accounting for Executive Decision- (10 weeks; continued) Making (10 weeks; continued) Module 10: Implementation and Stakeholder Analysis II Module 2: Fundamentals of Business II EF763 Ethics and Corporate Social Responsibility EF650 Strategic Planning and Analysis (5 weeks) EF771 Leading Change (5 weeks) EF663 Accounting for Executive EF773 Strategic Integration and Decision-Making (5 weeks) Implementation (5 weeks) EF670 Foundations of Economic and Business Analysis Capstone Retreat EF777 Putting Values into Action Module 3: Fundamentals of Business III EF660 Statistics and Quantitative Methods COURSE DESCRIPTIONS EF664 Global Macroeconomics EF600 Residency in Executive Leadership (2.50 cr.) Module 4: Fundamentals of Business IV Participants spend the first week of their program EF772 Information Technology and Strategy engaged in program orientation and team building (5 weeks) activities. Small study groups are established and individual expertise is shared. Students learn concepts of Second Year: The Process of Value Creation accounting and statistics, as well as the conceptual understanding of the numerous facets of strategic Module 5: The Process of Value Creation I management through role-playing, case studies, and EF674 Financial Management I simulations. Topics include team building, leadership, EF764 Marketing Management and communications.

Module 6: The Process of Value Creation II EF650 Strategic Planning and Analysis (1.25 cr.) EF722 Marketing Strategy Focuses on the fundamentals of strategic analysis and EF762 Financial Management II planning. Students learn internal analysis of the firm and external analysis of the firm’s environment, i.e., Module 7: The Process of Value Creation III industry and market structure, existing and emerg- EF767 Entrepreneurship (5 weeks) ing competitors, customers and macroenvironmental EF768 Operations Management forces. Large and small organizations in the profit and (5 weeks; continued) nonprofit sectors are compared and contrasted with EF774 International and Global Business regard to their approaches to strategic planning.

Module 8: The Process of Value Creation IV EF660 Statistics and Quantitative EF768 Operations Management (5 weeks) Methods (2.50 cr.) EF769 Project Management (5 weeks) Introduces the basic concepts of statistics with emphasis on management applications. Students gain competence in applied statistics and in applying a statistical computer package to business analysis. Presents probability concepts and distributions; procedures for estimating measures of location and dispersion; establishing confidence intervals; statistical process control; acceptance sampling; and multivariate analysis including contingency analysis, analysis of variance, and regression. 183

EF662 Leadership and Organizational EF670 Foundations of Economic Effectiveness (2.50 cr.) and Business Analysis (2.50 cr.) Addresses the human side of the enterprise and how Creates and applies microeconomic analysis tools to managing relationships becomes more important than the solution of business problems and the formula- performing tasks as managers acquire responsibil- tion of business strategy. Students learn standard ity for leadership. Students learn why some groups production, cost, and distribution theories of mar- perform well while others do not, what constitutes ket exchange. Topics include the firm’s pricing deci- truly outstanding leadership, and how a firm can sions in various market structures, the architecture transform itself. Topics include the determinants of of the firm, incentive systems, horizontal and verti- group culture; management of individuals as formal cal integration logic for optimizing supply chains, authority is eroding; establishment of productive and related internal pricing problems. relationships with peers and seniors over whom the manager has no formal authority; decision-making EF674 Financial Management I (2.50 cr.) under uncertainty; and the key characteristics of a Focuses on the theory and practice of finance from learning organization, including the identification a corporate perspective. Emphasis is placed on under- and transfer of best practices and the use of reflec- standing the role of financial decisions in determin- tion and metaphorical thinking. ing value. Students learn the basic techniques of financial management, skills in analyzing risks and EF663 Accounting for Executive financial returns in specific situations, and financial Decision-Making (3.75 cr.) issues faced by general management. Topics include By combining case studies, readings, lectures, and class valuation theory, financial markets, capital budget- discussion, this course empowers students to integrate ing, cost of capital, capital structure, dividend pol- accounting information into organizational planning icy, and international finance. and control processes. Topics include understanding the accounting cycle; the strategic approach to ana- EF719 Independent Study (1–3.00 cr.) lyzing financial statements including balance sheet, Prerequisite: Written or electronic permission of the program income statement, and cash flow; costing systems; director. Provides students with the opportunity to do cost-volume-profit analysis; budgeting and control a research or business development project under systems; relevant cost and decision-making; perfor- the supervision of a professor. mance evaluation; and strategic cost management. Practical application of both financial and manage- EF722 Marketing Strategy (2.50 cr.) rial accounting is emphasized. Builds directly from EF764 and is designed to provide an in-depth, hands-on learning experience in EF664 Global Macroeconomics (2.50 cr.) marketing strategy, planning, and analysis. Key plan- Introduces supply and demand analysis and then ning concepts and processes are outlined using lec- develops an understanding of macroeconomic the- tures, case studies, and a sophisticated, competitive ory and policy using active-learning, writing, and marketing simulation where feedback is provided to discussion methods. Students develop an awareness management teams regarding the impact of their stra- of monetary and fiscal policy impacts on long-term tegic and tactical decisions. Students develop market- trends and short-term fluctuations, how these bear ing plans for products entering different stages of the on their firms and industries, and how the circular product life cycle. flows of economic activity create various time series patterns. Students are prepared to assume discussion EF762 Financial Management II (2.50 cr.) leadership among superiors, peers, and subordinates. Focuses on student analysis and presentation of solu- Topics include the merits of free global markets and tions to several different types of financial problems flexible exchange rates; the interaction of global, using the case method. Develops skills in problem national, and regional supply and demand forces; identification, analysis, and decision-making. Students key ideas of Nobel laureates; labor and capital mar- learn to discuss alternative views of these situations kets interactions; international economic growth from the perspective of senior management of the patterns; problems of economic development; the organization. Topics include valuation theory, financial role of expectations within the business cycle; and markets, capital budgeting, cost of capital, capital struc- modern electronic commerce. ture, dividend policy, and international finance. 184 MBA Fellows Program

EF763 Ethics and Corporate development strategies; total quality management; Social Responsibility (2.50 cr.) global project management; cross-functional teams; Examines alternative perspectives on the social respon- global communication and electronic commerce; sibility of business. Students consider the responsi- supply chain management; and world class operations. bility of an organization’s leaders to set a corporate The course is integrated with EF769 and uses site culture that fosters ethical decision-making. visits, video tours, case studies, software demonstrations, and guest speakers to reinforce lessons. EF764 Marketing Management (2.50 cr.) Provides a broad background on the nature and EF769 Project Management (1.50 cr.) scope of marketing management. Students develop This course complements EF768 by developing and an understanding of core marketing concepts and presenting additional tools aimed at successfully apply them to contemporary problems. The focus is designing, implementing, and completing projects on the marketing mix—specifically the controllable in modern, often global, organizations. Students variables of product, promotion, distribution, and examine decision science tools, software, and global pricing. Topics include consumer and industrial goods communications technologies related to episodic, and services in the domestic and global marketplace, as time-constrained, complex, cross-functional, and well as marketing tools for developing actionable plans. enterprise-critical endeavors in areas such as the design of services and goods, major production pro- EF766 Government and Legal Environment cess redesign, facility construction, and research. of Business (2.50 cr.) Topics include project alignment with regular opera- Presents the interactive aspects of business with gov- tions; organizational structure options for projects; ernment agencies, policies, and legislation. Students characteristics of good project leaders; team forma- learn to evaluate the impact of legal and regulatory tion and management; control and delegation; CPM/ constraints on business strategies. Topics include man- PERT methods and latest software implementations; agement of dispute resolution, litigating and alternate time-cost models; milestones; handling change orders dispute resolution (ADR); managing a firm’s legal mat- and replanning; managing resources; communication ters; agency relationships; corporate governance; legal with superiors; use of simulation and prototypes in responsibilities to employees and investors; and the design projects and case studies. legal bases for business efforts to interact with government at all levels to influence the development of the EF771 Leading Change (1.25 cr.) legal environment. Attention is paid to global aspects. Focuses on the art and skill of leading change in a time of continuous change. Underlying premises EF767 Entrepreneurship (1.25 cr.) are that organizational change, whether planned or Designed to amplify individual talents and abilities unplanned, is inevitable and should be welcomed; through an organized and systematic mix of seminars, organizational change can be effectively managed clinical sessions, and expert advice available from a and led; leading change is a key skill every manager distinguished cadre of mentors. Guides entrepre- needs to survive and prosper in these turbulent times; neurs in their business plan creation, new product and creative thinking will allow continual, sustained development, turnaround, and business growth con- competitive advantage. Students improve their effec- cerns. Also covers areas considered important in the tiveness as change agents through broadening their management of technology, as well as innovation con- theoretical knowledge of the change process and cerned with technology and its many facets (including expanding their repertoire of practical change skills. ethical dilemmas). In the classroom, a peer network of students provides valuable feedback and advice in EF772 Information Technology solving problems. Course content is appropriate for and Strategy (3.00 cr.) “entrepreneurs” in large and small organizations. Examines strategic issues of how a firm determines and changes its position within its environment EF768 Operations Management (2.50 cr.) through the cybernetic process. Focuses on manage- Develops strategic and managerial understanding ment information systems (MIS), the management of of production processes for goods and services in all the MIS function, and the development and imple- types of organizations. Students use seminar-style mentation of a strategic technology strategy. Students active-learning and discussion methods to connect learn the impact of information technology on strat- the strategy of the encompassing enterprise to the egy, electronic commerce, organizational forms, secu- strategic perspective in operations and to relate oper- rity and privacy, and business and operating processes. ations to marketing, finance, and other functional Topics include issues of information architecture, data- areas of the enterprise. Topics include production base management systems, the systems development process improvement methods; services and goods process, and international operations. 185

EF773 Strategic Integration EF777 Putting Values into Action (1.00 cr.) and Implementation (3.75 cr.) The final component of the program, wherein stu- Presents strategic integration as a questioning, chal- dents examine profiles of leadership (personally lenging, unconventional, and innovative process. Stu- and professionally). Participants reflect on their val- dents prepare to think and act like general manag- ues, their ability to meet the professional challenges ers—individuals carrying titles such as chief executive of the twenty-first century, and their personal vision officer, plant manager, general manager, executive for the future. director, president, owner, and managing director. Also imparts the skills of a general manager and is EF799 Special Topics (1.25 cr.) almost wholly devoted to hands-on applications. Top- Students explore a selected business topic from a ics include instilling a critical, analytical, flexible, and leadership perspective through the most current creative mindset; challenging the organizational, readings, discussions, and experiences in the field. industrial, and national paradigms and problem- Group projects, papers, and presentations may be used solving recipes; proficiency in meeting the general to share information on the topic. May be repeated for management responsibility in strategy formulation credit with different topics. and implementation; and evaluation, design, development, and implementation of various functional plans for an organization using cases and/or simulations.

EF774 International and Global Business (2.50 cr.) The course adopts a general management/strategic viewpoint in the framework of the global environment. It is directed to the management opportunities and problems associated with the movement of goods, human resources, technology, ownership, and control across national and cultural boundaries. Stu- dents learn the additional information and wider perspective that result from international activities. The central theories of management, economics, and other business areas are studied and expanded. Topics include different cultural, political, economic, and legal environments which highlight the importance of attention to strategic as well as social and ethical constraints upon the multinational entity. From its position in the curriculum and its subject matter, the course helps to theoretically prepare the student for the international residency.

EF775 International Field Study (3.00 cr.) Provides participants with an experientially-based international field study. By design, this course over- laps and extends the thinking and perspective taken in the courses during the first two years, while providing students with a conceptual framework that can be expanded and modified by work in the third year. Students learn to make better management decisions in a competitive global environment with a particular emphasis on emerging markets. Topics include the application of the constraints and opportunities arising from diverse and changing international environmental factors (such as cultural distance, political risk, economic stability, legal complexities, and foreign exchange exposure) to actual managerial issues arising in conducting business overseas. Executive and Graduate Programs in Management Executive Master of Business Administration

Office: Timonium Campus, Suite 08 the role of executive leadership, team building, famil- Telephone: 410‑617‑5064 iarization with the program, and an introduction to Website: www.loyola.edu/graduate/sellinger/ the basics of accounting and statistics. programs/executive-mba.aspx International Field Study Assistant Dean, Graduate Programs: Following study of the global environment, students Manette D. Frese participate in an international field study focusing Academic Director: Gloria Phillips-Wren, on emerging markets, including on-site visits and Associate Professor of Information Systems executive briefings at multiple organizations. Assistant Director: Barbara J. Coward Domestic Field Study The Executive MBA (EMBA) program, one of the first In the fall of the second year, students travel on in the country, is a 21-month, weekend cohort pro- Southwest Airlines from Baltimore to Walt Disney gram designed for individuals with significant man- World in Orlando to observe the operations and mar- agement and leadership experience. The curriculum keting strategies of these two industry leaders as part emphasizes leadership development, executive coach- of a 24-hour, live case study of best practices. ing, and strategic integration of concepts. It is delivered over six modules, during which students take the Integrated Application equivalent of three courses per module (summers off). An integrated activity combines each module in Class days occur one day a week, all day, alternating which students reflect on the concepts introduced between Fridays and Saturdays. in each of the classes throughout the term. Students prepare an assignment and presentation that con- Throughout the program, students benefit from the solidates the overall lessons learned. The first inte- following distinctive features of the Sellinger School’s grated application is a team-based analysis of an EMBA program: industry and a publicly-traded firm within it. In the second module, students broaden their scope with Integrated, Theme-Based Program a team-based analysis relative to the global field of The curriculum’s theme is “Transformational Lead- study. The third integrated application is a team- ership: Transformation, Integration, Innovation.” The based analysis related to a domestic field study. The first module provides a solid foundation of business final integrated analysis is a consulting practicum principles through a study of the organization and that may be chosen within the student’s company. its industry sector. In the second module, students examine the economic forces of operating in the Executive Coaching global environment. The third module focuses on In order to build strong leadership skills relevant to the functional context in terms of finance, opera- each student, an executive coaching component serves tions, and marketing. The fourth module takes a look to strengthen personal effectiveness. ahead to the growth of the organization through driving change, as well as the growth of the individual Seminars and Special Sessions through career development. In addition to regular class meetings, students participate in select special sessions (on and off campus) Faculty Partners that help to develop additional skills and experien- The faculty who teach in the EMBA program have tial learning. academic ownership of the program, work together to ensure an integrated cross-functional approach, ADMISSION CRITERIA and seek to continuously improve the program. EMBA students are selected on the basis of the fol- Student Teams lowing criteria: management experience, potential, To facilitate learning and develop individual team and achievement with emphasis placed on the indi- skills, entering students are placed on teams set up vidual’s present position; prior academic achieve- based on professional/functional diversity and geo- ment as reflected by undergraduate and graduate graphic proximity. performance; and an interview with the assistant dean or assistant director of EMBA programs. Since Residency in Executive Leadership Loyola University Maryland follows a holistic admis- The residency portion of the program orients the sions process in selecting students for its Executive professional to the EMBA program and centers on MBA programs, the Graduate Management Admis- 187 sion Test (GMAT) is not required of candidates for same tuition throughout the two years of the EMBA the Executive MBA or MBA Fellows Program, provided program. Upon acceptance into the program, students they meet the following important criteria used to may choose from a variety of payment plans. measure an individual’s potential for success in the executive business learning environment: FINANCIAL AID

