Applied Behavior Analysis at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Credit toward a graduate degree in Coordinators Education: The 15 credits earned in this Dr. Adriana Gonzalez-Lopez certificate program (excluding the internships) Dr. Christina Ager may be applied to a Master of Education or Counseling Psychology degree program with departmental approval and advising. Graduate Certificate Arcadia University Graduate Certificate in Applied Behavior Analysis What is Behavior Analysis? Behavior analysis is a specific approach to the About Arcadia’s Graduate understanding of human behavior. An applied behavior analyst is someone who has in-depth Certificate in Applied knowledge of the field and methods of the Behavior Analysis (ABA) study of the science of behavior and technology of behavior derived from this Arcadia University’s 15-credit Graduate science. Certificate in Applied Behavior Analysis is a fully online program and is also offered in a Behavior analysis services help people to blended format at the King of Prussia Campus. learn new behaviors and to increase or reduce Practicum seminars also are offered to help existing behaviors. The scope of these students complete experience hours required services ranges from addressing challenging to take the Behavior Analyst Certification behaviors of an individual person to changing Board exam (www.bacb.com). the behavior of an entire organization or community. Behavior analysis has many The Professsion: ABA provides the most applications, such as developing training evidence-based intervention within all of procedures that build verbal skills in children psychology and education. It has helped to with autism, helping teachers to work with support youth and adults with autism, conduct students in inclusive settings, and preventing disorders, oppositional defiant disorders, and delinquency. depression, as well as couples needing therapy, It has served as the basis for Behavior analysts use environmental change educational procedures such as direct procedures to improve the lives of people. instruction and assessment procedures such Behavior analysis has been applied to a great as curriculum-based measurement. It is variety of problems such as couples therapy, essential for professional functioning within a individual behavior therapy, behavioral Response to Intervention Model. consultation, and addictions treatment.
The Program: Arcadia’s Applied Behavior Analysis graduate program helps students to What Core Skills Will I Acquire in develop professional expertise in behavior Behavior Analysis and Therapy? analysis and the consultative skills necessary In this program, students develop solid skills in to affect real change in schools, homes, and the basic principles of behavior analysis and community settings. All instructors are board the skills to transfer basic principles into certified and have extensive experience comprehensive functional behavioral working as certified behavior analysts in the assessments, behavioral interventions, and field as well as teaching at the university level. program evaluation. This program offers training in a breath of assessment and This program offers training in a breadth of intervention techniques with a positive assessment and intervention techniques with a behavioral support and behavioral treatment positive behavior support and behavior focus. Additionally, Arcadia’s program stresses treatment focus. Additionally, Arcadia’s the consultative skills that graduates will need program stresses the consultative skills that to work effectively with educators and parents. graduates will need to work effectively with educators and parents.
Arcadia University Graduate Catalog 2011-12 Applied Behavior Analysis at Arcadia University
Why Study at Arcadia? behavior chain analysis. Behavior analytic procedures have been coded into educational All of Arcadia’s instructors have extensive law. For example, the Individuals with experience working as certified behavior Disabilities Education Act calls for a functional analysts in the field as well as teaching at the behavioral assessment (FBA) to be conducted university level. Arcadia’s program is designed prior to suspension of students with to develop professional expertise in behavior disabilities. analysis and the consultative skills necessary to affect real change in schools, homes, and community settings. All instructors are Board Certified Behavior Analysts (BCBA). Admission to the Are Courses Taught Online? Graduate Certificate The Graduate Certificate in Applied Behavior in Applied Behavior Analysis is a fully online program. In addition, Analysis courses are offered in a blended format at the King of Prussia Campus. In addition to the general admission requirements for graduate students, the following program-specific requirements must Are Courses Approved by the be met: BACB? • A graduate application, including personal statements, to be completed The Behavior Analyst Certification Board, Inc. online at www.arcadia.edu/gradapp. has approved the following course sequence • A bachelor’s degree from an as meeting the coursework requirements for accredited institution with a eligibility to take the Board Certified Behavior recommended GPA of 2.5 or better. Analyst Examination. Applicants will have to (Note: The BACB requires that a master’s meet additional requirements to qualify. Five degree in a related field be obtained prior courses prepare students for the role of to applying for board certification.) behavior specialist or to take the national • One official transcript from each Behavior Analyst Certification Board (BACB) college, university or professional exam (http://www.bacb.com/). school attended. Transfer credits included on a transcript must include An additional option of two internship courses grades earned; if not, an official help prospective applicants to meet the transcript from the original school requirements for the 750 intensive supervision must be submitted. Transcripts must hours needed for board certification. The be sent from the issuing school in a purpose of these courses is to help the student sealed envelope and contain the to move information learned in coursework appropriate signatures and seals to be from theory to practice. considered official. • One letter of recommendation. The Academic Policies: Students in Arcadia letter must be of a professional not University Graduate Certificate programs are personal nature. If the student has subject to the academic policies of the Office been out of school five years or fewer, of Graduate and Undergraduate Studies. the letter must come from a professor. Grades of “B” or better in every class are State and federal clearances (required required to qualify for the Certificate. for internships only), which include criminal check, child abuse and FBI Transfer Credit: Transfer credit is not fingerprinting. Information can be permitted in this program. found on the Education website at www.arcadia.edu/education. Why Study Behavior Analysis? Students can take the first course (ED 661) In Pennsylvania, behavior analyst qualifies for before formal application and matriculation into behavior specialist licensure. Indeed, the the program, but they should apply for behavior specialist license is predicated on the admission into the certificate program before ability to develop and use behavior analytic taking a second course. Taking a course does assessment and intervention procedures such not guarantee admission into the program. as functional behavioral assessment and
Arcadia University Graduate Catalog 2011-12 2 Applied Behavior Analysis at Arcadia University
principles are discussed. Challenging behaviors Requirements for the are studied from a learning perspective.
Graduate Certificate ED 681 in Applied Behavior Applied Behavior Analysis II: Procedures for Behavior Change Analysis (3 credits) (15 credits) In this course, students focus on the methods of behavior analytic research. The topics covered The following courses are required: are defining applied behavior analysis; selecting, defining and measuring behavior; constructing ED 661 Applied Behavior Analysis graphs to interpret behavior and analyze I: Principles and Teaching behavior change; research designs such as Strategies (3 credits) alternating treatments, reversal, multiple ED 681 Applied Behavior Analysis baseline; changing criteria designs; and planning II: Procedures for Behavior and evaluating behavior analytic research. Change (3 credits) ED 682 Applied Behavior Analysis ED 682 III: Strategies for Youth Applied Behavior Analysis III: with EBD (3 credits) Strategies for Youth with EBD ED 683 Behavior Analysis IV: (3 credits) Behavior Analysis of Child This course analyzes the basic process of Development (3 credits) behavior change and demonstrates how behavior ED 684 Behavior Analysis V: analysts serve as behavior analysts/specialists to Behavioral Consultation in the community. Topics build on the basic Homes, Schools and knowledge of ED 661 with more advanced Communities (3 credits) learning in basic principles of behavior analysis; behavioral assessment; the application of those Internship Courses principles to children; intervention methodologies; writing of behavioral objectives to build self Internship courses are not required for control; and programming for generalization. Arcadia’s graduate certificate but are a BCBA Special attention is paid to comprehensive Supervised Internship requirement. programming and the use of multiple intervention ED 687 ABA Internship 1: FBA methods. In addition, students will design and BIP (6 credits) behavioral intervention plans based on functional ED 688 ABA Internship 2: behavioral assessments. Instructional Programs (6 Prerequisites: Admission to the program and credits) satisfactory completion of Applied Behavior Analysis I and II with a “B” or better.
Applied Behavior ED 683 Behavior Analysis IV: Analysis Course Behavior Analysis of Child Development Descriptions (ED) (3 credits) Conceptualization of behavioral problems and the ED 661 origins of behavioral disorders are critical to Applied Behavior Analysis I: treatment and to the functioning of people Principles and Teaching Strategies through the lifespan. This course focuses on (3 credits) basic principles in Behavior Analysis and how they shape the development of typical and This seminar is designed to provide students with atypical children. The role of these principles in introductory knowledge of applied behavior normal development and developmental analysis (ABA). Topics addressed include the problems such as language delays, motor history of ABA, principles of ABA, reinforcement, developmental delays, conduct and oppositional data collection, , teaching procedures, teaching defiant disorder, childhood depression, problems complex behaviors, generalization, and of attachment, and autism are explored. The maintenance of skills. Readings, assignments, course reviews field applications including direct and participation in online coursework observations of children’s development; instructional activities offer an essential functional behavioral assessment; curriculum understanding of behavior analytic principles. design; verbal behavior assessment and Ethical considerations in the application of these intervention; curriculum based-measures; and
Arcadia University Graduate Catalog 2011-12 3 Applied Behavior Analysis at Arcadia University intervention strategies that involve both the plans, along with personal ethical development school and the family. and understanding of customary practices of the Prerequisites: Admission to the program and profession. Thus, each student is required to satisfactory completion of Applied Behavior complete a field internship, have individual Analysis I, II and III with a “B” or better. meetings with the field supervisor and weekly group supervision sessions. Half of the grade for ED 684 the course is presented by the field supervisor. Behavior Analysis V: Behavioral Consultation in Homes, Internships can take place in most community Schools and Communities organizations. The field supervisor must have (3 credits) experience in behavior analysis and therapy and This course focuses primarily on behavioral be Board certified. Field experiences that offer a consultation skills needed to produce a strong diverse range of populations to work with are behavior analytic case conceptualization and to preferred to those with a single population. link that conceptualization to intervention. This Adviser approval required. course uses online technology in combination Prerequisites: Successful completion of ED 661, with role plays and feedback to build behavior ED 681, 682, 683 and 684, with a “B” or better. analytic case conceptualization and execute effective behavioral consultation. Behavioral case conceptualization is the integration of information from a functional assessment, complete with skills and adaptive behavior assessment, as well as ecological assessment. Special topics include behavior analytic models of teacher and parent resistance, as well as interventions for resistance. This course is an intensive lab course that focuses on the practical aspects of “how to” consulting (i.e., what is done each session, each step of the way). It is critical that students participate in each class to engage in the role- plays and get feedback from other students. Prerequisites: Admission to the program and satisfactory completion of Applied Behavior Analysis I, II , III and IV with a “B” or better.
ED 687 ABA Internship 1: FBA and BIP (6 credits) (See www.bacb.com under Becoming Certified.) This course is designed to be a guiding course while the student is on his or her selected internship. This course requires weekly work hours, one individual meeting with a field supervisor and one weekly group supervision session. The purpose of the course is to help the student move information learned in coursework from theory to practice. Focus is spent on case development—conducting functional behavioral assessment and using the assessment to create a comprehensive behavioral intervention. Half the grade for the course is presented by the field supervisor. Adviser approval required. Prerequisites: Successful completion of ED 661, ED 681, 682, 683 and 684, with a “B” or better.
ED 688 ABA Internship 2: Instructional Programs (6 credits) While on internship, this course allows for each student to meet with their University supervisor to shape their skills in developing effective teaching
Arcadia University Graduate Catalog 2011-12 4 Art Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Art Education Concentration Coordinators 1. Foundation Courses (6–9 credits) chosen Bette Goldstone, Ed.D. with the adviser from the following: Robert Mauro, M.F.A. ED 501–510
2. Concentration Courses (15 credits) Art Education AE 400 The Uses of Theory in Art Master’s Degrees and Education AE 408 Curriculum Design in Art Teacher Certification Education Master of Arts in Education with a ED 517 Human Development: The Concentration in Art School Years, K–12 ED 580 Introduction to Inclusive Master of Education with a Education Concentration in Art Education ED 601 Literacy Foundations
Certifications: Instructional, Supervisory 3. Electives (3–9 credits) Electives in Fine Arts and/or Education may be chosen with the advice of the program About the Art Education coordinator and approval of the Fine Arts Department. Master’s Degree Program The program is designed to allow students 4. Culminating Activity seeking a master’s degree to earn a Arranged in consultation with the adviser at certification in art (K–12) concurrently. The the time of completing the Degree degree is not required for certification, and Candidacy Application. certification requirements may vary based on academic experience. See Certification Requirements. Master of Arts in Education Degree Specific Admissions Requirement Requirements (M.A.Ed) In addition to the general admission requirements, students must have a portfolio (minimum of 30 credits) review. Students with a bachelor’s degree in fine arts are exempt from this requirement. This program is individualized and planned Arrangements for the portfolio review can be with the program coordinators. made in the Office of Enrollment Management. Art Concentration Students must have appropriate prerequisites 1. Foundation Courses (6 credits) chosen with for any Fine Arts studio courses taken at the the adviser from the following: graduate level. ED 502–510
2. Concentration Courses (12–15 credits) Master of Education chosen with the adviser from 400-level Fine Degree Requirements Arts/Art History courses
(M.Ed.) 3. Electives (0–9 credits in Education) (a minimum of 30 credits) 4. Culminating Activity (0–3 credits) The degree program must be planned with an adviser to ensure that degree and/or Teacher Certification certification requirements are satisfied. Pennsylvania Instructional Teacher Certification (variable credit depending on previous academic credentials)
Arcadia University Graduate Catalog 2011-12 1 Art Education at Arcadia University
Art Education K–12 ED 503 General Foundations of Education in the United States ED 517 Human Development: The School Years ED 601 Literacy Foundations ED 580 Introduction to Inclusive Education AE 400 The Uses of Theory in Art Education AE 408 Curriculum Design in Art Education ED 565 Introduction to Instructional Technology ED 474 Graduate Student Teaching Practicum: Art Education K–12 (6 credits; credits not applicable to master’s degree) or ED 583B Fieldwork (for students holding a valid Pennsylvania Instructional I or II certificate) (3 credits; credits not applicable to master’s degree)
Additional Certification Requirements
1. Completion of all subject area coursework required to meet the general and specific certification standards of the Pennsylvania Department of Education. This will be determined by the program coordinator.
2. A grade of “B” or better in the Graduate Student Teaching Practicum
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Praxis I: Pre-Professional Skills Tests: Passing scores on these tests are required for admission to the program. Praxis II: Fundamental Subjects: Content Knowledge (30511) Qualifying Score: 150 Art Content Knowledge (10133) Qualifying Score: 161
Arcadia University Graduate Catalog 2011-12 2 Autism Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
• A graduate admission application Coordinator including personal statements, to be Dr. Adriana Gonzalez-Lopez completed online at www.arcadia.edu/gradapp. • One letter of recommendation. The Graduate Certificate letter must be of a professional not Arcadia University Graduate Certificate in personal nature. If the student has Autism been out of school five years or fewer, the letter must come from a professor. • A background in education, About Arcadia’s Graduate psychology, communication disorders, Certificate in Autism or another related discipline is recommended. The Arcadia University Graduate Certificate in • State and federal clearances (required Autism is designed to develop and enhance for practicum hours), which include effective educational practices to support K-12 criminal check, child abuse and FBI educators, school districts, and community- fingerprinting. Information can be based organizations in using best practices in found on the Education website at working with individuals who have been www.arcadial.edu/education. ww identified as having Autism Spectrum Disorders. Practicum hours in each course are Students can take a course before formal designed to help students understand the application and matriculation into the program, connections between coursework and the but they should apply for admission into the direct work with children and youth with certificate program before taking a second autism. course. Taking a course does not guarantee admission into the program. This certificate is offered fully online and in a blended format at the King of Prussia Campus. Frequently Asked Credit toward a graduate degree in Education: The 12 credits earned in this Questions certificate program may be applied to a Master of Education degree program with Who should take the Autism Spectrum departmental approval and advising. Disorders (ASD) course?
Academic Policies: Students in Arcadia Educators and professionals interested in University Graduate Certificate programs are seeking additional expertise in the field of subject to the academic policies of the College autism can take ED 660 Characteristics of of Graduate Studies. Students with Autism Spectrum Disorders.
Transfer Credit: Transfer credit is not If I am not an educator, can I still apply for permitted in this program. the Arcadia Graduate Certificate program?
Yes, as long as you have a bachelor’s degree, Admission to the you can qualify for admission to the Arcadia Graduate Certificate Graduate Certificate program. in Autism Program Can I enroll in a course if I do not have a The following program-specific requirements bachelor’s degree? must be met: No, the courses offered in this certificate • A bachelor’s degree from an accredited college or university with a require a bachelor’s degree. recommended GPA of 3.0 or better. • An official transcript for each college What is the cost of the program? or university attended.
Arcadia University Graduate Catalog 2011-12 Autism Education at Arcadia University
Courses offered will be billed at the prevailing ED 661 Arcadia University part-time graduate course Applied Behavioral Analysis I: Principles of rate. See www.arcadia.edu/tuition. Teaching Strategies (3 credits) How long will it take me to obtain the This seminar is designed to provide students with Graduate Certificate in ASD? introductory knowledge of applied behavior analysis (ABA). Topics addressed include the The program consists of four courses, and history of ABA, principles of ABA, reinforcement, students usually take one or two courses per data collection, , teaching procedures, teaching semester complex behaviors, generalization, and maintenance of skills. Readings, assignments, Are all four of the classes needed for the and participation in online coursework instructional activities offer an essential Graduate Certificate offered online? understanding of behavior analytic principles. Ethical considerations in the application of these Yes, all of the courses are offered online, and principles are discussed. Challenging behaviors they also are offered in a blended format are studied from a learning perspective. offered with a combination of in–person classes and online sessions at the King of ED 662 Prussia Campus. Teaching Methods for Students with Autism (3 credits) This seminar provides students with knowledge Requirements for the of current research-based teaching strategies for Graduate Certificate students in the autism spectrum. Participants gain experience in assessing and planning in Autism meaningful learning goals, developing effective teaching plans, and evaluating student outcomes. (12 credits) Topics addressed include teaching complex behaviors, analyzing challenging behaviors, and The following courses are required: collaborating with families. ED 660 Characteristics of Prerequisite: ED 661 Students with Autism Spectrum Disorders ED 663 (3 credits) Special Topics in Autism ED 661 Applied Behavior Analysis (3 credits) I: Principles of Teaching This seminar provides students with knowledge Strategies (3 credits) of relevant language, social, community and ED 662 Teaching Methods for sensory characteristics of students in the autism Students with Autism spectrum. Participants examine assessment tools (3 credits) and intervention strategies to support students ED 663 Special Topics in Autism with autism. Other topics covered include family, (3 credits) sibling and emotional issues in relation to cultural Each course requires a 20-hour practicum. context, as well as transition issues and ”next environment” planning Prerequisites: ED 660; ED 661 and admission Autism Course to the program
Descriptions (ED)
ED 660 Characteristics of Students with Autism Spectrum Disorders (3 credits) This seminar provides students with introductory knowledge regarding children diagnosed with autism. Topics addressed include characteristics of students with Autism Spectrum Disorders; considerations in school and home programming; family, community and legal issues; and life transitions.
Arcadia University Graduate Catalog 2011-12 2 Biology Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
ED 580 Introduction to Inclusive Coordinator Education Julia Plummer, Ph.D. ED 553 Issues in Science for Secondary Teachers ED 565 Introduction to Master’s Degree and Instructional Technology Teacher Certification ED 607 Strategic Instruction for Adolescent Readers and Master of Education with a Writers Concentration in Secondary Education 3. Electives (3–9 credits) chosen with the Certifications: Instructional, Supervisory adviser.
About the Secondary 4. Culminating Activity ED 596 Curriculum Development Education Master’s Project Degree Program This program is designed to allow students Teacher Certification seeking certification in secondary areas to Pennsylvania Instructional Teacher attain a master’s degree concurrently. The Certification (variable credit depending on degree is not required for certification, and previous academic credentials) individual requirements for certification may vary based on academic experience. Biology Education 7–12 The program must be planned with an adviser to insure that degree and/or certification ED 503 General Foundations of requirements are satisfied. Education in the United States ED 513 Meeting the Needs of Master of Education Diverse Learners Degree Program ED 523 The Teacher and the Classroom, Secondary Requirements (M.Ed.) ED 553 Issues in Science for Secondary Teachers (a minimum of 30 credits) ED 565 Introduction to Instructional Technology Secondary Education Concentration ED 471 Graduate Student Teaching Practicum: 1. Foundation Courses (6–9 credits) chosen Secondary 7–12 with the adviser from the following: (6 credits; credits not ED 503 Foundations of Education applicable to master’s in the United States degree) One additional foundation chosen from ED or ED 583B Fieldwork (for students 501–510 holding a valid Pennsylvania Instructional 2. Concentration Courses (15–18 credits) I or II certificate) (3 credits; chosen with the adviser from the following: credits not applicable to ED 513 Meeting the Needs of master’s degree) Diverse Learners ED 514 Assessment in the Additional Certification Requirements Classroom ED 517 Human Development: The 1. Completion of all subject area coursework School Years, K–12 required to meet the general and specific ED 523 The Teacher and the certification standards of the Pennsylvania Classroom, Secondary
Arcadia University Graduate Catalog 2011-12 1 Biology Education at Arcadia University
Department of Education. This will be determined by the program coordinator. 2. A grade of “B” or better in the Graduate Student Teaching Practicum
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Praxis I: Pre-Professional Skills Tests: Passing scores on these tests are required for admission to the program. Praxis II: Biology Content Knowledge (20235) Qualifying Score: 147
Arcadia University Graduate Catalog 2011-12 2 Business (M.B.A.) at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Global Business Diplomacy Faculty Project Management Executive Director Tony Muscia, D.B.A., Associate Professor Accreditation: Arcadia University is of Management accredited by the Middle States Association of Colleges and Schools and is accredited by the Faculty Association of Collegiate Business Schools Gary A. Berg, Ed.D. and Programs (ACBSP). It is a member of the Lorraine Brandenburger, M.B.A., CPM, AACSB International (The Association to CLSSGB, CLSSBB Advance Collegiate Schools of Business) and Thomas M. Brinker Jr., LL.M., CPA, CFE, the Middle Atlantic Association of Colleges of ChFC, PFS, AEP, Professor of Business Administration (MAACBA). Accounting Zaneta Chapman, Ph.D. Assistant Professor of Economics Academic Policy Annette L. Halpin, Ph.D., Assistant Professor of Marketing and Finance Graduate Business Program Policies and Sara Hejazi, Ph.D. Procedures Jeanine Kingeter, PHR, M.S. University graduate students are subject to the Karen Lawson, Ph.D., CSP University general policies and procedures for Wayne A. Morra, Ph.D., Professor of all graduate programs as outlined in the graduate catalog. (See general Economics policies/procedures section.) Students Deborah Noble, Ph.D., CPA matriculated in graduate business programs Beatrice Rolland, D.B.A., CPA are subject to the policies and any Mary Sims, J.D. prerequisites required for BA 500 and BA 600 Steven T. Syrmopoulos, CFP, ChFC level courses. See course descriptions for Joel Wagoner, CPA, CMA, Assistant prerequisites. The following graduate business Professor of Accounting policies are mandatory and part of the general Michelle Washington, Ph.D. Assistant policy and procedures of graduate programs. Professor of Management
Gary A. Witt, Ph.D. Students must maintain a “B” or better to remain in good academic standing. Master’s Degrees Students must be in good academic standing (3.0) and have completed Master of Business Administration four courses within the program to be with a Global Perspective eligible for international travel.
Concentrations Students must complete all degree Entrepreneurship requirements including international Finance travel experiences prior to enrollment in capstone course, BA 695 Global Leadership Strategic Management.
Master of Business Administration with a Students must earn a “B” or better in Concentration in Global Business the Capstone course, BA 695 Global Diplomacy Strategic Management.
International M.B.A. Program M.B.A Student Policy Handbook Each student is responsible for being Master of Business Administration with a thoroughly familiar with all policies and procedures outlined in the M.B.A. Student Global Perspective, International 3+2 Policy Handbook. Policies and procedures for
students in graduate business programs are Arcadia Graduate Certificates in Business devised to safeguard the integrity of the Entrepreneurship degree or certificate granted, to facilitate the Finance student’s progress toward the degree, and to Leadership prevent delays and misunderstandings.
Arcadia University Graduate Catalog 2011-2012 1 Business (M.B.A.) at Arcadia University
Conditional Admittance Integrate cultural awareness and A student who is admitted conditionally is diversity in implementing ethical closely monitored by the program decisions. administration. The student must maintain a 3.0 grade point average and successfully Students complete two one-week international complete the assessments in any deficient experiences, one in an emerging economy and competency areas of accounting, finance one in a developed economy. Comparing and and/or economics as outlined in the conditional contrasting the two experiences takes place in admit letter (prior to the completion of nine the Global Strategic Management capstone credits). Assessment and tutorial information is course (BA 695) at the end of the program. provided to conditionally-admitted students in their admission letter. Arcadia’s M.B.A. program educates students about the latest management decision-making tools and techniques to ensure business Expenses success. Students are exposed to cutting-edge The Arcadia M.B.A. program is an excellent industry best practices and techniques in key investment, and financing options are available business areas. to all enrolled students. Tuition fees for the M.B.A. with a Global Perspective and the The program engages students in developing M.B.A. with a Global Business Diplomacy an awareness of the impact business concentration are determined by the semester decisions have on society. Students will be of entry, remain fixed for all future semesters able to incorporate this gained knowledge to of continuous enrollment, and are billed in ensure their organization’s plans will offer a installments. See each program overview for high degree of sustainability within a balanced specific expense details. ethical framework.
Miscellaneous Fees: Students will develop team building and Parking: There is no charge for parking after 4 communication skills in preparation for p.m. A hangtag is required for all vehicles to leadership roles in the business community park in the designated lots. Students may through case studies, team-based projects, obtain a hangtag after bringing their vehicle and international travel. registration card to the Public Safety Office. Parking is available at any location Graduates of the Arcadia M.B.A. program will designated as Student Parking. be able to utilize the knowledge and skills acquired to devise effective strategies and objectives for their organizations. They will be Overview of M.B.A. with a equipped with leadership and technical skills Global Perspective enabling them to manage teams of individuals in achieving their desired results. Arcadia’s graduates will develop knowledge and Arcadia’s M.B.A. is a leadership development leadership skills to advance their organizations program focused on enabling students to: and careers in an effective and responsible Analyze emerging global trends fashion. affecting business today. Collaborate across borders to utilize Online M.B.A. or On Campus: The M.B.A. resources successfully on a global with a Global Perspective is offered online or basis to achieve organizational goals. one night a week on campus. Arcadia Apply technology to improve areas Graduate Certificates in Business are offered such as management information, online. communication and productivity. Improve skills associated with data Expenses for M.B.A. with a Global gathering, analysis and evaluation in Perspective: For the 2011-12 academic year, order to devise and implement more the tuition for an M.B.A. with a Global effective strategic plans. Perspective (36 credits) is $36,720, which Lead organizations in achieving their includes two one-week international travel goals and objectives through effective experiences. The two international delegating, team-building, and experiences are a requirement of the M.B.A. motivating practices. with a Global Perspective program. Travel
Arcadia University Graduate Catalog 2011-2012 2 Business (M.B.A.) at Arcadia University fees are included in the cost of the program tuition. Program (IMBA) in Paris, France The travel expenses that are provided through tuition to the student include group Arcadia’s IMBA is offered as a one-year international airfare, air taxes and fuel program in partnership with the American surcharges, group airport transfers in the Graduate School of Business and Economics destination city, double occupancy at AGS. The program is taught in Paris, in accommodations, group transportation for all English, and accredited in the United States as activities listed in the itinerary, meals as noted an affiliated program of Arcadia University. in the itinerary, admission and entrance fees for cultural excursions listed on the itinerary, The Arcadia IMBA at the American Graduate and student supplemental health insurance School of Business and Economics in Paris with EIIA during the travel period. Incidental features five key components to prepare expenses associated with travel that are not students for successful careers in business, covered by the tuition are the responsibility of government, or international organizations. the student.
The program incorporates an international Expenses for Concentrations: For the 2011- experience: 2012 academic year, the tuition for courses As part of the program, students have only in concentration areas (9 credits per area) the opportunity to go on a one-week of Entrepreneurship, Finance and Leadership educational trip to the United States, is billed at the current part-time graduate rate, or join students from the Arcadia on- $670 per credit. campus M.B.A. program on a trip to a
developed or developing country. Expenses for M.B.A. with a Global Business Diplomacy Concentration: For the As an alternative option, international 2011-2012 academic year, the tuition for the students may choose to complete M.B.A. with a Global Business Diplomacy their business experiential learning in concentration (45 credits) is $45,900, which France. includes three international travel experiences. Two international experiences are a The Arcadia IMBA at AGSBE in Paris focuses on the challenges of the current international requirement in the M.B.A. program. marketplace: Students will travel twice with their program It addresses the most cohort as designated by their program plan contemporaneous questions posed by and once to Costa Rica in the semester the globalization. student is enrolled with the University for It prepares students to act in and Peace. Travel fees are included in the cost interact with multi-cultural of the program as noted: The travel expenses environments. that are provided through tuition to the student include group international airfare, air taxes The program is geared toward career building: and fuel surcharges, group airport transfers in It adopts a hands-on approach, the destination city, double occupancy including visits and meetings with accommodations, group transportation for all executives of the most successful activities listed in the itinerary, meals as noted international corporations. in the itinerary, admission and entrance fees It teaches the best and most recent for cultural excursions listed on the itinerary, techniques of management, planning and student health insurance with EIIA during and decision-making, and studies the travel period. Incidental expenses major international corporations as associated with travel that are not covered by illustrative models. the tuition are the responsibility of the student. The IMBA in Paris teaches responsible Overview of the decision-making: It sensitizes students to the International M.B.A. challenges of sustainable development, social solidarity and ethical business.
Arcadia University Graduate Catalog 2011-2012 3 Business (M.B.A.) at Arcadia University
The program takes advantage of its location in develop team building and communication Paris, at the heart of the European Union: skills in preparation for leadership roles in the E.U. and OECD economists and business community through case studies, business policymakers participate in team-based projects, and international travel. the program as teachers and guest Graduates will be able to utilize the knowledge speakers. and skills acquired to devise effective Students have the opportunity to go strategies and objectives for their on optional visits to the E.U. organizations. They will be equipped with Commission in Brussels and the leadership and technical skills enabling them OECD in Paris, and meet with to manage teams of individuals in achieving delegates and staff. their desired results. Arcadia’s graduates will The European setting of the program develop knowledge and leadership skills to makes it possible for students to advance their organizations and careers in an better apprehend the notion of Europe effective and responsible fashion. as a political, economic and social entity. Expenses for International M.B.A. (IMBA) in Singapore, Republic of Singapore: Expenses for International M.B.A. (IMBA) in For 2011-12 academic year, tuition and travel Paris, France costs for the IMBA in Singapore are paid Tuition and travel costs for the IMBA in Paris, directly to the partner institution (Aventis France, are paid directly to the partner School of Management). Please see institution (AGS). Please see www.ags.edu for www.aventis.edu.sg for current fees. current fees. Admission to Overview of the the M.B.A. Program, IMBA International M.B.A. and Graduate Certificates (IMBA) Program in In addition to the general admission requirements, the following program-specific Singapore, Republic of requirements must be met for admission to the Singapore M.B.A. and IMBA programs and Arcadia Graduate Certificates: Arcadia’s IMBA is offered as a one-year program in partnership with the Aventis School 1. An M.B.A/Graduate certificate application, of Management in Singapore. Aventis School of including personal statements, to be Management is a leading graduate school that completed online at is an affiliated member of the European www.arcadia.edu/gradapp. IMBA Foundation for Management Development applicants for Paris, France complete (EFMD) and European Council for Business online through AGSBE. IMBA applicants Education (ECBE). The program is taught in for Singapore, Republic of Singapore, Singapore, in English, and is accredited in the complete online through Aventis. United States as an affiliated program of Arcadia University. 2. A bachelor’s degree from an accredited institution with a recommended GPA of The program educates students about the 3.0 or better. Transcripts should reflect latest management decision-making tools and evidence of completion of accounting, techniques to ensure business success. finance and economics courses with a Students are exposed to cutting-edge industry grade of B or better. Students lacking best practices and techniques in key business accounting, economics or finance areas. The program engages students in coursework may be admitted conditionally developing an awareness of the impact to the program. Conditional admit business decisions have on society. requirements must be met prior to the completion of 9 credits in the M.B.A. with Students will be able to incorporate this gained a Global Perspective program. IMBA knowledge to ensure their organization’s plans students admitted conditionally must pass will offer a high degree of sustainability within required assessments prior to admission a balanced ethical framework. Students will into the IMBA program. IMBA students
Arcadia University Graduate Catalog 2011-2012 4 Business (M.B.A.) at Arcadia University
are required to complete foundation will be the fall and spring semesters of each courses and the Aventis graduate academic year. entrance exam prior to entering the program. Deferred Admission: An accepted student who wants to defer his or her admission for 3. One official transcript from each college, one year must submit a request in writing to university or professional school the program’s Executive Director. Deferrals will attended. Transfer credits included on a be considered on a case-by-case basis. Once transcript must include grades earned; if a deferral is granted, the student must submit not, an official transcript from the original the required deposit to reserve a seat in the school must be submitted. Transcripts class. This deposit will be credited toward must be sent from the issuing school in a tuition. A student who is granted a deferral sealed envelope and contain the must understand that he or she will be subject appropriate signatures and seals to be to the prevailing tuition at the time of considered official. matriculation to the program.
4. Two letters of recommendation. The letters must be of a professional not About the M.B.A. with a personal nature. If the student has been Global Perspective out of school five years or less, at least one letter must come from a professor. Degree Program The M.B.A. curriculum is delivered using a 5. A minimum of three years of work cohort model. Students take accelerated experience. Students with exceptional seven-week courses over a 22-month period. undergraduate records with less work On campus courses meet 4.5 hours per week experience may be considered. for a total of 31.5 contact hours. Out-of-class readings, assignments, research, projects, 6. A current professional résumé. group work, etc. will require a minimum of 10 to 20 hours per week. Courses utilize a variety 7. Applicants for the M.B.A. with a Global of delivery techniques such as textbooks, case Perspective program are required to studies, individual/group projects, experiential submit a signed Statement of Intent to exercises and guest speakers. Study Abroad form, which is included with the application for admission. Embedded in the program are two one-week international travel experiences. These will be 8. International applicants should visit credit-bearing offerings (2 credits each) www.arcadia.edu/international for detailed enabling students to gain firsthand knowledge information on admissions requirements of the challenges of global businesses in both and application procedures. Official a developing and a developed economy. results from the TOEFL or IELTS are Students complete the M.B.A. program with required for all students for whom English the final course in Global Strategic is a second language except for non- Management. native speakers of English who hold degrees or diplomas from post-secondary Students also may choose to select a business institutions in English-speaking countries area of concentration within the M.B.A. with a (e.g. the United States, Canada, England, Global Perspective. These areas include Ireland, Australia, and New Zealand). A Entrepreneurship, Finance and Leadership. course-by-course evaluation of all Students who pursue an area of concentration transcripts by an independent evaluation complete a 45-credit degree program that service based in the United States also is includes three additional courses (9 credits) in required. the chosen business area concentration. The concentration courses are offered in a fully All of the above information must be submitted online seven-week accelerated format and can by an applicant in order to be considered for be taken concurrently with the students’ acceptance. planned program.
Application Deadline: Application materials will be reviewed throughout the year. Semester start dates for the M.B.A. program
Arcadia University Graduate Catalog 2011-2012 5 Business (M.B.A.) at Arcadia University
while completing the M.B.A. with a Global Master of Business Perspective degree program. See course Administration (M.B.A.) descriptions for semester offerings.
Degree Requirements Entrepreneurship Concentration (36 credits) Requires the following (9 credits):
Semester 1 BA 604 Global Organizational BA 500 Business Fundamentals I Development—The (3 credits) Evolving Challenge BA 502 Business Fundamentals II (3 credits) (3 credits) BA 610 Entrepreneurship and Innovation (3 credits) Semester 2 BA 612 E-Commerce (3 credits) BA 560 Managing in the Global Workforce (3 credits) Leadership Concentration BA 540 Multinational Marketing Requires the following (9 credits): (3 credits) BA 602 Power and Politics Semester 3 (3 credits) BA 670A International Business BA 603 Contemporary Issues in Experience (0 credits) Leadership (3 credits) BA 580 Shareholder Value BA 604 Global Organizational Management (3 credits) Development—The BA 600 Leadership for Effective Evolving Challenge Organizations (3 credits) (3 credits)
Semester 4 Finance Concentration BA 680 International Finance Requires the following (9 credits): (3 credits) BA 640 Operations and BA 681 Securities Analysis Technology (3 credits) (3 credits) BA 682 Mergers and Acquisitions Semester 5 (3 credits) BA 620 Managerial Economics BA 683 Investment Banking (3 credits) (3 credits) BA 530 Global Issues of Social Responsibility and Law (3 credits) About the M.B.A. with a Global Business Semester 6 BA 670B International Business Diplomacy Concentration Experience (2 credits) BA 670C International Business Degree Program Experience (2 credits) Offered in collaboration with Arcadia’s BA 695 Global Strategic International Peace and Conflict Resolution Management (2 credits) program and the University for Peace in Costa Rica, the M.B.A. in Global Business Diplomacy Adding a Concentration: To obtain an M.B.A. allows M.B.A. students to combine peace with a Global Perspective with a business area studies with an examination of the global of concentration, students additionally must business environment. This program goes well complete three specialized courses (9 credits) beyond the concepts of peace studies and in the selected business concentration area for human rights by incorporating fieldwork and a total of 45 credits. The courses in these problem-based learning focused on conflict areas are offered fully online in a seven-week resolution and sustainable development. accelerated format. Concentration courses are offered each semester, and students will have Similar to the M.B.A. with a Global opportunities to enroll concurrently in them Perspective, students travel internationally.
Arcadia University Graduate Catalog 2011-2012 6 Business (M.B.A.) at Arcadia University
Students enrolled in the Global Business **University for Peace (UCEE) courses are Diplomacy concentration complete an taken together, both in the spring semester, additional international experience for a total of and require one international travel to Costa three experiences. One of these is to Costa Rica. Rica, which occurs during the semester in which students study with the University for Peace. About the IMBA Degree Program in Paris, France M.B.A. with a Global The Arcadia IMBA at AGSBE in Paris is a one- year program featuring a comprehensive Business Diplomacy curriculum taught on an intensive basis.
Concentration Degree It follows a modular model. It includes 10 Requirements courses, each taught over one month, with classroom time being on evenings and (45 credits) weekends in order to accommodate the constraints of working professionals. Each BA 500 Business Fundamentals I course consists of: (3 credits) BA 502 Business Fundamentals II 36 hours of face-to-face lectures (3 credits) taught over two weekends in order to BA 530 Global Issues of Social accommodate working professionals' Responsibility and Law schedules. (3 credits) Four days of office hours for possible BA 540 Multinational Marketing tutoring and advising by the course (3 credits) instructor. BA 560 Managing in the Global An online course complement through Workforce (3 credits) a Blackboard platform, with resource BA 580 Shareholder Value materials to prepare and support Management (3 credits) lectures as well as close online BA 600 Leadership for Effective tutoring by the course instructor. The Organizations (3 credits) online course complement begins one BA 620 Managerial Economics week prior to the start of the course (3 credits) and follows for two weeks after the BA 640 Operations and face-to-face aspect of the course has Technology (3 credits) been completed. BA 670A International Businesss Experience (0 credits) BA 670B International Business About the IMBA Degree Experience (2 credits) BA 670C International Business Program in Singapore, Experience (2 credits) Republic of Singapore BA 680 International Finance (3 credits) BA 695 Global Strategic The Arcadia IMBA at Aventis School of Management (2 credits) Management in Singapore is a one-year part IP 501 Introduction to Peace and time program featuring a comprehensive Conflict Resolution curriculum taught on a modular basis. The (3 credits)* curriculum comprises of 10 modules, each taught by Arcadia University adjunct UCEE 1001 Entrepreneurship in the professors over two weekend blocks (Sat & Social Sector (3 credits)** Sun) to accommodate the constraints of UCEE 1002 Negotiation and Conflict working professionals. Resolution (3 credits)** Each module consists of: *International Peace and Conflict Resolution (IP) courses are taken in a summer semester. 36 hours of face-to-face lectures taught over two weekends to
Arcadia University Graduate Catalog 2011-2012 7 Business (M.B.A.) at Arcadia University
accommodate working professionals' Diplomacy or English for Business schedules. Communication. Online course support through a learning platform, supplemented with Expenses for M.B.A. with a Global additional readings and other Perspective, International 3+2 Program: resource materials prepared by the For the 2011-12 academic year, the tuition for course instructor himself. the M.B.A. with a Global Perspective, International 3+2 Program is:
International Master of Track 1 (57 credits) $66,880, which Business Administration includes two international travel experiences and three U.S. day (IMBA) Degree excursions. The travel expenses that are provided through tuition to the Requirements student include group international (30 credits) airfare, air taxes and fuel surcharges, group airport transfers in the BA 530 Global Issues of Social destination city, double occupancy Responsibility and Law accommodations, group (3 credits) transportation for all activities listed in BA 540 Multinational Marketing the itinerary, meals as noted in the (3 credits) itinerary, admission and entrance fees BA 560 Managing in the Global for cultural excursions listed on the Workforce (3 credits) itinerary and student supplemental BA 580 Shareholder Value health insurance with EIIA during the Management (3 credits) travel period. Incidental expenses BA 600 Leadership for Effective associated with travel that are not Organizations (3 credits) covered by tuition are the BA 620 Managerial Economics responsibility of the student. (3 credits) Residential housing and living BA 640 Operations and expenses during academic terms Technology (3 credits) are additional. BA 680 International Finance (3 credits) Track 2 (57 credits) $71,880, which BA 670D International Business includes ESL, two international Experience (3 credits) experiences, and three U.S. day BA 695 Global Strategic excursions. The travel expenses that Management (3 credits) are provided through tuition to the student include group international About the M.B.A. with a airfare, air taxes and fuel surcharges, group airport transfers in the Global Perspective, destination city, double occupancy International 3+2 Program accommodations, group transportation for all activities listed in The M.B.A. with a Global Perspective, the itinerary, meals as noted in the International 3+2 program offers approved itinerary, admission and entrance fees students from international partner institutions for cultural excursions listed on the the opportunity to earn their M.B.A. while itinerary and student supplemental completing undergraduate requirements from health insurance with EIIA during the their home institution. Students are assigned a travel period. Incidental expenses track, or option in the program depending upon associated with travel that are not their English proficiency. Students will be covered by the tuition are the enrolled full-time during their two-year course responsibility of the student. of study at Arcadia University, Glenside. Residential housing and living Students will earn an M.B.A. with a Global expenses during academic terms Perspective and a graduate certificate in one are additional. of the following areas: Leadership, Entrepreneurship, Finance, Global Business
Arcadia University Graduate Catalog 2011-2012 8 Business (M.B.A.) at Arcadia University
BA 502 Business Fundamentals II M.B.A. with a Global (3 credits) Perspective, Semester 2 (9 credits) International 3+2 Program BA 560 Managing the Global Workforce (3 credits) Degree Requirements BA 540 Multinational Marketing (3 credits) (57 credits) ID 561 Seminar for International Graduate Students (3 Students in the M.B.A. with a Global credits) Perspective International 3+2 program (Travel one week between semesters 2 and complete the program within two years, six 3.) semesters. Students are enrolled into BA 670A International travel coursework for an M.B.A. with a Global experience 0 credits (Credits earned in BA Perspective (36 credits). Additionally during 670B.) their course of study, students receive ESL support, business internships, an international Semester 3 (10 credits) graduate seminar, and three travel BA 600 Leadership for Effective experiences for a total of 57 credits. Organizations (3 credits) BA 580 Shareholder Value Dependent upon admission status, students Management (3 credits) will follow Track 1 or Track 2 program plans. BA 670E U.S. Travel experience, Track 1 students receive ESL support (12 Philadelphia (1 credit) hours per week) during the first semester. BA/COM Certificate/Concentration Track 2 students receive one semester of full course (3 credits) time, intensive ESL training before they begin Options include: their M.B.A. program courses and 12 hours Finance per week of ESL in semester two in Leadership conjunction with their M.B.A. fundamental Entrepreneurship courses. Global Business Diplomacy English for Business Communication M.B.A. classes are held on campus in a cohort model. Students take accelerated seven-week Semester 4 (10 credits) courses over a 24-month period. On campus BA 680 International Finance M.B.A. courses (BA 500 and BA 600 level) (3 credits) meet 4.5 hours per week for a total of 31.5 BA 640 Operations and contact hours. Out-of-class readings, Technology (3 credits) assignments, research, projects, group work, BA 670E U.S. Travel experience, etc. will require a minimum of 10 to 20 hours New York (1 credit) per week. Courses utilize a variety of delivery BA/COM Certificate/Concentration techniques such as textbooks, case studies, course (3 credits) individual/group projects, experiential Options include: exercises and guest speakers. Finance Leadership Track 1 Entrepreneurship Admission minimum 500 TOEFL score Global Business (or equivalent in another approved test) Diplomacy Six semesters/57 credits English for Business Communication Semester 1 (9 credits) ESL, 12 hours per week for 500-550 Semester 5 (10 credits) TOEFL score students BA 620 Managerial Economics COM XX International Business (3 credits) Communications (3 BA 530 Global Issues of Social credits) Responsibility and Law BA 500 Business Fundamentals I (3 credits) (3 credits)
Arcadia University Graduate Catalog 2011-2012 9 Business (M.B.A.) at Arcadia University
BA 670E U.S. Travel experience, (Travel one-week between semesters 3 and Washington, DC (1 credit) 4) BA/COM Certificate/Concentration BA 670A International travel course (3 credits) experience (0 credits) Options include: (Credits earned in Finance BA670B.) Leadership Entrepreneurship Semester 4 (11 credits) Global Business BA 600 Leadership for Effective Diplomacy Organizations (3 credits) English for Business BA 580 Shareholder Value Communication Management (3 credits) BA 670E U.S. travel experience, Semester 6 (9 credits) New York (1 credit) BA 670B Travel completed in BA 670E U.S. Travel experience, BA670 A; project due Washington, D.C. (2 credits) (1 credit) BA 670C International Travel BA/COM Certificate/Concentration Experience (2 credits) course (3 credits) BA 583 Business Internship Students who have achieved a 550 or better (3 credits) on the TOEFL may choose from any of the five BA 695 Global Strategic options available. Management (Capstone) (2 credits) Options include: Finance Track 2 Leadership Conditional Admission Entrepreneurship 450-500 TOEFL score (or equivalent on Global Business Diplomacy another approved test) English for Business Communication Six semesters/57 credits + ESL Semester 5 (14 credits)
BA 680 International Finance Semester 1 20 hours per week of ESL training (3 credits)
BA 640 Operations and Conditional admission requirement: Technology (3 credits) Students must demonstrate a minimum 500 BA 583 Business Internship level TOEFL score to matriculate into M.B.A. (3 credits) courses. Semester 2 (9 credits + ESL) BA 670B Travel in BA 670 A/Project ESL support, 12 hours per week due (2 credits) COM XX International Business BA 670E Communications (3 BA/COM Certificate/Concentration credits) course (3 credits) BA 500 Business Fundamentals I (3 credits) Options include: BA 502 Business Fundamentals II Finance (3 credits) Leadership Entrepreneurship Semester 3 (10 credits) Global Business BA 560 Managing the Global Diplomacy Workforce (3 credits) English for Business BA 540 Multinational Marketing Communication (3 credits) ID 561 Seminar for International Semester 6 (13 credits) Graduate Students (3 BA 620 Managerial Economics credits) (3 credits) BA 670E U.S. travel experience, BA 530 Global Issues of Social Philadelphia (1 credit) Responsibility and Law (3 credits)
Arcadia University Graduate Catalog 2011-2012 10 Business (M.B.A.) at Arcadia University
BA/COM Certificate/Concentration Arcadia Graduate Certificate course (3 credits) in Finance Options include: Finance This certificate is designed for professionals Leadership within the financial sector to expand skills in Entrepreneurship domestic and global portfolio management, Global Business global acquisition and investment regulation. Diplomacy All courses are fully online in a seven-week English for Business format. Communication BA 670C International Travel Certificate requirements (15 credits) Experience (2 credits) BA 695 Global Strategic BA 580 Shareholder Value Management (Capstone) Management (3 credits) (2 credits) BA 680 International Finance (3 credits) Arcadia Graduate BA 681 Securities Analysis (3 credits)
Certificates in Business BA 682 Mergers and Acquisitions Arcadia Graduate Certificates in Business are (3 credits) offered for industry professionals who want to BA 683 Investment Banking enhance and further develop their professional (3 credits) skills and business acumen. Each certificate is composed of credit-bearing courses offered in a fully online seven-week format. Arcadia Graduate Certificate in Leadership Certificate requirements for Entrepreneurship, This certificate is designed to help individuals Finance and Leadership can be completed develop the knowledge, skills, and abilities within 12 months. They require the fulfillment necessary to design and execute strategic of the following specialized courses in the initiatives. All courses are fully online in seven- selected area of Entrepreneurship, Finance week format. and Leadership. Certificate requirements (15 credits) Arcadia Graduate Certificate in Entrepreneurship BA 530 Global Issues of Social Responsibility and Law This certificate is designed for future (3 credits) business owners or the owner/operator of a BA 600 Leadership for Effective business competing in today’s fast-paced, Organizations (3 credits) global marketplace. All courses are fully BA 602 Power and Politics online in a seven-week format. (3 credits) BA 603 Contemporary Issues in Certificate requirements (15 credits) Leadership (3 credits) BA 604 Global Organizational BA 540 Multinational Marketing Development—The (3 credits) Evolving Challenge BA 600 Leadership for Effective (3 credits) Organizations (3 credits) BA 604 Global Organizational Arcadia Graduate Certificate Development—The Evolving Challenge (3 in Global Business Diplomacy credits) The certificate in Global Business Diplomacy is BA 610 Entrepreneurship and a distinctive business certificate offered in Innovation (3 credits) collaboration with the Arcadia graduate BA 612 E-Commerce (3 credits business program, Arcadia’s International Peace and Conflict Resolution program, and the University for Peace in Costa Rica.
Arcadia University Graduate Catalog 2011-2012 11 Business (M.B.A.) at Arcadia University
This certificate offers individuals a unique BA 590G.OL IT Risk Management perspective of the global business (2 credits) environment with an embedded (four-day) (28 PDUs) international experience in Costa Rica. All students are required to participate in the Choose 7 courses of the following: (four-day) international experience. All courses BA 590E.OL Scheduling and Cost are fully online in a seven-week format. Control (2 credits) Certificate requirements (15 credits) (28 PDUs) BA 590F.OL Risk Management BA 530 Global Issues of Social (2 credits) Responsibility and Law (28 PDUs) BA 600 Leadership for Effective BA 590G.OL IT Risk Management Organizations (3 credits) (2 credits) IP 501 Introduction to Peace and (28PDUs) Conflict Resolution BA 590H.OL Contract Management (3 credits)* Principles and Practices (2 credits) UCEE 1001 Entrepreneurship in the (22.5 PDUs) Social Sector (3 credits)** BA 590J.OL Project Leadership, UCEE 1002 Negotiation and Conflict Management and Resolution (3 credits)** Communication (2 credits) *International Peace and Conflict Resolution (28 PDUs) (IP) courses are taken in a summer semester. BA 590K.OL How to Gather and **University for Peace (UCEE) courses are Document User taken in a spring semester and require one Requirements international travel to Costa Rica. Students are (2 credits) required to have completed all other certificate (28 PDUs) course requirements before enrollment in BA 590M.OL Quality for Project UCEE 1001 and UCEE 1002. Managers (2 credits) Arcadia Graduate Certificate (22.5 PDUs) BA 590N.OL Testing Techniques for in Project Management Tracing and Validating This certificate is designed specifically for Requirements professionals who want to succeed as leaders (2 credits) and managers in their fields. It is offered fully (21 PDUs) online in a seven-week format through a BA 590P.OL Project Management relationship with ESI International and Applications Arcadia’s School of Continuing Studies and (2 credits) graduate business program. (28 PDUs)
Certificate requirements (16 credits) Arcadia Graduate Certificates: For the 2011- 12 academic year, the tuition for Arcadia Students begin with choosing one of two Graduate Certificates (15 credits) in, foundation courses: Entrepreneurship, Finance or Leadership is BA 590D.OL Managing Projects $10,050. (2 credits) (28 PDUs) For the 2011-12 academic year, the tuition for BA 590L.OL Managing IT Projects the Arcadia Graduate Certificate in Global (2 credits) Business Diplomacy (15 credits) is $15,300. (28 PDUs) This certificate requires one international travel experience embedded in the semester It is recommended that students interested in students are enrolled in online courses with an IT focus take: the University for Peace. Travel fees are BA 590L.OL Managing IT Projects included in the cost of the program tuition. (2 credits) The travel expenses that are provided through (28 PDUs)
Arcadia University Graduate Catalog 2011-2012 12 Business (M.B.A.) at Arcadia University tuition to the student include group environmental concerns and unfair/predatory international airfare, air taxes and fuel business practices. surcharges, group airport transfers in the Prerequisite: Matriculated graduate business destination city, double occupancy program students only. accommodations, group transportation for all 540 activities listed in the itinerary, meals as noted Multinational Marketing in the itinerary, and student supplemental (3 credits) health insurance with EIIA during the travel period. Incidental expenses associated with This course examines the role of marketers in travel that are not covered by the tuition are creating, communicating and delivering value to the responsibility of the student. their customers. Students acquire an understanding of the needs of different
customers (both domestic and foreign) and For the 2011-12 academic year, the tuition for address global issues involving product the Arcadia Graduate Certificate in Project positioning, development, pricing, distribution and Management (16 credits) is $1,395 per 2-credit promotion. Sessions in the computer lab course. Tuition must be paid in full for each familiarize students with how organizations course 10 business days prior to the start of record and report information pertaining to their the course. marketing efforts. Prerequisite: Matriculated graduate business Business Courses (BA) program students only.
500 560 Business Fundamentals I Managing in the Global Workforce (3 credits) (3 credits) This course integrates some of the practical tools This course provides concepts, tools and and strategies of business operations into a techniques that are needed to effectively manage cohesive foundational bridge for the M.B.A. a global workforce. The major focus for the program. The goal is to introduce a broad range course is the roles and activities of the human of interdisciplinary skills, knowledge, and abilities resources department in managing a global that will prepare students for the rigor of graduate workforce. A secondary focus is the roles and study. activities of individual managers. Prerequisites: Matriculated M.B.A. students Prerequisites: Matriculated M.B.A. students only. only.
502 580 Business Fundamentals II Shareholder Value Management (3 credits) (3 credits) This course provides students with an This course is designed to help the student introduction to a variety of analytical tools and understand the role of managerial accounting in techniques that can be applied within a real-world creating value for the organization. It shows how business setting. It provides a foundation for the the internally generated accounting information is analytical skills necessary for an M.B.A. degree used as a basis for managerial decision making. and prepares students for the rigor of graduate Topics covered include the balanced scorecard, coursework. activity-based costing system, performance Prerequisites: BA 500 evaluation and cost-volume-profit analysis. The course also emphasizes how management 530 Global Issues of Social Responsibility planning and control can have behavioral (social) and Law and ethical implications on the organization and (3 credits) the individuals involved. Prerequisite: Matriculated graduate business This course is an extensive examination of the program students only. major ethical issues and challenges facing today’s global manager. With an overview of 583 international trade law and an examination of the Business Internship basic principles of business ethics, the student (3 credits; may be repeated) evaluates the legal and social responsibility This course offers students practical training and issues that are encountered in the international substantive working experience in the business marketplace. Specifically, the course includes the community. Candidates prepare a learning areas of contracts, intellectual property rights, contract with an Arcadia M.B.A. adviser and an product liability, employment issues, official contact from the host organization to
Arcadia University Graduate Catalog 2011-2012 13 Business (M.B.A.) at Arcadia University determine learning goals, assignment (3 credits; Spring; Online only) responsibilities, and means of evaluation. Paid This course, through the application of practical and unpaid internships qualify for course credit. readings and applications, is designed to Students are expected to make an oral demonstrate how modern organizations use presentation demonstrating competence in the systems and processes thinking to successfully personal learning outcomes identified for the implement change. The course studies internship. The minimum hours required for a 3- organizational development challenges in the credit internship is 15 hours per week (total of domestic and international context and examines 105 hours) within the accelerated seven-week managing approach strategies for establishing a M.B.A. course format. Internships of longer competitive position in an international market. duration also may be approved. Students assess, evaluate and analyze Prerequisite: BA 500 Business Fundamentals I organizational culture, structure and dynamics to and BA 502 Business Fundamentals II better adapt and appraise change management strategy to implement and prescribe structure in 600 the global environment. Leadership for Effective Organizations (3 credits) 610 This course studies the role that leadership plays Entrepreneurship and Innovation in organizational success, with a focus on the (3 credits; summer; Online only) importance of emotional intelligence in inspiring This course is intended to help participants and motivating others. It explores the create the entrepreneurial mindset. Analyzing neuroscience research on the role of emotions in and synthesizing change as a catalyst to leadership behavior and examines different innovate is of critical importance to the organizational structures and frameworks with a entrepreneurial mindset. Once an idea has been focus on how leadership adapts to be successful identified, it then needs to be evaluated for in different organizations. There is a significant feasibility in a market, especially as global focus on individual leadership where students markets are explored through various media. identify their own leadership aspirations, Analyzing and identifying requirements to create behaviors and styles. an environment to sustain development of a Prerequisite: Matriculated graduate business qualified idea is the next step. Finally, a program students only. methodology for integrating quantified and qualified information into a business plan is 602 explored. Entrepreneurial endeavors are framed Power and Politics from two perspectives: as standalone, outside (3 credits; Fall; Online only) ventures and as conceived and built within an This course focuses on how leaders are able to existing organization. use power and politics in influencing others to complete work requirements within the global and 612 domestic corporate environments. It focuses on E-Commerce the skills required to influence within the (3 credits; Fall; Online only) organizational ranks. It explores the power and This course explores the key elements in politics of ongoing interactions and negotiations marketing on the Internet, including branding, and the challenges faced by leaders within creating competitive advantage, planning a Web domestic and multinational corporations. site, online research, customer relationship management, advertising, social media, and 603 integration of online and traditional marketing Contemporary Issues in Leadership strategies in a global marketplace (3 credits; Summer; Online only) This course is an extensive examination of 620 contemporary thinking about effective leadership Managerial Economics and the issues facing today’s global leader. The (3 credits) course includes both theoretical and evidence- This course introduces the economics of the firm, based understanding of the relational nature of including price theory, consumer behavior, leadership, use of individual strengths, “positive” concepts of elasticity, equilibrium under different leadership, seeing and understanding market conditions, demand and supply factors of organizational systems, effective virtual and face- production, introduction to welfare economics to-face teams, successfully leading across and its effects on modern organizations, game cultures, and the creation of desired futures. theory for decision-making, forecasting technique analysis, production and cost analysis, pricing 604 decisions, economics of capital budgeting, Global Organizational Development— The Evolving Challenge
Arcadia University Graduate Catalog 2011-2012 14 Business (M.B.A.) at Arcadia University simulation in managerial decision making and (3 credits) applied agency theory in organizations. This course provides concepts, tools and Prerequisite: Matriculated M.B.A. students techniques that are needed to effectively analyze only. financial crises and how they affect multinational companies. The major focus of the course is 640 financial markets, international monetary systems Operations and Technology and foreign exchange risk management. (3 credits) Prerequisite: Matriculated graduate business The course provides students with knowledge program students only. and application of business technologies in support of operational management areas such 681 as planning and execution. Learners are exposed Securities Analysis to key technologies such as ERP (SAP) and (3 credits; Spring; Online only) latest tools/techniques for achieving increased This course provides a comprehensive study of process integration, flexibility, agility. The course portfolio management techniques and a detailed utilizes management case studies along with comparison of security valuation techniques. It hands-on, team-oriented exercises to enable further analyzes the historical growth patterns learners to improve operational effectiveness by and valuation models utilized in both domestic using emerging technologies. and global securities markets. Prerequisite: Matriculated M.B.A. students only.
670 International Business Experience (A) 682 (0 credits) Mergers and Acquisitions Each course focuses on global organizational (3 credits; Summer; Online only) strategy, and students will participate in a travel This class studies the main issues of mergers experience. Viewing firsthand the environmental and acquisitions (M&A). The course takes a factors that influence business decision making general management perspective. The course provides students a context for the development discusses historical and theoretical of global strategies. Site visits to organizations developments, focusing on recent events and permit students to learn about and discuss items taking a strategic view of business combinations. related to organization strategy. Students explore the managerial aspects Prerequisites: Matriculated M.B.A. students and encountered during an acquisition process and must have completed four courses within the develop the skills to successfully integrate the program prior to travel. process.
Prerequisites 670A: Students must be 683 matriculated in the M.B.A. with a Global Investment Banking Perspective program, in good academic standing (3 credits; Fall; Online only) and have completed four courses in the program. This course examines the regulation of conduct of the corporate finance function of investment International Business Experience (B) banks by looking at the structure of investment (2 credits) banking firms and their relationship with banks Prerequisites 670B: Students must be in good and financial holding companies. The course academic standing and have completed BA examines the role and regulations of investment 670A. bankers in private offerings, public offerings, international offerings and mergers, acquisitions International Business Experience (C) and other restructurings and the impact of (2 credits) securities laws on the corporate finance function Prerequisites 670C: Students must be in good of investment banks and finance principles used academic standing and have completed BA by investment bankers in the corporate finance 670B. process. The course considers the role and regulation of investment bankers in the International Business Experience (D) Euromarkets, Japan, emerging markets and (3 credits) China’s Security markets. 695 International Business Experience (E) Global Strategic Management (1 credit) (2 credits) 680 This capstone course is the final course in the International Finance M.B.A. program. It focuses on the strategic
Arcadia University Graduate Catalog 2011-2012 15 Business (M.B.A.) at Arcadia University management process. Students gain an traditional boundaries between nonprofits and understanding of strategies suitable for for-profits. conducting business in developing and developed economies by integrating their This course exposes participants to a number of international experiences and earlier coursework cases of social entrepreneurs who have within the framework of theories and issues in converted their desire of building a better world strategic management. into a reality. The course hopes to inspire Prerequisites: Students must have completed all participants with an entrepreneurial spirit, to help courses within the graduate business program students gain an understanding of the challenges including all international travel requirements. of the start-up process, to offer space and structure for participants to begin developing their own business plan for a socially beneficial venture, and to help students to think about the complexities of growing and managing it.
International Peace and 1002 Conflict Resolution Negotiation and Conflict Resolution
Course (IP) This course is an introductory skill-building course in negotiation, conflict management and 501 resolution. Participants learn to improve their own Introduction to Peace and Conflict Resolution negotiation skills, helping them to act consciously (3 credits) and skillfully in tough situations. This introduction also helps participants to understand how This course provides a graduate-level negotiations fall apart and how conflict forms. introduction to the interdisciplinary field of peace The course explores the spectrum of third-party and conflict studies, its relationship with other intervention methods, showing how these academic disciplines, and to careers in the field processes are implemented and institutionalized of conflict resolution. It draws upon a variety of on the interpersonal level as well as in the disciplines, especially in the social sciences, to international sphere. The course explores the examine the interrelationship between personal, difference between processes in which parties collective, national and global levels of violence surrender their decision-making autonomy to a and war and efforts to reduce it. Course third-party and those in which they retain this objectives include familiarity with the causes, power and the third-party must find ways to assist symptoms and dynamics of conflict, violence, and them to exercise it on their own. The course also war (from interpersonal to global) and conflict looks at mediation, in which a third -party, lacking resolution. decision-imposing power, uses his negotiation
expertise, his creativity and his relationship with University for Peace the parties, in order to aid them in reaching agreement and transforming their relationship. By Courses (UCEE) understanding the design and management methods of the mediation process, participants 1001 will be able to bring their improved negotiation Entrepreneurship in the Social Sector skills to bear in assisting others to negotiate and resolve conflicts peacefully. The worlds of “working for the betterment of Prerequisites: Students must be matriculated society” and “private enterprise” often are seen into a graduate business program. Students who as incompatible. This course attempts to break are matriculated into the certificate program must down that perception in order for participants to have completed IP 501, IP 505/approved see the social sector as a place of opportunity, elective, and BA 530. Students who are both to “do good” but also to innovate and build a matriculated into the M.B.A. with a Global financially sustainable social enterprise, whether Business Diplomacy concentration must have nonprofit, for-profit, or some combination of the program approval. two. The course suggests that the skills to get a socially beneficial idea off the ground, effectively manage and grow it, and make it financially sustainable require social entrepreneurs to bring business-like skills and discipline to the area of “doing good,” but these skills in fact cross the
Arcadia University Graduate Catalog 2011-2012 16 Chemistry Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
ED 523 The Teacher and the Coordinator Classroom, Secondary Julia Plummer, Ph.D. ED 580 Introduction to Inclusive Education ED 615 Literacy Across the Master’s Degree and Curriculum, Secondary Teacher Certification ED 553 Issues in Science for Secondary Teachers Master of Education with a ED 565 Introduction to Concentration in Secondary Instructional Technology Education ED 607 Strategic Instruction for Certification: Instructional, Supervisory Adolescent Readers and Writers About the Secondary 3. Electives (3–9 credits) chosen with the Education Master’s adviser Degree Program 4. Culminating Activity This program is designed to allow students ED 596 Curriculum Development seeking certification in secondary areas to Project attain a master’s degree concurrently. The degree is not required for certification, and Teacher Certification individual requirements for certification may vary based on academic experience. Pennsylvania Instructional Teacher The program must be planned with an adviser Certification (variable credit depending on to insure that degree and/or certification previous academic credentials) requirements are satisfied. Chemistry Education 7–12
Master of Education ED 503 General Foundations of Education in the United Degree Program States Requirements (M.Ed.) ED 513 Meeting the Needs of Diverse Learners (a minimum of 30 credits) ED 523 The Teacher and the Classroom, Secondary Secondary Education Concentration ED 553 Issues in Science for Secondary Teachers 1. Foundation Courses (6–9 credits) chosen ED 565 Introduction to with the adviser from the following: Instructional Technology ED 503 General Foundations of ED 471 Graduate Student Education in the United Teaching Practicum: States Secondary 7–12 One additional foundation chosen from ED (6 credits; credits not 501–510 applicable to master’s degree) 2. Concentration Courses (15–18 credits) or ED 583B Fieldwork (for students chosen with the adviser from the following: holding a valid ED 513 Meeting the Needs of Pennsylvania Instructional Diverse Learners I or II certificate) (3 credits; ED 514 Assessment in the credits not applicable to Classroom master’s degree) ED 517 Human Development: The School Years, K–12
Arcadia University Graduate Catalog 2011-12 1 Chemistry Education at Arcadia University
Additional Certification Requirements
1. Completion of all subject area coursework required to meet the general and specific certification standards of the Pennsylvania Department of Education. This will be determined by the program coordinator.
2. A grade of “B” or better in the Graduate Student Teaching Practicum
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Praxis I: Passing scores on the Praxis I Reading, Writing and Mathematics tests are required for admission to the program. Praxis II: Chemistry Content Knowledge (20245) Qualifying Score: 154
Arcadia University Graduate Catalog 2011-12 2 Counseling Psychology at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Faculty About the Counseling Program Director Psychology Program Eleonora Bartoli, Ph.D. The graduate program in Counseling Program Clinical Coordinator Psychology prepares highly qualified mental Carol Lyman, M.A. health clinicians for positions in schools, Faculty community mental health centers, hospitals, Steven J. Robbins, Ph.D., Professor and other health agencies, and business and Chair of the Psychology Department industry settings. Courses provide the history, Angela R. Gillem, Ph.D., Professor theory and practice of counseling and Joshua E. Blustein, Ph.D., Associate psychotherapy, and students are given ample Professor opportunity to integrate coursework with Michael Morrow, Ph.D., Assistant Professor firsthand experience by learning and practicing Maren Westphal, Ph.D., Assistant skills needed to be highly effective, culturally Professor competent and ethical providers of mental healthcare to diverse populations. Graduates use their ever-growing base of knowledge and Master’s Degrees skills to provide evidence-based therapy to achieve positive clinical outcomes. and Certificates Master of Arts in Counseling Psychology Arcadia offers the following five Concentrations specializations: Applied Behavior Analysis Applied Behavior Analysis Child/Family Therapy Child/Family Therapy Mental Health Counseling Mental Health Counseling School Counseling (Elementary and School Counseling (Elementary and Secondary) Secondary) Trauma: Clinical Bases of Treatment and Trauma: Clinical Bases of Treatment Recovery and Recovery
Dual Degrees: Arcadia’s Mental Health Counseling, Applied Behavior Analysis, Child/Family Therapy and Master of Public Health and Master of Arts Trauma concentrations are designed for in Counseling Psychology (See separate students seeking national certification and/or listing.) state licensure as master’s-level mental health practitioners. These concentrations are Master of Arts in Counseling Psychology designed to enable a graduate to apply for (Trauma) and Master of International licensure in Pennsylvania (or other states with Peace and Conflict Resolution (See equivalent requirements) once that individual separate listing.) has passed the National Counselor’s Exam (NCE) and has accumulated 3,600 hours of Pennsylvania Department of Education supervised work experience. The program is School Specialist Certification accredited by the Masters in Psychology Elementary School Counseling Accreditation Council (MPAC) and offers Secondary School Counseling students the opportunity to take the NCE on campus before graduation. Arcadia Graduate Certificate Programs Child/Family Therapy Arcadia’s School Counseling master’s program Trauma: Clinical Bases of Treatment and is designed for students seeking state Recovery certification as elementary and/or secondary school counselors. The program enables a Advanced Graduate Study in Counseling graduate to apply for certification once that Psychology individual has passed the necessary Praxis exams.