• evidence of exposure and success in areas of quan- EMBA students may be eligible for student loans titative study during one’s undergraduate and, if through the Federal Stafford Loan Program. All enter- applicable, graduate coursework or in one’s pro- ing students interested in financial aid should make fessional career; their intentions known early in the admissions process and apply directly through the Office of Financial Aid. • evidence of business and/or financial acumen through one’s prior career positions, current work, SCHOLARSHIPS leadership roles and responsibilities, and industry experience; Need- and merit-based scholarships are available for qualified diversity candidates, nonprofit managers, • evidence of appropriate communication skills follow- entrepreneurs, and female executives. As part of the ing a review of one’s admission materials, written per- application process, candidates are asked to submit a sonal statement, and one’s interview with the assistant copy of their most recent tax return, as well as a brief dean or assistant director of EMBA programs. essay explaining the need for the scholarship and how the bursary would help them to achieve their pro- Should it be determined that a candidate may need fessional goals. Scholarship awards are determined some preparatory skill-building in the quantitative and allocated in the summer prior to the beginning areas, the candidate may be asked to complete course- of the academic year of enrollment. To discuss eligibil- work or on-line refresher programs or tutorials prior to ity and the application process, contact the assistant the start of the EMBA or MBA Fellows Program. This director of EMBA programs. work may cover areas in business math, accounting, statistics, or writing. Such work would be recom- BASIC COMPETENCIES mended in order to properly prepare those candidates who are otherwise appropriate matches for Skills in written and oral communication, quantita- pursuit of an Executive MBA or participation in the tive analysis, computer usage, and software applica- MBA Fellows Program, but whose academic or pro- tions are essential for success in the EMBA program. fessional backgrounds indicate that the candidate Written and oral communication skills are necessary would benefit from additional preparation. for writing and presentation requirements. In the quantitative analysis area, students should have the APPLICATION PROCEDURES capability to understand, manipulate, and graph algebraic functions. Throughout the program, computer Prospective students should file an application with software is used as a medium for presentation and as fee, essay, three letters of recommendation, official a framework for analysis. As a minimum, each student transcripts, and a resume of their managerial/profes- should be able to use spreadsheet, presentation, and sional experience. All application materials should word processing software applications in a Windows be sent to the assistant director of EMBA programs. environment and have access to a personal computer. Several options exist to provide such competencies to An admission committee is the final arbiter of admis- an entering student. These options can be explored sion to the program. In addition to evaluation of with prospective students in the admissions process. undergraduate performance and test scores, the committee also weighs such factors as depth and breadth DEGREE REQUIREMENTS of managerial experience, organizational endorsement, references, evidence of other advanced academic The EMBA program encompasses a two academic year study, and professional awards and certifications. period in which all students begin as cohorts and take the same courses together. Students who successfully FINANCIAL INFORMATION complete the requirements are awarded a Master of Business Administration (M.B.A.). Tuition includes all textbooks, educational materials, international and domestic residencies, travel, library services, computer use, registration, and graduation fees. It is the policy of the University to maintain the 188 Executive Master of Business Administration

PROGRAM OF STUDY Capstone Retreat EM777 Putting Values into Action The following program applies to students in the Class of 2012 and later, and to the second year for COURSE DESCRIPTIONS students in the Class of 2011. EM601 Residency in Executive Leadership (2.50 cr.) First Year On-site residency to introduce students to cohort and team-based instruction. Small teams are estab- Initial Residency lished and individual expertise is shared. Concepts EM601 Residency in Executive Leadership of accounting, statistics, and strategic management are examined through case studies, role playing, Fall Module and simulations. EM602 Leadership and Organizational Effectiveness EM602 Leadership and Organizational EM603 Financial and Managerial Accounting Effectiveness (2.00 cr.) (continued) Selected aspects of human behavior in organizations EM616 Ethics and Social Responsibility are presented. Leadership, motivation, teams, decision-making and problem solving, conflict manage- Winter Module ment, power and politics, and organizational effec- EM603 Financial and Managerial Accounting tiveness are emphasized. Many of the concepts deal EM605 Economics and Business Analysis with social interaction and interpersonal behavior. (Microeconomics) Typically, the course takes the view of the manager EM607 Decision-Making Tools and how the manager influences others through lead- EM617 Strategy Formulation ership and teamwork. Most of the issues deal with EM650 Integrating Knowledge leading and managing people in organizations. Much of the material presented is derived from theories Spring Module and research produced by the behavioral sciences, EM608 International Macroeconomics especially psychology. However, the emphasis is applied EM609 Global Business and pragmatic—frequently posing the question, What EM613 Government and Legal Environment would I do if I were the manager in this situation? of Business EM603 Financial and Managerial Second Year Accounting (3.00 cr.) Students gain an understanding of financial manage- International Residency rial accounting concepts, principles, techniques, and EM700 International Field Study procedures involved in making business decisions. The course focuses on the analysis and interpretation Fall Module of financial statements with primary emphasis on the EM701 Team Development measurement of results of operations and financial EM704 Strategic Marketing position of business organizations. It starts with an EM705 Strategic Finance understanding of the accounting environment and EM721 Strategic Operations Management major players in establishing the role and attesting to the accuracy of the financial reports. Students then Winter Module discuss the foundation of financial accounting and EM750 Deep Dive Elective I learn about the accounting cycle, from recording EM760 Deep Dive Elective II transaction to closing the books and preparing the financial reports. Differentiation is made between Spring Module the use of accounting information for external and EM703 Leading Change internal business decisions. Students learn how costs EM707 Information Technology and Strategy are accumulated, how to predict profits (or losses) EM716 Strategy Implementation/Consulting through the cost volume profit analysis, and how to Practicum prepare and use budgets to control costs and evalu- EM761 Personal Effectiveness ate performance. Additionally, students review the EM762 Power and Influence IMA’s “Statement of Ethical Professional Practice” and evaluate the possible outcomes and implications of unethical behavior within the finance function. 189

EM605 Economic and Business Analysis ment of dispute resolution (litigation and its alterna- (Microeconomics) (2.50 cr.) tives); managing a firm’s legal matters; agency relation- Presents how individuals, households, firms, and some ships; corporate governance; legal responsibilities to states make decisions to allocate limited resources, employees and investors; and relationships among busi- typically in markets where goods or services are being ness, government, and society. bought and sold. Students examine how these decisions and behaviors affect the supply and demand EM616 Ethics and Social Responsibility (2.00 cr.) for goods and services, which determines prices; This course has two primary objectives: it provides a and how prices, in turn, determine the supply and practical, action-oriented approach to business eth- demand of goods and services. Students identify mar- ics that helps individuals who work in corporations ket mechanisms that establish relative prices amongst and organizations decide what to do when they are goods and services and allocation of limited resources faced with an ethical dilemma; and it explores mod- amongst many alternative uses. Also considered are ern corporate social responsibility, an approach to opportunity cost, cost/benefit analysis, marginal anal- management that guides organizations beyond cre- ysis, theory of the consumer and firm, and the elastic- ating an ethical environment in the workplace. In ity of products within the market system. particular, the course’s social responsibility units consider the obligations of an organization to go beyond EM607 Decision-Making Tools (2.50 cr.) maximizing shareholder value. While pursuing these Statistical data analysis is covered, with an emphasis objectives, students study alternative perspectives on a on management applications and decision-making. wide range of contemporary business issues through Topics include qualitative decision-making, descrip- readings and case studies. Ultimately, students see the tive statistics, estimation, statistical process control, extent to which ethics and moral and social responsi- acceptance sampling, forecasting, and time series bilities are intertwined. analysis. Students learn to model and apply the techniques of decision-making to multiple, variable situa- EM617 Strategy Formulation (1.50 cr.) tions and integrate the use of computer resources as Focuses on developing general management insights, a decision support tool. and exposing a variety of perspectives on, approaches to, and tools for the conduct of strategic management. EM608 International Macroeconomics (2.50 cr.) Students complete an industry segment situation anal- Students develop an understanding of the forces that ysis and a firm-specific strategic audit. determine important domestic and international macroeconomic variables. These variables include EM650 Integrating Knowledge (1.00 cr.) output, employment, productivity growth, inflation, Students team to complete an analysis of an industry interest rates, and foreign exchange rates. Students and two publicly traded firms (one leader and one lag- work with real world data to see how well their mod- gard in the same industry) from the Firm Form 10K, els work when explaining the world around us. The annual proxy statement, and corporate website. The analysis of domestic and global markets provides a course concludes with each team demonstrating the means for understanding macroeconomic debates. capabilities required to integrate business concepts to analyze the business of a firm, apply the tools provided EM609 Global Business (2.50 cr.) in the course to the analysis, and effectively present Students develop a conceptual and practical under- the analysis outcomes in written and oral format. standing of the global context and conduct of business. The driving forces of globalization and its many mani- EM700 International Field Study (3.00 cr.) festations are examined—its impact on the firm, the A global perspective is added to the students’ busi- environment, the domestic economy, the nation state, ness learning experience. The class travels to two inter- culture, and emerging markets. The course addresses national destinations and engages with businesses in the theory and practice of international trade, invest- those locations. The destinations include emerging ment, financial flows, and technology and its impact on markets, while the businesses include both U.S. com- cross-border transactions and international business. panies doing business internationally, as well as internationally-domiciled organizations. Students integrate EM613 Government and the Legal Environment the cultural experience into their program through of Business (2.50 cr.) course assignments and reflection. Students are encouraged to consider how businesses and other organizations interact with government EM701 Team Development (1.00 cr.) agencies. Executives learn how legislators, judges, and The students’ experience in teams is augmented. Stu- government agencies promote good business decision- dent teams are reformed following the first year of their making, on behalf of citizens. Topics include manage- programs. The development course engages students 190 Executive Master of Business Administration in learning activities to bring closure to their first year EM716 Strategy Implementation/Consulting team experience and transition through the group for- Practicum (3.00 cr.) mation steps to begin their second year team experience. Focuses on the application of strategic design tools. The application of the tools to a particular company EM703 Leading Change (2.50 cr.) teaches students how to align the various elements A strategic and managerial perspective is taken on of an organization to support the implementation leading and orchestrating significant organizational of a chosen strategy. change for improvement in all types of organizations. The change process is analyzed through the lens of EM721 Strategic Operations Management (3.00 cr.) the strategist, implementer, and change recipient. Develops the strategic and managerial understand- Robust change models with broad applicability are ing of production processes for goods and services introduced. Influence, empowerment, and politicking in all types of organizations. Students use seminar- are seen as critical tools of the change implementer. style, active learning and discussion methods to connect Developing and communicating a compelling vision the strategy of the encompassing enterprise to strategic while cultivating and maintaining powerful internal perspective in operations and to relate operations to and external networks are inherent to the change marketing, finance, and other functional areas of the landscape. Specific implementation steps, change enterprise. Topics include process improvement meth- management, and persuasion approaches are seen as ods, services and goods development strategies, total important processes to attend to in moving the orga- quality management, global project management, nization forward. The perspective of change recipi- cross-functional teams, global communication and ents is systematically developed to sensitize executives electronic commerce, supply chain management, and to the ethical issues and dynamics involved in effec- world class operations. Case studies, class discussion, tive organizational transformation. The course con- projects, and guest speakers reinforce readings. cludes with a perspective on effectively and ethically managing one’s career. EM750 Deep Dive Elective I (1.00 cr.) Students choose a topic to dive into in detail. Students EM704 Strategic Marketing (3.00 cr.) select from topics such as gorilla marketing, merg- Focuses on marketing strategy, planning, and analy- ers and acquisitions, social media, innovation, new sis. This course integrates a competitive marketing product development, and entrepreneurship. The course simulation where feedback is provided to manage- is delivered in a classroom setting. ment teams regarding plans for products entering different stages of the product life cycle. Particular EM760 Deep Dive Elective II (1.00 cr.) emphasis is given to the early stages of the life cycle Student groups collaborate with faculty to identify through a close examination of innovation and prod- a subject area that they would all like to examine in uct development techniques. depth. The topic may be a continuation of EM750 or an entirely new topic. EM705 Strategic Finance (3.00 cr.) A case-based course with sessions focused on discus- EM761 Personal Effectiveness (1.00 cr.) sion of case content, finance concepts and methods, Student develop their personal management and and current financial events and examples. A prin- leadership styles. External information such as 360 ciple benefit of the case method is honing critical, reviews are used to enhance self-awareness. analytical, creative, and reflective thinking. EM762 Power and Influence (1.00 cr.) EM707 Information Technology Focuses on students’ ability to lead and influence and Strategy (2.50 cr.) people. Strengthens students’ skills in shaping their Students develop their ability to synthesize and apply organization by examining their ability to motivate frameworks, technologies, and concepts of information and lead. technology (IT) to managerial situations. Additionally, students gain a strategic perspective from which they EM777 Putting Values into Action (1.00 cr.) view IT resources for competitive advantage. Topics Upon completion of the business curriculum, stu- include databases, data mining, decision-making with dents participate in a retreat consisting of program risk, interorganizational systems, information security, reflection, community service, and personal vision- and the value of the IT investment. ing. Students are guided to integrate all they have learned into creating a future that fully uses their content learning, as well as their Jesuit values to be leaders for others. Academic Calendar

SUMMER SESSIONS 2010 FALL SEMESTER 2010

April 2010 September 2010

7 Web and Mail-In Registration begin 6 Labor Day (No Classes) for Summer Sessions 8 Fall Semester begins, except Education and Liberal Studies May 2010 8 Applications due for January 2011 Graduation 18 Web and Mail-In Registration end 8–14 Late Registration for Fall Semester for first Summer Session 15 Fall Semester begins for Education 28–31 Memorial Day Observed and Liberal Studies (University Closed) October 2010 June 2010 November 2010 2 First Summer Session begins 2 Applications due for September 2010 15 Web and Mail-In Registration begin Graduation for Spring 2011 Semester 2–3 Late Registration for first Summer 19 Applications due for January Psychology Session Comprehensive Exams 18 Applications due for July Psychology 23 Thanksgiving Holiday begins Comprehensive Exams after last class 22 Last day to withdraw from a course with 24–28 Thanksgiving Holiday (No Classes) a grade of W for first Summer Session 25–28 Thanksgiving Holiday (University Closed) July 2010 29 Classes Resume

2 Web and Mail-In Registration end December 2010 for second Summer Session 5–6 Independence Day Observed 1 Last day to withdraw from a course with (University Closed) a grade of W for Fall Semester 12 Web and Mail-In Registration begin 13–16 Exams and close of Fall Semester for for Fall 2010 Semester Education and Liberal Studies 15 First Summer Session ends 20–23 Exams and close of Fall Semester 19 Second Summer Session begins 21 Web Registration ends for Spring 2011 19–20 Late Registration for second Semester Summer Session 24–1/2 Christmas Break (University Closed) 20–21 Psychology Comprehensive Exams

August 2010

5 Last day to withdraw from a course with a grade of W for second Summer Session 13 Web and Mail-In Registration end for Fall 2010 Semester 26 Second Summer Session ends 192 Academic Calendar

SPRING SEMESTER 2011 May 2011

January 2011 3, 4, Exams and close of Spring Semester 9, 12 3 University Opens 17 Web and Mail-In Registration end 3 Mail-In Registration ends for first Summer Session for Spring Semester 20 Academic Honors and Departmental Awards 4–5 Psychology Comprehensive Exams Ceremony: McManus Theatre, 11 a.m. 17 Martin Luther King Jr. Holiday 20 Baccalaureate Mass: Reitz Arena, 1:30 p.m. (University Closed) 21 Commencement: 1st Mariner Arena, 11 a.m. 18 Spring Semester begins 27–30 Memorial Day Observed 18 Applications due for May 2011 (University Closed) Graduation 18–21 Late Registration for Spring Semester Note: ELMBA, EMBA, and MBA Fellows Program TBA Speech-Language Pathology/Audiology dates differ from those shown above. All dates are Comprehensive Exams subject to change. Education students are encouraged to contact their academic advisors with ques- February 2011 tions about course selection.

11 Applications due for March Psychology Comprehensive Exams

March 2011

7–13 Spring Break 8–9 Psychology Comprehensive Exams 14 Classes Resume 25 Maryland Day Celebration

April 2011

4 Last day for Education and Liberal Studies to withdraw from a course with a grade of W for Spring Semester 18 Web and Mail-In Registration begin for Summer 2011 Sessions 19 Last day to withdraw from a course with a grade of W for Spring Semester 19, 20, Exams and close of Spring Semester 25, 28 for Education and Liberal Studies 21–24 Easter Holiday (No Classes) 22–25 Easter Holiday (Offices Closed) 25 Classes Resume Board of Trustees

José I. Badenes, S.J. Gino J. Gemignani, Jr. Associate Professor of Modern Languages and Literatures Loyola College ’71 Director of Catholic Studies Senior Vice President Loyola Marymount University The Whiting-Turner Contracting Company

W. Bradley Bennett I. H. Hammerman II, Emeritus Loyola College ’87 Loyola College L.H.D. ’96 Chief Executive Officer President FUNDAMENTAL Trust Management, Inc.