Arcadia University Graduate Catalog 2011-12 1 Counseling Psychology at Arcadia University
All master’s students in all concentrations take Applied Behavior Analysis common core courses but choose areas in which to specialize. Each concentration is Behavior analysis services help people to offered as a full specialty master’s program. learn new behaviors and to increase or reduce The Child/Family Therapy, Trauma, and existing behaviors. These services range from School Counseling concentrations also are addressing challenging behaviors of an offered as free-standing programs for individual person to changing the behavior of practitioners who already hold a master’s an entire organization or community. Behavior degree in a relevant area. The Child/Family analysis has many applications, such as Therapy and Trauma post-master’s programs developing training procedures that build lead to an Arcadia University Graduate verbal skills in children with autism, helping Certificate, while the School Counseling teachers to work with students in inclusive program leads to certification by the settings, and preventing delinquency. Behavior Pennsylvania Department of Education. analysis has been applied to a great variety of Finally, students with a 48-credit master’s problems such as couples therapy, individual degree in counseling are able to apply for the behavior therapy, behavioral consultation, and Certificate of Advanced Graduate Study in addictions treatment. For more information, Counseling Psychology and complete the state see listing for Arcadia Graduate Certificate in requirements for licensure as a licensed Applied Behavior Analysis. professional counselor in Pennsylvania (or other states with equivalent requirements). Child and Family: Growing Needs The Applied Behavior Analysis concentration is also offered as a post-baccalaureate Many families today have a family member— certificate by the Education Department. (See child or adult—with mental health needs. separate listing.) Studies estimate that about 20 percent of children today have some type of mental The Profession health need. Arcadia’s specialty in the area of Child and Family Therapy recognizes the Master’s-level counseling psychologists are simultaneous mental health needs of parents, part of the mental health care field. They are families and children, and the impact of child practitioners skilled in the art of behavior on family or family on child. assessment and change. These skills are utilized in a variety of professions, including Counselors are needed who are trained business, education, medicine, mental health, specifically to treat children, adolescents and allied human services, and social services. their families. Courses focus on child and Mental health delivery is a thriving field and family mental health, including psycho- offers many opportunities for personal and pathology and treatment strategies, as well as professional growth in a variety of settings. adolescent, couples and family therapy. The demands of today’s society make this field one of continued growth. Mental Health Counseling
Arcadia’s graduates are prepared to meet the Arcadia’s Mental Health Counseling program current and future needs of the profession. provides a solid core in counseling plus The program is structured to develop opportunities for electives in specialty areas of professional level competence in the following: interest. Electives include, but are not limited therapeutic techniques to, the psychology of women, addictive use of diagnostic nomenclature behaviors, and community perspectives on psychological assessment sexual assault counseling as well as Trauma consultation and educational and Child/Family Therapy courses. strategies knowledge of and adherence to School Counseling professional ethical standards interpersonal and cultural sensitivity Professional school counselors serve a vital role in maximizing student achievement in
complex and diverse school environments.
Arcadia’s program prepares students for
positions in the public schools in Pennsylvania
as elementary and secondary school
Arcadia University Graduate Catalog 2011-12 2 Counseling Psychology at Arcadia University counselors. The program is structured to meet 4. Completion of at least three the standards set by the Pennsylvania Psychology courses, to include Department of Education. Introductory Psychology, with grades of “B” or better in each. Trauma: An Emerging Field 5. Three letters of recommendation. The letters must be of a professional not The past decade has produced a clear rise in personal nature. If the student has trauma-related events—“terrifying experiences been out of school five years or less, that rupture people’s sense of predictability at least one letter must come from a and invulnerability”—confronting the general professor. population on many levels, from individual to 6. Test scores from the Graduate international. Arcadia’s specialization in Record Examination (GRE) or the trauma responds to the growing need for Miller Analogies Test (MAT), taken counselors to assist clients who have been within the past five years. Test scores impacted by traumatic experiences, such as are not required of applicants with an natural disasters, sexual or physical abuse, earned master’s degree. war, or other devastating events. 7. An in-person interview with administrators and faculty in the Advanced counselor training in trauma program. Applicants interested in the includes both short-term interventions and ABA concentration also will be asked long-term care. Specialty courses focus on to schedule an interview with the advanced treatment and recovery in trauma- coordinator of the ABA program.. intensive environments, strategies for treating 8. International applicants should visit grief and bereavement, and disaster mental www.arcadia.edu/international for health training (in collaboration with the Red detailed information on admission Cross). Several Arcadia faculty members have requirements and application firsthand experience in trauma counseling, procedures. Official results from the having served as volunteers with the Red TOEFL or IELTS are required for all Cross hurricane recovery efforts in Texas and students for whom English is a Louisiana. second language except for non- native speakers of English who hold degrees or diplomas from post- secondary institutions in English- Admission to the speaking countries (e.g. the United Counseling Psychology States, Canada, England, Ireland, Australia and New Zealand). A Master’s Program course-by-course evaluation of all transcripts by an independent
evaluation service based in the United Program-Specific Admission States also is required. Requirements: The following requirements must be met: 1. A graduate application, including Application Deadline personal statements, to be completed Applicants seeking admission for summer and online at www.arcadia.edu/gradapp. fall should complete their applications no later 2. A bachelor’s degree from an than Jan. 15. Applicants seeking admission for accredited institution with a spring should complete their applications no recommended GPA of 3.0 or better. later than Sept. 15. 3. One official transcript from each college, university or professional Expenses school attended. Transfer credits Tuition: (2011-2012 $670 per credit included on a transcript must include Fees: grades earned; if not, an official Deferred Payment: $40 transcript from the original school Audit: $670 per course must be submitted. Transcripts must Parking: $30 per be sent from the issuing school in a semester (fall and spring) before 4 p.m. sealed envelope and contain the No charge after 4 p.m. appropriate signatures and seals to be considered official.
Arcadia University Graduate Catalog 2011-12 3 Counseling Psychology at Arcadia University
A student may be dismissed for failing grades Leave of Absence or if it is determined by the Department that and Deferred the student’s conduct is unprofessional or is not consistent with the counseling profession’s Admission Policy code of ethics and conduct. See the general Students Who Have Been Admitted But section of the catalog for more information Have Not Started: After a student is admitted, concerning dismissal policies. he or she is expected to enroll for the semester indicated on the acceptance letter. If M.A. in Counseling he or she does not enroll for classes at the expected time and has not notified the Psychology Counseling Psychology program, the Office of Enrollment Management, or the College of Degree Program Graduate Studies by the end of the semester Requirements indicated in the acceptance letter, the admitted student will be placed automatically on inactive status. To become reactivated and able to take Applied Behavior Analysis classes, students placed on inactive status Concentration must meet with the Director of Counseling Psychology. The Director will meet with the (60 credits) Counseling Psychology Graduate Program Committee to establish the criteria for the 1. Core Courses (45 credits) student to return to active status, which could PY 500 Educational and Career range from no requirements at all to full Counseling, Mental reapplication, depending on the case. Health Counseling PY 516 Human Development: Life Students Who Started But Are Not Span Currently Enrolled: A student must file a PY 521 Research Design, Leave of Absence Form anytime he or she Methods and Evaluation takes a break in continuous enrollment (not PY 570 Professional Issues in including summer). A student who does not file Counseling a Leave of Absence form or an extension of PY 572 Concepts of Mental Health leave, if needed, will be placed on inactive and Mental Illness status. To be reactivated and able to take PY 574 Clinical classes, a student who has been placed on Psychopharmacology inactive status must meet with the Director of PY 586 Theories and Techniques Counseling Psychology. The Director will then of Counseling meet with the Counseling Psychology PY 610 Group Counseling Graduate Program Committee to establish the PY 620 Advanced Counseling criteria for the student to return to active Techniques status, which could range from no PY 625 Psychological Testing requirements at all to full reapplication, PY 688 Cultural Bases of depending on the case. Counseling PY 630B Internship (6 credits, 300 hours) Academic Policies PY 631B Internship (6 credits, 300 and Procedures hours)
A grade point average of “B” is required for 2. Concentration courses (15 credits) admission to degree candidacy, internship and ED 661 ABA I: Behavior Principles for graduation. A grade below “C” may not be and Teaching Strategies applied toward a degree, and only 6 credits of ED 681 ABA II: Procedures of “C” or “C+” will count toward a degree. If a Behavior Change failing grade is received (“C–“ or below), the ED 682 ABA III: Strategies for course may be repeated one time only with the Youth with Emotional and adviser’s permission. No more than two core Behavioral Disorders courses may be repeated. ED 683 ABA IV: Behavior Analysis of Child Development
Arcadia University Graduate Catalog 2011-12 4 Counseling Psychology at Arcadia University
ED 684 ABA V: Behavioral Mental Health Counseling Consultation in Homes, Concentration Schools, and Communities (48 credits or 60 credits) Child/Family Therapy Concentration Option A: 48 credits (Satisfies course and credit requirement to sit for the National (60 credits) Counselor’s Examination.) Option B: 60 credits (Satisfies course and 1. Core Courses (45 credits) credit requirement to sit for the National PY 500 Educational and Career Counselor’s Examination and to apply Counseling, Mental Health for licensure in Pennsylvania.) Counseling PY 516 Human Development: Life 1. Core Courses (39 to 45 credits) Span PY 500 Educational and Career PY 521 Research Design, Counseling, Mental Health Methods and Evaluation Counseling PY 570 Professional Issues in PY 516 Human Development: Life Counseling Span PY 572 Concepts of Mental Health PY 521 Research Design, and Mental Illness Methods and Evaluation PY 574 Clinical PY 570 Professional Issues in Psychopharmacology Counseling PY 586 Theories and Techniques PY 572 Concepts of Mental Health of Counseling and Mental Illness PY 610 Group Counseling PY 574 Clinical PY 620 Advanced Counseling Psychopharmacology Techniques PY 586 Theories and Techniques PY 625 Psychological Testing of Counseling PY 688 Cultural Bases of PY 610 Group Counseling Counseling PY 620 Advanced Counseling PY 630B Internship (6 credits, 300 Techniques hours) PY 625 Psychological Testing PY 631B Internship (6 credits, 300 PY 688 Cultural Bases of hours) Counseling PY 630A/B Internship (Option A: 3 2. Concentration and elective courses (15 credits, 150 hours; credits) Option B: 6 credits, 300 PY 611 Couples and Family hours) Therapy PY 631A/B Internship (Option A: 3 PY 615 Child and Adolescent credits, 150 hours; Counseling: Clinical and Option B: 6 credits, 300 School Applications hours) PY 621 Advanced Child and Adolescent Counseling 2. Elective Courses (Option A: 9 credits; Two electives approved by the Option B: 15 credits) Chosen with the administrators of the adviser to meet students’ interests—must program. include one course from the child/family therapy and one from the trauma 3. PY 587 Practicum (non-credit) concentration, and no more than one A non-credit Practicum experience course outside of the department. May consisting of at least 100 hours of include 6 credits of PY 589 Independent documented, supervised counseling Research. experience in an approved setting is required before the student is permitted to 3. PY 587 Practicum (non-credit) enroll in internship. A non-credit Practicum experience consisting of at least 100 hours of documented, supervised counseling
Arcadia University Graduate Catalog 2011-12 5 Counseling Psychology at Arcadia University
experience in an approved setting is Elementary School Counseling required before the student is permitted to Secondary School Counseling enroll in internship. a) Satisfactory completion of all School Counseling Concentration coursework for the school counseling program (48 credits) b) Satisfactory completion of Practicum and Internship in the area(s) of Elementary School Counseling certification. Students wishing to be Secondary School Counseling certified in both Elementary and Secondary School Counseling must 1. Core Courses (27 credits) complete internships in both areas. PY 502 Educational and Career (Note: Students must be admitted Counseling, School successfully to candidacy before PY 516 Human Development: Life beginning internship.) Span c) Completion of forms required by the PY 521 Research Design, University and the Pennsylvania Methods and Evaluation Department of Education (available in PY 572 Concepts of Mental Health the College of Graduate Studies). and Mental Illness d) In addition to the required courses in PY 586 Theories and Techniques the School Counseling program, a of Counseling student seeking state certification in PY 625 Psychological Testing Pennsylvania who does not have an PY 688 Cultural Bases of instructional certificate must take the Counseling Praxis I tests in Reading, Writing and PY 630C Internship (3 credits, 150 Mathematics. Additionally, all students hours) must take the Praxis II test in School PY 631C Internship (3 credits, 150 Guidance and Counseling (0420). hours)
2. Concentration Courses (21 credits) Trauma: Clinical Bases PY 501 Foundations of School of Treatment and Recovery Counseling PY 612 Practical Applications for Concentration School Counselors (60 credits) PY 615 Child and Adolescent Therapy: Clinical and 1. Core Courses (45 credits) School Applications PY 500 Educational and Career ED 580 Introduction to Inclusive Counseling, Mental Health Education Counseling ED 582 Supporting Students with PY 516 Human Development: Life High Incidence Disabilities Span ED 585 Positive Behavioral PY 521 Research Design, Approaches Methods and Evaluation ED 622 ESL: Teaching PY 570 Professional Issues in Multilingual/Multicultural Counseling Literacies PY 572 Concepts of Mental Health and Mental Illness 3. PY 587 Practicum (non credit) PY 574 Clinical A non-credit Practicum experience Psychopharmacology consisting of at least 100 hours of PY 586 Theories and Techniques documented, supervised counseling of Counseling experience in an approved setting is PY 610 Group Counseling required before the student is permitted to PY 620 Advanced Counseling enroll in internship. Techniques PY 625 Psychological Testing 4. Additional Requirements for Pennsylvania PY 688 Cultural Bases of Department of Education School Specialist Counseling Certification in:
Arcadia University Graduate Catalog 2011-12 6 Counseling Psychology at Arcadia University
PY 630B Internship (6 credits, 300 PY 622 Trauma, Advocacy and hours) Social Justice PY 631B Internship (6 credits, 300 PY 623 Strategies for Treating hours) Grief and Bereavement PY 630A/631A Internship (one semester, 2. Concentration Courses (15 credits) 3 credits, 150 hours) PY 618 Evidence-Based One elective course approved by the Treatments of Trauma administrators of the PY 622 Trauma, Advocacy and program. Social Justice PY 623 Strategies for Treating Certificate: Child/Family Therapy Grief and Bereavement (15 credits) Two electives approved by the PY 611 Couples and Family administrators of the Therapy program. PY 615 Child and Adolescent Counseling: Clinical and 3. PY 587 Practicum (non-credit) School Applications A non-credit Practicum experience PY 621 Advanced Child and consisting of at least 100 hours of Adolescent Counseling documented, supervised counseling PY 630A/631A Internship (one semester, experience in an approved setting is 3 credits, 150 hours) required before the student is permitted to One elective course approved by the enroll in Internship. administrators of the program.
Arcadia Graduate Requirements for the Certificate Requirements Certificate of Advanced Child/Family Therapy Trauma: Clinical Bases of Treatment Graduate Study in and Recovery Counseling Psychology These certificate programs are designed to The Certificate of Advanced Graduate Study in meet the continuing education needs of Counseling Psychology is designed for licensed professional counselors, individuals community, clinical or school counselors who with a master’s degree in a clinical field (such have completed a master’s degree and want to as counseling, social work, etc.) as well as pursue further systematic study in counseling doctoral-level clinical psychologists or to qualify to sit for the National Counselor’s counselors. Examination (NCE) and/or licensure in Pennsylvania (or other states with equivalent Additional Admission Requirements requirements). The NCE requires 48 semester hours of graduate credit with a course in each In addition to the general admission of nine specified areas. procedures, a student also must hold a master’s or doctoral degree in clinical The act that provides licensure of professional psychology, counseling, social work or a counselors in Pennsylvania requires closely related clinical discipline. Test scores completion of a “planned program” of 60 are not required. graduate semester credits in counseling from an accredited educational institution. The Certificate of Advanced Graduate Study in Counseling Psychology allows the post- Certificate Requirements master’s student to meet these requirements. (15 credits as outlined below)
Trauma: Clinical Bases of Treatment and Additional Admission Requirements Recovery (15 credits) PY 618 Evidenced-Based In addition to the general admission Treatments of Trauma procedures, a student also must hold a master’s degree in a field closely related to the
Arcadia University Graduate Catalog 2011-12 7 Counseling Psychology at Arcadia University practice of professional counseling from an PY 698 Master’s Thesis in accredited college or university. Test scores Psychology (one are not required. semester, 3 credits) OR PY 699 Master’s Thesis in Program Requirements Psychology (6 credits)
The number of credits required will be Other master’s-level courses offered by other determined after a transcript analysis has been Arcadia University graduate programs may be completed. Courses will be selected with an taken as electives with the approval of the adviser. Director of Counseling Psychology. The petition process should include a statement on A minimum of 12 additional credits are course relevance to the student’s academic required for individuals with a 48-credit program and career goals. master’s degree in counseling.
Approved electives include the following: Counseling Psychology ED 580 Introduction to Inclusive Courses (PY) Education (if general Mental Health Counseling 430 or Child/Family Therapy Seminar in Theories of Cognitive Behavioral concentrations) Therapy ED 585 Positive Behavioral Summer, even years Approaches (if This course is an introduction to the principles Child/Family Therapy and techniques used in behavior modification. concentration) Students read and analyze empirical and PY 430 Seminar in Theories of theoretical research reports examining the Cognitive Behavioral application of behavior modification to Therapy psychopathology. Students are required to act as PY 574 Clinical Psycho- discussion leaders on selected topics in the pharmacology literature. PY 589 Independent Research (Not regularly scheduled) PY 601 Community Perspectives on Sexual Assault Counseling 500 Educational and Career Counseling, Mental PY 605 Addictive Behaviors: Health Counseling Substance Abuse and Summer Eating Disorders Counseling This course is preparation for the planning and PY 611 Couples and Family implementation of vocational and career Therapy development programs. Students analyze vocational development theories, research and PY 615 Child and Adolescent the literature in the field. The problems of Counseling: Clinical and vocational assessment and counseling are School Applications stressed. A laboratory in vocational counseling is PY 620 Advanced Counseling part of the course. Techniques PY 618 Evidence-Based 501 Treatments of Trauma Foundations of School Counseling PY 621 Advanced Child and Fall Adolescent Counseling This course provides a comprehensive overview PY 622 Trauma, Advocacy and of school counseling and guidance services in Social Justice the educational system from kindergarten PY 623 Strategies for Treating through 12th grade. The course uses the ASCA Grief and Bereavement National Model as the foundation of Arcadia PY 697 Master’s Thesis in University’s School Counseling programs and Psychology (one highlights the historical perspective of counseling semester, 3 credits) and guidance services. Emphasis is placed on the counselor’s newly defined role as advocate, leader, collaborator and systemic change agent.
Arcadia University Graduate Catalog 2011-12 8 Counseling Psychology at Arcadia University
Legal and ethical issues are discussed. Students Fall, Spring have the opportunity to apply some of the This course is an overview of the basic concepts theories and concepts used in the course to real- of mental health and illness with in-depth review life case studies. It is recommended that students of diagnostic interviewing and differential take this course toward the beginning of the diagnosis using DSM IV and an introduction to program. This course must be completed before selected psychotherapies. starting the internship. 574 502 Clinical Psychopharmacology Educational and Career Counseling, School Summer Spring This course is intended to provide counseling This course analyzes selected theories of career students and other students in the mental health development with application to school professions with a basic understanding of how counseling programs K–12. Students administer psychiatric medications work in the brain and career assessments, learn techniques of career modify behavior. Students learn about the counseling, conduct research, and develop a relationship between DSM IV diagnoses and the career project for use in an elementary, middle, choice of psychiatric medications that are or high school. Projects and activities are prescribed by physicians. Finally, students are grounded in the ASCA National Model for School trained to use reference material to evaluate key Counseling Programs, Pennsylvania Career characteristics of psychiatric medications and Education and Work Standards, and the National evaluate the clinical efficacy of medications. Career Development Guidelines. A technology Prerequisite: PY 572 or may be taken laboratory is included in the course, which must concurrently. be completed before starting the practicum. 585 516 Special Topics in Counseling Psychology Human Development: Life Span The content and prerequisites vary depending on Fall the nature of the topic covered. This course is an examination of cognitive, social, emotional and physiological development from 586 birth to death. It explores a wide range of Theories and Techniques of Counseling theoretical knowledge with practical applications Fall, Spring in a variety of educational areas: parenting, Introduction to major approaches to counseling counseling, teaching and other service-oriented and basic counseling techniques with an fields. emphasis on multicultural and evidence based practices. 521 Prerequisites: PY 572 and matriculation into a Research Design, Methods and Evaluation graduate program at Arcadia University. For Fall, Spring Counseling Psychology students, PY 587 also This course is an introduction to research design must be taken either prior to or concurrently. and methodology in clinical settings. The emphasis is upon the selection of appropriate 587 research designs, the appropriate use of Practicum statistics, program evaluation and the evaluation Fall, Spring, Summer of published research. Students are required to The Practicum is an applied experience in a read and critique published research studies. counseling setting selected to meet individual career goals. This experience is designed to 570 introduce students to clinical observation, Professional Issues in Counseling interviewing, assessment, and counseling. The Fall course requires a minimum of 100 hours of This course is an examination of the profession applied experience, to be completed within six of counseling covering the history of the months. For students in school counseling, the profession, professional roles and functions, Practicum experience must be in school or youth professional organizations, credentialing and settings. licensure, multicultural issues, ethical codes, and Prerequisite: Matriculated students only. legal issues. In addition, the course covers 589 current issues that impact upon the profession, Independent Research such as managed care, insurance procedures, (See Independent Research) and record keeping. Independent work is under the guidance of a 572 member of the staff. It requires research or an Concepts of Mental Health and Mental Illness extensive literature survey, culminating in a paper
Arcadia University Graduate Catalog 2011-12 9 Counseling Psychology at Arcadia University prepared in a form suitable for publication in a emphasizes practical skills and the ability to plan professional journal. interventions in a clinical setting. It includes a Prerequisites: PY 521 and permission of the laboratory in which specific techniques are taught Psychology Department Chair and the Director of by role-play, discussion and other activities. Counseling Psychology. Matriculated students Prerequisites: PY 572 and PY 586. only.
598 Advanced Seminar 612 This seminar is an opportunity for a small number Practical Applications for School Counselors of qualified students to explore with the professor Summer an area of psychological interest. The topic is This course provides an in-depth exploration of announced prior to registration. Discussion and current trends in the school counseling field. readings are of an advanced nature. Students review the practical tools counselors Prerequisites: Permission of the Psychology need to design and implement appropriate school Department Chair and the Director of Counseling counseling programs based on the American Psychology. School Counselor Association (ASCA) National Model. Students explore and critically analyze 601 each of the four components of this model while Community Perspectives on Sexual engaging in hands-on and performance-based Assault Counseling activities. Fall, Spring, Summer Prerequisites: PY 501 and PY 587. This course provides students with the theoretical and practical foundation necessary to assist rape 615 survivors in their recovery process. Students gain Child and Adolescent Counseling: exposure to the complex system with which rape Clinical and School Applications survivors come in contact. This system includes Spring crisis, legal, medical, educational, and mental This course examines theories of child health elements. Students receive both didactic development and pathology with an emphasis on and hands-on training in a variety of settings clinical work with youth presenting with mental (Women Organized Against Rape, court, health issues in community and school settings. hospital, community). Major types of intervention techniques are Prerequisite: Matriculated students only. explored, including individual, play therapy, cognitive behavioral methods, family and group 605 therapy. Particular emphasis is on childhood Addictive Behaviors: Substance Abuse mental health and illness and their relationship to and Eating Disorder Counseling school and family functioning. Spring, odd years Prerequisites: PY516 (or PY 517), PY 572 and The course surveys the history, etiology, PY 586. prevalence, and treatment modalities relevant to substance abuse and eating disorders. Special 618 attention is given to short-term and long-term Evidenced-Based Treatments of Trauma intervention strategies addressing both individual Fall (i.e., the client’s) and systemic (i.e., cultural and This course provides an intensive overview of familial) issues. The course includes a strong skill evidence-based research supporting clinical building component. therapy with victims of a variety of trauma-related Prerequisites: PY 572 and PY 586. events. Theoretical issues, legal and ethical dilemmas, and assessment techniques are 610 presented. Individual, group, family and Group Counseling specialized treatment approaches designed to Summer assist persons with trauma-related mental health This study of the major theories, concepts and problems such as Post-Traumatic Stress techniques of group counseling includes a Disorder are examined and learned through role- laboratory in which specific group counseling plays and discussion. techniques are practiced. Prerequisites: PY 572 and PY 568. Prerequisites: PY 572 and PY 586. 620 611 Advanced Counseling Techniques Couples and Family Therapy Fall Spring This study of advanced micro-skills and This overview of the major theoretical techniques of counseling, with a specific focus on approaches to family and marriage counseling cognitive and behavioral techniques, addresses
Arcadia University Graduate Catalog 2011-12 10 Counseling Psychology at Arcadia University ethical and professional issues. It includes Fall, Spring practice/role-plays of specific techniques. This study of major concepts in psychological Prerequisites: PY 572 and PY 586. Matriculated testing and measurement surveys major tests students only. used in each of the traditional areas of psychological assessment: intelligence, aptitude,
achievement, interests, personality and behavioral assessment. Emphasis is on correct interpretation of test data. It requires 621 communication of results in written and verbal Advanced Child and Adolescent Counseling formats and provides opportunities for the Fall informal administration of psychological tests. Prerequisite: PY 521 and PY 572. Matriculated This course offers advanced cognitive-behavioral students only. skills-based training in assessment and treatment of children and adolescents presenting with a 630A/B/C/D/E broad range of mental health and illness issues. Internship in Counseling This course includes a weekly lab designed to Fall Semester (Option A =Mental Health Counseling, provide students with hands on experience in the 150 hours; Option B = Mental Health Counseling, 300 treatment of youth, while being observed by hours; Option C = School, 150 hours; Option D = faculty who are experts in the field. School, 300 hours; Option E = Mental Health Prerequisites: PY516 (or PY 517), PY 572, PY Counseling, 200 hours) 586 and PY 615. (First part of a yearlong internship) 622 Practical experience in a school or counseling Trauma, Advocacy, and Social Justice setting is selected to meet individual career Spring, even years goals. The internship requires a minimum of 300 hours over the academic year except for some This course is taught using ecological and students in theMental Health Counseling emancipatory frameworks, paying close attention certification programs. It includes a weekly to sociopolitical (e.g., poverty, discrimination) and seminar for an entire academic year. This course ethno-cultural considerations in understanding includes case-based discussions of professional the prevalence of trauma and the development, and ethical issues relevant to either community or conceptualization and treatment of trauma- school counseling, with special emphasis on the related symptoms. Specifically, the course ASCA national model for the latter. It requires addresses topics such as disaster counseling, written and oral presentations. Mental Health intimate partner and community violence, Counseling students are asked to present a historical trauma, and refugee mental health. formal case study, while School Counseling Students learn skills in both treatment (e.g., students are asked to develop a portfolio. The disaster response, crisis-intervention, cross- internship is done during the final year of study. cultural counseling) and prevention (e.g., political Successful completion of this course is required advocacy, public education). before the degree or certificate is conferred. Prerequisites: PY 521, PY 572, PY574, PY 586, 623 PY 587, PY 625 and PY 610. PY 620 may be Strategies for Treating Grief and Bereavement taken concurrently. Students in the School Spring, odd years Counseling program also must have completed This course introduces the student to the theory PY 501,PY 502 and PY 612. PY 615 and/or PY and practice of bereavement and grieving. 618 also must have been completed if required Development issues are discussed as they relate by the student’s program. Matriculated students to the bereavement process. This is an only. introductory course in grief counseling, designed to provide students with basic terminology, theory 631A/B/C/D/E and concepts about grief and loss, as well as Internship in Counseling theoretical and practical techniques and Spring Semester (Option A = Mental Health interventions relevant to specific types of losses. Counseling, 150 hours; Option B = Mental Health This course is not a forum for working through Counseling, 300 hours; Option C = School, 150 hours; personal unresolved losses, but students should Option D = School, 300 hours; Option E = Mental be aware that the class will be intense and some Health Counseling, 200 hours) personal issues regarding death and grief may (Second part of a yearlong internship) surface. See description and prerequisites for PY 630. Prerequisites: PY 572 and PY 586. 688 625 Cultural Bases of Counseling Psychological Testing Fall, Spring
Arcadia University Graduate Catalog 2011-12 11 Counseling Psychology at Arcadia University
This course focuses on theories, techniques, and equity and quality education for every student. It cultural issues related to counseling American includes field experience and case study. ethnic and sexual minorities, including African Americans, Asian Americans, Latin Americans, 582 Americans of mixed heritage, lesbians, gay men, Supporting Students with High Incidence and bisexuals. Other social differences are Disabilities discussed as well, including religious difference, (Fall, Spring) social class difference, and other cultural Strategies for supporting students with high- differences. Specifically, students in this course incidence disabilities including effective and learn general principles of cultural sensitivity, authentic assessment and instruction, goal and learn to consider and begin to appreciate cultural objective setting, IEP and ITP writing, lesson perspectives that are different from their own, planning, and accommodations. This course is learn to assess the needs of those from different designed to focus on persons with learning, behavior, speech and communication, and/or cultures, learn about ethical issues related to mild cognitive disabilities. It includes field counseling those who are different from experience and intervention-based case study. themselves, learn how cultural heritage and Prerequisites: ED 466D, ED 580, ED 581, social experience contribute to development, and ED 585; and content area courses if required for learn how the culture and experience of the individual’s program. counselor may impact on the counseling relationship. 585 Positive Behavioral Approaches 697 Fall, Spring, Summer Master’s Thesis in Psychology This course is designed to provide students (3-credit option) with expertise in positive behavioral approaches including school-wide systems of support, 698 effective classroom management, and individual Master’s Thesis in Psychology behavioral support. This course uses both instructional and functional approaches to (3-credit option) behavior to encourage schools to be systems of support for students and professionals. The 699 teaching of prosocial skills is also addressed. It Master’s Thesis in Psychology includes field experience and intervention-based (6 credits) study. This individually initiated and directed set of 624 experiences involves the writing of an acceptable ESL: Understanding Language Learning proposal, the carrying out of an empirical (Spring, Summer) research project, and the writing of a manuscript of professional quality according to APA format. This course addresses the processes of The thesis is normally done over the fall and language learning from a variety of perspectives and engages students in an understanding of the spring semesters. It is designed especially for structure and sound systems of English in students who wish to pursue advanced study relation to other languages and in relation to a beyond the master’s level. variety of teaching strategies. By focusing both Prerequisites: 21 credits of graduate study, on a comparison of language structures and including PY 521; permission of the adviser, sound systems as well as theories of second thesis supervisor, Department Chair and Director language acquisition and development, this of Counseling Psychology. course allows students to learn about differences between learning a first and a second language and the influences of these processes on instructional principles and strategies. This Education Courses (ED) course includes an intensive language learning component for students in the course that will 580 allow them to reflect on their own learning Introduction to Inclusive Education processes in relation to language learning (Fall, Spring, Summer) theories and to compare English to another language. An introductory course in special education with an emphasis on inclusion and diversity, this course provides an overview of the complex issues surrounding inclusive and heterogeneous schooling. Through a variety of learning strategies and experiences, students become familiar with current special education theory, practice, advocacy and legislation, and gain expertise on best practices to ensure access
Arcadia University Graduate Catalog 2011-12 12 Curriculum Studies at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Coordinator 1. Foundations Courses (at least 6 credits) Peter Appelbaum, Ph.D. ED 502 Curriculum Foundations Any second foundations course in consultation with the Master’s Degree adviser (ED 501-510 – Master of Education with a However, it is assumed Concentration in Curriculum that students already Studies would have had the Arcadia Graduate Certificate in equivalent of ED 503 in Curriculum Studies previous study.)
2. Concentration courses (a minimum of 15 About the Master’s credits) The following are of particular Degree Program interest to students in this concentration: ED 651 Policy, Reform, and Change This program prepares teachers, ED 596 Curriculum Development administrators, and other formal and non- Project formal educators for leadership roles in ED 598 Advanced Seminar curriculum reform and the design, ED 650 Advanced Seminar in development and evaluation of educational Curriculum Development programs. It is also valuable for classroom and Design teachers who use modes of curriculum inquiry At least one course chosen under to reflect on their practice. advisement in the area of curriculum that the student The field of curriculum studies transcends is focusing on (e.g., disciplinary boundaries to better understand Mathematics, Reading, educative experience. Fundamental questions Science, Arts and for curriculum studies include the following: Creativity, Social Studies, What knowledge is of most worth? Who gets Instructional Technology, to decide? How can we align the planned, Counseling) experienced and evaluated curriculum? Curriculum inquirers use such questions to 3. Electives (0 to 9 credits) to be chosen under further investigate the connections among consultation with adviser. Courses educational and social theories and suggested as particularly appropriate for educational practice, with a focus on school or this concentration include: public/media programs and the contours of ED 502-510 Any and all beyond 502 culture and society in which these programs Additional courses in are located. They work to create educational curriculum focus areas communities that enact vibrant and powerful (e.g., ED 524 and above) professional development opportunities for ED 501 Urban Education their colleagues. ED 642 Program Evaluation
Master of Education 4. Culminating Activity (3 credits). ED 589 Independent Research, or ED 599 Degree Requirements Master’s Thesis in (M.Ed.) Education (a minimum of 30 credits)
The degree program must be planned with an adviser to ensure that degree certification requirements are satisfied.
Arcadia University Graduate Catalog 2011-12 1
Early Childhood Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
ED 554 Contemporary Science for Coordinator Elementary Teachers Cynthia Kennedy Reedy, Ed.D. ED 565 Introduction to Instructional Technology ED 601 Developmental Literacy Master’s Degree and ED 604 English Language Arts Teacher Certification ED 608 Literature for Children and Youth Master of Education with a ED 609 Literacy Acquisition Concentration in Early Childhood Administration Education, N-3 ED 630 Leadership Certification: Instructional, Supervisory ED 634 Managing Organizations and Change PA Director Credential ED 633 School Law ED 580 Introduction to Inclusive Master of Education Education
Degree Requirements 4. Culminating Activity – Arranged in consultation with the adviser at the time of (M.Ed.) completing the Degree Candidacy (a minimum of 30 credits) Application.
Early Childhood Education Concentration, N–3 Certification in Early Childhood Education N-3 1. Foundation Courses (6–9 credits) chosen with the adviser from the following: Certification Option 1: For candidates who ED 501–510 already hold a valid Elementary Education certificate and are adding on Early Childhood Education 2. Concentration Courses (15 credits) ED 617 Cognitive/Social/Emotional Candidates will be required to complete the Development of Children, following coursework: 0–8 years ED 617 Cognitive/Social/Emotional ED 618 Instructional Strategies in Development of Children, Early Childhood Education 0-8 ED 619 Physical, Motor and ED 618 Instructional Strategies in Perceptual Development Early Childhood Education of Children, 0–8 years ED 619 Physical, Motor and ED 620 Planning of Early Perceptual Development Childhood Programs of Children, 0-8 ED 621 Communication Strategies ED 620 Planning of Early for Effective Early Childhood Programs Childhood Programs ED 621 Communication Strategies for Effective Early 3. Electives (9–12 credits) to be chosen with Childhood Programs adviser. Students are strongly encouraged ED 583B Fieldwork (for students to take electives within one of the following holding a valid areas: Pennsylvania Instructional ED 526A Learning and Assessment I or II certificate) (3 credits; in Elementary credits not applicable to Mathematics master’s degree) ED 552 Issues and Methods in Elementary School Science Certification Option 2: For candidates who are not Elementary Education certified and
Arcadia University Graduate Catalog 2011-12 1 Early Childhood Education at Arcadia University
wish to seek certification in Early Childhood 3. Completion of all Praxis examinations is Education as their first instructional required prior to enrolling in the Student certificate. This option also will give the Teaching Practicum. candidate an M.Ed. in Early Childhood Praxis I: Education. Passing scores on the Reading, Writing and Mathematics Candidates will be required to complete the tests are required for following coursework: admission to the program. ED 503 General Foundations of Praxis II: Education Fundamental Subjects: Content ED 565 Introduction to Knowledge (30511) Instructional Technology Qualifying Score: 150 ED 526A Learning and Assessment **Early Childhood Education N-3 in Elementary (10020) Mathematics Qualifying Score: 530 ED 552 Issues and Methods in Elementary School **Required for initial instructional certificate. Science Candidates completing an approved program ED 580 Introduction to Inclusive and adding either Early Childhood or Education Elementary Education to an existing ED 564 Creative Expression Pennsylvania instructional certificate are only ED 601 Literacy Foundations required to take Fundamental Subjects: OR one of the following: ED 604 Content Knowledge. English Language Arts, OR ED 606 Emergent and Content Literacy, OR ED 608 Literature for Children PA Director Credential and Youth ED 617 Cognitive/Social/Emotional This three-course, graduate-level program is a Development of Children, requirement of the Keystone STARS program 0-8 under the Pennsylvania Early Learning ED 618 Instructional Strategies in Department. Courses are offered on campus, Early Childhood Education at King of Prussia and at various childcare ED 619 Physical, Motor and locations. The entire course sequence is Perceptual Development offered over one year in fall, spring, and of Children, 0-8 summer. Courses do not need to be taken in ED 620 Planning of Early any specific sequence. Childhood Programs ED 621 Communication Strategies The goal of the PA Director Credential is to for Effective Early provide directors and administrators of early Childhood Programs child care sites, centers, preschools, and ED 470 Practicum in Early before and after school care programs with the Childhood Education skills and knowledge to organize, lead, and (Credits not Applicable to manage high quality education centers based the Degree) on state mandates, current trends and research-based practices. Additional Certification Requirements All credits earned in the PA Director Credential 1. Completion of all subject area coursework program can be applied toward an Early required to meet the general and specific Childhood Education master’s degree program certification standards of the Pennsylvania and can be an add-on or used as electives in Department of Education. This will be Special Education, Elementary Education, and determined by the program Coordinator. Reading master’s degree programs. In addition, ED630 Leadership can be applied to 2. A grade of “B” or better in the Graduate the Masters in Educational Leadership and Student Teaching Practicum Supervision. Individual advising will guide students who wish to pursue further coursework.
Arcadia University Graduate Catalog 2011-12 2 Early Childhood Education at Arcadia University
Leadership and Supervision. Individual Keystone STARS is an initiative to improve, advising will guide students who wish to support and recognize the continuous quality pursue further coursework. improvement efforts of early learning programs in Pennsylvania. This comprehensive Admissions to the PA Director Credential professional development system, including Program career pathways with credentials, is for practitioners in settings including center- and Students must have a bachelor’s degree (B.A. home-based child care, school-age programs, or B.S.) from an approved institution of higher Head Start, early intervention programs, and education, with a degree in Early Childhood or school-based programs. In order for Early an approved related field and meet the Childhood Programs to reach Keystone requirements. (Admissions for Education STARS Level 3, directors must be programs.) credentialed. For more information, contact Dr. Cindy Scholarships Kennedy Reedy, Assistant Professor and Early Childhood Education Coordinator, at Tuition support for college coursework is [email protected] or 215-572-2147. available through T.E.A.C.H. (Teacher Education and Compensation Helps) Early Requirements for the PA Director Childhood® PENNSYLVANIA Scholarship Credential Program Program, which works with providers, colleges Credential issued by Pennsylvania Key. and child care staff to offer scholarship (Must meet the requirements of Pennsylvania programs and support systems that improve Key; 9 credits) the education and compensation of child care ED 620 Planning of Child workers. Development Programs ED 621 Communication Strategies for Coursework Effective Early Childhood Programs ED 637 Instructional Leadership The goal of the PA Director Credential is to provide directors and administrators of early child care sites, centers, preschools, and before- and after-school care programs with the skills and knowledge to organize, lead, and manage high-quality education centers based on state mandates, current trends and research-based practices.
The three required courses in the PA Director Credential program at Arcadia are ED 620 Planning of Early Childhood Programs ED 621 Communication Strategies for Effective Early Childhood Programs ED 630 Instructional Leadership
The entire course sequence is offered over one year, fall, spring, and summer. Courses do not need to be taken in any specific sequence.
All credits earned in the PA Director Credential program can be applied toward an Early Childhood Education master’s degree program and can be an add on or used as electives in Special Education, Elementary Education, and Reading master’s degree programs. In addition, ED630 Instructional Leadership can be applied to the master’s in Educational
Arcadia University Graduate Catalog 2011-12 3 Educational Leadership at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
implement sound educational policy and Coordinator research-based programs through supervisory, Dr. Peggy Hickman, Coordinator of Doctor of curricular, and/or administrative roles. Education in Educational Leadership Program The guiding philosophy of the Educational Leadership doctoral program is composed of Doctoral Degree and several key components integrated into the Administrative program through expectations, coursework and mentorship. Students are challenged to Certifications work toward integrating the following into their academic performance and professional lives: Doctor of Education in Educational • Openness to new ideas Leadership • Structured and strategic inquiry • Research-based practice Certifications • Intellectual and instructional Superintendent’s Letter of Eligibility leadership K-12 Principal • Critical thinking Supervisor of Special Education • Systemic critique and reform Supervisor of Curriculum and • Social justice and ethical practice Instruction • Collaboration and teamwork Supervisor of Single Area • Critical self-reflection • Personal, program, system, and community interconnectivity About the Doctor • Embracing community inclusion and diversity of Education (Ed. D.) in • Ongoing professional development Educational Leadership and life-long learning
The Profession: Graduates of the Ed.D. The Cohort Model: The Ed.D. program in program will develop educational visions and st Educational Leadership facilitates skills in leading institutions of the 21 century. collaboration and teamwork through a modified They will refine their understanding of and cohort model. Students enter the program with leadership skills in relation to diversity, a group of colleagues with whom they take inclusiveness, globalism in education, social courses and progress through the program. responsiveness, and data-based Cohort models have a number of advantages decisionmaking. They will become for students and faculty alike. knowledgeable of the most recent • Cohorts provide students with study developments in the field of education, and support groups that enable them personnel development, and leadership; will to gain maximum benefits from learn how to assess and alter their coursework and research. organization’s practices; and will have the • Cohorts enable students to support capacity to initiate and implement research- each other as a group while based policies and best practice programs to accomplishing the major milestones of benefit students, schools and communities. the program, including the qualifying paper and dissertation. The Degree Program: Arcadia’s doctoral • Because students move through the program in Educational Leadership offers a core program as a group, faculty are Doctor of Education degree earned by aware of what they have been taught engaging in intensive study of research design and what is yet to be covered; this is and content knowledge, culminating in the especially important in addressing the development, implementation, and completion research/critical thinking portion of the of an approved doctoral dissertation. The curriculum and building solid research program is designed to increase the student’s skills. level of professional expertise in the fields of school and district/regional leadership and to develop the skills necessary to initiate and
Arcadia University Graduate Catalog 2011-12 1
Educational Leadership at Arcadia University
• Cohorts provide for high levels of ongoing support for individual student Admission to the Doctor work and research development. of Education (Ed.D.) in
The cohort model allows students to move Educational Leadership through the critical thinking/research In addition to the general admissions component of the program as a group and, as requirements, the following program-specific such, to work supportively, reflectively, and requirements must be met: collaboratively on developing, implementing, and writing their qualifying papers and 1. A Doctor of Education application, including dissertations. personal statements, to be completed online at www.arcadia.edu/gradapp. Students’ progress and timelines vary during the dissertation proposal, implementation, and 2. A master’s degree in education from an writing process. Contributing factors include accredited institution with a recommended the subject of the dissertation, the meeting of GPA of 3.5 or better. established timelines, issues of participant recruitment, implementation schedule, data 3. One official transcript from each college, analysis, and writing skills. university or professional school attended. Transfer credits included on a transcript Structure of the Program: A minimum of 55 must include grades earned; if not, an credit hours post-master’s degree, which official transcript from the original school includes 9 credit hours of research-related must be submitted. Transcripts must be courses, are required for the doctoral degree. sent from the issuing school in a sealed Instruction in each course is conducted in a envelope and contain the appropriate partially online format. signatures and seals to be considered official. Coursework is organized around a series of courses, including essential background 4. There are four required background courses, research design and methods, and courses (pre-requisites for program content area information. Each semester’s admission) that may be part of the student’s courses integrate these three curricular areas master’s-level program: so that students have continuous exposure to • A course in Curriculum Development and practice in critical thinking and research and Design methods as they gain content area knowledge. • A course in Educational Research (includes understanding of both The focus of all coursework is to teach qualitative and quantitative research students how to think critically and applications) systematically about educational leadership at • A course in Inclusive Education both the micro-level (i.e., the impact of various • A course in Instructional Technology programs or interventions on students and Students may be admitted conditionally if classrooms) and the macro-level (i.e., school- lacking some of the background courses. or district-wide impact). The program stresses the cultural, social, and political ramifications 5. A minimum of three letters of of school leadership decision making, as well recommendation from individuals in a as research-based models and methods of position to evaluate the applicant’s initiating change in schools, districts and qualifications for graduate study and/or regions. From the first day of the program, field-related work experience, including at students utilize real-life cases and analyze least one from a professor familiar with the relevant materials as they examine research- student’s writing skills and level of critical to-practice models of successful and effective thinking. school leadership behaviors and initiatives evident in excellent schools, districts and 6. Test scores from the Miller Analogies Test regions. (MAT) or the Graduate Record Examination (GRE), taken within the last five years.
Arcadia University Graduate Catalog 2011-12 2 Educational Leadership at Arcadia University
7. A minimum of five years of experience Courses covering these content areas are working in a school leadership position or a regularly taught as part of Arcadia University’s teacher leadership position. master’s-level Education program and administrative certification programs. 8. A current résumé. Determination of the need to take essential 9. An interview with the Admissions background courses or to improve background Committee. After a review of the knowledge will be decided based on the application, the Admissions Committee will entering student’s transcript and a meeting decide which applicants will be asked to with the admissions committee. Options for interview for acceptance. meeting these requirements may include recommendations for students to take one or 10.International applicants should visit more of the prerequisite courses for credit, www.arcadia.edu/international for detailed audit one or more courses, and/or engage in information on admissions requirements reading current literature in one or more areas. and application procedures. Official results Based on a potential student’s credentials, the from the TOEFL or IELTS are required for admissions committee will decide whether all students for whom English is a second prerequisites must be met prior to being language except for non-native speakers of interviewed, accepted, or starting the doctoral English who hold degrees or diplomas from program. post-secondary institutions in English- speaking countries (e.g., the United States, Application Deadline: Students are accepted Canada, England, Ireland, Australia and to begin in the fall semester only. Applications New Zealand.). A course-by-course are accepted on a revolving basis and are evaluation of all transcripts by an reviewed as received. However, applicants are independent evaluation service based in strongly encouraged to submit applications the United States also is required. prior to the priority deadline of March 1 of each year, when considerations for acceptance will begin. Essential Background
Courses/Prerequisites for Admission (12 Deferred Admissions: An accepted student credits mandatory): Students entering the who wants to defer his or her admission for doctoral program are required to have one year must submit a request to do so in essential background knowledge in educational writing to the Dean of the College of Graduate leadership either at the school or district Studies and the Program Coordinator. level. These courses are designed to provide Deferments will be granted by the Department the student with minimal necessary on an individual basis. Once a deferral is background information regarding how school granted, the student must submit the required leaders use educational research, data-based deposit to reserve his or her position in the decisionmaking, and best practices to inform cohort. This deposit will be credited toward decisions regarding curriculum and tuition. A student who is granted a deferment instruction, special education, and the must understand that he or she will be subject integration of technology into the school to the prevailing tuition at the time of curriculum. It is expected that the majority of matriculation to the program. entering doctoral students have extensive background knowledge in the field and have completed a master’s degree in education and, Expenses therefore, enter having completed the essential Tuition for 2010-11: $885 per semester background courses. However, for those credit hour students entering the program without the Fees: necessary background knowledge, one course Deferred Payment : $40 (non- in each of the following content areas is refundable) required prior to admission: Audit: $885 per course 1. A course in Curriculum Development Parking: $30 per semester (fall and and Design spring) before 4 p.m. No charge after 2. A course in Educational Research 4 p.m. 3. A course in Inclusive Education
4. A course in Instructional Technology
Arcadia University Graduate Catalog 2011-12 3 Educational Leadership at Arcadia University
length, complexity, and time available to Academic Policies devote to the project. and Procedures Qualifying Project: In the second semester of Completion of Coursework: A minimum of their first year of doctoral study (ED 751 55 credit hours post-master’s degree are Practitioner Research II), students complete a required for the doctoral degree. Students qualifying project. The qualifying project completing their dissertation in the fourth year typically focuses upon an area of research that of study will have a minimum of 58 credit hours is of interest to the student, that may constitute post-master’s degree. the doctoral project. It includes a comprehensive review of the literature; specific Continuous Enrollment: Students must be questions for further study arising from the enrolled continuously in the Ed. D. program. In literature review; and a substantive, case of a personal emergency, a student may appropriate research design responding to petition the Dean of the College of Graduate those questions. Students with advanced skills Studies for a leave of absence; however, this and whose performance in the Practitioner is not guaranteed. Research courses has been exemplary are encouraged to include a pilot study as part of Readmission: A student who has withdrawn their qualifying paper. Faculty advisers for the from a graduate program for personal reasons, qualifying paper include the professor of (that is, other than dismissal for academic or Practitioner Research II and other faculty in ethical reasons) may reapply within one year the program, as advised. The project is of that withdrawal by sending a letter reviewed and assessed by the student’s requesting reinstatement to the Dean of the professor and the Doctoral program faculty, College of Graduate Studies. The Dean and successful completion of the project forwards that request to the appropriate precedes a student’s advancement to departmental admissions committee, which will candidacy and continuation in the second year communicate its decision to the student. In of coursework. some cases, a student may be asked to submit materials updating the original Candidacy: Students will advance to doctoral application. If the withdrawal was granted candidacy upon successful completion of all of contingent upon some action(s) on the part of the following requirements: (1) the first year of the student, the student also will be required to study with a minimum GPA of 3.0; (2) a demonstrate that the recommended steps successful First Year Evaluation and faculty have been taken. If more than one year has approval for continuance; and (3) successful elapsed, a completely new application must be completion of the qualifying project. submitted to the Office of Enrollment Management. Program Continuation: Students who are not making appropriate progress will be counseled Time Limits: All coursework must be out of the program at the end of a given year completed within five years of admission to of coursework. Students who engage in any study. Dissertation must be completed within other activity that would support a reason for five years of admission to candidacy (which dismissal (cheating, plagiarism) may be asked occurs after successful completion of the to leave immediately or at the end of the qualifying project). Students who do not semester. Continuance in the program for complete the dissertation at the end of the those with under a 3.0 GPA will be conditional third year will be required to enroll in an for the next semester provided their grade ongoing 1-credit per semester Dissertation point average improves to at least that level Preparation II (ED 902) course until their during that time. dissertation is completed, defended, and approved. Development of the Dissertation Proposal: In all matters related to the dissertation, While the program is designed to be students should refer to the Doctoral Student completed in three to four years, the amount of Handbook for specific procedures and time a student may need to complete his or frameworks for developing and completing all her dissertation, write, and defend it may vary. stages of dissertation writing and Students complete the program in either their development. During ED 800 Doctoral third or fourth years, depending on project Dissertation Seminar I, each student develops
Arcadia University Graduate Catalog 2011-12 4 Educational Leadership at Arcadia University a Preliminary Dissertation Action Plan written dissertation should incorporate, at a (presented in class during the semester) minimum, the following standard sections (see including topic area, goals, research Doctoral Handbook for further descriptions of questions, target participants, design plan, these sections): scope of intervention, and preferences for Chapter 1: Introduction/Rationale/Overview Committee Chair and members. Their and Statement of the Problem committees provide them with additional Chapter 2: Literature Review feedback prior to or during the next semester. Chapter 3: Methods During ED 801 and ED 802, Doctoral Chapter 4: Research Findings Dissertation Seminars I and II, students Chapter 5: Conclusions. continue to develop their dissertation proposals in collaboration with their Dissertation Defense: The dissertation dissertation Chairs and Committee members. defense takes place before the student’s Dissertation Committee and is open to Arcadia Proposal Defense: The dissertation proposal University administrators and faculty members is reviewed first by the Chair, then by the as well as the public. Final approval of the Committee. The Committee Chair decides dissertation requires written consent of all when a proposal is ready for defense. During members of the Dissertation Committee. the defense, the proposal is presented to the student’s Committee, with the Education faculty, community members, and Graduate Degree Requirements Dean invited to attend and pose questions. for the Doctor of Final passage of the proposal and necessary revisions is decided by the Committee. Education in Educational
Dissertation: Dissertations are intended to Leadership (Ed.D.) provide students with meaningful academic research experiences that contribute Educational Leadership Concentration knowledge to the field of educational (55-58 credits, depending if dissertation is leadership, contribute to improving completed in the third year or fourth year of school/district leadership practice in the field, study) and document student mastery of chosen research methods. Dissertations are evaluated First Year (18 credits) on their innovation and contribution to the field Fall (6 credits) of educational leadership, organization, written ED 720 Ethical Leadership in expression, research design and methodology, Education data analysis, and conclusions and ED 750L Practitioner Research I implications for theory and practice. Students work on high-quality, applied research projects grounded in structured and systematic data Spring (6 credits) collection and analysis. Dissertations are ED 723 Professional Development individually developed, written, and assessed and Supervision according to professional, peer-review ED 751L Practitioner Research II standards of quality and rigor. Members of the student’s dissertation committee work closely Summer (6 credits) with the student to develop and supervise the ED 726 Organizational Theory, project. Change, and Sustainability ED 803L Advanced Research Dissertations may span the continuum of Seminar educational leadership influence from rigorous and comprehensive case studies or program Second Year (19 credits) evaluation to intervention studies or an original Fall (6 credits) research project employing single subject ED 729 Informed Leadership: design. As with all research, the design of the Data-driven inquiry will be grounded in the research Decisionmaking questions. Designs and methodologies may be ED 800L Doctoral Dissertation quantitative or qualitative in nature, or emply Seminar I rigorous mixed methods frameworks. The
Arcadia University Graduate Catalog 2011-12 5 Educational Leadership at Arcadia University
Spring (6 credits) ED 732 Teaching and Learning in Spring (1 credit if needed) the 21st Century: ED 902 Dissertation Preparation II Interconnectivity and Shared Responsibility Summer (1 credit if needed) ED 735 Embracing Diversity in ED 902 Dissertation Preparation II PreK-12 Education
Summer (7 credits) ED 744 School Law, Policy Leadership Certifications Reform and Politics in Doctoral candidates who want to obtain Education superintendent, principal or supervisory certification need to take the courses listed ED 801L Doctoral Dissertation under each certification. They also must pass Seminar II Praxis Test 0410 – Educational Leadership: ED 901 Dissertation Preparation I Administration & Supervision. Leadership (1 credit) certification courses may count as the student’s third-year doctoral program electives. Third Year (18 credits) Fall (6 credits) Requirements for Superintendent’s Letter ED 738 Leading Comprehensive of Eligibility Student Support Systems Background Requirements ED 802L Doctoral Dissertation Seminar III ED 638 School Finance ED 645 Human Relations and Spring (6 credits) Negotiations ED 741 Current Issues in School ED 647 Leading Schools with Data Finance and Resource Driven Decision Making Management Core Requirements ED 747 School and Community Partnerships Note: The next three courses are doctoral level courses Summer (6 credits) Students may choose from a variety of *ED 720 Ethical Leadership in elective courses across the department, to Education specialize in an area of interest, or to *ED 726 Organizational Theory, broaden their skills in such courses as Change and Sustainability College Teaching. Students may also take *ED 732 Teaching and Learning in certification courses as electives at this the 21sr Century: time) . Electives may also be taken during Interconnectivity and the Fourth Year of the program if Shared Responsibility continuing. ED 648 The Superintendency
ED XXX Elective *Doctoral Tuition
ED XXX Elective Note: The following three internship semesters must be taken consecutively; however, they Continue dissertation work and data may be taken in any order. The leadership analysis. portfolio must be submitted after completing the third consecutive semester.
Fourth Year (3 or more credits, one credit ED 649A Fall Internship for each semester the student is continuing work Superintendency on the dissertation, as needed) (1 credit) Fall (1 credit if needed) ED 902 Dissertation Preparation II
Arcadia University Graduate Catalog 2011-12 6 Educational Leadership at Arcadia University
ED 649B Spring Internship for ED 635 Supervision of Teaching Superintendency and Learning (1 credit) ED 637 Instructional Leadership ED 649C Summer Internship for ED 645 Human Relations and Superintendency Negotiations (1 credit) ED 647 Leading Schools with Data Driven Decision Making Note: Candidates for the certificate of Superintendent’s Letter of Eligibility must have Note: The following three internship semesters completed six years of full-time teaching or must be taken consecutively; however, they other professionally certificated service in may be taken in any order. The leadership schools, including three years in a supervisory portfolio must be submitted after completing or administrative position. the third consecutive semester.
Requirements for Principal Certification ED 665A Fall Internship for Curriculum and Instruction ED 633 School Law (1 credit) ED 634 Managing School ED 665B Spring Internship for Organizations and Change Curriculum and Instruction ED 635 Supervision of Teaching (1 credit) and Learning ED 665C Summer Internship for ED 637 Instructional Leadership Curriculum and Instruction ED 638 School Finance (1 credit ED 645 Human Relations and Negotiations Supervisor of Special Education ED 647 Leading Schools with Data Driven Decision Making ED 633 School Law ED 634 Managing School Note: The following three internship semesters Organizations and Change must be taken consecutively; however, they ED 635 Supervision of Teaching may be taken in any order. The leadership and Learning portfolio must be submitted after completing ED 637 Instructional Leadership the third consecutive semester. ED 645 Human Relations and Negotiations ED 639A Fall Internship for ED 647 Leading Schools with Data Curriculum and Instruction Driven Decision Making (1 credit) ED 639B Spring Internship for Note: The following three internship semesters Curriculum and Instruction must be taken consecutively; however, they (1 credit) may be taken in any order. The leadership ED 639C Summer Internship for portfolio must be submitted after completing Curriculum and Instruction the third consecutive semester. (1 credit) ED 666A Fall Internship in Special Note: Candidates for the certificate of K-12 Education (1 credit) Principal must have completed five years of ED 666B Spring Internship in full-time teaching in an instructional area or Special Education other professionally certificated service in (1 credit) schools. ED 666C Summer Internship for Single Subject Requirements for (1 credit) Supervisor of Curriculum and Instruction Supervisor of Single-Subject Area
ED 633 School Law ED 633 School Law ED 634 Managing School ED 634 Managing School Organizations and Change Organizations and Change
Arcadia University Graduate Catalog 2011-12 7 Educational Leadership at Arcadia University
ED 635 Supervision of Teaching Note: Candidates for the certificate must verify and Learning the completion of 5 years of full-time ED 637 Instructional Leadership professional school experience as an ED 645 Human Relations and educational specialist (psychologist, school Negotiations counselor, school nurse or school social ED 647 Leading Schools with Data worker) while holding a valid Pennsylvania Driven Decision Making Instructional I and/or II certificate.
Note: The following three internship semesters must be taken consecutively; however, they Educational Leadership may be taken in any order. The leadership Courses portfolio must be submitted after completing the third consecutive semester. Leadership Content Courses (36 credits mandatory) ED 600A Fall Internship for Single Subject (1 credit) Leadership related courses are designed to ED 600B Spring Internship for provide students with the tools and time to Single Subject (1 credit) develop strong educational leadership skills. ED 600C Summer Internship for Within a dynamic learning community, students Single Subject (1 credit) will have opportunities to incorporate professional practice into their studies and applied settings. Note: Candidates for certification as a 1. Ethical Leadership in Education Supervisor of Curriculum and Instruction, (ED 720) Supervisor of Special Education or a Single- Subject Supervisor must have completed five 2. Professional Development and years of full-time teaching in the instructional Supervision (ED 723) area in which a supervisory certificate is sought. 3. Organizational Theory, Change, and Sustainability (ED 726) Requirements for Supervisor of Pupil 4. School and Community Partnerships Personnel Services (ED 747) PY 625 Psychological Testing PY 688 Cultural Bases of 5. Teaching and Learning in the 21st Counseling Century: Interconnectivity and ED 633 School Law Shared Responsibility (ED 732) ED 634 Managing School 6. Embracing Diversity in PreK-12 Organizations and Change Education (ED 735) ED 635 Supervision of Teaching and Learning 7. Leading Comprehensive Student ED 637 Instructional Leadership Support Systems (ED 738) ED 638 School Finance ED 645 Human Relations and 8. Current Issues in School Finance and Negotiations Resource Management (ED 741) ED 647 Leading Schools with Data 9. Informed Leadership: Data-driven Driven Decision Making Decisionmaking (ED 729)
Note: The following three internship semesters 10. School Law, Policy Reform and must be taken consecutively; however, they Politics in Education (ED 744) may be taken in any order. The leadership portfolio must be submitted after completing 11. Electives (6 credits/2 courses) the third consecutive semester. Course Descriptions ED 667A Fall Internship for PPS (1 credit) ED 720 ED 667B Spring Internship for PPS Ethical Leadership in Education (1 credit) Students explore effective management of the ED 667C Summer Internship for organization, operation, and resources for a safe, PPS (1 credit) efficient, and effective learning environment.
Arcadia University Graduate Catalog 2011-12 8 Educational Leadership at Arcadia University
Participants gain an understanding of standards- public education in the larger political, social, based systems theory and design and the ability economic, legal and cultural context is explored. to transfer that knowledge to the leader’s job as ED 732 the architect of standards-based reform in school st in a fair and equitable manner with personnel and Teaching and Learning in the 21 Century: professional integrity. Interconnectivity and Shared Responsibility This course examines the relationship of ED 723 curricula, instruction and assessment to current Professional Development and Supervision research in teaching, learning and knowledge Students in this course integrate theories of construction. Complex pedagogical problems are human behavior and organizational development identified and analyzed with the focus on the with effective practices in the current models of impact upon the teaching and learning teacher evaluation (Hunter and Danielson & environment. Participants explore processes to McGreal); performance-based compensation create a culture of teaching and learning with an models; and the legal realities of implementing emphasis on learning. these systems. ED 735 In this course, students also learn how to use Embracing Diversity in PreK-12 Education professional learning to lead professional This course provides an intensive study of the development and change in schools. Students needs of diverse students and families and examine research findings on effective effective and appropriate responses to these professional learning, demonstrate an needs within educational settings. During this understanding of the National Staff Development course students, examine the intersection of Council Standards, and job-embedded socioeconomic status, cultural and linguistic professional learning, such as mentoring, background, gender and sexual orientation, and coaching, feedback, study groups, peer race/ethnicity with responses to atypical student observation and learning teams. Participants learning and disabilities within educational examine the design and impact of distance environments. Students conduct critical analyses learning, multimedia, and Web technologies of their own personal and professional beliefs when designing and providing professional concerning diverse student populations and learning opportunities and systems. critique their own professional contexts in terms of sensitivity and responsiveness to diversity. ED 726 Organizational Theory, Change, and ED 738 Sustainability Leading Comprehensive Student Support Students learn to drive and sustain change in a Systems collegial environment, culminating in students’ This seminar is designed to teach students the understanding of and ability to use a wide range range of administrative and leadership skills of applicable leadership practices. Through the necessary to manage a public or private program collaboration with faculty and community for children and adolescents with special needs. members, responding to diverse community The course emphasizes the leader’s interests and needs, and mobilizing community responsibility as a change agent and the resources, students identify strategies to set a importance of consultative and collaborative roles widely shared vision for learning. Participants in moving organizations forward. Students identify knowledge and engage in the skills examine the legal responsibilities with regard to required to think and plan strategically for the provisions for and delivery of services to students purpose of creating an organizational vision as well as school-based counseling, around personalized student success. psychological, social work, and health services.
ED 747 ED 741 School and Community Partnerships Current Issues in School Finance and Resource Management This course explores the skills, techniques, and This course is designed to facilitate a more in- attitudes school leaders need to collaborate, depth understanding of the efficient and effective communicate, engage and empower others use of finances, facilities, and other tangible and inside and outside of the organization to pursue excellence in learning. Students examine the role intangible resources at the school district level. and influence of the media, PTO/PTA Students explore the impact of emerging organizations, and special interest groups. technologies on the learning environment known Course participants engage in and identify as “school,” along with related financial, resource, effective strategies for collaborating with faculty and facility issues unique to education that affect and community members, responding to diverse individual school buildings. community interests and needs, and mobilizing community resources. Advocacy for children and
Arcadia University Graduate Catalog 2011-12 9 Educational Leadership at Arcadia University
ED 729 • Communicate and disseminate their Informed Leadership: Data-driven findings and recommendations Decisionmaking effectively to multiple audiences In this course, students learn to utilize data to identify school improvement needs and make 1. Practitioner Research I (ED 750L) informed decisions in effecting change that will lead to the academic success of all students, 2. Practitioner Research II (ED 751L) including those with learning disabilities and (Qualifying Paper: Pilot Study) those who come from linguistically and culturally 3. Advanced Research Seminar (ED 803) diverse backgrounds. Students build the knowledge and skills to think and plan 4. Doctoral Dissertation Seminar I (ED 800L) strategically, to create an organizational vision around personalized student success. An 5. Doctoral Dissertation Seminar II (ED 801L) exploration of successfully demonstrated change models exposes students to the collection and 6. Doctoral Dissertation Seminar III (ED 802L) analysis of multiple data sources to improve schools. Students learn to systemically collect 7. Dissertation Preparation I (1 credit) (ED and analyze multiple sources of data to identify 901) improvement needs, determine an effective response, monitor and correct progress, and 8. Dissertation Preparation II (1 credit per demonstrate success to stakeholders. semester taken) (ED 902) Candidates also examine the components of an effective school improvement plan. Research Course ED 744 Descriptions School Law, Policy Reform and Politics in Education This course examines how law, politics, and ED 750L and ED 751L power structures interact to influence the goals Practitioner Research I & II and operations of schools. Advocacy for children Students learn ontological, epistemological, and and public education in the larger political, social, methodological considerations in qualitative, economic, legal and cultural context is examined. quantitative, and mixed method research Students learn about and observe the roles and designs. Students also learn about ethics in /influence of school boards, community research and the IRB research review process. organizations, state boards of education, state Scholarly writing takes place through the governments, special interest groups, development of a comprehensive literature professional organizations, and unions. review and a culminating, qualifying project. Participants gain insight into understanding, Research methods involved in evaluating responding to, and influencing the political, programs, assessing student progress, as well as social, legal, and cultural school district contexts. designing, implementing, and monitoring educational innovations in applied settings are Research and Dissertation Courses discussed and applied. (19 credits mandatory) ED 803L The research courses are designed to advance Advanced Research Seminar students’ abilities to: Course content includes survey and interview construction, group design methodology • Ask critical questions and/or identify (experimental and quasi-experimental), program problems that will significantly contribute evaluation methodology, and single-subject new information to the larger body of designs. Students advance their knowledge of research statistical analysis and the graphic display of data. This seminar is designed to allow students • Think critically about systems and issues of organizational development to continue working on the development of their dissertation proposals with a focus on • Design strategies for approaching methodology. Ongoing feedback concerning the questions or problems development or analysis of the students’ dissertations is provided by both the professor • Collect and analyze data and the cohort.
• Develop and implement interventions ED 800L, ED 801L, ED 802L Doctoral Dissertation Seminars I, II, III Dissertation seminars focus on problem solving and integrating research methods with real-life
Arcadia University Graduate Catalog 2011-12 10 Educational Leadership at Arcadia University problems faced by school personnel. Methodological content includes furthering knowledge of quantitative, qualitative, and mixed methods design methodology, data management, analysis, and presentation begun in the Practitioner Research courses. Students take Dissertation Seminar (3 credit hours each semester) for three concurrent semesters. During this time, students develop proposals, implement and conduct their research, and write their dissertations.
ED 901 Dissertation Preparation I Students enroll for this course, which is structured with the dissertation chair to provide support for dissertation proposal development during the summer of Year 2. A grade of “S” or “U” is assigned to students for this course.
ED 902 Dissertation Preparation II Students must register for ED902 every semester after all other coursework is completed, until their dissertation is defended and approved. Students will be charged the equivalent of 1 credit for the course each semester (Fall, Spring and Summer) after completing all doctoral coursework. A grade of “S” or “U” is assigned to students for this course.