Kenneth Boehl H. Edward Hanway Loyola College ’76, M.B.A. ’81 Loyola College ’74 Chairman and Chief Executive Officer Edward A. Burchell CIGNA Corporation Loyola College ’64 Richard E. Hug, Emeritus Beverly A. Burke Chairman and Chief Executive Officer Media and Communications Specialist Hug Enterprises, Inc. Television Journalist M. Cathleen Kaveny William R. Campbell, S.J. John P. Murphy Foundation President Professor of Law and Cheverus High School Professor of Theology University of Notre Dame Michael P. Cataneo Loyola College ’61 Kevin C. Keelty President Loyola College ’68 Cataneo, Inc. Retired Executive Capmark Finance, Inc. Louis R. Cestello Regional President Robert D. Kelly PNC Bank, Greater Baltimore Loyola College ’94 Vice President for Student Affairs John R. Cochran Loyola University Chicago Loyola College ’73, L.H.D. ’07 Retired Executive T. Frank Kennedy, S.J. MBNA Corporation Rector of the Jesuit Community Director of the Jesuit Institute David L. Ferguson Canisius Chair in the Humanities Loyola College ’77 Boston College Partner Weston Presidio Brian F. Linnane, S.J. ex-officio President Kevin Finnerty Loyola University Maryland Principal Mariner/Galton Capital Mark O. Knott Loyola College ’92 James Forbes Vice President Loyola College ’80 Maryland Management Company Managing Director and Global Head Global Principal Investments M. Karen McNally, R.S.M. Bank of America Merrill Lynch Chief Administrative Officer Stella Maris 194 Board of Trustees

Johnny Mesko Loyola College ’09 West Side Catholic Center

Hugh W. Mohler Loyola College ’68 Chairman and Chief Executive Officer Bay National Bank

Aine O’Connor, R.S.M.

Sterling Pack Loyola College ’08 Audit and Enterprise Risk Associate Deloitte, LLP

John Paterakis, Sr. Loyola College, L.H.D. ’90 President H & S Bakery

Gerard Reedy, S.J. University Professor Fordham University

Michael Tunney, S.J. Professor of Fine Arts Rector, Canisius Jesuit Community Canisius College Directory

EXECUTIVE ADMINISTRATION ADMINISTRATION

Brian F. Linnane, S.J., President Ann M. Attanasio, Assistant Dean of Full-Time Programs, A.B., Boston College; M.A., Georgetown University; Sellinger School of Business and Management M.Div., S.T.L., Jesuit School of Theology at Berkeley; B.A., LeMoyne College; M.S., Elmira College M.A., M.Phil., Ph.D., Yale University David R. Beaupre, Assistant Vice President Marc M. Camille, Vice President for Enrollment of Financial Services Management and Communications B.S., College of St. Joseph; M.B.A., Suffolk University A.B., Rollins College; M.A., University of Miami Joseph Bradley, Director of Event Services Susan M. Donovan, Vice President for Student B.A., Towson University Development; Dean of Students B.A., Buena Vista College; M.S., Florida State Mark Broderick, Director of Student Activities University; Ph.D., St. Louis University B.S., University of Scranton

Thomas J. Kingston, Jr., Interim Vice President Timothy Brown, S.J., Special Assistant to the President for Finance and Treasurer for Mission Integration B.S., LeMoyne College; M.Ed., University of Delaware B.S., Georgetown University; M.Div., Fordham University; M.Div., Weston School of Theology; J.D., Karyl B. Leggio, Dean, Sellinger School of Business George Mason University and Management B.S., Virginia Polytechnic Institute and State University; George W. Casey, Assistant Vice President M.B.A., East Tennessee State University; Ph.D., for Human Resources University of Kansas B.A., M.A., The George Washington University; Ph.D., Union Institute James J. Miracky, S.J., Dean, Loyola College B.A., Fordham University; M.Div., S.T.M., Jesuit School Xavier A. Cole, Assistant to the Dean of Students of Theology at Berkeley; M.A., Ph.D., Rutgers University B.A., University of Mississippi; M.A., Miami University (Oxford) Peter C. Murrell, Jr., Dean, School of Education B.A., Carleton College; M.S., University of Wisconsin André P. Colombat, Dean of International Programs (Madison); Ph.D., University of Wisconsin (Milwaukee) Baccalaureat, Lycee Jean-Puy; B.A., Maitrise, Universite Lyon II; Ph.D., Washington University Terrence M. Sawyer, Vice President of Administration B.A., University of Maryland (College Park); J.D., Donelda A. Cook, Assistant Vice President for Widener University School of Law Student Development; Director, Counseling Center B.S., Delaware State University; M.A., Ph.D., Timothy Law Snyder, Vice President Southern Illinois University for Academic Affairs B.A., B.S., M.S., University of Toledo; M.A., Ph.D., Nancy Y. Dafau, Director, Office of Research Princeton University and Sponsored Programs B.A., Colgate University; M.A., University of Miami

David C. Daughaday, Director of Resource Management B.S., Butler University; M.B.A., Loyola College in Maryland

Jack Dennis, S.J., Director of Campus Ministry B.A., Villanova University; M.Div., Jesuit School of Theology at Berkeley; M.Ed., Harvard University 196 Directory

Christy L. DeVader, Associate Dean, Sellinger Jane Curley Hogge, Director of Annual Giving School of Business and Management B.A., Loyola College in Maryland; M.B.A., Carnegie B.S., Fort Hays State University; M.A., Ph.D., Mellon University University of Akron Courtney M. Jolley, Director of Public Relations Dena M. Ebert, Director of Development for Loyola B.A., Fordham University College and the School of Education B.A., Bucknell University; M.B.A., Monmouth University Suzanne E. Keilson, Associate Dean of Operations, Loyola College Maureen Welby Faux, Director of Graduate Admission B.A., Yale University; M.S., M.Phil., Ph.D., B.A., Arcadia University; M.A., Pepperdine Columbia University University; M.Ed., Loyola University Maryland Rita LaVerghetta-Steiner, Director of Records L. Mickey Fenzel, Associate Dean, School of Education B.A., Towson University B.S., M.B.A., Ph.D., Cornell University; M.A., Loyola College in Maryland; Licensed Psychologist Salvatore A. Lenzo, Director of Information Systems, Sellinger School of Business and Management Louise A. Finn, Assistant Vice President for Technology B.S., M.B.A., Loyola College in Maryland; PMP Services; Chief Information Officer B.S., M.B.A., Johns Hopkins University Mark L. Lindenmeyer, Assistant Vice President and Director of Financial Aid Kristen Fisher, Director of Ceremonies B.A., M.B.A., Loyola College in Maryland B.S., Loyola College in Maryland Eugenia Lombardi, Director of Student Health Services Joan M. Flynn, Assistant Vice President for R.N., B.S., Mount St. Agnes College; M.A., C.R.N.P., Administration University of Maryland B.S., West Virginia University; M.B.A., Loyola College in Maryland Carl E. Luty, Director of Advancement Communications B.A., Trinity College; Ph.D., Pennsylvania State Steven G. Fox, Director, Office of Technology Support University B.S., Towson University Michael J. Mansfield, Director of Student Timothy F. Fox, Director, Department of Public Safety Administrative Services B.A., Gannon University; M.S., Cardinal Stritch College B.B.A., State University of New York; M.B.A., Loyola College in Maryland Manette D. Frese, Assistant Dean of Graduate Programs, Sellinger School of Business and Management Brian McDermott, S.J., Rector B.A., M.B.A., Loyola College in Maryland B.A., M.A., Fordham University; M.Div., Woodstock College; S.Th., Union Theological Seminary; Dr.Theol., Catherine Gugerty, S.S.N.D., Director, Center for University of Nijmegen (Holland) Community Service and Justice B.A., College of Notre Dame of Maryland; M.S., John McGinty, Director, Loyola/Notre Dame Library Loyola College in Maryland; NCC B.A., Columbia University; M.L.S., Rutgers University; M.B.A., University of Connecticut Christopher J. Haley, Director of Development for the Sellinger School of Business and Management Deborah Miller, Director, Academic Advising and B.S.B.A., Xavier University Support Center B.A., Wake Forest University; M.A., Loyola College Brian P. Hatcher, Director of Publications in Maryland B.A., Pennsylvania State University Jennifer Mills, Director of Payroll Operations Sharon B. Higgins, Assistant Vice President B.S., Salisbury University; M.B.A., Loyola College for Marketing and Communications in Maryland B.S., Old Dominion University 197

Sharon Diane Nell, Associate Dean of Graduate Elizabeth N. Schroder, Director of Corporate Programs, Loyola College and Foundation Relations B.A., M.A., University of Houston; Ph.D., Rice University B.A., M.A., Virginia Polytechnic Institute and State University Kelly Nelson, Controller B.S., University of Florida; M.A.S., University of CreSaundra Sills, Director, The Career Center Illinois; CPA B.A., M.A., Loyola College in Maryland; Ph.D., University of Maryland Brian M. Oakes, Director of Alumni Relations B.A., M.B.A., Loyola University Maryland Megan E. Sneeringer, Director of Donor Relations B.S., Pennsylvania State University James B. O’Hara, Special Assistant, Executive MBA Programs Amanda McCombs Thomas, Associate Vice President B.A., St. Mary’s Seminary; S.T.B., S.T.L., Gregorian for Graduate Studies University; J.D., University of Baltimore B.A., College of William and Mary; M.S., Ph.D., University of Georgia Les Pely, Director of Project Management and Facilities Maintenance Doris A. Trainor, Director of Employee Relations B.A., M.Ed., Loyola College in Maryland and Professional Development B.S.C.E., University of Miami; M.A.S., Johns Thomas J. Podles, Director of Infrastructure, Hopkins University Technology Services B.S., University of Maryland; M.E.S., Loyola College Christopher R. Vaughan, Director of Planned Giving in Maryland B.A., M.B.A., Loyola University Maryland

Robert B. Pond, Jr., Associate Dean for the Natural Elizabeth Vindivich, Budget Director, Facilities and Sciences, Loyola College Campus Services B.E.S., Johns Hopkins University; M.S., Ph.D., University of Pennsylvania Ian A. Webster, Director of Advancement Services B.A., Salisbury University Charles H. Riordan, Director of Facilities Operations B.A., Benedictine College; M.B.A., Pamela Wetherbee-Metcalf, Director Monmouth University of Recreational Sports B.A., Salem College; M.A., The United States Allison T. Rubin, Director of Advancement Events Sports Academy B.S., Providence College Martha L. Wharton, Assistant Vice President Richard T. Satterlee, Assistant Vice President for Academic Affairs and Diversity for Student Development B.A., Dartmouth College; J.D., Dickinson School of B.A., Occidental College; M.Ed., Oregon State University Law; Ph.D., University of Massachusetts (Amherst)

Terra Schehr, Assistant Vice President for Institutional Marcia F. Wiedefeld, Director of Disability Research and Effectiveness Support Services B.A., Emory and Henry College; M.A., San Francisco B.S., Towson University; M.A., The George Washington State University University; CRC

Helen T. Schneider, Associate Vice President Jan E. Williams, Director, Alcohol and Drug Education for Facilities and Campus Services and Support Services B.A., University of Virginia; M.B.A., University B.A., Colgate University; J.D., The George Washington of Delaware University

Janet Simon Schreck, Executive Director, The Loyola Clinical Centers B.A., M.S., Loyola College in Maryland; CCC-SLP 198 Directory

DEPARTMENT CHAIRS Beth A. Kotchick, Associate Professor of Psychology; Chair, Psychology Department John D. Burger, Associate Professor of Economics; B.A., M.A., Loyola College in Maryland; Ph.D., Chair, Department of Economics University of Georgia B.A., Wake Forest University; Ph.D., University of North Carolina Gloria Phillips-Wren, Associate Professor of Information Systems; Chair, Department of Information Systems Sharon E. Cheston, Professor of Pastoral Counseling; and Operations Management; Academic Director, Chair, Pastoral Counseling Department Executive and Fellows Programs B.A., Roanoke College; M.Ed., North Carolina State B.A., Western Maryland College; M.Ed., Towson University; Ed.D., Northern Illinois University; LCPC University; M.B.A., Loyola College in Maryland; M.S., Ph.D., University of Maryland (Baltimore County) Harsha B. Desai, Professor of Management; Chair, Department of Management and International Business Peter L. Rennert-Ariev, Associate Professor of B.E., University of Poona; M.S., Ph.D., Pennsylvania Education; Chair, Department of Education Specialties State University B.A., Hamilton College; M.Ed., George Mason University; Ph.D., University of Maryland (College Park) Randall P. Donaldson, Associate Professor of Modern Languages and Literatures (German); Director, Kathleen Siren, Assistant Professor of Speech- Graduate Program in Liberal Studies Language Pathology/Audiology; Chair, Department B.A., Pomona College; M.A., Ph.D., Johns Hopkins of Speech-Language Pathology/Audiology University B.A., M.A., Ph.D., University of Kansas; CCC-SLP

Sharon L. Dubble, Assistant Professor of Education; Wendy M. Smith, Associate Professor of Education; Director, Graduate Program in Montessori Education Chair, Department of Teacher Education B.A., University of Michigan; A.M.I., Washington B.S., State University of New York; M.Ed., University Montessori Institute; Ph.D., Walden University of North Carolina; Ph.D., University of Wyoming

Roger D. Eastman, Associate Professor of Computer FACULTY Science; Chair, Computer Science Department B.A., University of Missouri; M.S., Ph.D., University Nancy Alperstein, Affiliate Assistant Professor of Maryland of Marketing B.A., University of Pennsylvania; M.B.A., Harold D. Fletcher, Professor of Finance; Interim New York University Chair, Department of Finance B.S., Western Kentucky University; M.A., University Neil Alperstein, Professor of Communication of Kentucky; Ph.D., University of Illinois B.S., Ph.D, University of Maryland; M.A., Antioch College Andrea Giampetro-Meyer, Professor of Law; Chair, Department of Law and Social Responsibility; Julie A. Anderson, Instructor of Computer Science Academic Director, Emerging Leaders MBA Program B.A., Towson University; M.S., Johns Hopkins University B.S.B.A., Bowling Green State University; J.D., College of William and Mary Deborah Anthony, Instructor of Education; Internship Coordinator, Professional Development Kermit O. Keeling, Associate Professor of Accounting; Schools (Elementary) Chair, Department of Accounting B.A., Towson University; M.A., Johns Hopkins University B.S.E.E., University of Cincinnati; M.B.A., Southern Methodist University; L.L.M., J.D., University of Douglas A. Ashworth, Affiliate Instructor Houston; CPA of Computer Science B.S., Drexel University; M.E.S., Loyola College Richard Klink, Professor of Marketing; Chair, in Maryland Department of Marketing B.S., Duquesne University; M.B.A., Ph.D., University Gerard A. Athaide, Professor of Marketing of Pittsburgh B.Sc., M.M.S., University of Bombay; M.B.A., Ph.D., Syracuse University 199