Arcadia University Graduate Catalog 2011-12 11 Education Courses at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
secondary school (7–12) and attendance at six on-campus seminars. It includes supervision by Art Education Courses an Arcadia University faculty member. Applications are due at the beginning of the (AE) semester prior to student teaching. Deadline dates are September 15 for the spring semester 400 and February 1 for the fall semester. The Uses of Theory in Art Education Prerequisites: 1) Permission of adviser and (Spring) coordinator of student teaching. 2) Completion of This course is an examination of the philosophy, all Praxis tests required for certification. 3) psychology and literature of art education as the Completion of all general and specific course basis for developing and evaluating art requirements necessary for certification. curriculum and instruction. It offers appropriate Certification credit only; not applicable to degree. field experience to apply theory to practical problems of teaching. It provides opportunity to 474 examine and design instructional material and Graduate Student Teaching, Practicum, Art methods. Education (K–12) (6 credits; Fall, Spring) 408 This student teaching practicum is to include 14 Curriculum Design in Art Education weeks of full-time teaching in an accredited (Spring) secondary school (7–12) and attendance at six This course examines stages of development on-campus seminars. It includes supervision by and how artistic learning occurs. Students study an Arcadia University faculty member. curriculum theory, construct models for actual Applications are due at the beginning of the teaching situations and develop strategies for semester prior to student teaching. Deadline classroom management and evaluation dates are September 15 for the spring semester procedures. Appropriate field experience is and February 1 for the fall semester. provided. Prerequisites: 1) Permission of adviser and coordinator of student teaching. 2) Completion of all Praxis tests required for certification. 3) Education Courses (ED) Completion of all general and specific course requirements necessary for certification. 470 Certification credit only; not applicable to degree. Graduate Student Teaching Practicum, Early 475 Childhood and Elementary Graduate Practicum: School Library Media (6 credits; Fall, Spring) Center This student teaching practicum is to include 14 (Fall, Spring) weeks of full-time teaching in an accredited Supervised 14-weeks full-time field experience in elementary school or Early Childhood center and an accredited K–12 school and attendance at six attendance at six on-campus seminars. It on-campus seminars. It includes supervision by includes supervision by an Arcadia University an Arcadia University faculty member. faculty member. Applications are due at the Applications are due at the beginning of the beginning of the semester prior to student semester before student teaching. Deadline teaching. Deadline dates are September 15 for dates are September 15 for the spring semester the Spring semester and February 1 for the Fall and February 1 for the fall semester. semester. Prerequisites: 1) Permission of adviser and Prerequisites: 1) Permission of adviser and coordinator of student teaching. 2) Completion of coordinator of student teaching. 2) Completion of all Praxis tests required for certification. 3) all Praxis tests required for certification. 3) Completion of all general and specific course Completion of all general and specific course requirements necessary for certification. requirements necessary for certification. Certification credit only; not applicable to the Certification credit only; not applicable to degree. degree. 471 Graduate Student Teaching, Secondary (6 credits; Fall, Spring)
This student teaching practicum is to include 14 weeks of full-time teaching in an accredited
Arcadia University Graduate Catalog 2011-12 1
Education Courses at Arcadia University
478 process. It examines the classroom as a group. It Graduate Student Teaching Practicum: focuses on skill in observing and diagnosing Environmental Education (K–12) group process. (Fall, Spring) 505 This student teaching practicum is to include 14 Cultural Foundations of Education weeks of full-time teaching in an accredited K–12 (Fall, Spring, Summer) school and attendance at six on-campus seminars. It includes supervision by an Arcadia This examination of educational institutions and University faculty member. Applications are due concerns through concepts is drawn from fields at the beginning of the semester before student of anthropology, linguistics and folklore. Issues teaching. Deadline dates are September 15 for include bilingualism and bidialectism, children’s the spring semester and February 1 for the fall culture, school as a cultural setting and ways of semester. understanding classroom performance of Prerequisites: 1) Permission of adviser and culturally different students. coordinator of student teaching. 2) Completion of all Praxis tests required for certification. 3) 506 Completion of all general and specific course Historical Foundations of Education requirements necessary for certification. (Fall) Certification credit only; not applicable to the Explore the changing educational beliefs and degree. practices through medieval, renaissance, enlightenment, and modern Western societies. 501 Specific focus is on the rise of public institutions Theory and Practice in Urban Education in the United States, beginning with the common (Spring, Summer) (elementary) school and the subsequent This course explores urban education within extension of educational rights to higher historical, sociological, cultural, political, (secondary and post-secondary) education. economic, philosophical, and pedagogical Consider the historical relations among schools, contexts. Concepts and practices critical to culture, politics, and power as a way to understanding teaching and learning in urban understand contemporary educational beliefs and schools are examined and analyzed. Theories practices. and practices are presented within the larger social contexts of neighborhoods, cities, and the 507 nation. Philosophical Foundations of Education (Summer) 502 This exploration of philosophical issues in Foundations of Curriculum education is through the writings of Plato, This Introductory course is for classroom Rousseau, Mill, Dewey and others. It includes the teachers and others interested in understanding relation of theories of knowledge to curriculum, major American curriculum movements and their the social role of education, inquiry methods and underlying philosophies. the role of ideals such as liberty, justice and equality. 503 General Foundations of Education in the U.S. 508 (Fall, Spring, Summer) Ethnography for Educational Practitioners This sociocultural introduction to the educational (Fall, Spring) studies is designed for secondary teachers. This presentation of ethnographic research Ethnographic research, historical, and techniques is to help educational practitioners philosophical approaches are used to explore better understand their work settings. It begins how youth cultures, institutional organization, with a series of field exercises to introduce the disciplinary contexts, and categories of difference techniques of participant observation, frame youth experiences and the enactment of interviewing and journal keeping. It concludes curriculum. Students arrange their own field with the design and execution of an ethnographic locations, where they observe formal and study in a setting of choice. informal learning environments and analyze disciplinary learning. 509 Psychological Foundations of Education 504 (Fall, Spring, Summer) Human Relations in Education (Fall, Summer) This examination of various major instructional and psychological learning theories studies the This is a study of group dynamics and human implications of those theories for classroom relations as they apply to the teaching-learning practice and curriculum development.
Arcadia University Graduate Catalog 2011-12 2 Education Courses at Arcadia University
510 517 Interpreting Educational Research Human Development: The School Years, K–12 (Fall, Spring, Summer) (Also listed as PY 418) This overview of educational research develops (Fall, Spring, Summer) skill in comprehending and critically evaluating This course is an examination of cognitive, social, research reports. It focuses on interpretation and emotional and physiological development during application of recent research findings in childhood and adolescence. education and the social sciences. 518 512 Special Topics: Emotional and Behavioral Differentiating Instruction in the Inclusion Disorders Classroom This seminar is designed to provide current (Fall, Spring) preparatory knowledge about issues commonly This class is pedagogy that goes above and associated with school-age children with EBD. beyond “teaching down the middle,” with tiered Topics addressed include learning, mental instruction for motivating, educating and health, social and emotional variables, and how assessing a variety of learners in today’s they provide a complete picture of the students inclusive classroom. IEPs are discussed and and their educational needs. Special analyzed to help better tailor the classroom consideration is given to collaboration with community. A variety of perspectives and tools families and other service providers in the for the differentiated environment are analyzed community. and utilized in this hands-on course. 519 513 Stakeholders and Partnerships in Education Meeting the Needs of Diverse Learners This course examines the relationship between (Fall, Spring, Summer) out-of-school time programs and their stakeholders, including families, schools, and This course includes three four-week integrated community organizations. Literature and practical modules: adolescent development, exceptional assignments focus on initiating and managing learners and literacy in the content areas. Ii educational partnerships for community and includes one hour per week in the field family engagement, service learning, workforce conducting an action research project. It meets development, and program sustainability. Pennsylvania teaching standards relating to the needs of diverse learners and includes 520A introduction to theory, identification and Seminar for Graduate Interns instructional strategies to address these needs. (Fall, Spring) 514 This course provides ongoing support for those Assessment in the Classroom teaching with an Intern Certificate through on-the- (Fall) job mentoring and problem-solving seminars. Certification credit only; not applicable to degree. Explore the uses of various traditional and Prerequisite: Reserved for students in the alternative assessment techniques in the Graduate Intern Certification Program. Students classroom. This course includes choosing, must register for this course as soon as admitted. administering and interpreting standardized tests; grading and marking, and using tests to evaluate 520B and improve instruction. Curriculum-based Intern Practicum assessment and alternative assessment (Fall, Spring) techniques are included as well as issues related to evaluating students in today’s curriculum. This course provides on-the-job supervision by Arcadia University faculty members of the Intern 516 student and requires attendance at six on- Human Development Life Span campus practicum seminars. (Also listed as PY 415) Prerequisites: Completion of all general and specific course requirements necessary for (Fall) certification, permission of the Coordinator of This examination of cognitive, social, emotional Student Teaching and Supervision, and and physiological development from birth to completion of all Praxis tests required for death explores a wide range of theoretical certification. Students must apply at the knowledge with practical applications in a variety beginning of the semester before the practicum of educational areas: parenting, counseling, semester. Certification credit only; not applicable teaching and other service-oriented fields. to degree.
Arcadia University Graduate Catalog 2011-12 3 Education Courses at Arcadia University
521 525 The Teacher and the Classroom, Elementary Methods for Using Computers and (Fall, Summer) Technology in Education This course is designed to teach future teachers (Spring) to facilitate classroom processes for effective This course is the culminating activity and final learning. First, students engage in proactive course for the Computers and Technology in strategies from the basic (routines, rules, Education degree program. It provides practical attention, consistency) to the instructional experience in designing a computer curriculum, (chunking work, grouping, marking corrects). In establishing and maintaining computer addition, the course focuses on designing, laboratories, networking and evaluating and planning and implementing learning with an selecting software. Curriculum development emphasis on group, small groups, and the and/or research projects are required. individual student. Finally, students learn to use a Prerequisite: Last course for the Computers and problem-solving approach with particular focus Technology in Education Degree students. on observations, interactions, progress monitoring, and teaching social skills. 526A Learning and Assessment in Elementary 522 Mathematics Psychology of Women (Fall, Spring, Summer) (also listed as PY 422) This Seminar/Workshop emphasizes the use of a (Spring, even years) variety of instructional materials in the teaching of This course is an examination of psychological mathematics, grades K–8, including and sociological theories that pertain to women. manipulatives, calculators, and other non- Topics include myths and stereotypes, the nature textbook resources. versus nurture, the male/female dichotomy, research pertaining to intelligence, personality, 526B Learning and Assessment in Secondary motivation, achievement, mothering and a variety Mathematics of other issues essential to the growth and (Fall, Summer) development of both women and men. This course focuses on teaching mathematics 523 through a problem-solving approach and with The Teacher and the Classroom, Secondary connections among topics. Emphasis is on (Fall, Spring, Summer) recommendations of the National Council of This is a required course for secondary Teachers of Mathematics. A variety of certification students not previously certified to instructional strategies are used with appropriate teach. (Not required for certified teachers now manipulative and technology integration. seeking an additional certification.) It investigates Alternative forms of assessment in mathematics the development of curricula, classroom are examined. management and effective teaching models. It must be completed before enrolling in ED 471. 527 Topics in Mathematics Education 524 (offered on a rotating basis) Problems in Literacy Acquisition Selected topics in areas of mathematics (Spring, Summer) education. Topics listed below are offered as This course is an examination of the indicated. physiological, psychological, cognitive, neurological, sociological and educational factors (A) Professional Content Development for reported in the literature related to reading and Elementary Mathematics learning disabilities within the framework of the This examines relationships and connections interactive modes. It explores informal among arithmetic, algebra, geometry, probability assessment procedures and effective and statistics, with an emphasis on applications intervention from both a clinical and a classroom in early elementary classrooms, and the dramatic perspective. It requires the ability to critique portrayal of pattern, space, measurement, research, both theoretical and applied, in the quantity, and possibility through investigations literature on reading disabilities. and open-ended explorations. Prerequisite: ED 601; ED 510 recommended. (B) Teaching Algebra This is an examination of manipulative, technological and non-textbook resources for extending algebra concepts. Emphasis is on investigations, applications, and on the most
Arcadia University Graduate Catalog 2011-12 4 Education Courses at Arcadia University recent professional recommendations, as well as problem-solving and problem-posing in connections to other areas of mathematics. mathematics education.
](C) Teaching Geometry 528B This is an examination of manipulative, Clinical Mathematics Education technological and non-textbook resources for (Fall) extending geometry concepts. Emphasis is on Using tutoring and other clinical experiences, investigations, applications, and the most recent students examine alternative assessment, professional recommendations, as well as diagnosis of misconceptions, and personal connections to other areas of mathematics. projections of mathematical relationships upon the student. Videotaping of clinical experiences (D) Teaching Calculus and readings on clinical educational approaches This is an examination of manipulative, form the basis of personal projects. technological and non-textbook resources for extending calculus concepts. Emphasis is on 529 investigations, applications, and the most recent Mathematics and the Curriculum professional recommendations, as well as (Spring) connections to other areas of mathematics. This course is an examination of contemporary
issues and trends in mathematics curriculum (E) Teaching Discrete Mathematics development, including standards documents, Designed for secondary mathematics teachers, and regional, state, national and international this course identifies and integrates topics from reform movements. It is an introduction to current discrete mathematics, including matrices, finite research trends as relevant to classroom graphs, and recursive series. It explores practices. curriculum options for course development and Prerequisites: ED 526 A or B, or permission of integration of topics within traditional curriculum instructor. strands.
534 (F) Teaching Probability and Statistics Topics in Mathematics Curriculum Designed for middle and secondary mathematics Development teachers, this course identifies and integrates (Summer) topics from probability and statistics. Emphasis is on mathematical investigations and the most Selected advanced topics in instructional recent professional recommendations. materials for school mathematics, including for example, family involvement, games, literature, (G) Mathematics in the Middle School writing, and innovative assessment. This seminar/workshop emphasizes project- Prerequisites: ED 526 A or B, or permission of based investigations and integration of instructor. mathematics across the curriculum for the middle school years, with particular attention to the 540 integration of algebra, geometry, probability and Special Studies in Theatre Arts Education statistics, and recreational mathematics. It (also listed as TH 440) explores current innovations in middle school (Spring) teaching of mathematics. This is an advanced course on special topics such as Solo Performance, Performance: From (H) Teaching Developmental Mathematics Ritual to Theatre, Autobiographical Adaptations: This course is an examination of strategies and Ethnographic method of playwriting and alternatives for teaching students who have not performance, Spirituality and Theatre, Movement experienced success in early mathematics. Theatre and the New Vaudeville, or New Perspectives on Theatre Adaptation. The course 528A is designed as a means of addressing the Problem-Solving and Problem-Posing interdisciplinary nature of the art of theater and Workshop poses subjects of interest to students and faculty. (Spring) Prerequisite: Two theater courses 200 level or Using a variety of exercises, journal writings, and above. Topics vary; may be repeated for credit. discussion questions, students reflect on prior and everyday mathematical experiences of 550A pattern, space, measurement, quantity, Changing the Constitution possibility, and the relations among them. This course explores political thought and Immersion in authentic mathematical activities is constitutional change with distinguished coupled with reflection upon those activities historians and other scholars. It examines, in toward the goals of understanding the roles of depth, five areas that affect changes in the
Arcadia University Graduate Catalog 2011-12 5 Education Courses at Arcadia University
Constitution directly or indirectly. These include: 553 the formal amendment process; “informal Issues in Science for Secondary Teachers amendments” or interpretations; and (Spring) Congressional, Presidential, and Judicial This course is an introduction of a wide variety of influences. During the five-day institute, teachers instructional techniques and materials to facilitate have the opportunity to develop curriculum science learning in the secondary classroom and connections to the content presented and laboratory settings. It addresses controversial complete a curriculum integration project after the issues, safety in the laboratory and storage institute as part of the course assessment. areas, meeting the needs of diverse students, use of technology in the classroom, integration of 550B environmental and social issues and a variety of Revolution in Government other issues relevant to the secondary school This course is designed to provide students with setting. a broad overview of colonial American history to1791. It explores the major social, political, 554 cultural, and economic themes that helped to Contemporary Science for Elementary shape the nation. It includes lectures, readings, Teachers and discussions on such topics as the struggle (Fall, Summer) for independence, establishing a government, and constitutional development. Basic concepts in physical, life, earth and environmental science are presented through a 550C variety of hands-on science activities geared for Teaching Presidential Elections use in grades K–6. The activities emulate discovery-type learning and utilize appropriate 550D process skills. Students explore a broad range of The Constitution: Today and Tomorrow science concepts with multiple grade This course explores innovative approaches to applications. This course is required for highlighting the Constitution’s relevance to elementary teachers who have less than one current and future events. Working with year (two semesters) of undergraduate laboratory distinguished historians and scholars, science. participants gain knowledge of the Constitution Prerequisite: At least one semester of laboratory and skill in deliberation techniques and develop science. strategies to integrate current events into classroom teaching. Using the Constitution as 555 one of the best examples of democratic Instructional Materials for Teaching Science deliberation, students study and discuss current (Spring, odd years) issues within its context and then employ the This seminar/workshop emphasizes major strategies of democratic deliberation in reaching curriculum programs and simple, inexpensive consensus. During the five-day institute, teachers teaching aids for use in developing scientific have the opportunity to develop curriculum concepts in the elementary, middle/junior high connections to the content presented and school grades. It provides opportunity to develop complete a curriculum integration project after the models, games, demonstrate apparatus and institute as part of the course assessment. other manipulative materials appropriate to individual science programs. It also examines 552 commercial materials. All materials developed Issues and Methods in Elementary School remain the property of the student. Science Prerequisite for non-teachers: ED 552 or ED (Fall, Spring) 553. This course is an introduction to a wide variety of instructional techniques and materials available 556 to facilitate science learning in elementary Strategies and Curriculum in Environmental classroom and laboratory settings. It examines Education current issues and trends in science and science (Spring) education as they relate to the elementary This course is a study of the development, curriculum and classroom. It emphasizes the presentation and critique of techniques and integration of content, techniques and materials activities for teaching environmental education in into a program adaptable to teaching conditions the classroom and outdoor settings. It includes unique to each classroom. surveying several national environmental Prerequisites: Two semesters of laboratory education resources as a basis for designing field science or ED 454. experiences in environmental education appropriate to the teacher’s own environmental education programs. It provides opportunity to
Arcadia University Graduate Catalog 2011-12 6 Education Courses at Arcadia University design teaching units in environmental education. 561 For teachers, K–12. Workshops Prerequisites: ES 501, ES 502. Fall, Spring, Summer This is an opportunity to work at individual 557 teaching levels and teaching fields on a Mathematical Applications in the curriculum development project and/or Natural Sciences development of a specific set of teaching skills. It This review of fundamental concepts in physics, is designed for elementary and secondary chemistry and biology provides representative teachers. problems requiring application of algebraic, Note: No more than two workshops may be geometric and trigonometric techniques for counted toward a master’s degree except by solution. It relates mathematical concepts to special permission of the Education Department relevant applications in the sciences. It is Chair. designed for secondary mathematics and science teachers of academically talented students. 562A Teaching Citizenship and Social Science, K–6 558A Fall, Spring Seminar for Science Educators (Spring, even years) This course is an examination of Social Studies curriculum resources and methodology with an This course is an in-depth examination of current emphasis on applications for classroom teaching issues, research and theory in science and at the K–6 level. science education and their application to K–12 Prerequisite: ED 521. classrooms. Topics include, among others: scientific literacy; history; philosophy and theory 562B development of science; culture and gender Teaching Citizenship and Social Science, 7– issues; constructivism; outcomes and alternative 12 assessment; ethics, and interdisciplinary (Fall) integration. This course is an examination of Social Studies Prerequisite: Experienced teachers, K–12 curriculum resources and methodology with an 558B emphasis on applications for classroom teaching Seminar for Mathematics Educators at the 7–12 level. This course is an in-depth examination of current Prerequisite: ED 523. issues, research and theory in mathematics and 563 mathematics education, and their application to Reading Specialist Professional Seminar K–12 classrooms. Possible topics include: Fall, Spring, Summer mathematical literacy, philosophy and theory of mathematics, cultural and gender issues, In this course, students explore their own reading multicultural curriculum development, technology and writing processes, explore the ways that applications, and interdisciplinary integration. literacy is changing in relation to technology, understand the current role(s) of reading 559 specialists and literacy coaches in schools, learn Workshop in Classroom Based Scientific about professional organizations and Research professional journals in the field (both locally and This course is available only to teachers nationally), explore reading/language arts participating in partnerships with scientific standards, and understand the goals of the research institutions or to teachers who are Arcadia program. Emphasis is on helping accepted into a scientific partnership students to see themselves as potential leaders arrangement. Teachers participate in a year-long in the field who know how to ask the right partnership program including the research questions, analyze assessment data, and experience with partner scientists, then planning, respond to the particular needs of teachers and executing, and assessing a class research students in the schools where they work. project related to the scientist’s ongoing Arcadia’s emphasis on working with diverse research. Teachers must notify course instructor learners also is emphasized. (This course is a in the summer when starting the project, but pre-requisite for all required Reading courses in registration for credit will not occur until the the master’s/certificate program; can be taken following spring semester, as the project comes concurrently with Foundations courses). to a close. Prerequisite: Teacher certification.
Arcadia University Graduate Catalog 2011-12 7 Education Courses at Arcadia University
564 Formerly part 1 of ED566C Creative Expression (Fall, Spring) (D) Instructional and Assistive Technologies (Spring, Summer) This investigation of teaching strategies and assessment techniques for art, movement and This course is designed to provide prospective drama in the classroom includes theoretical teachers with computer skills and experiences aspects of the creative process, identification of necessary for successfully incorporating the creative child and use of creative expression technology into the classrooms. Students learn to activities throughout the curriculum. It features use, examine, and develop teaching and learning participation in “hands-on” activities. materials through the use of technology. In addition, this course addresses the use of 565 assistive technology for individuals with Introduction to Instructional Technology disabilities. Includes online field experiences. Fall, Spring, Summer An introduction to instructional technology, this (E) Technology for the School Library Media course examines fundamental technologies from Center a problem-based learning perspective. Students (Fall) learn to integrate technology through real-world This course is geared to students in the library scenarios. science concentration with entry-level to moderate technological proficiency. It considers (A) Computers and Technology in Reading technology-based resources that support school and Language Arts library media specialists (SLMS) in their Fall (reading majors) interaction with students, teachers, and IT Summer (non-reading majors) specialists. The intent is not to give mastery to the student, but a solid foundation for This course is a comprehensive survey of the use incorporating technology into and utilizing it in the of microcomputer technology for teaching and school library media center (SLMC). This course managing instruction in reading and language provides independent, assignment-related arts. It emphasizes evaluation and use of opportunities to acquire a level of subject mastery software. No prior computer or programming appropriate for individual students. knowledge is required. Prerequisite: ED 601 (for reading majors only); 567 or permission of the instructor. Instructional Design for Educational Technology (B) Computers and Technology in (Spring) Mathematics Education This online course introduces the various models Spring for designing instruction that are specific to This course is designed for elementary and technology-related environments. Students secondary teachers who want to incorporate the create a complete unit of instruction, including all use of computers in teaching mathematics in the relevant materials for the successful delivery of classroom. that instruction. Rationale is given for the selection of a particular model on which the unit (C) Computers and Technology in the Science design is based, it is expected that the choice is Curriculum appropriate for the outcome audience, Fall, Summer (Science Education majors only) environment and learning objectives. This content area technology course provides an Prerequisites: ED 565 and ED 566: Either or opportunity for K–12 teachers to develop both prerequisites may be taken during the same computer and multimedia technology skills that term as enrollment in ED 567. enable them to develop, interpret and evaluate computer applications in the science curriculum. 568 Introduction to Computers and Technology in 566 Education Web-Based Information Literacy (Fall, Spring, Summer) Fall, Spring An introduction to computers and technology in In this in-depth investigation of online information education, this course examines fundamental software resources, students develop effective search applications and how basic utilities, i.e., word strategies and learn how to evaluate the validity processing, databases, spreadsheets, graphics of information found on the Internet. Students programs, and content-based software, can be integrated into the classroom environment. Other develop skills that will enable them to utilize technologies such as the use of multimedia electronic communications to facilitate applications, basics of telecommunications and curriculum/learning objectives.
Arcadia University Graduate Catalog 2011-12 8 Education Courses at Arcadia University hypermedia integrations are presented. Applications for Instructional Technology Specialist in a K-12 special student populations are presented. school environment. This course examines the day-to-day facilitation, management, and (A) Digital Tools for Data-Driven Decision technology skills needed by school technology Making leaders. The course focuses on the development Data collection, analysis, and reporting are of one's vision of technology integration and the critical components for teaching professionals in culture and environment needed to realize this today's educational environment. This course is a vision. Students assess teacher utilization of survey of various digital tools that can be utilized technology, create and implement a staff to transform teaching and learning through development program, and evaluate existing and student assessment data. new technologies. Prerequisites: ED 565, ED 566, ED 567 (B) Web-Based Resources for Teaching and Formerly ED 569 Learning Formerly ED 565 A,B,C 569C Technology Leaadership II (C) Using Technology in the Design of Global This online course is recommended for school Collaboration administrators wishing to increase their K12 educators explore online participatory technology leadership abilities through the communities that are available and analyze them examination of the skills required to serve as a with a critical eye to their pedagogical value. district technology manager. It is recommended Participants learn about the instructional for teachers, principals and supervisors implications and possibilities of online community considering a change to the role of a Director of building tools such as blogs, forums, and wikis Technology/District Technology Coordinator. through project-oriented, collaborative activities. Throughout this course, students examine the Formerly ED 565 A,B,C many aspects of the role of a district-wide technology manager. Students examine network 569 and system administration, current legal issues, Multimedia and Information Technologies in and budget, facility and operations planning. The Education skills examined throughout this course prepare (Fall, Summer) students to serve at the local, regional and state levels as technology directors, coordinators and This course is a study of how teachers can facilitate instructional design through the use of specialists. technology and computers. The focus is on Prerequisites: ED 565, ED 566, ED 567 problem-solving, inquiry, classroom 569D management, assessment and the integration of Multimedia Design for Interdisciplinary computers, multimedia interactive technologies Teaching and learning theory into the classroom. Students This course focuses on problem-solving and create instructional units and design computer inquiry-based activity development through the laboratories using multimedia and information use of multimedia tools. Students design technologies. instructional activities that utilize current tools Prerequisites: ED 568; or permission of the while exploring real-world classroom situations. instructor. Formerly ED 566A
569A 570 Designing Collaborative Internet Activities for Methods for Using Instructional Technology Today’s Class This course serves as the culminating project for This course focuses on various ways that the Instructional Technology M.Ed. program. educators can construct and integrate Internet- Students propose an Instructional Technology based interactive activities into the learning project that reflects the depth of understanding experiences of their students, both inside and gained throughout their studies. A literature outside of the classroom. From designing a Web review is required for this culminating project. home page, a starting off point, to the ground up Formerly ED 525 construction of hot-lists, Web quests and collaborative multidisciplinary Web units. 571 Replaces part 2 of ED 566C Pre-Service School Library Practicum Workshop 569B This course provides information on lesson Technology Leadership I planning, management strategies, setting up This is an online, problem-based education student routines and protocols, inclusive practice, course focusing on the skills required to serve as and effective observation techniques. There is a a certified Pennsylvania Department of Education field component for pre-service school librarians
Arcadia University Graduate Catalog 2011-12 9 Education Courses at Arcadia University to observe and reflect in both classroom and 576 library settings. Taken the semester before the Classification and Cataloguing practicum, it is designed to increase pre-service (Summer) librarians' expertise of the more pragmatic This course is an introduction to the Library of activities found in teaching. This workshop is Congress and the Dewey Decimal Classification required for non-certified individuals seeking the systems, descriptive cataloguing subject School Library certification. analyses of materials and computer applications. Prerequisite: Updated Pennsylvania/FBI clearances required on the first class day; 577 www.arcadia.edu/edudept. Introduction to Information Management and Research 572 (Spring) Children’s Books, Schools and Culture in Great Britain This course is an introduction to the study and Designed for pre-service and in-service pre- evaluation of general reference sources most school, elementary, and middle school teachers, commonly found in all types of libraries; school librarians and literacy/reading specialists, emphasis on reference techniques, criteria for this course explores British children’s literature, evaluation and the use of general reference the culture that helped to create these stories, material. and how children’s literature is used in the English schools today. Using a seminar format, 578 the course begins on the Glenside campus with a Experiential Workshop in the School Library discussion of how culture affects reading and Designed as the culminating activity for certified literature and an overview of the British teachers in the School Library Program, this educational system. The course then moves to course combines experiential learning with the University of Reading, England. project-based research. Each student works with the course instructor to design a minimum of a 573 30-hour practicum in a school library to reinforce Effective Teaching in Urban Schools and expand specific library-based skills. This is An analysis of special problems which face coupled with an individualized library-based elementary and secondary school teachers in project. urban schools, this course examines techniques for designing sound classroom environments and 579 programs. Guest lectures provide first-hand Graduate Practicum: School Librarian accounts of successful practices in each (6 credits; Fall, Spring) curricular area. (old #473) Supervised field laboratory experiences. Certification credit only; not applicable to the 574 degree. Problem-Solving in the School Library Media Prerequisites: Permission of the Chair of the Center Education Department and the program (Fall) Coordinator. This course is designed to expose School Library Certification candidates to the decision-making 580 process regarding facilities, policies and Introduction to Inclusive Education programs prior to employment in a School (Fall, Spring, Summer) Library/Media Center. Dealing with a different An introductory course in special education with area each week, students are exposed to issues an emphasis on inclusion and diversity, this such as policies, procedures, curriculum, public course provides an overview of the complex relations, fundraising and library design as well issues surrounding inclusive and heterogeneous as research and development. schooling. Through a variety of learning strategies and experiences, students become 575 familiar with current special education theory, Administration of the School Library practice, advocacy and legislation, and gain Media Center expertise on best practices to ensure access (Fall) equity and quality education for every student. It This course is an analysis of the library includes field experience and case study. organization, including administration, finances, personnel management, administration of 581 services, library extension and public relations. Disability Studies and Special Education Law (Fall, Spring, Summer) Course content includes research, study, and analysis of contemporary issues in special
Arcadia University Graduate Catalog 2011-12 10 Education Courses at Arcadia University education and disabilities studies. It is designed 584 to provoke thought and to provide an Supporting Students with Low Incidence understanding of the complexity and multiple Disabilities perspectives that shape the lives of people with (Spring, Summer) disabilities and the systems that support them. Strategies for supporting students with low- Course content changes to reflect emerging incidence disabilities including effective and themes in the literature. It examines federal and authentic assessment and instruction, goal and state court cases, statutes, and regulations that objective setting, IEP writing, lesson planning, affect student, teachers, administrators, families, and accommodations. This course is designed to and other community members involved in focus on persons with severe and moderate special education. A special emphasis is placed cognitive, sensory, physical and health on developing conflict resolution techniques disabilities, traumatic brain injury, autism and including negotiation and mediation so that pervasive developmental disorders, and legally based disputes are resolved by building disabilities covered under Section 504. It also relationships rather than by adversarial methods, addresses Individual Transition planning and such as litigation. post-secondary options. It includes field experience and intervention-based case study. 582 Prerequisites: ED 466D, ED 580, ED 581, Supporting Students with High Incidence ED 582, ED 585, and content area courses if Disabilities required for an individual’s program. (Fall, Spring) Strategies for supporting students with high- 585 incidence disabilities including effective and Positive Behavioral Approaches authentic assessment and instruction, goal and Fall, Spring, Summer objective setting, IEP and ITP writing, lesson This course is designed to provide students with planning, and accommodations. This course is expertise in positive behavioral approaches designed to focus on persons with learning, including school-wide systems of support, behavior, speech and communication, and/or effective classroom management, and individual mild cognitive disabilities. It includes field behavioral support. This course uses both experience and intervention-based case study. instructional and functional approaches to Prerequisites: ED 466D, ED 580, ED 581, behavior to encourage schools to be systems of ED 585; and content area courses if required for support for students and professionals. The individual’s program. teaching of prosocial skills is also addressed. It includes field experience and intervention-based 583A study. Fieldwork in Education Prerequisites: ED 580, ED 581 (Fall, Spring) This course is designed to meet the needs of the 586 student who is seeking a Master of Education Problems in Oral Language Development degree and or certification. Students critically This course is a study and analysis of language observe students in a variety of elementary and problems: developmental disabilities, acquired secondary educational settings. handicaps and dialectic differences. It provides Prerequisite: Permission of the instructor; training in oral language screening and credits not applicable to the master’s degree. diagnostic instrument. It introduces various approaches to teaching both mildly and severely 583B impaired children. It includes a discussion of the Fieldwork components of oral language and a survey of (Fall, Spring) normal language development in order to This course is designed to meet the needs of the demonstrate deviant language. students who are currently certificated and are Prerequisite: ED 580; or permission of the seeking a second certification. Students observe Special Education program Coordinator. in various classrooms that are related to their second certification area. In some cases, this 587 course may be substituted for the Student Classroom Problems in Emotional and Social Teaching Practicum. Adjustment Prerequisite: Pennsylvania Instructional I or II 588 certificate and permission of the instructor; Differentiated Instruction: Educating All credits not applicable to the master’s degree. Learners
This course is pedagogy that goes above and beyond “teaching down the middle;” tiered instruction for motivating, educating and
Arcadia University Graduate Catalog 2011-12 11 Education Courses at Arcadia University assessing a variety of learners in today’s profession. It includes collaborative field inclusive classroom. IEPs are discussed and experience and practicum activities. analyzed to help better tailor the classroom Prerequisite: Completion of all coursework community. A variety of perspectives and tools required for the master’s degree and/or for the differentiated environment are analyzed certification. and utilized in this hands-on course. 592 589 Graduate Student Teaching Dual Practicum: Independent Research Special/Elementary Education Independent research is tailored to suit individual (Fall, Spring) needs or interests. This encourages limited This student teaching practicum is to include 14 experimental research. Each student works weeks of full-time teaching in an accredited under the guidance of a member of the staff school. It will include placement in both assigned by the department chairperson. elementary and either special education Prerequisites: ED 510 plus one other graduate classrooms or inclusion classrooms and course in education at Arcadia University and attendance at six on-campus seminars. It permission of the Department Chair. Not open to includes supervision by an Arcadia University Special Status students. faculty member. Applications are due at the beginning of the semester prior to student 590 teaching. Deadline dates are September 15 for Fieldwork in Inclusive Education the spring semester and February 1 for the fall (Fall, Spring) semester. This course serves as the field-work requirement Prerequisites: 1) Permission of adviser and for the five-year students pursuing a master’s and coordinator of student teaching. 2) Completion of certification in Special Education. It incorporates all Praxis tests required for certification. 3) both experiential and classroom-based learning Completion of all general and specific course as essential to provide a meaningful educational requirements necessary for certification. experience for beginning teachers in special Certification credit only; not applicable to degree. education. These two course components—time in the field and time in the classroom—provide 593 distinct opportunities for growth and new learning Fieldwork in Environmental Education and will continue to shape the students as life- (Summer) long learners. This is an opportunity to teach in a number of Prerequisites: ED 214/ED 580, ED 581, ED 505, outdoor environmental situations with students ED 510, or permission from adviser. from many areas of the Delaware Valley. IMPORTANT: This course requires fieldwork. Prerequisites: ES 401, ES 502, ED 556. Original and updated copies of Pennsylvania Certification credit only; not applicable to the Child Abuse, Pennsylvania Criminal Record degree. Check, Cogent FBI & TB test results must be presented on the first day of class. Go to the 594 Education Department website at Individualized Literacy Assessment and http://www.arcadia.edu/edudept for guidelines Instruction and procedures. (Fall, Spring)
591 This course is a survey of materials and The Profession of Special Education techniques specific for reading diagnosis (Fall, Spring, Summer) strategies to identify strengths and needs of persons who have reading disabilities. It provides This capstone course in special education is supervised practice and demonstration of designed to further integrate and expand competency in the use of a variety of tests. It students’ implementation of best practices by offers an opportunity to plan a program of incorporating change into their own teaching instruction, based on the diagnosis, for a client practice. Students refine their abilities to self- with a reading/learning problem. It develops assess and to assess resources and situations, competencies in writing clinical reports and in to pose critical questions resulting in creative interviewing techniques for case history data. solutions to real life opportunities, and to advance Supervised testing of clients is scheduled on two significant change in the field of special Saturday mornings in Fall and Spring semesters. education. An emphasis is placed on Prerequisites: All courses in the master’s collaboration and consultation. In addition this degree or certification program (except ED 595) course addresses professional standards must be completed. delineated by special education professional organizations and ethical considerations of the
Arcadia University Graduate Catalog 2011-12 12 Education Courses at Arcadia University
595 598 Literacy Seminar/Language and Literacy Advanced Seminar Project (LLP) (Topics to be announced.) (6 credits; Fall, Spring, Summer) (Fall, Spring, Summer) This is practical experience in a clinical setting This is an opportunity for a small number of under the supervision of a university instructor. It qualified students to explore with the professor requires conducting an extensive educational an area of professional interest announced prior assessment of a student with a reading problem to registration. and, on the basis of the results, planning and Prerequisites: Qualifications of students carrying out a program of instruction using a permitted to enroll are determined by the variety of appropriate instructional strategies. All Education Department staff and are announced clinical experiences reflect mastery of graduate- as a part of the registration information. The level competencies incorporated in the roles of advanced nature of the course implies that, to be the reading specialist. eligible, students must have successfully Prerequisite: Permission of the Reading completed a minimum of five graduate courses at Program Coordinator must be obtained before Arcadia University and must have previous registration. Practicum Deadlines: introductory study and/or experience in the area Fall Practicum: May 1 of study. Spring Practicum: October 15 Summer Practicum: March 15 599 Master’s Thesis in Education 596 (6 credits) Curriculum Development Project (Fall, Spring, Summer) This is an individually initiated and directed set of experiences involving the writing of an This is an opportunity to plan and produce a set acceptable proposal, the carrying out of a of learning packages or similar curriculum research project, and the writing of a manuscript development work to be used in teaching. It of professional quality. It is designed especially requires appropriate library research as a part of for students who want to pursue advanced study the project. beyond the master’s level. Prerequisites: Permission from the adviser and Prerequisites: 21 credits of graduate study, the Education Department Chair. A statement including one graduate course in educational from the principal or other supervisor attesting to research and permission of the adviser and the the need for the particular curriculum sponsor. development project must be presented to the Students may elect to enroll for 3 or 6 credits in adviser at least three weeks before the beginning one semester, but if the former option is elected, of the semester. A copy of the final report is filed they must enroll for three credits in the following with the Department Chair. semester (summer session excluded). A maximum of two calendar years is permitted for 597 Practicum in Special Education the completion of the thesis, with an extension of (6 credits: Fall, Spring) one year possible by permission of the Committee in Academic Standing and Petitions, This is intensive practice in the application and provided that the student can present evidence of principles of mastery teaching in various special satisfactory progress. Failure to complete the education settings. Certification credit only; not thesis with the time limit will result in a grade of applicable to degree. It is required for certification “F.” While the thesis is in progress, the grade of in Special Education. “N” will be recorded. When the thesis has been Prerequisites: Completion of the course accepted by the Education Department, a grade requirements for certification and permission of of “P” will be recorded for the 6 credits. Obtain the Special Education Program Coordinator. guidelines from the College of Graduate Studies. Intensive practice in the application and principles of best practices in special education; 600 this course is required for certification; Practicum: Supervision certification credit only, not applicable to the (3 credits for single certification) degree. (3 credits for curriculum and instruction) Prerequisites: Completion of all course requirements for certification and completion of (Fall, Spring) all Praxis examinations required for certification. This course requires a practicum of 150 hours as Deadline for applying for practicum: a supervisory intern in an elementary or Fall Practicum–February 1 secondary school supervised by a school Spring Practicum–October 1 principal, supervisor, or department chair. Students are required to participate in on-campus
Arcadia University Graduate Catalog 2011-12 13 Education Courses at Arcadia University seminars during the semester. Review and 604 evaluation of the portfolio begun at the beginning English Language Arts of the program takes place upon completion of (Fall) the practicum; 210 hours of field experience is This is a study of the teaching of the integrated throughout program coursework communication arts: oral language, listening, Prerequisite: Completion of all required writing and reading. It includes implementing new coursework and permission of the program research into the classroom, instructional Coordinator. Certification credit only; not strategies, assessment tools, materials and applicable to degree. language arts curriculum design. It encourages the application of assignments to actual teaching 601 Literacy Foundations situations. (Fall, Spring, Summer) 605 This introductory course investigates all facets of Writing to Improve Literacy literacy processes based on the latest research. (Fall, Spring, Summer) It surveys language development and reading; This exploration of reading-writing connections word recognition strategies; comprehension through active engagement in the process of development; various approaches to reading writing includes: 1) How to teach writing as a instruction from beginning reading to high school; process in order to improve students’ reading and materials used for reading instruction; language abilities. 2) How to develop students’ reading/writing connections and assessment. It perceptions of themselves as writers. 3) How to includes the history of American reading integrate the modes and functions of writing instruction; plus current trends. This course is for within the school curriculum, grades K–12. students who have no teaching experience or who have not taken an introductory course in 606 literacy development. Strategic Instruction for Emergent and Content Literacy, K–12 602 (Spring) Literacy Problems in the Multicultural Classroom: Assessment and Instruction This course addresses research-based (Spring, Summer) instructional strategies for teaching literacy (including language development, reading, This course presents a variety of the newest writing, and speaking) to learners of all measures for assessing reading achievement, instructional and grade levels, as well as practical including word recognition, comprehension and and effective modifications for diverse learners study skills and intervention activities for the (including struggling readers, English language classroom. It helps classroom teachers evaluate learners, and students with disabilities in students’ literacy strengths and needs in order to reading). Strategic literacy instruction through the plan and implement reading activities in the content areas of social studies and science, classroom, K–12. particularly in relation to post-elementary Prerequisite: ED 601. learners, also is emphasized. Formative and 603 summative assessments of emergent and Literacy Across the Curriculum, K–12 content literacy, including components of literacy (Fall, Summer) (phonological awareness, word analysis, comprehension, vocabulary, fluency) also are An introduction to important strategies and addressed, with an emphasis on assessments materials for teaching reading and writing in the and progress monitoring that communicate the content areas based on the most recent student’s progress most clearly to parents, research, this course includes informal teachers, and the students themselves. assessment procedures, readability factors and techniques that facilitate students’ 607 comprehension and retention of expository text. It Strategic Instruction for Adolescent Readers is designed for teachers of all levels who teach and Writers, 7-12 either reading or content subjects that require the (Fall) students to learn from content area texts. This course is designed to teach future Reading Prerequisites: ED 524, ED 601 and permission Specialists how to create a repertoire of teaching of the Reading Program Coordinator. strategies to address the needs of adolescent readers. An examination of developmental, socio-
cultural and multi-literacy aspects of instruction is included. An emphasis toward assessment procedures linked to effective instructional practice, addressing the literacy needs of all
Arcadia University Graduate Catalog 2011-12 14 Education Courses at Arcadia University learners is explored. Topics include strategies to literature; 2) gain specific strategies for facilitate comprehension in the content area authenticating multicultural children's texts; 3) subjects, writing across the curriculum, word recognize how excellent multicultural texts can study, structural analysis, classic and promote a climate of liberation pedagogy; 4) use contemporary literature selection and study skills excellent multicultural books to deepen student for the adolescent learners. understanding of cultural beliefs, attitudes, and Prerequisite: ED 601 or an equivalent reading world views; and 5) recognize one's own course. multicultural dimensions.
608 Programmatic information: This graduate-level Literature for Children and Youth course may be used as a core course in the (Fall, Summer) M.Ed. with a concentration in Language Arts, the This is a study of the literary, educational and M.Ed. with a concentration in Children's theoretical issues related to children’s literature Literature, and the M.Ed. and/or Certification in and book illustrations. Critical reading of young Library Science, It also can be used as an adult novels, oral tradition literature, fantasy, elective course in the M.Ed. in Elementary historical fiction and realistic children’s literature Education, the M.Ed. in Early Childhood is included. The use of children’s literature Education, the M.Ed. and/or Certification in throughout the curriculum is examined. Reading, and in the M.Ed. in Teaching English as a Second Language. It also can be used in the 609 Certificate of Study: Children's Literature Across Literacy Acquisition the Curriculum. (Summer) 613A This is an investigation of how pre-school and Infant Toddler Growth and Development primary grade children acquire literacy. This course is designed to provide participants Theoretical and educational issues related to with in-depth knowledge about the typical and listening, oral language, readiness, handwriting atypical development of children, birth through and composing are discussed. It includes age 3, across all domains (social, emotional, instructional strategies, assessment techniques physical and cognitive). Theoretical concepts and review of research. related to ITMH are reviewed. Family and cultural influences and attitudes are explored and 610 emphasized. Seminar in Children’s Literature (Spring) 613B Designed for elementary and middle/junior high Infant Toddler Assessment school teachers, school and public librarians, this This course is designed to provide participants course discusses: 1) trends and issues in with in-depth knowledge about the design, children’s literature; 2) ways to receive and implementation and evaluation of ITMH needs. interpret information from children on how they Students explore and use various developmental respond to the literature; 3) literary theories and assessments including DC0-3R and DECA. ways to utilize this information in designing Applications and reflections of the assessments lessons and units in children’s literature, with evidence-based practices are emphasized. Prerequisite: ED 608; or permission of the instructor. 613C Infant Toddler Mental Health Prevention and 611 Intervention Language Arts Materials This course focuses on prevention, early (Summer III) identification and intervention across This course provides teachers, reading developmental domains and is designed to specialists, and school librarians with an provide students with essential knowledge and opportunity to learn about and create new child- skills regarding attachment relationships, centered language arts materials for their environments and variables that foster healthy individual teaching situations. These materials development of children from birth to 3. Students reflect balanced literacy instruction, integrating will evaluate evidence-based models of skills within authentic literacy activities. prevention and intervention.
612 613D Multicultural Literature for Children and Youth Communication, Consultation and The purpose of this course is to: 1) explore a Collaboration wide variety of multicultural fiction, non-fiction This course is designed to provide students with and picture books in children's and young adult essential skills and knowledge to become effective communicators and consultants for
Arcadia University Graduate Catalog 2011-12 15 Education Courses at Arcadia University families, caregivers and other professionals who such as growth rate and individual potential; and work with children from birth to age 3. Students social-emotional factors such as body image, learn how to promote the socio-emotional competition and sex differences. It requires a development of infants and toddlers through the field project. collaboration with adult caregivers and professionals. 620 Planning of Early Childhood Programs 615 (Fall) Developmental Content Area Reading This examination of those components necessary (Fall) for planning, operating and evaluating programs Developmental-Content Area Reading, for art dealing with young children emphasizes the and secondary certification majors, meets state practical application of administrative theory. standards for a reading course required for certification in a content area. Secondary majors 621 learn effective teaching and learning strategies to Communication Strategies for Effective Early develop student learning from content area texts. Childhood Programs (Fall, even years) 616 This exploration of a variety of communication Young Adult Literature and interpersonal techniques focuses on (Fall) consulting, collaboration, intervention and Designed for elementary and middle school problem-solving between professionals, parents teachers and librarians, this course explores and agencies. Includes human ecosystem theory, issues relating to using Young Adult Literature family-oriented approaches and family process effectively in the classroom. Topics include the and communication theories. Communication coming of age novel, using film and television to between children and adults also is addressed. increase reading skills, bibliotherapy, selection and other related theoretical and practical 622 concepts. ESL: Teaching Multilingual and Multicultural Literacies 617 (Fall, Summer) Cognitive/Social/Emotional Development of This course focuses on the academic language Children, 0–8 needed for multilingual students to be successful (Spring) in U.S. schools. Students spend time This course is study of developmental theories of investigating reading and writing standards and cognition, learning, memory, language, curricula for students in a particular context and socialization, attachment, play, moral the ways that materials might be adapted for development and sex role development. It English Language Learners (ELLs) and ELLs includes examination of research in these areas. with disabilities. A variety of models for providing It requires a field project. services to ELLs are addressed with particular attention placed on the kinds of collaboration 618 needed to address the literacy needs of all Instructional Strategies in Early Childhood students across the content areas and the (Spring) benefits of knowing more than one language. This is a study of activity and environmental 623 planning for young children, incorporating play ESL Multilingual and Multicultural theories, socialization theories and Assessments developmental theories. It considers the selection (Fall, Summer) and purchase of developmentally appropriate educational materials. It emphasizes the role of This course focuses on multiple forms of the teacher in presenting and guiding activities. assessment utilized with multilingual students and the role of the context and the purpose of 619 communication in linguistic performance. It Physical, Motor and Perceptual Development focuses both on large-scale assessments as well of Children, 0–8 as classroom-based assessments. It addresses (Summer) assessments that focus on evaluating language This course is an exploration of physical growth as well as those that look at academic and development of children in relation to achievement and content knowledge. In development of gross motor skills, fine motor particular, the course addresses the often-posed skills, psycho-motor skills and perceptual question of distinguishing between language abilities. It considers environmental factors such issues and learning issues in assessment. as nutrition, disease and injury; hereditary factors
Arcadia University Graduate Catalog 2011-12 16 Education Courses at Arcadia University
624 opportunities to design a curriculum for a district ESL: Understanding Language Learning with particular needs and resources, and to (Spring, Summer) imagine what kinds of personnel structures might This course addresses the processes of best facilitate the implementation and oversight of language learning from a variety of perspectives such a program. Students also have and engages students in an understanding of the opportunities to discuss these issues with local structure and sound systems of English in ESL leaders working in a variety of contexts relation to other languages and in relation to a through course projects and invited speakers. variety of teaching strategies. By focusing both Prerequisites: ED 622, ED 623, ED 624, ED 625 on a comparison of language structures and or equivalent and ED 502, ED 630 and ED 635. sound systems as well as theories of second 627 language acquisition and development, this Approaches to Computer Assisted Language course allows students to learn about differences Learning (CALL) between learning a first and a second language This course gives students an understanding of and the influences of these processes on the history of computer-assisted language instructional principles and strategies. This learning, research on the impact of particular course includes an intensive language learning technologies on the processes of learning component for students in the course that will another language, and opportunities to utilize and allow them to reflect on their own learning critique current modalities for using technology to processes in relation to language learning assist students in learning an additional theories and to compare English to another language. In addition, students develop an ability language. to think about theories of learning and of language learning in relation to particular 625 instructional technologies and their uses. ESL: Language, Diversity and Schooling Students also have opportunities to investigate (Spring, Summer) the CALL resources available in local K-12 This course focuses on the ways that U.S. schools and to plan units that make technology schools have addressed linguistic diversity, central to language teaching and learning. highlighting current policies and program models as well as practices at various points in our 628 history. It also looks at the ways that linguistic TESOL and Technology Culminating Project diversity is portrayed in the media, the “funds of This is the culminating project for students who knowledge” that linguistically diverse families are completing an M.Ed. in TESOL and bring with them to school as well as cross-cultural Technology or TESOL Leadership and perspectives on education, home/school Technology. The structure of the course prepares relationships and disabilities. Notions of linguistic students to design and conduct an action power and discrimination are addressed, research project on a particular TESOL and particularly in relation to local, national, and Technology question and setting. In addition to international language policy and use. Finally, in learning how to pose researchable questions and this course students analyze the potential of do action research to answer those questions, multicultural education curricula for addressing students are expected to draw on their previous these types of issues in U.S. schools. This coursework in the design and implementation of course includes a service-learning component their culminating project. where students do community service in an Prerequisite: Completion of all coursework for agency that addresses the needs of a local the degree. immigrant group or groups. 630 626 Leadership Designing and Leading K-12 ESL Programs in (Fall, Summer) st the 21 Century This course is an examination of the sociological This course is an advanced course for those who context of organizational theory: culture of already have completed the ESL Program organizations, values and norms, social Specialist Certificate as well as ED 502, 630 and institutions, positions and social roles, 635 and are interested in thinking about how to expectations, stability and change. It focuses on design and lead ESL programs in a variety of K- the leadership role of middle managers. It is for 12 contexts. Students have opportunities to persons interested in becoming middle analyze and critique national and local ESL managers, especially those seeking certification curriculum models, the ways that high-incidence as school principals or supervisors. and low-incidence schools and districts organize Prerequisite: Acceptance into the graduate personnel, curriculum and technology resources, program at Arcadia University; or permission of and utilize grant-writing for special projects for the instructor. English Language Learners. Students have
Arcadia University Graduate Catalog 2011-12 17 Education Courses at Arcadia University
631 well as management and operational systems Managing Organizations within a school and school district. (Spring) 635 Comprehensive treatment of applied organization Supervision: Principles and Theories theory, this course studies the vital management (Fall) functions: designing short- and long-range plans; setting and attaining organizational objectives; Synthesis of theory and practice of supervision, personnel planning; and budget and this course investigates differentiated programming. It includes designing of plans for professional improvement models; instructional solving management problems and implementing leadership strategies; current research in the solutions. supervision, development and clinical Prerequisite: ED 630. supervision; adult development as it relates to staff development and due process in 632 supervision. It develops supervisory skills through Managing Change case studies, simulation of supervisory (Spring) conferencing, and evaluation of audiotapes and The goals of this course are to examine current videotapes. policies being used to promote change in 636 organizations, with a particular focus on schools Advanced Seminar in Supervision and the public sector; past education innovations (Spring) and how they have been implemented; the literature of change; and various strategies that An examination of current issues facing present are being attempted to create an environment and future supervisors, this course includes conducive to positive change in organizations. organizational development, management of Students analyze change through class organizations, effective schools and effective discussion with professional colleagues, writing a teaching strategies. It studies the role of the reflective journal, extensive readings in the field supervisor as successful evaluator, curriculum and an analysis of an organization. leader and staff development specialist. It Prerequisite: ED 630. investigates utilization of personnel, finances and internal resources. 633 Prerequisite: ED 635. School Law (Fall, Spring, Summer) 637 Instructional Leadership This course examines federal and state court This course focuses on current principles and cases, statutes and regulations that affect practices that are used to establish a creative students, teachers, administrators and other climate for instruction. There is a special community members involved with schools. emphasis on developing relations between There is a special emphasis on developing faculty and administrators, so that they may work conflict resolution techniques, including in an atmosphere of trust. negotiation and mediation, so that legally based Prerequisites: ED 504, ED 510, ED 502, ED 630 disputes are resolved by building relationships and one additional course in educational rather than adversarial methods, such as leadership. litigation. 638 634 School Finance Managing Organization and Change (Summer) (Fall, Spring) This course is a survey of the basic fiscal affairs This course provides students with the resources, of a school district, with an emphasis on experiences and knowledge that will equip them accounting techniques, required records and to begin to understand the principles, theories reports and district-government interactions. and realities of managing educational There is a special emphasis on the actual day-to- organizations and effectively leading an day business operations of a school district. educational organization through change. Prerequisites: ED 504, ED 510, ED 502, Strategic planning, developing a vision and ED 630. mission, and promoting continuous and sustained school improvement are highlighted in this course. Strategies for employing data-driven decision making and monitoring and evaluating school progress are also included. The course also covers the study of organizational charts as
Arcadia University Graduate Catalog 2011-12 18 Education Courses at Arcadia University
639 643 Practicum: Principalship School Community Relations (3 credits: Fall, Spring) (Summer) This course requires a practicum of 150 hours as This course covers responsibilities of the school a principal intern in a K–12 environment by an administrator in the development of effective on-site school administrator and an Arcadia school public relations. Special emphasis is on University faculty member. Students are required developing techniques and materials for keeping to attend on-campus seminars during the parents informed and involved in school activities semester. Review of evaluation of the portfolio, and policies. begun at the beginning of the program, takes place upon completion of the practicum; 210 644 hours of field experience are integrated Alternative Dispute Resolution in Schools throughout program coursework. (Certification (Fall, Spring, Summer) credit only; not applicable to the master’s This course examines the bases of conflicts in degree.) schools; the range of strategic choices available Prerequisite: Completion of all required for managing conflict, including negotiation and coursework and permission of the Educational mediation; and the use of these strategies to Leadership Program Coordinator. effectively settle disputes and manage conflict in various school settings, such as disputes over 640 special education placements or those involving Organization and Administration of Pupil Personnel Services student disagreements. There is a special This course prepares qualified and appropriately emphasis on building relationships among all certified graduate students for district-wide members of the education community, rather responsibilities related to the coordination of the than using traditional adversarial methods, such various functions included in pupil personnel as litigation, to resolve conflict. services. Emphasis is placed on the 645 management and supervision of school Negotiations and Dispute Resolution counseling, attendance, child accounting, health (Fall, Spring) services, school psychology and social work within a school district. The responsibilities of the This course examines the impact that labor supervisor of pupil personnel services for relations and negotiations have on the leadership coordinating all services provided to students responsibilities of the principal and within a school district are outlined and studied. superintendent Special emphasis is placed on Program and staff development functions as well the selection of staff, examination of employee as curricular and administrative duties of the rights, negotiation strategies, salary cost supervisor of pupil personnel services are analysis, mediation, the grievance and arbitration highlighted. Policies and procedures related to process and the benefits of building positive the delivery of pupil services as related to relationships among all members of the school community, state, federal and local social community. agencies are examined. 647 641 Leading Schools with Data-Driven Decision Labor Relations and Negotiations Making (Fall) This course provides students with the knowledge and skills to analyze student and This course covers the history of collective school-based data for the purpose of creating an bargaining, pertinent Pennsylvania legislation organizational vision and instructional and cases, representation and recognition environment that focuses on teaching and procedures, strikes and the impact of these and learning. The role data plays in standards-based related matters to administrative practice. Special reform also is discussed along with how data can emphasis is on negotiation simulations and guide the development of a strategic plan that practice. focuses on higher student achievement. The course covers the school leader’s role in data- 642 based decision making as well as the teacher’s Program Evaluation (Spring) role and student’s role. Data tools for improving teaching and learning are studied as well as This course covers the techniques used to design techniques and strategies for collecting and evaluations of programs that are being assessing data. Multiple measures of data are implemented in the schools. Special emphasis is identified along with the Pennsylvania on ethnographic techniques that are used to Department of Education’s tools for collecting, determine how persons affected by program analyzing and utilizing data. Using data-based mandates are implementing policy. decisions to design instruction and assessments
Arcadia University Graduate Catalog 2011-12 19 Education Courses at Arcadia University that maximize student achievement results is 660 also covered. Character Students with Autism Spectrum Disorders 649 (Fall, Spring, Summer) Practicum: The Superintendency This seminar provides students with introductory (3 credits: Fall, Spring) knowledge regarding children diagnosed with A one-semester apprenticeship under the autism. Topics addressed include characteristics supervision of a practicing superintendent in of students with Autism Spectrum Disorders; Pennsylvania, this course requires participation in considerations in school and home programming; a 90-hour internship. Prior to the internship, family, community and legal issues; and life candidates are required to participate in 90 hours transitions. of authentic simulations and field experiences including: 661 • Completion of identified role ABA I: Principles and Teaching Strategies expectations. (Fall, Spring, Summer) • Performance at diverse settings and Behavior analysis is a natural science approach educational levels. to the study of human behavior. Behavior • Completion of customized projects that analysis has been phenomenally successful in a address identified needs of the wide variety of human endeavors, including candidates. business and industry, physical therapy, • Use of current research and best socialization of difficult populations such as adult practices. offenders, those addicted to substances, and • Review and evaluation of the portfolio, children with conduct and oppositional behavior. begun at the beginning of the program, This class explores how the basic principles of human behavior, such as schedules of will take place upon completion of the reinforcement and response choice, were practicum. discovered and current research in the (Certification credit only; not applicable to the Experimental Analysis of Behavior. master’s degree.) Prerequisite: Completion of all required 662 coursework and permission of program Teaching Methods for Students with Autism coordinator. (Fall, Spring, Summer)
650 This seminar provides students with knowledge Advanced Seminar in Curriculum of current research-based teaching strategies for Development and Design students in the autism spectrum. Participants (Fall) gain experience in assessing and planning meaningful learning goals, developing effective An examination of current curriculum literature teaching plans and evaluating student outcomes. and major educational philosophies with Topics addressed include teaching complex implications for curriculum development, this behaviors, analyzing challenging behaviors and course includes the development of curriculum in collaborating with families. a simulated setting. It is designed for teachers, Prerequisite: ED 661 Applied Behavior Analysis. supervisors and administrators. 663 651 Special Topics in Autism Education Policy, Reform and Change (Fall, Spring) Using a sociological lens to explore school policy, students focus on the impact on classroom This seminar provides students with knowledge practice and ideological interpretations in cultural of relevant language, social, community and and philosophical context. Students are sensory characteristics of students in the autism challenged to think about policy, reform and spectrum. Participants examine assessment tools change in education on a global level. Successful and intervention strategies to support students student, community and teacher movements that with autism. Other topics covered include family, have led to educational reform and change both sibling and emotional issues in relation to cultural in the United States and internationally also are context, as well as transition issues and “next addressed environment” planning.
Arcadia University Graduate Catalog 2011-12 20 Education Courses at Arcadia University
681 through the life span. This course focuses on ABA II: Procedures for Behavior Change Basic Principles in Behavior Analysis (i.e., (Fall, Spring) positive and negative reinforcement, shaping, In the basic principles course, students learned stimulus equivalence, etc.) and how they shape how the principles of learning were discovered in the development of typical and atypical children. the lab. In this course, students focus on the The role of these principles in normal methods of behavior analytic research. The development and developmental problems such topics to be covered are defining applied as language delays, motor developmental delays, behavior analysis, selecting, defining and conduct and oppositional defiant disorder, measuring behavior, constructing graphs to childhood depression, problems of attachment, interpret behavior, analyze behavior change, and autism are explored. The course reviews research designs such as alternating treatments field applications including direct observations of design, reversal designs, multiple baseline children's development (using frequency designs, changing criteria designs, and planning methods, duration methods, rate methods, ABC- and evaluating behavior analytic research. event recording, running records), functional behavioral assessment, curriculum design, verbal 682 behavior assessment and intervention, ABA III: Strategies for Youth with Emotional curriculum based-measures and interventions Behavior Disorders strategies that involve both the school and the (Fall, Spring) family. Prerequisites: A thorough understanding of the Working or consulting in classrooms requires basic principles and procedures of applied taking the scientific principles of human behavior behavior analysis, as demonstrated by a grade of and applying those principles to the socialization “A” to “B-“ in ABA I and ABA II. of children at risk for or with delinquency, conduct problems (such as those with serious emotional 684 disturbance and social maladjustment, i.e., ABA V: Behavioral Consultation in Homes, conduct disorder, oppositional defiant disorder, Schools and Communities and attention deficit disorder), developmental and (Fall, Spring) other disabilities. This course analyzes the basic process of behavior change. Topics covered are: This course uses online technology in basic principles of behavior analysis combination with role plays and feedback to build (reinforcement, schedules of reinforcement, behavior analytic case conceptualization and punishment, motivating operations, stimulus execute effective behavioral consultation. control, imitation, shaping, chaining, extinction, Behavioral case conceptualization is the differential reinforcement); behavioral integration of information from a functional assessment including functional analysis and assessment, complete with skills and adaptive behavior chain analysis; the application of those behavior assessment, as well as ecological principles to children's behavior; intervention assessment. This course focuses primarily on methodologies such as verbal behavior behavioral consultation skills needed to produce contingency management; development of a strong behavior analytic case conceptualization behavioral objectives to build self control; and to link that conceptualization to intervention. programming for generalization; and working with The course thus attempts to reach the following parents and paraprofessionals to implement goals: pinpointing target behavior, collaborative behaviorally-based treatments. Special attention goal setting, setting up data collection is paid to comprehensive programming and the procedures, identifying critical setting/situation for use of multiple intervention methods. Upon change (analysis of both antecedent variables satisfactory completion of this course, the student and establishing operations), preliminary will functionally analyze social behavior deficits functional assessment, including descriptive and excesses of children and youth. In addition, analysis, experimental functional analysis, and students will design behavioral intervention plans behavior chain analysis; understanding graphic based on functional behavioral assessments. representation of data; setting up a competing- Prerequisites: Satisfactory completion of ABA I behaviors model; linking conceptualization to and ABA II (“B-“ or better). functional intervention; ensuring that intervention is comprehensive enough to get the job done and 683 least restrictive; analyzing contingencies, ABA IV: Behavior Analysis of Child treatment integrity checks and data analysis Development thorough single subject graphs. Special topics (Fall, Spring) include behavior analytic models of teacher and parent resistance, as well as interventions for Conceptualization of behavioral problems and the resistance. This course is an intensive lab course origins of behavioral disorders is critical to that focuses on the practical aspects of "how to" treatment and critical to the functioning of people consulting (i.e., what is done each session, each
Arcadia University Graduate Catalog 2011-12 21 Education Courses at Arcadia University step of the way). It is critical that students a diverse range of populations to work with are participate in each class to engage in the role- preferred to those with a single population. This plays and get feedback from other students. course covers advanced use of the principles and Prerequisites: A thorough understanding of the procedures of behavior therapy as a clinical basic principles and procedures of applied intervention approach. This course focuses on behavior analysis, as demonstrated by a grade of practice in specific techniques, as well as an “A” or “B” in basic principles or Applied Behavior ethical overview of practice. Students need to Analysis II. complete 300 hours at their site by the end of this course. Half the grade for the course is presented 687 by the field supervisor. Behavior Analysis Internship I (Fall, Spring) 699 This course is designed to be a guiding course Assessment, Analysis and Instruction in while the student is on his or her selected Reading and Writing internship. It meets on campus for 1.5 hours per (Fall, Spring) week. The purpose of the course is to help the This course is required for those seeking student move information learned in coursework Reading Specialist Certification. Topics in this from theory to practice. Focus is spent on case course focus on the graduate student's development—conducting functional behavioral development of knowledge and skills related to assessment and using the assessment to create selecting, developing and administering a range a competing behaviors model. From the of formal and informal literacy assessments competing behaviors model, students brainstorm (norm-referenced, criterion-referenced, interventions to address: setting events (including summative, formative, informal). As this motivating variables, history effects, ecological knowledge and skills are fundamental to the variables, and deficits in the current repertoire), development of instructional decisions at a antecedent variables (trigger control methods, classroom and school-wide level, this integration fading antecedents, etc), pre-current behavior also is integrated throughout the course. (overcoming sequential effects, disrupting Students are challenged to acquire skills behavior chains, problem solving skills training necessary for providing leadership related to etc.), behavior (task analyzing alternative literacy assessment policy and practice at school behavior, methods for chaining, instructing and and district levels. shaping new behavior), and consequence Prerequisites: All courses in Reading Specialist interventions (contingency management, Program with the exception of ED 595, the interventions based on the function of behavior). culminating practicum, and electives, will be The student should be working 20hours per week prerequisites for this course. This is the final at his or her selected and approved internship course to be taken prior to the practicum. site and receiving at least 0.5 hours of onsite supervision by the field behavior analyst, while 700 registered for this course. A student needs to Low Incidence Disabilities: Research and complete 300 hours at his or her site by the end Practice of this course. Half the grade for the course is (Summer, Year 2) presented by the field supervisor. In this doctoral-level course, students learn to identify and critically evaluate emerging trends in 688 the education and treatment of students with Behavior Analysis Internship II severe and multiple disabilities. Students expand (Fall, Spring) their awareness of techniques for providing Applied Behavior Analysis (ABA) and its services to children with low incidence disabilities subspecialty Clinical Behavior Analysis (CBA) are and their families. Etiological factors, best learned and understood by getting hands-on characteristics, and educational needs of experience. This hands-on experience is individuals with low incidence disabilities are obtained through the internship. While on surveyed. Inclusive models and integration into internship, this course allows for students to meet the community are emphasized. with their University supervisor to shape their ethical development and understanding of 701 customary practices of the profession. Thus, Disabilities Studies each student is to be in a field internship and (Fall, Year 1) meeting at least 0.5 hours per week with a field This doctoral seminar explores the experiences supervisor. This course meets for 1.5 hours per of people with disabilities across the lifespan and week on campus. Internships can take place in critically studies policies, movements, and most community organizations. The field philosophical models that influence the lives of supervisor should have experience in behavior individuals with disabilities. Topics include analysis and therapy. Field experiences that offer
Arcadia University Graduate Catalog 2011-12 22 Education Courses at Arcadia University independence, productivity, education and 707 community inclusion, self-determination, University Teaching Experience disabilities rights movement, various models of This course is designed for students who would disabilities, and diversity within disability. like the opportunity to co-teach an undergraduate or master’s-level course with an Arcadia 703 professor. Students will learn how to design a Positive Behavior Support course, develop syllabi, design and deliver (Spring, Year 1) effective instruction, and assess students. This seminar provides students with in-depth Special permission of the student’s adviser is information on current interventions and necessary to take this class. therapeutic techniques for dealing with children and adolescents with emotional and behavioral 708 challenges. Various topics may include cognitive Curriculum Theories interventions, play therapy, and/or effective This seminar focuses on the construction of treatment of post-traumatic stress disorder, etc. school knowledge. By school knowledge, we Theoretical orientations are taught and discussed mean both the curriculum of the schools and the as well as implications of various orientations and implicit pedagogical techniques embedded in the strategies for linking assessment to theory to various subject matters. Students survey a range interventions. of curricular theories including structural theories, neo-Marxist critical theories, critical race theories, 704 feminist theories, post-structural theories and Multicultural Issues in Special Education postmodern approaches. The purpose of the (Summer, Year 2) survey is to provide students with the analytical tools to examine and adapt school knowledge in This advanced seminar is designed to promote a their own practice in order to promote full comprehensive understanding of the complex inclusion in the least restrictive environment. issues involved in the assessment, placement, and education of students of diverse abilities, 709 cultural, linguistic, socioeconomic backgrounds, Knowledge of the Learner age, gender, sexual orientation, and nationality. This seminar explores the ways in which learners Students examine the value of belonging and the typically learn, including those with disabilities. It harm of exclusion, and the current and best focuses on the student as a lifelong learner. This practices to successfully educate all students in seminar teaches students to develop instructional the least restrictive environment. and assessment techniques based on the theories of child learning (pedagogy) and adult 705 learning (andragogy). Best Practices: Curriculum and Instruction (Fall, Year 1) 710 This seminar is designed to provide students with Independent Projects Seminar the knowledge and skills to appropriately modify This seminar is used as an opportunity for curriculum, instruction, and assessment, and to students to continue with either a research make the necessary accommodations to adapt project or a field experience that may require teaching and learning for all students. Cognitive continuation or follow-up from another doctoral and social learning theories are discussed in light seminar. of specific learning problems and orientations Special permission of the student’s adviser is toward intervention. necessary to take this class.
706 ED 720 Organizational Change/School Based Data Ethical Leadership in Education (Summer, Year 1) Students explore effective management of the organization, operation, and resources for a safe, This course examines the roles of the school efficient, and effective learning environment. principal, school leaders, teachers and staff and Participants gain an understanding of standards- to make sense of them within the framework of based systems theory and design and the ability organizational culture and systems theory. to transfer that knowledge to the leader’s job as Students learn to think critically about schools as the architect of standards-based reform in school systems, special education as a system, the in a fair and equitable manner with personnel and interactions between regular and special professional integrity. education systems and to examine effective models for school change and improvement. ED 723 Professional Development and Supervision
Students in this course integrate theories of human behavior and organizational development
Arcadia University Graduate Catalog 2011-12 23 Education Courses at Arcadia University with effective practices in the current models of impact upon the teaching and learning teacher evaluation (Hunter and Danielson & environment. Participants explore processes to McGreal); performance-based compensation create a culture of teaching and learning with an models; and the legal realities of implementing emphasis on learning. these systems. ED 735 In this course, students also learn how to use Embracing Diversity in PreK-12 Education professional learning to lead professional This course provides an intensive study of the development and change in schools. Students needs of diverse students and families and examine research findings on effective effective and appropriate responses to these professional learning, demonstrate an needs within educational settings. During this understanding of the National Staff Development course students, examine the intersection of Council Standards, and job-embedded socioeconomic status, cultural and linguistic professional learning, such as mentoring, background, gender and sexual orientation, and coaching, feedback, study groups, peer race/ethnicity with responses to atypical student observation and learning teams. Participants learning and disabilities within educational examine the design and impact of distance environments. Students conduct critical analyses learning, multimedia, and Web technologies of their own personal and professional beliefs when designing and providing professional concerning diverse student populations and learning opportunities and systems. critique their own professional contexts in terms ED 726 of sensitivity and responsiveness to diversity. Organizational Theory, Change, and ED 738 Sustainability Leading Comprehensive Student Support Students learn to drive and sustain change in a Systems collegial environment, culminating in students’ This seminar is designed to teach students the understanding of and ability to use a wide range range of administrative and leadership skills of applicable leadership practices. Through the necessary to manage a public or private program collaboration with faculty and community for children and adolescents with special needs. members, responding to diverse community The course emphasizes the leader’s interests and needs, and mobilizing community responsibility as a change agent and the resources, students identify strategies to set a importance of consultative and collaborative roles widely shared vision for learning. Participants in moving organizations forward. Students identify knowledge and engage in the skills examine the legal responsibilities with regard to required to think and plan strategically for the provisions for and delivery of services to students purpose of creating an organizational vision as well as school-based counseling, around personalized student success. psychological, social work, and health services.
ED 747 ED 741 School and Community Partnerships Current Issues in School Finance and Resource Management This course explores the skills, techniques, and This course is designed to facilitate a more in- attitudes school leaders need to collaborate, communicate, engage and empower others depth understanding of the efficient and effective inside and outside of the organization to pursue use of finances, facilities, and other tangible and excellence in learning. Students examine the role intangible resources at the school district level. and influence of the media, PTO/PTA Students explore the impact of emerging organizations, and special interest groups. technologies on the learning environment known Course participants engage in and identify as “school,” along with related financial, resource, effective strategies for collaborating with faculty and facility issues unique to education that affect and community members, responding to diverse individual school buildings. community interests and needs, and mobilizing community resources. Advocacy for children and ED 729 public education in the larger political, social, Informed Leadership: Data-driven economic, legal and cultural context is explored. Decisionmaking In this course, students learn to utilize data to ED 732 identify school improvement needs and make Teaching and Learning in the 21st Century: informed decisions in effecting change that will Interconnectivity and Shared Responsibility lead to the academic success of all students, This course examines the relationship of including those with learning disabilities and curricula, instruction and assessment to current those who come from linguistically and culturally research in teaching, learning and knowledge diverse backgrounds. Students build the construction. Complex pedagogical problems are knowledge and skills to think and plan identified and analyzed with the focus on the strategically, to create an organizational vision
Arcadia University Graduate Catalog 2011-12 24 Education Courses at Arcadia University around personalized student success. An 761 exploration of successfully demonstrated change Special Education Leadership models exposes students to the collection and (Fall, Year 2) analysis of multiple data sources to improve This seminar is designed to teach students the schools. Students learn to systemically collect range of administrative and leadership skills and analyze multiple sources of data to identify necessary to manage a public or private program improvement needs, determine an effective for children and adolescents with special needs. response, monitor and correct progress, and demonstrate success to stakeholders. 762 Candidates also examine the components of an Inclusive Education and Post-Secondary Life effective school improvement plan. (Spring, Year 2)
ED 744 This doctoral seminar is designed to promote a School Law, Policy Reform and Politics in comprehensive understanding of the parameters Education of implementing inclusive education and post- This course examines how law, politics, and secondary transition services. Students explore power structures interact to influence the goals the complex issues involved in the development and operations of schools. Advocacy for children of educational systems that are designed to and public education in the larger political, social, effectively educate all children to become adults economic, legal and cultural context is examined. who are interdependent, productive, included, Students learn about and observe the roles and and self-determined, and who can make /influence of school boards, community contributors to their communities of choice. organizations, state boards of education, state governments, special interest groups, 800 Doctoral Project Seminar I professional organizations, and unions. (Spring, Year 2) Participants gain insight into understanding, responding to, and influencing the political, Content for the Doctoral Project Seminar focuses social, legal, and cultural school district contexts. on problem-solving and integrating research methods with real-life problems faced by school 750 personnel. Methodological content includes Practitioner Research I learning single subject design, quasi- (Fall, Year 1) experimental designs, and furthering knowledge Students learn to infuse qualitative and of action research and qualitative design quantitative methods in order to conduct methodology begun in the Action Research research, evaluate programs, assess student courses. The first semester of this year-long progress, and design, implement, and monitor doctoral seminar prepares students to develop educational innovations in applied settings. their dissertation proposals and begin to plan and conduct their dissertation research studies. 751 Students have the opportunity to develop a Practitioner Research II dissertation proposal and design and implement (Spring, Year 1) their own strategic plans, applying action research principles learned in Action Research I Students learn to infuse qualitative and and II. quantitative methods in order to conduct research, evaluate programs, assess student 801 progress, and design, implement, and monitor Doctoral Project Seminar II educational innovations in applied settings. (Fall, Year 3) 760 Content for the Doctoral Project Seminar focuses Law and Disabilities on problem-solving and integrating research (Fall, Year 3) methods with real-life problems faced by school personnel. Methodological content includes This course is an overview of federal and state learning single subject design, quasi- special education law, policies, and procedures, experimental designs, and furthering knowledge including due process hearing issues and of action research and qualitative design mediation. Students become familiar with how methodology begun in the Action Research the law is implemented in schools. Policy and courses. This second semester of the year-long advocacy issues are addressed. There is a doctoral seminar prepares students to complete particular emphasis on using alternatives to their dissertation proposals and plan for the litigation to resolve parent-school disputes that implementation of their dissertation research arise over a child’s program. studies. Students develop an understanding of the various uses, methods, designs, and analyses used in dissertation research and
Arcadia University Graduate Catalog 2011-12 25 Education Courses at Arcadia University develop and refine their substantive areas of focus. Courses for
802 Environmental Studies Doctoral Project Seminar III (ES) (Spring, Year 3) Offered in cooperation with the Schuylkill Center Content for the Doctoral Project Seminar focuses for Environmental Education (SCEE). on problem-solving and integrating research Note: Class size is limited to 14 for all SCEE methods with real-life problems faced by school classes that require field trips: ES 501, personnel. Methodological content includes ES 403, ES 404, ES 505, and ES 511. learning single subject design, quasi- experimental designs, and furthering knowledge 501 of action research and qualitative design Introduction to Environmental Studies methodology begun in the Action Research (6 credits; Summer, Fall, SCEE) courses. This introductory course is designed to provide 803 the necessary background in the natural and Advanced Research Seminar social sciences as they relate to environmental (Summer, Year 2) studies and the procedures required to investigate ecological systems. It includes field This seminar is designed to allow students to and lab work, field trips and lecture. The focus is continue working on the development of their on terrestrial and saltwater ecosystems. dissertation proposals or analysis of data. On- going feedback concerning the development or 502 analysis of the students’ projects is provided by Field Natural History both the professor and the cohort. (Fall, SCEE) 804 This course is study in the field, the Special Topics characteristics and life histories of vascular (Spring, Year 3) plants, mammals, birds, reptiles, amphibians, and fungi. It focuses on taxonomic classification, field This seminar is a doctoral-level elective. Topics identification, and scientific collecting. rotate with each cohort. Contact the doctoral program in special education for additional 503 information. Meteorology (Spring, SCEE) 901 Dissertation Preparation I This exploration of meteorology as a science Summer, Year 2 utilizes discussions, laboratories, field trips, guest speakers and films. It focuses on the principles of Students can elect to sign up for this non-credit weather and the evolution of climate and its course that enables the Chair of their committee synergistic role in biological and geological to provide support to dissertation proposal evolution. development during the summer of Year 2. There is no charge for this course, nor are grades 504 given. Human Ecology: Use of Natural Resources (Summer, SCEE) 902 Dissertation Preparation II This is an intense course that studies the (Fall, Spring, Summer) interaction of humankind’s political, social and technological activities with the environment. It After completing all doctoral coursework, explores the topics of energy, water use, solid students must register for 902 every semester waste, soil conservation, regional planning, until the dissertation is defended and approved. hazardous waste, drinking water and other topics Students will be charged the equivalent of 1 through field trips and guest speakers. credit for the course each semester at the Prerequisites: ES 501, and at least one other prevailing tuition rate. No grade is assigned. ES content course recommended.
505 Earth Science (Spring, SCEE) This introduction to physical geology emphasizes processes involved in rock formation and alteration of the lithosphere. It includes actions of
Arcadia University Graduate Catalog 2011-12 26 Education Courses at Arcadia University wind, water, chemical substances and living organisms during weathering and erosion. Also stressed are the role of plate tectonics on continental and ocean basin evolution and human impact on mineral resources. It requires laboratory activities and some Saturday field trips.
506 Society and the Environment (Spring, Summer, SCEE) Designed to provide a clearer understanding of how environmental value systems evolve for individuals, groups, political systems, nations, cultures and civilizations, this course examines a broad range of environmental issues facing the human race from the perspective of various value systems. Prerequisites: ES 501 and either ES 502, ES 503 or ES 505 are recommended.
507 Urban Ecology (Spring, odd years, SCEE) An exploration of the depth and breadth of ecological concepts that are involved with urban settings, this course utilizes the city environment as the classroom, with topics such as the city as a classroom; energy flow in the city; schoolyard ecology; populations and communities; urban geology; city water; solid waste; and city wildlife. This course consists of classwork, fieldwork in urban settings close to the SCEE, and two long Saturday field trips.
511 Aquatic Ecology (Fall, SCEE) Through field trips and laboratory experiences, this course is an investigation of the basic ecological concepts that permit aquatic systems to function. Topics include pond, stream, river and fresh water marsh ecology, basic water chemistry, and human impact on aquatic resources.
561 Special Studies in Environmental Education (Summer) This course is designed to provide an overview of various ecological concepts and/or environmental education curricula.
593 Fieldwork in Environmental Education Planned with program Coordinator.
Arcadia University Graduate Catalog 2011-12 27 Graduate Education Programs at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Tanya Santangelo, Ph.D., University of Faculty Maryland, Associate Professor and Cohort Department Chair Mentor for the doctoral program in Special Leif Gustavson, Ph.D., Associate Professor Education. and Coordinator of Secondary English Douglas J. Sauber, Ph.D., Adjunct Professor Education and Middle School Education of Education Bruce Campbell, Ph.D., Assistant Professor Jeffrey Shultz, Ph.D., Professor and Assistant and Coordinator of Educational Leadership Provost for Special Projects Christina L. Ager, Ph.D., Professor and Ellen Skilton-Sylvester, Ph.D., Associate Coordinator of the Doctoral Program in Professor Coordinator of ESL and TESOL Special Education and Director of BBEST Master’s Programs Peter Appelbaum, Ed.D., Professor and Graciela Slesaransky-Poe, Ph.D., Assistant Coordinator of Graduate Mathematics Professor and Coordinator of the Graduate Education and Curriculum Studies Programs Special Education and Certification Program Foram Bhukhanwala, Ph.D., Assistant Kathy A. Trainor, Ed.D., Adjunct Professor of Professor, Elementary and Early Childhood Early Childhood Education and Coordinator Education of the E-Portfolio Program Jodi Bornstein, Ph.D., Assistant Professor, Kathy Wirth, Ed.D., Adjunct Professor of Coordinator Social Studies Education Education, Coordinator of the Reading Program and Faculty Liaison for School Certification Program and Administrative Collaborations Assistant to the Arcadia Community Erica R. Davila, Ph.D., Assistant Professor and Learning Center Coordinator of Urban Education Kimberly Dean, Ph.D., Assistant Professor and Coordinator of the Five-Year Special Education Doctoral Education Program Degree, Master’s Degrees Ellen B. Scales, Ph.D., Adjunct Professor of Education and Director of School and and Certificates Community Collaborations, Office of Student
Teaching and Supervision Doctor of Education in Special Education Bette P. Goldstone, Ph.D., Professor and (Ed.D.) Coordinator of Graduate Art Education,
Language Arts, and Library Science Certificate of Advanced Study (C.A.S.) post- Steven P. Gulkus, Ph.D., Associate Professor master’s degree Peggy Hickman, P.D., Assistant Professor of
Education, Coordinator of the Arcadia Master of Education (M.Ed.) University Community Learning Center and Concentrations Doctoral Program Cohort Coordinator Art Education Steven Dale Hooker, Ph.D., University of Children’s Literature Cincinnati, Assistant Professor of Education Curriculum Studies Erik Nelson, Ph.D., Adjunct Professor; Early Childhood Education Coordinator of Instructional Technology, Educational Leadership Dean of the School of Continuing Studies Elementary Education and Director of Arcadia Online Individualized Clare K. Papay, Ph.D., Assistant Professor of Instructional Technology Education Library Science (School Librarian) Julia Plummer, Ph.D., Assistant Professor and Literacy Studies Coordinator of Science Education TESOL and Leadership and Deborah Pomeroy, Professor Emeritus of Technology Education and Director of Science TESOL and Reading Education Research and Co-PI Math TESOL and Technology Science Partnership of Greater Philadelphia Language Arts Cindy Reedy, Ed.D., Assistant Professor and Mathematics Education Coordinator of Early Childhood Education Reading Program Science Education
Arcadia University Graduate Catalog 2011-12 1 Graduate Education Programs at Arcadia University
Secondary Education Data Driven Decision Making Special Education Digital Literacy Digital Design Master of Arts in Education (M.A.Ed.) Early Childhood Leadership Concentrations Infant Toddler Mental Health English Innovative Technology for 21st Environmental Education Century School Librarians History General Technology Mathematics Teaching Children’s Literature in the Music Content Areas
Theater Arts *For more information about our graduation Written Communications rates, the median debt of students who complete the program, and other important Certification information, visit: Instructional, Intern and Supervisory http://www.arcadia.edu/gainful. Art, K-12 Biology, 7-12 Chemistry, 7-12 About Arcadia’s Graduate Citizenship, 7-12 Education Programs Early Childhood, N-3 Dual Certification in Early Elementary Education, PreK-4 and Special PDE approved certification programs: Education, PreK-8 Arcadia University has long been in the English, 7-12 forefront of providing quality teacher education Environmental Education, K-12 programs in more than 21 different areas of General Science, 7-12 certification to educators throughout the Library Science, K-12 region. All instructional, intern, and Mathematics, 7-12 supervisory/administrative certification Reading, K-12 programs are fully approved by the Social Science, 7-12 Pennsylvania Department of Education. Social Studies, 7-12 Special Education, N-12 Master’s and doctoral programs: Arcadia Dual Certification: Elementary has a long history of providing quality and well- Education and Special Education respected Master of Education (M.Ed.) and Master of Arts in Education (M.A.Ed.) degree Administrative programs. The University also offers approved Principal, K-12 Doctor of Education (Ed.D.) degrees in Special Education and Educational Leadership., the Supervisory highest level of training available for those Single Area Supervisory seeking advancement in the field of education. Curriculum and Instruction Special Education The programs in Education are designed to Pupil Personnel Services prepare individuals interested in entering the field to achieve initial certification or to offer Letter of Eligibility currently certified teachers opportunities to Superintendent’s Letter of Eligibility enrich and expand their knowledge through master’s and doctoral degrees, additional Educational Specialist instructional or administrative certifications, the Elementary School Counselor many Arcadia focused certificate programs, or Secondary School Counselor individualized programs meeting the needs of ESL Program Specialist individuals with multiple areas of interest.
Arcadia Graduate Certificates* Coursework and programs emphasize the Applied Behavior Analysis importance of the following: Autism Understanding the relationship Curriculum Studies between theory and practice with an Constitutional Studies emphasis on practitioner-based research.
Arcadia University Graduate Catalog 2011-12 2 Graduate Education Programs at Arcadia University
Developing, planning and critically is possible for students to earn Pennsylvania reviewing curriculum from a instructional certification through this program pedagogical and disciplinary or to add a second certificate in a new field of perspective. specialization. Certification requirements must Understanding important leadership be determined on an individual basis with the practices and how to facilitate change program coordinator. and collaboration. Understanding the connection The foundation courses (ED 501–510) provide between assessment, decision knowledge basic to all aspects of education. making and best practices in order to The concentration courses focus on a serve all students. discipline other than education. Providing, through disciplines other Concentrations are available in , Computer than education, the factual and Education (7-12), English, Environmental conceptual basis for curriculum Education (K-12), History, Mathematics, Music, content. Theatre Arts, and Written Communications.
Individualized Programs: The overall A minimum of 15 credits of the degree structure of the Education programs provides program must be taken in a discipline other coherence as well as choice and is flexible than Education; the remaining credits must be enough to accommodate individual needs. In in Education. addition, it is possible for an individualized program to be designed to meet special requirements. Interested students should About the Master of contact the Chair of the Education Education (M.Ed.) Department. The Master of Education degree program Community and School-Based Outreach: focuses on educational processes in either Arcadia also collaborates with many school general education or specialized areas. The districts in community/school-based outreach majority of courses must be taken in programs through its BBEST (Building Education, with up to 9 credits taken in a Behavioral and Educational Support Teams) discipline other than Education when and the Center for Adult and Professional appropriate to the program. Special admission Studies in the School of Continuing Studies. and degree requirements vary according to the Arcadia is committed to working with schools, concentration selected. It is possible to earn educators, and cultural institutions to create Pennsylvania instructional or administration opportunities for professional growth and certification through this program. educational improvement. In addition to offering workshops and special programs for The foundation courses (ED 501–510) provide educators and administrators, Arcadia works knowledge basic to all aspects of education. collaboratively with educational institutions to The concentration courses focus on Education offer customized programs for staff courses related to instruction in a selected development, certification, and graduate study. area, such as Reading, Special Education or In order to meet the needs of busy Science Education. professionals, Arcadia presents courses and programs at the University as well as at off- Teacher Certification campus locations. Programs About the Master of Arts The master’s degree programs in Education are designed primarily for advanced in Education (M.A.Ed.) professional study. However, it is possible for The Master of Arts in Education degree students to prepare for certifications program allows students who have an interest granted by the Pennsylvania Department of in an academic discipline in addition to Education and/or the Pennsylvania State education to specialize in that discipline. Up to Board of Private Academic Schools while half the credits toward the master’s degree pursuing a master’s degree in Education. may be taken in the area of concentration. In some cases, students also may choose to Special admission and degree requirements become certified without completing a vary according to the concentration selected. It
Arcadia University Graduate Catalog 2011-12 3 Graduate Education Programs at Arcadia University
master’s degree program, but application and Effective Sept. 15, 2005, students being formal admission to the Arcadia College recommended for a Pennsylvania Instructional of Graduate Studies is required. I certificate in any subject area can meet the Praxis I: Pre-Professional Skills Tests Refer to www.arcadia.edu/gradedu for a listing requirements through the method listed above of areas of certification offered by Arcadia or earn a composite score of 521 with the University and approved by the Pennsylvania following minimum scores in either the paper- Department of Education. pencil tests or the computerized tests: PPST Reading = minimum score of 169* The current Praxis pass rate data for students PPST Writing = minimum score of 170* completing initial teacher certification PPST Mathematics = minimum score of programs at Arcadia University are available 170* on the Education Department website at * Total score for the three tests must be a www.arcadia.edu/edudept. minimum of 521.
Certification requirements include the B. Praxis II following: Fundamental Subjects: Content Knowledge Test (30511). Required for all K–6 and K–12 1. Satisfactory completion of all Instructional Areas (not 7–12 certificates). This coursework specified by the faculty test is only required for the first Instructional I adviser. certification. 2. Satisfactory completion of a practicum in the area of certification. (Practicum C. Praxis II Subject area tests (Choose the prerequisites must be met and the test in student’s certification area.) program coordinator’s approval must be Art Education K–12 (10134) received before enrolling in the Qualifying score = 158 practicum.) Biology 7–12 (20235) 3. All Praxis tests required for certification Qualifying score = 147 must be taken prior to enrolling in the Citizenship Education 7–12 (10087) student teaching practicum. Passing Qualifying score = 148 scores on all Praxis Series tests are **Early Childhood Education N–3 (10020) required to receive the certificate. Qualifying score = 530 **Elementary Education K–6 (10011) 4. Completion of forms required by the Qualifying score = 168 University and the Pennsylvania English 7–12 (10041) Department of Education. Forms are Qualifying score = 160 available on MyArcadia Environmental Education K–12 (10830) (http://my.arcadia.edu) and in the Qualifying score = 600 College of Graduate Studies and the General Science 7–12 (10435) Registrar’s Office. Qualifying score = 146 5. Students are required to submit passing Library Science K–12 (10311) scores on the following Praxis Series Qualifying score = 151 tests with the admission application to Mathematics 7–12 (10061) all programs leading to a first Qualifying score = 136 Instructional I certification. Principal K-12 (10411) Qualifying score = 143
(effective until 4/2/12) A. Praxis I: Pre-Professional Skills Test Principal K-12 (1011) PPST Reading (0710) Computerized Qualifying score = 163 Reading (5710) (effective 4/2/12) Qualifying Score = 172 Supervisory (0411) PPST Writing (0720) Computerized Writing Qualifying score = 143 (5720) Reading Specialist K–12 (20300) Qualifying Score = 173 Qualifying score = 570 PPST Mathematics (0730) Computerized School Counselor: Elementary K–6 (20420) Mathematics (5730) Qualifying score = 590 Qualifying Score = 173 School Counselor: Secondary 7–12 (20420)
Qualifying score = 590
Arcadia University Graduate Catalog 2011-12 4 Graduate Education Programs at Arcadia University
Social Sciences 7–12 (10951) procedures. Official results from the No qualifying score TOEFL or IELTS are required for all Social Studies 7–12 (10081) students for whom English is a second Qualifying score = 157 language except for non-native Special Education N–12 (20354) speakers of English who hold degrees Qualifying score = 151 or diplomas from post-secondary institutions in English-speaking **Required for initial instructional certificate. countries (e.g. the United States, Candidates completing an approved program Canada, England, Ireland, Australia and and adding either Early Childhood or New Zealand). A course-by-course Elementary Education to an existing evaluation of all transcripts by an Pennsylvania instructional certificate are only independent evaluation service based in required to take Fundamental Subjects: the United States also is required. Content Knowledge. Application Deadline/Rolling Admission: Completed applications are reviewed on a See individual programs for program-specific rolling basis throughout the year. Students certification requirements. may start in the Fall, Spring or Summer semester. Admissions for Deferred Admission Students accepted into programs with rolling Education Programs admission must notify the Associate Dean of Program-Specific Admissions the College of Graduate Studies, in writing, of Requirements: In addition to the general their intent to delay enrolling in courses and graduate admissions requirements, the provide a date on which they expect to begin following program-specific requirements apply: coursework. For deferred admission policies for the Doctor of Education in Special 1. A graduate application, including Education, please refer to that program listing. personal statements, to be completed online at www.arcadia.edu/gradapp. 2011-12 Expenses 2. A bachelor’s degree from an accredited (Please see the program listings for the Doctor institution with a recommended GPA of of Education in Special Education and Doctor 3.0 or better. of Education in Educational Leadership for expenses for those programs.) 3. One official transcript from each college, Tuition: $670 per credit university or professional school Fees: attended. Transfer credits included on a Deferred Payment: $40 transcript must include grades earned; if Audit: $670 per course not, an official transcript from the Parking: $40 per semester (fall and original school must be submitted. spring) before 4 p.m. No Transcripts must be sent from the charge after 4 p.m. issuing school in a sealed envelope and contain the appropriate signatures and seals to be considered official. Academic Policies and 4. Two letters of recommendation. The Procedures for Graduate letters must be of a professional not personal nature. If the student has been Education out of school five years or fewer, at least In addition to the graduate Academic Policies one letter must come from a professor. and Procedures, the following program- 5. Test scores: Passing scores on the specific policies apply. These policies also Praxis I Pre-Professional Skills Tests in apply to non-degree-seeking graduate Reading, Writing, and Math are required students enrolled in certification programs. for all programs leading to the first instructional certificate. A grade point average of “B” or better is required for admission to degree candidacy, 6. International applicants should visit student teaching practicum and graduation. A www.arcadia.edu/international for grade below “C” may not be applied toward a detailed information on admission degree, and only 6 credits of “C” count toward requirements and application a degree. A student must obtain permission
Arcadia University Graduate Catalog 2011-12 5 Graduate Education Programs at Arcadia University
from his or her adviser to retake a certification course. If a failing grade is received (“C–” or below), the course may be repeated one time only with the adviser’s permission.
Arcadia University Graduate Catalog 2011-12 6 Educational Leadership (M.Ed) at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Coordinator 1. Foundation Courses (9 credits)
Bruce Campbell, Ph.D. ED 502 Foundations of Curriculum ED 510 Interpreting Educational Research Master’s Degree, ED 580 Introduction to Inclusive Certificates, and Education
Administrative 2. Concentration Courses (18 credits) chosen with the adviser from the following: Certification ED 633 School Law Master of Education (M.Ed.) ED 634 Managing School Organizations and Change Certification ED 635 Supervision of Teaching Principal K–12 and Learning Supervisor of Curriculum & Instruction ED 637 Instructional Leadership Supervisor of Single-Subject Area ED 638 School Finance Supervisor of Special Education ED 642 Program Evaluation Supervisor of Pupil Personnel Services ED 643 School Community Superintendent’s Letter of Eligibility Relations ED 645 Human Relations and PA Director Credential Negotiations ED 647 Leading Schools with Data Arcadia Graduate Certificate in Driven Decision Making Early Childhood Leadership 3. Culminating Activity
About the Educational ED 589 Independent Study to Write Master’s Thesis Leadership Program OR A full year of an administrative internship and the The Educational Leadership program is completion of a leadership designed for individuals seeking to become portfolio certified elementary, middle or secondary school principals, supervisors of an individual Certification or comprehensive educational area, school superintendents, or assistant superintendents. In addition, specially designed programs are Pennsylvania Administrative Certification available for individuals seeking to become middle managers in other education The certification program must be planned with organizations. The degree is not required for an adviser to ensure that the requirements are certification, and certification requirements satisfied. may vary based on academic experience. At the beginning of the certification program, candidates must meet with an adviser for the Master of Education leadership portfolio requirements so they may Degree Requirements begin work on their portfolios.
(M.Ed.) Candidates for an administrative certification must have completed 5 years of full-time, (a minimum of 30 credits) satisfactory teaching or professional The degree program must be planned with an experience in an instructional area or adviser to ensure that degree and/or professional area while certified in that area. certification requirements are satisfied.
Arcadia University Graduate Catalog 2011-12 1
Educational Leadership (M.Ed.) at Arcadia University
Candidates must successfully pass Praxis II: ED 665A Fall Internship for Educational Leadership: Administration and Curriculum and Instruction Supervision (Test #0411). (1 credit) ED 665B Spring Internship for Curriculum and Instruction Principal Certification K–12 (1 credit)
ED 665C Summer Internship for ED 633 School Law Curriculum and Instruction ED 634 Managing School (1 credit) Organizations and Change ED 635 Supervision of Teaching Supervisor of Single-Subject and Learning ED 637 Instructional Leadership ED 633 School Law ED 638 School Finance ED 634 Managing School ED 645 Human Relations and Organizations and Change Negotiations ED 635 Supervision of Teaching ED 647 Leading Schools with Data and Learning Driven Decision Making ED 637 Instructional Leadership
ED 638 School Finance *Note: The following three internship ED 645 Human Relations and semesters must be taken consecutively; Negotiations however, they may be taken in any order. The ED 647 Leading Schools with Data leadership portfolio must be submitted after Driven Decision Making completing the third consecutive semester.
*Note: The following three internship ED 639A Fall Internship for semesters must be taken consecutively; Curriculum and Instruction however, they may be taken in any order. The (1 credit) leadership portfolio must be submitted after ED 639B Spring Internship for completing the third consecutive semester. Curriculum and Instruction
(1 credit) ED 600A Fall Internship for Single ED 639C Summer Internship for Subject (1 credit) Curriculum and Instruction ED 600B Spring Internship for (1 credit) Single Subject (1 credit)
ED 600C Summer Internship for Supervisory Certification Single Subject (1 credit)
Supervisor of Curriculum and Supervisor of Special Education Instruction
ED 633 School Law ED 633 School Law ED 634 Managing School ED 634 Managing School Organizations and Change Organizations and Change ED 635 Supervision of Teaching ED 635 Supervision of Teaching and Learning and Learning ED 637 Instructional Leadership ED 637 Instructional Leadership ED 638 School Finance ED 638 School Finance ED 645 Human Relations and ED 645 Human Relations and Negotiations Negotiations ED 647 Leading Schools with Data ED 647 Leading Schools with Data Driven Decision Making Driven Decision Making
*Note: The following three internship *Note: The following three internship semesters must be taken consecutively; semesters must be taken consecutively; however, they may be taken in any order. The however, they may be taken in any order. leadership portfolio must be submitted after The leadership portfolio must be submitted completing the third consecutive semester. after completing the third consecutive
semester.
Arcadia University Graduate Catalog 2011-12 2 Educational Leadership (M.Ed.) at Arcadia University
ED 666A Fall Internship in Special schools, including three years in a supervisory Education (1 credit) or administrative position while holding a valid ED 666B Spring Internship in teaching and administrative certificate. Special Education (1 credit) Background Requirements ED 666C Summer Internship for Single Subject ED 638 School Finance (1 credit) ED 645 Human Relations and Supervisor of Pupil Personnel Services Negotiations ED 647 Leading Schools with Background Courses Data Driven Decision Making
PY 625 Psychological Testing Core Requirements PY 688 Cultural Bases of Counseling Note: The next three courses are doctoral- Core Courses level courses
ED 633 School Law *ED 720 Ethical Leadership in ED 634 Managing School Education Organizations and Change *ED 726 Organizational Theory, ED 635 Supervision of Teaching Change and Sustainability and Learning *ED 732 Teaching and Learning in the ED 637 Instructional Leadership 21sr Century: Interconnectivity and Shared ED 638 School Finance Responsibility ED 645 Human Relations and ED 648 The Superintendency Negotiations ED 647 Leading Schools with Data *Doctoral Tuition Driven Decision Making Note: The following three internship semesters Note: The following three internship semesters must be taken consecutively; however, they must be taken consecutively; however, they may be taken in any order. The leadership may be taken in any order. The leadership portfolio must be submitted after completing portfolio must be submitted after completing the third consecutive semester. the third consecutive semester. ED 649A Fall Internship for ED 667A Fall Internship for PPS Superintendency (1 credit) (1 credit) ED 667B Spring Internship for PPS ED 649B Spring Internship for (1 credit) Superintendency ED 667C Summer Internship for (1 credit) PPS (1 credit) ED 646C Summer Internship for Superintendency Candidates for the certificate must verify the (1 credit) completion of five years of full-time professional school experience as an educational specialist (psychologist, school About Arcadia’s Graduate counselor, school nurse or school social Certificate in Early worker) while holding a valid Pennsylvania Instructional I and/or II certificate. Childhood Leadership
Superintendent’s Letter of Eligibility Arcadia University’s 12-credit Graduate
Certificate in Early Childhood Leadership is (Currently awaiting Pennsylvania Department designed to provide leaders in early childhood of Education approval for this certification) education the tools they need to manage change in this quickly evolving field. Students Candidates for this certificate must have learn to initiate and implement best practices completed six years of full-time teaching or to manage human resources and finances other professionally certificated service in
Arcadia University Graduate Catalog 2011-12 3 Educational Leadership (M.Ed.) at Arcadia University within their organizations, using data-driven • Use of data to initiate positive change decision making. Through this certificate within the organization program, Arcadia is a leader in fostering the broad-based goals of Pennsylvania’s early The Early Childhood Leadership program is childhood education initiatives to produce designed for current and future leaders in the highly qualified leaders in the field. field of early childhood education. Arcadia’s program prepares such professionals to The Profession manage change, implement solid business practices, and integrate performance and fiscal Early childhood education is undergoing a standards into program design. The PA transformation in both levels of Director Credential issued by Pennsylvania professionalism and expectations. To manage Key, instructs early childhood leaders in this change, leaders need to implement solid program planning, communication strategies, business practices in providing quality early and instructional leadership. For additional education and integrating performance and early childhood leadership development, fiscal standards into program design. Arcadia’s Certificate in Early Childhood Pennsylvania uses the PA Inspired Leadership Leadership uses the PIL as the backbone of (PIL) Training for School and Early Childhood course content to help leaders hone their skills Program Leaders and is implementing a closer in managing change, supervising teaching and alignment of early education within the K-12 learning, and managing fiscal and human school system. Acknowledging this resources effectively. connection, all four of the courses in Arcadia University’s Graduate Certificate in Early Credit Toward a Graduate Degree in Childhood Leadership use the PIL standards Education: With departmental approval and as an important backbone of course content. advising, the 12 credits earned in the Graduate Certificate in Early Childhood Leadership may The Program be applied to a Master of Education degree program with a concentration in Early Arcadia’s Graduate Certificate in Early Childhood Leadership. Childhood Leadership helps existing leaders in the field hone their skills in managing change, Academic Policies: Students in Arcadia supervising teaching and learning, and University Graduate Certificate programs are managing fiscal and human resources subject to the academic policies of the effectively. The program focuses on preparing University. early childhood leaders to affect real change in their organizations that will nurture the teacher-parent-child relationship and positively Admission to the Arcadia influence the community at large. Graduate Certificate in
Classes are taught by highly qualified Early Childhood instructors in educational leadership. The 12 credits earned in this graduate certificate Leadership program may be applied to a Master of Education degree with departmental approval Admission to the Graduate Certificate in Early and advising. Childhood Leadership program. In addition to the general admission Students of the program will learn to integrate requirements for graduate students, the the following skills into their professional lives: following program-specific requirements must be met: • Methodology for teacher supervision • Use of teacher evaluation feedback to • A bachelor’s degree from an increase learning outcomes accredited college or university in • Management of budgets Elementary Education, Early • Management of multiple revenue Childhood Education, or a related sources field. • Management of employees within the • A PA Director Credential or organization permission from the adviser. • Conflict resolution
Arcadia University Graduate Catalog 2011-12 4 Educational Leadership (M.Ed.) at Arcadia University
Requirements for the The three required courses in the PA Director Credential program at Arcadia are Early Childhood ED 620 Planning of Early Leadership Certificate Childhood Programs (12 credits) ED 621 Communication Strategies for Effective Early Childhood Programs ED 635 EC Supervision of ED 630 Leadership Teaching and Learning
ED 645 EC Human Relations and The entire course sequence will be offered Negotiations over one year, fall, spring, and summer. ED 638 EC School Finance Courses do not need to be taken in any ED 647 EC Leading Schools with specific sequence. Data Driven Decision
Making All credits earned in the PA Director Credential program can be applied toward an Early PA Director Credential Childhood Education master’s degree program and can be an add on or used as electives in Arcadia University will begin offering the Special Education, Elementary Education, and Pennsylvania Director Credential, a three- Reading master’s degree programs. In course, graduate-level program that is a addition, ED630 Leadership can be applied to requirement of the Keystone STARS program the Masters in Educational Leadership and under the Pennsylvania Early Learning Supervision. Individual advising will guide Department. Courses start in Fall 2009. students who wish to pursue further Courses are offered on campus and at coursework. Credits also can be applied convenient locations in Montgomery County. toward PA Act 48 Continuing Education credits. Keystone STARS is an initiative to improve, support and recognize the continuous quality improvement efforts of early learning programs Admissions to the PA in Pennsylvania. This comprehensive professional development system, including Director Credential career pathways with credentials, is for Program practitioners in settings including center- and home-based child care, school-age programs, Students must have a bachelor’s degree (B.A. Head Start, early intervention programs, and or B.S.) from an approved institution of higher school-based programs. In order for Early education, with a degree in Early Childhood or Childhood Programs to reach Keystone an approved related field and meet the STARS Level 3, directors must be requirements. credentialed.
Scholarships: Tuition support for college For more information, contact Dr. Cindy coursework is available through T.E.A.C.H. Kennedy Reedy, Assistant Professor and Early (Teacher Education and Compensation Helps) Childhood Education Coordinator, at Early Childhood® PENNSYLVANIA [email protected] or 215-572-2147. Scholarship Program, which works with providers, colleges and child care staff to offer scholarship programs and support systems Requirements for the PA that improve the education and compensation of child care workers. Director Credential Program Coursework: The goal of the PA Director Credential is to provide directors and administrators of early child care sites, centers, Credential issued by Pennsylvania Key. preschools, and before and after school care (Must meet the requirements of Pennsylvania programs with the skills and knowledge to Key; 9 credits) organize, lead, and manage high quality education centers based on state mandates, ED 620 Planning of Child current trends and research-based practices. Development Programs
Arcadia University Graduate Catalog 2011-12 5 Educational Leadership (M.Ed.) at Arcadia University
ED 621 Communication Strategies for Effective Early Childhood Programs ED 637 Instructional Leadership
Arcadia University Graduate Catalog 2011-12 6 Elementary Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
ED 517 Human Development: The Coordinator School Years, K–12 Foram Bhukhanwala, Ph.D. ED 521 The Teacher and the Classroom, Elementary ED 526A Learning and Assessment Master’s Degree and in Elementary Teaching Certification Mathematics ED 552 Issues and Methods in Master of Education with a Elementary School Concentration in Elementary Science Education ED 562A Teaching Citizenship and Certification: Instructional, Supervisory Social Science K–6 ED 564 Creative Expression About the Elementary ED 565 Introduction to Instructional Technology Education Master’s ED 580 Introduction to Inclusive Education Degree Program ED 601 Developmental Literacy The Elementary Education program is ED 604 English Language Arts designed to allow students seeking ED 605 Writing to Improve Literacy Elementary Education certification to attain a ED 606 Strategic Instruction for master’s degree concurrently. The degree is Emergent and Content not required for certification, and individual Literacy, K–6 requirements for certification may vary based ED 608 Literature for Children and on academic transcripts. Students should Youth expect field observations to be part of course In addition to the above courses, when requirements and should anticipate demands applicable the student may consult with the on morning or afternoon times to fulfill adviser to pursue advanced study in one or observations. In addition, students are strongly more of the elementary subject areas encouraged to gain field experience by visiting (Literacy, Mathematics, Social Studies, schools, volunteering, or conducting Science, Art/Music, Technology, Special extracurricular activities with schoolchildren. Education/Inclusion or Curriculum).
3. Culminating Activity (0-3 credits) — Master of Education Arranged in consultation with the adviser at Degree Program the time of completing the Degree Candidacy Application. For students Requirements (M.Ed.) completing certification and master’s degree concurrently, the Culminating (a minimum of 30 credits) Activity is ED 470 Graduate Student
Teaching Practicum, Elementary (6 credits; The degree program must be planned with an credits not applicable to degree). adviser to ensure that degree and/or certification requirements are satisfied. Certification Elementary Education Concentration Pennsylvania Instructional Teacher
Certification (variable credit depending on 1. Foundation Courses (6–9 credits) chosen in previous academic credentials) consultation with the adviser from the
following: Elementary Education ED 501–510
ED 503 General Foundations of 2. Concentration Courses (21–24 credits) Education in the United chosen with the adviser to include but not States limited to the following:
Arcadia University Graduate Catalog 2011-12 1 Elementary Education at Arcadia University
ED 517 Human Development: The Praxis I: School Years, K–12 Passing scores on Reading, Writing ED 521 The Teacher and the and Mathematics tests are Classroom, Elementary required for admission to ED 526A Learning and Assessment the program. in Elementary Praxis II: Mathematics Fundamental Subjects: Content ED 552 Issues and Methods in Knowledge (30511) Elementary School Qualifying Score: 150 Science **Elementary Education: Curriculum, ED 562A Teaching Social Studies, Instruction and K–6 Assessment (10011) ED 564 Creative Expressions Qualifying Score: 168 ED 565 Introduction to Instructional Technology **Required for initial instructional certificate. ED 580 Introduction to Inclusive Candidates completing an approved program Education and adding either Early Childhood or ED 601 Literacy Foundations Elementary Education to an existing PA instructional certificate are only required to One of the following (chosen with adviser): take Fundamental Subjects: Content ED 602 Literacy Problems, Knowledge. Multicultural Classroom: Assessment/Instruction, or ED 604 English Language Arts, or ED 605 Writing to Improve Literacy or ED 606 Emergent and Content Literacy K-6 or ED 608 Literature for Children and Youth
ED 470 Graduate Student Teaching Practicum: Elementary (6 credits; credits not applicable to degree) or ED 583B Fieldwork (for previously certified students) (3 credits; credits not applicable to master’s degree)
Additional Certification Requirements
1. Completion of all subject area coursework required to meet the general and specific certification standards of the Pennsylvania Department of Education. This will be determined by the Coordinator.
2. A grade of “B” or better in the Graduate Student Teaching Practicum and the Fieldwork course.
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Arcadia University Graduate Catalog 2011-12 2 English Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
minimum of 15 credits of the degree program Coordinators must be taken in English; the remaining credits Master of Arts in Education Coordinator: must be in Education. Richard Wertime, Ph.D. Master of Education Coordinator: Leif Gustavson, Ph.D. Master of Education Degree Requirements Master’s Degrees and (M.Ed.) Teacher Certification (a minimum of 30 credits) Master of Arts in Education (M.A.Ed.) with a Concentration in English Secondary Education Concentration Master of Education (M.Ed.) with a Concentration in Secondary Education 1. Foundation Courses (6–9 credits) chosen Certification: Instructional, Intern, with the adviser from the following: Supervisory ED 503 General Foundations of Education in the United States About the Master’s One additional foundation chosen from Degrees Programs ED 501–510
This program is designed to allow students 2. Concentration Courses (15–18 credits) seeking certification in secondary areas to chosen with the adviser from the following: attain a master’s degree concurrently. The ED 513 Meeting the Needs of degree is not required for certification, and Diverse Learners individual requirements for certification may ED 514 Assessment in the vary based on academic experience. The Classroom program must be planned with an adviser to ED 517 Human Development: The ensure that degree and/or certification School Years, K–12 requirements are satisfied. ED 523 The Teacher and the Classroom, Secondary Master of Arts in ED 580 Introduction to Inclusive Education Education Degree ED 605 Writing to Improve Literacy or ED/EN 546(A) Teaching Writing Requirements (M.A.Ed.) ED 607 Strategic Instruction for (a minimum of 30 credits) Adolescent Readers and Writers English Concentration 3. Electives (3–9 credits) chosen with the This program is individualized and planned adviser with the coordinator. 4. Culminating Activity: (3 credits) Foundation Courses (6 Education credits) ED 596 Curriculum Development Project Concentration Courses (15 English credits)
Electives in Education (9 Education credits) Certification Pennsylvania Instructional Teacher Culminating Activity (0–3 credits) Certification (variable credit depending on previous academic credentials) The Foundation courses (ED 501–510) provide knowledge basic to all aspects of Education. The concentration courses focus on a discipline other than Education. A
Arcadia University Graduate Catalog 2011-12 1 English Education at Arcadia University
English Education 7–12 ED 503 General Foundations of Education in the United States ED 513 Meeting the Needs of Diverse Learners ED 523 The Teacher and the Classroom, Secondary ED/EN 546(A) Teaching Writing or ED 605 Writing to Improve Literacy ED 565 Introduction to Instructional Technology
ED 471 Graduate Student Teaching Practicum: Secondary 7–12 (6 credits; credits not applicable to: master’s degree or culminating activity) or ED 583B Fieldwork (for students holding a valid Pennsylvania Instructional I or II certificate) (3 credits; credits not applicable to master’s degree)
Additional Certification Requirements
1. Completion of all subject area coursework required to meet the general and specific certification standards of the Pennsylvania Department of Education. This will be determined by the program coordinator.
2. A grade of “B” or better in the Graduate Student Teaching Practicum.
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Praxis I: Passing scores on Reading, Writing and Mathematics tests are required for admission to the program. Praxis II: English Language, Literature, and Composition: Content Knowledge (10041) Qualifying Score: 160
Arcadia University Graduate Catalog 2011-12 2 FORENSIC SCIENCE at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Faculty About the Forensic Heather Mazzanti, M.S.F.S., Assistant Science Master’s Professor and Interim Director of Forensic Science Degree Lauretta Bushar, Ph.D., Associate Professor and Chair of Biology • One of only a select few master’s Sheryl Smith, Ph.D., Assistant Professor in forensic science programs of Biology accredited by the Forensic Science Emanuele Curotto, Ph.D., Professor and Education Programs Accreditation Chair of Chemistry and Physics Commission (FEPAC) Peter Campbell, Ph.D., Associate • Top scorers in national Forensic Professor of Chemistry and Physics Science Assessment Test Chester M. Mikulski, Ph.D., Professor of • Offered on-site at the Center for Chemistry and Physics Forensic Science Research & Adjunct Faculty Education and NMS Labs state-of- the-art facilities Barry Logan, Ph.D, ABFT, National • Forensic Science Director of NMS Renowned American Board of Labs and Executive Director of the Criminalistics (ABC) and American Fredric Rieders Family Renaissance Board of Forensic Toxicology Foundation (ABFT) certified faculty • John DiGregorio, Ph.D., M.D., Medical Guaranteed internship at the Director of NMS Labs Center for Forensic Science Heather Harris, M.F.S., J.D., Research & Education Independent Forensic Chemistry • Preparation for careers in private, Consultant state and federal agencies and a Richard Nilsen, M.S., J.D., Commander strong scientific foundation to of the Forensic Services Unit and pursue doctoral studies Assistant DA in the Montgomery • Arcadia University-sponsored County District Attorney’s Office student participation in Michael F. Rieders, ’80, Ph.D., Forensic professional meetings Toxicologist and Chair of the Board at • Active research programs in NMS Labs various forensic science disciplines Allen Stewart, M.S., Deputy Sheriff in the • Opportunity to attend autopsies Montgomery County Sheriff’s and consult on cold case Department investigations Christian Westring, Ph.D., DNA • Become recognized by the Technical Leader at NMS Labs American Board of Criminalistics Jill Yeakel, M.S.F.S, Program Director at (ABC) by taking the Forensic the Center for Forensic Science Science Assessment Test (FSAT) Research & Education at the Fredric prior to graduation Rieders Family Renaissance • Small class sizes Foundation Forensic Science is broadly defined as the application of science to the purposes of Master’s Degree law. It is highly interdisciplinary by nature Master of Science in Forensic Science and has become a vital part of the judicial and regulatory system in America. Practicing forensic scientists, law enforcement personnel, and criminal justice professionals all recognize the growing need for highly qualified specialists who can follow established protocols in the collection, preservation, analysis and presentation of forensic evidence.
Arcadia University Graduate Catalog 2011-12 1 FORENSIC SCIENCE at Arcadia University
The Arcadia University Master of Science in and training. This mission is to be Forensic Science (M.S.F.S.) program is accomplished through contact with internal nationally accredited by the Forensic and external professional practitioners and Science Education Programs Accreditation academicians; through research, Commission (FEPAC) of the American internships, and other forensic science Academy of Forensic Sciences (AAFS). activities intended to increase the students’ Arcadia University is one of only a select knowledge of forensic science; and through few institutions in the country to hold this competent and ethical professional training. accreditation, which recognizes the high Believing that the program’s mission can be quality graduate forensic science achieved through productive interactions curriculum offered through this program. among practitioners, academicians, and related forensic science activities, Arcadia The Master of Science in Forensic Science University seeks degree is offered by Arcadia University in • To provide a comprehensive partnership with the Center for Forensic graduate program in the areas of Science Research & Education and in forensic biology, chemistry, collaboration with NMS Labs, one of the toxicology and trace evidence nation’s premier ASCLD-LAB and ISO analysis and to serve as a model 17025 accredited forensic science for forensic science education laboratories. Both facilities are located excellence. about 10 minutes from Arcadia University in • To promote scholarly inquiry into Willow Grove, Pa. A significant portion of the knowledge and techniques the coursework is conducted at the Center fundamental to the practice of for Forensic Science Research & Education forensic science. facilities, and forensic practitioners from • To provide outstanding resources NMS Labs provide a substantial part of the for students in their professional instruction. forensic science development. • To produce competent and skilled Among forensic college programs, Arcadia forensic science professionals who is unique in its partnership with the Center can serve as outstanding for Forensic Science Research & Education practitioners and leaders in the and its association with the internationally forensic science field. known NMS Labs, which is frequently involved in high-profile cases as well as serving the local law enforcement Forensic Science community. This professional alliance Program Structure provides a source of adjunct instructors, a Arcadia’s curriculum is unique in that it forensic library, invaluable links to the covers a variety of specialties, unlike other forensic science community, and state-of- graduate programs that require a the-art laboratory equipment and facilities. commitment to a single field of study, making for more well-rounded forensic Arcadia believes that hands-on forensic practitioners. The curriculum involves science experience is essential. Arcadia's classroom and laboratory exposure to the guaranteed internship at the Center for field of criminalistics, including forensic Forensic Science Research & Education is biology, chemistry and trace analysis as a unique benefit of Arcadia’s program. This well as forensic toxicology. Coursework highly desirable, comprehensive, and emphasizing the development of problem- intensive 15-week internal internship solving abilities is designed to encourage a program gives every student valuable real- concentration in these forensic science world experience and career preparation in specialty areas and expose students to the following areas: Forensic Biology, both relevant laboratory techniques and Forensic Toxicology, Forensic Chemistry relevant medico-legal developments. and Trace Analysis. An emphasis on laboratory coursework provides students with significant hands-on Forensic Science Mission Statement: experiences. Students can reinforce their The mission of the Forensic Science coursework and hands-on experiences via program at Arcadia University is to provide internship arrangements with practicing high quality, competent, and professional forensic laboratories, including NMS Labs master’s level forensic science education
Arcadia University Graduate Catalog 2011-12 2 FORENSIC SCIENCE at Arcadia University
in Willow Grove, Pa. A comprehensive visual techniques to analyze these internal internship practicum at the Center types of trace evidence. for Forensic Science Research & Education is guaranteed for all students. These Program Design experiences, coupled with the completion of The Forensic Science program offers a an independent research project, ensure variety of core and elective courses. In their that Arcadia graduates are well-prepared first year of study, students are given the for careers in forensic science and that they are well-received by the forensic science opportunity to make up any deficiencies in community. biology and chemistry coursework depending on their undergraduate The M.S.F.S. program focuses primarily on backgrounds and have the ability to take the field of criminalistics, which includes advanced courses in these fields. This forensic biology, chemistry, toxicology, and provides students with a strong scientific trace evidence analysis. foundation that is desirable in the field of Criminalistics is the analysis, forensic science. The remainder of the first- year courses concern both general and comparison, identification and specific topics in forensic science. The interpretation of physical evidence for second year of study allows for further legal purposes. The main role of the specialization in chemical, biological, and criminalist is to apply objectively the toxicological coursework. Students also techniques of physical and natural complete internship experiences and sciences to an examination of physical research projects in the second year. evidence and, thereby, help to prove or
disprove the existence of a crime and provide information to investigators, The First Year attorneys, judges or juries that is helpful In their first year of study, students enrolled in determining the guilt or innocence of a in the M.S.F.S. program take a set of suspect. core courses in biology and chemistry • Forensic Biology involves the taught by faculty in the Biology and analysis of biological fluids and tissues Chemistry departments at Arcadia collected at crime scenes and from University. Courses concerning topics in articles of physical evidence for the forensic science are taught by adjunct purpose of identification and faculty recruited from NMS Labs as well as individualization. A forensic biologist from local, state and federal forensic employs a wide range of laboratory laboratories and law enforcement agencies. methods and instruments for body fluid identification and forensic DNA Chemistry courses: analysis. CH 203 Equilibrium and • Forensic Chemistry involves the Analysis (Spring) forensic application of chemical CH 404 Instrumental Methods theories, techniques and of Analysis I (Fall) instrumentation to the analysis of illicit CH 407 Polymers and drugs, arson, explosives, and other Biopolymers (Fall) trace evidence materials. • Forensic Toxicology involves the Biology courses: detection and characterization of BI 404* Genetics (Spring) chemical substances exhibiting BI 421 Human Genetics adverse or toxic physiological effects. A (Spring) forensic toxicologist uses a wide range BI 433* Molecular Biology of laboratory methods, which may (Spring) include spectrophotometric and BI 440* Biochemistry (Fall) chromatographic analyses. BI 438 Bioinformatics (Fall) • Trace Analysis involves the proper collection, preservation identificationElective cou Elective courses: and comparison of items such as glass,FS FS 555 Biotechnology (Spring) paint, hairs, fibers and soil. A forensic FS 583 Graduate Internship in trace evidence examiner uses Forensic Science instrumental, mechanical, chemical and FS 589 Independent Research MA 141* Statistics (Fall)
Arcadia University Graduate Catalog 2011-12 3 FORENSIC SCIENCE at Arcadia University
*Required courses as needed FS 533 Quality Management in Forensic Science All students take the following in the first FS 596 Research Project in year: Forensic Science
Fall Semester Spring Semester FS 518 Crime Scene FS 520 Moot Court Investigation and FS 586 Graduate Practicum in Reconstruction Forensic Biology FS 519 Forensic Pattern FS 587 Graduate Practicum in Analysis Forensic Chemistry FS 561a Forensic Science FS 588 Graduate Practicum in Symposium Forensic Toxicology FS 570 Criminal Law and FS 596 Research Project in Ethics Forensic Science
Spring Semester FS 515 Research Methods in Admission to Forensic Science the Forensic Science FS 504 General Principles of Pharmacology Master’s Program FS 530 Forensic Serology FS 535 Forensic Chemistry Program-specific admission requirements: In addition to the general admission requirements for graduate Expert seminars: A required 1-credit students, the following program-specific seminar in which forensic experts address requirements must be met: the cohort about key issues in their fields. 1. A Forensic Science application, including personal statements, to Summer project or internship: After the be completed online at first year, students may engage in a www.arcadia.edu/gradapp. summer external internship opportunity or 2. A bachelor’s degree from an research project mentored by a faculty accredited institution with a GPA of member affiliated with the University or its 3.0 or better, with at least a 3.25 in affiliates. the major. It is expected that students have an undergraduate The Second Year degree in the natural or physical In the second year, students take sciences. specialized coursework in forensic biology, 3. One official transcript from each forensic toxicology, forensic chemistry and college, university or professional trace analysis. Students also must school attended. Transfer credits complete a laboratory practicum/internship included on a transcript must and research project mentored by a faculty include grades earned; if not, an member affiliated with the University or its official transcript from the original affiliates. school must be submitted. Transcripts must be sent from the Students generally take the following issuing school in a sealed courses in the second year: envelope and contain the appropriate signatures and seals to Fall Semester be considered official. FS 525 Forensic Toxicology I 4. Completion of at least two FS 526 Forensic Toxicology II semesters of general chemistry FS 531 Forensic DNA Analysis with laboratories, two semesters of FS 512 Forensic Trace organic chemistry with Evidence Analysis laboratories, and two semesters of FS 536 Advanced Forensic general biology with laboratories. Chemistry 5. Three letters of recommendation from persons familiar with the
Arcadia University Graduate Catalog 2011-12 4 FORENSIC SCIENCE at Arcadia University
applicant’s ability to study required deposit to reserve his or her seat graduate-level science. in the class. This deposit will be credited 6. Test scores for the Graduate toward tuition. Students who are granted a Record Examination (GRE) or the deferral must understand that they will be Medical College Admission Test subject to the prevailing tuition at the time (MCAT), taken within the last five of matriculation to the program. years. 7. International applicants should visit Support Services www.arcadia.edu/international for Professional counseling services are detailed information on admission available through the Arcadia University requirements and application Counseling Center. procedures. TOEFL/IELTS results are required for all students for Expenses whom English is a second Tuition: 2011-12 $26,770 language or who have not earned Fees: degrees or diplomas from post- • Parking and registration (per secondary institutions in English- year) $130 speaking countries (e.g. the United Additional Expenses: States, Canada, England, Ireland, • Books and supplies (estimated): Australia, and New Zealand). A Year one $1,000; Year two course-by-course evaluation of all $1,000 transcripts by an independent • Room and Board: Off Campus evaluation service based in the • Travel: Varies United States also is required. 8. It is highly recommended that prospective undergraduate Financial Aid students have completed coursework in genetics, molecular Scholarships biology, biochemistry, statistics, Several partial-tuition scholarships are and instrumental/analytical available for students in the Forensic chemistry. Science program. Upon acceptance into 9. An interview with the Admissions the program, students will be reviewed Committee may be required. automatically for these scholarships, which are based upon academic achievement and General Admissions Procedures are renewable for two years. Upon enrollment into their programs, all students must provide proof of medical Assistantships insurance and also provide information Graduate assistantships are available on a about their health and medical history. If semester-to-semester basis. Select needed, medical insurance can be students automatically are awarded purchased through the University. graduate assistantships upon acceptance, Information and applications are available but any graduate student may apply for a in Student Health Services. campus-wide graduate assistantship. Questions regarding graduate Application Deadline assistantships should be directed to the Completed applications will be reviewed on Office of Graduate and Undergraduate a rolling basis starting February 1. Those Studies at 215-572-2925. Click here for received after February 1 will be reviewed more information on financial aid. based on availability of space in the attending class. Federal Loans Graduate students are eligible to borrow Deferred Admission through the federal Stafford Loan and A student admitted to the full-time program federal PLUS Loan programs. Arcadia and who wants to defer his or her University, in partnership with AES/PHEAA, admission for one year must submit a offers the no-fee Arcadia University request to do so in writing to the Director. Preferred Stafford Loan Program, which Deferrals will be granted by the Department provides students with benefits that include on an individual basis. Once the deferral is • Origination and guarantee fee granted, the student must submit the waivers
Arcadia University Graduate Catalog 2011-12 5 FORENSIC SCIENCE at Arcadia University
• Interest rate reduction during FS 530 Forensic Serology repayment (3 credits) • Superior administration and FS 535 Forensic Chemistry servicing (3 credits) Click here for more information. 3 credit Elective BI 433 Molecular Biology as needed OR All financial aid paperwork not submitted FS 555 Biotechnology online should be sent to the Office of 3 credit Elective BI 404 Genetics as Enrollment Management/Financial Aid. needed OR BI 421 Please e-mail [email protected] or call 1- Human Genetics OR 877-ARCADIA (1-877-272-2342) with CH 203 Equilibrium additional questions. and Analysis
Second-Year Coursework Requirements for the M.S. in Forensic Fall Semester (20 credits) FS 525 Forensic Toxicology I Science (3 credits) FS 526 Forensic Toxicology II (38–70 credits) (3 credits) The program includes at least 38 credits of FS 531 Forensic DNA Analysis required graduate coursework, including 6 (3 credits) to 12 semester hours of research, 6 to 12 FS 512 Forensic Trace semester hours of practicum/internship, Evidence Analysis plus mandatory participation in (3 credits) symposium/seminar series. FS 536 Advanced Forensic Chemistry (3 credits) First-Year Coursework FS 533 Quality Management in Forensic Science Fall Semester (14-17 credits) (1 credit) FS 518 Crime Scene FS 596 Research Project in Investigation and Forensic Science Reconstruction (2 (4 credits)
credits) Spring Semester (17 credits) FS 519 Forensic Pattern Analysis (2 credits) FS 586 Graduate Practicum in FS 570 Criminal Law and Forensic Biology Ethics (3 credits) (4 credits) FS 561a Forensic Science FS 587 Graduate Practicum in Symposium (1 credit) Forensic Chemistry CH 404 Instrumental Methods (4 credits) of Analysis I (3 credits) FS 588 Graduate Practicum in 3 credit Elective BI 440 Biochemistry as Forensic Toxicology needed OR CH 407 (4 credits) Polymers and or FS 583 Graduate Internship in Biopolymers OR BI 438 Forensic Science Bioinformatics [external] (6-12 credits) MA 141 Statistics (3 credits) as FS 596 Research Project in needed Forensic Science (4 credits) Spring Semester (16 credits) FS 520 Moot Court (1 credit) FS 515 Research Methods in Forensic Science (1 credit) FS 504 General Principles of Pharmacology (3 credits)
Arcadia University Graduate Catalog 2011-12 6 FORENSIC SCIENCE at Arcadia University
scene you bring things in with you and when Forensic Science you leave you take things away. This is Courses (FS) known as the Locard exchange principle. This course discusses how to document and 504 collect physical evidence from various types General Principles of Pharmacology of crime scenes without contaminating the This lecture-based course provides a general scene. Students are taught proper techniques introduction to pharmacology as applied to for photographing the crime scene as well as forensic issues, divided into two sections: for the collection of evidence, latent Pharmacokinetics and Pharmacodynamics. In fingerprinting, shoe/tire impressions trace Pharmacokinetics, there is a detailed evidence and DNA collection. Students will be discussion of absorption, distribution, able to reconstruct the entire crime scene for metabolism and excretion of drugs with an court presentation. emphasis on drug transport, active metabolites and drug interactions. In 519 Pharmacodynamics, there is a discussion of Forensic Pattern Analysis receptor-drug binding characteristics and This lecture/laboratory-based course provides efficacy. Various pharmacological effects are students with an overview of the principles discussed, such as, therapeutic, toxic, and concepts on which pattern evidence idiosyncratic, hypersensitive and lethal effects analysis is based. Methods of analysis for with clinical examples to illustrate the various types of forensic pattern evidence differences. There is a detailed including fingerprints, footwear impressions, pharmacological discussion of various drug tire marks, tool marks, blood spatter analysis classes. and fired bullets and cartridges are discussed. Students use mechanical, chemical and visual 512 techniques to develop and analyze these Forensic Trace Evidence Analysis types of pattern evidence. This lecture/laboratory-based course is designed to provide the student with a 520 foundation for the analysis of trace evidence Moot Court in criminal cases. This course includes the The culmination of laboratory analysis of forensic analysis of hairs, fibers, glass, paint, evidential material in criminalistics and other and soil, and the use of microscopy and other forensic disciplines is its presentation in court, analyses in the identification and comparison where the analyst has the opportunity to of trace evidence. Lectures are supplemented explain the testing they performed, interpret with laboratory exercises. their results, and defend their validity and reliability. This course prepares the forensic 515 science student in the preparation and Research Methods in Forensic Science presentation of scientific information to lay This lecture-based course is designed to audiences, and it helps students to familiarize the student with the basic methods understand the dynamics of the courtroom. and techniques of research and the This is achieved through lectures and moot preparation of research papers. It is designed court format. Instructors may utilize reports to instill proper practices for creating an and projects prepared in other courses to experiment and reporting those results and provide the subject matter for the students’ ideas in an appropriate manner. In this testimony. Students are videotaped for self- course, students learn how to research a topic critique. and design an experiment. The students then are asked to dissect and critique relevant 525 scientific journal articles to understand the Forensic Toxicology I intent and content of each section. Finally, the This lecture/laboratory-based course presents students utilize the skills they learned and the major fields that constitute general developed in the previous weeks of the class toxicology: workplace drug testing; to prepare a literature survey or design an performance enhancement; performance experiment on a particular research topic. impairment, e.g., DUI; “date rape”; and postmortem toxicology. It covers methods, 518 procedures, education training and Crime Scene Investigation certification requirements, work performance and Reconstruction and court testimony as well as the nature and This lecture/hands-on based course provides content of applicable regulations and students with an in-depth review of crime guidelines. Lectures, interactive sessions and scene processing and evaluation. Dr. Edmond demonstrations are used to demonstrate Locard stated that when you enter a crime techniques and their application.
Arcadia University Graduate Catalog 2011-12 7 FORENSIC SCIENCE at Arcadia University
530 to controlled substances, ignitable liquids, fire Forensic Serology debris and explosives. A review of organic This lecture/laboratory-based course covers and analytical chemistry as they relate to the biochemical basis of forensic testing forensic chemistry is discussed. procedures and includes classical serological Prerequisites: Students should have and electrophoretic techniques. It examines completed General Chemistry, Organic fundamental genetic and statistical principles Chemistry and Instrumental Analysis courses. and their application to forensic biology. Court testimony in the area of forensic biology also 536 is addressed. Practical and laboratory Advanced Forensic Chemistry exercises demonstrate the techniques and This lecture/laboratory-based course is their applications. designed to build on those topics covered in Forensic Chemistry. This course covers 531 forensic chemistry analytical techniques and Forensic DNA Analysis principles relating to controlled substances, This lecture/laboratory-based course covers fire debris, and ignitable liquids. the basic principles of DNA functions and Prerequisites: FS 535 chemistry, capillary electrophoresis, polymerase chain reaction, and STR 555 multiplexing of nuclear DNA. It examines the Biotechnology history of forensic DNA techniques as well as This course includes lectures and limited surveying current trends including laboratory demonstrations in DNA technology. mitochondrial and single nucleotide DNA The topic areas include: classical examples of polymorphism techniques. Testimony in biotechnology, automated DNA quantitation, admissibility and Daubert hearings are PCR and RT PCR analysis, slab-gel and addressed. Practical demonstrations illustrate capillary electrophoresis, detection methods the techniques and their applications. (fluorescent dyes), genetic analyzers, STR, Y- STR, SNP (nuclear DNA) genotyping, mtDNA 533 sequencing, DNA database analysis, and Quality Management in Forensic Science applications of biotechnology to various fields This lecture-based course discusses with an emphasis on their use in the forensic theoretical and practical applications of sciences. forensic science laboratory management. Expectations for the professional practice of 561a forensic science are changing, driven by Forensic Science Symposium developing technology, legal precedent and This is a wide-ranging introduction to key government regulation. Professional areas and “hot topics” in forensic science, as organizations also play a role in governing the presented by a series of guest lectures by qualifications of people practicing in the field leading practitioners in the field. and setting standards for ensuring that valid science is practiced and admitted to court. 570 This course emphasizes various quality Criminal Law and Ethics measures, including quality control and quality This lecture-based course provides the assurance, proficiency testing, professional student with an introduction to the American certification and laboratory accreditation criminal justice system. Through discussion standards. Issues related to bias, error and and analysis of the U.S. Constitution, the uncertainty also are explored. The class Pennsylvania Constitution, Federal (and reviews critiques of the forensic sciences that state) Rules of Criminal Procedure, Federal are the basis for development of scientific (and state) Rules of Evidence and case law, working groups (SWGs) in various disciplines students develop a practical understanding of and proposed areas for improvement in modern criminal jurisprudence. Special forensic science including research, emphasis and consideration is given to the education, validation, and management of ethical obligations of criminal justice laboratories. practitioners, including judges, prosecutors, defense attorneys, law enforcement officers 535 and expert witnesses. Forensic Chemistry This lecture/laboratory-based course is 583 designed to provide the student with a Graduate Internship in Forensic Science foundation in the theories, techniques and This is a supervised external full-time vocabulary of the unique field of forensic internship at a pre-approved facility. Students chemistry. This course covers forensic are exposed to forensic analysis in an chemistry techniques and principles relating operational forensic laboratory and are
Arcadia University Graduate Catalog 2011-12 8 FORENSIC SCIENCE at Arcadia University
evaluated by the forensic science program samples, experiences with screening external internship committee and the procedures and analytical methodologies and sponsoring forensic laboratory. Credit the assistance of forensic practitioners in the depends on number of hours in the internship, preparation and execution of appropriate with a minimum of 300 hours (6 credits) reports and court testimonies. required to a maximum of 600 hours (12 credits). Other numbers of hours will be 589 prorated accordingly. Independent Research This course is designed for the student to 586 independently integrate his or her graduate Graduate Practicum in Forensic Biology coursework studies and to incorporate his or This is a supervised internal full-time her learning, research and/or internship practicum at the Fredric Rieders Family experiences into a formal presentation. The Renaissance Foundation. Principles of the presentation should demonstrate a forensic analysis of blood and other biological comprehensive and detailed understanding of materials as well as the procedures involved their area of specialization. in DNA profiling of evidence (including DNA extraction, quantitation, amplification and 596 detection) are used to process casework Research Project in Forensic Science samples, perform analyses, interpret results, This course consists of original laboratory- write reports, and participate in moot court based research in some aspect of forensic experiences. Students have multiple hands- chemistry, biology or toxicology, comparing on casework samples, laboratory existing testing modalities or experimenting experiences, and the assistance of forensic with novel techniques. Projects involve all practitioners in the preparation and execution stages of a research task—proposal, of appropriate reports, analyses, and court experimental design, data collection, testimonies. analysis— and are supervised by a member of the regular Arcadia University teaching 587 faculty, another member of the Forensic Graduate Practicum in Forensic Chemistry Science teaching faculty, and a forensic This is a supervised internal full-time practitioner or someone with specialized practicum at the Fredric Rieders Family knowledge. The culmination of this research Renaissance Foundation. Principles and should result in students meeting together to techniques of the forensic identification of compare projects and prepare their capstone drugs including the weighing and sampling of presentations. drug evidence as well as presumptive and confirmatory drug identification are used to 597 process casework samples, perform Research Project in Forensic Chemistry analyses, interpret results, write reports, and This course consists of original laboratory- participate in moot court experiences. based research in some aspect of forensic Students have multiple hands-on casework chemistry that can be taken repeatedly for samples, laboratory experiences, and the credit with approval of the sponsoring assistance of forensic practitioners in the professor and program director. Projects preparation and execution of appropriate involve all stages of a research task— reports, analyses, and court testimonies. proposal, experimental design, data Students also learn those analytical collection, analysis— and are supervised by a techniques used for the forensic analysis of member of the regular Arcadia University trace evidence. teaching faculty, another member of the Forensic Science teaching faculty, and a 588 forensic practitioner or someone with Graduate Practicum in Forensic specialized knowledge. The culmination of Toxicology this research should result in students This is a supervised internal full-time meeting together to compare projects and practicum at the Fredric Rieders Family prepare their capstone presentations. Renaissance Foundation. Principles and procedures used in the forensic analysis of 598 drugs and toxins, including their detection, Research Project in Forensic Biology extraction and purification from biological This course consists of original laboratory- matrices, and quantitation are used to based research in some aspect of forensic process casework samples, perform biology that can be taken repeatedly for credit analyses, interpret results, write reports, and with approval of the sponsoring professor and participate in moot court experiences. program director. Projects involve all stages Students have multiple hands-on casework of a research task—proposal, experimental
Arcadia University Graduate Catalog 2011-12 9 FORENSIC SCIENCE at Arcadia University
design, data collection, analysis—and is 440 supervised by a member of the regular Biochemistry Arcadia University teaching faculty, another This course introduces students to the basic member of the Forensic Science teaching concepts in biochemistry through lecture and faculty, and a forensic practitioner or problem sets. A biomedical perspective is someone with specialized knowledge. The used throughout. Students learn the basic culmination of this research should result in principles governing the structure and function students meeting together to compare of biochemical systems. projects and prepare their capstone Prerequisite: Permission of the instructor. presentations. Chemistry Courses Biology Courses (BI) (CH) 404 Genetics 203 A study of the classical and modern views of Equilibrium and Analysis the nature of the gene, its transmission and its This examination of the principles and theory function, this course includes microbial and of chemical equilibrium in the context of population genetics. Three class hours and quantitative chemical analysis includes three laboratory hours weekly. selected traditional analytical laboratory Prerequisites: BI 101 and 102; or permission techniques frequently applied to analyses of of the instructor. systems of biological and environmental interest. It also introduces instrumental 433 techniques of analysis. Molecular Biology Prerequisite: CH102; or permission of the This study of the molecular structure and Chair. functioning of the gene includes in-depth investigation of current areas of molecular 404 research in biological fields such as medicine, Instrumental Methods of Analysis I development, population biology and This study of the theory and practice of evolution. Laboratory involves techniques of instrumental analysis includes molecular biology including DNA purification electrochemical, spectrophotometric, and analysis, cloning and the polymerase chromatographic, mass spectral and nuclear chain reaction. Three class hours and three magnetic resonance methods of analysis as laboratory hours weekly. background for the separation, identification Prerequisites: BI101, 102, 204, CH101, 102; and analysis of chemical substances. Three or permission of the instructor. class hours and four laboratory hours weekly. Prerequisites: CH 203, CH 301, CH 302 438 highly recommended. Bioinformatics This is an interdisciplinary course in 407 Bioinformatics offered by the Departments of Polymers and Biopolymers Computer Science/Math and Biology. The This course is a coherent introduction to focus of this course is on genomics including modern polymer chemistry designed for concepts in gene structure and function. students interested in chemistry, physics, Students gain knowledge in the utilization of engineering and biochemistry. Specifically, genome databases/browsers and this course aims to broaden the perspective of bioinformatic tools employed for gene model students in the different technical areas to the prediction (annotation), and use those tools to point where they can appreciate the scope annotate sequences from various eukaryotic and importance of polymers, biopolymers and genomes. Students are given instruction on contemporary polymer technology. Emphasis algorithm design based on pattern-matching is placed on the nature and synthesis of and gain hands-on experience in the use of polymers; biological polymers and their algorithms to help predict gene models and to reactions; thermodynamics and kinetics of test those models for accuracy within the polymerization; and physical characterization, context of the programming language Perl. fabrication, testing and uses of both natural Collaboration between students trained in and synthetic polymeric materials Four class different disciplines (math, computer science, hours weekly. biology) is encouraged in order to address Prerequisites: CH 201, CH 202. issues in genomics and to reflect the interdisciplinary nature of the field. Prerequisites: BI101/BI102; CS101/CS102.