Kay Baker, Assistant Professor of Education; David W. Binkley, Professor of Computer Science; Director of AMI Training (Elementary Level) Director and Academic Coordinator (Software B.A., College of New Rochelle; M.A., Ph.D., Engineering), Graduate Programs in Computer Science University of Maryland B.S., Case Western Reserve University; M.S., Ph.D., University of Wisconsin (Madison) Ned Balbo, Affiliate Associate Professor of Writing A.B., Vassar College; M.A., Johns Hopkins University; Shelley Bliss, Affiliate Instructor of Information M.F.A., University of Iowa Systems and Operations Management B.S., Towson University; M.S., Johns Hopkins Patricia Baltzley, Affiliate Instructor of Education University; M.B.A., Loyola College in Maryland B.A., College of Notre Dame of Maryland; M.S., Shippensburg University William E. Blouch, Professor of Accounting B.S.B.A., M.B.A., Shippensburg University; D.B.A., Jeffrey Barnett, Professor of Psychology Kent State University B.S., State University of New York, College at Oneonta; M.A., Psy.D., Yeshiva University; ABPP Lisa Boarman, Affiliate Instructor of Education B.S., Salisbury State University; M.S., Johns Hopkins Carolyn McNamara Barry, Associate Professor University of Psychology; Director, Undergraduate Education (Psychology) Mark J. Bock, Affiliate Assistant Professor of Economics B.S., Ursinus College; Ph.D., University of Maryland B.A., Canisius College; Ph.D., Binghamton University (College Park) Beverly Booker, Assistant Professor of Education S. Craig Bass, Affiliate Instructor of Education B.A., M.S., Hampton University; Ph.D., University B.A., University of Maryland; M.A., Loyola College of Louisville in Maryland Richard P. Boothby, Professor of Philosophy R. Andrew Bauer, Affiliate Assistant Professor A.B., Yale University; M.Ed., Harvard University; of Economics Ph.D., Boston University B.A., American University; Ph.D., Emory University David A. Boyd, Affiliate Instructor David R. Belz, Affiliate Instructor of Writing of Computer Science B.A., Loyola College in Maryland; M.L.A., B.S., University of Maryland (College Park); M.S., St. John’s College Loyola College in Maryland

Michael D. Bender, Affiliate Instructor John R. Breihan, Professor of History of Computer Science A.B., Princeton University; Ph.D., University of B.S., Johns Hopkins University, M.E.S., Loyola College Cambridge (England) in Maryland Timothy Brown, S.J., Associate Professor of Law; Michael E. Berman, Affiliate Instructor of Computer Special Assistant to the President for Mission Science; Director of Program Operations, Graduate Integration Programs in Computer Science B.S., Georgetown University; M.Div., Fordham B.S., University of Delaware; M.S., University of University; M.Div., Weston School of Theology; J.D., Maryland (Baltimore County) George Mason University

Joen Bettmann, Affiliate Clinical Faculty of Julia A. Bryan, Affiliate Assistant Professor of Education Education B.S., University of the West Indies (Mona, Jamaica); B.A., Marietta College; M.A.,Loyola College in M.Ed., University of Southern Mississippi; Ph.D., Maryland; Director of Training, Association University of Maryland Montessori Internationale James R. Bunzli, Associate Professor of Fine Arts Hossein Beyzavi, Affiliate Instructor (Theatre) of Computer Science B.A., Kalamazoo College; M.F.A., University of Texas B.S., Mankato State University; M.E.S., Loyola (Austin); Ph.D., Bowling Green State University College in Maryland 200 Directory

John D. Burger, Associate Professor of Economics; Donelda A. Cook, Affiliate Assistant Professor of Chair, Department of Economics Pastoral Counseling; Assistant Vice President for B.A., Wake Forest University; Ph.D., University of Student Development; Director, Counseling Center North Carolina B.S., Delaware State University; M.A., Ph.D., Southern Illinois University Kathleen A. Burgess, Affiliate Instructor of Education B.S., Pennsylvania State University; M.S., University Russell J. Cook, Professor of Communication; of Pennsylvania; Ph.D., University of Virginia Chair, Department of Communication B.F.A., M.A., Miami University (Ohio); Ph.D., Ohio Steven A. Burr, Affiliate Instructor of Liberal Studies University (Athens) B.S., Towson State University; M.M.S., Loyola College in Maryland; D.L.S. (candidate), Georgetown University Ernest F. Cooke, Professor of Marketing B.E.E., New York University; M.S., Case Institute Michael G. Burton, Professor of Sociology of Technology; M.A., Western Reserve University; B.S., University of Houston; M.A., Ph.D., University Ph.D., Case Western Reserve University; P.E. (Ohio) of Texas (Austin) Rosemary Cook-Johnson, Affiliate Assistant Professor Catherine Castellan, Assistant Professor of Education of Pastoral Counseling B.S., Ph.D., University of Maryland (College Park); B.S., Towson University; M.S.W., University of M.A., Loyola College in Maryland Maryland (Baltimore); Ph.D., Loyola College in Maryland; LCSW-C Marie Celeste, Associate Professor of Education B.A., M.S., Florida State University; Ed.D., Bowie Cheryl Councill, Clinical Faculty of Speech-Language State University Pathology/Audiology B.A., M.S., Loyola College in Maryland; CCC-SLP Yaakov Chaikin, Affiliate Instructor of Computer Science; Academic Coordinator, Graduate Programs Caroline Crocker, Affiliate Instructor of Education in Computer Science (Web Development) B.M., James Madison University; M.A., University B.S., University of Maryland Baltimore County; of St. Thomas M.S., Johns Hopkins University Caitlin Cross-Barnet, Affiliate Instructor of Education Jason Cherubini, Affiliate Instructor of Finance B.A., Oberlin College; M.A. Boston College B.A., M.S., M.B.A., Tulane University David G. Crough, Associate Professor of Psychology David R. Cheslock, Affiliate Instructor B.S., Ursinus College; M.A., Ph.D., The Catholic of Computer Science University of America B.A., M.Ed., University of Maryland (College Park); M.S., Johns Hopkins University Jeffrey Cummings, Associate Professor of Management B.B.A., M.B.A., Ph.D., The George Washington Sharon E. Cheston, Professor of Pastoral Counseling; University Chair, Pastoral Counseling Department B.A., Roanoke College; M.Ed., North Carolina State Nathan D. DeGraw, Affiliate Instructor University; Ed.D., Northern Illinois University; LCPC of Computer Science B.S., Utah Valley State College; M.S., Utah State Joseph W. Ciarrocchi, Professor of Pastoral Counseling; University Director of C.S.T. Programs (Pastoral Counseling) B.A., St. Fidelis College; M.A., Capuchin College; Victor R. Delclos, Professor of Education Ph.D., The Catholic University of America B.A., Boston College; M.S., Loyola College in Maryland; Ph.D., George Peabody College of Vanderbilt University Mary Jo Coiro, Clinical Faculty of Psychology; Division Director, Behavioral Health and Assessment William Deming, Affiliate Assistant Professor Services, Loyola Clinical Centers of Management B.A., College of William and Mary; M.A., Bryn Mawr B.S., M.G.A., University of Maryland University College College; Ph.D., University of Virginia Frederick W. Derrick, Professor of Economics B.S., M.S., Ph.D., North Carolina State University 201

Harsha B. Desai, Professor of Management; Chair, Margaret Dumler, Affiliate Instructor of Education Department of Management and International Business B.S., University of Maryland; M.A., Loyola College B.E., University of Poona; M.S., Ph.D., Pennsylvania in Maryland State University Dennis P. Dworkowski, Affiliate Instructor Christy L. DeVader, Associate Professor of Management; of Computer Science Associate Dean, Sellinger School of Business and B.S., M.E.S., Loyola College in Maryland Management B.S., Fort Hays State University; M.A., Ph.D., Beverly E. Eanes, Affiliate Assistant Professor University of Akron of Pastoral Counseling B.S.N., Johns Hopkins University; M.S., M.Ed., G. Edward Dickey, Affiliate Professor of Economics University of Maryland; Ph.D., Loyola College in B.A., Johns Hopkins University; M.A., Ph.D., Maryland; CNM Northwestern University Edward David Eanes, Affiliate Assistant Professor Theresa DiDonato, Assistant Professor of Psychology of Pastoral Counseling B.A., Wellesley College; Sc.M., Ph.D., Brown University B.S., College of William and Mary; M.A., Ph.D, Johns Hopkins University Gabrielle Dietrich, Affiliate Instructor of Education B.M., University of the Pacific; M.M., Ph.D. (candidate), Roger D. Eastman, Associate Professor of Computer University of Colorado at Boulder; Kodály Certification Science; Chair, Computer Science Department Level I–III, Portland State University; General B.A., University of Missouri; M.S., Ph.D., University Diploma, Zoltán Kodály Pedagogical Institute of Music of Maryland (Kecskemét, Hungary) John Eiben, Affiliate Instructor of Computer Science John DiJoseph, Affiliate Instructor of Liberal Studies B.A., University of Pittsburgh; M.A., University B.A., Catholic University of America; M.A., George of Baltimore Mason University; M.A., Ph.D., The Catholic University of America Nan S. Ellis, Professor of Law B.A., J.D., Ohio State University Thomas J. DiLorenzo, Professor of Economics B.A., Westminster College; Ph.D., Virginia Bradley T. Erford, Professor of Education Polytechnic Institute and State University B.S., Grove City College; M.A., Bucknell University; Ph.D., University of Virginia Randall P. Donaldson, Associate Professor of Modern Languages and Literatures (German); Director, Morton M. Esterson, Affiliate Instructor of Education Graduate Program in Liberal Studies B.S., The City College of New York; M.Ed., C.A.S.E., B.A., Pomona College; M.A., Ph.D., Johns Hopkins Loyola College in Maryland University John T. Everett, Affiliate Assistant Professor Frank P. D’Souza, Assistant Professor of Finance of Management and International Business B.S., University of Bombay (India); M.B.A., St. Cloud B.A., Mount St. Mary’s College; M.L.A., Johns Hopkins State University; Ph.D., Oklahoma State University University; M.B.A., Loyola College in Maryland

Sharon L. Dubble, Assistant Professor of Education; George S. Everly, Jr., Affiliate Professor of Psychology Director, Graduate Program in Montessori Education B.S., M.A., Ph.D., University of Maryland B.A., University of Michigan; A.M.I., Washington (College Park); ABPP Montessori Institute; Ph.D., Walden University Lisa M. Fairchild, Professor of Finance Silvia Dubovoy, Affiliate Clinical Faculty of Education B.B.A., East Tennessee State University; Ph.D., B.A., International College (Los Angeles); M.A., University of South Carolina Ph.D., Universidad de Barcelona; Director of Training, Association Montessori Internationale James R. Farnum, Jr., Affiliate Assistant Professor of Finance B.S., University of Maryland (College Park); M.B.A., Loyola College in Maryland 202 Directory

Gyorgy Fekete, Affiliate Instructor of Computer Science Frederick Fusting, Instructor of Marketing Ph.D., University of Maryland (College Park) B.S., Towson University; M.B.A., Loyola College in Maryland Karyn M. Felder, Affiliate Instructor of Education B.S., University of Maryland (College Park); M.S., Sally Gallena, Clinical Faculty of Speech-Language Ph.D., Loyola College in Maryland Pathology/Audiology B.S., Towson University; M.S., Loyola College Carin Feldman, Clinical Faculty of Speech-Language in Maryland; CCC-SLP Pathology/Audiology; SLP/A Division Director, The Loyola Clinical Centers Jennifer Gallo-Foz, Assistant Professor of Education B.A., Adelphi University; M.S., Brooklyn College; A.B., Smith College; M.S., Bank Street College; CCC-SLP Ph.D., Boston College

L. Mickey Fenzel, Professor of Education; Associate Nancy E. Gant, Affiliate Instructor of Education Dean, School of Education B.S., M.S., Loyola College in Maryland B.S., M.B.A., Ph.D., Cornell University; M.A., Loyola College in Maryland; Licensed Psychologist Andrea Giampetro-Meyer, Professor of Law; Chair, Department of Law and Social Responsibility; Geraldine M. Fialkowski, Affiliate Assistant Professor Academic Director, Emerging Leaders MBA Program of Pastoral Counseling; Director of M.S. Admissions B.S.B.A., Bowling Green State University; J.D., (Pastoral Counseling) College of William and Mary B.A., College of Notre Dame of Maryland; M.A., St. Mary’s Seminary and University; M.S., Ph.D., C. Kevin Gillespie, S.J., Affiliate Associate Professor Loyola College in Maryland; LCPC of Pastoral Counseling B.S., St. Joseph’s College; M.A., Duquesne Marco Figueiredo, Affiliate Instructor of Computer University; M.Div., The Jesuit School of Theology Science; Director, Center for Community Informatics at Berkeley; Ph.D., Boston University; CPC B.S.E.E., Universidade Federal de Minas Gerais (Brazil); M.S., Loyola College in Maryland Karen Gladden, Affiliate Instructor of Education B.A., Towson University; M.S., Johns Hopkins University William Finegan, Affiliate Instructor of Information Systems and Operations Management James R. Glenn, Associate Professor B.B.A., Loyola College in Maryland; M.B.A., of Computer Science University of Baltimore; Master’s Certificate, A.B., Amherst College; Ph.D., University of Maryland Villanova University Mina Goodman, Clinical Faculty of Speech-Language Charles Fitzsimmons, Affiliate Assistant Professor Pathology/Audiology of Management B.A., Goucher College; M.Ed., M.S., Loyola College A.B., Loyola College in Maryland; M.L.A., Johns Hopkins in Maryland; CCC-SLP University; Ed.D., The George Washington University Joan B. Gordon, Affiliate Assistant Professor of Law Harold D. Fletcher, Professor of Finance; Interim B.A., Gettysburg College; J.D., University of Baltimore Chair, Department of Finance B.S., Western Kentucky University; M.A., University Sharon Green-Hennessy, Associate Professor of Kentucky; Ph.D., University of Illinois of Psychology B.A., Clark University; M.A., Ph.D., University Stephanie A. Flores-Koulish, Associate Professor of of Rochester Education; Director, Graduate Program in Curriculum and Instruction Rachel L. Grover, Assistant Professor of Psychology B.A., San Jose State University; M.S., Syracuse University; B.S., Cornell University; Ph.D., University of Maine Ph.D., Boston College Annette M. Haines, Affiliate Clinical Faculty Jon A. Fulkerson, Assistant Professor of Finance of Education B.S., M.B.A., Eastern Kentucky University; M.S., B.A., Washington University; M.Ed., Cleveland Ph.D., University of Kentucky State University; Director of Training, Association Montessori Internationale 203

Deborah G. Haskins, Affiliate Assistant Professor of Bette M. Hobner, Affiliate Instructor of Education Psychology; Director of Undergraduate and Master’s B.A., M.Ed., Loyola College in Maryland Field Education (Psychology) B.S., M.A., Rider University; Ph.D., Loyola College Charles C. Hogg III, Affiliate Assistant Professor in Maryland; LCPC of Finance B.S., United States Military Academy; M.B.A., John M. Hayes, Affiliate Assistant Professor Harvard University of Pastoral Counseling B.A., M.A., Ph.D., The Catholic University of America Mark Hubbard, Affiliate Assistant Professor of Management Janet A. Headley, Professor of Fine Arts (Art History); B.S., University of Maryland University College; Chair, Fine Arts Department M.B.A., Loyola College in Maryland; J.D., University B.A., University of Delaware; M.A., Temple University; of Maryland Ph.D., University of Maryland Amy B. Huggins, Affiliate Instructor of Education; Barry K. Hedden, Affiliate Assistant Professor Director, Graduate Program in Kodály Music Education of Marketing B.M., Peabody Conservatory of Music; M.M., Holy B.A., M.M.C., University of South Carolina Names College

Debra R. Henninger, Affiliate Instructor of Education Steven C. Hughes, Professor of History B.S., M.S., Towson University B.A., University of Colorado; M.A., University of Connecticut; Ph.D., University of Michigan Michael Herring, Affiliate Instructor of Information Systems and Operations Management John S. Jeffreys, Affiliate Assistant Professor B.S., Mississippi State University; M.B.A., Loyola of Pastoral Counseling College in Maryland B.S., Ed.D., University of Maryland; M.A., California State Polytechnic University Afra A. Hersi, Assistant Professor of Education B.S., Radford University; Ph.D., Boston College Adanna Johnson, Assistant Professor of Psychology B.S., Prairie View A&M University; M.A., Ph.D., Carol Hicks, Affiliate Clinical Faculty of Education Marquette University B.A., Marquette University; M.Ed., Loyola College in Maryland; Director of Training, Association Mark A. Johnson, Visiting Assistant Professor Montessori Internationale of Finance B.S., Florida State University; M.S.F., Florida Christopher I. Higginson, Assistant Professor International University; M.S., Ph.D. (candidate), of Psychology University of New Orleans B.S., M.S., Ph.D., Washington State University Lisa A. Jones, Affiliate Clinical Faculty of Speech- Francis G. Hilton, S.J., Associate Professor of Economics Language Pathology/Audiology B.A., M.A., Fordham University; M.A., Loyola University B.A., Furman University; M.Ed., Florida Atlantic (Chicago); M.Theo., M.Div., Weston School of Theology; University; CCC-SLP M.Ed., Harvard University; Ph.D., University of Wisconsin (Madison) Sharon G. Kachur, Affiliate Instructor of Education B.S., North Carolina Wesleyan College; M.Ed. Ellen D. Hoadley, Professor of Information Systems Loyola College in Maryland B.A., Florida State University; M.B.A., Ph.D., Indiana University Roger J. Kashlak, Professor of Management and International Business Nicholas G. Hobar, Affiliate Assistant Professor B.S., University of Pennsylvania; M.B.A., Ph.D., of Education Temple University B.S., California State College; M.Ed., Ed.D., Pennsylvania State University Alp Kayabasi, Affiliate Instructor of Computer Science B.S.E.E., University of Maryland (College Park); M.E.S., Loyola College in Maryland; M.S.E.E., University of Maryland (Baltimore County) 204 Directory