Arcadia University Graduate Catalog 2011-12 10 FORENSIC SCIENCE at Arcadia University
Math Courses (MA)
141 Elementary Statistics This is an introduction to basic statistical techniques and their applications to the sciences, social sciences and business administration. It includes the collection and presentation of data, measures of central tendency and variability, probability, sampling distributions, confidence intervals, hypothesis testing, correlation and regression, and introduction to analysis of variance. Students learn to use common computer packages in statistics. Prerequisite: MA 100 or placement exam.
Arcadia University Graduate Catalog 2011-12 11 General Science Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
ED 523 The Teacher and the Coordinator Classroom, Secondary Julia Plummer, Ph.D. ED 580 Introduction to Inclusive Education ED 553 Issues in Science for Master’s Degree and Secondary Teachers Teacher Certification ED 607 Strategic Instruction for Adolescent Readers and Master of Education with a Writers 7-12 Concentration in Secondary ED 565 Introduction to Education Instructional Technology Certification: General Science Instructional, Intern, Supervisory 3. Electives (3–9 credits) chosen with the adviser About the Secondary 4. Culminating Activity. (3 credits) Education Master’s ED 596 Curriculum Development Degree Program Project
This program is designed to allow students Teacher Certification seeking certification in secondary areas to Pennsylvania Instructional Teacher attain a master’s degree concurrently. The Certification (variable credit depending on degree is not required for certification, and previous academic credentials) individual requirements for certification may vary based on academic experience. The General Science 7–12 program must be planned with an adviser to ensure that degree and/or certification ED 503 General Foundations of requirements are satisfied. Education in the United States ED 513 Meeting the Needs of Master of Education Diverse Learners ED 523 The Teacher and the Degree Requirements Classroom, Secondary (M.Ed.) ED 553 Issues in Science for Secondary Teachers (a minimum of 30 credits) ED 565 Introduction to Instructional Technology Secondary Education Concentration ED 471 Graduate Student Teaching Practicum: 1. Foundation Courses (6–9 credits) chosen Secondary 7–12 with the adviser from the following: (6 credits; credits not ED 503 General Foundations of applicable to master’s Education in the United degree) States or ED 583B Fieldwork (for students One additional foundation chosen from ED holding a valid 501–510 Pennsylvania Instructional I or II certificate) (3 credits; 2. Concentration Courses (15–18 credits) credits not applicable to chosen with the adviser from the following: master’s degree) ED 513 Meeting the Needs of Diverse Learners Additional Certification Requirements ED 514 Assessment in the Classroom 1. Completion of all subject area coursework ED 517 Human Development: The required to meet the general and specific School Years, K–12 certification standards of the Pennsylvania
Arcadia University Graduate Catalog 2011-12 1 General Science Education at Arcadia University
Department of Education. This will be determined by the coordinator.
2. A grade of “B” or better in the Graduate Student Teaching Practicum.
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Praxis I: Passing scores on Reading, Writing and Mathematics tests are required for admission to the program. Praxis II: General Science Content Knowledge (10435) Qualifying Score: 146
Arcadia University Graduate Catalog 2011-12 2 Genetic Counseling at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Laura Conway, Ph.D., C.G.C., is the Faculty Academic Coordinator of Research and Program Director Laboratory Education. She earned Kathleen D. Valverde, M.S., C.G.C., earned received a Ph.D. in Biochemistry from a B.S. in Psychology from Binghamton the University of Wisconsin-Madison. University and an M.S. in Human She engaged in research for several Genetics and Genetic Counseling from years before attending the Genetic Sarah Lawrence College. She returned Counseling graduate program at Arcadia to Sarah Lawrence College as the University. After graduating in 1999, she Fieldwork Facilitator for the Genetic practiced as a prenatal genetic Counseling Training Program before counselor for five years. Dr. Conway has joining Arcadia University as the served as an abstract reviewer for the Assistant Director in 1995. In 2004 she National Society of Genetic Counselors, assumed the role of Program Director. and she is a grant reviewer and finance She has worked in the genetic chair for the Jane Engelberg Memorial counseling field for more than 25 years Fellowship. Her primary interest is how with extensive expertise in cystic genetic counselors can incorporate fibrosis. She has served on the National changes in technology. Society of Genetic Counselors Board of Directors and is on the task force to Kathryn Spitzer Kim, M.S., C.G.C., is establish a new accreditation agency for Coordinator of Counseling Education. genetic counseling programs. She is She has more than 20 years of actively involved with pursuing licensure experience in the genetic counseling for genetic counselors in the Common field in a variety of settings (prenatal, wealth of Pennsylvania. She has hospital-based and private practice). published extensively and has a special She has focused on teaching and interest in clinical supervision and supervising genetic counseling students cancer counseling. for more than 15 years. Her primary interests are the psychological aspects Faculty of genetic counseling and Ian Krantz, M.D., is the Medical Director of multiculturalism. She recently wrote a Arcadia’s Genetic Counseling program. chapter on interviewing techniques in He is an Associate Professor of the second edition of A Guide to Genetic Pediatrics, an attending physician in Counseling. Genetics Services, and director of the genetics residency/fellowship program at Adjunct Faculty the Children’s Hospital of Philadelphia Barbara Bernhardt, M.S., C.G.C., University (CHOP). Dr. Krantz serves on the of Pennsylvania Clinical Advisory Board for the Cornelia Melanie Corbman, Cancer Treatment de Lange Syndrome (CdLS) Foundation, Center of America the Foundation for the Advancement of Brenda Finucane, M.S., C.G.C., Director of International Medical Education and Genetics Services, Elwyn Training and Research, and the Alagille Syndrome Research Institute Alliance. In May 2004, a research team Andrea Forman, M.S., C.G.C., Family Risk led by Dr. Krantz reported in Nature Assessment Program, Fox Chase Genetics that they had identified a gene Cancer Center on chromosome 5 which, when altered, Kristi Fitzgerald, M.S., C.G.C., Biochemical causes CdLS. Dr. Krantz has been the Genetics, Children¹s Hospital of course director for the Medical Genetics Philadelphia courses GC 550 and 551 since 2002. He Paige Kaplan, M.D., Biochemical Genetics, regularly supervises students in clinic Children¹s Hospital of Philadelphia and provides thesis advising and Wenda Long, Ph.D., University of mentoring. Pennsylvania
Arcadia University Graduate Catalog 2011-12 Genetic Counseling at Arcadia University
Donna McDonald-McGinn, M.S., C.G.C., participate in a variety of community service Associate Director Clinical Genetics, projects. Children¹s Hospital of Philadelphia Livija Medne, M.S., C.G.C., Genetics, Arcadia alumni are working across the country Children¹s Hospital of Philadelphia in diverse genetic counseling roles. Overall, Kate Nathanson, M.D., Cancer Genetics, employers have been extremely pleased with Hospital of the University of the Arcadia graduates' work ethic and Pennsylvania performance. In fact, several Steven Robbins, Ph.D., Department of institutions employ multiple Arcadia graduates. Psychology, Arcadia University Cynthia Rutherford, M.A., Counselor, The Master of Science in Genetic Counseling Arcadia University Counseling Center program offers a degree in a recognized Sheryl Smith, Ph.D., Department of Biology, specialty in medical genetics. The two-year, Arcadia University full-time graduate program is designed to Nancy Spinner, Ph.D., Department of provide students with the proficiencies and Human Genetics, Children¹s Hospital of knowledge base required of a successful Philadelphia practitioner. The program includes scientific, Susan Walther, M.S., CGC University of medical, psychological and clinical courses Pennsylvania Molecular Laboratory combined with practical experience. Maren Westphal, Ph.D., Counseling Psychology, Arcadia University Students will be trained to understand the Alisha Wilkens, M.S., CGC, Children’s complex environment in which the genetic Hospital of Philadelphia counselor must operate and learn to apply knowledge from the life sciences and psychology in order to address the needs of Master’s Degree patients, community lay groups, and health and human services professionals. A research Master of Science in Genetic Counseling project/thesis during the second year is required for graduation.
About the Genetic The program meets the requirements of the American Board of Genetic Counseling Counseling Master’s (ABGC) for curriculum content, clinical Degree experience and overall program design and has been granted full accreditation status. Therefore, students who graduate from the National Recognition, Local Support Arcadia University Genetic Counseling Arcadia's Genetic Counseling program is one program are qualified to sit for the certification of only 28 accredited programs in North examination offered by the ABGC. America. Established in 1995, the program has graduated more than 150 students and is the A Growing Profession: Genetic Counseling is second largest program in the country. a growing profession that combines expertise Accepting 12-14 students annually, Arcadia in scientific knowledge and finely developed provides personal attention and access to counseling abilities. The majority of graduates clinical opportunities at some of the nation's work in major medical centers, primarily in premier healthcare facilities. reproductive medicine. The range of positions open to genetic counselors continues to Arcadia's program has the full support of the expand and now includes general genetics genetics community in the greater Philadelphia services (pediatric and adult), clinical services area. Clinical training is one of the devoted to one diagnosis (a specialty clinic), program's greatest strengths, community support organizations, public with individualized clinical opportunities at health departments and services, clinical genetics sites throughout the Delaware administration, research, commercial Valley. Access to so many clinical training laboratories, and private practice. The centers allows students to broaden their continuing growth in understanding inherited educational experience beyond traditional conditions predicts expansion for the clinics to research in medical subspecialties, profession. health care management, and non-traditional genetic counseling roles. In addition, students
Arcadia University Graduate Catalog 2001112 2 Genetic Counseling at Arcadia University
Recent data suggest that there are sufficient professional recognition in various areas. numbers of positions available for new Many students have had thesis projects graduates in the field. The mean starting presented as abstracts or published in salary for a genetic counselor with a master¹s professional journals. degree is $64,870, as stated by the American Medical Association (2008). A strong 100 Percent of Alumni Recommend professional organization, the National Society Arcadia¹s Program: Results of the 2007 of Genetic Counselors (NSGC), provides Alumni Survey found that 100 percent of those ongoing education and communication for who completed the survey would recommend genetic counselors through annual Arcadia¹s Genetic Counseling program to conferences, a newsletter and a journal. prospective students. Ninety-eight percent also felt that their Arcadia training had prepared Potential applicants are urged to contact the them well for work in the field. Employment NSGC for information about careers in rates were high, with 72 percent finding work genetics at www.nsgc.org. within three months of graduation and 94 percent hired within 12 months. Academic and Clinical Facilities: Arcadia¹s typical class size is 12-14 students per year. A Genetic Counseling Frequently Asked genetic counseling program house serves as a Questions central location for students to meet and obtain information about conferences, positions When are applications due? Applications are available, and other opportunities. due on January 15.
US News & World Report named “genetic What are the Graduate record Examination counselor as a 2009 top 10 best career in (GRE) codes? Arcadia University's GRE code terms of job satisfaction and job market is 2039. outlook, with the national median pay at $71.000. The NSGC 2010 Professional Status Where do I send applications and Survey reports an average salary for clinical supporting documents? Applications and genetic counselors as $62,000. supporting documents should be sent to:
The wealth of genetics services in the Arcadia University Philadelphia area provides students with a Enrollment Management Office broad range of clinical experiences in settings 450 S. Easton Road that include community hospitals and Glenside, PA 19038-3295 university-based medical centers. All clinically oriented courses are taught by experienced Can I still apply even if I haven't finished all members of the genetics community. the pre-requisite courses? Yes, applications will be reviewed from applicants who have not Practica and Clinical Internships: The first- completed all of the pre-requisite courses with year practica are based at any of 24 different the understanding that an accepted student institutions throughout the Philadelphia area. must complete these courses before classes In the second year, a total of 58 clinical start in September. internship sites are available. These sites include 22 prenatal, eight pediatric, 11 cancer, When will I be notified if I am offered an and numerous specialty clinics in the areas of interview? Invitations for interviews are reproductive genetics, neurogenetics, generally mailed in March. metabolic genetics, cardiovascular genetics and others. The clinical internships are When do interviews take place? Interviews supervised by board-certified genetic are scheduled on Mondays and Fridays counselors and/or board-certified clinical throughout the months of March and April. geneticists. The location of these sites extends Applicants will be instructed to call the Genetic from Trenton, N.J., to Newark, Del., and from Counseling Department office to schedule an Camden, N.J., to Harrisburg, Pa. interview.
The Arcadia University Genetic Counseling When will I be notified whether I've been program has graduated more than150 accepted to the program? There is a students who are working in more than 28 universal acceptance date for all Genetic states. Arcadia graduates have achieved Counseling programs approved by the
Arcadia University Graduate Catalog 2001112 3 Genetic Counseling at Arcadia University
American Board of Genetic Counseling. This including at least one from a college professor date is usually the first Friday in May. The and one from a practicing genetic counselor or universal acceptance date for 2012 is April 23. comparable health professional.
How many students apply to Arcadia's Can I visit Arcadia's Genetic Counseling program? How many students are program? Graduate Open Houses are held accepted? The Arcadia University Genetic three times a year in the months of April, Counseling program receives more than 100 August and November. Other dates can be applications per year, and 12-14 students are arranged by contacting the program Director. accepted for the incoming class. Is there a thesis requirement? Each student What are the average GPA and GRE scores develops and performs an independent of accepted students?A minimum GPA of research project. The projects are initiated in 3.0, minimum combined GRE score of 1000 on the second semester of the first year and Quantitative and Verbal sections, and written up as a thesis by the end of the second minimum of 4.0 on the Analytical section are year. Many of these projects are subsequently recommended. However, multiple factors are submitted for presentation at national meetings considering during the admissions process. or for publication. The admissions committee weighs many variables when selecting a student, so students who do not have these minimum requirements are still welcome to apply. Master of Science in What type of volunteer experience do I Genetic Counseling need? The admissions committee would like to see that the applicant has observed some Admissions genetic counseling sessions prior to applying to the program. However, due to many Requirements constraints, this type of opportunity is not In addition to the general admission available to all applicants. In lieu of genetic requirements, the following requirements must counseling observations, work in other health- be met. All application materials must be in the related fields will be considered. Office of Enrollment Management by January Are scholarships or financial aid available 15. to students? For the past two years, partial 1. A Genetic Counseling application, scholarships have been awarded to 90% of the including personal statements, to be incoming students. completed online at www.arcadia.edu/gradapp. Does Arcadia accept international 2. A bachelor’s degree from an students? If so, are there additional accredited institution with a entrance exams? The Arcadia Genetic recommended GPA of 3.0 or better. Counseling program does admit international 3. One official transcript from each students. International applicants should visit college, university or professional www.arcadia.edu/international for detailed school attended. Transfer credits information on admission requirements and included on a transcript must include application procedures. Official results from grades earned; if not, an official the TOEFL or IELTS are required for all transcript from the original school students for whom English is a second must be submitted. Transcripts must language except for non-native speakers of be sent from the issuing school in a English who hold degrees or diplomas from sealed envelope and contain the post-secondary institutions in English-speaking appropriate signatures and seals to be countries (e.g. the United States, Canada, considered official. England, Ireland, Australia, and New Zealand). 4. The prerequisite courses listed below. A course-by-course evaluation of all transcripts All courses used toward the minimum by an independent evaluation service based in prerequisites must be taken through the United States also is required. the appropriate departments, e.g., Biology, Chemistry, and Psychology. Whom should I ask for letters of All prerequisite courses must be recommendations? Three personal letters of completed prior to the start of the recommendation are required for admissions, Genetic Counseling program. One-
Arcadia University Graduate Catalog 2001112 4 Genetic Counseling at Arcadia University
half of the prerequisite courses must evaluation service based in the United have been taken within 10 years prior States also is required. to application. a. Biological Sciences—four courses All application materials must be sent to the in Biology, including General Office of Enrollment Management. Genetics. (Human Genetics should not be substituted for a Application Deadline General Genetics course.) b. Chemistry—three courses, to All application documents, along with a $50 include at least one semester of ($25 online application) non-refundable General Chemistry and Organic application fee, must be submitted to the Chemistry. Biochemistry is not Office of Enrollment Management by January required but is strongly 15 of the year in which the applicant is seeking recommended and will fill the admission. requirement for the third Chemistry course. Notification of admission is made to applicants c. Psychology—two courses. by telephone, letter, or e-mail on the universal d. Statistics—one course, which acceptance date in late spring, and candidates should include descriptive are expected to reply by the date indicated in statistics, differences between two their notification. A $500 deposit must means, correlation and beginning accompany the acceptance reply. This deposit concepts of analysis of variance. is applied to the first semester tuition, and it is 5. Three letters of recommendation, at non-refundable if students fail to enter the least one from a professor and one program on the date for which they are from a practicing genetic counselor or accepted. comparable health professional. 6. Test scores for the Graduate Record Expenses Examination (GRE), taken within the last five years. A minimum total score Tuition for 2011: $27,500 of 1000 is required for the verbal and Fees quantitative portions of the test with Parking, registration, student liability no single score below 450. A insurance $130 (per year). minimum score of 4 is required for the Additional Expenses: analytical writing portion of the test. Books and supplies (estimated): Year 7. A personal interview with the program one – $500; Year two – $400 Director. Room and Board: Off Campus 8. Knowledge of the profession through Travel: Varies work or volunteer experience. A broad Upon enrollment into their programs, all overview of the profession is students must provide proof of medical preferable to experience in a limited insurance and also provide information about area. their health and medical history. If needed, 9. A high degree of both physical and medical insurance can be purchased through emotional health. the University. Information and applications 10. International applicants should visit are available at Student Health Services. www.arcadia.edu/international for detailed information on admission Financial Aid and Scholarships requirements and application procedures. Official results from the Several partial-tuition scholarships are TOEFL or IELTS are required for all available for Genetic Counseling students. students for whom English is a Upon acceptance into the program, students second language or who have not will be reviewed automatically for these earned degrees or diplomas from scholarships, which are based upon financial post-secondary institutions in English- need and academic achievement and are speaking countries (e.g. the United renewable for two years. States, Canada, England, Ireland, Australia and New Zealand). A Graduate Assistantships course-by-course evaluation of all transcripts by an independent In addition to partial scholarships awarded to all qualified students, graduate assistantships
Arcadia University Graduate Catalog 2001112 5 Genetic Counseling at Arcadia University
are available. Select students automatically PY 685 Psychopathology and are awarded graduate assistantships upon Theories and Techniques acceptance, but any full-time graduate student for Genetic Counselors may apply for an assistantship, which offers a (3 credits) credit toward tuition costs in exchange for working a specified number of hours per week Spring (15 credits) for a department. Questions regarding GC 504 Laboratory and graduate assistantships should be directed to Diagnostics II (2 credits) the Office of Graduate and Undergraduate GC 505 Clinical Applications Studies at 215-572-2925. (2 credits) GC 506 Topics in Human Genetics Outside Scholarships (2 credit) GC 507 Human Embryology and Additionally, students are encouraged to Teratology (4 credits) contact outside organizations to apply for GC 511 Practicum (3 credits) outside scholarships. For more scholarship GC 540 Introduction to Cancer opportunities, refer to the National Association Genetics (2 credits) of Genetic Counselors at www.nsgc.org. PY 688 Cultural Bases of Counseling (3 credits)
Master of Science in Second Year Genetic Counseling Summer I (6 credits) Requirements (M.S.G.C.) GC 530 Introduction to Thesis (75 credits) (1 credit) GC 541 Reproductive Genetics Program Requirements (2 credits) A minimum of 75 credits including GC 542 Clinical Internship coursework practica, clinical (3 credits) internships, and thesis. Satisfactory completion of four clinical Fall Semester (16 credits) internships at approved sites with GC 545 Clinical Internship (3 participation in at least 50 supervised credits) cases. GC 550 Medical Genetics I (3 A research paper (thesis) satisfactorily credits) completed during the second year. GC 552 Genetic Counseling Techniques I (2 credits) An overall minimum GPA of 3.0 GC 554 Grand Rounds I (1 credit) maintained throughout the program. GC 558 Thesis I (2 credits) A grade below “C” is not acceptable GC 565 Biochemical Genetics (2 toward the degree. credits) Continuous enrollment. HE 575 Family in Contemporary
Society (3 credits) First Year
Spring Semester (14 credits) Fall Semester (21 credits) GC 546 Clinical Internship GC 501 Advanced Genetics (3 credits) (4 credits) GC 551 Medical Genetics II GC 502 Medical Physiology (3 credits) (4 credits) GC 553 Genetic Counseling GC 503 Laboratory and Techniques II (2 credits) Diagnostics I (2 credits) GC 555 Grand Rounds II (1 credit) GC 509 Introduction to Genetic GC 556 Topics in Professional Counseling (2 credits) Development (2 credits) GC 510 Practicum (3 credits) GC 557 Ethical Issues in Genetic PY 521 Research Design, Counseling (1 credit) Methods and Evaluation GC 559 Thesis II (2 credits) (3 credits)
Arcadia University Graduate Catalog 2001112 6 Genetic Counseling at Arcadia University
Elective Courses Up to 3 elective courses from the following can be taken: PY 605 Addictive Behaviors: Substance Abuse and Eating Disorders Counseling (3 credits) PY 610 Group Counseling (3 credits) PY 611 Couples and Family Therapy (3 credits) HE 560 Issues in Community and Environmental Health (3 credits) HE 530 Theories of Health Behavior and Health Education (3 credits) HE 573 Human Sexuality (3 credits) HE 578 Stress: Use and Misuse (3 credits) HE 583 Contemporary Health Topics (3 credits)
Arcadia University Graduate Catalog 2001112 7 Health Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Faculty Master’s Degrees
Director Master of Arts Degree in Community Health Andrea Crivelli-Kovach, Ph.D, MA., MCHES Education (M.A.H.E.) Professor and Director of Community & Global Health Programs Master of Science Degree in Community Health Education (M.S.H.E.) Faculty
Andrea Crivelli-Kovach Ph.D, MA. MCHES Dual Degree Program: Master of Science in Professor Health Education and Master of Medical Erin Knight, Ph.D., MPH. Assistant Science (Physician Assistant) Professor
Alison Tartaglia, DrPH (c), M.S.P.H. Assistant Professor Adjunct Faculty About the Master of Mark Bradley, M.P.H., International Health, Health Education Degree Environmental Health Brandon Becker, M.P.H., Epidemiology, Biostatistics Preparation for community public Theresa Clark, M.P.H., HIV, STDs, human health professions Sexuality, Family, Community Health Capstone projects that integrate Education practice and research Lauren Davey, M.P.H., PA-C, Optional internship that gives students Epidemiology, Genetics firsthand experience working in a Stacy Davis, MPH, Ph.D., Research community health setting Methods, Theories of Health Behavior Domestic and international service Shannon DeVader, M.P.H., Epidemiology, projects and internships Biostatistics Option to incorporate more of an Bernadette Hohl, M.P.H., Research international focus in the degree with Methods, Violence Prevention specific course selections and an Maryann Hughes, M.B.A., Health Care international or global focus for the Management and Systems internship and capstone project. Melita Jordan, RN, M.S., Social Determinants, Research Methods The Master of Health Education degree Diane Koser-Seltzer, M.A., RN, CANP, educates community health education Stress Management professionals to promote the health of Hien Le, Ph.D. Epidemiology & Biostatistics individuals, families, communities, and the Marie Manzo, Clinical Psychologist, Family environment. This is accomplished through a Dierdre McKee, M.P.H., Grant Writing, program that integrates education, research, Public Health Practice and practice in a global environment. The Robert McKenna, M.S.H.E., Human goals of the Health Education program are the Sexuality, Drug and Alcohol Abuse following: Alex Otieno, MPH, International/Global Health Educate community health education Fran Pollock, M.S., RN, Drug and Alcohol professionals and develop the skills Abuse needed to promote health within Jim Quigley, M.P.H., Environmental Health communities. Christen Rexing, Ph.D. (C), Health Policy, Provide an academic environment Violence Prevention that integrates community health Ramona Salotti, M.P.H., R.N., Occupational education with research and practice. Health, Disaster Preparedness, Enhance the understanding of the Research Methods connection between health status and Stacey Thomas, M.P.H., International/ human rights. Global Health, Women’s Health Translate knowledge into practice through collaborative service projects
Arcadia University Graduate Catalog 2011-12 1 both domestically and internationally. 5. Knowledge of the profession through This can be accomplished through work or volunteer experience. internships and clinical rotations with 6. International applicants should visit community-based organizations, www.arcadia.edu/international for clinics, and local health departments. detailed information on admission Employ scientific investigation to requirements and application advance public health knowledge of procedures. the relationship between health and TOEFL/IELTS results are required for the structural environment within all students for whom English is a which individuals live and work. second language or who have not earned degrees or diplomas from The Health Education degree is offered post-secondary institutions in English- through the College of Health Sciences. speaking countries (e.g. the United States, Canada, England, Ireland, Australia, and New Zealand). A course-by-course evaluation of all transcripts by an independent Admission to the Master evaluation service based in the United States is required. of Health Education Program Applications to the HE Program are reviewed on a rolling basis. Students may apply for Expenses admission to the program beginning in Fall, (Dual degree program expenses are listed Spring, or Summer. Applications must be under the specific programs.) complete before they are reviewed for Tuition: 2010-11 $670 per credit admission to the program. Fees: Deferred Payment: $40 In addition to the general admission Audit: $670 per course requirements for graduate students, the Parking: $30 per semester (fall and spring) following program-specific requirements must before 4 p.m. No charge after 4 p.m. be met:
1. A completed graduate application including personal statements, to be completed online at www.arcadia.edu/gradapp. Degree Requirements 2. A bachelor’s degree from an for the M.S.H.E. in accredited institution with a recommended GPA of 2.8 or better in Community Health the major course of study. 3. One official transcript from each Education college, university or professional (36 credits) school attended. Transfer credits
included on a transcript must include grades earned; if not, an official Required Foundation Courses (6 credits) transcript from the original school PBH 520 Statistical Methods in Health must be submitted. Transcripts must Education (3 credits) be sent from the issuing school in a sealed envelope and contain the PBH 640 Research Methods & Design appropriate signatures and seals to be for Health Professionals (3 considered official. credits) 4. Three letters of recommendation, at least one from a professor (if a recent graduate) and one from a health professional.
Arcadia University Graduate Catalog 2011-12 2 Violence and Injury Prevention Required Core Courses (15 credits) Death and Dying
PBH 501 Social Determinants of LGBT Health Issues Health and Disease (3 PBH 584 Successful Grant Writing credits) (3 credits) PBH 510 Health Care Systems (3 PBH 585 Health Policy, Law and credits) Ethics (3 credits) PBH 530 Theories and Principles of PBH 587 Global Health Health Behavior and Communications Health Education (3 (3 credits) credits) PBH 642 Qualitative Research PBH 560 Issues in Community and Methods (3 credits) Environmental Health (3 PBH 645 Evaluation of Public credits) Health Programs: Case PBH 630 Program Planning and Studies (3 credits) Evaluation for Health Professionals (3 credits) Selected Interdepartmental (ID) courses focus on Public Health Internship and Capstone (3 credits) Domestically & Internationally PBH 689 Health Education Internship (Optional) (3 credits) PBH 690 Health Education Capstone Research Degree Requirements Project Seminar I (3 credits) for the M.A.H.E in PBH 691 Health Education Capstone Research Community Health Project Seminar II Education (Optional: on adviser from Advisor) (36 credits) (3 credits)
Required Foundation Courses (6 credits) Electives (12 credits) PBH 520 Statistical Methods in Health PBH 572 Concepts of Mental Health Education (3 credits) and Mental Illness (3 One of the Following: credits) PBH 640 Research Methods & Design PBH 573 Human Sexuality for Health Professionals (3 (3 credits) credits) PBH 575 Family in Contemporary ED 508 Ethnography for Educational Society (3 credits) Practitioners (3 credits) PBH 576 Drug Use and Abuse (3 credits) PBH 578 Stress: Use and Misuse Required Core Courses (12 credits) (3 credits)
PBH 581 Nutrition: Science, Policy PBH 501 Social Determinants of & Controversies (3 credits) Health and Disease (3 PBH 582 International Health and credits) Human Rights (3 credits) PBH 530 Theories and Principles of PBH 583 Contemporary Health Health Behavior and Topics (3 credits) Health Education (3 Women’s Health credits) Health Communication
Arcadia University Graduate Catalog 2011-12 3 PBH 560 Issues in Community and Selected Interdepartmental (ID) Courses in Environmental Health (3 Health Education credits) PBH 630 Program Planning and Evaluation for Health Professionals (3 credits) Certification Upon completion of the Health Education Internship and Capstone (3 credits) Degree, students are eligible to sit for the National Certifying Exam for Health Education PBH 690 Health Education Specialists (CHES). This certification is Capstone Research recognized by many employers and is Project Seminar I recommended to demonstrate mastery of a (3 credits) specific skill set as a Health Education Professional. Information regarding the test is available online through the National Electives (15 credits) Credentialing of Health Education Specialists website (NCHES). PBH 500 The History and Practice of Public Health (3 credits) PBH 510 Health Care Systems (3
credits) PBH 572 Concepts of Mental Health Degree Requirements and Mental Illness (3 credits) for the Dual Degree: PBH 573 Human Sexuality (3 credits) Master of Science in PBH 575 Family in Contemporary Health Education and Society (3 credits) PBH 576 Drug Use and Abuse Master of Medical (3 credits) PBH 578 Stress: Use and Misuse Science (MMS: Physician (3 credits) Assistant) PBH 581 Nutrition: Science, Policy & Controversies (3 credits) This dual degree option in Health Education PBH 582 International Health and and Medical Science prepares students to Human Rights (3 credits) integrate their knowledge of public health, PBH 583 Contemporary Health along with program development, Topics (3 credits) implementation and evaluation skills, to their Women’s Health training as Physician Assistants for work in Health Communication medical settings and within community Violence and Injury centers. Prevention Death and Dying Course Requirements and sequencing are available by contacting the Director of the LGBT Health Issues Program. PBH 584 Successful Grant Writing
(3 credits) Admission to this dual degree program PBH 585 Health Policy, Law and requires the applicant to meet the admission Ethics (3 credits) criteria for both the MSHE Program and the PBH 587 Global Health MMS (PA) program. See Master of Medical Communications Science (Physician Assistant) section of the (3 credits) Graduate Catalog for admission requirements PBH 642 Qualitative Research for the MMS Degree. Methods (3 credits)
PBH 645 Evaluation of Public
Health Programs: Case
Studies (3 credits)
Arcadia University Graduate Catalog 2011-12 4 health problems. Explores the impact of the Health Education environment on issues and problems in public Foundation/ Core health. Courses (PBH) PBH 630 Program Planning and Evaluation for Health PBH 501 Professionals Social Determinants of Health and Disease Fall Fall This course provides an overview of models and Survey of the dimensions of health and disease approaches appropriate for designing and from three perspectives: the U.S. historical implementing health programs. The basics of the experience with health and disease; the social program planning, including needs assessment, context of health and illness, including the operations planning methods, implementation healthcare system and policy issues; and choices strategies, and an introduction to evaluation in healing, integrating conventional and techniques are covered. In addition, complementary therapies. interpersonal, organizational, and community level influences are discussed using PBH 510 contemporary health behavior models. Health Care Systems Prerequisite: PBH 530 Theories Spring and Summer PBH 640 Students are introduced to the U.S. healthcare Research Methods and Design for Health system from an organizational, political, social Professionals and service delivery perspective and healthcare Fall systems internationally. The basic components of the healthcare system and basic economic This course explores the history, bioethics and principles as applied to insurance, Medicare, and current issues in health research in order that Managed Care are discussed. The role of students may understand issues in research. The government in shaping medicine and healthcare course covers quantitative and qualitative in the United States and internationally are research and evaluation design, methods, explored. Offered as an online course. instrument construction and interpretation of results to develop the skills needed for health PBH 520 professionals to perform and critically evaluate Statistical Methods in Health Education research in their prospective fields. Spring PBH 645 This course is designed to teach Health Evaluation of Public Health Programs: Education students research methods and Case Studies statistics as a way of reading the research Spring literature and interpreting findings. Principles and procedures to evaluate public PBH 530 health, disease prevention, and health promotion Theories and Principles of Health Behavior programs are covered. Includes intensive and Health Promotion critiques of case studies from the public health Spring and disease prevention and policy literature. The This course introduces concepts, theories, and selection of case studies is designed to reflect methods employed by behavioral scientists to the diversity of methods and the range of develop, implement, and evaluate public health possible applications. interventions. An overview of psychosocial Prerequisite: PBH 530 & PBH 630 factors related to health and illness behavior, models of health beliefs and behavior, strategies PBH 689 for health behavior change at the individual, Public Health/Health Education Internship group, and community level is presented. Emphasis is on the theoretical perspective and Fall, Spring, Summer how theory can be applied to the design and The Public Health internship may be completed assessment of public health and health with an agency that services minority populations promotion programs and interventions. within the United States, particularly in the Southeastern Delaware Valley or overseas. It PBH 560 consists of 180 hours of work with an NGO (non- Issues in Community and Environmental governmental organization), nonprofit, Health community-based agency or any other Spring organization with a public health section, such as Survey of the basic concepts of community pharmaceutical and insurance companies. The health systems and how they apply to specific student participates in a public health project and
Arcadia University Graduate Catalog 2011-12 5 writes an in-depth report of the experience, developmental stages of the family, life including a detailed evaluation of the organization experiences and perspectives that create working in the area. Students may choose to do variations in family structures and dynamics. the internship separate from their research thesis Contemporary challenges to the historical project as an experience in and of itself. concepts of family that create new evolutionary Prerequisite: Permission of the Program patterns in family structure and connectedness Director. are examined. Within this framework, the impact of public health needs, initiatives, and policies as PBH 690 they relate to the functionality of the family and Capstone Project Seminar in Health ways that “family” influences the direction of Education I public health are also explored. The course Fall and Spring views family in contemporary society through An independent research project is required of all both the psychosocial lens and public health lens students in Health Education as a final and begins the discussion about the reciprocal demonstration of acquired skills and knowledge. interactions between health and individuals, Students have the opportunity to organize, families, and society. synthesize, and communicate the results of the project through an oral defense, a formal poster PBH 576 presentation, and in a written report. Projects Drug Use and Abuse include program development, questionnaire Summer development, program implementation, policy Research and discussion leading to critical analysis, and other creative health education thinking about the social, economic and community-based activities described in the psychological aspects of drug abuse and Capstone Handbook. rehabilitation. Includes discussion of commonly Prerequisites: Completion of all required core abused drugs, including alcohol. Examines each coursework and permission of the Program drug's history, pharmacology, physical and Director. psychological effects. (old #476). Prerequisites: Completion of all required coursework and permission of the Program Director. PBH 578 Stress: Use and Misuse Summer Community Health Examination of causes, symptoms and effects of Elective Courses (PBH) stress. Identifies the close relationship between PBH 572 emotional and physical aspects. Explores ways Concepts of Mental Health and Mental Illness to avoid, eliminate or reduce stress. (old #478) (cross listed with PY 572) PBH 581 Fall, Spring Nutrition: Science, Policy & Controversies This course is an overview of the basic concepts Spring or Summer of mental health and illness and an introduction to selected psychotherapies. A background in Survey of nutritional science as it relates to the counseling or an undergrad degree in needs of individuals and society. Examines Psychology is a prerequisite for this course. nutritional well-being, nutritional requirements and malnutrition states. Includes an evaluation of PBH 573 alternative nutritional approaches, food politics Human Sexuality and policies, and a global perspective of diets Summer around the world Emphasizes the relationship of course material to personal lives. This course explores the dynamics of relationships, gender, sexuality, and identity in a PBH 582 International Health and Human Rights seminar format. Fall, Summer
PBH 575 Family in Contemporary Society This course explores the relationship between Fall contemporary political, socioeconomic, cultural, environmental, and demographic conditions and
their impact on health and human rights from an The course focus is on a study of the structure international perspective. A major focus of the and function of the family in American course is the evolution of healthcare delivery contemporary society. This course covers the systems and governmental and non-
Arcadia University Graduate Catalog 2011-12 6 governmental responses to health and human rights challenges. Other topics include structural adjustment, population dynamics, child survival policies, water and sanitation, HIV/AIDS, appropriate technologies, international organizations, traditional healing, pharmaceutical policy, and human resource development.
PBH 583 Contemporary Health Topics Fall, Spring, Summer
This seminar course addresses special topics, including health communications, women’s health, maternal and child health, gerontology, death and dying, public health in the Caribbean, and other relevant topics. A list of current course offerings follows Women’s Health Health Communication Occupational Health Disaster Preparedness Violence and Injury Prevention Death and Dying LGBT Health Issues
PBH 584 Successful Grant Writing Spring
This course teaches a student the basics of grant writing. Through linkages with community organizations, students prepare a grant, based on defined needs of the organization.
PBH 585 Health Policy and Bioethics Spring
Exploration of concepts and principles of bioethics (i.e. informed consent, confidentiality, full disclosure, rights) as applied to selected contemporary issues important to the health professional. Includes reproductive technology, research on human subjects, justice and heath care.
Arcadia University Graduate Catalog 2011-12 7 History Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
HS 441 Special Studies in Ancient Coordinator History: Ancient Rome Geoffrey Haywood, Ph.D. HS 442 The Italian Renaissance HS 444 Women/Man’s World HS 445 The City in American Master’s Degree History Seminar HS 446 The Soviet Union Master of Arts in Education with a HS 450 Turning Points in Western Concentration in History History HS 455 The World at War, 1914 to 1945 Master of Arts in HS 460 Modern Italy HS 477 Labor in American History Education Degree HS 485 Topics in History Requirements (M.A.Ed.) HS 489 Independent Research HS 689 Independent Research
(a minimum of 30 credits) Electives in Education (9 Education credits)
This program is individualized and planned Electives (9 credits) chosen in consultation with the coordinator. with adviser.
Foundation Courses (6 Education credits) Culminating Activity (0-3 credits)
The foundation courses (ED 501-510) provide Culminating Activity knowledge basic to all aspects of Education. ED 596 Curriculum Development
Project Concentration Courses (15 History credits)
The concentration courses focus on a discipline other than Education. A minimum of 15 credits of the degree program must be taken in English; the remaining credits must be in Education.
Concentration courses are selected from the following: HS 420 Topics in American History HS 422 Sports in America HS 425 European Fascism: Fascist Italy and Nazi Germany HS 426 Age of Dictators-Hitler and Stalin HS 430 Recent America, 1900 to 1945 HS 431 Contemporary America, 1945 to Present HS 435 The Vietnam Wars HS 436 Women in Western Society HS 439 Heritage in the Classic World HS 440 Ancient Greece, from Homer to Alexander the Great
Arcadia University Graduate Catalog 2011-12 1 Infant-Toddler Mental Health Certificate at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
may be applied to a Master of Education Coordinator degree. Cindy Kennedy Reedy, Ed.D. The online certificate program provides an opportunity for students living and working in a Arcadia University variety of regions to train in the field via the Graduate Certificate Web. Courses may be taken from anywhere in the world. This is an asynchronous program, Infant-Toddler Mental Health and students can log on at a time that is convenient to them to complete the About the Certificate coursework. A 20-hour practicum is required for each course. The practicum requires in Infant-Toddler Mental supervisor approval. Health The certificate in Infant-Toddler Mental Health Computer Requirements is a 12-credit part-time interdisciplinary Arcadia For the certificate program, students will need University Graduate Certificate, with four access to high speed Internet. The courses are courses each requiring 20 practicum hours. highly interactive and make use of electronic This certificate is offered fully online and can resources that require Flash software. Students be completed within one calendar year. also may need a webcam for audio/visual recordings and presentations. Software and The Infant-Toddler Mental Health online hardware requirements are identified at the start of each course. certificate program is suited particularly for professionals who are seeking additional expertise in the field of infant-toddler mental Admissions health and who represent a variety of fields, including early intervention, behavioral health, Requirements social work, foster care, early childhood mental Arcadia University welcomes applications for this health consulting, nurse consulting, program from college graduates of all majors and occupational and physical therapy, speech and professions seeking additional expertise in the hearing therapy, and child care. field of infant and toddler mental health.
The program is designed to develop leaders in The following are required: the field, support increased communication among professionals, caregivers and families, A graduate application, including and train infant and toddler mental health personal statement, to be completed professionals. The Infant-Toddler Mental online at www.arcadia.edu/gradapp. Health Certificate program supports prevention and intervention efforts to address mental and A bachelor’s degree from an accredited behavioral health issues in early childhood that institution with a recommended GPA of have been found to reduce significant personal a 3.0 in a relevant discipline. and social difficulties in later childhood, adolescence, and adulthood. One official transcript from each college, university or professional school The certificate program can be taken as a attended. standalone professional development and skills-building program for those participants One letter of recommendation. The who do not have the time or the need for a full- letter must be of a professional not time master’s degree. However, credits earned personal nature. GREs are not required for admission.
Arcadia University Graduate Catalog 2011-12
1
Conflict Management and Transformation at Arcadia University
Admission to the online certificate program ED 613D.OL Communication, does not guarantee admission to the Master of Consultation and Education program. Those interested in Collaboration in Infant- pursuing the M.Ed. must submit a complete Toddler Mental Health application. Credits earned may be applied to (3 credits) the M.Ed. program. Infant-Toddler Mental Expenses Health Courses (ED) and Financial Aid 613A.OL Per credit costs for 2011-12 = $670 Infant-Toddler Growth and Development
($670 x 12 credits = $8,040 This core course is designed to provide professionals with in-depth knowledge about the Additional Expenses: typical and atypical development of children, birth Books and supplies (estimated) $250. through age 3. Specific age-appropriate developmental characteristics and milestones Financial aid is available to assist qualified across all domains (social, emotional, physical, students taking a minimum of six and cognitive) are discussed and connected to credits/semester in covering tuition and related practical application in the field. Review and expenses. Students can apply to receive up to discussion of theoretical concepts related to $20,500 annually (but not more than their cost ITMH is included as well as family and cultural of attendance), through the Federal Direct influences and attitudes and their effect on Stafford Loan at a fixed interest. For more development. Participants reflect, revise and information on available financial aid and how amend their professional practice and their understanding and application of developmental to apply, visit www.arcadia.edu/finaid and click knowledge. The 20-hour practicum is completed on Graduate. in a family or educational setting and requires supervisor approval. This course is a prerequisite Academic Policies for the remaining three courses in the ITMH graduate certificate program. and Procedures 613B.OL A student accepted into the Infant-Toddler Infant-Toddler Assessment Mental Health Certificate program is expected to abide by the regulations set forth by Arcadia This course is the second of two core courses in University. the Infant-Toddler Mental Health online graduate certificate program, yet it also may be taken as a
standalone course. Information provided in this The University reserves the right to dismiss a course prepares participants to understand the student at any time for unsatisfactory design, implementation and evaluation of infant academic performance or for conduct and toddler mental health needs. Students detrimental to the University or to the welfare explore various types and uses of infant-toddler of other students. developmental assessments including DC03-R and DECA to support their own practices and to develop leaders in the field. Applications and Certificate Requirements reflections of the assessments with evidence- (12 credits) based practices are emphasized. Students identify essential gaps in existing programs Required Courses serving young children and their families to ED 613A.OL Infant-Toddler Growth and increase communication among professionals, Development(3 credits) caregivers and families. The 20-hour practicum is ED 613B.OL Infant-Toddler completed in a family or educational setting and Assessment requires supervisor approval. (3 credits) 613C.OL ED 613C.OL Infant-Toddler Mental Infant-Toddler Mental Health Prevention and Health Prevention and Intervention Intervention (3 credits) This course focuses on prevention, early identification and intervention across developmental domains and is designed to
Arcadia University Graduate Catalog 2011-12 2
Conflict Management and Transformation at Arcadia University
provide students with essential knowledge and skills regarding attachment relationships, environments and variables that foster healthy development of children from birth to age 3. Students evaluate evidence-based models of prevention and intervention. The 20-hour practicum is completed in a family or educational setting and requires supervisor approval. Prerequisites: ED 613A and ED 613B are prerequisites for this course.
613D.OL Communication, Consultation and Collaboration in Infant-Toddler Mental Health This course is designed to provide participants with essential skills and knowledge to become effective communicators and consultants for families, caregivers and other professionals who work with children from birth to age 3. Students learn how to promote the socio-emotional development of infants and toddlers through collaboration with adult caregivers and professionals. Participants in this course will understand the roles and responsibilities of a mental and behavioral health consultant. They also gain knowledge on legislative mandates regarding infant and toddler mental health and identify resources for families and professionals at the local, state and national levels. Systematic reflection on their own professional practice allows students to develop leadership skills to support other professionals, families and young children. The 20-hour practicum is to be completed in a family or educational setting and requires supervisor approval. Prerequisites: ED 613A and ED 613B are prerequisites for this course.
Arcadia University Graduate Catalog 2011-12 3
Instructional Technology at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Coordinator Specific Objectives Erik Nelson, Ph.D. 1. Provide sound theoretical foundation while building a bridge to practice. Master’s Degrees and Graduate Certificates 2. Establish the practice of reading and evaluating current research in Instructional Master of Arts in Education in Computer Technology. Education 7-12 Master of Education in Instructional 3. Strengthen teachers’ problem-solving and Technology—Fully Online critical thinking skills. 4. Develop skills necessary for teachers to Arcadia Certificates in plan and utilize technology as a partner in Digital Literacy the teaching and learning process. Digital Design General Technology 5. Provide training in current and emerging technologies. About Arcadia’s 6. Encourage teachers to participate in Instructional Technology professional technology organizations and Degree Program share their knowledge with future teachers.
Learn how to use technology to Master of Arts in design global collaborations. Education in Computer Use Web 2.0 technology to create interactive learning opportunities. Education 7-12 Degree Use digital tools for data-driven decision making. Requirements (A minimum of 30 credits)
The program prepares highly qualified 1. Foundation courses (6 credits) chosen in teachers who are capable of utilizing consultation with the adviser from the technology as a partner in the learning following: process. Arcadia’s Instructional Technology ED 501-510 program develops practitioners who are able to assess educational situations and plan for 2. Concentration Courses (15 credits) the effective use of technology that supports Five 400-level Computer Science courses learning. The program is designed from a problem-based learning perspective and uses 3. Electives (6 credits) real-world scenarios as a stimulus for learners Two Education courses chosen with the to utilize critical thinking and problem-solving adviser from the following: skills. ED 565 Introduction to Instructional Technology Problem-based learning is an instructional ED 566 Web-Based Information method or educational approach that is Literacy characterized by the use of real-world ED 567 Instructional Design for problems as a stimulus for learners to utilize Educational Technology critical thinking and problem-solving skills. It places an emphasis on active engagement 4. Culminating Activity (3 credits) that involves learners in the metacognitive ED 570 Methods for Using process of thinking about their learning and Instructional Technology leading them to a deeper level of (formerly ED 525) understanding.
Arcadia University Graduate Catalog 2011-12 1 Instructional Technology at Arcadia University
ED 570 Methods for Using Master of Education in Instructional Technology Instructional Technology (formerly ED 525) Degree Requirements Arcadia Certificates (A minimum of 30 credits) Admissions Requirements 1. Foundation Courses ED 502 Foundations of Curriculum 1. A bachelor’s degree from an accredited ED 510 Interpreting Educational college or university. Research 2. An application form to be completed online. 2. Core Requirements ED 565* Introduction to 3. A statement describing Internet and Instructional Technology computer access. ED 566* Web-Based Information Literacy 4. An official bachelor’s or master’s degree ED 567* Instructional Design for transcript. Educational Technology *Required prerequisites for all Students interested in a certificate and a specializations master’s degree must apply to both programs. Up to 12 credits completed in the certificate 3. Specialization program may satisfy master’s degree requirements with the approval of the degree Specialization in Digital Literacy program coordinator. (12 credits) Certificate in Digital Literacy ED 568A Digital Tools for Data (12 credits) Driven Decision Making ED 568B Web-Based Resources for This program is designed for teachers who Teaching and Learning would like to focus on the pedagogical aspects ED 568C Using Technology in the of utilizing technology in their planning and Design of Global teaching practices. Collaborations ED 566D Instructional and Assistive Certificate Requirements Technology ED 565 Introduction to OR One course selected from the Instructional Technology Digital Design (Required) specialization Choose any three of the following four courses: Specialization in Digital Design ED 568A Digital Tools for Data (12 credits) Driven Decision Making ED 568B Web-Based Resources for ED 569A Designing Collaborative Teaching and Learning Internet Activities for ED 568C Using Technology in the Today’s Classroom Design of Global ED 569B Technology Leadership I Collaborations ED 569C Technology Leadership II ED 566D Instructional and Assistive ED 569D Multimedia Design for Technology Interdisciplinary Teaching OR One course selected from the Digital Design Specialization in General Technology specialization Combination of four choices from Digital Literacy and Digital Design Certificate in Digital Design One Elective chosen with the adviser (12 credits)
4. Culminating Activity (3 credits)
Arcadia University Graduate Catalog 2011-12 2 Instructional Technology at Arcadia University
This program is designed for teachers who would like to focus on creating their own inquiry-based technology activities.
Certificate Requirements ED 565 Introduction to Instructional Technology (Required) Choose any three of the following four courses: ED 569A Designing Collaborative Internet Activities for Today’s Classroom ED 569B Technology Leadership I ED 569C Technology Leadership II ED 569D Multimedia Design for Interdisciplinary Teaching
Arcadia Certificate in General Technology (12credits)
This program is designed for teachers who would like to gain expertise in both Digital Literacy and Digital Design. Courses are chosen with the Program Coordinator.
Certificate Requirements ED 565 Introduction to Instructional Technology (Required) Choose any three of the following courses: ED 568A, ED 568B, ED 568C, ED 566D, ED 569A, ED 569B, ED 569C, Ed 569D or one elective course chosen with the adviser.
Arcadia University Graduate Catalog 2011-12 3 International Film Marketing at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
established circuits of distribution that demand Faculty innovative strategies. Program Director Film festivals support the cultural wealth of a Shekhar A. Deshpande, Ph. D., Professor community as well as the entrepreneurial, and Chair of the Media and creative economy of a city, a region, the nation Communication Department or on an even larger scale. Such promotional activities, from making a pitch for the film or Lisa B. Holderman, Ph. D., Associate the script to strategic positioning in the market, Professor and Director of Undergraduate make it essential for good ideas to thrive. Studies Opportunities to complete projects at film Alan W. Powell, M.F.A., Associate festivals add the essential dimension of global Professor learning to students’ preparation for successful Michael Dwyer, Ph. D., Assistant Professor careers. The M.A. degree program in Michael Gozzard, Adjunct Professor International Film Marketing opens up Sharon Pinkenson, Executive Director of employment or entrepreneurial opportunities in the Greater Philadelphia Film Office the following fields: Anita Reher, Founding Director of the European Documentary Network • Film marketing at the regional and Jeffrey Erb, Film Producer national level • Film promotion using public relations strategies Degree and • Marketing and distribution Concentrations • Use of emerging, user-savvy technologies to promote films Master of Arts in International Film • Strategic brand development and Marketing management for films
• Film festival management, either Concentrations entrepreneurial or organizational Film Marketing and Management Film Festival Management • Development and implementation of Scriptwriting and Promotion media strategies in film marketing and distribution
About the M.A. in About Arcadia’s Media and Communication Department International Film Recognized for its innovative curriculum that Marketing prepares students for creative and entrepreneurial careers in the media, the The Profession Media and Communication Department emphasizes integration between practice and Marketing of film has become one of the most theory while also providing a strong dynamic, rewarding and exciting fields on a environment and opportunities for global global scale. Each filmmaker or promoter must learning. Its curriculum takes a forward-looking position himself or herself to highlight the approach to new media and prepares students achievements of the films in various venues to adapt to a fast-changing and challenging and through diverse channels available today. work environment. It is a competitive and a challenging field. Students have taken on successful and Marketing activities strengthen the films and formidable positions in the industry through bring them the spotlight they deserve. Films their training in these programs. With a are marketed through film festivals, through productive faculty with international the new media (including social media and backgrounds and well-recognized expertise in direct-to-consumer channels), and in their fields, the Media and Communication Department provides sound support in the
Arcadia University Graduate Catalog 2011-12 1
International Film Marketing at Arcadia University
classroom and career planning. The course-by-course evaluation of all Department also fosters collaboration with transcripts by an independent other departments on campus, including the evaluation service based in the United Department of Medical Science and the States also is required. International School of Business. applicants should visit www.arcadia.edu/international for detailed information on admission Admission to the requirements and application International Film procedures. Marketing Program Expenses
Tuition for 2011-12 is $670 per credit. The following are required:
Additional Expenses: • A graduate application, including Books and supplies (estimated): $250 personal statements (at least 500 Parking: $30 per semester (Only required if words), to be completed online at classes before 4 p.m.) www.arcadia.edu/gradapp. Master’s thesis requires travel. • A bachelor's degree from an accredited institution with a Graduate students who have recommended GPA of 3.0 or better Financial Aid: been accepted into a degree program and are with an undergraduate major in enrolled for at least 6 credits per semester are communication, media, business, eligible to apply for financial aid. Please visit technology or social science www.arcadia.edu/financialaid for information disciplines. Applicants with other regarding required forms and documents, most majors will be considered on an of which can be submitted online. individual basis according to the
extent of their undergraduate Graduate assistantships are available to all coursework in these fields. students registered for at least 9 credits per • One official transcript from each semester. Students may apply for college, university or professional assistantships upon acceptance and school attended. Transfer credits registration. Questions regarding graduate included on a transcript must include assistantships should be directed to the Office grades earned; if not, an official of Graduate and Undergraduate Studies at transcript from the original school 215-572-2925. must be submitted. Transcripts must
be sent from the issuing school in a Graduate students are eligible sealed envelope and contain the Federal Loans: to borrow through the federal Stafford Loan appropriate signatures and seals to be and federal PLUS Loan programs. Arcadia considered official. University, in partnership with AES/PHEAA, • Two letters of recommendation. The offers the no-fee Arcadia University Preferred letters must be of a professional not Stafford Loan Program, which provides personal nature. If the student has students with benefits that include: been out of school five years or less, • Origination and guarantee fee waivers at least one letter must come from a • Interest rate reduction during professor. repayment • International Applicants: Official • Superior administration and servicing results from the TOEFL or IELTS are All financial aid paperwork not submitted required for all students for whom online should be sent to the Office of English is a second language, except Enrollment Management, Attn. Financial Aid. for non-native speakers of English Please e-mail [email protected] or call who hold degrees or diplomas from 1- (1-877-272-2342) with post-secondary institutions in English- 877-ARCADIA additional questions. speaking countries (e.g. the United States, Canada, England, Ireland, Australia and New Zealand). A
Arcadia University Graduate Catalog 2011-12 2
International Film Marketing at Arcadia University
Students in the Film Marketing and Academic Policies Management concentration and the Film Festival Management concentration have an and Procedures option of completing a thesis that requires travel abroad or completing a non-thesis A grade point average of “B” is required for project in case studies in their respective admission to degree candidacy, internship and fields. Students in Scriptwriting and Promotion for graduation. A grade below “C” may not be concentration will complete a master’s project applied toward a degree, and only 6 credits of in screenwriting. “C” or “C+” will count toward a degree. If a failing grade is received (“C–“ or below), the Core Courses for All Concentrations (18 course may be repeated one time only with the credits) adviser’s permission. No more than two core courses may be repeated. CM 501 Independent Film CM 458 International Film A student may be dismissed for failing grades EN 474 Grant Writing for Non- or if it is determined by the Department that Profits the student’s conduct is unprofessional. See CM 502 Global Film Distribution the general section of the Graduate catalog for Networks more information. CM 503 New Media Marketing CM 520 Strategic Media Planning and Evaluation Requirements for the M.A. in International Film Marketing and Management Concentration Film Marketing (39 credits) The following (15 credits): CM 516 Financial/ Budget The Program Management for Film Production All students in this degree program take core BA 612 E-Commerce courses in film marketing and distribution, CM 504 Event Management independent film, new media marketing and BA 603 Contemporary Issues in strategic media planning and evaluation. Leadership CM 521 The Art and Practice of Each concentration provides training in a Pitching specialized area of international film marketing. The concentration in Film Marketing Also required: (6 credits) and Management provides training in financial CM 525 Internship in Film budget management, human resource Marketing and management, and the art and practice of Management (3 credits) pitching. The emphasis in Film Festival CM 660 Masters’ Thesis in Film Management is directed at preparing students Marketing (requires travel to conduct or coordinate small and medium abroad in the United level film festivals. Courses in this States) (3 credits) concentration include: Film Festival Networks or CM 661 Film Marketing Case and Circuits, Creative Economy and Film Studies—non-thesis Production, and Event Management. The option concentration in Scriptwriting and Promotion (3 credits) places emphasis on scriptwriting for short film and for television, screenwriting and the art Film Festival Management Concentration and practice of pitching. The following (15 credits): Supervised Internships in the student’s field of specialization are required and may utilize CM 506 Film Festival Networks opportunities in Greater Philadelphia area. and Circuits
Arcadia University Graduate Catalog 2011-12 3
International Film Marketing at Arcadia University
CM 522 Creative Economy and CM 458 Film Production International Film BA 603 Contemporary Issues in (3 credits) Leadership This course provides an introduction to the BA 600 Leadership for Effective versatility of world cinema. Film remains the Organizations richest medium around the world, as each culture CM 504 Event Management and each country develops for itself a unique mode of expression in cinema. Several directors Also required: (6 credits) have brought to film an ingenuity that is distinctly CM 527 Internship in Film Festival cinematic and on par with the greatest Management (3 credits) achievements of other art forms. Even in the CM 650 Masters’ Thesis in Film wake of the worst effects of globalization and the dominance of Hollywood form, its industry, its Festival Management marketing and financial power, cinema around (requires travel abroad to the world claims the distinction of new heights of film festival) (3 credits) brilliance, vast depths of its talents, and a historic or CM 651 Film Festival Management as well as cultural character that is unlike any Case Studies—non-thesis other form. option (3 credits) CM 459 Screenwriting and Promotion Short Film Concentration (3 credits) Short film is an undefined but highly ubiquitous The following: (15 credits) category in world cinema. It is often measured for CM 521 The Art and Practice of its length but also for its brevity as well as for its Pitching expansive and flexible reach. This course is a CM 459 Short Film thorough examination of this art form, as old as CM 507 Short Film Script Writing cinema itself, and as expansive as cinema EN 419 Writing for Television around the globe. This broad survey includes CM 508 Screenwriting some classic works, the Academy Award-winning films, achievements of European cinema, various Also required: (6 credits) new formats within short film (anthology film, DVD compilations, etc.), and the forceful re- CM 680 Master’s Project in emergence of this art form on the Internet. The Screenwriting (6 credits) course includes extensive viewing, comprehensive journal entries, research and Communication Courses writing on films. CM 501 (CM) Independent Film CM 419 (3 credits) Writing for Television A broad overview of American Independent film (3 credits) over the past 50 years, this course covers the This course is an analysis and production of trends and major works as well as filmmakers writing for television and radio. General and from cinema verite to mumblecore movement. specific principles of writing for different formats, The emergence of new technologies and re- with consideration of audiences, scope of shaping of independent cinema also is examined. medium and creative freedom in the production The course also focuses on the complex and process are included. The course examines evolving relationships between independent script writing as integral to the different cinemas and studio or big budget productions. production processes in the media. Emphasis is CM 502 on a variety of forms and expressions. Focus is on documentary, entertainment and advertising Global Film Distribution Networks (3 credits) scripts. The course aims to understand the distribution strategies and how they have changed over the past few decades, the interdependent relationship of production, marketing, distribution and exhibition. It includes the history of distribution; varieties of distribution media,
Arcadia University Graduate Catalog 2011-12 4
International Film Marketing at Arcadia University
patterns of distribution, distribution to theaters CM 507 and video and TV distribution, distribution timing, Short Film Script Writing release dates, common benchmarks, booking (3 credits) films, film rentals, distribution economics, and Short films present a unique challenge to writers box office trends; acquisition of distribution rights; and directors in economy of ideas and brevity of distribution agreements; marketing and techniques as well as time. The dynamic of promotion; advertising and ratings; history of writing for short films is a challenge in the current exhibition; audience profile and economics; world of international cinema, especially when megaplexes; theater chains and giant screens; short films are considered to be a distinct form in independents; online ticketing; film piracy; themselves (and not as precursors or trials for electronic projection; and theatrical exhibition feature films). This course involves writing for agreements. short films in fiction, experimental and documentary formats. It is beneficial if taken with CM 503 Short Film, CM 459. New Media Marketing (3 credits) CM 508 The course utilizes potential uses of the new Screenwriting media, including the Internet, digital media and (3 credits) presentation techniques over the World Wide Using a creative approach, the course examines Web. The course develops strategies for several forms of scriptwriting (e.g., playscript, the successful utilization of the social media as well, screenplay and scripts for audio/visual media), including Twitter, blogs, and Web pages. introduces tools of critical analysis through Emerging patterns of customer use and critique of student’s original work, and presents corporate relations also are explored in this practical aspects of marketing the stage of course. screenplay. CM 504 CM 516 Event Management Financial/ Budget Management (3 credits) for Film Production The course provides comprehensive (3 credits) understanding of the modern event industry and This course covers sources and methods of prepares professionals to build their careers in a financing; financing underlying rights (intellectual large field that includes special events, meetings, property, title documents, etc.); preproduction tradeshows, entertainment, festival management, services; purchase of film rights; the role of film theater management, and fundraising. The marketing budget; items within the budget; course facilitates theoretical knowledge on lenders and borrowers; contracts, agreements managing teamwork, organizing meetings, and and paperwork; raising finance; film funds; completing individual and team tasks on time. interests, fees and costs; insurance-backed Upon completion of the course, students will be financing; banking the deal and banking able to work on managing medium- to high-profile documents; gap financing; alternative financing; gatherings, planning promotional parties to sources of revenue/profits; product placement launch new products/ messages, or organizing and sponsorship. share holder events. CM 520 CM 506 Strategic Media Planning and Evaluation Film Festival Networks and Circuits (3 credits) (3 credits) The course develops systematic approaches to This courses is an in-depth examination of the the utilization of all media resources through various perspectives in “festival studies” on how evaluation, planning and assessment steps. The film festivals constitute areas of marketing and course includes asset management, critical nodal promotion for films through national, regional and points in organizations, resource assessment, international networks. Alliances, themes and goals of the media campaign, and execution of traditions of film festivals are explored. The strategic plans. dynamic nature of film festivals and its relationship to various conceptions of cinemas CM 521 are studied. The Art and Practice of Pitching (3 credits) This course covers principles and practice of “pitching,” presenting ideas, proposals and
Arcadia University Graduate Catalog 2011-12 5
International Film Marketing at Arcadia University
projects for fundraising, as well as distribution CM 651 purposes. It utilizes traditional and current Non-Thesis Option: Film Festival perspectives on persuasion techniques in face- Management Case Studies to-face as well as presentation settings. It (3 credits) focuses on one of the most important yet Students will choose a specific film festival case, neglected areas of practical experiences in the contact the institutions and persons involved, media world. It also includes off-beat ideas, as conduct research and present an in-depth study the course emphasizes learning through practice to campus audience as well as on web pages. and experience. CM 660 CM 522 Masters’ Thesis in Film Marketing Creative Economy and Film Production (3 credits)(requires travel abroad or in the United (3 credits) States) This course is a close examination of how film Students travel to film festivals, in cohort groups festivals contribute to the creative economy of a with faculty supervisor for a close, practical study town, a city or a region. Relationships between of the strategies of marketing. Emphasis is on cultural and economic activities are explored. It international film and festivals. includes a broad survey of conceptions and perspectives on creative class and creative CM 661 economy in the United States, Australia, the U.K. Non-Thesis Option: Film Marketing Case and other parts of the world. The course provides Studies a relevant outlook on a dynamics of the emerging (3 credits) possibilities for marketing culture. Students choose a specific film marketing case, contact the institutions and persons involved, CM 525 conduct research, and present an in-depth study Internship in Film Marketing and Management to campus audience as well as on Web pages. (3 credits) This course is 100 hours of work plus a CM 680 comprehensive report on an internship in film Master’s Project in Screenwriting marketing and management settings. Effective (6 credits) goals assessment and workplace performance This is a sustained and complete project on are essential. Cultivating specific alliances is writing in short or long form for a film project. The emphasized. script must include all elements of a script with a visual dimension. The script must be “pitched” to CM 527 a committee and presented to campus Internship in Film Festival Management community as well as on the Web pages. (3 credits) This course is 100 hours of work plus a comprehensive report on an internship in at a Business Courses (BA) local, regional or international film festival (optional). Effective goals assessment and work BA 600 place performance are essential. Cultivating Leadership for Effective Organizations specific alliances and extensive research are (3 credits) emphasized. This course studies the role that leadership plays in organizational success, with a focus on the CM 650 importance of emotional intelligence in inspiring Masters’ Thesis in Film Festival Management and motivating others. It explores the (3 credits) (requires travel abroad to film festival) neuroscience research on the role of emotions in Students travel to film festivals in cohort groups leadership behavior and examines different with a faculty supervisor for a close, practical organizational structures and frameworks with a study of the strategies of marketing. Emphasis is focus on how leadership adapts to be successful on examining profiles of international film and in different organizations. There is a significant festivals. focus on individual leadership where students identify their own leadership aspirations, behaviors and styles.
Arcadia University Graduate Catalog 2011-12 6
International Film Marketing at Arcadia University
BA 603 Contemporary Issues in Leadership (3 credits; Summer; Online only) This course is an extensive examination of contemporary thinking about effective leadership and the issues facing today’s global leader. The course includes both theoretical and evidence- based understanding of the relational nature of leadership, use of individual strengths, “positive” leadership, seeing and understanding organizational systems, effective virtual and face- to-face teams, successfully leading across cultures, and the creation of desired futures.
BA 612 E-Commerce (3 credits; Fall; Online only) This course explores the key elements in marketing on the Internet, including branding, creating competitive advantage, planning a Web site, online research, customer relationship management, advertising, social media, and integration of online and traditional marketing strategies in a global marketplace
English Courses (EN) 474 Grant Writing for Non-Profits (3 credits) This course introduces the elements of fundraising through grant proposal writing for nonprofit organizations. Students identify and work with a nonprofit organization to produce a viable grant proposal. In the process, students develop skills in the areas of needs assessment, program development, budgeting, conflict resolution and negotiation, development planning, and discerning organizational strengths and weaknesses. The course also integrates an understanding of the philosophy and practice of philanthropy in the United States. Instructional formats include lecture, group work, writing practice, guest speakers, media analysis, online discussion, and field experience.
Arcadia University Graduate Catalog 2011-12 7
International Public Relations at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
strategies in a burgeoning field of public Faculty health. Courses on global health, health Program Director education, and program planning and Shekhar A. Deshpande, Ph. D., Professor Evaluation provide this specialized and Chair of the Media and background. Communication Department Supervised Internships in the student’s field of Lisa B. Holderman, Ph. D., Associate specialization are required and may utilize Professor and Director of Undergraduate opportunities in Greater Philadelphia area. Studies Completed Master’s thesis culminates the Alan W. Powell, M.F.A., Associate degree program. Professor Michael Dwyer, Ph. D., Assistant Professor The Profession Andrea-Crivelli Kovach, Ph.D. Steve Ryan, M.S., Adjunct Professor Public Relations specialists are some of the most essential components of the business and entrepreneurial world. They enhance the Degree and value of the organization and safeguard its business interests while simultaneously Concentrations promoting the public good. Poised to serve in Master of Arts in International Public one of the most dynamic areas of work today, Relations public relations specialists must understand the scope of the media, as well as its Concentrations technologies and reach. They use varied and New Media Marketing appropriate techniques to achieve results for Health Communication their organizations. The strength of this degree program is the specialized training in the media. Arcadia’s graduates are prepared to About the M.A. meet the challenges of this dynamic field in in International leadership positions. The degree program increases professional level competence in the Public Relations following areas:
All master’s students, regardless of • Media planning and strategies concentration and in addition to common core • A broader global and culturally course requirements, choose one of the two sensitive perspective areas in which to specialize. Each • Use of social and direct-to-consumer concentration provides training in a specialized media area of public relations. Core courses • Use of emerging, user-savvy strengthen the fundamental background in technologies event management, law and ethics, and • Strategic image development and research strategies and social measurements. management • Knowledge of law and ethics in the The New Media Marketing concentration field enables students to use the social and mobile • Development and implementation of media that have become sharply focused on media strategies in health fields the direct consumer in public relations means and strategies. The courses cover image About Arcadia’s Media and Communication management, web strategies, strategic media Department planning, and writing for the web and new media. Recognized for its innovative curriculum that prepares students for creative and The Health Communications concentration entrepreneurial careers in the media, the allows students to employ communication Media and Communication Department
Arcadia University Graduate Catalog 2011-12 1
International Public Relations at Arcadia University
emphasizes integration between practice and • Two letters of recommendation. The theory while also providing a strong letters must be of a professional not environment and opportunities for global personal nature. If the student has learning. Its curriculum takes a forward-looking been out of school five years or less, approach to new media and prepares students at least one letter must come from a to adapt to a fast-changing and challenging professor. work environment. • International Applicants: Official results from the TOEFL or IELTS are Students have taken on successful and required for all students for whom formidable positions in the industry through English is a second language, except their training in these programs. With a for non-native speakers of English productive faculty with international who hold degrees or diplomas from backgrounds and well-recognized expertise in post-secondary institutions in English- their fields, the Media and Communication speaking countries (e.g. the United Department provides sound support in the States, Canada, England, Ireland, classroom and career planning. The Australia and New Zealand). A Department also fosters collaboration with course-by-course evaluation of all other departments on campus, including the transcripts by an independent Department of Medical Science and the evaluation service based in the United School of Business. States also is required. International applicants should visit www.arcadia.edu/international for Admission to detailed information on admission requirements and application the International procedures. Public Relations Master’s Program Expenses Tuition for 2011-12 is $670 per credit. The following are required: Additional Expenses: • A graduate application, including Books and supplies (estimated): $250 personal statements (at least 500 Parking: $30 per semester (Only required if words), to be completed online at classes before 4 p.m.) www.arcadia.edu/gradapp. • A bachelor's degree from an Financial Aid: Graduate students who have accredited institution with a been accepted into a degree program and are recommended GPA of 3.0 or better enrolled for at least 6 credits per semester are with an undergraduate major in eligible to apply for financial aid. Please visit communication, media, business, www.arcadia.edu/financialaid for information technology or social science regarding required forms and documents, most disciplines. Applicants with other of which can be submitted online. majors will be considered on an individual basis according to the Graduate assistantships are available to all extent of their undergraduate students registered for at least 9 credits per coursework in these fields. semester. Students may apply for • One official transcript from each assistantships upon acceptance and college, university or professional registration. Questions regarding graduate school attended. Transfer credits assistantships should be directed to the Office included on a transcript must include of Graduate and Undergraduate Studies at grades earned; if not, an official 215-572-2925. transcript from the original school must be submitted. Transcripts must Federal Loans: Graduate students are eligible be sent from the issuing school in a to borrow through the federal Stafford Loan sealed envelope and contain the and federal PLUS Loan programs. Arcadia appropriate signatures and seals to be University, in partnership with AES/PHEAA, considered official. offers the no-fee Arcadia University Preferred
Arcadia University Graduate Catalog 2011-12 2
International Public Relations at Arcadia University
Stafford Loan Program, which provides New Media Marketing Concentration students with benefits that include: • Origination and guarantee fee waivers Any five of the following (15 credits): • Interest rate reduction during CM 511 Crisis Communications repayment CM 512 Image Management • Superior administration and servicing CM 435 Organizational Cultures All financial aid paperwork not submitted CM 513 Web Strategies/Direct to online should be sent to the Office of Consumer Strategies Enrollment Management, Attn. Financial Aid. CM 520 Strategic Media Planning Please e-mail [email protected] or call 1- and Evaluation 877-ARCADIA (1-877-272-2342) with EN 476 Writing for the Web and additional questions. New Media
Also required (6 credits): Academic Policies CM 670 Master’s Project in and Procedures International Public A grade point average of “B” is required for Relations (3 credits) admission to degree candidacy, internship and CM 526 Internship in Public for graduation. A grade below “C” may not be Relations (3 credits) applied toward a degree, and only 6 credits of “ ” or “ ” will count toward a degree. If a C C+ Health Communication Concentration failing grade is received (“C–“ or below), the course may be repeated one time only with the The following (15 credits): adviser’s permission. No more than two core courses may be repeated. EN 416 Writing for Health Industry PBHE 501 Social Determinants of A student may be dismissed for failing grades Health and Disease or if it is determined by the Department that PBH 530 Theories and Principles of the student’s conduct is unprofessional. See Health Behavior and the general section of the Graduate catalog for Health Education more information. PBH 587 Global Heath Communication* PBH 630 Program Planning and Requirements for the Evaluation for Health M.A. in International Professionals
Public Relations Also required (6 credits): (39 credits) CM 690 Master’s Thesis/Project in Core Courses (18 credits) Health Communication CM 689 Internship in Health CM 417 International Public Communication Relations CM 509 Communication Law and Ethics Communication Courses BA 603 Contemporary Issues in Leadership (CM) CM 504 Event Management CM 417 CM 510 PR Research Strategies/ International Public Relations Social Measurements (3 credits) CM 503 New Media Marketing This course is a study of principles and practices of public relations and the rhetorical concerns of oral and written communication. It surveys strategies, “packaging,” layout and evaluation for various audiences. It emphasizes writing in every stage. It provides introductory preparation for
Arcadia University Graduate Catalog 2011-12 3
International Public Relations at Arcadia University
public relations careers as well as general are covered, as well as comprehensive study and background in communications. It includes guest application of the PRSA code of ethics. lecturers, frequent short writing assignments and an individual project. CM 510 PR Research Strategies CM 435 (3 credits) Organizational Cultures This course covers communications applications (3 credits) source utilization, field research, including survey This survey of organizations as cultures construction, focus groups, content analysis, emphasizes the emerging and established statistical functions and data interpretation. It is a cultures that transcend and incorporate formal comprehensive approach to a variety of research structures between groups and individuals. methods is established for successful PR Special emphasis is on diversity in workplace strategies. democracy, corporate contexts, and structural and linguistics practices. The course utilizes case CM 511 studies in studies of organizational cultures, Crisis Communication observation, and interpretation and analysis (3 credits) through reading and working with organizations. This course introduces students to crisis It provides a balanced consideration of various communication theory. Students learn application methodologies in the study of cultures. Individual of theory by analyzing and critiquing famous and group work is emphasized. crisis communication case studies. Theoretical lessons are reinforced through the addition of CM 503 practical elements such as basic media training, New Media Marketing mock press conference, environmental scanning, (3 credits) and issue management for a real organization. This course utilizes potential uses of new media, Learning is further synthesized by developing a including the Internet, digital media, and crisis communication plan that applys the presentation techniques over the World Wide strategies and tactics covered. Web. It develops strategies for successful utilization of the social media, including Twitter, CM 512 blogs, and Web pages. Emerging patterns of Image Management customer use and corporate relations also are (3 credits) explored. This is an advanced course in media relations with a diverse set of approaches to determine the CM 504 strengths and assets of organizations. It explores Event Management how popular, traditional and emerging media (3 credits) work to promote image of organizations. It covers This course provides comprehensive non-profit, mid-size and large corporate understanding of the modern event industry and strategies and also utilizes case studies for prepares professionals to build their careers in a image management. large field that includes special events, meetings, tradeshows, entertainment, festival management, CM 513 theater management, and fundraising. The Web Strategies/Direct to Consumer Strategies course facilitates theoretical knowledge on (3 credits) managing teamwork, organizing meetings, and This practical course develops strategies for completing individual and team tasks on time. using the Web and its technologies to enhance Completing this course enables students to work and protect the interest of small and large on managing medium- to high-profile gatherings, business establishments. The course is a planning promotional parties to launch new rigorous workshop to explore and deploy the products/ messages, or organizing shareholder main assets of new technologies as well as events. avoiding the pitfalls of using them incorrectly. It follows a dynamic design to respond to the fast- CM 509 changing and essential world of corporate media Communication Law and Ethics based on the Web. Exercises include using the (3 credits) existing tools, from analytics to content This course covers copyright and trademark law, management systems, and from deliberate as well as law related to corporate speech, First advertising strategies to using diverse media Amendment law, defamation, privacy and right to from blogs to Twitter in order to use the new personality. Patent Laws and ownership issues environment to the fullest extent for success in business.
Arcadia University Graduate Catalog 2011-12 4
International Public Relations at Arcadia University
neuroscience research on the role of emotions in leadership behavior and examines different organizational structures and frameworks with a CM 520 focus on how leadership adapts to be successful Strategic Media Planning and Evaluation in different organizations. There is a significant (3 credits) focus on individual leadership where students This course develops systematic approaches to identify their own leadership aspirations, the utilization of all media resources through behaviors and styles. evaluation, planning and assessment steps. It includes asset management, critical nodal points in organizations, resource assessment, goals of English Courses (EN) the media campaign, and execution of strategic plans. EN 416 Writing for the Health Industry CM 526 (3 credits) Internship in Public Relations This is an intensive writing workshop giving (3 credits) students an overview of the health-care This course is 100 hours of work plus a communications field. It familiarizes students with comprehensive report on an internship in public research tools (including online databases), relations or health communications organizations. interview techniques, and the integration of Effective goals assessment and work place graphics to enhance text. It develops an performance are essential. understanding of audience and an appreciation for the knowledge-base of the intended reader. It CM 670 covers the writing and editing of peer-reviewed Master’s Project in International Public technical journal articles as well as marketing Relations materials, press releases, newsletter articles, (3 credits) feature and advertising copy. A comprehensive master’s project in public relations is developed under the guidance of a faculty member and presented in front of a Public Health Courses campus group as well as on a Web page. (PBH and PBHE) CM 689 PBH 530 Internship in Health Communication Theories and Principles of Health Behavior (3 credits) and Health Education This course is 100 hours of work plus a (3 credits) comprehensive report on an internship in Health This course introduces concepts, theories, and Communications organizations. Effective goals methods employed by behavioral scientists to assessment and work place performance are develop, implement, and evaluate public health essential. interventions. An overview of psychosocial factors related to health and illness behavior, CM 690 models of health beliefs and behavior, strategies Master’s Thesis in Health Communication for health behavior change at the individual, (3 credits) group, and community level is presented. A comprehensive master’s project in health Emphasis is on the theoretical perspective and communication is developed under the guidance how theory can be applied to the design and of a faculty member and presented in front of a assessment of public health and health campus group as well as on a Web page. promotion programs and interventions.
PBH 630 Business Courses (BA) Program Planning and Evaluation for Health Professionals BA 603 (3 credits) Contemporary Issues in Leadership This course focuses on the design, (3 credits) implementation, evaluation, and critique of health This course studies the role that leadership plays promotion programs designed to change health in organizational success with a focus on the behavior. It emphasizes the systematic process importance of emotional intelligence in inspiring including conceptual framework, audience and motivating others. It explores the research, strategic design, message
Arcadia University Graduate Catalog 2011-12 5
International Public Relations at Arcadia University
development, pretesting, materials production, developing and implementing a distribution plan, as well as monitoring, and evaluation.
PBH 501 Social Determinants of Health and Disease (3 credits) This course is a survey of the dimensions of health and disease from three perspectives: the U.S. historical experience with health and disease; the social context of health and illness, including the health-care system and policy issues; and choices in healing, integrating conventional and complementary therapies.
PBH 587 Global Health Communication* (3 credits) This course provides the student with the opportunity to demonstrate how to use communication in public health interventions. This course is based on the premise: “You Cannot Not Communicate!” Communication occurs through a variety of channels including intrapersonal, interpersonal, group and mass mediated. The course examines how communication is used in public health fields.
*Pending approval.
Arcadia University Graduate Catalog 2011-12 6
International Peace and Conflict Resolution at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Master of Arts in International Peace and Faculty Conflict Resolution and Master of Public Director Health (See separate listing.) Warren R. Haffar, Ph.D., Associate Professor of Political Science Master of Arts in International Peace and Conflict Resolution and Master of Arts in Assistant Director International Relations and Diplomacy (See Maryam Deloffre, Ph.D., Assistant separate listing.) Professor of Political Science Master of Arts in International Peace and Faculty Conflict Resolution and Counseling Samer Abboud, Ph.D., Assistant Professor Psychology with a Trauma Concentration of International Studies (See separate listing.) Geoff Haywood, Ph.D., Associate Professor of History Arcadia Graduate Certificates Angela Kachuyevski, Ph.D., Assistant Conflict Management and Restorative Professor of Political Science Justice (online) Alex Otieno, M.P.H., Assistant Professor of Peace Education (online) Political Science and Sociology Jennifer Riggan, Ph.D., Assistant Professor of International Studies About the International Peter Siskind, Ph.D., Assistant Professor of History Peace and Conflict Joan Hulse Thompson, Ph.D., Associate Resolution Master’s Professor of Political Science Robert Thompson, Ph.D., Associate Degree Program Professor of Political Science The International Peace and Conflict Resolution (IPCR) master’s degree program Adjunct Faculty offers an innovative curriculum that allows Amy Cox, Ph.D., Instructor of International students to develop an area of concentration Peace and Conflict Resolution within the discipline, build an international Alex N. Grigorev, M.A., M.I.A., Instructor of network of contacts, and gain practical International Peace and Conflict experience. Resolution Bill Jacobsen, Ph.D., Instructor of Conflict resolution skills are essential in International Peace and Conflict everyday life. International Peace and Conflict Resolution Resolution offers students opportunities to Charlotte Levine, M.A., Instructor of develop and apply these skills in an International Peace and Conflict enterprising way as well as opportunities to Resolution explore many diverse career paths in both Barbara Simmons, M.A., Instructor of national and international settings. The International Peace and Conflict program’s strength lies in its interdisciplinary Resolution approach to the increasingly critical study of peace and conflict resolution.
Arcadia’s IPCR program is one of the few Master’s Degrees and graduate programs in the field of conflict resolution with a built-in overseas Certificates component—one that is founded in Arcadia’s Master of Arts in International Peace and long tradition of University-based international Conflict Resolution programs. In addition to the second-year study abroad component, IPCR students have the Dual Degree Programs option of participating in a weeklong intensive
Arcadia University Graduate Catalog 2011-12 1
International Peace and Conflict Resolution at Arcadia University
field study in Northern Ireland during the first those who have demonstrated scholastic year of the program. excellence and a commitment to international peace and conflict resolution. Related Additional IPCR short-term field study courses experience and achievements, either domestic include Politics and Ethnic Conflict in Ukraine, or international, also are desirable. The and Sustainable Development in Costa Rica. program requests the following from Additional options may be available and vary applicants: from year to year. The Director of the program A graduate application, including reserves the right to limit the number of short- personal statements, to be completed term field study courses IPCR students may online at www.arcadia.edu/gradapp. take for credit. A bachelor’s degree from an accredited institution with a recommended GPA of Sites available for study abroad in the program 3.0 or better and a major in Peace include the following: Studies, Political Science, History, The Nyerere Centre for Peace Modern Languages, Economics, Research, operated by Arcadia and Anthropology, Sociology, Psychology, the East African Community in Philosophy, Religion or another liberal arts discipline. Students with Arusha, Tanzania undergraduate majors in Biology and The American Graduate School of Environmental Education also are International Relations and encouraged to apply. Diplomacy, Arcadia’s affiliated One official transcript from each college, program in Paris, France university or professional school The United Nations University for attended. Transfer credits included on a Peace in San Jose, Costa Rica transcript must include grades earned; if The M.A. program in Ethnic Conflict at not, an official transcript from the Queens University in Belfast, Northern original school must be submitted. Ireland Transcripts must be sent from the The M.A. program in Peace and issuing school in a sealed envelope and Development Studies at the University contain the appropriate signatures and of Jaume I in Castellon, Spain seals to be considered official. Three letters of recommendation from In addition to these programs, the second year persons who are able to judge the of study and fieldwork experience abroad may applicant’s qualifications to undertake graduate work abroad. At least one be individually designed to reflect the IPCR recommendation must be from a student’s specific area of interest. With the professor. permission of the program director, M.A. A personal interview usually is required, candidates also have the option, based on but a phone interview may be their areas of interest, to fulfill second-year substituted at the discretion of the study and fieldwork credits within the United program Director. States. International applicants should visit www.arcadia.edu/international for detailed information on admission Admission to the requirements and application International Peace and procedures. Official results from the TOEFL or IELTS are required for all Conflict Resolution students for whom English is a second language except for non-native Master’s Degree Program speakers of English who hold degrees or diplomas from post-secondary This is a two-year full-time degree program. Part- institutions in English-speaking time options may be available depending upon countries (e.g. the United States, enrollment. Please contact the IPCR program for Canada, England, Ireland, Australia and more information. New Zealand). A course-by-course evaluation of all transcripts by an Program-Specific Admissions independent evaluation service based in the United States also is required. Requirements: The following program-specific Dual degree candidates must be requirements must be met. Arcadia University accepted into each of the programs in welcomes applications for this program from order to pursue dual degrees. college graduates of all majors, especially Arcadia University Graduate Catalog 2011-12 2
International Peace and Conflict Resolution at Arcadia University
GREs are not required for admission. In annually through the Federal Direct Stafford Loan exceptional cases, after reviewing an at a fixed interest. In addition to the Stafford applicant’s academic record and non- Loan, students can choose to borrow either a academic experience, the Director may waive Federal Direct Graduate PLUS Loan or a private one or more prerequisites. alternative student loan to cover remaining expenses. Graduate assistantships also may be Application Deadline: Completed applications available to those who qualify. For more will be reviewed on a rolling basis starting information on available financial aid and how to February 1. Those reviewed after February 1 will apply, visit www.arcadia.edu/finaid and click on be reviewed based on availability of space in the Graduate. attending class. Classes typically fill in early spring, so applicants are encouraged to apply by the February 1 deadline. Academic Policies and Procedures Deferred Admission: A student admitted to the program who wants to defer admission for one A student accepted into the International year must submit a request to do so in writing to Peace and Conflict Resolution program is the Director. Deferrals will be granted by the expected to abide by the regulations set forth program on an individual basis. Once the deferral by Arcadia University. is granted, a student must submit the required deposit to reserve his or her seat in the class. The University reserves the right to dismiss a This deposit will be credited toward tuition. A student at any time for unsatisfactory student who is granted a deferral must academic performance or for conduct understand that he or she will be subject to the detrimental to the University or to the welfare prevailing tuition at the time of matriculation to of other students. the program. In order for students to remain in good Support Services: Professional counseling academic standing, they must maintain a services are available through the Arcadia minimum cumulative grade point average of University Counseling Center. 3.0 throughout the first year of the program. A cumulative grade point average of 3.0 is Expenses required to be eligible to participate in the second year of the program. Any prerequisites
that are not fulfilled before admission must be Two-year full-time program completed before the student goes abroad. A 2011-12 grade below “C” may not be applied toward a Tuition: $26,688 degree. If a grade below “C” is received, the Annual Fees: student must petition to retake the course. Parking, registration, student liability insurance (per year) $130 International Peace and Additional Expenses: Books and supplies (estimated) $1,000 Conflict Resolution Room and Board: Off Campus Master’s Degree Travel: Varies Requirements Upon enrollment into their programs, all students must provide proof of medical insurance and also (44–50 credits) provide information about their health and medical history. If needed, medical insurance can Two-Year Full-time Program be purchased through the University. Information and applications are available in the Office of Student Health Services. First Year (courses held on the Arcadia campus) Financial Aid: Financial aid is available to assist qualified students in covering tuition and related Required Courses expenses, as well as living costs. Upon review for IP 501 Introduction to Peace admission, students automatically will be Studies and Conflict reviewed by the academic department for a Resolution (fall) limited number of merit scholarships. Additionally, students can apply to receive up to $20,500
Arcadia University Graduate Catalog 2011-12 3
International Peace and Conflict Resolution at Arcadia University
IP 502 Research Methods in to take specialized courses in the area of Conflict Analysis and their choice at one of our partner institutions Peace Science (spring) abroad. Most students will spend the fall IP 504 Foundations of Conflict semester of their second year fulfilling this Analysis (fall) requirement, but there are summer and IP 561 Graduate Colloquium other short options available. (non-credit year-long course) Possible areas of study include the following: Electives* (Choose five.) Conflict transformation in deeply divided IP 503 Culture and Conflict societies IP 505 Topics in Contemporary Environmental management and Conflict Resolution sustainable development (online) International human rights law IP 511 Introduction to International public health International Law Arms control and regional security IP 520 International Security systems IP 521 International Globalization, integration and economic Organizations in Dispute development Resolution Building cultures of peace and peace IP 522 Conflict Resolution in education Deeply Divided Societies IP 523 Post-Conflict Relief and IP 583 Internship Development (9–12 credits) IP 524 Conflict Management The professional internship experience is (online) practical training at the graduate level with IP 527 Peace Education I (online) a practitioner organization in the field. It IP 528 Peace Education II lasts from three to four months and offers (online) candidates substantive experience in their IP 529 Advanced Mediation chosen areas of specialization. Candidates IP 532 Advanced Seminar in prepare a learning contract with their International Law supervisors and the IPCR Director in order IP 533 Conflict Transformation to determine their learning goals, resources IP 535 Economics, the and means of evaluation. All candidates Environment and keep a journal recording their activities and Development reflecting on what they learn. IP 542 International Health and Human Rights IP 598 Capstone Seminar IP 543 Peace Perspectives of (2 credits) World Religions Candidates return to campus in March, *Or others by permission of the program after their professional internship experience, to examine together what they Second Year have learned and to finalize their career plans. Candidates prepare oral and written Required Courses presentations based on their overseas IP 581 Study Abroad placements to share with the first-year M.A. IP 583 Internship candidates and the University community. IP 598 Capstone Seminar Throughout their time abroad and (spring) particularly during their fieldwork experience, IPCR students remain in touch Each M.A. candidate has the option of with each other and with the faculty. an individually designed program in year two. Dual Degree Programs IP 581 Study Abroad (9–12 credits) During their second year, graduate students Master of Arts in International Peace and Conflict Resolution and Master of Public in the IPCR program have the opportunity
Arcadia University Graduate Catalog 2011-12 4
International Peace and Conflict Resolution at Arcadia University
Health (See separate listing in Graduate emergence and evolution of conflict in a variety of Catalog.) settings. Initial sessions provide the intellectual foundation and theoretical framework for Master of Arts in International Peace and “conducting” conflict analysis and its relationship Conflict Resolution and Master of Arts in to principles in mediation and conflict resolution. International Relations and Diplomacy (See Subsequent sessions apply the framework to separate listing in Graduate Catalog.) selected domestic and international disputes and explore appropriate strategies for their resolution. Master of Arts in International Peace and Conflict Resolution and Counseling 503 Psychology (See separate listing.) Culture and Conflict Cultural differences among members of any group are frequently the source of misunderstanding and can lead to conflict. This Arcadia Graduate course analyses cultural variables, trends, Certificates communication, and conflict. Its focus is to gain cultural self-awareness, a new framework for (12 credits) understanding others, and strategies to make progress through differences. Specific cultures Conflict Management and Transformation and conflicts will be analyzed, compared and (See separate listing in Graduate Catalog.) contrasted.
Peace Education (See separate listing in 504 Graduate Catalog.) Foundations of Conflict Analysis This required first year research and writing International Peace and course focuses on developing students’ abilities to think critically, research effectively and build Conflict Resolution strong arguments. Through a combination of lecture and workshop style classes, students Courses (IP) practice these skills while working on a research project relevant to their interests and course of 501 study. Introduction to Peace Studies and Conflict Resolution 505.OL (online) This required course provides a graduate-level Topics in Contemporary Conflict Resolution introduction to the interdisciplinary field of peace This course is designed as the second of two and conflict studies, its relationship with other core courses in the IPCR online graduate academic disciplines, and careers in the field of certificate programs, yet it also may be taken as conflict resolution. It draws upon a variety of a standalone course. The primary goal of this disciplines, especially in the social sciences, to course is to further the student’s understanding of examine the interrelationship between personal, the constructs of conflict and apply contemporary collective, national and global levels of violence frameworks to conflicts and practices. The course and war and efforts to reduce it. Course covers three main areas: 1) understanding how objectives include familiarity with the causes, and why conflicts occur; 2) the management, symptoms and dynamics of conflict, violence, and prevention and resolution of conflict; 3) topics in war (from interpersonal to global) and conflict contemporary conflict. Throughout the course, resolution. students engage in a series of interactive activities and projects designed selected to 502 engage the student in the class. The integration Research Methods in Conflict Analysis and of technology is a core component of this course Peace Science and is designed to simulate classroom activities This required course provides an essential and discussion. introduction to the systematic analysis of conflict and to the relationships that exist across the 511 social sciences that inform our understanding of Introduction to International Law social conflict and the emerging field of conflict This seminar introduces students to the analysis and peace studies. As such, the seminar fundamental rules and principles of public introduces the basic approaches of conflict international law, including the concept of state analysis and peace studies research. It sovereignty, implementation methods, the familiarizes students with the diverse tools that sources of international law, and their are used to understand and analyze the significance. Particular emphasis is placed on the Arcadia University Graduate Catalog 2011-12 5
International Peace and Conflict Resolution at Arcadia University
peaceful settlement of disputes, including 522 arbitration and international adjudication, and the Conflict Resolution in Deeply Divided rules governing the use of force and the Societies responsibility for unlawful acts on the This course focuses on understanding the international level. M.A. candidates learn about phenomena of conflict and war in deeply divided the use of international law in the course of societies and differing paradigms for building conflict resolution. peace. The course first lays a foundation for 515.OL interpreting the diverse landscape that Mediation and Conflict Coaching increasingly has given rise to violent conflict during the transition to globalization and Conflict Transformation in general can be divided liberalization in the aftermath of the Cold War. into three main areas based on the role of the The course then applies these perspectives to conflict specialist. Conflict specialists work toward different concepts of peace building using current transformation as third party neutrals, as perspectives from the field of conflict resolution advocates, and as justice facilitators. In each and from selected case studies of international area the conflict worker aims at empowering the and regional efforts to resolve conflict in divided disputants to make their own decisions, actively societies. have a say in the processes, in short, author their own histories. This course focuses on two of 523 those three areas: Mediation and Conflict Post-Conflict Relief and Development Coaching. In this class students will learn the Fourteen of the 20 poorest countries are currently process and major skills in mediation (neutrality) in or emerging from conflict. As a result, NGOs and conflict coaching (advocacy). As an online and their donors increasingly are grappling with course students will interact with other students, the fine line between “development” and “relief.” multimedia and various websites, and with the The first half of this course examines traditional teacher. This course will give students a good development approaches. Students learn about sense of what happens in mediation and conflict the different roles of donors (NGOs, bilateral, coaching as well as practical exposure to the multilateral, and foundations), the relationship skills and strategies needed to be effective in between donors and recipients, strategies, both. impact and effectiveness. The second half of the 520 course examines international efforts to International Security consolidate and to jump-start a nation’s social, economic, and political recovery from conflict. This course advances a thorough and in-depth Students then examine the continuum between analysis of international security issues, themes, development and relief and the challenges posed theories and cases through an examination of for the international community. security from three levels of analysis: the international system, state and domestic level 524.OL politics and individual decision makers. Within Conflict Management each level of analysis we will study various Conflict is a normal and an inevitable part of our theories used to explain the sources of instability daily lives. It is present in most personal and stability in order to understand what drives relationships, in homes, in schools, in the state and actor behavior in terms of foreign workplace, and among groups in our society. policy, war, cooperation, and expansion. Conflict is often associated with destructive 521 outcomes such as aggression, anger, damaged International Organizations in Dispute relationships, violence, and wars. However, Resolution conflict has a positive and productive side. Conflict presents an opportunity for personal International governmental (IGOs) and change and transformation, strengthened nongovernmental organizations (NGOs) are relationships, improved communications, problem among the most important actors in international solving, collaboration, and social change. How relations. After learning about their legal status conflict is managed influences whether conflict and political role in the contemporary outcomes are constructive or destructive. international system, candidates study universal, regional, and sub-regional IGOs working in a The objectives of this course are to increase broad range of fields (e.g. the United Nations, the awareness, develop skills, and gain knowledge of Organization of American States, the Council of constructive conflict management processes and Europe, the European Union, OSCE, NATO, the approaches. The course begins with World Bank, etc.) and analyze NGOs and their deconstructing conflict and explores how our role in peace and conflict resolution and their personal histories affect our perceptions interaction with states and IGOs. regarding conflict and our conflict styles.
Arcadia University Graduate Catalog 2011-12 6
International Peace and Conflict Resolution at Arcadia University
Interpersonal communication skills such as active This course focuses on areas of international law listening and assertiveness are developed. that are of special policy relevance to the field of Students are introduced to mediation, peace and conflict resolution. Following a module negotiation, and nonviolent action from both a format, students explore this evolving field practical and theoretical standpoint. through case studies, court decisions, and emerging international norms and agreements. 527.OL Peace Education 1: Theory and Principles 533 This course provides a brief overview of the Conflict Transformation history of education as it has been employed for This practicum in the mediation process social change. It explores Education for examines the range of strategic choices available Transformation, Popular Education and for managing conflict, including techniques that Experiential Learning theories. The course have proved most constructive in the field of focuses on the principles of peace culture as they peace and conflict resolution: consensus-based apply to the classroom as well as overall school mediation. The first part of the course introduces climate. Students are assigned weekly readings students to differing approaches to managing and from leaders in the field and are required to post resolving conflict, how the mediation process responses. Depending upon enrollment size, works and variety of contexts in which it is likely students are assigned work groups where they to be used with success. The second part of the are required to respond to cohorts’ postings. course is devoted to designing and conducting a mediation on a selected case in contemporary 528.OL international relations. Peace Education 2: Methodologies and Practical Application 535 This course explores the methods teachers, Economics, the Environment and counselors and conflict interventionists use to Development build a culture of peace in educational settings. This course examines a new class of conflict that Students are required to investigate how these has risen to prominence in the international methods are applied in real world situations and arena: conflict that is rooted in environmental learn how to evaluate their efficacy. Students are degradation and resource scarcity. The course assigned weekly readings containing peace covers emerging concepts of environmental education methods, case studies of practical security, which, together with other sources of application and theoretical framework of tension, such as poverty, social inequity and monitoring and evaluation of methods. ethnic intolerance, are increasingly leading to Depending upon enrollment size, students are violent conflict. Principles of international assigned work groups where they are required to economics, regional development and the role of respond to cohorts’ postings. international organization are addressed as well as new paradigms for environmental conflict 529 management and sustainable development. Advanced Mediation This course is a practicum in advanced mediation/facilitation process. Students examine 537.OL the range of strategies available for managing Restorative Justice conflict, including techniques that have proven most constructive in the field of peace and Restorative Justice is a growing social movement conflict resolution: consensus-based and that begins with a fundamental rethinking of the transformative mediation. very nature of what justice is. It offers a model The first part of the course introduces students to that facilitates a vision of justice that is the basic framework of mediation and examines participatory for those involved in and affected by three faces of leadership, how cultural harmful behavior, potentially empowering to differences affect communication, a study of the victims, offenders, and, in some cases, the affected community, and holds the goal of eight tools needed to mediate, and conduct making right (as much as possible) the harm simulations for several of the strategies for caused by the offending behavior. At present RJ interpersonal, community and international is a fairly broad umbrella of practices, including mediation. The second part of the course is victim-offender mediation, family group focused on a Practicum, examining conflict in a conferencing, peacemaking circles, victim- variety of contexts. offender dialogue in crimes of severe violence, truth and reconciliation commissions, and others. 532 This course compares the ethos and implications Advanced Seminar in International Law these programs as they impact and/or challenge
Arcadia University Graduate Catalog 2011-12 7
International Peace and Conflict Resolution at Arcadia University
current judicial practices, explores strengths and second year fulfilling this requirement, but there weaknesses of Restorative Justice in current are summer and other short options available. discussion, investigates emerging areas of practice such as in prison populations and 583 schools, and traces the role of facilitators in Internship Restorative Justice practices. (9–12 credits) Second Year 542 International Health and Human Rights The professional experience is practical training at the graduate level with a practitioner This course explores the relationship between organization in the field. It lasts from three to four contemporary political, socioeconomic, cultural, months and offers candidates substantive environmental and demographic conditions and experience in their chosen areas of their impact on health and human rights from an specialization. Candidates prepare a learning international perspective. A major focus of the contract with their supervisors and the program course is the evolution of health care delivery Director in order to determine their learning systems and governmental and non- goals, resources and means of evaluation. All governmental responses to health and human candidates keep a journal recording their rights challenges. Other topics addressed include activities and reflecting on what they learn. structural adjustment, population dynamics, child survival policies, water and sanitation, HIV/AIDS, 589 appropriate technologies, international Independent Study organizations, traditional healing, pharmaceutical This seminar serves to enable M.A. candidates to policy, and human resources development. do significant supervised research in their chosen 543 field of concentration, to interact with fellow Peace Perspectives of World Religions candidates and faculty in a formal setting, and to get feedback on the progress of their research, Although religious differences often create and to present their final paper. barriers to peace making, and at times people create conflict in the name of their religion, all of 598 the major religious traditions also have deep Capstone Seminar roots of peaceful living. This class explores the (2 credits) roots of peace making in Buddhism, Islam, Second Year Judaism, Christianity, Hinduism and Indigenous Candidates return to campus in the spring of their American Religions, and from these roots builds second year to complete their thesis requirement, bridges of common ground, understanding, and including the poster presentation and defense. acceptance of the other. The seminar meets weekly and follows a 561 workshop format. Graduate Colloquium (0 credits)
The graduate colloquium serves as an open and informal forum to assist students in developing their study abroad and internship arrangements for the second year. Policies and procedures are discussed as well as relevant timelines for study abroad programs in peace and conflict resolution. Internship possibilities are discussed and explored according to student interests. The graduate colloquium meets weekly beginning after the second week of classes.
581 Study Abroad and Concentration (9-12 credits) Second Year During their second year, graduate students in the IPCR program have the opportunity to take specialized courses in the area of their choice at one of our partner institutions abroad. Most students will spend the fall semester of their
Arcadia University Graduate Catalog 2011-12 8
Language Arts at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Technology, English, Children’s Literature, Coordinator or Creative Expression course Bette Goldstone, Ed.D. English EN 542 Teaching the Writing of Master’s Degrees Fiction Master of Education with a Concentration EN 543 The History and Teaching in Language Arts of Rhetoric EN 546 Teaching Writing Master of Education with a Concentration in Children’s Literature Instructional Technology ED 566 Web Based Information Literacy Master of Education ED 565 Introduction to Degree Requirements Instructional Technology
(M.Ed.) Children’s Literature (a minimum of 30 credits) ED 608 Literature for Children and Youth ED 616 Young Adult Literature This program offers two concentrations: Ed 564 Creative Expressions Language Arts and Children’s Literature. It is an individualized course of study designed to 4.Culminating Activity: ED 596: Curriculum meet students’ interests and goals. The Development Project. elete Designed in degree program must be planned with an consultation with the academic adviser at adviser to ensure that degree requirements the time of completing the Degree are satisfied. Candidacy Application
Language Arts Concentration Children’s Literature Concentration 1. Foundation Courses (6 credits) chosen in consultation with the adviser from the 1. Foundation Courses (6 credits) chosen in following: consultation with the adviser from the ED 501–510 following: ED 501–510 2. Concentration Courses (15–18 credits) chosen with the adviser. 2. Concentration Courses (9-12 credits) ED 608 Literature for Children and Literacy Education Youth ED 610 Seminar in Children’s ED 601 Developmental Literacy Literature ED 606 Strategic Instruction for ED 616 Young Adult Literature Emergent and Content delete Literacy K-6 ED 612 Multicultural Literature for ED 607 Strategic Instruction for Children and Youth. Adolescent Readers and Writers 7-12 3. Electives (15-18 credits) chosen with the ED 605 Writing to Improve Literacy adviser ED 622 ESL: Reading, Multilingual/Multicultural Children’s Theatre Literacy Art History ED 624 ESL: Language, Diversity, English Literature and Schooling Instructional Technology ESL courses 3. Electives (6–9 credits) Chosen with adviser from the following areas: Literacy, 4. Culminating Activity
Arcadia University Graduate Catalog 2011-12 1 Language Arts at Arcadia University
ED 596 Individualized Curriculum Development Project designed in consultation with academic adviser at the time of completing the Degree Candidacy Application.
Please Note: All students completing a graduate Education degree are required to complete a Degree Candidacy Form with their academic adviser after completing 15 Arcadia graduate credits. Degree Candidacy is the academic program plan required for the degree and must be submitted to the Office of Graduate Studies.
All graduate forms can be found on the graduate forms page at www.arcadia.edu/gsforms.
Arcadia University Graduate Catalog 201112 2 Library Science Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
ED 575 Administration of the Coordinator School Library Media Bette Goldstone, Ph.D. Center ED 576 Classification and Cataloguing Master’s Degree and ED 577 Introduction to Information Teacher Certification Management and Research Master of Education ED 601 Literacy Foundations
Certification ED 605 Writing to Improve Literacy Instructional ED 606 Strategic Instruction for Supervisory Emergent and Content Literacy About the Library ED 608 Literature for Children and Science Education Youth
Program ED 610 Seminar in Children’s This program is open to librarians, teachers Literature and liberal arts majors. The degree is not ED 616 Young Adult Literature required for certification, and individual ED 612 Multicultural Literature for requirements for certification may vary based Children and Youth on academic experience. 3. Electives ( 6credits) chosen with the adviser Master of Education 4. Culminating Activity Degree Requirements Designed in consultation with the academic adviser at the time of completing the (M.Ed.) Degree Candidacy Application. (a minimum of 30 credits) ED-596-Individualized Curriculum Project Library Concentration Please Note: All students completing a graduate education degree are required to An appointment must be made with the complete a Degree Candidacy Form with program coordinator to determine individual their academic adviser after completing 15 requirements for the degree and/or Arcadia graduate credits. Degree certification. Candidacy is the academic program plan 1. Foundation Courses (6 credits) chosen in required for the degree and must be consultation with the adviser from the submitted to the Office of Graduate Studies. following: ED 501–510 All graduate forms can be found on the graduate forms page at 2. Concentration Courses ( credits) chosen www.arcadia.edu/gsforms with the adviser from the following: ED 521 The Teacher and the Classroom, Elementary ED 523 The Teacher and the Certification Classroom, Secondary ED 565 Introduction to Pennsylvania Instructional Teacher Instructional Technology Certification (variable credit depending on ED 574 Problem Solving in the previous academic credentials) School Library Media Center Library Courses
Arcadia University Graduate Catalog 2011-12 1
Library Science Education at Arcadia University
ED 571 Pre-service School ED 578 Workshop in the School Librarian Practicum Library (for certified (optional teachers) GenerED 574 Problem Solving in the School Library Media Center Additional Certification Requirements ED 575 Administration of the School Library Media 1. Completion of all subject area coursework Center required to meet the general and specific ED 576 Classification and certification standards of the Pennsylvania Cataloguing Department of Education. This will be ED 577 Introduction to Information determined by the Program Coordinator. Management and Research 2. A grade of “B” or better in the Graduate Student Teaching Practicum General Education Courses ED 580 Introduction to Inclusive 3. Completion of all Praxis examinations is Education required prior to enrolling for the Student ED 512 Differentiating Instruction Teaching Practicum. in Inclusive Settings ED 606 Strategic Instruction for Praxis I Emergent and Content Passing scores on Reading, Writing Literacies and Mathematics tests are ED 622 Teaching Multilingual and required for admission to Multicultral Literacies the program.
Praxis II Select two of the following with adviser Fundamental Subjects: Content ED 608 Literature for Children and Knowledge (30511) Youth Qualifying Score: 150 ED 610 Seminar in Children’s Library Media Specialist (10310) Literature Qualifying Score: 151 ED 616 Young Adult Literature (new test as of 9/1/2011) ED 612 Multicultural Literature for Children and Youth
no
Select one classroom management course with adviser: ED 521 The Teacher and the Classroom, Elementary ED 523 The Teacher and the Classroom, Secondary
Select one technology course with adviser: ED 565 Introduction to Instructional Technology
ED 579 Graduate Student Teaching Practicum: Library (6 credits; credits not applicable to master’s degree) for non-certified teachers
Arcadia University Graduate Catalog 2011-12 2
Dual Degrees: Counseling Psychology and International Peace and Conflict Resolution at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
serving the increasing number of refugees and Coordinators asylum seekers within the United States. Eleonora Bartoli, Ph.D., Assistant Professor In order to do relief work abroad, agencies and Director of Counseling Psychology increasingly require professional credentials, Warren R. Haffar, Ph.D., Assistant so this program fulfills the requirements to Professor, Dean of Internationalization, become a Licensed Professional Counselor. and Director of International Peace and Conflict Resolution Full-time or part-time: If completed on a full- time basis, the program will take three years, starting in the summer—or longer depending Dual Degree Program on the individual student’s needs and Master of Arts in Counseling Psychology preferences. Since both programs have part- with the Trauma Concentration time options, adapting the student’s schedule and Master of Arts in International Peace is easier than fitting additional courses into a and Conflict Resolution full-time program block schedule.
Counseling Psychology Goals and About Arcadia’s Dual Objectives: The master’s program in Degrees in Counseling Counseling Psychology educates and socializes students to become practitioners Psychology and skilled in the art of behavior assessment and change. Coursework integrates theory and International Peace and practice—both within and outside of the Conflict Resolution classroom.
The Counseling Psychology program is Trauma affects millions of people worldwide structured to develop professional-level each year. Individuals affected by natural competence in: disasters, war, ethnic conflict, and gender- based violence can suffer long-lasting Communication and listening psychological symptoms that cause significant personal distress and interfere with optimal Critical and analytical thinking functioning. Despite this, trauma survivors’ psychological needs frequently go untreated. Interpersonal and cultural sensitivity
The combination of two master’s programs at Understanding self through Arcadia—Counseling Psychology with the introspection and realistic self-critique Trauma Concentration and International Peace and Conflict Resolution—gives students a Adhering to professional, ethical and unique multidisciplinary program not found legal standards and behaviors elsewhere. Students with training in both trauma-specific counseling and international Generating and testing hypotheses peace and conflict resolution will be well- about human behavior positioned to plan and implement programs that facilitate psychological recovery from Understanding the theories and violence and natural disasters, both techniques of counseling and domestically and abroad. behavior change
This program is for students with specific Using counseling skills in individual interests in trauma recovery at an international and group settings scale as well as for students interested in
Arcadia University Graduate Catalog 2011-12 Counseling Psychology and International Peace and Conflict Resolution at Arcadia University
issues surrounding communities and Integrating and applying assessment, individuals living in post-conflict societies. diagnostic, consultation and educational strategies The dual degree combines the advocacy agendas proposed by both international peace International Peace and Conflict Resolution and conflict resolution and counseling/trauma Goals and Objectives: The IPCR program’s psychology field to most effectively address innovative curriculum allows students to communities’ and individual problems in post- develop an area of concentration within the conflict societies. discipline of international peace and conflict resolution, build an international network of Internship Possibilities: There are multiple contacts among the international conflict opportunities for students to work in situations resolution community, and gain practical that allow them to combine their Counseling experience in the field. The IPCR program is Psychology clinical training with their IPCR structured to develop competencies in: internship requirement. One example is the Liberty Center, serving refugees and survivors Theories and dynamics of conflict and of torture. Such internships prepare students resolution to serve populations who have experienced traumas both at home and abroad, as well as Tools and techniques of conflict address both individual and systemic causes management, conflict resolution and of distress. As the fields of counseling (and conflict transformation especially trauma counseling) and IPCR have both a strong advocacy component, it is Understanding of how states and invaluable for students to pursue internships other third parties impact conflict that integrate both perspectives. These internships will be arranged on an individual Knowledge of the methods used to basis with the Counseling Psychology diffuse conflict on a variety of levels— internship coordinator and the IPCR internship interpersonal, groups and institutions coordinator. Students also have separate faculty advisers in both academic programs. An appreciation for the contributions of other disciplines to the field of Accreditation: The Counseling Psychology peace and conflict resolution graduate programs are accredited by the Masters in Psychology Accreditation Council The ability to recognize a number of (MPAC). qualitative and quantitative methods and understand data represented in research Admission to the Dual Students can complete specialized courses in Degree Program areas of a student’s choosing, including international law, sustainable development, Dual degree candidates must be admitted to mediation, health, and human rights. each of the programs in order to enroll in the dual degree program. Admission to the IPCR Benefits of the Dual Degree Program program is fall only. Admission to the Counseling Psychology program is fall, spring or summer. Deadline for Fall admission for Arcadia students have opportunities to th integrate counseling psychology and conflict dual program is: January 15 . Deadline for Spring and summer admission for Counseling resolution principles to service individuals th affected by traumatic circumstances. These Psychology is September 15 . opportunities may include community projects and internships that will enhance their clinical Admission Requirements: The following and community-based skills, both within the requirements must be met: United States and internationally, if desired. 1. A graduate application, including personal statements, to be completed Dual degree students gain a greater online at www.arcadia.edu/gradapp. understanding of the scope of both counseling and international peace and conflict resolution
Arcadia University Graduate Catalog 2011-12 2 Counseling Psychology and International Peace and Conflict Resolution at Arcadia University
2. A bachelor’s degree from an degrees or diplomas from post- accredited institution with a secondary institutions in English- recommended GPA of 3.0 or better. speaking countries (e.g. the United 3. One official transcript from each States, Canada, England, Ireland, college, university or professional Australia and New Zealand). A school attended. Transfer credits course-by-course evaluation of all included on a transcript must include transcripts by an independent grades earned; if not, an official evaluation service based in the United transcript from the original school States also is required. must be submitted. Transcripts must be sent from the issuing school in a
sealed envelope and contain the
appropriate signatures and seals to be
considered official. 4. Completion of at least three Psychology courses, to include Expenses Introductory Psychology, with grades of “B” or better in each. 5. Arcadia University welcomes applications for this program from Students are billed on a per-credit basis college graduates of all majors, based on the number of credits they especially those who have demonstrated scholastic excellence enroll for in a given semester. and a commitment to international Information on current costs is available peace and conflict resolution. Related at www.arcadia.edu/finaid. experience and achievements, either Financial aid is available to assist qualified domestic or international, also are students in covering tuition and related desirable. expenses, as well as living costs. Upon review 6. Three letters of recommendation. The for admission, students automatically will be letters must be of a professional not reviewed by the academic department for a personal nature and one from a health limited number of merit scholarships. professional.If the student has been Additionally, students can apply to receive up out of school five years or less, at to $20,500 annually through the Federal Direct least one letter must come from a Stafford Loan at a fixed interest. In addition to professor. the Stafford Loan, students can choose to 7. Test scores from the Graduate borrow either a Federal Direct Graduate PLUS Record Examination (GRE) or the Loan or a private alternative student loan to Miller Analogies Test (MAT), taken cover remaining expenses. Graduate within the past five years. Test scores assistantships also may be available to those are not required of applicants with an who qualify. For more information on available earned master’s degree. financial aid and how to apply, visit 8. An interview with the the Counseling www.arcadia.edu/finaid and click on Graduate. Pscyhology department (by invitation only). 9. A personal interview with the IPCR Requirements for the department usually is required, but a Dual Degrees in phone interview may be substituted at the discretion of the program Director. Counseling Psychology 10. and International Peace 11. International applicants should visit www.arcadia.edu/international for and Conflict Resolution detailed information on admission (86 credits; 54credits for the Counseling requirements and application Psychology program and 44 credits for the procedures. Official results from the IPCR program) TOEFL or IELTS are required for all students for whom English is a Structure of the program: What follows is a second language except for non- sample course sequence for a full-time native speakers of English who hold student. This course sequence can be
Arcadia University Graduate Catalog 2011-12 3 Counseling Psychology and International Peace and Conflict Resolution at Arcadia University modified to accommodate students who want IP 534 Post-Conflict Development to take less than four courses a semester. or other elective (3 credits) The foundation coursework for both IPCR, PY 522 Conflict Resolution in including the thesis requirement, and Deeply Divided Societies Counseling Psychology, including licensure or other elective (3 credits) requirements, remain intact. The Study Abroad Requirement within IPCR will be fulfilled by SUMMER YEAR 2 courses within the Counseling Psychology (6 credits) Trauma Concentration (for a total of 9 credits). The internship requirement for IPCR will be PY 610 Group Counseling satisfied by the Internship placement within the (3 credits) Counseling Psychology program, which will PY 574 Clinical take place in a setting that allows for the Psychopharmacology development of skills related to the treatment (3 credits) of trauma. FALL YEAR 2 Dual Degrees: Master of Arts in Counseling (12 credits) Psychology with a Trauma Concentration and Master of Arts in International Peace and PY 618 Evidence-Based Conflict Resolution Treatments of Trauma (3 credits) SUMMER YEAR 1 PY 620 Advanced Counseling (6 credits) Techniques (3 credits) IP 533 Conflict Transformation or PY 572 Concepts of Mental Health other elective (3 credits) and Mental Illness IP 521 International (3 credits) Organizations or other IP 501 Introduction to Peace and elective (3 credits) Conflict Resolution (3 credits)
FALL YEAR 1 (12 credits) SPRING YEAR 2 PY 516 Human Development: Life (12 credits) Span (3 credits) PY 570 Professional Issues in PY 500 Education and Career Counseling (3 credits) Counseling: Community PY 587 Practicum (0 credits) (3 credits) IP 542 Health and Human Rights PY 625 Psychological Testing (3 credits) (3 credits) IP 511 Introduction to PY 622 Trauma, Advocacy and International Law Social Justice (3 credits) (3 credits) PY 688 Cultural Bases of Counseling (3 credits) SPRING YEAR 1 (12 credits) SUMMER YEAR 3 (12 credits) PY 586 Theories and Techniques of Counseling (3 credits) PY 623 Strategies for Treating IP 502 Research Methods and Grief and Bereavement Conflict Analysis (3 (3 credits) credits) (This counts as ID 583(a) IPCR Internship (3 credits) the research methods course for both programs.) FALL YEAR 3 (12 credits)
Arcadia University Graduate Catalog 2011-12 4 Counseling Psychology and International Peace and Conflict Resolution at Arcadia University
PY 630 Counseling Internship (6 credits) ID 583(b) IPCR Internship (6 credits)
SPRING YEAR 3 (8 credits)
PY 631 Counseling Internship (6 credits) IP 598 Capstone (2 credits)
Arcadia University Graduate Catalog 2011-12 5 Mathematics Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
2. Concentration Courses (15 credits) Coordinator ED 526A Learning and Assessment Peter Appelbaum, Ed.D. in Elementary Mathematics ED 526B Learning and Assessment Master’s Degrees and in Secondary Mathematics Teacher Certification ED 527 Topics in Mathematics Education: Master of Education A) Professional Content Development for Master of Arts in Education Elementary Mathematics B) Teaching Algebra Certification C) Teaching Geometry Instructional D) Teaching Calculus Supervisory E) Teaching Discrete Mathematics About the Mathematics F) Teaching Probability and Statistics Education Program G) Mathematics in the This program enables teachers, Middle School administrators, and other formal and non- H) Teaching formal educators at all grade levels to enact Developmental meaningful mathematics teaching and learning Mathematics in all possible learning environments. ED 528A Problem-Solving and Interdisciplinary and trans-disciplinary Problem-Posing Workshop approaches are used to support rich ED 528B Clinical Mathematics mathematical investigations and to implement Education challenging curricular structures that exceed ED 529 Mathematics and the state and local standards and objectives. Curriculum (Required Course) The program is suitable for elementary, middle ED 534 Topics in Mathematics and high school teachers and administrators Curriculum Development who want to specialize in mathematics ED 558B Seminar for Mathematics education, those who work in educational Educators agencies and curriculum development, community college instructors, and others who 3. Electives (6–9 credits) chosen with the are interested in the best mathematics adviser education practices for all students. 4. Culminating Activity ED596 – 3 credits Arranged in consultation with the adviser at Master of Education the time of completing the Degree Candidacy Application. A Practicum or Field Degree Requirements Experience may not be used as the (M.Ed.) Culminating Activity for master’s degrees in Secondary Education. (a minimum of 30 credits)
Mathematics Education Concentration Master of Arts in 1. Foundation Courses (6–9 credits) chosen in consultation with the adviser from the Education Degree following: Requirements (M.A.Ed.) ED 501–510 (a minimum of 30 credits)
This program is individualized and planned with the program Coordinator.
Arcadia University Graduate Catalog 2011-12 1
Mathematics Education at Arcadia University
1. Mathematics Concentration 2. A grade of “B” or better in the Graduate Student Teaching Practicum 2. Education Foundation Courses (6 credits) 3. Completion of all Praxis examinations is required prior to enrolling for the Student 3. Concentration Courses (Mathematics) (15 Teaching Practicum. credits) Praxis I 4. Electives in Education (9 credits) Passing scores on Reading, Writing and Mathematics tests are required for 5. Culminating Activity (3 credits) admission to the program.
The foundation courses (ED 501–510) provide Praxis II knowledge basic to all aspects of education. A Mathematics Content Knowledge minimum of 15 credits of the degree program (10061) must be taken in Mathematics; the remaining Qualifying Score: 136 credits must be in Education.
Teacher Certification Pennsylvania Instructional Teacher Certification (variable credit depending on previous academic credentials)
Mathematics Education 7–12 ED 503 General Foundations of Education in the United States ED 513 Meeting the Needs of Diverse Learners ED 523 The Teacher and the Classroom, Secondary ED 526B Learning and Assessment in Secondary Mathematics ED 565B Computers and Technology in the Mathematics Curriculum ED 471 Graduate Student Teaching Practicum: Secondary 7–12 (6 credits; credits not applicable to master’s degree or culminating activity) or ED 583B Fieldwork (for students holding a valid Pennsylvania Instructional I or II certificate) (3 credits; credits not applicable to the master’s degree)
Additional Certification Requirements
1. Completion of all subject area coursework required to meet the general and specific certification standards of the Pennsylvania Department of Education. This will be determined by the program Coordinator.
Arcadia University Graduate Catalog 2011-12 2 Creative Writing M.F.A. at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
many low-residency creative writing Faculty programs in which students have Program Director infrequent contact with their peers and Joshua Isard, M.Sc., M.A., Visiting instructors. Arcadia utilizes Assistant Professor of English Blackboard software for these discussions, which requires only that Faculty the students have a consistent Richard A. Wertime, Ph.D., Professor of Internet connection. There are no English extra programs to buy or download. Quincy Jones, M.A., Adjunct Professor of English • Personal Attention—In addition to the online community, Arcadia’s program utilizes technology to allow Master’s Degree consistent one-on-one contact between the students and the faculty. Master of Fine Arts in Creative Writing Through the use of e-mail, instant messaging, and voice chat programs About the M.F.A. in such as Skype, students are never out of touch with their faculty advisers. Creative Writing • Study Abroad—A global perspective is an important facet of writing. • Personal attention in small workshops Therefore, each student spends a • Low-residency, using technology to residency abroad at the start of the build a dynamic online writing second year of the program. That community residency is in Edinburgh, Scotland, • Study abroad residency in Edinburgh, though additional locations—including Scotland Umbria, Italy—may become available. • Manuscript requirement and publication plan • Manuscript and Publishing—At the end of the program, each student Arcadia University’s low-residency M.F.A. submits a book-length manuscript in program in Creative Writing, the only one of its his or her genre and works with his or kind in the Philadelphia area, is distinctive in her faculty adviser to develop a plan that it incorporates both a dynamic online for publication. . environment and a study abroad experience. The course emphasizes online workshops; personal attention from faculty; studying Fiction or Poetry: abroad, with a residency in Edinburgh, Program Structure Scotland; and the preparation of both a book- length manuscript and a plan to publish it. Genres and Cohorts—Upon application, the
student chooses the genre he or she wishes to Arcadia’s experienced and award-winning pursue, either fiction or poetry. faculty help to prepare each student for a career in writing and in teaching the craft at the The program is a cohort model, and students college level. move through the program with their cohort,
concentrating on their specific genre, either Because this is a low-residency program and poetry or fiction. This allows for a cohesion in students take between six and nine credits students’ work and the creation of a each term, each participant is able to develop community among the students as they much of his or her own schedule and maintain progress through the program. a full-time professional life outside school.
Fiction—Students in the fiction group • Online Community—In Arcadia’s develop a full-length manuscript, program, students participate in either a novel or a collection of weekly workshops conducted online stories, over the course of the and led by the faculty, as opposed to program. Each student is able to
Arcadia University Graduate Catalog 2011-12 1 Creative Writing M.F.A. at Arcadia University
submit portions of his or her writing to students will still be able to go abroad the workshops and to discuss the again if they so choose. progress of his or her manuscript with the faculty. By the end of the course, The third residency is back at Arcadia, and it students can expect to have a book- begins turning the focus of the program to length manuscript that they are ready completing the manuscript and developing a to submit to agents and publishers— plan for publishing it upon graduation. and also to have a plan for that process that the faculty will help to While the two cohorts attend residencies develop. together, there are some genre-specific lectures, discussions and activities. Students Poetry—Students in the poetry group are required to attend all the programs within produce a full length manuscript over their genre, and they are welcome to attend their two years in the program. any program in the other genre if possible. Through online workshops and discussions with the faculty, a student Workshops—The program utilizes technology can expect to have a manuscript to conduct weekly workshops in an online which he or she is ready to submit for discussion board. Students are able to share publication upon graduation. The their work, critique their peers’ work, and faculty help each student to develop a complete exercises assigned by the instructor. plan to submit his or her manuscript to Consistent feedback is an important part of the publishers, contests, and literary writing process, and with the available online journals. resources, students feel connected to the writing community at Arcadia. Residencies—Students participate in three residencies, each lasting for one week. The The workshops are asynchronous discussions, first is held in August of year one, when the meaning that while there are due dates and program begins; the second is held the deadlines, students do not have to be online at following summer, before year two begins; and any particular time, freeing them to complete third will be held in January of year two. the work around their own schedules. Additionally, all the technology is web-based, The first residency is conducted at Arcadia meaning that students will not have to University and includes face-to-face download or buy special software to participate workshops, lectures and discussion with in the program. visiting writers, and individual conferences with the faculty members. Additionally, the cohort M.F.A. students complete four workshops, two attends events in the Philadelphia area—such each year of the program. They are held in the as museums like the Rosenbach, or plays—in Fall and Spring semesters during each year of order to build community among the cohort. the program.
The second residency is in Edinburgh, Practicums—In order to receive personal Scotland, though other sites (including Umbria, attention from Arcadia’s faculty members, Italy) may be developed. The time overseas students have four practicum courses. In these includes face-to-face workshops, visits from courses, students work one-on-one with a foreign writers so as to get a global faculty adviser on their writing, and they also perspective on the craft, and opportunities to construct a reading list of literature and writing travel around the area. Edinburgh is one of the theory. richest literary cities in the world, and it presents ample opportunity for exploration and The first three practicums focus on the writing inspiration. craft and building a manuscript. The fourth practicum focuses on completing a manuscript Note—Students who attend the for the thesis and on preparing a plan for trying Fiction Writer’s Residency in Umbria to publish it after graduation. during the summer of 2011, and then enroll in the M.F.A. in the Fall of 2011, While some of the practicum work is will be considered to have completed asynchronous, such as e-mail communication, their residency abroad and will not any meetings students have with faculty have to attend a residency in the members are scheduled at mutually summer of 2012. However, those convenient times.
Arcadia University Graduate Catalog 2011-12 2 Creative Writing M.F.A. at Arcadia University
any needed state certifications. Literature Courses—Each student takes two Teaching in private schools also is an literature courses. One can be chosen from option. any graduate-level literature course that • Writing: In addition to seeking Arcadia University offers, and students are publication for their own creative work, encouraged to pick something which interests M.F.A. graduates can write for them. The second course is a craft course in magazines, newspapers, companies the student’s genre. The craft courses focus and organizations. This includes on trends and techniques in contemporary business, marketing, professional, literature, and they are meant to give students technical, pharmaceutical and medical an idea of what’s happening in the writing writing. Full-time, part-time and world right now. freelance opportunities are available. Thesis—After completing all of the above requirements, students submit their writing to the M.F.A. faculty as their theses. The thesis M.F.A. in Creative Writing will be a completed manuscript in the student’s Admission Requirements chosen genre, and it should be one that students reasonably can expect to publish 1. A graduate application, including after graduation. personal statements, to be completed online at www.arcadia.edu/gradapp.
Career Paths for M.F.A. 2. A bachelor’s degree from an Graduates accredited institution with a recommended GPA of 3.0 or better.
The undergraduate major should be in In Arcadia’s M.F.A. program, students produce one of the traditional liberal arts or in a a publishable manuscript while studying the professional or pre-professional field craft of writing. This process prepares students but accompanied by strong for professional work in many arenas, and undergraduate training in creative after graduation they have several career writing. options to choose from, including: 3. One official transcript from each • Editing: A career in editing is an college, university or professional especially appealing option for school attended. Transfer credits students who gain experience working included on a transcript must include on a literary journal during their time in grades earned; if not, an official an M.F.A. program. Editors can work transcript from the original school in a range of settings, including: must be submitted. Transcripts must o advertisement and public be sent from the issuing school in a relations agencies sealed envelope and contain the o corporations appropriate signatures and seals to be o magazines considered official. o media outlets o nonprofit and government 4. Two letters of recommendation. The organizations letters must be of a professional not o universities personal nature. If the student has • Publishing: M.F.A graduates also been out of school five years or less, may pursue a career in publishing, at least one letter must come from a working for a small or large press. professor. • Teaching at the university level: The M.F.A. is considered a terminal 5. An interview with the program degree in academia, so those who Coordinator, either in-person or over hold it are qualified to teach both the phone, if deemed necessary. creative writing and composition at the university level. 6. A writing sample. For poetry students, • Teaching secondary education: this should be 10 to 15 pages of M.F.A. graduates also can pursue a verse. For fiction students, it should career in secondary education in be 15 to 20 pages of prose. Please do public school as long as they obtain not exceed the page limit.
Arcadia University Graduate Catalog 2011-12 3 Creative Writing M.F.A. at Arcadia University
Federal Loans: Graduate students are eligible to borrow through the federal Stafford Loan 7. International applicants should visit and federal PLUS Loan programs. Arcadia www.arcadia.edu/international for University, in partnership with AES/PHEAA, detailed information on admission offers the no-fee Arcadia University Preferred requirements and application Stafford Loan Program, which provides procedures. Official results from the students with benefits that include: TOEFL or IELTS are required for all • Origination and guarantee fee waivers students for whom English is a • Interest rate reduction during second language or who have not repayment earned degrees or diplomas from • Superior administration and servicing post-secondary institutions in English- All financial aid paperwork not submitted speaking countries (e.g. the United online should be sent to the Office of States, Canada, England, Ireland, Enrollment Management/Financial Aid. Please Australia and New Zealand). A e-mail [email protected] or call 1-877- course-by-course evaluation of all ARCADIA (1-877-272-2342) with additional transcripts by an independent questions. evaluation service based in the United States also is required. Master of Fine Arts All application materials must be sent to the Office of Enrollment Management. in Creative Writing Degree Requirements Admission deadlines: In order to (A minimum of 39 credits) encourage community and continuity among the cohorts, each student must start in August with the first residency. Sample Course Sequence March 1: Priority Admissions Application Scenario for a Student in the Deadline. Spaces in the cohort are filled on a first-come, first-served basis. Students Low-Residency M.F.A. in are accepted to begin in August (Summer Creative Writing III) only. Residency One, Aug. 6-11, 2012—at Arcadia University Expenses Tuition for 2011-12: $670 per credit Fall Semester 2012: Workshop 1 Fees: Practicum 1 Audit: $670 per course Parking: $30 per semester (Fall and Spring Semester 2013: Spring) before 4 p.m. No charge Workshop 2 after 4 p.m. Practicum 2
Financial Aid: Graduate students who have Summer Semester 2013: been accepted into a degree program and are Traditional Literature Course enrolled for at least 6 credits per semester are eligible to apply for financial aid. Please visit Residency Two, July 12-21, 2013—Edinburgh, www.arcadia.edu/finaid for information Scotland regarding required forms and documents, most of which can be submitted online. Fall Semester 2013: Workshop 3 Graduate assistantships are available to all Practicum 3 students registered for at least 9 credits per Craft Course semester. Students may apply for assistantships upon acceptance and Residency Three, Jan. 13-18 2014—Arcadia registration. Questions regarding graduate University King of Prussia Campus assistantships should be directed to the College of Graduate Studies at 215-572-2925. Spring Semester 2014: Workshop 4
Arcadia University Graduate Catalog 2011-12 4 Creative Writing M.F.A. at Arcadia University
Practicum 4: Thesis Preparation
Thesis turned in at the close of the Spring Semester, 2014 M.F.A. in Creative Writing English Courses (EN)
Residencies (9 credits) EN 550 Residency 1 Residencies EN 551* Residency 2: Abroad in EN 550, 551, 552 Edinburgh (551 and 552 pending approval) EN 552* Residency 3 During the on-campus residencies (the first and Workshops (12 credits) third residencies), students take part in intensive EN 555A* Workshop 1 (fiction) workshops, meet one-on-one with their faculty or EN 555B (poetry) advisers, participate in seminars and exercises EN 556A* Workshop 2 (fiction) with visiting writers, and generally build the or EN 556B (poetry) cohesive community of the program. These last EN 557A* Workshop 3 (fiction) for one week, and they are conducted in August or EN 557B (poetry) of the program’s first year, and January of the EN 558A* Workshop 4 (fiction) program’s second year. or EN 558B (poetry) Students spend the second residency, also for
one week, abroad in Edinburgh, Scotland. During Practicums (12 Credits) that time students take part in workshops and EN 560* Practicum 1 meetings with faculty, but they also will explore EN 561* Practicum 2 the area, meet with local writers, and produce EN 562* Practicum 3 work based on those experiences. EN 563* Practicum 4: Thesis Preparation Workshops
Literature Courses (6 Credits) EN 555A, 556A, 557A, 558A for fiction. EN 555B, EN 553 Craft of Contemporary 556B, 557B, 558B for poetry (pending approval) Fiction or EN 554* Craft of Contemporary In each workshop, students are able to submit their work for critiques and discussion by the Poetry faculty and their peers. These discussions are Plus any other graduate literature offering conducted online, through Blackboard’s forums. from Arcadia There are online discussions every week of the term, and a faculty member leads and *Courses pending approval participates in each one.
• Students must complete all of the Additionally, students complete writing exercises above requirements before being assigned by their instructor throughout the term. awarded a degree. These short assignments help students to • It is important that students make all develop new techniques to use in their writing. possible efforts to complete the classes in order, so as to maintain a Practicums community within the program. EN 560A, 561A, 562A, 563A for fiction. EN 560B, • If a student must take a leave of 561B, 562B, 563B for poetry. absence; however, it is best that he or she take a full year of absence so that Each of these courses involves one-on-one it is easiest to rejoin the program at a instruction with a faculty member as students develop their manuscripts over the two years of natural point. • Extenuating circumstances will be the program. The professor not only helps the evaluated at the faculty’s discretion. students with their writing, but also assigns readings and other assignments that help the
students with their projects.