Kermit O. Keeling, Associate Professor of Accounting; Anthony F. Krisak, Affiliate Assistant Professor Chair, Department of Accounting of Pastoral Counseling B.S.E.E., University of Cincinnati; M.B.A., Southern B.A., St. Mary’s College; Th.M., Jesuit School Methodist University; L.L.M., J.D., University of of Theology at Berkeley; M.A., S.T.L., S.T.D., Houston; CPA The Catholic University of America

Mary Keene, Affiliate Instructor of Education Joseph Kufera, Affiliate Assistant Professor B.S., Northwestern State University; M.S., Morgan of Economics State University B.A., Loyola College in Maryland; M.A., Pennsylvania State University Judith V. Kehe, Affiliate Assistant Professor of Pastoral Counseling Gauri Kulkarni, Assistant Professor of Marketing B.A., Marymount Manhattan College; M.A., B.S., Pennsylvania State University; Ph.D., University New School University; Ph.D., Loyola College in of Maryland (College Park) Maryland; ACS, LCPC, NCC, RN Libby Kumin, Professor of Speech-Language James J. Kelly, S.J., Assistant Professor of Economics Pathology/Audiology B.A., Beloit College; M.B.A., Washington University; B.A., Long Island University; M.A., Ph.D., New York M.A., Fordham University; M.Div. Weston Jesuit University; CCC-SLP School of Theology Joseph M. Langmead, Affiliate Instructor of Elizabeth J. Kennedy, Assistant Professor of Law Accounting and Finance; Executive in Residence B.A. Smith College; J.D., University of California B.B.A., M.B.A., Loyola College in Maryland; M.A., (Berkeley) S.T.L., S.T.D., St. Mary’s Seminary and University; CPA

Marie Kerins, Associate Professor of Speech-Language Maren Larsen, Clinical Faculty of Speech-Language Pathology/Audiology Pathology/Audiology B.S., Marquette University; M.S., Loyola College in B.S., Towson State University; M.S., Loyola College Maryland; Ed.D., Johns Hopkins University; CCC-SLP in Maryland; CCC-SLP

Elliot King, Professor of Communication; Assistant Marcia R. Lathroum, Affiliate Instructor of Education Chair, Department of Communication B.S., Boston University; M.S., Loyola College B.A., California State University; M.S., Columbia in Maryland University; Ph.D., University of California (San Diego) Jeffrey M. Lating, Professor of Psychology; Matthew W. Kirkhart, Associate Professor of Psychology Associate Chair and Director of Clinical Training, B.A., M.A., West Virginia University; Ph.D., Psychology Department University of North Carolina at Greensboro B.A., Swarthmore College; M.S., Ph.D., University of Georgia Richard Klink, Professor of Marketing; Chair, Department of Marketing Dawn J. Lawrie, Associate Professor B.S., Duquesne University; M.B.A., Ph.D., University of Computer Science of Pittsburgh A.B., Dartmouth College; M.S., Ph.D., University of Massachusetts (Amherst) Beth A. Kotchick, Associate Professor of Psychology; Chair, Psychology Department Sangwoo Lee, Assistant Professor of Finance B.A., M.A., Loyola College in Maryland; Ph.D., B.S., M.S., Pohang University of Science and Technology University of Georgia (South Korea); M.B.A., Ph.D., University of Illinois

Joseph Kovacic, Affiliate Instructor Karyl B. Leggio, Professor of Finance; Dean, of Computer Science Sellinger School of Business and Management B.E., M.E., Manhattan College; M.S., University of B.S., Virginia Polytechnic Institute and State New Mexico; M.E.S., Loyola College in Maryland University; M.B.A., East Tennessee State University; Ph.D., University of Kansas 205

Salvatore A. Lenzo, Affiliate Assistant Professor of Heather Z. Lyons, Associate Professor of Psychology; International Business; Director of Information Director of Masters Education, Practitioner Track Systems, Sellinger School of Business and Management (Psychology) B.S., M.B.A., Loyola College in Maryland; PMP B.A., Northeastern University (Boston); M.A., Ph.D., University of Maryland (College Park) Robin B. Levien, Affiliate Instructor of Education B.S., University of Maryland; M.S., The George Elizabeth E. MacDougall, Affiliate Assistant Professor Washington University of Psychology B.S., Geneva College; M.A., Loyola College in Lisa M. Lewis, Instructor of Education Maryland; Ph.D., Fairleigh Dickinson University B.S., Cumberland College; M.S., Loyola College in Maryland Tasha Maglocci, Affiliate Instructor of Education B.S., Indiana University of Pennsylvania; M.M., Michael Liebman, Affiliate Assistant Professor Indiana University; Kodály Certification Levels I–III, of Management Loyola University Maryland B.S., University of Baltimore; M.S., Johns Hopkins University Gina Magyar-Russell, Assistant Professor of Pastoral Counseling Lynn Linde, Assistant Professor of Education; Internship B.A., University of Michigan; M.A., Ph.D., Bowling Coordinator, School Counseling (Education) Green University; LP B.A., Clark University; M.A., Ed.D., The George Washington University David Marcovitz, Associate Professor of Education; Director, Graduate Program in Educational Technology Peter R. Litchka, Assistant Professor of Education; B.S., Massachusetts Institute of Technology; M.S., Director, Graduate Program in Educational Leadership Ph.D., University of Illinois B.A., State University of New York at Geneseo; M.S., Johns Hopkins University; Ed.D., Seton Hall University Francis P. Martini, Affiliate Assistant Professor of Marketing Christopher Little, Affiliate Instructor of Finance B.A., University of Pittsburgh; M.B.A., Loyola B.A., Dickinson College; M.S.F., Loyola College College in Maryland in Maryland Danielle Matrangola, Instructor of Speech-Language Barbara J. Livermon, Instructor of Education; Pathology/Audiology; Externships Director, Speech- Internship Coordinator, Professional Development Language Pathology/Audiology Schools (Elementary) B.A., M.S. Loyola College in Maryland; CCC-SLP B.A., College of Notre Dame of Maryland; M.Ed., Loyola College in Maryland Geoffrey L. Matrangola, Affiliate Instructor of Computer Science Charles T. LoPresto, Associate Professor of Psychology B.S., Towson University; M.E.S., Loyola College B.A., LaSalle University; M.A., Loyola College in in Maryland Maryland; Ph.D., Howard University James M. Mauser, Affiliate Assistant Professor Peter Lorenzi, Professor of Management of Finance B.S., M.B.A., Binghamton University; Ph.D., B.B.A., James Madison University; M.B.A. University Pennsylvania State University of Baltimore

Jen L. Lowry, Associate Professor of Psychology; Claudia N. McBrien, Affiliate Instructor of Education Associate Vice President for Academic Affairs B.S., Towson University; M.Ed., American University B.S., University of Evansville; M.S., Ph.D., Saint Louis University Donald E. McBrien, Affiliate Assistant Professor of Education Paul Lukacs, Associate Professor of English; B.S., Towson University; M.Ed., Ph.D., University Director, Center for the Humanities of Maryland B.A., Kenyon College; M.A., Ph.D., Johns Hopkins University 206 Directory

Janet R. McDonell, Clinical Professor of Education; Cheryl Moore-Thomas, Associate Professor Director of AMI Training (Primary Level) of Education B.A., University of Wisconsin; AMI Primary Diploma, B.A., M.Ed., Loyola College in Maryland; Ph.D., Midwest Montessori Institute; AMI Elementary University of Maryland Diploma, Ohio Montessori Training Institute; AMI Special Education Diploma, Montessori Teacher Brian Murray, Professor of Writing Training Center of Northern California; Trainer B.A., Dominican College; M.A., Ph.D., University of Tulsa Diploma, Washington Montessori Institute; M.Ed., Loyola College in Maryland Nichole A. Murray-Swank, Assistant Professor of Pastoral Counseling John C. McFadden, Affiliate Assistant Professor B.A., University of Notre Dame; M.A., Ph.D., of Information Systems Bowling Green State University B.S.M.E., Villanova University; M.S.A., The George Washington University Peter C. Murrell, Jr., Professor of Education; Dean, School of Education Carol Z. A. McGinnis, Affiliate Assistant Professor B.A., Carleton College; M.S., University of Wisconsin of Education (Madison); Ph.D., University of Wisconsin (Milwaukee) B.A., M.S., Ph.D., Loyola University Maryland Herbert E. Muse, Jr., Affiliate Assistant Professor Daniel M. McGuiness, Associate Professor of Writing of Education B.A., St. Ambrose College; M.A., Southern Illinois B.S., Frostburg State College; M.M.S., Loyola College University (Carbondale); Ph.D., University of Iowa in Maryland; M.S., University of Maryland; Ph.D., Nova Southeastern University John L. McLaughlin, Sr., Affiliate Assistant Professor of Pastoral Counseling Wairimu W. Mutai, Affiliate Assistant Professor A.B., M.A., LaSalle College; M.A., Ph.D., The George of Pastoral Counseling Washington University B.A., Kenyatta University; M.A., Bowling Green State University; Ph.D., Kent State University; LPC Anthony J. Mento, Professor of Management B.A., Ph.D., University of Maryland; M.A., Kathleen Nawrocki, Instructor of Education; Towson University Internship Coordinator, Professional Development Schools (Secondary Education) Mary Ellen Merrick, I.H.M., Affiliate Assistant B.A., College of Misericordia; M.Ed., University Professor of Pastoral Counseling of Maryland B.A., M.S., Marywood College; M.S., C.A.S., Loyola College in Maryland; D.Min., Graduate Theological Barbara Ness, Affiliate Clinical Faculty Foundation; LCPC of Speech-Language Pathology/Audiology B.A., Ohio State University; M.S., Loyola College in Gordon A. Michaloski, Affiliate Instructor of Education Maryland; CCC-SLP B.A., Towson University; M.A., Loyola College in Maryland; Ph.D., University of Maryland David C. Newton, Affiliate Instructor of Pastoral Counseling; Director of Academic Operations, Alfred R. Michenzi, Professor of Accounting Pastoral Counseling Department B.S., University of Pittsburgh; M.S., Case Institute B.A., Southeastern University (Florida); M.T.S., of Technology; Ph.D., Case Western Reserve Duke University University; CPA Nikki Nieset, Affiliate Assistant Professor of Education John D. Mojzisek, Affiliate Assistant Professor B.A., Ohio State University; M.Ed., Ph.D., Arizona of Education State University B.A., University of Notre Dame; M.A., Ph.D., Loyola College in Maryland K. Elizabeth Oakes, Associate Professor of Pastoral Counseling Silvia Montanaro, Affiliate Clinical Faculty of Education B.S., Morgan State University; M.S., Pennsylvania M.D., University of Rome; Director of Training, State University; M.B.A., Stanford University; C.A.S., Association Montessori Internationale Ph.D., Loyola College in Maryland; LCPC 207

Kari A. O’Grady, Assistant Professor Monica Phelps, Instructor of Education; Co-Director, of Pastoral Counseling Graduate Program in Special Education B.S., Ph.D., Brigham Young University B.S., West Virginia University; M.S., Johns Hopkins University Michael L. O’Neal, Associate Professor of Education B.A., California State University; M.A., Gloria Phillips-Wren, Associate Professor of Information Shippensburg University of Pennsylvania; Ph.D., Systems; Chair, Department of Information Systems and University of Delaware Operations Management; Academic Director, Executive MBA Programs David T. Opitz, Affiliate Instructor B.A., Western Maryland College; M.Ed., Towson of Computer Science University; M.B.A., Loyola College in Maryland; M.S., B.S., University of Notre Dame; M.S., University Ph.D., University of Maryland (Baltimore County) of Texas (Austin) Ralph L. Piedmont, Professor of Pastoral Counseling; Judith A. Orion, Affiliate Clinical Faculty of Education Director of Research (Pastoral Counseling) B.A., University of Maryland; M.Ed.,Loyola College B.A., Iona College; M.A., Ph.D., Boston University in Maryland; Director of Training, Association Montessori Internationale Donna Pitts, Clinical Faculty of Speech-Language Pathology/Audiology Molly E. O’Shaughnessy, Affiliate Clinical Faculty B.S., M.S., Towson University; Au.D., Central Michigan of Education University; CCC-A B.A., College of St. Scholastica; M.A., Loyola College in Maryland; Director of Training, Association Sam Polack, Affiliate Instructor of Education Montessori Internationale B.A., M.Ed., University of Maryland

Mark W. Osteen, Professor of English Phyllis Pottish-Lewis, Affiliate Clinical Faculty B.A., M.A., University of Montana; Ph.D., of Education Emory University B.A., University of California (Los Angeles); M.Ed., Loyola College in Maryland; Director of Training, Patricia R. Ourand, Affiliate Instructor of Education Association Montessori Internationale B.A., M.S., Loyola College in Maryland; M.S., Johns Hopkins University Carl M. Powell, Affiliate Instructor of Computer Science Alison A. Papadakis, Assistant Professor of Psychology A.B., Dartmouth College; M.S., Johns Hopkins University A.B., Princeton University; M.A., Ph.D., Duke University Janet Preis, Associate Professor of Speech-Language Anthony Parente, Affiliate Instructor of Psychology; Pathology/Audiology; Master’s Program Director, Director, Master’s Plus Program (Psychology); Director, Speech-Language Pathology/Audiology Certificate of Advanced Study Program (Psychology) B.S., M.S., Towson University; C.A.G.S., Loyola B.A., State University of New York (Stony Brook); College in Maryland; Ed.D., Johns Hopkins M.A., Loyola College in Maryland University; CCC-SLP

Ian Parkman, Assistant Professor of Marketing Jason Prenoveau, Assistant Professor of Psychology B.A., University of Arizona; M.B.A., Ph.D. B.S., Massachusetts Institute of Technology; M.A., (candidate), University of Oregon Ph.D., University of California (Los Angeles)

Dilip Patel, Affiliate Assistant Professor of Management Jeannie L. Pridmore, Assistant Professor of B.S., M.E., Pennsylvania State University; M.B.A., Information Systems and Operations Management Loyola College in Maryland B.S., Ph.D., Auburn University; M.B.A., Troy University

A. Spencer Peterson, Affiliate Instructor Joseph Procaccini, Associate Professor of Education of Computer Science B.A., Our Lady of Providence Seminary; M.Ed., B.S., California State University (Hayward); M.S.E., Loyola College in Maryland; M.L.A., Johns Hopkins Carnegie Mellon University University; Ph.D., The Catholic University of America

Richard Prodey, Affiliate Instructor of Education A.B., M.Ed., M.A., Loyola College in Maryland 208 Directory