Students meet with faculty about every other week, either over the phone, through a program
Arcadia University Graduate Catalog 2011-12 5 Creative Writing M.F.A. at Arcadia University such as Skype, or by another agreed upon means. Of course, students always have the option of contacting their practicum instructor more often—this is a way for the faculty to be consistently available to the students. Craft of Contemporary Fiction
EN 553
This course focuses on the themes, techniques, and movements of contemporary fiction and is reading- and discussion-intensive, utilizing Blackboard’s forums in order to conduct weekly conversations led by the instructor. This course is reading-intensive, and students are expected to write two essays in addition to the weekly online discussions.
Craft of Contemporary Poetry
EN 554 (pending approval)
This course focuses on the themes, techniques, and movements of contemporary poetry and is reading- and discussion-intensive, utilizing Blackboard’s forums in order to conduct weekly conversations led by the instructor. This course is reading-intensive, and students are expected to write two essays in addition to the weekly online discussions.
Arcadia University Graduate Catalog 2011-12 6 Master of Public Health/ Doctor of Physical Therapy at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
nursing facilities and public school systems. Coordinators Physical therapists also work as educators, Andrea Crivelli-Kovach, Ph.D., M.A., researchers and consultants. Physical therapy MCHES, Professor and Director of is an integral part of today’s changing health Community & Global Public Health care system, and a dual degree in Public Programs Health can prepare therapists to address both Kristin von Nieda, PT, M.Ed., D.P.T., individual needs and community-based issues. Associate Professor, Physical Therapy Arcadia’s entry-level Doctor of Physical Therapy program, where students enter with a bachelor’s degree and prerequisites, is ranked Dual Degree Program 7th in the nation by U.S. News & World Master of Public Health and Doctor of Report. Physical Therapy This three-year dual degree program requires students to complete a total of 147 credits and About Arcadia’s Dual is a year-round program where students earn Degree Program in Public 111 credits for the D.P.T. program and 36 credits for the M.P.H. program. Health and Physical Therapy Admission to the Master With dual degrees, students gain knowledge in of Public Health two fields as they prepare for their professional careers. Program/Doctor of
Arcadia’s College of Health Sciences has Physical Therapy Dual nationally recognized health care, science and Degree Program business programs that make the world a laboratory by providing real-world, integrative learning experiences. Graduate programs use Students applying for admission to the dual evidence-based research and project-based degree program in Public Health and Physical learning to prepare health care and business Therapy need to meet the admission professionals for a rapidly changing global requirements for the DPT Program and write environment. Applied and pro bono clinical an additional three essays for the MPH research, clinical rotations, international Program. Admission requirements for the DPT fieldwork, and multicultural assessment are Program are available in this catalog under the threaded through the curricula. Graduate DPT Program description. The MPH essays students also conduct research and publish are listed below. with expert faculty in many fields.
Dual degree candidates must be accepted into MPH essay questions…… each of the programs in order to pursue dual 1. Describe yourself including degrees: Doctor of Physical Therapy (D.P.T.) perceptions of your strengths and and Master of Public Health (M.P.H.). weaknesses 2. Explain your reasons for wanting to Physical therapy is a health care profession pursue an MPH degree. whose practitioners evaluate, treat and instruct Please include career goals and how individuals in order to prevent or overcome the you think public health will enhance effects of disease or injury. Physical therapists your potential as a health work in a variety of settings, including acute professional. care hospitals, rehabilitation hospitals, 3. Describe any work or volunteer outpatient centers, individual homes, skilled community health-related experience
Arcadia University Graduate Catalog 2010-11 Master of Public Health/Doctor of Physical Therapy at Arcadia University
you have had, including international (24 credits) experiences and work with refugee or immigrant populations within the US. PBH 501 Social Determinants of Health and Disease Deferred Admission: Students who have (3 credits) secured a seat in the program and want to PBH 600 Introduction to defer their admission for one year must submit Epidemiology (3 credits) their request to do so in writing to the Director PT 605 Intro and Exposure to of Physical Therapy Admissions and to the Physical Therapy Practice director of Community & global Public Health 4 credits) Programs. Deferrals will be considered on an PT 615 Physical Therapy individual basis. Once a deferral is granted, a Examination/Evaluation student must submit the required deposit to Skills I (2 credits) reserve a seat in the class. This deposit will be PT 625 Physical Therapy credited toward tuition. A student who is Intervention Skills I granted a deferral must understand that he or (4 credits) she will be subject to the prevailing tuition at PT 645 Physical Therapy the time of matriculation to the program. Integrative Care and Practice I (3 credits) PT 675 Biomedical Foundation Expenses Sciences I (5 credits) Tuition and fees for the dual degree program are billed in equal increments over the SPRING YEAR 1 program’s nine semesters. Information on (25 credits) current costs is available at www.arcadia.edu/finaid. Financial aid is PBH 620 Introduction to Biostatistics available to assist qualified students in (3 credits) covering tuition and related expenses, as well PT 616 Physical Therapy as living costs. Upon review for admission, Examination/Evaluation students automatically will be reviewed by the Skills II (4 credits) academic department for a limited number of PT 626 Physical Therapy merit scholarships. Additionally, students can Intervention Skills II (5 apply to receive the Federal Direct Stafford credits) Loan at a fixed interest rate. In addition to the PT 636 Exposure to Physical Stafford Loan, students can choose to borrow Therapy in a Health Care either a Federal Direct Graduate PLUS Loan System (1 credits) or a private alternative student loan to cover PT 646 Physical Therapy remaining expenses. Graduate assistantships Integrative Care and also may be available to those who qualify. For Practice II (4 credits) more information on available financial aid and PT 676 Biomedical Foundation how to apply, visit www.arcadia.edu/finaid and Sciences II (8 credits) click on Graduate. SUMMER YEAR 1 (20 credits) Requirements for the Dual Degrees in Public PBH 530 Theories of Health Behavior and Health Health and Physical Education (3 credits) PT 717 Physical Therapy Therapy Examination/Evaluation (147 credits; 111 credits for the D.P.T. Skills III (2 credits) program and 36 credits for the M.P.H. PT 727 Physical Therapy program) Intervention Skills III (2 credits) Dual Degrees: Doctor of Physical Therapy PT 747 Physical Therapy (D.P.T.) and Master of Public Health (M.P.H.) Integrative Care and Practice III (4 credits) FALL YEAR 1
Arcadia University Graduate Catalog 2010-11 2 Master of Public Health/Doctor of Physical Therapy at Arcadia University
PT 777 Biomedical Foundation PT 860 Clinical Education Sciences III Experience II (6 credits) (9 credits) FALL YEAR 3 FALL YEAR 2 (9 credits) (18 credits) PBH 695 Public Health Capstone PBH 630 Program Planning and Project Seminar I (3 Evaluation for Health credits) Professionals (3 credits) PT 870 Clinical Education PBH 640 Research Methods and Experience III (6 credits) Design for Public Health (3 credits) SPRING YEAR 3 PT 718 Physical Therapy (14 credits) Examination/Evaluation Skills IV (2 credits) PBH 689.1 Public Health Internship I PT 728 Physical Therapy (3 credits) Intervention Skills IV PBH 696 Public Health Capstone (2 credits) Project Seminar II (3 PT 738 Clinical Education credits) Experience I (4 credits) PT 805 Physical Therapy Practice PT 748 Physical Therapy II (4 credits) Integrative Care and PT 869 Independent Study (2 Practice IV (2 credits) credits*) PT 778 Biomedical Foundation PT 899 Clinical Decision Making Sciences IV (2 credits) (2 credits*)
*PBH 695/696 will be taken and counted as the PT Electives/Independent Study PT 869/899.
SPRING YEAR 2 (28 credits)
PBH 645 Evaluation of Public Health Programs: Case Studies (3 credits) PBH 560 Community and Environmental Health (3 credits) PT 819 Physical Therapy Examination/Evaluation Skills V (6 credits) PT 829 Physical Therapy Intervention Skills V (6 credits) PT 849 Physical Therapy Integrative Care and Practice V (4 credits) PT 879 Biomedical Foundation Sciences V (6 credits)
SUMMER YEAR 2 (9 credits)
PBH 510 Health Care Systems (on- line) (3 credits)
Arcadia University Graduate Catalog 2010-11 3 Public Health and International Peace and Conflict Resolution at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Northern Ireland in the fall, and/or to Costa Coordinators Rica or Ukraine in the spring. This dual-degree Warren Haffar, Ph.D., Associate Professor program is 74-77 credits and requires and Director of International Peace and international experiences. Conflict Resolution Andrea Crivelli-Kovach, Ph.D., M.A., Course requirements and sequencing are MCHES, Professor and Director of available by contacting the Director of the Community and Global Public Health program. Programs Dual-Degree Program Admission to this dual- Master of Public Health and Master of Arts degree program requires in International Peace and Conflict Resolution the applicant to meet the admission criteria for About Arcadia’s Program both the M.P.H. program in Public Health and and the IPCR program. International Peace and Conflict Resolution Admission to the Master of Public Health Program The International Peace and Conflict Resolution (IPCR) master’s degree program The following program-specific requirements offers an innovative curriculum that allows must be met: students to develop an area of concentration, build an international network of contacts, and 1. A completed graduate application gain practical experience through problem- including personal statements, to be based learning in international settings. The completed online at program’s strength lies in its interdisciplinary www.arcadia.edu/gradapp. approach to the increasingly critical study of 2. A bachelor’s degree from an peace and conflict resolution. accredited institution with a recommended GPA of 3.0 or better in This dual degree option in Public Health and the major course of study. IPCR prepares students to integrate their 3. One official transcript from each knowledge of public health, along with college, university or professional program development, implementation and school attended. Transfer credits evaluation skills, to assist in conflict resolution. included on a transcript must include The Nyerere Centre for Peace Research in grades earned; if not, an official Arusha, Tanzania, operated in cooperation transcript from the original school with the multi-nation East African Community, must be submitted. Transcripts must provides unique opportunities for international be sent from the issuing school in a research and service learning. sealed envelope and contain the appropriate signatures and seals to be IPCR is one of the few graduate programs in considered official. the field of conflict resolution with a built-in 4. Three letters of recommendation, at overseas component. In addition to the least one from a professor (if a recent second-year study abroad component, IPCR graduate) and one from a health students have the option of participating in professional. weeklong intensive “preview” field studies 5. Test scores for the Graduate Record during their first year. Students may travel to Examination (GRE), Graduate
Arcadia University Graduate Catalog 2011-12 Public Health/International Peace and Conflict Resolution at Arcadia University
Management Admission Test • One official transcript from each (GMAT), Medical College Admission college, university or professional Test (MCAT), or the Miller Analogies school attended. Transfer credits Test (MAT), taken within the last five included on a transcript must include years. Test scores are not required for grades earned; if not, an official students with an earned graduate transcript from the original school degree in a related field. must be submitted. Transcripts must 6. Knowledge of the profession through be sent from the issuing school in a work or volunteer experience. sealed envelope and contain the 7. International applicants should visit appropriate signatures and seals to be www.arcadia.edu/international for considered official. detailed information on admission • Three letters of recommendation from requirements and application persons who are able to judge the procedures. TOEFL/IELTS results are applicant’s qualifications to undertake required for all students for whom graduate work abroad. At least one English is a second language or who recommendation must be from a have not earned degrees or diplomas professor. from post-secondary institutions in • A personal interview usually is English-speaking countries (e.g. the required, but a phone interview may United States, Canada, England, be substituted at the discretion of the Ireland, Australia, and New Zealand). program Director. A course-by-course evaluation of all • International applicants should visit transcripts by an independent www.arcadia.edu/international for evaluation service based in the United detailed information on admission States also is required. requirements and application procedures. Official results from the TOEFL or IELTS are required for all Admission to the IPCR students for whom English is a Master’s Degree Program second language except for non- native speakers of English who hold degrees or diplomas from post- Program-Specific Admissions secondary institutions in English- Requirements: Arcadia University welcomes speaking countries (e.g. the United applications for this program from college States, Canada, England, Ireland, graduates of all majors, especially those who Australia and New Zealand). A have demonstrated scholastic excellence and course-by-course evaluation of all a commitment to international peace and transcripts by an independent conflict resolution. Related experience and evaluation service based in the United achievements, either domestic or international, States also is required. also are desirable. The program requests the following from applicants: GREs are not required for admission. In exceptional cases, after reviewing an • An International Peace and Conflict applicant’s academic record and non- Resolution application, including academic experience, in exceptional cases the personal statements, to be completed Director may waive one or more prerequisites. online at www.arcadia.edu/gradapp. • A bachelor’s degree from an Application Deadline: Completed accredited institution with a applications will be reviewed on a rolling basis recommended GPA of 3.0 or better starting February 1. Those reviewed after and a major in Peace Studies, February 1 will be reviewed based on Political Science, History, Modern availability of space in the attending class. Languages, Economics, Classes typically fill in early spring, so Anthropology, Sociology, Psychology, applicants are encouraged to apply by the Philosophy, Religion or another liberal February 1 deadline. arts discipline. Students with undergraduate majors in Biology and Environmental Science also are encouraged to apply.
Arcadia University Graduate Catalog 2011-12 2 Public Health/International Peace and Conflict Resolution at Arcadia University
IP 535 Economics, the Expenses Environment and Tuition and fees for the dual degree program Development—or other are billed in equal increments over the IPCR elective program’s nine semesters. Information on (3 credits) current costs is available at PBH 620 Introduction to Biostatistics www.arcadia.edu/finaid. (3 credits) PBH 530 Theories and Principles of Financial aid is available to assist qualified Health Behavior and students in covering tuition and related Health Promotion expenses, as well as living costs. Upon review (3 credits) for admission, students automatically will be PBH 560 Issues in Community and reviewed by the academic department for a Environmental Health (3 limited number of merit scholarships. credits) Additionally, students can apply to receive up to $20,500 annually through the Federal Direct Summer Stafford Loan at a fixed interest. In addition to PBH 510 Health Care Systems the Stafford Loan, students can choose to (3 credits—online) borrow either a Federal Direct Graduate PLUS PBH 640 Research Methods and Loan or a private alternative student loan to Design for Health cover remaining expenses. Graduate Professionals assistantships also may be available to those (3 credits) who qualify. For more information on available financial aid and how to apply, visit Second Year www.arcadia.edu/finaid and click on Graduate. Fall IP 542 International Health and Human Rights (3 credits Requirements for the IP 533 Conflict Transformation M.A. in International (3 credits) PBH 630 Program Planning and Peace and Conflict Evaluation for Health Professionals (3 credits) Resolution and M.P.H. PBH 695 Capstone Research (74-77 credits) Project Seminar in Public Health I Master of Arts in International Peace and (3 credits) Conflict Resolution Master of Public Health Spring IP 522 Conflict Resolution in First Year Deeply Divided Fall Societies—or other IPCR IP 501 Introduction to Peace elective (3 credits) Studies & Conflict PBH 645 Evaluation of Public Resolution (3 credits) Health Programs: Case IP 511 Introduction to Studies (3 credits) International Law—or PBH 696 Capstone Research other IPCR elective Project Seminar in Public (3 credits) Health II (3 credits) PBH 501 Social Determinants of Health and Disease Third Year (3 credits) Fall PBH 600 Introduction to IP 581 Study Abroad and Epidemiology (3 credits) Concentration (9–12 credits) Spring IP 523 Post-Conflict Relief and Spring Development—or other IP 583 Internship IPCR elective (3 credits) (9–12 credits)
Arcadia University Graduate Catalog 2011-12 3 Public Health/International Peace and Conflict Resolution at Arcadia University
IP 598 Capstone Seminar (2 credits) PBH 689 Public Health/Health Education Internship (3 credits)
Arcadia University Graduate Catalog 2011-12 4 Dual Degrees: Public Health and Counseling Psychology at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
order to enroll in the dual degree (one Coordinators common application will be provided). Eleonora Bartoli, Ph.D., Assistant Professor With dual degrees, students gain knowledge in and Director of Counseling Psychology two fields as they prepare for their professional Andrea Crivelli-Kovach, Ph.D., M.A., careers. MCHES, Professor and Director of Community & Global Public Health Arcadia’s College of Health Sciences has Programs nationally recognized health programs that make the world a laboratory by providing real- world, integrative learning experiences. Dual Degree Program Graduate programs use evidence-based Master of Public Health and Master of Arts research and project-based learning to in Counseling Psychology prepare health care and business professionals for a rapidly changing global environment. Applied and pro bono clinical About Arcadia’s Dual research, clinical rotations, public health Degree Program in Public internships, international fieldwork, and multicultural assessment are threaded through Health and Counseling the curricula. Graduate students also conduct research and publish with expert faculty in Psychology many fields. This dual degree will enable practitioners to implement both Dual degree candidates must be accepted into individual and systemic change in the each of the programs in order to pursue dual mental health and public health fields, degrees: Master of Arts in Counseling by integrating the tools of the Psychology (M.A.C.P.) and Master of Public counseling psychologist with the tools Health (M. P.H.). of public health. The dual degree allows students to The mental health needs of individuals and the become licensed as professional community are inextricably linked with socio- counselors. economic factors such as poverty, lack of The Master of Public Health Degree access to health care services, and educates community public health inadequate education. These negative forces professionals to promote the health of profoundly impact an individual’s ability to seek individuals, families, communities, and and maintain adequate physical and mental the environment. This is health, which in turn prevent individuals from accomplished through a program that advocating for themselves to access essential integrates education, research, and resources. practice in a global environment. The Master in Counseling Psychology While Counseling Psychology prepares educates and socializes students to students to identify lifestyle factors that may become practitioners skilled in the art lead to increased risk for serious mental health of behavior assessment and change. problems, the focus of the training is on the This is accomplished through a individual, rather than on a population, and on program that integrates theory and remediation, rather than prevention. This dual practice (both within and outside of degree, where graduates become licensed the classroom) from the beginning of professional counselors, enables practitioners the program. to implement both individual and systemic Part-time and full-time options change in the mental health and public health Some courses offered online fields by integrating the tools of counseling Dual degree candidates must be with the tools of public health. accepted to each of the programs in
Arcadia University Graduate Catalog 2011-12 Dual Degrees: Public Health and Counseling Psychology at Arcadia University
In this dual degree program, students explore socializes students to become the relationship between mental health practitioners skilled in the art of behavior conditions on an individual level on the one assessment and change. This is hand, population health and the health of accomplished through a program that communities on the other. Students are integrates theory and practice (both within challenged to participate in meaningful and outside of the classroom) from the internships, develop critical analyses, propose beginning of the program. effective solutions, and contribute substantively to the current dynamics linking The program is structured to develop individual health with the health of professional level competence in: communities. There are multiple opportunities Communication and listening for students to work in situations that will allow Critical and analytical thinking them to combine their Counseling Psychology Interpersonal and cultural sensitivity clinical training with their Public Health Understanding self through community-based internship requirement. introspection and realistic self-critique Students earn 78 credits in this three-year Adhering to professional, ethical and program. legal standards and behaviors Generating and testing hypotheses The M.P.H. program is in the application about human behavior process for independent accreditation by the Understanding the theories and Council for Education in Pubic Health (CEPH). techniques of counseling and The Counseling Psychology program is behavior change accredited by the Masters in Psychology Using counseling skills in individual Accreditation Council (MPAC). and group settings Integrating and applying assessment, M.P.H. Goals and Objectives: The Master of diagnostic, consultation and Public Health degree educates community educational strategies public health professionals to promote the health of individuals, families, communities, Dual Degree Goals and Objectives: The and the environment. This is accomplished goals of the dual degree program are as through a program that integrates education, follows: research, and practice in a global environment. Arcadia students will have opportunities to learn about public The goals of the Public Health program are to: health and counseling psychology Educate community public health principles from a global perspective. professionals and develop the skills Arcadia students will have the needed to promote health within opportunity to integrate their public communities. health education with their clinical Provide an academic environment counseling psychology training that integrates community public through the use of community health education with research and projects/internships that will enhance practice. their clinical and community-based Translate knowledge into practice skills both within the United States through collaborative service projects and internationally, if desired. both domestically and internationally. The dual degrees will give students a This can be accomplished through greater understanding of the scope of internships with community-based public health issues surrounding organizations, clinics, and local health individual patients and their departments. relationships to their families and their Employ scientific investigation to larger communities. advance public health knowledge of The dual degrees will combine the the relationship between health and advocacy agendas proposed by both the structural environment within the public health and counseling which individuals live and work. psychology field to most effectively address patients’ problems. M.A. Counseling Psychology Goals and Objectives: The Master in Counseling Psychology educates and
Arcadia University Graduate Catalog 2009-10 2 Dual Degrees: Public Health and Counseling Psychology at Arcadia University
evaluation service based in the United Admission to the Master States also is required. of Public Health Program In addition to the general admission Admission to the requirements for graduate students, the following program-specific requirements must Counseling Psychology be met: Master of Arts Program
1. A completed graduate application Program-Specific Admission including personal statements, to be Requirements: The following requirements completed online at must be met: www.arcadia.edu/gradapp. 1. A graduate application, including 2. A bachelor’s degree from an personal statements, to be completed accredited institution with a online at www.arcadia.edu/gradapp. recommended GPA of 3.0 or better in 2. A bachelor’s degree from an the major course of study. accredited institution with a 3. One official transcript from each recommended GPA of 3.0 or better. college, university or professional 3. One official transcript from each school attended. Transfer credits college, university or professional included on a transcript must include school attended. Transfer credits grades earned; if not, an official included on a transcript must include transcript from the original school grades earned; if not, an official must be submitted. Transcripts must transcript from the original school be sent from the issuing school in a must be submitted. Transcripts must sealed envelope and contain the be sent from the issuing school in a appropriate signatures and seals to be sealed envelope and contain the considered official. appropriate signatures and seals to be 4. Three letters of recommendation, at considered official. least one from a professor (if a recent 4. Completion of at least three graduate) and one from a health Psychology courses, to include professional. Introductory Psychology, with grades 5. Test scores for the Graduate Record of “B” or better in each. Examination (GRE), Graduate 5. Three letters of recommendation. The Management Admission Test letters must be of a professional not (GMAT), Medical College Admission personal nature. If the student has Test (MCAT), or the Miller Analogies been out of school five years or less, Test (MAT), taken within the last five at least one letter must come from a years. Test scores are not required for professor. students with an earned graduate 6. Test scores from the Graduate degree in a related field. Record Examination (GRE) or the 6. Knowledge of the profession through Miller Analogies Test (MAT), taken work or volunteer experience. within the past five years. Test scores 7. International applicants should visit are not required of applicants with an www.arcadia.edu/international for earned master’s degree. detailed information on admission 7. A personal interview with the program requirements and application Director. procedures. TOEFL/IELTS results are 8. Applicants for the School Counseling required for all students for whom program must have undergraduate English is a second language or who courses with a grade of “C” or better have not earned degrees or diplomas in two college-level mathematics from post-secondary institutions in courses, one English composition English-speaking countries (e.g. the course, and one English/American United States, Canada, England, Literature course. These courses are Ireland, Australia, and New Zealand). not required for admission but are A course-by-course evaluation of all requirements of the Pennsylvania transcripts by an independent Department of Education in order to earn School Counseling certification.
Arcadia University Graduate Catalog 2009-10 3 Dual Degrees: Public Health and Counseling Psychology at Arcadia University
9. International applicants should visit www.arcadia.edu/international for Requirements for the detailed information on admission Dual Degrees in Public requirements and application procedures. Official results from the Health and Counseling TOEFL or IELTS are required for all students for whom English is a Psychology second language except for non- (78 credits; 42 credits for the M.A.C.P. native speakers of English who hold program and 42 credits for the M.P.H. degrees or diplomas from post- program, with 6 credits shared) secondary institutions in English- speaking countries (e.g. the United Dual Degrees: Master of Arts in Counseling States, Canada, England, Ireland, Psychology (M.A.C.P.) and Master of Public Australia and New Zealand). A Health (M.P.H.) course-by-course evaluation of all transcripts by an independent Note: The sequencing of courses is evaluation service based in the United presented here based on a full-time States also is required. schedule, but many students can complete Application Deadline/ this combined degree on a part-time basis Rolling Admission on a schedule to be arranged with the Completed applications are reviewed on an advisers. ongoing basis throughout the year. Students may start in a Fall, Spring or Summer SUMMER YEAR 1 semester. (6 credits)
PBH 530 Theories and Principles of Expenses Health Behavior and Students are billed on a per-credit basis Health Education (3 based on the number of credits they enroll credits) for in a given semester. Information on PBH 640* Research Methods and current costs is available at Design in Public Health (3 www.arcadia.edu/finaid. Financial aid is credits) available to assist qualified students in covering tuition and related expenses, as *PBH 640 counts as the research methods well as living costs. Students enrolled for at course for both programs least six credits per semester can apply to receive up to $20,500 annually through the FALL YEAR 1 Federal Direct Stafford Loan at a fixed (12 credits) interest rate. In addition to the Stafford Loan, students can choose to borrow either a PBH 501* Social Determinants of Federal Direct Graduate PLUS Loan or a Health and Disease (3 private alternative student loan to cover credits) remaining expenses if necessary. Graduate PBH 600 Introduction to assistantships also may be available to Epidemiology (3 credits) those enrolled full-time (9 credits or more PY 572* Concepts of Mental Health per semester) who qualify. For more and Mental Illness (3 information on available financial aid and credits) how to apply, visit www.arcadia.edu/finaid PY 516 Human Development: Life and click on Graduate. Span (3 credits) PY 587 Practicum (0 credits)
*PY 572 counts as one PBH elective (3 credits) and PBH 501 will count as one PY elective (3 credits).
Arcadia University Graduate Catalog 2009-10 4 Dual Degrees: Public Health and Counseling Psychology at Arcadia University
SPRING YEAR 1 FALL YEAR 3 (12 credits) (9 credits) PBH 560 Issues in Community and Environmental Health (3 PBH 695 Public Health Capstone credits) Research Project Seminar PBH 620 Introduction to Biostatistics I (3 credits) (3 credits) PY 630 Counseling Internship (6 PY 586* Theories and Techniques credits) of Counseling (3 credits) PY 500 Career Counseling: SPRING YEAR 3 Community (3 credits) (9 credits)
*PY 586 counts as one PBH elective (3 PBH 696 Public Health Capstone credits). Research Project Seminar II (3 credits) SUMMER YEAR 2 PY 631 Counseling Internship (6 (3 credits) credits) PBH 510 Health Care Systems (Online) (3 credits)
FALL YEAR 2 (12 credits)
PBH 630 Program Planning and Evaluation for Health Professionals (3 credits) PBH 689 Public Health Internship (3 credits) PY 570 Professional Issues in Counseling (3 credits) PY 620 Advanced Counseling Techniques (3 credits)
SPRING YEAR 2 (12 credits)
PBH 645 Evaluation of Public Health Programs: Case Studies (3 credits) PY 625 Psychological Testing (3 credits) PY 688 Cultural Basis of Counseling (3 credits)
SUMMER YEAR 3 (6 credits)
PY 610 Group Counseling (3 credits) PY 574 Clinical Psychopharmacology (3 credits)
Arcadia University Graduate Catalog 2009-10 5 Master of Public Health and Physician Assistant Dual Degree at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
designed to produce graduates who are well- Coordinators equipped to deliver high-quality, cost-effective Andrea Crivelli-Kovach, Ph.D., M.A., primary healthcare in a wide variety of MCHES, Professor and Director of settings, including hospitals, clinics, Community and Global Public Health physicians’ offices and other community Programs, College of Health Sciences settings. The Master of Public Health degree focuses on population health and includes the Michael Dryer, Dr.P.H., PA-C, Chair and disciplines of epidemiology and biostatistics Director of Medical Science Department, with an in-depth fieldwork thesis project College of Health Sciences oriented toward a student’s primary area of research interest
Dual Degree Program This dual-degree option in Public Health and Master of Public Health and Master of Medical Science prepares students to Medical Science (Physician Assistant) integrate their knowledge of public health, along with program development, implementation and evaluation skills, to their About Arcadia’s Dual training as Physician Assistants for work in Degree Program in Public medical settings and within community centers. Health and Physician Arcadia has one of the largest Physician Assistant Assistant programs in the nation, with With dual degrees, students gain knowledge in campuses in Glenside, Pa., and Christiana, two fields as they prepare for their professional Del. Arcadia utilizes the region’s medical careers. communities for diverse clinical experiences and offers opportunities for service learning in Arcadia’s College of Health Sciences has international settings. nationally recognized healthcare, science programs that make the world a laboratory by providing real-world, integrative learning Course requirements and sequencing are experiences. Graduate programs use available by contacting the Director of the evidence-based research and project-based program. The three-year program learning to prepare healthcare professionals encompasses 154 total credits, and students for a rapidly changing global environment. study year-round, including summer terms and Applied and pro bono clinical research, clinical clinical rotations. Three four-week clinical rotations, public health internships, rotations are elected from among cardiology, international fieldwork, and multicultural cardiothoracic surgery, dermatology, forensic assessment are threaded through the medicine, neonatology, neurology, curricula. Graduate students also conduct orthopedics, radiology, rehabilitation, and research and publish with expert faculty in trauma surgery. many fields.
Dual-degree candidates must be accepted into Admission to the Master each of the programs in order to pursue dual of Public Health Program degrees: Master of Medical Science (M.M.S.) and Master of Public Health (M.P.H.). In addition to the general admission requirements for graduate students, the This dual-degree program prepares graduates following program-specific requirements must for leadership roles in meeting community be met: health care needs in today’s rapidly changing medical environment. The master’s degree 1. A completed graduate application program in Medical Science (M.M.S.) is including personal statements, to be
Arcadia University Graduate Catalog 2011-12 Master of Public Health/Physician Assistant at Arcadia University
completed online at www.caspaonline.org. www.arcadia.edu/gradapp. 2. A bachelor’s degree from an 2. A bachelor’s degree from an accredited accredited institution with a institution with a recommended GPA of 3.0 recommended GPA of 3.0 or better in or better. the major course of study. 3. One official transcript from each 3. One official transcript from each college, college, university or professional university or professional school attended. school attended. Transfer credits Transfer credits included on a transcript included on a transcript must include must include grades earned; if not, an grades earned; if not, an official official transcript from the original school transcript from the original school must be submitted. Transcripts must be must be submitted. Transcripts must sent from the issuing school in a sealed be sent from the issuing school in a envelope and contain the appropriate sealed envelope and contain the signatures and official seals. Please send appropriate signatures and seals to be transcripts directly to CASPA. considered official. 4. Three letters of recommendation, at 4. Students must have completed the least one from a professor (if a recent following prerequisites: graduate) and one from a health professional. a. Biological Sciences—five lab/lecture 5. Test scores for the Graduate Record courses from a biology department, to Examination (GRE), Graduate include Anatomy, Physiology, and Management Admission Test Microbiology. Biochemistry is (GMAT), Medical College Admission recommended. Test (MCAT), or the Miller Analogies b. Chemistry—four lab/lecture courses Test (MAT), taken within the last five from a chemistry department, to include years. Test scores are not required for Organic Chemistry. students with an earned graduate c. Psychology—one course; degree in a related field. Developmental or Abnormal Psychology 6. Knowledge of the profession through is highly recommended. work or volunteer experience. d. Statistics—one course. 7. International applicants should visit e. Humanities—five courses; a course in www.arcadia.edu/international for Ethics or Medical Ethics is highly detailed information on admission recommended. requirements and application procedures. TOEFL/IELTS results are 5. Three letters of recommendation. Ideally, required for all students for whom one from a professor and one from a English is a second language or who practicing licensed physician or physician have not earned degrees or diplomas assistant. from post-secondary institutions in English-speaking countries (e.g. the 6. Test scores from either the Graduate United States, Canada, England, Record Examination (GRE) or the Medical Ireland, Australia, and New Zealand). College Admissions Test (MCAT), taken A course-by-course evaluation of all within the last five years. (Arcadia’s GRE transcripts by an independent code is 2039.) These tests are required for evaluation service based in the United all applicants, including those who already States also is required. have a graduate degree.
7. A minimum of 200 hours of patient care Admission to the experience.. Physician Assistant 8. Students must meet the minimal technical Program requirements for admission, continuation and graduation The technical standards are 1. A Physician Assistant application to be posted on the program Web page at completed through CASPA at www.arcadia.edu/pa.
Arcadia University Graduate Catalog 2011-12 2 Master of Public Health/Physician Assistant at Arcadia University
9. An interview is required and is by invitation how to apply, visit www.arcadia.edu/finaid and only. click on Graduate.
10. International applicants should visit www.arcadia.edu/international for detailed Requirements for the information on admissions requirements Dual Degrees in Public and application procedures. Official results from the TOEFL or IELTS are required for Health and Physician all students for whom English is a second language except for non-native speakers of Assistant English who hold degrees or diplomas from (154 total credits, with 6 shared credits) post-secondary institutions in English- Master of Medical Science (Physician speaking countries (e.g. the United States, Assistant) (118 credits) Canada, England, Ireland, Australia, and Master of Science in Public Health (42) New Zealand). A course-by-course evaluation of all transcripts by an independent evaluation service based in the United States also is required. First Year Summer (12 credits) 11. Arcadia performs a holistic review of each student’s PBH 501 Social Determinants of application. Students with Health and Disease (3 exceptional clinical credits) experience may have one or PBH 510 Health Care Systems (3 more prerequisites waived. The credits) program does not allow PBH 530 Theories of Health students to waive courses, nor Behavior and Health does it admit students with Education (3 credits) advanced standing. However, PBH 640 Research Methods and students who have withdrawn or Design in Public Health (3 who have been dismissed from credits) the program can be readmitted
and granted credit for courses First Year they have completed successfully. Fall (12 credits)
PBH 560 Issues in Community and Expenses Environmental Health Tuition and fees for the dual-degree program (3 credits) are billed in equal increments over the PBH 600 Introduction to program’s nine semesters. Information on Epidemiology (3 credits) current costs is available at PBH 630 Program Planning and www.arcadia.edu/finaid. Financial aid is Evaluation for Health available to assist qualified students in Professionals covering tuition and related expenses, as well (3 credits) as living costs. Upon review for admission, PBH Elective Elective Course in Public students automatically will be reviewed by the Health academic department for a limited number of merit scholarships. Additionally, students can apply to receive up to $20,500 annually First Year through the Federal Direct Stafford Loan at a Spring (12 credits) fixed interest. In addition to the Stafford Loan, students can choose to borrow either a PBH 620 Introduction to Biostatistics Federal Direct Graduate PLUS Loan or a (3 credits) private alternative student loan to cover PBH 645 Program Evaluation in remaining expenses. Graduate assistantships Public Health (3 credits) also may be available to those who qualify. For PBH 689 Public Health Internship (3 more information on available financial aid and credits)
Arcadia University Graduate Catalog 2011-12 3 Master of Public Health/Physician Assistant at Arcadia University
PBH 694 Pre-Public Health PA 563 Geriatrics/Psychiatry (4 Capstone Research credits) Project Seminar I (3 PA 564 Internal Medicine (4 credits) credits) PA 565 Women’s Health (4
credits) PA 566 Pediatrics (4 credits) PA 567 Surgery (4 credits) Second Year Summer ( 16 credits) PA 577-579 Electives (total of 12 weeks) Professional Practice (1) Human Gross Anatomy (5) Three elective four-week clinical rotations from Microbiology and Immunology (3) the following (12 credits): Mechanisms of Disease (6) Cardiology Pharmacology & Therapeutics I (1) Cardiothoracic Surgery
Dermatology Forensic Medicine Second Year Neonatology Fall Semester ( 28 credits) Neurology Orthopedics Evidence Based Practice (2) Radiology Professional Practice II (1) Rehabilitation Physical Diagnosis I (5) Trauma surgery Pharmacology and Therapeutics Il (3) Clinical Diagnostics (4) PBH 689 MPH Internship (3 credits) Medicine (8) this is a required MPH Community Health and Wellness (2) internship done in PBH 695 Public Health capstone conjunction with a PA Research Project Seminar I Elective Rotation. MPH (3 credits) Internship is completed at this time if not done during Year 1 in the MPH Second Year ( 30 credits) Program. Spring Semester
Mental Health (3) Professional Practice III (1) Pharmacology and Therapeutics IIl (3) Physical Diagnosis II (5) Medicine II (2) Obstetrics/Gynecology & Pediatrics (4) Emergency Medicine (3) Surgery (3) Clinical Decision Making (3) PBH 696 Public Health Capstone Research Project Seminar II (3 credits)
Third Year (Summer, Fall and Spring, 48 weeks) Core Rotations: (1 week = 1 credit) PA 561 Emergency Medicine (8 credits) PA 562 Family Practice (8 credits)
Arcadia University Graduate Catalog 2011-12 4 Music Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Coordinator William V. Frabizio, D. Music Arts Master’s Degree Master of Arts in Education (M.A.Ed.) Master of Arts in Education Degree Requirements (M.A.Ed.) (a minimum of 30 credits)
This program is individualized and planned with the Coordinator.
The foundation courses (ED 501-510) provide knowledge basic to all aspects of education. The concentration courses focus on a discipline other than Education. A minimum of 15 credits of the degree program must be taken in English; the remaining credits must be in Education.
1. Foundation Courses (6 credits)
2. Concentration Courses (15 credits)
MU 401 Seminar in Musicology MU 403 Music in the Baroque Era MU 406 Chamber Music MU 407 Survey of Opera MU 408 20th Century Music MU 409 Symphonic Literature and Analysis MU 410 Survey of Music in America MU 426 Practical Comprehensive Theory MU 441 Swing and the Big Bands MU 474 Music in the Classical Period MU 475 Modern Arranging Seminar I MU 476 Seminar in Composition I MU 689 Independent Research
3. Electives in Education (6 Education credits)
4. Culminating Activity (3 credits) ED 596 Curriculum Development Project or ED 589 Independent Research
Arcadia University Graduate Catalog 2011-12 1
Physical Therapy at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
doctors of physical therapy and who may Faculty be board-certified specialists. Consumers Director will have direct access to physical Rebecca L. Craik, PT, Ph.D., FAPTA, therapists in all environments for Professor and Chair of the Department of patient/client management, prevention, Physical Therapy and wellness services. Physical therapists will be practitioners of choice in clients’ Kathleen Kline Mangione, PT, Ph.D., health networks and will hold all privileges Professor of Physical Therapy of autonomous practice. Physical Philip McClure, PT, Ph.D., FAPTA, Professor therapists may be assisted by physical of Physical Therapy therapist assistants who are educated and Carol A. Oatis, PT, Ph.D., Professor of licensed to provide physical therapist- Physical Therapy directed and supervised components of Jan Stephen Tecklin, PT, M.S., Professor of interventions. Physical Therapy Scott Stackhouse, PT, Ph.D., Associate Guided by integrity, life-long learning, and Professor of Physical Therapy a commitment to comprehensive and Kristin von Nieda, PT, M.Ed., D.P.T., Associate accessible health programs for all people, Professor of Physical Therapy physical therapists and physical therapist Martha E. Eastlack, PT, Ph.D., Assistant assistants will render evidence-based Professor of Physical Therapy and Director service throughout the continuum of care of Entry-Level Physical Therapy and improve quality of life for society. Admissions They will provide culturally sensitive care Amy Miller, PT, D.P.T., Assistant Professor, distinguished by trust, respect, and an Curriculum Director appreciation for individual differences. Karen L. Sawyer, PT, D.P.T., M.A., Assistant While fully availing themselves of new Professor of Physical Therapy and technologies, as well as basic and clinical Assistant Director of Clinical Education research, physical therapists will continue James D. Tomlinson, PT, M.S., Assistant to provide direct patient/client care. They Professor of Physical Therapy will maintain active responsibility for the Susan Styers Tomlinson, PT, D.P.T., Assistant growth of the physical therapy profession Professor of Physical Therapy and Director and the health of the people it serves. of Clinical Education Janet Readinger, PT, D.P.T., Assistant Arcadia’s entry-level program runs over a Professor of Physical Therapy and three-year period. The D.P.T. program is Assistant Director of Clinical Education accredited by the Commission on Accreditation in Physical Therapy Education. All graduates of Arcadia’s program to date Doctoral Degrees have passed the licensure examination in their Doctor of Physical Therapy state of choice.
Transitional Doctor of Physical Therapy The Profession: Physical therapy is a health- (See separate catalog section.) care profession whose practitioners evaluate, treat and instruct individuals in order to prevent or overcome the effects of disease or injury. About the Physical Physical therapists work in a variety of settings, including acute care hospitals, Therapy Program rehabilitation hospitals, outpatient centers, The entry-level Doctor of Physical Therapy individual homes, skilled nursing facilities and program is designed to create practitioners as the public school system. Patients of all ages, specified in the American Physical Therapy from newborn to elderly, may be encountered. Association Vision Statement for Physical Physical therapists also work as educators, Therapy 2020: researchers and consultants. Physical therapy Physical therapy, by 2020, will be is an integral part of today’s changing health- provided by physical therapists who are care system. Practitioners serve in a range of
Arcadia University Graduate Catalog 2011-12 www.arcadia.edu/pt
Physical Therapy at Arcadia University capacities—they may be a patient’s entry point courses in the prerequisite areas. A into the health-care system as they conduct grade of “C–” is not acceptable for the appropriate screening and examination minimum prerequisite courses. techniques and make professional Courses used toward the minimum assessments. Clinical practice is based on prerequisite biological and physical theory and/or evidence. science requirements should be taken through the appropriate science Physical therapy is a profession that offers a departments (e.g., Biology, Chemistry, lifetime of satisfaction in helping people to Physics). All prerequisite courses function more effectively. Each patient must be completed prior to the start of presents a new challenge, and the constantly the Physical Therapy program. One- changing clinical situations provide for a half of the prerequisite courses, stimulating and exciting career. including Physiology and Statistics, must have been taken within 10 years prior to application. Admission to the Doctor a. Biological Sciences—four of Physical Therapy courses (a minimum of 12 semester credits) from a Program biology department, which (See separate catalog section for the should include the following: Transitional Doctor of Physical Therapy i. One lab/lecture requirements.) course in Human or Mammalian Program-Specific Admissions Physiology. (Note Requirements: In addition to the general that a two-semester admission requirements of the University, the lab/lecture course of following program-specific requirements must Anatomy-Physiology be met: will meet the requirements of one Physiology course.) 1. A Doctor of Physical Therapy ii. Anatomy is application, including personal recommended but statements, to be completed online at not required. www.ptcas.org. iii. One upper-level 2. A bachelor’s degree from an course (300- to 400- accredited institution with a GPA of level) of least 3 3.0 or better. A cumulative GPA of 3.0 credits with a biology or better is expected for all focus. This course undergraduate- and graduate-level can be taken through study. another department, 3. Include one official transcript from such as exercise each college, university or science or professional school attended in your kinesiology, but PTCAS application. Transfer credits preferably should be included on a transcript must include taken through a grades earned; if not, an official biology department. transcript from the original school Examples of courses must be submitted. Transcripts must that would fulfill this be sent from the issuing school in a requirement are sealed envelope and contain the Neuroscience, appropriate signatures and seals to be Principles of Motor considered official. Do not send Control, Anatomy transcripts directly to Arcadia. and Biology of Aging. 4. The following minimum prerequisite b. Physical Sciences—four courses with grades of “C” or better lab/lecture courses to include and a cumulative GPA in these course the following: areas of no less than “B” (3.0) is i. Two courses in expected. When calculating the Chemistry. prerequisite GPA, Arcadia includes all
Arcadia University Graduate Catalog 2011-12 2 Physical Therapy at Arcadia University
ii. General Physics I Application Deadline: All students seeking and II. admission to the D.P.T. program must apply c. Psychology—two courses. through the centralized application system d. Statistics—one course. (www.ptcas.org). Applicants are required to 5. Three letters of recommendation, at complete all components of their application by least one from a currently practicing the hard deadline of Dec. 15, 2011. Allow time licensed physical therapist and one for PTCAS to verify and forward it to Arcadia, from a college professor who is able which can take as long as six weeks. to judge the applicant’s academic Applications are not reviewed until all materials qualification and readiness for are received by Arcadia. (This includes the rigorous work at the graduate level. PTCAS application, the required This professor should have taught one recommendations, and GRE scores.) of the academic courses for the applicant’s major. If an offer of admission is accepted, a $500 6. Test scores for the Graduate Record deposit must accompany the acceptance Examination (GRE), taken within the reply. This deposit is applied to the first last five years. A minimum total score semester’s tuition, and it is non-refundable if of 1050 is expected for the verbal and students fail to enter the program on the date quantitative portions of the test with for which they are accepted. no single score below 450. A minimum score of 4 is expected on Following official acceptance into the program, the analytical writing portion of the each student must supply information about test. The GRE code for the D.P.T. his or her health and medical history and is program is 7637. NOTE: The GRE will required to submit the results of a physical change significantly effective Aug. 1, examination. Institutions participating in clinical 2011. Minimum score requirements internships require a certificate of good health for the revised test will be noted here before permitting students to work with as soon as they are determined. patients. All students are required to have 7. International Applicants: Official some form of medical insurance throughout results from the TOEFL or IELTS are the entire curriculum and must provide proof. If required for all students for whom needed, medical insurance can be purchased English is a second language, except through the University. Information and for non-native speakers of English applications are available in the Office of who hold degrees or diplomas from Student Health Services. post-secondary institutions in English- speaking countries (e.g. the United Other requirements for the clinical education States, Canada, England, Ireland, portion of the curriculum include a Australia and New Zealand). A Pennsylvania criminal background check, course-by-course evaluation of all Pennsylvania child abuse clearance, FBI transcripts by an independent clearance, and 10-panel drug screen prior to evaluation service based in the United the start of the program. If a student has a States also is required. NOTE: felony or misdemeanor conviction or does not International students applying to the pass a required screening, the student may Physical Therapy program must send not be able to fulfill requirements for scores to the PTCAS code 5312. graduation and/or be licensed as a physical 8. Knowledge of the profession through therapist. documented work or volunteer experiences in at least two different Registration will be considered complete when areas of practice as defined in the the University is satisfied that the student is PTCAS instructions for reporting physically able to undertake the year’s work observation hours. and results from all requirements/screens are 9. Increasingly, clinical facilities are acceptable. requiring that participating students undergo various criminal background Deferred Admission: Students who have checks, child abuse clearances, secured a seat in the program and want to and/or drug screens. Therefore, defer their admission for one year must submit students should be prepared to their request to do so in writing to the Director participate in these screenings. of Physical Therapy Admissions. Deferrals will be considered on an individual basis. Once a
Arcadia University Graduate Catalog 2011-12 3 Physical Therapy at Arcadia University deferral is granted, a student must submit the student loan to cover remaining expenses. For required deposit to reserve a seat in the class. information on scholarships, graduate This deposit will be credited toward tuition. A assistantships and student loans, see student who is granted a deferral must “Financial Aid” in the Graduate Academic understand that he or she will be subject to the Policies section of this catalog and the prevailing tuition at the time of matriculation to Financial Aid section of the website at the program. www.arcadia.edu/finaid.
Request a list of financial aid sources directly Expenses from the American Physical Therapy Tuition* and fees for students entering Fall Association, 1111 N. Fairfax St., Alexandria, 2011: VA 22314-9902 or go to the APTA website at $25,260 (Fall and Spring combined); www.apta.org. $12,630 (Summer) $250/semester (computer Assistantships: A limited number of graduate purchase/service fee) assistantships are available. For more $165/academic year (registration, information, contact Financial Aid in the Office parking fee) of Enrollment Management.
Additional Expenses (estimated) Academic Policies Books and supplies Year one $1,800 and Procedures Year two $500 Year three $500 for the Physical Room and Board: off-campus Therapy Program Travel for clinical and experiential learning: varies A student accepted into the Physical Therapy Health insurance: varies program is expected to abide by the Screens/checks upon entry: $75 regulations set forth by Arcadia University and the written policies of the Physical Therapy *12,630 per semester tuition charge over seven (7) program. For a discussion of the general semesters. For the final eighth semester of the program academic policies and procedures for graduate (Spring 2014), students will be billed $1,000 in tuition students, see the Academic Policies section in plus a computer user/service fee of $250 and $35 this catalog and the Student Handbook registration fee. www.arcadia.edu/handbook on the Web. The policies of the Physical Therapy program are Students will be responsible for expenses published in the Physical Therapy Policies and associated with various criminal background Procedures Student Handbook, revised checks, child abuse clearances and/or drug annually. screens; physical examinations including required titers; and medical insurance. There To remain in good academic standing, may be requirements during the program in students must maintain a cumulative grade addition to the ones upon entry to the program. point average of 2.7 in each semester. If a student receives less than a 2.7 for a Students are responsible for the additional semester, the student will be placed on costs of travel and housing associated with all probation. Failure to improve the grade point their clinical experiences and should plan average in the subsequent semester will result accordingly. in dismissal from the program.
Financial Aid: Students automatically are A cumulative Unit average of 70 percent must considered for merit scholarships and be achieved each semester Failure to achieve graduate assistantships based on their at least 70 percent on two written exams for academic records upon applying for admission two Units each semester will result in dismissal to the program. Additionally, students can from the program. Also, if a student fails to borrow annually through the Federal Direct pass a Unit practical exam three times, the Stafford Loan Program at a fixed interest rate. student will receive an “F” for the Unit grade. If In addition to the Stafford Loan, students can the student fails to pass two Unit practical choose to borrow either a Federal Direct exams three times within one semester, the Graduate PLUS Loan or a private alternative student will be dismissed from the program. A
Arcadia University Graduate Catalog 2011-12 4 Physical Therapy at Arcadia University cumulative Course average of 60 percent must 3. An overall minimum GPA of 2.70 be achieved by the end of the semester for maintained throughout the program. A each course. Failure to achieve 60 percent or grade below “C” is not acceptable greater in a course will require a remedial toward the degree. examination. Failure to achieve at least 60 4. Continuous enrollment. If extenuating percent on the remedial examination will result circumstances make additional time in dismissal from the program. A necessary, approval to continue comprehensive practical examination is beyond the expected 2 1/2 years must provided at the end of the first year of the be obtained from the Department program. If the student fails the Chair and the Physical Therapy comprehensive practical examination three Review Committee. Students who times, the student will be dismissed from the withdraw for reasons other than program. If the student fails to meet minimum academic or clinical performance may performance expectations in a clinical re-apply for admission. Departmental experience, the student will receive a grade of approval is necessary for re- unsatisfactory for the clinical education course admission. and be dismissed from the program. If a student at any time during the course of an First Year experience is performing in an unsafe manner Fall (18 credits) causing a patient’s well-being to be PT 605 Introduction and Exposure jeopardized, or behaves in an unprofessional, to Physical Therapist unethical, or illegal manner, the student will be Practice (4 credits) immediately removed from the clinical setting. PT 615 Physical Therapy The student then will receive a grade of Examination/Evaluation unsatisfactory for the clinical education course. Skills I (2 credits) PT 625 Physical Therapy If the student is dismissed from the program Intervention Skills I for reasons noted above, he or she must (4 credits) submit a letter to the Dean of the College of PT 645 Physical Therapy Health Sciences, with a copy to the Chair of Integrative Care and the Physical Therapy Department, requesting Practice I (3 credits) permission to repeat the course or to progress PT 675 Biomedical Foundation in the program. Permission to continue Sciences I (5 credits) following unsatisfactory performance is determined by the Physical Therapy Review Spring (22 credits) Committee. If the student is allowed to PT 616 Physical Therapy continue in the program, the Committee will Examination/Evaluation establish an appropriate plan for remediation. Skills II (4 credits) If the student withdraws from the program for PT 626 Physical Therapy reasons other than those given above and Intervention Skills II wants to re-enter, the student must apply for (5 credits) re-acceptance to the Physical Therapy Review PT 636 Exposure to Physical Committee and receive permission. Therapy in a Health Care System (1 credit) PT 646 Physical Therapy Doctor of Physical Integrative Care and Therapy Degree Practice II (4 credits) PT 676 Biomedical Foundation Requirements Sciences II (8 credits) (111 credits) Second Year Students must meet the following Summer (17 credits) requirements: PT 717 Physical Therapy 1. A minimum of 79 weeks of classroom Examination/Evaluation work. (Courses are listed below.) Skills III (2 credits) 2. A minimum of 34 weeks of full-time PT 727 Physical Therapy clinical study. Intervention Skills III (2 credits)
Arcadia University Graduate Catalog 2011-12 5 Physical Therapy at Arcadia University
PT 747 Physical Therapy Each student must successfully complete 34 Integrative Care and weeks of full-time clinical experience before Practice III (4 credits) graduation and a part-time experience equivalent PT 777 Biomedical Foundation to one week of clinic time. The full-time clinical Sciences III (9 credits) experience consists of eight weeks in an inpatient or outpatient setting in the second fall of the Fall (12 credits) program after completion of the first didactic year. Upon completion of the second academic year,
students begin their culminating clinical PT 718 Physical Therapy experience, referred to as an internship. This final Examination/Evaluation clinical assignment, which lasts for 26 weeks, is a Skills IV (2 credits) hybrid between traditional clinical education and PT 728 Physical Therapy the residency model of clinical training that is rich Intervention Skills IV in mentoring and structured learning experiences (2 credits) to facilitate accelerated learning. Clinics affiliated PT 738 Clinical Education with this program are among a select group with Experience I (8 weeks) strong relationships to Arcadia’s program and the (4 credits) patient-centered curriculum. These facilities are PT 748 Physical Therapy primarily in southeastern Pennsylvania and offer Integrative Care and a wide variety of experiences designed to foster Practice IV (2 credits) clinical decision-making skills necessary for PT 778 Biomedical Foundation physical therapists in today’s healthcare Sciences IV (2 credits) environment.
Spring (22 credits) Physical Therapy PT 819 Physical Therapy Examination/Evaluation Courses (PT) Skills V (6 credits) PT 829 Physical Therapy Each semester consists of four courses Intervention Skills V (Examination, Intervention, Biomedical (6 credits) Sciences and Physical Therapy Integrative PT 849 Physical Therapy Care and Practice) that become more complex Integrative Care and as students advance through the program. The Practice V (4 credits) courses are integrated around case PT 879 Biomedical Foundation presentations (units) that last for two to three Sciences V (6 credits) weeks. Each unit provides an example of one Third Year or more of the Practice Patterns defined by the Guide to Physical Therapist Practice of the Summer (6 credits) American Physical Therapy Association. PT 860 Clinical Education Experience II (3 months) FALL, FIRST YEAR (6 credits) 605 Introduction and Exposure to Physical Fall (6 credits) Therapist Practice (4 credits) PT 870 Clinical Education Experience III (3 months) This course will be given the first month of the fall semester and is designed to provide the student (6 credits) with a basic understanding of physical therapy
practice as described in the Guide to Physical Spring, ending in February (8 credits) Therapist Practice published by the American PT 805 Physical Therapist Physical Therapy Association. The spectrum of Practice II (4 credits) physical therapy roles in the healthcare system is PT 869 Independent Study— explored. A basic comprehensive approach to Research (2 credits) examination is presented, and the requisite skills PT 899 Clinical Decision Making are learned. Basic forms of intervention are (2 credits) introduced, including coordination, communication, documentation, instruction and direct intervention. Students also will be Clinical Experience introduced to core academic areas not directly addressed in the Guide that inform physical
Arcadia University Graduate Catalog 2011-12 6 Physical Therapy at Arcadia University therapy practice in order to begin the lifelong delivery mechanisms employed and familiarizing learning necessary for safe and effective students with the terminology used in healthcare practice. These areas include anatomy, today. Literature relevant to clinical practice is biomechanical properties of tissues, principles of critically examined within each unit. measurement, and behavioral and management sciences. 675 Biomedical Foundation Sciences I 615 (5 credits) Physical Therapy Examination/ This course includes traditional biological Evaluation Skills I sciences of microscopic anatomy, physiology of (2 credits) exercise, and neuroscience. In addition, there is This course covers basic aspects of patient/client a survey of various medical and surgical management related to examination and conditions and their underlying pathological evaluation in the context of the specific patient processes. Gross anatomy objectives are cases. Examination refers to the process of included, although students are responsible for obtaining a relevant patient history, as well as self-directed study in this topic. selecting and performing appropriate tests and measures. Evaluation refers to the process of making clinical judgments (including diagnosis SPRING, FIRST YEAR and prognosis) based on the information 616 gathered during an examination. The applied Physical Therapy Examination/ anatomy and biomechanics component of this Evaluation Skills II course addresses the application of physical (4 credits) principles to the human body. The content addresses functional aspects of the This course continues to cover basic aspects of neuromusculoskeletal system using the principles patient/client management related to examination of basic Newtonian mechanics. and evaluation in the context of the specific patient cases. The anatomy of relevant regions is 625 reviewed and is followed by a close analysis of Physical Therapy Intervention Skills I the function of each component. The labs provide (4 credits) an opportunity to analyze the functional Basic aspects of patient/client management are requirements of a variety of activities of daily covered that are related to intervention in the living. context of the specific patient cases. Intervention 626 includes appropriate selection and application of Physical Therapy Intervention Skills II specific treatment procedures as well as other (5 credits) skilled interactions with the patient and other individuals as required. Intervention strategies This course is a continuation of basic aspects of are based on the results of an appropriate patient/client management related to intervention examination and evaluation. Several skills and in the context of the specific patient cases. intervention strategies that are central to the Intervention includes appropriate selection and practice of physical therapy are covered at a application of specific treatment procedures as basic level. well as other skilled interactions with the patient and other individuals as required. 645 Physical Therapy Integrative Care and 636 Practice I Exposure to Physical Therapy (3 credits) in a Health Care System (1 credit) This course is intended to help provide an understanding of the complexities of working Fall (First Year), Spring (First Year) within the healthcare delivery system and to enhance critical thinking with an introduction to This course is designed to expose first-year research methods and skills. Students are physical therapy students to current physical therapy practice in a given healthcare system. introduced to the theories and principles required This is not designed to be a full-time clinical to understand the psychological and social experience. Students will be exposed to physical aspects of working with patients, clients, families therapy practice and clinical decision making in and other healthcare professionals and the inpatient and outpatient settings. This course operation of clinical physical therapy services in a provides the student an opportunity for a variety of settings. This course enhances practicing clinician to evaluate the student students’ understanding of clinical practice and behavior in areas such as safety, personal and the healthcare delivery system in the United interpersonal professional demeanor, ethical and States by exploring in-depth the finance and
Arcadia University Graduate Catalog 2011-12 7 Physical Therapy at Arcadia University legal standards, communication, and This course is a continuation of working within responsibility for self-learning. Students are the healthcare delivery system as a physical assigned to a clinical site four hours every other therapist, the psychological and social aspects of week for 10 weeks in the fall and 10 weeks in the working with patients, and critical thinking. This spring of the first year. A clinical activity is course prepares students to assume assigned for each clinical week and coincides management responsibilities appropriate to their with the current academic learning unit. position and stage of clinical practice. Assignments are completed in response to each clinical activity, and in the “off week” students 777 meet on campus during the Tuesday afternoon Biomedical Foundation Sciences III time slot in small groups to complete and share (9 credits) assignments in a problem-based, collaborative experience. The course includes the traditional biological science of gross human anatomy, the physical 646 science of biomechanics and applied anatomy, Physical Therapy Integrative Care and and components of patient management related Practice II to examination, evaluation, and intervention, (4 credits) including advanced topics in the use of imaging in clinical practice. The study of the basic This course is a continuation of working within structure and function of the human body is the healthcare delivery system as a physical accomplished through lecture, demonstration and therapist, the psychological and social aspects of dissection. Gross anatomy emphasizes the working with patients, and critical thinking. This extremities and trunk, although the whole body is course prepares students to assume examined. Also included is a review of management responsibilities appropriate to their embryology. The laboratory sessions are devoted position and stage of clinical practice. primarily to handling the bony skeleton and 676 supervised dissection. Biomechanics and applied Biomedical Foundation Sciences II anatomy and the clinical content highlight the (8 credits) function of the spine using a patient case for reference. This course is a continuation of the traditional biological sciences of microscopic anatomy, physiology of exercise, and neuroscience. In FALL, SECOND YEAR addition, there is a survey of various medical and surgical conditions and their underlying 718 pathological processes. Gross anatomy Physical Therapy Examination/Evaluation objectives are included, although students are Skills IV responsible for self-directed study in this topic. (2 credits) This course continues to cover basic aspects of patient/client management related to examination SUMMER, FIRST YEAR and evaluation in the context of the specific 717 patient cases. Physical Therapy Examination/Evaluation 728 Skills III Physical Therapy Intervention Skills IV (2 credits) (2 credits) This course continues to cover basic aspects of This course is a continuation of aspects of patient/client management related to examination patient/client management related to intervention and evaluation in the context of the specific in the context of the specific patient cases. patient cases. 738 727 Clinical Education Experience I (8 weeks) Physical Therapy Intervention Skills III (4 credits) (2 credits) This first of two full-time clinical experiences in This course is a continuation of basic aspects of the curriculum is eight weeks in length and patient/client management related to intervention occurs after one year of academic coursework. in the context of the specific patient cases. This clinical experience is the student’s first 747 formal full-time exposure to the practice of Physical Therapy Integrative Care and physical therapy. Arcadia respects that not all Practice III patient types can be available to each student (4 credits) during a clinical experience, but a varied caseload is encouraged. Close supervision and
Arcadia University Graduate Catalog 2011-12 8 Physical Therapy at Arcadia University additional clinical teaching may be required in all Physical Therapy Integrative Care and areas of clinical practice. Emphasis is placed on Practice V developing good interpersonal skills with (4 credits) supervisors, patients, and other healthcare This course is a continuation of working within practitioners. The experience also focuses on the healthcare delivery system as a physical oral and written communication skills, performing therapist, the psychological and social aspects of physical therapy examinations, evaluation, working with patients, and critical thinking. This intervention planning and implementation on course prepares students to assume cardiac, pulmonary, neurological, management responsibilities appropriate to their medical/surgical and orthopedic patients, and position and stage of clinical practice. providing basic functional training. The student should begin to appreciate the role of the 879 physical therapist in the interdisciplinary team Biomedical Foundation Sciences V and the responsibilities involved in carrying a (6 credits) patient caseload. By the final two weeks of the This course includes traditional biological clinical experience, the student should be sciences of microscopic anatomy, physiology of managing approximately two-thirds of a caseload exercise, and neuroscience. In addition, there is that is setting-appropriate. a survey of various medical and surgical 748 conditions and their underlying pathological Physical Therapy Integrative Care and processes. Practice IV (2 credits) SUMMER, THIRD YEAR This course is a continuation of working within the healthcare delivery system as a physical 860 therapist, emphasizing the psychological and Clinical Education Experience II (3 months) social aspects of working with patients, and (6 credits) critical thinking. This course prepares students to This is part one of the six-month internship and is assume management responsibilities appropriate three months in length. It encompasses two to their position and stage of clinical practice. years of didactic information and experience gained in the first clinical setting. Since students 778 are encouraged during the program to complete Biomedical Foundation Sciences IV clinical work in both inpatient and outpatient (2 credits) settings, this experience is probably different This course includes traditional biological from the previous experience. sciences of microscopic anatomy, physiology of exercise, and neuroscience. In addition, there is a survey of various medical and surgical FALL, THIRD YEAR conditions and their underlying pathological processes. 870 Clinical Education Experience III (6 credits, 3 months) SPRING, SECOND YEAR This is Part 2 of the 6-month internship and will 819 most likely occur within the same health system Physical Therapy Examination/Evaluation as Part 1, however it may include a different Skills V continuum of care or patient diagnosis. (6 credits) This course continues to cover basic aspects of SPRING, THIRD YEAR patient/client management related to examination and evaluation in the context of the specific 805 patient cases. Physical Therapist Practice II (4 credits) 829 This course begins early in the curriculum and Physical Therapy Intervention Skills V culminates during the final week of the (6 credits) curriculum. The course final serves to integrate This course is a continuation of basic aspects of content and focus on professional behavior, the patient/client management related to intervention physical therapy science related to examination, in the context of the specific patient cases. evaluation, and intervention, and gaps in our current knowledge. It encompasses both 849 experiential learning opportunities and traditional didactic experiences.
Arcadia University Graduate Catalog 2011-12 9 Physical Therapy at Arcadia University
869 a, b, c, d Independent Study (2 credits) This elective course is offered beginning in year one of the entry-level curriculum with a final grade given in the spring semester of the third year. The course is designed to offer students the opportunity to explore one of four opportunities: a) research, b) international experiential learning, c) education, or d) administration. The course provides the student with an opportunity to delve more deeply into the subject matter of a wide range of professional topics. The purpose of this course is to provide the entry-level physical therapy student with an in-depth experience while working with an experienced mentor. Regardless of the area selected, critical thinking is emphasized. The process of identifying a relevant physical therapy problem requires the definition of the relevant question, an outline of the knowledge or skills that must be mastered to address the problem, and acquisition of information or data that informs decision making. In order for a topic to qualify for course credit, the topic requires practice and guidance by a mentor and knowledge and skills that go beyond the scope of the entry-level content.
899 Clinical Decision Making (2 credits) This course is designed to help students determine the role of clinical databases and relevant literature in clinical decision making. The content for this course is introduced in the semester preceding the final clinical education experience. Data, without patient or clinic identifiers, is collected from a sequential series of patients during the final clinical education experience and collated with the work of other students. Students compare the plan of care, i.e., examination, evaluation, prognosis, and intervention, and clinical outcomes for data collected to the aggregated student data and to current literature and discuss differences. Students not enrolled in PT 869a, c, or d will orally present the collated data, results, and reflection.
Arcadia University Graduate Catalog 2011-12 10 PHYSICIAN ASSISTANT Master of Medical Science at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Faculty About the Physician Director Assistant Program Michael Dryer, PA-C, Dr.P.H., Chair and Two campuses: Glenside, Pa., and Director Christiana, Del. Core Faculty Dual Degree program with Public Irwin Wolfert, M.D., FACFP, Medical Health at Glenside campus Director Strong ties with regional medical John Madden, M.D., FACEP, Associate communities Medical Director Global health experiences Donna Agnew, M.T.,M.S.P.A.S., PA-C, Clinical simulation training Associate Director, Glenside Campus Full Cadaver Dissection Christopher Sim, M.P.A.S., PA-C, Electronic note service and Associate Director, Christiana Campus podcasting of lectures Lori Felker, M.P.A.S., PA-C, Clinical Online textbooks Coordinator Attendance at National PA Rachel Ditoro, M.S.P.A.S., PA-C, Clinical Conference included in tuition Coordinator, Dual Degree Academic Adviser Mission: Arcadia University’s Physician Michael Huber, M.M.S., PA-C, Academic Assistant Program prepares graduate students Coordinator from across the country for careers in today’s Thomas Lynch, Ph.D., PA-C, Basic rapidly changing medical environment. Sciences Coordinator Utilizing the resources of the medical Diana Noller, M.M.S., M.P.T., PA-C, community within the Delaware Valley, the Academic Coordinator Program provides students with the foundation Amanda Seymour, M.S.P.A.S., PA-C, for professional growth through personal Clinical Coordinator, attention, global perspective, and a Jami Smith, M.P.A., PA-C, Academic commitment to excellence. Coordinator Jeanette Smith, M.A., PA-C, Clinical The master’s degree program in Medical Coordinator Science (M.M.S.) at Arcadia University is Renee Langstaff, P.T., M.S.P.A.S., PA-C, designed to produce graduates who are well- Clinical Coordinator equipped to deliver high-quality, cost-effective Joe Zaweski. M.P.A.S., PA-C, Academic primary health care in a wide variety of Coordinator settings, including hospitals, clinics, physicians’ offices and other community Program Support Specialists settings. Corrine Days, Denise Hoban oban, Program Support SpecialistNicole Accreditation: The Arcadia University PA Portzline, Cathy Schiffelbein, program is fully accredited by the Accreditation Patricia Simon Review Commission of Education for the Physician Assistant (ARC-PA). ARC-PA only accredits physician assistant programs. The Master’s Degrees Council on Education for Public Health is the Master of Medical Science agency responsible for accrediting public health programs.The last accreditation site Dual Degree Program: Master of Medical visit was in Fall 2010. The Program received Science and Master of Public Health (See the maximum seven year reaccreditation. separate section in Graduate Catalog.) Coursework: The first three semesters of the program consist of didactic and laboratory coursework in the basic and clinical sciences, including a 9-week anatomy course with cadaver dissection at Jefferson Medical College. First-year students are introduced into
Arcadia University Graduate Catalog 2011-12 PHYSICIAN ASSISTANT at Arcadia University
clinical settings as part of the Physical Diagnosis I course in the fall semester. At the The Glenside campus is the historic home of conclusion of the didactic phase of the Arcadia University and serves both program and prior to the start of the clinical undergraduate and graduate students. The rotations, students participate in a transitional Physician Assistant program is located in phase. During several weeks, students Brubaker Hall, which offers dedicated complete their core competency examinations classrooms, laboratory space, offices and a and receive training in clinical procedures. The student resource room. Students at the students participate in standardized patient Glenside campus have access to student simulation experiences. The transitional phase services on the campus, including the concludes with student attendance at the Landman Library. The Physician Assistant AAPA National Conference. The conference is program faculty is based at each respective expected to be held in Toronto in 2012, campus, but the faculty share teaching and Washington, D.C. in 2013 and Boston, supervisory responsibilities at both campuses. Massachusetts in 2014 . The costs associated with attending the conference (airfare, hotel, Both campuses follow the same curriculum registration) are included in the tuition. and share many lecturers. Students from both campuses attend Anatomy class together at Clinical Rotations: The clinical phase the Jefferson Medical College in Philadelphia consists of seven required rotations including and also attend the annual conference of the Emergency Medicine, Family Medicine, American Academy of Physician Assistants. Psychiatry, Internal Medicine, Women’s Combined, the two campuses offer the Health, Pediatrics, and Surgery. In addition, resources and advantages of a large program there are 12 weeks of clinical electives. with the personal attention of smaller classes. Students come to Arcadia to pursue their During the clinical rotations, the students are careers as Physician Assistants of distinction. visited by a faculty member to ensure that they are getting an appropriate learning experience. Every 12 weeks, the students return to General Admissions campus for exams and professional practice Procedures lectures. For each required rotation, the students complete a case study. Students may Application Deadline: All applications are be asked to present their evidence-based case processed by the Central Application Service study as part of the Senior Program Scholar for Physician Assistants (CASPA) at Presentations at the end of the clinical phase. www.caspaonline.org. Official transcripts and references are considered part of the CASPA Two campuses: The Arcadia University application and should be sent directly to Department of Medical Science and CASPA. A paper application is available by Community Health operate at two campuses in calling CASPA at 240-497-1895. Glenside , PA and Christiana, DE. The Applications will not be accepted by CASPA Physician Assistant Program 2006 offering after Jan. 15. Students are accepted on a Program builds on the relationships that rolling basis and encouraged to apply as soon Arcadia enjoys in the Delaware, Maryland and as possible. New Jersey medical communities. Deposit: A $500 deposit must accompany the The Christiana Campus is located in an acceptance reply. This deposit is applied to the executive center in the growing Newark area first semester’s tuition, but it is nonrefundable and provides an adult learning environment. if the student fails to enter the program on the The campus is immediately adjacent to the date for which he or she is accepted. A second Christiana Hospital and the Delaware deposit of $1,000 is required by April 1. Academy of Medicine Library, which provides Arcadia’s application deadline is Jan. 15. access to all Arcadia PA students. The campus includes classrooms and laboratory spaces, a Student Center, offices and meeting rooms. Arcadia University has affiliations with Delaware hospitals and numerous physician practices for the clinical education of Physician Assistant students.