Lia Purpura, Affiliate Assistant Professor of Writing Dana M. Reinhardt, Instructor of Education B.A., Oberlin College; M.F.A., University of Iowa B.A., Gettysburg College; M.Ed., Loyola College in Maryland Bernard M. Raiche, Affiliate Assistant Professor of Pastoral Counseling Walter J. Reinhart, Professor of Finance B.S., Springfield College; M.A., Assumption College; B.S., M.B.A., Oklahoma State University; Ph.D., C.A.S., Northeastern University; M.S.W., University University of North Carolina (Chapel Hill) of Wisconsin; M.B.A., Marquette University; J.D., The Catholic University of America; Ed.D., University of Peter L. Rennert-Ariev, Associate Professor of Maine; LCSW-C, LCSW, LICSW, ACSW, NCC, CCMHC Education; Chair, Department of Education Specialties B.A., Hamilton College; M.Ed., George Mason Ashvin Rajan, Affiliate Assistant Professor of Economics University; Ph.D., University of Maryland (College Park) B.A., University of Pottsburgh; M.A., Ph.D., Johns Hopkins University Sharyn Rhodes, Affiliate Associate Professor of Education Maryanne Ralls, Affiliate Instructor of Education B.A., The City College of New York; M.Ed., Goucher B.A., College of Notre Dame of Maryland; M.Ed., College; Ph.D., University of Wyoming Loyola College in Maryland Kevin T. Rich, Assistant Professor of Accounting Srikanth Ramamurthy, Assistant Professor of Economics B.B.A., University of Notre Dame; Ph.D., University B.S., St. Xavier’s College; M.A., University of of Oregon; CPA Memphis; Ph.D., Washington University (St. Louis) Frank J. Richardson, Jr., Affiliate Assistant Professor Mary M. Raphel, Affiliate Assistant Professor of Pastoral Counseling of Pastoral Counseling B.A., Drew University; M.Div., Boston University; B.S.W., Morgan State University; M.S.W., The Catholic D.Min., Boston University School of Theology; University of America; Ph.D., Loyola College in Maryland M.F.T., Hahnemann University; Ph.D., California School of Professional Psychology Eric Rasmussen, Affiliate Instructor of Education B.M., Mansfield University; M.M., Ph.D., Temple Clark Richey, Affiliate Instructor of Computer Science University; Kodály Level I Certification, Gordon B.S., University of Maryland University College; Institute for Music Learning M.S., American University

Mohammad S. Raunak, Affiliate Assistant Professor Lee J. Richmond, Professor of Education of Computer Science and Pastoral Counseling B.S., North South University; M.S., Ph.D., University B.S., Loyola College in Maryland; M.Ed., Johns of Massachusetts (Amherst) Hopkins University; Ph.D., University of Maryland

Roland R. Reed, Affiliate Assistant Professor David A. Robb, Affiliate Instructor of Education of Pastoral Counseling B.A., Muhlenberg College; M.A., Loyola College B.A., West Virginia University; M.Div., Princeton in Maryland Theological Seminary; M.A., Columbia University; Ph.D., New York University; NJMFT, CTMFT, Mary L. Roby, Affiliate Instructor of Education AAPC-Diplomate, Certified Psychoanalyst B.A., M.Ed., Loyola College in Maryland

James Reeder, Affiliate Professor of Computer Elana E. Rock, Associate Professor of Education; Science; Academic Coordinator, Graduate Programs Co-Director, Graduate Program in Special Education in Computer Science (Computer Science) B.A., University of Pennsylvania; M.A., New York B.S.E.E., Vanderbilt University; Ph.D., Johns Hopkins University; Ed.D., Johns Hopkins University University Thomas E. Rodgerson, Affiliate Assistant Professor David M. Reile, Affiliate Assistant Professor of Pastoral Counseling; Director, M.A. Program of Pastoral Counseling (Pastoral Counseling) M.Ed., University of Maryland; Ph.D., Howard University B.A., University of Virginia; B.D., University of Edinburgh; M.S., Ph.D., Loyola College in Maryland; LCPC 209

Cathy A. Rosensteel, Instructor of Education; Charles E. Scott, Professor of Economics Internship Coordinator, Special Education B.S., University of North Carolina; M.B.A., University B.S., Coppin State College; M.Ed., Loyola College of Montana; M.A., Ph.D., Vanderbilt University in Maryland Kathleen A. Sears, Instructor of Education; Lance A. Roth, Affiliate Assistant Professor of Finance Internship Coordinator, Professional Development B.S., Drexel University; M.S.F., Loyola College Schools (Secondary) in Maryland B.S., College of Notre Dame of Maryland; M.L.A., Johns Hopkins University Michael B. Runnels, Assistant Professor of Law B.A., University of Georgia; J.D., Fordam University Ali M. Sedaghat, Associate Professor of Accounting B.A., Abadan Institute of Technology; M.B.A., Jerome Russell, Affiliate Assistant Professor of D.B.A., The George Washington University; CMA Information Systems and Operations Management B.S., University of Maryland (Baltimore County); Norman H. Sedgley, Associate Professor of Economics M.B.A., Loyola College in Maryland B.A., M.A., Ph.D., University of New Hampshire

Bruce Ryan, Affiliate Assistant Professor of Marketing Phoebe C. Sharkey, Professor of Information B.A., Towson University; M.B.A., Loyola College Systems and Operations Management in Maryland A.B., Duke University; M.S., Georgetown University; Ph.D., Johns Hopkins University Roberta Evans Sabin, Professor of Computer Science B.A., The College of Notre Dame of Maryland; A. Kimbrough Sherman, Associate Professor M.A., Villanova University; M.Ed., Loyola College in of Operations Management Maryland; M.S., Johns Hopkins University; Ph.D., A.B., Brown University; M.B.A., Ph.D., University University of Maryland of Maryland

Gail Sackett, Affiliate Clinical Faculty of Education Martin F. Sherman, Professor of Psychology; Director B.A., Seton Hill College; M.A., University of Hawaii; of Master’s Education, Thesis Track (Psychology) Director of Training, Association Montessori B.A., University of Connecticut; Ph.D., University Internationale of Maine

Andrew Samuel, Assistant Professor of Economics Eleanor Shinham, Instructor of Education B.A., Calvin College; M.A., Ph.D., Boston College B.A., Hood College; M.S., Potsdam College

Jane Satterfield, Associate Professor of Writing Robert W. Simmons III, Assistant Professor B.A., Loyola College in Maryland; M.F.A., University of Education of Iowa B.A., Western Michigan University; M.S.E., Lawrence Technological University; Ed.D., Hamline University Christine M. Schaaf, Affiliate Instructor of Information Systems and Operations Management Kathleen Siren, Assistant Professor of Speech- B.A., Villanova University; M.S., Johns Hopkins University Language Pathology/Audiology; Chair, Department of Speech-Language Pathology/Audiology Daniel Schlapbach, Associate Professor of Fine Arts B.A., M.A., Ph.D., University of Kansas; CCC-SLP (Photography) B.S., Washington University (St. Louis); M.F.A., H. Lovell Smith, Assistant Professor of Sociology Indiana University B.S., Southern Methodist University; M.Ed., University of Massachusetts (Amherst); Ph.D., Lisa Schoenbrodt, Professor of Speech-Language University of Maryland (College Park) Pathology/Audiology; Undergraduate Program Director, Speech-Language Pathology/Audiology Kirby Smith, Affiliate Instructor of Finance B.A., University of Maryland; M.S., James Madison B.S., B.A., Georgetown University; M.B.A., George University; Ed.D., Johns Hopkins University; CCC-SLP Washington University; J.D., University of Baltimore School of Law Jeremy Schwartz, Assistant Professor of Economics B.S., Boston College; M.A., Ph.D., The George Washington University 210 Directory

Wendy M. Smith, Associate Professor of Education; Paul Tallon, Associate Professor of Information Chair, Department of Teacher Education Systems and Operations Management B.S., State University of New York; M.Ed., University B.Comm., M.Mgt.Sc., University College Dublin; of North Carolina; Ph.D., University of Wyoming F.C.A., Ph.D., University of California (Irvine)

William J. Sneck, S.J., Affiliate Assistant Professor Amanda McCombs Thomas, Professor of Psychology; of Pastoral Counseling Associate Vice President for Graduate Studies A.B., M.A., Ph.L., St. Louis University; M.Div., B.A., College of William and Mary; M.S., Ph.D., Woodstock College; Ph.D., University of Michigan University of Georgia

Dale E. Snow, Associate Professor of Philosophy; Allyn S. Travis, Affiliate Clinical Faculty of Education Chair, Philosophy Department B.A., Michigan State University; M.A.,Loyola College B.A., Clark University; M.A., Ph.D., Emory University in Maryland; Director of Training, Association Montessori Internationale James Snow, Affiliate Assistant Professor of Education B.A., M.A., Ohio University; Ph.D., Temple University Rebecca Trump, Assistant Professor of Marketing B.A., Georgia State University; Ph.D., University Christopher Sny, Affiliate Assistant Professor of Arizona of Education B.S., Drake University; M.A., Northern Illinois Allan Tsai, Affiliate Assistant Professor University; Ph.D., University of Wisconsin of Pastoral Counseling B.S., D.D.S, University of California; M.S.W., Jalal Soroosh, Professor of Accounting; Academic The Catholic University of America; Ph.D., Director, Sellinger Scholars Program Pacifica Graduate Institute; LCSW-C B.S., Iranian Institute of Advanced Accounting; M.B.A., The George Washington University; Ph.D., Thomas A. Ulrich, Professor of Finance University of Mississippi; CMA A.B., Franklin and Marshall College; M.S., University of Delaware; Ph.D., Michigan State G. Lawrence Sprigg, Affiliate Instructor University; CMA; CFA of Computer Science B.S., M.Ed., Towson University; M.E.S., Loyola Michael L. Unger, Visiting Associate Professor College in Maryland of Management and International Business B.S., Ohio State University; M.A., Washington Patrick Stakem, Affiliate Instructor University; Ph.D., Pennsylvania State University of Computer Science B.S.E.E., Carnegie-Mellon University; M.S., Beth A. Vallen, Assistant Professor of Marketing Johns Hopkins University B.S., Lehigh University; M.B.A., Ph.D., Baruch College, The City University of New York Timothy J. Stapleton, Associate Professor of Philosophy Garrett VanMeter, Affiliate Instructor B.S., MacMurray College; M.A., Ph.D., Pennsylvania of Computer Science State University B.S., M.A., Ph.D., University of Maryland (College Park) Erin Stauder, Clinical Faculty of Speech-Language Pathology/Audiology Barbara H. Vann, Associate Professor of Sociology; B.A., M.S., Loyola College in Maryland; CCC-SLP Chair, Sociology Department; Co-Coordinator, Gender Studies Minor; Director, Loyola Summer Anne Ross Stewart, Affiliate Assistant Professor Program in Prague of Pastoral Counseling B.A., University of Alabama (Birmingham); M.A., East B.A., Drew University; M.Div., D.Min., Wesley Tennessee State University; Ph.D., University of Arizona Theological Seminary; LCPC Joanne F. Vizzini, Affiliate Assistant Professor Joseph Stewart-Sicking, Assistant Professor of Pastoral Counseling of Pastoral Counseling B.A., Towson University; M.S., Ph.D., Loyola College B.S., M.Ed., Xavier University; Ed.D., University in Maryland; LCPC of Cincinnati 211

Lura Vogelman, Clinical Faculty of Speech- Stacy A. Williams, Instructor of Education; Language Pathology/Audiology Internship Coordinator, Professional Development B.A., Towson University; M.S., Loyola College in Schools (Elementary/Secondary) Maryland; CCC-SLP B.S., James Madison University; M.A.T., Johns Hopkins University Patricia Wallner, Affiliate Clinical Faculty of Education B.A., San Diego State University; M.Ed., Loyola College James R. Wolgamott, Instructor of Education; in Maryland; Director of Training, Association Internship Coordinator, Professional Development Montessori Internationale Schools (Elementary) B.S.,Bowling Green State University: M.S., Stephen J. K. Walters, Professor of Economics Johns Hopkins University B.A., University of Pennsylvania; M.A., Ph.D., University of California (Los Angeles) George M. Wright, Associate Professor of Information Systems Kathleen Ward, Clinical Faculty of Speech-Language B.S., United States Naval Academy; M.B.A., D.B.A., Pathology/Audiology The George Washington University B.S., M.S., Towson University; CCC-A Edie Yeager, Affiliate Instructor of Education Marianne Ward, Associate Professor of Economics; B.M., Westminster Choir College; M.M., Eastman Director, Global Studies Program School of Music B.A., The American University; M.A., Ph.D., University of Miami Jason Youngers, Affiliate Instructor of Computer Science Thomas Ward, Professor of Modern Languages and B.M., State University of New York at Fredonia; M.S., Literatures (Spanish); Associate Chair, Department Towson University of Modern Languages and Literatures B.A., Southern Connecticut State University; M.A., Angelita M. Yu, Clinical Faculty of Psychology; Ph.D., University of Connecticut Director of Doctoral Field Education (Psychology) B.A., B.S., University of Maryland (College Park); Jennifer Watkinson, Assistant Professor of Education; M.A., Boston College; Ph.D., University of Utah Internship Coordinator, School Counseling B.A., Loyola College in Maryland; M.S., Johns Rita S. Zener, Affiliate Clinical Faculty of Education Hopkins University; Ph.D., University of Maryland B.A., Trinity University; M.A., University of Portland; Ph.D., University of Maryland; Director of Training, Seth W. Weissman, Affiliate Assistant Professor Association Montessori Internatinale of Economics B.A., Yeshiva University; Ph.D., Columbia University Qiyu (Jason) Zhang, Assistant Professor of Marketing B.S., FuDan University; M.S., Ph.D., University Anne Marie Wheeler, Affiliate Assistant Professor of Georgia of Pastoral Counseling B.A., The Catholic University of America; J.D., Hong Zhu, Assistant Professor of Accounting The George Washington University B.S., Shanghai University of Finance and Economics; Ph.D., University of Missouri (Columbia) Robert J. Wicks, Professor of Pastoral Counseling; Director, Certificate of Advanced Study Program (Pastoral Counseling) B.A., Fairfield University; M.A., St. John’s University; Psy.D., Hahnemann Medical College

Nancy A. Williams, Associate Professor of Economics B.S., University of California (Riverside); M.A., Ph.D., University of California (Berkeley) 212 Directory

EMERITI/AE FACULTY Charles R. Margenthaler, Professor Emeritus of Operations Management Arleigh T. Bell, Jr., Associate Professor Emeritus B.S., Bradley University; M.S., Arizona State of Economics University; M.S., West Coast University; Ph.D., B.S., United States Military Academy; M.A., Ph.D., University of Illinois; PE New School for Social Research Patrick A. Martinelli, Professor Emeritus Gilbert Clapperton, Associate Professor Emeritus of Marketing of Psychology B.S., Georgetown University; M.B.A., Ph.D., Ohio B.A., Bates College; M.A., University of New Hampshire; State University Ph.D., Baylor University Donald J. Reitz, Professor Emeritus of Education Arthur L. Delcher, Professor Emeritus A.B., St. Mary’s Seminary and University; M.A., of Computer Science The Catholic University of America; Ph.D., Johns B.A., M.E.S., Loyola College in Maryland; M.A., Hopkins University M.S.E., Ph.D., Johns Hopkins University E. Barry Rice, Assistant Professor Emeritus David C. Dougherty, Professor Emeritus of English of Accounting A.B., West Liberty State College; M.A., Xavier B.S., Virginia Polytechnic Institute and State University; Ph.D., Miami University (Ohio) University; M.B.A., University of Maryland; CPA

Paul C. Ergler, Associate Professor Emeritus Tagi Sagafi-nejad, Professor Emeritus of Management of Management and International Business B.S., M.E., M.S., Drexel University; D.B.A., The B.Sc., Pahlavi University; M.S., Ph.D., University George Washington University of Pennsylvania

Barry K. Estadt, Professor Emeritus Beatrice E. Sarlos, Professor Emerita of Education of Pastoral Counseling; Founding Director, Staatsexamen, Universitat der Stadt Berlin; Pastoral Counseling Department M.A., Loyola College in Maryland; Ph.D., B.A., St. Fidelis College; M.A., Ph.D., The Catholic Johns Hopkins University University of America Laurette P. Simmons, Associate Professor Emerita Faith D. Gilroy, Professor Emerita of Psychology of Information Systems B.A., Mount Saint Agnes College; M.B.A., Loyola B.A., Ithaca College; M.B.A., Ph.D., University of College in Maryland; Ph.D., St. Louis University North Texas

John A. Gray, Professor Emeritus of Law Leroy F. Simmons, Professor Emeritus of B.A., St. Mary’s Seminary; S.T.B., S.T.L., Gregorian Information Systems and Operations Management University; S.T.D., The Catholic University of America; B.A., Washburn University; M.S., University of J.D., University of Baltimore Missouri; Ph.D., University of Tennessee

Joanne Marie Greer, Professor Emerita Steven A. Sobleman, Associate Professor Emeritus of Pastoral Counseling of Psychology B.S., St. Mary’s Dominican College; M.Ed., Louisiana B.A., Norwich University; Ph.D., American State University; Ph.D., University of Maryland University

Frank R. Haig, S.J., Professor Emeritus of Physics Bernard J. Weigman, Professor Emeritus of Computer B.A., S.T.B., S.T.L., Woodstock College; Ph.D., Science, Engineering, and Physics The Catholic University of America B.S., Loyola College in Maryland; Ph.D., University of Notre Dame John M. Jordan, Associate Professor Emeritus of Economics B.S., Loyola College in Maryland; M.S., Brigham Young University; M.S., Ph.D., Purdue University

John C. Larson, Professor Emeritus of Economics B.A., M.A., Ph.D., University of Minnesota Maps

Beltway Guide

Loyola University Maryland is located at the corner of Cold Spring Lane and North Charles Street in Baltimore City. When using I-695 (the Baltimore Beltway), take Exit 25 (Charles Street). Proceed south on Charles Street, just north of the Cold Spring Lane intersection. For information on campus office locations, consult the Baltimore Campus map. 214 Maps

Baltimore Campus 4501 N . Charles Street 215

The Graduate Center – Columbia Campus 8890 McGaw Road

From Baltimore: Take I-95 South to 175 West to Snowden River Parkway South to McGaw Road; OR: Take I-70 West to 29 South to 175 East to Snowden River Parkway to McGaw Road. From Washington, D.C.: Take I-95 North to 32 West to Broken Land Parkway North to Snowden River Parkway to McGaw Road; OR: Take 29 North to 32 East to Broken Land Parkway North to Snowden River Parkway to McGaw Road.

The Graduate Center – Timonium Campus 2034 Greenspring Drive

Take I-83 to Exit 16A, Timonium Road East. Make first right on Greenspring Drive and right again into Timonium Campus (approx. 100 yards). Index

A Accreditation Education, Division of...... 111 Absence, Leave of...... 24 Pastoral Counseling ...... 61 Federal Policy ...... 24 Psychology (Psy.D.)...... 87 Academic Calendar...... 191 Speech-Language Pathology ...... 99 Academic Dismissal...... 23 The University...... 4 Psychology Admission...... 32 M.S. Candidates...... 83 Application Dates...... 33 Psy.D. Candidates...... 88 Application Materials...... 34 Speech-Language Pathology/Audiology...... 102 Application Procedures ...... 32 Academic Integrity...... 14 International Students...... 33 Academic Regulations and Policies ...... 14 Admission Criteria Academic Integrity...... 14 Accounting Certificate Program ...... 172 Academic Standards and Dismissal...... 23 Education, School of...... 110 Advanced Standing...... 24 Emerging Leaders MBA (ELMBA)...... 175 Background Checks ...... 18 Executive Master of Business Administration. . 186 Buckley Amendment...... 17 Liberal Studies...... 47 Classification of Students Application Deadlines...... 47 Continuing Professional Education Students . 19 Master of Business Administration...... 154, 169 Degree Students...... 18 MBA Fellows Program...... 180 Nondegree Students ...... 18 Pastoral Counseling Postmaster’s Students...... 19 C.A.S. Candidates...... 62 Grades...... 21 C.S.T. Candidates...... 62 Appeal of...... 22 General...... 62 Audit Policy...... 22 M.S./M.A. Candidates...... 62 Grade Reports ...... 21 Ph.D. Candidates...... 62 Incomplete Grade ...... 21 Psychology Withdrawals ...... 22 M.S. Candidates...... 80 Graduation ...... 25 Psy.D. Candidates...... 87 International Students...... 19 Speech Pathology...... 99 Entering the U.S...... 20 Admission, Special Education...... 141 Obtaining the F-1 Student Visa...... 20 Advanced Standing ...... 24 Obtaining the I-20...... 20 ALANA Services...... 11 Reporting Requirements...... 20 Appeal of a Grade ...... 22 Requirements for Admission...... 19 Application Deadlines...... 33 Leave of Absence...... 24 Education, School of...... 110 Federal Leave Policy...... 24 Liberal Studies...... 47 Standards of Conduct...... 16 Master of Business Administration Student Status...... 19 International Students...... 169 Test Materials...... 24 Pastoral Counseling Time Limit...... 23 M.A./M.S./C.A.S./C.S.T. Applicants ...... 62 Transcripts...... 25 M.S.–Ph.D. Applicants...... 62 Transfer Credit...... 24 Ph.D. Applicants...... 62 Academic Requirements, Speech Pathology. . . . 101 Psychology Academic Standards and Dismissal...... 23 M.S. Programs ...... 80 Academic Standards, Speech Pathology...... 102 Psy.D. Program...... 87 Accelerated Master’s Option, Special Education. . 142 Application Materials...... 34 Accounting Certificate Program...... 172 Application Procedures...... 32 Admission Criteria ...... 172 Accounting Certificate Program ...... 172 Application Procedures ...... 172 Emerging Leaders MBA...... 176 Course Descriptions...... 173 Executive Master of Business Administration. . 187 GMAT Waiver Policy...... 172 Federal Direct Stafford Loan...... 29 Program of Study ...... 172 Master of Business Administration...... 154 Accounting Concentration (MBA)...... 157 Master of Science in Finance...... 169 MBA Fellows Program...... 181 217

Approved by...... 4 Computer Science...... 41 Assistantships Course Descriptions...... 44 Graduate...... 29 M.S., Computer Science...... 41 Psychology...... 91 Program of Study...... 42 Resident...... 29 M.S., Software Engineering ...... 43 Assistantships/Fellowships, Speech Pathology. . . 103 Program of Study...... 43 Audit Policy ...... 22 Continuing Professional Education Students . . . . 19 Course Descriptions B Accounting Certificate Program ...... 173 Computer Science...... 44 Background Checks...... 18 Education ...... 113 Baltimore Campus Map...... 214 Educational Leadership...... 111 Beltway Map...... 213 Educational Technology...... 116 Board of Trustees...... 193 Emerging Leaders MBA (ELMBA)...... 177 Bookstore...... 11 Executive Master of Business Administration. . 188 Buckley Amendment...... 17 Kodály Music Education...... 121 Business Administration, Master of ...... 154 Liberal Studies...... 48 Literacy ...... 125 C Master of Business Administration...... 158 Master of Science in Finance...... 158 Calendar, Academic...... 191 Master of Science in Finance (MSF)...... 170 Campuses and Buildings Master’s Plus Program (Sellinger School). . . . . 158 Baltimore Campus ...... 8 MBA Fellows Program...... 182 Columbia Campus...... 10 Montessori Education...... 123 Timonium Campus...... 10 Pastoral Counseling ...... 69 Career Center, The ...... 11 Psychology...... 91 Certificate in Spirituality and Trauma, School Counseling ...... 117 Pastoral Counseling ...... 66 Special Education...... 127 Certificate of Advanced Study Speech-Language Pathology/Audiology...... 104 Education (CASE) Teacher Education...... 131 Curriculum and Instruction...... 138 Credits Required Educational Leadership...... 136 Education, School of...... 111 Literacy...... 149 Liberal Studies...... 48 Montessori Education...... 147 Pastoral Counseling ...... 63 School Counseling...... 139 Psychology Special Education...... 145 M.S. Candidates...... 81 Pastoral Counseling (C.A.S.)...... 65 Psy.D. Candidates...... 88 Psychology (C.A.S.)...... 85 School Management (C.S.M.)...... 136 D Change of Student Status ...... 30 Classification of Students...... 18 Deadlines, Application ...... 33 Continuing Professional Education Students. . . 19 Degree Requirements Degree Students...... 18 Emerging Leaders MBA (ELMBA)...... 176 Nondegree Students Executive Master of Business Administration. . 187 Postbaccalaureate Students...... 19 Liberal Studies...... 48 Special...... 19 Master of Business Administration...... 155 Visiting ...... 18 Master of Science in Finance...... 170 Postmaster’s Students...... 19 MBA Fellows Program...... 181 Clinical/Counseling Options, Psychology...... 84 Pastoral Counseling ...... 63 Clinical Placement (Psy.D.), Psychology...... 89 Psychology Clinical Requirements, Speech Pathology...... 101 M.S., Clinical or Counseling...... 83 Colloquium, Psychology ...... 89 Psy.D., Clinical ...... 89 Comprehensive Examinations Speech Pathology...... 100 Psychology (M.S.)...... 81 Degree Students...... 18 Psychology (Psy.D.)...... 88 Departmental Program, Financial Aid...... 29 Speech-Language Pathology/Audiology Directory...... 195 Praxis Exam ...... 100 Disability Support Services...... 11 218 Index

Dissertation (Psy.D.), Psychology...... 89 Certificate of Advanced Study in Education Diversity Statement ...... 7 (CASE)...... 136 Doctor of Philosophy (Ph.D.), Past. Counseling . 67 Certificate of Advanced Study in School Admission Criteria ...... 62 Management (C.S.M.)...... 136 Application Deadlines...... 62 Certification in...... 136 Course Descriptions...... 69 Master of Arts (M.A.)...... 135 Language Requirement...... 63 Master of Education (M.Ed.) ...... 135 M.S.–Ph.D. Program...... 69 M.Ed., Private School Management...... 136 Supervisory Process ...... 63 Educational Objectives...... 109 Doctor of Psychology (Psy.D.) Educational Technology...... 138 in Clinical Psychology...... 85 Master of Arts (M.A.)...... 138 Accreditation...... 87 Master of Education (M.Ed.) ...... 138 Admission Criteria ...... 87 Kodály Music Education...... 140 Clinical Placement/Internship ...... 89 Master of Education (M.Ed.) ...... 140 Colloquium...... 89 Purpose and Scope...... 140 Credits Required...... 88 Literacy ...... 148 Goals ...... 86 Certificate of Advanced Study in Education Mission/Philosophy of Training ...... 85 (CASE)...... 149 Model of Professional Training...... 86 M.Ed., Literacy Teacher...... 148 Philosophy of Training...... 86 M.Ed., Reading Specialist ...... 148 Program of Study ...... 89 Master of Arts (M.A.)...... 111 Student Evaluation Mission...... 109 Comprehensive Examinations...... 88 Montessori Education Dissertation...... 89 Admission...... 146 Evaluation and Review...... 88 Certificate of Advanced Study in Education Grades...... 88 (CASE)...... 147 Grades and Academic Dismissal...... 88 Course of Study ...... 146 Master of Education (M.Ed.) ...... 146 E Prerequisite Course...... 146 Purpose/Scope...... 146 Educational Aims School Counseling Loyola College...... 39 Certificate of Advanced Study in Education Sellinger School of Business and Management. . 152 (CASE)...... 139 The University...... 7 Master of Arts (M.A.)...... 139 Education, School of Master of Education (M.Ed.) ...... 139 Accreditation...... 111 Master’s Comprehensive Examination...... 139 Admission Criteria ...... 110 Special Education...... 141 Application Deadlines...... 110 Accelerated Master’s Option...... 142 Course Descriptions Admission...... 141 Education...... 113 Certificate of Advanced Study in Education Educational Leadership...... 111 (CASE)...... 145 Educational Technology ...... 116 Exams and Practicums...... 142 Kodály Music Education ...... 121 Graduation...... 142 Literacy...... 125 M.Ed., Early Childhood...... 142 Montessori Education...... 123 M. Ed., Elementary/Middle ...... 143 School Counseling...... 117 M.Ed., Secondary...... 144 Special Education...... 127 Prerequisite Courses/Experiences...... 141 Teacher Education...... 131 Special Students ...... 111 Course Waivers ...... 111 Teacher Education...... 149 Credits Required...... 111 M.A.T., Elementary Education...... 149 Curriculum and Instruction...... 137 M.A.T., Secondary Education...... 149 Certificate of Advanced Study in Education Education Specialties ...... 135 (CASE)...... 138 Curriculum and Instruction...... 137 Master of Arts (M.A.)...... 137 Certificate of Advanced Study in Education Master of Education (M.Ed.) ...... 138 (CASE)...... 138 Educational Leadership...... 135 Master of Arts (M.A.)...... 137 Master of Education (M.Ed.) ...... 138 219

Educational Leadership...... 135 F Certificate of Advanced Study in Education (CASE)...... 136 Fast Track, MBA...... 155 Certificate of Advanced Study in School Federal Leave of Absence Policy...... 24 Management (C.S.M.) ...... 136 Federal Loan Programs Certification in...... 136 Federal Direct Stafford Loan Program Master of Arts (M.A.)...... 135 Subsidized Loan...... 29 Master of Education (M.Ed.) ...... 135 Unsubsidized Loan ...... 29 M.Ed., Private School Management...... 136 Federal Graduate PLUS Loan ...... 30 Educational Technology...... 138 Fees...... 26 Master of Arts (M.A.)...... 138 Department...... 26 Master of Education (M.Ed.) ...... 138 General ...... 27 Kodály Music Education...... 140 Payment Options Master of Education (M.Ed.) ...... 140 In-Person/Mail-In Registration...... 28 Purpose and Scope...... 140 Payment Plans ...... 28 School Counseling Web Registration ...... 28 Certificate of Advanced Study in Education Refund Policy ...... 27 (CASE)...... 139 Federal Return of Title IV Funds Policy...... 27 Master of Arts (M.A.)...... 139 Flat Rate...... 27 Master of Education (M.Ed.) ...... 139 Per Credit...... 27 Master’s Comprehensive Examination...... 139 Tuition...... 26 Special Education...... 141 Fellowships/Assistantships, Speech Pathology. . . 103 Accelerated Master’s Option...... 142 Fellows Program, MBA...... 180 Admission...... 141 Finance Specialization, MBA...... 157 Certificate of Advanced Study in Education Financial Aid...... 29 (CASE)...... 145 Assistantships Exams and Practicums...... 142 Graduate...... 29 Graduation...... 142 Resident ...... 29 M.Ed., Early Childhood...... 142 Departmental Programs...... 29 M.Ed., Elementary/Middle...... 143 Emerging Leaders MBA (ELMBA)...... 176 M.Ed., Secondary...... 144 Executive Master of Business Administration. . 187 Prerequisite Courses/Experiences...... 141 Federal Direct Stafford Loan Program Emerging Leaders MBA (ELMBA)...... 175 Application Procedures...... 29 Admission Criteria ...... 175 Subsidized...... 29 Application Procedures ...... 176 Unsubsidized ...... 29 Course Descriptions...... 177 Federal Loan Programs Degree Requirements...... 176 Federal Graduate PLUS Loan...... 30 Financial Aid...... 176 Loan Processing Deadline...... 30 Prerequisites/Basic Competencies ...... 176 Master of Business Administration...... 155 Program of Study ...... 176 Master of Science in Finance...... 170 Essential Functions, Speech Pathology...... 102 MBA Fellows Program...... 181 Exams, Special Education...... 142 National Student Clearinghouse (NSC) ...... 31 Executive Master of Business Administration National Student Loan Data System (NSLDS). . . 31 (EMBA)...... 186 State Programs Admission Criteria ...... 186 Maryland Loan Assistance Repayment

Application Procedures ...... 187 Program (LARP) ...... 30 Basic Competencies ...... 187 Maryland State Senatorial/Delegate Course Descriptions...... 188 Scholarships...... 30 Degree Requirements...... 187 Workforce Shortage Student Assistance Grants.30 Financial Aid...... 187 Teach Grant Program...... 30 Financial Information...... 187 TEACH Grant Program...... 30 Program of Study ...... 188 Foundation Courses, Sellinger School...... 156 Scholarships...... 187 Externships, Psychology ...... 82 220 Index

G The University...... 7 Leave of Absence ...... 24 General Business Specialization, MBA...... 157 Federal Leave Policy...... 24 GMAT Waiver Policy Liberal Studies ...... 47 Master of Business Administration (MBA) . . . . 154 Admission Criteria ...... 47 Master of Science in Finance (MSF) ...... 169 Application Deadlines...... 47 Grades...... 21 Course Descriptions...... 48 Appeal of...... 22 Credits Required...... 48 Audit Policy...... 22 Degree Requirements...... 48 Grade Reports...... 21 Library ...... 12 Incomplete Grade...... 21 Literacy...... 148 Withdrawals...... 22 Certificate of Advanced Study in Education Graduate Assistantships...... 29 (CASE)...... 149 Graduation ...... 25 Course Descriptions...... 125 Special Education Program...... 142 M.ED., Literacy Teacher...... 148 Grants...... 30 M.Ed., Reading Specialist...... 148 TEACH Grant Program...... 30 Loans Federal Direct Stafford (Subsidized)...... 29 H Federal Direct Stafford (Unsubsidized) ...... 29 Federal Graduate PLUS Loan ...... 30 Health Insurance...... 11 Locations ...... 2 History Loyola College ...... 39 Loyola College...... 39 Computer Science...... 41 Sellinger School of Business and Management. . 151 History...... 39 The University...... 5 Liberal Studies...... 47 Housing...... 11 Mission and Educational Objectives ...... 39 Pastoral Counseling ...... 62 Pastoral Counseling ...... 61 Psychology...... 79 I Speech-Language Pathology/Audiology...... 99

Important Information...... 4 M Incomplete Grade...... 21 Information Systems Specialization, MBA...... 157 Management Specialization, MBA ...... 158 Insurance, Health ...... 11 Maps...... 213 International Business Specialization, MBA. . . . . 158 Baltimore Campus ...... 214 International Students ...... 19, 33 Beltway...... 213 Entering the United States...... 20 Columbia Campus...... 215 Obtaining the F-1 Student Visa ...... 20 Timonium Campus...... 215 Obtaining the I-20...... 20 Marketing Specialization, MBA...... 158 Reporting Requirements ...... 20 Master of Business Administration (MBA)...... 154 Requirements for Admission...... 19 Admission Criteria ...... 154, 169 Internships, Psychology...... 89 Application Procedures ...... 154 Concentrations, Specializations, and Electives. . . 157 K Accounting Concentration...... 157 Finance Specialization...... 157 Kodály Music Education...... 140 General Business Specialization...... 157 Course Descriptions...... 121 Information Systems Specialization ...... 157 Master of Education (M.Ed.)...... 140 International Business Specialization...... 158 Purpose and Scope...... 140 Management Specialization ...... 158 Marketing Specialization...... 158 L Course Descriptions...... 158 Degree Requirements...... 155 Lab Facilities, Psychology ...... 90 Fast Track...... 155 Language Requirement, Pastoral Counseling. . . . 63 Financial Aid...... 155 Learning Aims GMAT Waiver Policy...... 154 Loyola College...... 39 MBA Core...... 156 Sellinger School of Business and Management. . 152 MBA Foundation...... 155 221

Foundation Courses...... 156 Materials, Application...... 34 Pre-Program Competencies...... 156 MBA Fellows Program...... 180 Waiver Exams...... 155 Admission Criteria ...... 180 Prerequisites/Basic Competencies ...... 155 Application Procedures ...... 181 Master of Science in Finance (MSF)...... 169 Basic Competencies ...... 181 Application Procedures ...... 169 Course Descriptions...... 182 Course Descriptions...... , 158 Degree Requirements...... 181 Degree Requirements...... 170 Financial Aid...... 181 Financial Aid...... 170 Financial Information...... 181 GMAT Waiver Policy...... 169 Program of Study ...... 182 Prerequisites/Basic Competencies ...... 170 Scholarships...... 181 Master’s Comprehensive Examination, Memberships...... 4 Education ...... 139 Mission Master’s Degrees Loyola College...... 39 Computer Science Psychology M.S., Computer Science ...... 41 M.S. Program...... 79 M.S., Software Engineering...... 43 Psy.D. Program...... 85 Education Sellinger School of Business and Management. . 151 M.Ed., Montessori Education...... 146 The University...... 6 Education Specialties Montessori Education...... 146 M.A., Curriculum and Instruction...... 137 Admission ...... 146 M.A., Educational Leadership...... 135 Certificate of Advanced Study in Education M.A., Educational Technology ...... 138 (CASE)...... 147 M.A., School Counseling...... 139 Course Descriptions...... 123 M.Ed., Curriculum and Instruction...... 138 Course of Study...... 146 M.Ed., Educational Leadership...... 135 Education Core Courses ...... 146 M.Ed., Educational Technology ...... 138 Montessori Course (AMI) ...... 146 M.Ed., Kodály Music Education ...... 140 Master of Education (M.Ed.)...... 146 M.Ed., Private School Management...... 136 Prerequisite Course...... 146 M.Ed., School Counseling...... 139 Purpose and Scope...... 146 M.Ed., Special Education...... 141 Literacy N M.Ed., Literacy Teacher...... 148 M.Ed., Reading Specialist ...... 148 National Student Clearinghouse (NSC)...... 31 Pastoral Counseling National Student Loan Data System (NSLDS). . . . 31 M.A., Spiritual and Pastoral Care...... 64 Nondegree Students M.S., Pastoral Counseling...... 63 Postbaccalaureate...... 19 Psychology Special...... 19 M.S., Clinical or Counseling...... 79 Visiting...... 18 Sellinger School of Business and Management Nonrefundable Fees M.B.A...... 154, 180, 186 Department...... 26 M.B.A., Emerging Leaders...... 175 General ...... 27 M.S.F...... 169 Special Education P M.Ed., Early Childhood...... 142 M.Ed., Elementary/Middle...... 143 Parking ...... 12 M.Ed., Secondary...... 144 Baltimore Campus ...... 12 Speech-Language Pathology, M.S...... 100 Columbia/Timonium Campuses...... 12 Teacher Education Pastoral Counseling ...... 61 M.A.T., Elementary Education...... 149 Accreditation...... 61 M.A.T., Secondary Education...... 149 Admission Criteria ...... 62 Master’s Plus, Psychology (LCPC) ...... 85 C.A.S. Candidates...... 62 Master’s Plus Program, Sellinger School...... 174 C.S.T. Candidates...... 62 Course Descriptions...... 158 M.S./M.A. Candidates...... 62 Master’s Thesis Ph.D. Candidates...... 62 Psychology, M.S. Candidates...... 82 Speech Pathology...... 100 222 Index

Application Deadlines Private School Management, M.Ed...... 136 M.A./M.S./C.A.S./C.S.T. Applicants ...... 62 Procedures, Application ...... 32 M.S.–Ph.D. Applicants...... 62 Psychology...... 79 Ph.D. Applicants...... 62 Assistantships...... 91 Certificate in Spirituality and Traume...... 66 Certificate of Advanced Study (C.A.S.)...... 85 Certificate of Advanced Study (C.A.S.)...... 65 Course Descriptions...... 91 Course Descriptions...... 69 Lab Facilities...... 90 Credits Required...... 63 Master’s Plus (LCPC)...... 85 Degree Requirements...... 63 M.S., Clinical or Counseling Psychology...... 79 Doctoral Programs Admission Criteria...... 80 M.S.–Ph.D., Pastoral Counseling...... 69 Degree Programs...... 83 Ph.D., Pastoral Counseling...... 67 Externships...... 82 Housing...... 62 Grading and Academic Dismissal...... 83 Language Requirement...... 63 Master’s Comprehensive Examination...... 81 Master’s Degree Programs Master’s Thesis...... 82 M.A., Spiritual and Pastoral Care...... 64 Mission...... 79 M.S., Pastoral Counseling...... 63 Prerequisites...... 81 Payment Options...... 62 Program Requirements...... 81 Third Party Billing...... 62 Psy.D., Clinical Psychology...... 85 Spiritual Direction Requirement...... 63 Accreditation ...... 87 State Licensure, Professional Counselor...... 66 Admission Criteria...... 87 Supervisory Process, M.S./C.A.S./Ph.D...... 63 Clinical Placement/Internship...... 89 Therapy Requirement...... 63 Colloquium...... 89 Payment Options Credits Required ...... 88 In-Person/Mail-In Registration...... 28 Goals...... 86 Payment Plans...... 28 Mission/Philosophy of Training...... 85 Third Party Billing, Pastoral Counseling...... 62 Model of Professional Training...... 86 Web Registration...... 28 Philosophy of Training ...... 86 Ph.D., Pastoral Counseling...... 67 Program of Study...... 89 Admission Criteria ...... 62 Student Evaluation...... 88 Application Deadlines...... 62 Course Descriptions...... 69 R Credits Required...... 63 M.S.–Ph.D. Program...... 69 Records Office...... 12 Supervisory Process ...... 63 Refund Policy...... 27 Policies...... 14 Federal Return of Title IV Funds Policy...... 27 Postbaccalaureate Students...... 19 Flat Rate...... 27 Postmaster’s Students ...... 19 Per Credit ...... 27 Post Office ...... 12 Regulations, Academic ...... 14 Practicums, Special Education...... 142 Reports, Grade...... 21 Praxis Exam Resident Assistantships ...... 29 Speech-Language Pathology/Audiology...... 100 Preprogram Competencies, Sellinger School. . . 156 S Prerequisites Emerging Leaders MBA (ELMBA)...... 176 Scholarships ...... 30 Executive Master of Business Administration. . 187 Executive Master of Business Administration. . 187 Master of Business Administration...... 155 MBA Fellows Program...... 181 Master of Science in Finance...... 170 School Counseling ...... 139 MBA Fellows Program...... 181 Certificate of Advanced Study in Education Psychology (CASE)...... 139 M.S. Candidates...... 81 Course Descriptions...... 117 Psy.D. Candidates...... 87 Master of Arts (M.A.)...... 139 Special Education Master’s Comprehensive Examination ...... 139 Special Education...... 141 School of Education ...... 109 Speech Pathology Education Specialties...... 135 Foundation Program...... 103 Montessori Education...... 146 Teacher Education...... 148 223

Sellinger School of Business and Management . 151 Course Descriptions...... 182 Accounting Certificate Program ...... 172 Degree Requirements ...... 181 Admission Criteria...... 172 Financial Aid...... 181 Application Procedures...... 172 Financial Information...... 181 Course Descriptions...... 173 Program of Study...... 182 GMAT Waiver Policy...... 172 Scholarships...... 181 Program of Study...... 172 Mission...... 151 Educational Objectives...... 152 Programs...... 152 Emerging Leaders MBA (ELMBA)...... 175 Services Admission Criteria...... 175 ALANA Services...... 11 Application Procedures...... 176 Bookstore...... 11 Course Descriptions...... 177 Career Center, The...... 11 Degree Requirements ...... 176 Disability Support Services...... 11 Financial Aid...... 176 Health Insurance ...... 11 Prerequisites...... 176 Housing...... 11 Program of Study...... 176 Library...... 12 Executive Master of Business Administration Parking...... 12 (EMBA)...... 186 Baltimore Campus...... 12 Admission Criteria...... 186 Columbia/Timonium Campuses ...... 12 Application Procedures...... 187 Post Office...... 12 Basic Competencies...... 187 Records Office...... 12 Course Descriptions...... 188 Student Administrative Services...... 12 Degree Requirements ...... 187 Student Health and Education Services...... 13 Financial Aid...... 187 Technology Services and Support...... 13 Financial Information...... 187 Software Engineering (M.S.), Computer Science. 43 Program of Study...... 188 Course Descriptions...... 44 Scholarships...... 187 Special Education...... 141 Faculty...... 152 Accelerated Master’s Option...... 142 History...... 151 Admission ...... 141 Locations...... 153 Certificate of Advanced Study in Education Master of Business Administration (MBA) . . . . 154 (CASE)...... 145 Admission Criteria...... 154, 169 Course Descriptions...... 127 Application Procedures...... 154 Exams and Practicums...... 142 Concentrations, Specializations, Graduation ...... 142 and Electives ...... 157 M.Ed., Early Childhood...... 142 Course Descriptions...... 158 M.Ed., Elementary Middle...... 143 Degree Requirements ...... 155 M.Ed., Secondary...... 144 Fast Track...... 155 Prerequisite Courses/Experiences...... 141 Financial Aid...... 155 Special Students ...... 19 GMAT Waiver Policy...... 154 Education, School of...... 111 MBA Core...... 156 Speech-Language Pathology/Audiology...... 99 MBA Foundation ...... 155 Academic/Clinical Requirements...... 101 Prerequisites/Basic Competencies...... 155 Academic Standards Master of Science in Finance (MSF) ...... 169 Grades, Probation, and Dismissal...... 102 Application Procedures...... 169 Withdrawals ...... 102 Course Descriptions...... , 158 Admission Criteria ...... 99 Degree Requirements ...... 170 Course Descriptions...... 104 Financial Aid...... 170 Degree Requirements...... 100 GMAT Waiver Policy...... 169 Master’s Thesis...... 100 Prerequisites/Basic Competencies...... 170 Praxis Exam ...... 100 Master’s Plus Program ...... 174 Essential Functions...... 102 Course Descriptions...... 158 Fellowships and Assistantships...... 103 Second Specialization ...... 174 Foundation Program ...... 103 MBA Fellows Program...... 180 Speech-Language-Hearing Centers...... 102 Admission Criteria...... 180 Waivers...... 102 Application Procedures...... 181 Spiritual Direction Requirement, Basic Competencies...... 181 Pastoral Counseling ...... 63 224 Index

Standards of Conduct...... 16 U State Licensure, Pastoral Counseling...... 66 Statement, Diversity...... 7 University, The...... 5 State Programs, Financial Aid Campuses and Buildings Maryland Loan Assistance Repayment Baltimore Campus...... 8 Program (LARP)...... 30 Columbia Campus...... 10 Maryland State Senatorial/Delegate Timonium Campus ...... 10 Scholarships...... 30 Diversity Statement...... 7 Workforce Shortage Student Assistance Grants. . . 30 History...... 5 Student Administrative Services...... 12 Learning Aims...... 7 Student Health and Education Services...... 13 Mission...... 6 Students Services Continuing Professional Education...... 19 ALANA Services ...... 11 Degree...... 18 Bookstore...... 11 International...... 33 Career Center, The ...... 11 Nondegree Disability Support Services ...... 11 Postbaccalaureate...... 19 Health Insurance...... 11 Special...... 19 Housing ...... 11 Visiting ...... 18 Library ...... 12 Postmaster’s...... 19 Parking...... 12 Student Status ...... 19 Post Office ...... 12 Student Status Changes...... 30 Records Office...... 12 Supervisory Process, Pastoral Counseling...... 63 Student Administrative Services...... 12 Student Health and Education Services...... 13 T Technology Services and Support...... 13 Values...... 7 Teacher Education ...... 148, 149 Vision...... 6 Course Descriptions...... 131 Literacy ...... 148 V Certificate of Advanced Study in Education (CASE)...... 149 Values, The University...... 7 M.Ed., Literacy Teacher...... 148 Vision, The University...... 6 M.Ed., Reading Specialist ...... 148 Visiting Students ...... 18 M.A.T., Elementary Education...... 149 M.A.T., Secondary Education...... 149 W TEACH Grant Program...... 30 Technology, Educational...... 138 Waiver Exams, Sellinger School...... 155 Master of Arts (M.A.)...... 138 Waiver Policy, GMAT Master of Education (M.Ed.)...... 138 Accounting Certificate Program ...... 172 Technology Services and Support...... 13 Master of Business Administration (MBA) . . . . 154 Student Support...... 13 Master of Science in Finance (MSF) ...... 169 Test Materials...... 24 Waivers Therapy Requirement, Pastoral Counseling. . . . . 63 Speech Pathology...... 102 Thesis Guidance, Psychology ...... 82 School of Education...... 111 Time Limit...... 23 Withdrawals...... 22 Transcripts...... 25 Speech-Language Pathology/Audiology...... 102 Transfer Credit...... 24 Trustees, Board of...... 193