Arcadia University Graduate Catalog 2011-12 2 PHYSICIAN ASSISTANT at Arcadia University
are posted on the program Web page at www.arcadia.edu/pa.
Admissions Requirements 9. An interview is required and is by invitation for the Physician only.
Assistant Program 10. International applicants should visit www.arcadia.edu/international for detailed 1. A Physician Assistant application to be information on admissions requirements completed through CASPA at and application procedures. Official results www.caspaonline.org.Official transcripts from the TOEFL or IELTS are required for and letters of recommendation are all students for whom English is a second included as part of the application process. language except for non-native speakers of Please send transcripts directly to English who hold degrees or diplomas from CASPA. post-secondary institutions in English- speaking countries (e.g. the United States, Canada, England, Ireland, Australia, and 2. A bachelor’s degree from an accredited New Zealand). A course-by-course institution with a recommended GPA of 3.0 evaluation of all transcripts by an or better. independent evaluation service based in the United States is also required. 3.4. Students must have completed the following prerequisites: 11. Arcadia performs a holistic review of each student’s application. Students with a. Biological Sciences—five courses to exceptional clinical experience may have include Anatomy, Physiology, and one or more prerequisites waived. The Microbiology. Biochemistry is program does not allow students to waive recommended. courses, nor does it admit students with b. Chemistry—four courses to include at advanced standing. However, students who least one semester of Organic have withdrawn or who have been Chemistry. dismissed from the program can be c. Psychology—one course. readmitted and granted credit for courses d. Statistics—one course. they have completed successfully. e. Humanities—five courses, such as history, modern languages, sociology, Support Services anthropology, literature, religion, Professional counseling services are available philosophy and fine arts. through the Arcadia University Counseling
Center. 5. Three letters of recommendation are submitted directly to CASPA. Ideally, one should be from a professor and one from a Expenses practicing licensed physician or physician Approximate costs are calculated annually and assistant. subject to change. Please note that all tuition listed is for 2011-2012. 6. Test scores from either the Graduate Record Examination (GRE) or the Medical M.M.S. (Physician Assistant) College Admissions Test (MCAT), taken For students entering in May of 2011, tuition within the last five years. (Arcadia’s GRE for the two-year Master of Medical Science code is 2039.) These tests are required for (Physician Assistant) program is as follows: all applicants, including those who already Year One: $33,190 (includes have a graduate degree. Summer, Fall and Spring Semesters) Year Two: $33,190(Includes Summer, 7. A minimum of 200 hours of patient care Fall and Spring Semesters) experience.
8. Students must meet the minimal technical Fees and Expenses Not Covered By Tuition requirements for admission, continuation 1.Technology/Lab Fee (paid over the life of the and graduation. The technical standards program): $1,200$1,200
Arcadia University Graduate Catalog 2011-12 3 PHYSICIAN ASSISTANT at Arcadia University
AAPA Student Membership (required) (one- following graduation. Other loan programs are time fee that expires four months after date of available through the Allied Health Education graduation): $75 Loan Program. 1. Mandatory clearances, which includecriminal background checks, Scholarships: Information on the following immunization tracking, child abuse scholarships can be obtained from the Office screening, etc. Additional costs of Enrollment Management in Grey Towers associated with drug screening varies Castle: upon clinical rotation: $225 Salzer Foundation: grants ranging 2. Estimated books, supplies and from $1,000 to $2,000. medical equipment Association of Physician Assistants in Didactic phase: $1,500 Cardiovascular Surgery: scholarships Clinical phase: $500 for second-year students. 3. Students are required to cover Department of Veterans Affairs: full housing and transportation costs scholarships plus monthly stipends for related to all off-campus and clinical second-year students. (Obligation is experiences. two years’ service at a V.A. medical 4. Laptop computers ****provide link to center.) specifications Pennsylvania Society of Physician Assistants: scholarship of $500 to Medical Insurance: Upon enrollment into their students in their final year of study. programs, all students must provide proof of Physician Assistant Foundation medical insurance and also provide Scholarship information about their health and medical http://www.aapa.org/student- history. If needed, medical insurance can be academy/awards/physician-assistant- purchased through the University. Information foundation-scholarship and applications are available in the Office of National Financial Aid, Scholarships the Student Health Services. and Awards http://www.aapa.org/student- Financial Aid academy/awards/national-financial- Tuition and fees for the program are billed in aid-scholarships-a-awards equal increments over the course of the Students are required to have and maintain a program. Information on current costs is laptop computer, PC, or MAC that meets available at www.arcadia.edu/finaid. Financial Arcadia University specifications. aid is available to assist qualified students in covering tuition and related expenses, as well Academic Policies as living costs. Upon review for admission, students automatically will be reviewed by the and Procedures academic department for a limited number of A student accepted into the Physician merit scholarships. Additionally, students can Assistant program is expected to abide by the apply to receive up to $20,500 annually regulations set forth by Arcadia University and through the Federal Direct Stafford Loan at a the written policies of the Physician Assistant fixed interest rate. In addition to the Stafford program. For a discussion of the general Loan, students can choose to borrow either a academic policies and procedures for graduate Federal Direct Graduate PLUS Loan or a students, see the Academic Policies section in private alternative student loan to cover this catalog and the Student Handbook remaining expenses. Graduate assistantships www.arcadia.edu/handbook on the Web. The also may be available to those who qualify. For policies of the Physician Assistant program are more information on available financial aid and published in the Physician Assistant Policies how to apply, visit www.arcadia.edu/finaid and and Guidelines Handbook, is revised annually click on Graduate. and provided to students at orientation. To remain in good academic standing, Program-Specific Loan Options: The students must maintain a minimum cumulative National Health Service Corps offers loan grade point average (GPA) of 2.70 in each repayment programs for primary care semester. Failure to meet this standard for two physician assistants who agree to provide consecutive semesters for two-year PA service in a priority health-professional students or three semesters for three-year shortage area (HPSA) for a two-year period
Arcadia University Graduate Catalog 2011-12 4 PHYSICIAN ASSISTANT at Arcadia University
dual-degree students may result in the student from outside employment while enrolled in the being dismissed from the program. PA and dual-degree programs. Employment All courses in the Physician Assistant during these programs makes it difficult to curriculum are required and are sequential, have time for social activities, hobbies and and students must receive a minimum grade of recreational activities and rest, Students are “C” in courses before progressing in the prohibited from applying compensated clinical program. If a grade lower than a “C” is earned experience toward academic credit. in a course, it is considered a failing grade and Additionally, students may not provide services the student may be dismissed from the within a preceptor’s practice apart from those program. rendered as part of the clinical year of the program. Students are not permitted to have In order to progress to clinical rotations, the clerical or teaching responsibilities within the student must have no course grades below “C” PA program. Students may not receive and a minimum GPA of 2.70 (“B–”). The compensation for any work performed within student also must successfully complete the the preceptor’s site or practice. core competency examinations, and obtain permission of the Physician Assistant program. If this minimum GPA requirement has not been Academic and Clinical met by the end of the didactic phase, students Facilities will not be allowed to enter the Clinical Phase and will be dismissed from the program. The This program utilizes the extensive academic student also must meet all compliance issues, facilities of Arcadia University and has which include immunizations and physical specialized audio-visual computer-based examination, criminal background checks and instructional materials, physical examination drug screening. equipment and facilities for the first-year didactic and workshop activities. Human In the second year of the program, the student cadaver dissection is conducted at a gross must continue to maintain a minimum 2.70 anatomy laboratory at Jefferson Medical cumulative GPA. In addition, students must College. pass a comprehensive written and practical exam. Students who fail any clinical rotation Clinical training is conducted in required and must repeat the rotation, meet all academic elective clinical rotations in area hospitals and requirements, and receive Department physician practices. The program has more permission before continuing into the next than 300 clinical affiliations with hospitals, clinical affiliation. Permission to continue is clinics and physicians’ offices. dependent upon the cause of the unsatisfactory performance and is determined Requirements by the program in consultation with clinical preceptors, the clinical coordinators, the for the Master of program director and the student. Failure of an additional clinical rotation experience may Medical ScienceDegree result in the student being dismissed from the (Physician Assistant) program or the imposition of additional periods of clinical rotation. Students who must repeat a rotation will be billed at the prevailing credit The Master of Medical Science degree is fee. awarded after completion of the following requirements: Students who withdraw or are dismissed from the program and who want to re-enter must 1. The program’s curriculum with a apply within six months of departure for minimum GPA of 2.70 maintained readmission and receive permission from the throughout the program. Physician Assistant program. Based upon a review of their performance, those students 2. All courses and clinical rotations with may be re-admitted with the possibility a grade of “C” or higher. advanced standing. 3. Successful completion of core Student Work Policy: Due to the intensity of competency exams, comprehensive the PA programs, students are discouraged written and practical exams.
Arcadia University Graduate Catalog 2011-12 5 PHYSICIAN ASSISTANT at Arcadia University
4. Meet technical standards for PA 542 Clinical Decision Making admission, continuation and (3 credits) graduation. (Technical standards are available at www.arcadia.edu/pa.) Transitional Phase
Clinical Skills and Simulations National PA Conference Master of Medical Science Degree Requirements Clinical Year (48 credits) and Program Design (116 credits) (Summer, Fall, Spring) Core Rotations: (1 week = 1 credit) Didactic Year (68 credits) Clinical Year (36 weeks of required rotations, Summer (16credits) 36 credits) PA 561 Emergency Medicine (8 PA 509A Professional Practice I (1 weeks) credit) PA 562 Family Medicine (8 weeks) PA 517 Human Gross Anatomy (5 PA 563 Psychiatry (4 weeks) credits) PA 564 Internal Medicine (4 PA 522 Microbiology and weeks) Immunology (3 credits) PA 565 Women’s Health (4 PA 524 Mechanisms of Disease (6 weeks) credits) PA 566 Pediatrics (4 weeks) PA 526A Pharmacology and PA 567 Surgery (4 weeks) Therapeutics I (1 credit) PA 577-579 Electives (total of 12 weeks) Fall (25credits) PA 504 Evidence-Based Practice Elective Clinical Rotations from the following, (2 credits) 12 weeks, 12 credits) PA 509B Professional Practice II (1 credit) Cardiology PA 514 Physical Diagnosis I (5 Cardiothoracic Surgery credits) Dermatology PA 526B Pharmacology and Forensic Medicine Therapeutics II (3 credits) Neonatology PA 532 Clinical Diagnostics (4 Neurology credits) Neurosurgery PA 536A Medicine I (8 credits) Orthopedics PA 544 Community Health and Public Health Wellness (2 credits) Radiology Rehabilitation Spring (27credits) Trauma Surgery PA 505 Mental Health (3 credits) PA 509C Professional Practice III (1 Other medical and surgical subspecialties may credit) be arranged. With approval of the program, PA 526C Pharmacology and students may suggest as many as two of their Therapeutics III (3 credits) own rotation sites. Curriculum is subject to PA 530 Physical Diagnosis II (5 change. credits) PA 536B Medicine II (2 credits) PA 538 Obstetrics/Gynecology Physician Assistant and Pediatrics (4 credits) Courses (PA) PA 540 Emergency Medicine (3 credits) 504 PA 541 Surgery (3 credits) Evidence-Based Practice (2 credits, Fall)
Arcadia University Graduate Catalog 2011-12 6 PHYSICIAN ASSISTANT at Arcadia University
This course reviews approaches to searching the The gross anatomy segment consists of medical literature, workshops, and both practice lectures, demonstrations, and cadaver and actual searches of assigned topics, with an dissection to identify and explore the introduction to clinical study designs, clinical interrelationships of gross structures of the testing parameters and epidemiology body. Also includes small group training in considerations. radiographic anatomy.
505 522 Mental Health Microbiology and Immunology (3 credits, Spring) (3 credits, Summer) This course provides an overview of commonly The course begins with a review of principles seen mental health problems as well as and techniques in the laboratory diagnosis of various treatment modalities. infectious disease. This is followed by a systematic review of the more important 509A infectious disease agents. Each of the major Professional Practice I organisms is reviewed in terms of its most (1 credit, Summer) salient morphologic and physiologic This course addresses the history, characteristics. development and utilization of Physician Assistants. The course initiates the development of the student as a provider via mentored self-assessment and exposure to 524 clinical practice. Mechanisms of Disease (6 credits, Summer) Lectures and conferences cover the function of 509 B cells, tissues, organs, and systems of the Professional Practice II human body and the pathogenesis of common (1 credit, Fall) human illnesses. This course continues the professional development of the student through discussion 526A regarding the history, development, and Pharmacology and Therapeutics I socioeconomic aspects of the delivery of (1 credit, Summer) health care. Issues of professionalism and the This course covers chemical concepts status of Physician Assistants in the U.S. and fundamental to understanding how around the world are explored. pharmacotherapeutic agents exert their
effects, to include physiologic and 509C pharmacologic receptors, dose-response Professional Practice III (1 credit, Spring) relationships and the pharmacokinetics of drug This course addresses the professional absorption, distribution, biotransformation and development of the student with specific excretion. Further discussion is on the reference to issues of bioethics and legal autonomic nervous system and drugs that considerations of professional clinical affect it. practice. Students will engage in small group 526B and individual assignments designed to inform Pharmacology and Therapeutics II their future interactions with patients. (3 credits, Fall)
This course is a continuation of Pharmacology 514 and therapeutics I. Lectures and conferences Physical Diagnosis I cover the pharmacology of drugs commonly (5 credits, Fall) used for the treatment and management of This course includes lectures, demonstrations disease states. and practical exercises in the principles of 526C medical history-taking and an introduction to Pharmacology and Therapeutics III the medical physical examination. (3 credits, Spring) 517 This course is a continuation of Pharmacology Human Gross Anatomy and Therapeutics I and II and includes lectures (5 credits, Summer) and conferences on the pharmacology of
Arcadia University Graduate Catalog 2011-12 7 PHYSICIAN ASSISTANT at Arcadia University
drugs commonly used for the treatment and care, including the pre-surgical workup, management of disease states. anesthesia, operative procedures and post- operative care. The course includes general surgery as well as the surgical subspecialties including orthopedics.
530 Physical Diagnosis II 542 (5 credits, Spring) Clinical Decision Making A continuation of PA514, this course consists (3 credits, Spring) of lectures, demonstrations and hands-on This is an interactive case-based course practical instruction in the process and where students learn to do diagnostic work- techniques of physical examination, including ups, develop differential diagnoses and adults, children, obstetric, gynecologic and treatment plans for primary care patients. The geriatric patients. students prepare their cases both individually and in teams. They learn to defend their 532 Clinical Diagnostics decisions using the current medical literature. (4 credits, Fall) 544 Lectures and demonstrations provide a Community Health and Wellness systematic presentation of the common clinical (2 credits, Fall) laboratory tests used in the diagnosis of This course introduces students to the disease. The course includes diagnostic principles of preventive health care, patient imaging and electrocardiography. education and complementary and alternative medicine. 536A Medicine I 561 (8 credits, Fall) Emergency Medicine The course covers the principles of (8 credits/weeks) assessment, diagnosis and treatment of The eight (8) week Emergency Medicine illnesses commonly seen in internal medicine. rotation takes place in an Emergency Department and provides the students with 536B exposure to urgent care and acute problems. Medicine II Through supervised patient contact, the (2 credits, Spring) This course will be a continuation of PA 536A . student will gain experience in performing the directed history and physical examination, 538 triage, managing episodic illness, performing Obstetrics/Gynecology and Pediatrics lifesaving techniques, and handling emergency (4 credits, Spring) equipment. Emphasis is on providing the This course will focus on women’s health care student with practical clinical experience in the and and pediatrics. management of acute medical and surgical emergencies. 540 Prerequisite: Successful completion of the Emergency Medicine didactic year of the PA program. (3 credits, Spring) Lectures, labs and case presentations cover 562 the assessment and treatment of medical, Family Medicine pediatric and surgical emergencies. The (8 credits/weeks) course includes advanced cardiac life support as well as labs in suturing, casting, splinting The eight- (8) week Family Medicine rotation is and phlebotomy. spent with a physician, physician assistant, and/or nurse practitioner preceptor in a 541 primary care setting. Strong attention is given Surgery to utilizing preceptors who currently employ or (3 credits, Spring) have previously worked with physician This course introduces students to the assistants. Through supervised exposure to principles of managing the surgical patient. patients in a family practice environment, the The student is exposed to the full range of student is given the opportunity to apply,
Arcadia University Graduate Catalog 2011-12 8 PHYSICIAN ASSISTANT at Arcadia University
integrate, and affirm those skills necessary for 565 becoming a certified physician assistant. Women’s Health During this phase, the student masters the (4 credits/weeks) technique of directed data collection through This is a required four- (4) week rotation which exposure to ambulatory medical patients. takes place in a hospital, clinic or private Emphasis is placed on the evaluation and practice setting. The purpose of the Women’s management of primary care medical Health rotation is to provide the student with problems. Patient education and counseling practical clinical experience in the differential are stressed, and the student is familiarized diagnosis, evaluation, and management of with the role of the physician assistant in a normal and abnormal conditions within general practice setting. obstetrics and gynecology. Prerequisite: Successful completion of the Prerequisite: Successful completion of the didactic year of the PA program. didactic year of the PA program.
566 563 Pediatrics Psychiatry (4 credits/weeks) (4 credits/weeks) This four-(4) week rotation takes place in an The four (4) week Psychiatry rotation is a outpatient and /or inpatient setting. Through flexible rotation that takes place in a long-term supervised exposure to patients in a pediatric care and/or behavioral health setting and is practice setting, the student is given the used to meet the programstandards when not opportunity to become familiar with the met in other rotations (i.e. FM, IM, EM). The parameters of normal growth and purpose of the long-term care rotation is to development, proper assessment of the provide students with practical clinical newborn, immunizations schedules, nutritional experience in managing patients who require requirements, the evaluation and management palliative or end-of-life care and/or require of common pediatric problems, and acute assistance with their activities of daily living. illness in the pediatric population. The purpose of the psychiatry rotation is to Prerequisite: Successful completion of the provide students with practical clinical didactic year of the PA program. experience in identifying, evaluating, and referring patients presenting with common 567 and/or emergent psychiatric problems. Surgery Emphasis is placed on the care provided to (4 credits/weeks) patients in a long-term care facility, and/or the The four- (4) week General Surgery rotation acute and on-going care of the psychiatric provides the student with the opportunity to patient. Competency in both long-term care apply basic principles of surgery. The student and psychiatry is assessed during the end of is provided with practical experience in data rotation examination. collection, and evaluation and management of Prerequisite: Successful completion of the surgical problems. An opportunity is afforded didactic year of the PA program. for development of manual skills and for exposure to basic operating room procedures and techniques. Longitudinal care is 564 encouraged in order to provide the student Internal Medicine with an opportunity to follow patients from (4 credits/weeks) admission through the post-operative process. The four- (4) week Internal Medicine rotation Students may be required to attend takes place in a hospital and/or out-patient conferences, lectures, and take call. setting. The purpose of the Internal Medicine Prerequisite: successful completion of the rotation is to provide the student with practical didactic year of the PA program. clinical experience in working with the hospitalized or ambulatory patient who Electives presents with acute or chronic diseases that are routinely seen by Internists. Students may There are twelve (12) weeks of elective be required to attend conferences, lectures, rotation time, divided into three four (4) week and take call. courses. This is an opportunity for the student Prerequisite: Successful completion of the to increase his/her knowledge base and skill in didactic year of the PA program. a field of interest, or in a complimentary medical field.
Arcadia University Graduate Catalog 2011-12 9 PHYSICIAN ASSISTANT at Arcadia University
Prerequisite: Successful completion of the didactic year of the PA program.
577 Clinical Elective I (4 credits)
578 Clinical Elective II (4 credits)
579
Clinical Elective III (4 credits)
Arcadia University Graduate Catalog 2011-12 10 Psychology Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Degree Master of Arts in Education
Master of Arts in Education Degree Requirements (M.A.Ed.) (a minimum of 30 credits) This program is individualized and planned with the program adviser.
1. Foundation Courses (6 credits) ED 501 through ED 510 chosen in consultation with the adviser.
2. Concentration Courses (15 credits) PY 492 Psychology as a Natural Science PY 493 Psychology as a Social Science PY 501 Foundations of School Counseling PY 502 Educational and Career Counseling, School PY 517 Human Development: The School Years, K–12 PY 572 Concepts of Mental Health and Mental Illness PY 586 Theories and Techniques of Counseling PY 610 Group Counseling PY 615 Child and Adolescent Counseling: Clinical and School Applications
3. Electives (9 credits) Two Education Courses chosen in consultation with adviser.
4. Culminating Activity (3 credits) ED 589 Independent Research
Arcadia University Graduate Catalog 2011-12 1 PUBLIC HEALTH at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Faculty
Andrea Crivelli-Kovach, Ph.D., M.A., Master’s Degrees MCHES, Professor and Director of Community and Global Health Programs, College of Health Sciences Master of Public Health (M. P.H.) in Erin Knight, Ph.D., M.P.H., Assistant Community Health Professor Alison Tartaglia, M.S.P.H., Dual-Degree Program: Master of Public Assistant Professor Health and Master of Medical Science (Physician Assistant) Adjunct Faculty Mark Bradley, M.P.H., International Health, Dual-Degree Program: Master of Public Environmental Health Health and Master of Arts in Brandon Becker, M.P.H., Epidemiology, International Peace and Conflict Biostatistics Resolution (IPCR) Theresa Clark, M.P.H., HIV, STDs, Human Sexuality, Family, Community Health Dual-Degree Program: Master of Public Education Health and Doctor of Physical Therapy Lauren Davey, M.P.H., PA-C, (PT) Epidemiology, Genetics Stacy Davis, M.P.H., Ph.D., Research Dual-Degree Program: Master of Public Methods, Theories of Health Behavior Health and Master of Arts in Shannon DeVader, M.P.H., Epidemiology, Counseling Psychology Biostatistics Bernadette Hohl, M.P.H., Research Methods, Violence Prevention About the Master of Maryann Hughes, M.B.A., Health Care Management and Systems Public Health Degree Melita Jordan, RN, M.S., Social Determinants, Research Methods • Preparation for community public Diane Koser-Seltzer, M.A., RN, CANP, health professions Stress Management • Capstone projects that integrate Hien Le, Ph.D. Epidemiology and practice and research Biostatistics • Internships that gives students Marie Manzo, Clinical Psychologist, Family firsthand experience working in public Dierdre McKee, M.P.H., Grant Writing, health settings Public Health Practice • Domestic and international service Robert McKenna, M.S.H.E., Human projects and internships Sexuality, Drug and Alcohol Abuse • Option to incorporate more of an Alex Otieno, M.P.H., International/Global international focus in the degree with Health specific course selections and an Fran Pollock, M.S., RN, Drug and Alcohol international or global focus for the Abuse internship and capstone project Jim Quigley, M.P.H., Environmental Health • Four dual-degree programs: Physician Christen Rexing, Health Policy, Violence Assistant; International Peace and Prevention Conflict Resolution; Physical Therapy; Ramona Salotti, M.P.H., RN, Occupational Counseling Psychology Health, Disaster Preparedness, Research Methods The Master of Public Health degree educates Stacey Thomas, M.P.H., International/ community public health professionals to Global Health, Women’s Health promote the health of individuals, families, communities, and the environment. This is accomplished through a program that integrates education, research and practice in
Arcadia University Graduate Catalog 2011-12 1 PUBLIC HEALTH at Arcadia University
a global environment. The goals of the Public must be submitted. Transcripts must Health program are the following: be sent from the issuing school in a sealed envelope and contain the • Educate community public health appropriate signatures and seals to be professionals and develop the skills considered official. needed to promote health within 4. Three letters of recommendation, at communities. least one from a professor (if a recent • Provide an academic environment graduate) and one from a health that integrates community public professional. health education with research and 5. Test scores for the Graduate Record practice. Examination (GRE), Graduate • Enhance the understanding of the Management Admission Test connection between health status and (GMAT), Medical College Admission human rights. Test (MCAT), or the Miller Analogies • Translate knowledge into practice Test (MAT), taken within the last five through collaborative service projects years. Test scores are not required for both domestically and internationally. students with an earned graduate This can be accomplished through degree in a related field. internships and clinical rotations with 6. Knowledge of the profession through community-based organizations, work or volunteer experience. clinics, and local health departments. 7. International applicants should visit • Employ scientific investigation to www.arcadia.edu/international for advance public health knowledge of detailed information on admission the relationship between health and requirements and application the structural environment within procedures. TOEFL/IELTS results are which individuals live and work. required for all students for whom English is a second language or who The Public Health degree is offered through have not earned degrees or diplomas the College of Health Sciences. from post-secondary institutions in English-speaking countries (e.g. the United States, Canada, England, Admission to the Master Ireland, Australia, and New Zealand). of Public Health Program A course-by-course evaluation of all transcripts by an independent Applications to the M.P.H. program are evaluation service based in the United reviewed on a rolling basis. Students may States is required. apply for admission to the program beginning in Fall, Spring, or Summer. Applications must be complete before they are reviewed for Expenses admission to the program. (Dual degree program expenses are listed under the specific programs.) Tuition: 2010-11 $670 per credit The following program-specific requirements Fees: must be met: Deferred Payment: $40
Audit: $670 per course 1. A completed graduate application Parking: $30 per semester (fall and spring) including personal statements, to be before 4 p.m. No charge after 4 p.m. completed online at www.arcadia.edu/gradapp. 2. A bachelor’s degree from an Degree Requirements accredited institution with a recommended GPA of 3.0 or better in for the M.P.H. in the major course of study. 3. One official transcript from each Community Health college, university or professional (42 credits) school attended. Transfer credits Required Core Courses (27 credits) included on a transcript must include
grades earned; if not, an official transcript from the original school
Arcadia University Graduate Catalog 2011-12 PUBLIC HEALTH at Arcadia University
PBH 501 Social Determinants of PBH 583 Contemporary Health Health and Disease Topics (3 credits) (3 credits) • Women’s Health PBH 510 Health Care Systems • Health (3 credits) Communication PBH 530 Theories and Principles of • Violence and Injury Health Behavior and Prevention Health Promotion • Death and Dying (3 credits) • LGBT Health Issues PBH 560 Issues in Community and PBH 584 Successful Grant Writing Environmental Health (3 credits) (3 credits) PBH 585 Health Policy, Law and PBH 600 Introduction to Ethics (3 credits) Epidemiology (3 credits) PBH 587 Global Health PBH 620 Introduction to Biostatistics Communications (3 credits) (3 credits) PBH 630 Program Planning and PBH 642 Qualitative Research Evaluation for Health Methods (3 credits) Professionals (3 credits) PBH 640 Research Methods and Selected Interdepartmental (ID) courses Design in Public Health focus on Public Health (3 credits) Domestically & PBH 645 Evaluation of Public Internationally Health Programs: Case Studies (3 credits) Accreditation Internship and Fieldwork Thesis (9 credits) Arcadia University’s M.P.H. program application for accreditation was accepted by PBH 689 Public Health Internship the Council on Education for Public Health (3 credits) (CEPH) June 2009. The program is currently is PBH 695 Public Health Capstone in the self-study phase of accreditation. Research Project Seminar I (3 credits) PBH 696 Public Health Capstone Certification Research Project Seminar Upon completion of these degrees, all II (3 credits) students are eligible to sit for the National Certifying Exam for Health Education Specialists (CHES). Additionally, M.P.H. Electives (6 credits) students are eligible to sit for the National Credentialing exam for Public Health (CPH). PBH 500 The History and Practice of Public Health (3 credits) PBH 572 Concepts of Mental Health Degree Requirements and Mental Illness (3 credits) for the Dual Degree: PBH 573 Human Sexuality (3 credits) M.P.H. and Master of PBH 575 Family in Contemporary Medical Science Society (3 credits) PBH 576 Drug Use and Abuse (Physician Assistant) (3 credits) PBH 578 Stress: Use and Misuse This dual-degree option in Public Health and (3 credits) Medical Science prepares students to PBH 581 Nutrition: Science, Policy integrate their knowledge of public health, and Controversies (3 along with program development, credits) implementation and evaluation skills, to their PBH 582 International Health and training as Physician Assistants for work in Human Rights (3 credits) medical settings and within community centers.
Arcadia University Graduate Catalog 2011-12 PUBLIC HEALTH at Arcadia University
Admission to this dual degree program Course requirements and sequencing are requires the applicant to meet the admission available by contacting the Director of the criteria for both the MPH Program and the program. DPT program. See Doctor in Physical Therapy section of the Graduate Catalog for admission Admission to this dual-degree program requirements for the DPT Degree. (See requires the applicant to meet the admission separate catalog listing for dual-degree criteria for both the M.P.H. program and the requirements.) M.M.S. (PA) program. (See separate catalog listing for dual-degree requirements.) Degree Requirements Degree Requirements Dual Degree: M.P.H. and Dual Degree: M.P.H. Master of Arts in and Master of Arts in Counseling Psychology International Peace and This dual degree option in Public Health and CP prepares students to integrate their Conflict Resolution knowledge of public health, along with program development, implementation and (IPCR) evaluation skills, with their training as This dual degree option in Public Health and counseling psychologists. IPCR prepares students to integrate their knowledge of public health, along with Course Requirements and sequencing are program development, implementation and available by contacting the Director of the evaluation skills, to assist in conflict resolution. Public Health Program.
Course Requirements and sequencing are Admission to this dual degree program available by contacting the Director of the requires the applicant to meet the admission program. criteria for both the MPH Program and the MACP program. See the Master of Arts in Admission to this dual-degree program Counseling Psychology section of the requires the applicant to meet the admission Graduate Catalog for admission requirements criteria for both the M.P.H. program and the for the MACP Degree. (See separate catalog IPCR program. (See separate catalog listing listing for dual-degree requirements.) for dual-degree requirements.)
Degree Requirements Public Health and Health Dual Degree: M.P.H. and Education Foundation/ Doctor of Physical Core Courses (PBH) Therapy (D.P.T.) PBH 500 The History and Practice of This dual degree option in Public Health and Public Health PT prepares students to integrate their Spring knowledge of public health, along with This course is a collaborative course of public program development, implementation and health programs in Philadelphia and surrounding evaluation skills, to inform their clinical areas. It is offered through the College of decisions in physical therapy as they bring Physicians in Philadelphia and focuses on tracing their skills and knowledge into the community the history and practice of public health as it setting. specifically relates to Philadelphia. Fieldtrips to historic areas within the city and discussion of Course Requirements and sequencing are topics such as the outbreak and discovery of available by contacting the Director of the Legionnaires’ Disease are highlighted. This Public Health Program. course is an elective option for MPH degree students.
Arcadia University Graduate Catalog 2011-12 PUBLIC HEALTH at Arcadia University
PBH 501 public health and medical literature is included Social Determinants of Health and Disease using an evidence-based medicine approach to Fall critical analysis. Lecture and discussions are Survey of the dimensions of health and disease supplemented with problem-solving exercises. from three perspectives: the U.S. historical PBH 620 experience with health and disease; the social Introduction to Biostatistics context of health and illness, including the Spring healthcare system and policy issues; and choices in healing, integrating conventional and An overview of descriptive and inferential complementary therapies. statistics needed to interpret health-related data, and the statistics needed to analyze and evaluate PBH 510 the health literature and health services research. Health Care Systems The focus is on the theoretical approach to Spring and Summer understanding the application of statistics to Students are introduced to the U.S. healthcare health education and public health research. system from an organizational, political, social Prerequisite: Undergraduate course in Statistics. and service delivery perspective and healthcare PBH 630 systems internationally. The basic components of Program Planning and Evaluation for Health the healthcare system and basic economic Professionals principles as applied to insurance, Medicare, and Fall Managed Care are discussed. The role of government in shaping medicine and healthcare This course provides an overview of models and in the United States and internationally are approaches appropriate for designing and explored. Offered as an online course. implementing health programs. The basics of the program planning, including needs assessment, PBH 530 operations planning methods, implementation Theories and Principles of Health Behavior strategies, and an introduction to evaluation and Health Promotion techniques are covered. In addition, Spring interpersonal, organizational, and community This course introduces concepts, theories, and level influences are discussed using methods employed by behavioral scientists to contemporary health behavior models. develop, implement, and evaluate public health Prerequisite: PBH 530 Theories interventions. An overview of psychosocial factors related to health and illness behavior, models of health beliefs and behavior, strategies for health behavior change at the individual, PBH 640 group, and community level is presented. Research Methods and Design for Health Emphasis is on the theoretical perspective and Professionals how theory can be applied to the design and Fall assessment of public health and health This course explores the history, bioethics and promotion programs and interventions. current issues in health research in order that students may understand issues in research. The PBH 560 course covers quantitative and qualitative Issues in Community and Environmental research and evaluation design, methods, Health instrument construction and interpretation of Spring results to develop the skills needed for health Survey of the basic concepts of community professionals to perform and critically evaluate health systems and how they apply to specific research in their prospective fields. health problems. Explores the impact of the environment on issues and problems in public PBH 645 health. Evaluation of Public Health Programs: Case Studies PBH 600 Spring Introduction to Epidemiology Principles and procedures to evaluate public Fall health, disease prevention, and health promotion This course offers an introduction to the programs are covered. Includes intensive approaches and methods used in describing the critiques of case studies from the public health natural history of disease in communities and disease prevention and policy literature. The (descriptive epidemiology) and epidemiological selection of case studies is designed to reflect study design, bias, confounding, and measures the diversity of methods and the range of of risk used in the study of disease etiology possible applications. (analytic epidemiology). A critical review of the Prerequisite: PBH 530 & PBH 630
Arcadia University Graduate Catalog 2011-12 PUBLIC HEALTH at Arcadia University
PBH 696 Capstone Research Project Seminar in Public PBH 689 Health II Public Health/Health Education Internship (3 credits) Spring The Public Health internship may be completed A continuation of PBH 695. Survey of the with an agency that services minority populations dimensions of health and disease from three within the United States, particularly in the perspectives: the U.S. historical experience with Southeastern Delaware Valley or overseas. It health and disease; the social context of health consists of 180 hours of work with an NGO (non- and illness, including the healthcare system and governmental organization), nonprofit, policy issues; and choices in healing, integrating community-based agency or any other conventional and complementary therapies. organization with a public health section, such as Prerequisites: Completion of all required pharmaceutical and insurance companies. The coursework and permission of the Program student participates in a public health project and Director. writes an in-depth report of the experience, including a detailed evaluation of the organization working in the area. Students may choose to do Community Health the internship separate from their research thesis project as an experience in and of itself. Elective Courses (PBH) Prerequisite: Permission of the Program Director. PBH 572 Concepts of Mental Health and Mental Illness PBH 690 (cross listed with PY 572) Capstone Project Seminar in Health Fall, Spring Education I This course is an overview of the basic concepts Fall and Spring of mental health and illness and an introduction An independent research project is required of all to selected psychotherapies. A background in students in Health Education as a final counseling or an undergrad degree in demonstration of acquired skills and knowledge. Psychology is a prerequisite for this course. Students have the opportunity to organize, synthesize, and communicate the results of the PBH 573 project through an oral defense, a formal poster Human Sexuality presentation, and in a written report. Projects Summer include program development, questionnaire development, program implementation, policy PBH 575 analysis, and other creative health education Family in Contemporary Society community-based activities described in the Fall Capstone Handbook. Prerequisites: Completion of all required core The course focus is on a study of the structure and coursework and permission of the Program function of the family in American contemporary Director. society. This course covers the developmental stages of the family, life experiences and PBH 695 perspectives that create variations in family Capstone Research Project Seminar in Public structures and dynamics. Contemporary challenges Health I to the historical concepts of family that create new Fall evolutionary patterns in family structure and An independent research project is required of all connectedness are examined. Within this students as a final demonstration of acquired framework, the impact of public health needs, skills and knowledge. Students have the initiatives, and policies as they relate to the opportunity to organize, synthesize, and functionality of the family and ways that “family” communicate the results of the project both influences the direction of public health are also through an oral defense, a formal poster explored. The course views family in contemporary presentation, and in a written report. Projects society through both the psychosocial lens and may involve the analysis of quantitative or public health lens and begins the discussion about qualitative data; but may also include policy the reciprocal interactions between health and analysis, comparative program designs, and individuals, families, and society. other options described in the Capstone
Handbook. PBH 576 Prerequisites: Completion of all required core Drug Use and Abuse coursework and permission of the Program Summer Director.
Arcadia University Graduate Catalog 2011-12 PUBLIC HEALTH at Arcadia University
PBH 585 PBH 578 Health Policy and Bioethics Stress: Use and Misuse Spring Summer Exploration of concepts and principles of bioethics (i.e. informed consent, confidentiality, PBH 581 Nutrition: Science, Policy & Controversies full disclosure, rights) as applied to selected Spring or Summer contemporary issues important to the health professional. Includes reproductive technology, Survey of nutritional science as it relates to the research on human subjects, justice and heath needs of individuals and society. Examines care. nutritional well-being, nutritional requirements and malnutrition states. Includes an evaluation of alternative nutritional approaches, food politics and policies, and a global perspective of diets around the world Emphasizes the relationship of course material to personal lives.
PBH 582 International Health and Human Rights Fall, Summer This course explores the relationship between contemporary political, socioeconomic, cultural, environmental, and demographic conditions and their impact on health and human rights from an international perspective. A major focus of the course is the evolution of healthcare delivery systems and governmental and non- governmental responses to health and human rights challenges. Other topics include structural adjustment, population dynamics, child survival policies, water and sanitation, HIV/AIDS, appropriate technologies, international organizations, traditional healing, pharmaceutical policy, and human resource development.
PBH 583 Contemporary Health Topics Fall, Spring, Summer This seminar course addresses special topics, including health communications, women’s health, maternal and child health, gerontology, death and dying, public health in the Caribbean, and other relevant topics. A list of current course offerings follows • Women’s Health • Health Communication • Occupational Health • Disaster Preparedness • Violence and Injury Prevention • Death and Dying • LGBT Health Issues
PBH 584 Successful Grant Writing Spring This course teaches a student the basics of grant writing. Through linkages with community organizations, students prepare a grant, based on defined needs of the organization.
Arcadia University Graduate Catalog 2011-12 Reading Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Coordinators Ellen Skilton-Sylvester, Ph.D. Kathy Wirth, Ed.D Master’s Degree and Master of Education Teacher Certification Degree Requirements Master of Education (M.Ed.) Certification (a minimum of 36 credits) Reading Specialist K–12 (Instructional) Dual Certificate: Reading Specialist K–12 Prerequisites and ESL Program Specialist Supervisory Certificate: Supervisor, ED 580 Introduction to Inclusive Reading Education ED 601 Literacy Foundations About the Reading 1. Foundation Courses (6 credits) chosen in consultation with the adviser from the Education Program following:
The reading program is designed for ED 509 Psychological Foundations professionals in education or related fields to of Education • Improve literacy teaching practices for ED 505 Cultural Foundations of all of their students. Education • Increase understanding of reading OR ED 625 Language, Diversity & processes and their connections to Schooling writing processes and learning across the curriculum. 2. Concentration (21 credits) • Develop a complex understanding of ED 563 Reading Specialist the social, cultural, psychological and Professional Seminar political dimensions of literacy policies ED 606 Strategic Instruction for and practices for diverse learners, Emergent & Content schools and communities. Literacy (k-6) • Increase knowledge of literacy ED 607 Strategic Instruction for research, theory, and practice in ways Adolescent Readers and that can provide leadership in local Writers (7-12) schools and school districts. ED 608 Literature for Children and • Obtain certification as a reading Youth specialist. The degree is not required ED 622 Multilingual and for certification and certification Multicultural Literacies requirements may vary based on ED 623 Multilingual and previous academic experience. Multicultural Assessments ED 699 Assessment, Analysis and Instruction in Reading & Writing ED 605 Writing to Improve Literacy ED 609 Literacy Acquisition ED 610 Seminar in Children’s Literature ED 616 Young Adult Literature
3. Electives (3credits) chosen with the adviser
Arcadia University Graduate Catalog 2011-12 1 Reading Education at Arcadia University
4. Culminating Activity: ED 595 Literacy Passing scores on Reading, Writing Seminar/Language and Literacy Project and Mathematics tests are (6 credits). Permission to enroll in ED 595 required for admission to must be obtained from the program the program. Coordinator one semester prior to the Praxis II student’s registration for the course. Fundamental Subjects: Content Knowledge (30511) Qualifying Score: 150 Certification Reading Specialist (20300) Reading K–12 Qualifying Score: 570 Pennsylvania Instructional Teacher Certification (variable credit depending on previous academic credentials)
Prerequisites
ED 580 Introduction to Inclusive Education ED 601 Literacy Foundations
Required Courses
ED 563 Professional Seminar ED 606 Strategic Instruction for Emergent and Content Literacy (K-6) ED 607 Strategic Instruction for Adolesdcent Readers and Writers (7-12) ED 608 Literature for Children and Youth ED 622 Multilingual and Multicultural Literacies ED 623 Multilingual and Multicultural Assessments ED 699 Assessment, Analysis and Instruction in Reading and Writing ED 595 Literacy Seminar/Language and Literacy Project (LLP) (6 credits) Additional Certification Requirements 1. Completion of all subject area coursework required to meet the general and specific certification standards of the Pennsylvania Department of Education. This will be determined by the program Coordinator.
2. A grade of “B” or better in the Graduate Student Teaching Practicum
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum. Praxis I
Arcadia University Graduate Catalog 2011-12 2
Science Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Coordinator Julia Plummer, Ph.D. Master’s Degree Master of Education The program in Science Education is designed for elementary or secondary teachers. Master of Education Degree Requirements (M.Ed.) (a minimum of 30 credits) Science Education Concentration 1. Foundation Courses (6 credits) chosen in consultation with the adviser from the following: ED 501–510
2. Concentration Courses (15–18 credits) chosen with the adviser from the following: ED 552 Issues and Methods in Elementary School Science ED 553 Issues in Science for Secondary Teachers ED 554 Contemporary Science for Elementary Teachers ED 555 Instructional Materials for Teaching Science ED 556 Strategies and Curriculum in Environmental Education ED 557 Mathematical Applications in the Natural Sciences ED 558A Seminar for Science Educators ED 566 Workshop in Classroom- based Scientific Research ED 565C Computers and Technology in the Science Curriculum
3. Electives (6–9 credits) chosen with the adviser.
4. Culminating Activity ED 596 – 3 credits Arranged in consultation with the adviser at the time of completing the Degree Candidacy Application.
Arcadia University Graduate Catalog 2011-12 1 Social Studies Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Application. A Practicum or Field Coordinator Experience may not be used as the Jodi Bornstein, Ph.D. Culminating Activity for master’s degrees in Secondary Education. Master’s Degree and Teacher Certification Teacher Certification Master of Education with a Concentration Pennsylvania Instructional Teacher in Secondary Education Certification (variable credit depending on previous academic credentials) Certifications Instructional Social Studies Education 7–12 Supervisory ED 503 General Foundations of Education in the United States Master of Education ED 513 Meeting the Needs of Diverse Learners Degree Requirements ED 523 The Teacher and the Classroom, Secondary (M.Ed.) ED 562B Teaching Citizenship and (a minimum of 30 credits) Social Science ED 565 Introduction to Secondary Education Concentration Instructional Technology ED 471 Graduate Student 1. Foundation Courses (6 credits) chosen with Teaching Practicum: the adviser from the following: Secondary 7–12 (6 ED 503 General Foundations of credits; credits not Education in the United applicable to a master’s States degree) One additional foundation chosen from ED or ED 583B Fieldwork (for students 501–510 holding a valid Pennsylvania Instructional 2. Concentration Courses (15–18 credits) I or II certificate) (3 credits; chosen with the adviser from the following: credits not applicable to a ED 513 Meeting the Needs of master’s degree) Diverse Learners ED 514 Assessment in the Classroom Citizenship Education 7-12 ED 517 Human Development: The Planned with adviser. School Years, K–12 ED 523 The Teacher and the Social Science Education 7-12 Classroom, Secondary Planned with adviser. ED 580 Introduction to Inclusive Additional Certification Requirements Education 1. Completion of all subject area coursework ED 607 Strategic Instruction for required to meet the general and specific Adolescent Readers and certification standards of the Pennsylvania Writers Department of Education. This will be
determined by the program Coordinator. 3. Electives (3–9 credits) chosen with the
adviser 2. A grade of “B” or better in the Graduate
Student Teaching Practicum 4. Culminating Activity: (0–3 credits) Arranged
in consultation with the adviser at the time of completing the Degree Candidacy
Arcadia University Graduate Catalog 2011-12 Social Studies Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Praxis I Passing scores on Reading, Writing and Mathematics tests are required for admission to the program. Praxis II Social Studies Content Knowledge (10081) Qualifying Score: 157
Arcadia University Graduate Catalog 2011-12 Special Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
program through expectations, coursework Coordinators and mentorship. Students are challenged to Christina Le Ager, Ph.D., Coordinator of work toward integrating the following into their Doctor of Education Program academic performance and professional lives: Graciela Slesaransky–Poe, Ph.D., Willingness to consider new ideas Coordinator of Graduate Special Embracing community inclusion and Education Program diversity Critical thinking Systemic critique and reform Master’s and Doctoral Collaboration and teamwork Degrees and Teacher Critical self-reflection Social action Certifications Ethical practices and conduct Ongoing professional development Doctor of Education in Special Education and life-long learning Research-based practices Master of Education with a Concentration in Special Education The Ed.D. program in Special Education facilitates collaboration and teamwork through Certifications a modified cohort model. Students enter the Instructional program with a group of colleagues with whom Dual Special Education and Elementary they take courses and progress through the Education program. Cohort models have a number of Supervisory advantages for students and faculty alike. Administrative Cohorts provide students with study and support groups that enable them to gain maximum benefits from About the Doctor of coursework and research. Cohorts enable students to support Education (Ed.D.) in each other as a group while Special Education accomplishing the major milestones of the program, including their qualifying The Profession: Graduates of the Ed.D. paper and dissertation. program will be up-to-date on the most recent Because students move through the developments in the field, will learn how to core program as a group, faculty are assess and alter their organization’s practices, aware of what they have been taught and will have the capacity to implement best and what is yet to be covered; this is practice programs to benefit students, schools especially important in addressing the and communities. research/critical thinking portion of the curriculum and building solid research The Degree Program: Arcadia’s doctoral skills. program in Special Education offers a Doctor Cohorts provide for high levels of of Education degree earned by engaging in ongoing support for individual student intensive study and completing an approved work and research development. doctoral dissertation. The program is designed to increase the students’ levels of professional The cohort model allows students to move expertise in the field of special education and through the critical thinking/research to develop the skills necessary to implement component of the program as a group and, as best practices programs effectively in natural such, to work supportively and collaboratively settings. This program focuses on preparing on developing, implementing, and writing their educational leaders for schools in supervisory, qualifying papers and dissertations. curricular, and/or administrative capacities. Students’ progress and timelines will vary The guiding philosophy of the special during the dissertation proposal, education doctoral program is composed of implementation, and writing process. several key components integrated into the
Arcadia University Graduate Catalog 2011-12 1
Special Education at Arcadia University
Contributing factors include the subject of the Transfer credits included on a transcript dissertation, the meeting of established must include grades earned; if not, an timelines, issues of participants and official transcript from the original school implementation, data analysis, and writing must be submitted. Transcripts must be skills. sent from the issuing school in a sealed envelope and contain the appropriate Structure of the Program: A minimum of 60 signatures and seals to be considered credit hours post-master’s degree, including 18 official. credits of research courses, are required for the doctoral degree. 4. There are four required background courses: Introduction to Inclusive Coursework is organized around a series of Education, Supporting Students with High courses including: essential background Incidence Disabilities, Supporting Students courses, research methods, and content area with Low Incidence Disabilities, and information. Each semester’s courses Positive Behavioral Approaches. Students integrate these three curricular areas so that may be conditionally admitted if lacking students have continuous exposure to and some of the courses. practice in critical thinking and research methods as they gain content area knowledge. 5. A minimum of three letters of recommendation from individuals in a The focus of all coursework is to teach position to evaluate the applicant’s students how to think critically and qualifications for graduate study and/or systematically about special education at both field-related work experience, including at the micro-level (i.e., the impact of various least one from a professor. programs or interventions on students and classrooms) and the macro-level (i.e., school- 6. Test scores from the Miller Analogies Test or district-wide impact). The program stresses (MAT) or the Graduate Record Examination the cultural, social, political ramifications of (GRE), taken within the last five years. special education categorization, curriculum, instruction, as well as models and methods of 7. A minimum of five years experience service delivery. From the first day of the working in Special Education or a related program, students utilize real-life cases and field. analyze relevant materials as they examine special education programs operating in 8. A current résumé. schools, communities and agencies. 9. An interview with the Admissions Committee. After a review of the Admission Requirements application, the Admissions Committee will Doctor of Education decide which applicants will be asked to interview for acceptance. (Ed.D.) in Special 10. International applicants should visit Education www.arcadia.edu/international for detailed In addition to the general admission information on admission requirements and requirements listed on page 21, the following application procedures. Official results from program-specific requirements must be met: the TOEFL or IELTS are required for all students for whom English is a second 1. A Doctor of Education application, including language except for non-native speakers of personal statements, to be completed English who hold degrees or diplomas from online at www.arcadia.edu/gradapp. post-secondary institutions in English- speaking countries (e.g., the United States, 2. Amaster’s’s degree from an accredited Canada, England, Ireland, Australia and institution with a recommended GPA of 3.0 New Zealand.). A course-by-course or better. The degree must be in Special evaluation of all transcripts by an Education or a related field. independent evaluation service based in the United States also is required. 3. One official transcript from each college, Essential Background Courses (12 credits university or professional school attended. mandatory)
Arcadia University Graduate Catalog 2011-12 2 Special Education at Arcadia University
and the program Director. Deferrals will be granted by the Department on an individual Students entering the doctoral program will be basis. Once the deferral is granted, students required to have essential background must submit the required deposit to reserve knowledge in special education. These their seat in the class. This deposit will be courses are designed to provide the student credited toward tuition. Students who are with minimal necessary background granted a deferral must understand that they information concerning students with special will be subject to the prevailing tuition at the needs, Special Education programs, and best time of matriculation to the program. practices. It is assumed that the majority of entering doctoral students will have extensive background knowledge in the field and will Expenses have completed a master’s degree in Special Education or a related field and therefore will Tuition for 2010-11: $885 per semester enter having completed the essential credit hour background courses. However, for those Fees: students entering the program without the Deferred Payment : $40 (non- necessary background knowledge, one course refundable) in each of the following Special Education Audit: $885 per course content areas will be required: Parking: $30 per semester (fall and 1. Introduction to Special Education or spring) before 4 p.m. No charge after Inclusive Education 4 p.m. 2. Supporting Students with Low- Incidence Disabilities Academic Policies and 3. Supporting Students with High- Incidence Disabilities Procedures 4. Positive Behavioral Completion of Coursework: A minimum of Support/Classroom Management 60 credit hours post-master’s degree, including 18 credit hours of research courses, are Courses covering these content areas are required for the doctoral degree. regularly taught as part of Arcadia University’s master’s-level Special Education program and Continuous Enrollment: Students must be the certification in Special Education. enrolled continuously in the Ed.D. program. In case of a personal emergency, the student Determination of the need to take essential may petition the Dean of the College of background courses or to improve background Graduate Studies for a leave of absence; knowledge will be decided based on the however, this is not guaranteed. entering student’s transcript and a meeting with the admissions committee. Options for Readmission: A student who has withdrawn meeting these requirements may include from a graduate program for personal reasons, recommendations for students to take one or (that is, other than dismissal for academic or more of the prerequisite courses for credit, ethical reasons) may reapply within one year audit one or more courses, and/or engage in of that withdrawal by sending a letter reading current literature in one or more areas. requesting reinstatement to the Dean of the Based on a potential student’s credentials, the College of Graduate Studies. The Dean admissions committee will decide whether forwards that request to the appropriate prerequisites must be met prior to being departmental admissions committee, which will interviewed, accepted, or starting the doctoral communicate its decision to the student. In program. some cases, a student may be asked to submit materials updating the original Application Deadline: Students are accepted application. If the withdrawal was granted for the fall semester only. Applications are contingent upon some action(s) on the part of accepted on a revolving basis and will be the student, the student also will be required to reviewed as received. demonstrate that the recommended steps have been taken. If more than one year has Deferred Admission: Accepted students who elapsed, a completely new application must be want to defer their admission for one year submitted to the Office of Enrollment must submit their request to do so in writing to Management. the Dean of the College of Graduate Studies
Arcadia University Graduate Catalog 2011-12 3 Special Education at Arcadia University
Time Limits: All coursework must be plagiarism) may be asked to leave immediately completed within five years of admission to or at the end of the semester. Continuance in study. Dissertation must be completed within the program for those with under a 3.0 GPA five years of admission to candidacy. Students will be conditional for the next semester who do not complete the dissertation at the provided their grade point average improves to end of the third year will be required to enroll in at least that level during that time. an ongoing one-credit per semester Dissertation Preparation II (ED 902) until their Development of the Dissertation Proposal: dissertation is completed, defended, and During the research course series, doctoral approved. candidates learn research methodology as well as progress steadily on their dissertation While the program is designed to be proposals. During years two and three, completed in three to four years, the amount of students have the opportunity to develop a time a student may need to complete his or Dissertation Action Plan (presented in class) her dissertation, write, and defend it may vary. including topic area, goals, research Students complete the program in either their questions, target participants, design plan, third or fourth years, depending on project scope of intervention, and preferences for length, complexity, and time available to Committee Chair. Once a Committee Chair devote to the project. has been assigned to the candidate and they have met to finalize research questions and Qualifying Project: In the first and second consider methodology, the Chair and the semesters of their first year of doctoral study candidate will collaboratively choose the other (Practitioner Research I and II), students begin members of the Dissertation Committee. While to work on their qualifying submission, which the proposal requires much individual effort, it includes two literature reviews and a Self As is the intention of the coursework in research Scholar paper. Combined, these three to support the development of the proposal by documents are the Qualifying Project. Through the middle of the third year of class. this requirement, students demonstrate a comprehensive knowledge of their area of Proposal Defense: The dissertation proposal interest. The literature reviews include a is reviewed first by the chair, then by the comprehensive review of the literature and committee. The chair decides when a proposal questions or issues in need of research, is ready for defense. During the defense, the focusing upon the area of research that will proposal is presented to the student’s constitute the doctoral dissertation. Faculty committee, with the education faculty and advisers for the qualifying project include the Graduate Dean invited to attend and pose professors of Action Research I and II. The questions. Final passage of the proposal and final paper is reviewed and assessed by the necessary revisions is decided by the student’s professors and one additional faculty committee. member from the program. It is expected that the literature review portion of the qualifying Dissertation: Dissertations are intended to paper will be publication quality. provide students with a meaningful academic research experience that contributes Candidacy: Students will advance to doctoral knowledge to the field of special education, candidacy upon successful completion of all of contributes to improving special education the following requirements: (1) the first year of practice in the field, and documents student study with a minimum GPA of 3.0; (2) a mastery of chosen research methods. successful First Year Evaluation and faculty Dissertations are evaluated on their innovation approval for continuance; and (3) passing the and contribution to the field of special qualifying project. A copy of the qualifying education, organization, written expression, project and the appropriate paperwork will research methodology, and data analysis. placed on file for review by the Department Students work on high-quality applied research Chair and the Graduate Dean. projects grounded in data from the field. Dissertations are individually developed, Exit Strategies: Students who are not making written, and assessed according to such appropriate progress will be counseled out of standards as would govern publication in a the program at the end of that given year of juried journal. Members of the student’s coursework. Students who engage in any dissertation committee work closely with the other reason for dismissal (cheating, student to develop and supervise the project.
Arcadia University Graduate Catalog 2011-12 4 Special Education at Arcadia University
(Course pending Dissertations may span the continuum of approval.) special education influence from rigorous and comprehensive case studies or program Spring (6 credits) evaluation to an original research project ED 801 Qualitative Research I employing single subject design. (Course pending Methodologies may include qualitative or approval.) quantitative data collection and analysis with a ED 761 Special Education preference for mixed methods. The written Leadership dissertation should incorporate the following standard sections: Summer (6 credits) Chapter 1: Introduction/Rationale/Overview ED 706 Organizational and Statement of the Problem Change/School Based Chapter 2: Literature Review Data Chapter 3: Methods ED 760 Law and Disabilities Chapter 4: Research Findings ED 901 Dissertation Preparation I Chapter 5: Conclusions. (optional)
Dissertation Defense: The dissertation Third Year (12 credits) defense takes place before the student’s Fall (6 credits) dissertation committee and is open to Arcadia ED 802 Mixed Methods Research University administrators and faculty members ED 704 Multicultural Issues in as well as the public. Final approval of the Special Education dissertation requires written consent of all members of the Dissertation Committee. Spring (6 credits) ED 803-806 Advanced Research Methods (Course Degree Requirements for pending approval.) the Doctor of Education ED 804 Special Topics I or Elective Course in Special Education ED 902 Dissertation Preparation II (as needed until (Ed.D.) dissertation is defended Special Education Concentration and approved) (1 credit) (60 credits: 48 credits plus 12 credits of essential background courses) Leadership Certification
First Year (18 credits) Doctoral candidates who want to obtain Fall (6 credits) supervisory or principal certification need the ED 701 Disabilities Studies following (One leadership course may count as ED 750 Practitioner Research I the student’s third year elective.): Requirements for Supervisory Certificate in Spring (6 credits) Special Education ED 703 Positive Behavior Support ED 751 Practitioner Research II Prerequisites ED 580 Introduction to Inclusive Summer (6 credits) Education ED 700 Low Incidence Disabilities ED 504 Human Relations in ED 762 Transition to Post Education (or related Secondary Life course) Required: Second Year (18 credits) ED 636 Advanced Seminar in Fall (6 credits) Supervision ED 800 Quantitative Research I ED 645 Labor Relations and ED XXX Evidence Based Dispute Resolution Instructional Practices ED 600 -Practicum: Supervision
Arcadia University Graduate Catalog 2011-12 5 Special Education at Arcadia University
Requirements for Principal Certification ED 510 Interpreting Educational ED 634 Managing Organizations Research and Change ED 638 School Finance 2. Concentration Courses (18 credits) ED 639 Practicum: Principalship ED 566D Instructional and Assistive Technologies ED 580 Introduction to Inclusive Education Master of Education with ED 581 Disability Studies and Special Education Law a Concentration in ED 582 Supporting Students with High Incidence Disabilities Special Education (M.Ed.) ED 584 Supporting Students with Coordinator Low Incidence Disabilities Graciela Slesaransky–Poe, Ph.D. ED 585 Positive Behavior Approaches
The Master’s Degree 3. -Electives (3 credits) chosen with the The Special Education program is designed adviser around four major themes: 1. Consultation and collaboration 4. -Culminating Activity (3 credits) 2. Inclusion and diversity ED 591 The Profession of Special 3. Authenticity Education 4. Reflection
Each course embeds these themes within the content of the course in the following ways: 1) Expenses Focusing on the necessity of consultation, Tuition for 2010-11: $645 per semester collaboration, and team teaching to provide credit hour effective services that build communities of Fees: support for students; 2) Stressing inclusion as Deferred Payment : $40 (non- the default option for all students while striving refundable) to build communities of diverse individuals; 3) Audit: $645 per course Authentic, meaningful instruction that Parking: $30 per semester (fall and addresses real needs of students and families; spring) before 4 p.m. No charge after and 4) Self-reflection and reflection on current 4 p.m. practices that fosters growth and visionary programming. Teacher Certification Pennsylvania Instructional Teacher Master of Education Certification (variable credit depending on previous academic credentials). Degree Requirements (a minimum of 30 credits) This program is designed for individuals seeking a first Instructional I Certificate in The program must be planned with an adviser Special Education and planning to work in a to ensure that degree and/or certification secondary setting. requirements are satisfied. ED 583A Fieldwork in Special Education may be required for Special Education K–12 students having no prior experience in ED 505 Cultural Foundations of Education. Education ED 510 Interpreting Educational Special Education—Inclusive Practices Research Concentration K–12 ED 566D Instructional and Assistive 1. Foundation Courses (6 credits) Technologies ED 505 Cultural Foundations of ED 580 Introduction to Inclusive Education Education
Arcadia University Graduate Catalog 2011-12 6 Special Education at Arcadia University
ED 581 Disability Studies and Special Education Law Pennsylvania Instructional Teacher ED 582 Supporting Students with Certification (variable credit depending on High Incidence Disabilities previous academic credentials) ED 584 Supporting Students with Low Incidence Disabilities This program is designed for individuals ED 585 Positive Behavioral seeking a first Instructional I Certificate in Approaches Special Education and plan to work in an ED 591 The Profession of Special elementary setting. Education Special Education Requirements ED 597A Graduate Student ED 510 Interpreting Educational Teaching Practicum: Research Special Education or ED 508 Ethnography for (6 credits; credits not Educational Practitioners applicable to the master’s ED 505 Cultural Foundations of degree) Education or ED 583B Fieldwork (3 credits; ED 580 Introduction to Inclusive credits not applicable to Education the master’s degree) ED 581 Disabilities Studies and Additional Certification Requirements Special Education Law 1. Completion of all subject area coursework ED 582 Supporting Students with required to meet the general and specific High Incidence Disabilities certification standards of the Pennsylvania ED 584 Supporting Students with Department of Education. This will be Low Incidence Disabilities determined by the program coordinator. ED 585 Positive Behavioral Approaches 2. ED 526A Learning and Assessment in Elementary Mathematics and ED 606 Elementary Education Requirements Strategic Instruction for Emergent and ED/PY 517 Human Development: The Content Literacy, K–12 are required for School Years (K–12) students not previously certified in ED 566D Instructional and Assistive elementary education. These courses may Technologies be used as electives for the degree. ED 601 Literacy Foundations
ED 606 Strategic Instruction for 3. A grade of “B” or better in the Graduate Emergent and Content Student Teaching Practicum Literacy (K-6)
ED 526A Learning and Assessment 4 Completion of all Praxis examinations is in Elementary required prior to enrolling for the Student Mathematics Teaching Practicum. ED 552 Issues and Methods in
Elementary School Praxis I Science Passing scores on Reading, Writing ED 562A Teaching Social Studies and Mathematics tests are K–6 required for admission to ED 592 Graduate Student the program. Teaching Dual Practicum Praxis II Special Fundamental Subjects: Content Education/Elementary Knowledge (30511) Education (credits not Qualifying Score: 150 applicable to degree) Education of Exceptional Students: Core Content Knowledge Additional Certification Requirements (20353) 1. Completion of all subject area coursework Qualifying Score: 136 required to meet the general and specific certification standards of the Pennsylvania Department of Education. This will be Dual Certificate: Special Education determined by the program Coordinator. with Elementary Education
Arcadia University Graduate Catalog 2011-12 7 Special Education at Arcadia University
2. A grade of “B” or better in the Graduate Student Teaching Practicum
3. Completion of all Praxis examinations is required prior to enrolling for the Student Teaching Practicum.
Praxis I Passing scores on Reading, Writing and Mathematics tests are required for admission to the program.
Praxis II Fundamental Subjects: Content Knowledge (30511) Qualifying Score: 150 Elementary Education: Curriculum, Instruction, and Assessment (10011) Qualifying Score: 168 Special Education: Core Knowledge and Applications (20354) Qualifying Score: 151 (Effective 9/1/2010)
Arcadia University Graduate Catalog 2011-12 8 TESOL Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
2. Core Courses in Reading (15 credits) Coordinator bED 563 Reading Specialist Ellen Skilton-Sylvester; Ph.D. Professional Seminar bED 606 Strategic Instruction for Emergent & Content Master’s Degrees and Literacy (K-6) Teacher Certifications bED 607 Strategic Instruction for Adolescent Readers and Master of Education with Concentrations in Writers (7-12) TESOL and Reading bED 608 Literature for Children and Youth Master of Education with Concentrations in bED 699 Assessment, Analysis and TESOL and Technology Instruction in Reading & Writing Master of Education with Concentrations in TESOL Leadership and Technology 3. Core Courses in TESOL (9 credits) aED 622 ESL:Teaching Multilingual Certifications: Pennsylvania Department of and Multicultural Literacies Education * ESL Program Specialist aED 623 ESL:Multilingual and Reading Specialist K-12 Multicultural Assessments Coursework toward Supervisory/Principal (online) * K-12 aED 624 ESL:Understanding Language Learning * Arcadia Certificate Instructional Technology 4. Culminating Course (6 credits) bED 595 Literacy Master of Education Seminar/Language & Literacy Project Degree Requirements a Required for the ESL Program Specialist Certificate The TESOL program provides a focus in three b different areas or concentrations and will lead Required for Reading Certification to the M.Ed. with certification possibilities in ESL, Reading, and/or an Arcadia certification in Instructional Technology. The three M.Ed. Option 2: M.Ed. in Literacy Studies— options are: TESOL and Technology
Option 1: M.Ed. in Literacy Studies— This is designed for individuals seeking to TESOL and Reading become leaders in utilizing instructional technology to enhance language learning. This is an integrated program that allows the This program explores Computer Assisted candidate to receive an ESL Program Language Learning (CALL) and allows Specialist Certificate and a Reading Specialist students to earn the ESL Program Specialist certificate. Certificate as well as take courses that apply to an Arcadia Certificate in Instructional Degree requirements (a minimum of 30 Technology. credits) 1. Foundation Courses (6 credits) Degree requirements (a minimum of 30 bED 509 Psychological Foundations credits) 1. Foundation courses (6 credits) of Education a aED 625 ESL: Language Diversity ED 625 ESL: Language Diversity and Schooling* & Schooling* b ED 565 Introduction to Instructional Technology
Arcadia University Graduate Catalog 2011-12 1
TESOL Education at Arcadia University
2. Core Courses in Instructional Technology aED 566 Web-based Information (12 credits) Literacy (online) ED 627 Approaches to Computer aED 568B Web-based Resources for Assisted Language Teaching and Learning Learning (CALL) (online) bED 566 Web-based Information aED 568C Using Technology in the Literacy (online)** Design of Global bED 568B Web-based Resources for Collaborations (online) Teaching and Learning (online)** 3. Core Courses in Leadership (9 credits) bED 568C Using Technology in the (ED 580 Introduction to Inclusive Education, Design of Global is a prerequisite if not already taken) Collaborations (online)** ED 630 Leadership ED 635 Supervision: Principles 3. Core Courses in ESL (9 credits) and Theory aED 622 ESL: Teaching Multilingual ED 626 Designing and Leading K- and Multicultural Literacies 12 ESL Programs in the aED 623 ESL: Multilingual and 21st Century Multicultural Asessments (online) 4. Culminating Courses (3 credits) aED 624 ESL: Understanding aED 628 TESOL and Technology Language Learning* aRequired for AU Certificate in Instructional 4. Culminating Course ( 3 credits) Technology bED 628 TESOL and Technology** aRequired for ESL Program Specialist Certificate bRequired for AU Certificate in Instructional Technology
Option 3: M.Ed. in Literacy Studies— TESOL Leadership and Technology
For those who already have the ESL Program Specialist Certificate, this concentration prepares teachers to become leaders in the implementation, design and management of ESL programs. Coursework in Educational Leadership and Instructional Technology are the focus of this pathway.
Degree requirements (a minimum of 30 credits) 1. Foundation courses (6 credits) ED 502 Foundations of Curriculum (required for leadership certificates) aED 565 Introduction to Instructional Technology
2. Core Courses in Instructional Technology (12 credits) ED 627 Approaches to Computer Assisted Language Learning (CALL)
Arcadia University Graduate Catalog 2011-12 2 Theater Arts Education at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Director Mark Wade, M.F.A. Master’s Degree Master of Arts in Education with a Concentration in Theater Arts Master of Arts in Education (M.A.Ed.) Degree Requirements (a minimum of 30 credits) This degree is designed for certification of elementary, middle and secondary teachers. The program also will benefit those interested in the performing arts. This program is individualized and planned with the Director. 1. Foundation Courses (6 credits) ED 501 through ED 510 chosen in consultation with adviser
2. Concentration Courses (15 credits)
3. Electives in Education (9 credits) chosen with the adviser.
4. Culminating Activity (0–3 credits) The foundation courses (ED 501–510) provide knowledge basic to all aspects of education. A minimum of 15 credits of the degree program must be taken in Theater Arts; the remaining credits must be in Education.
Arcadia University Graduate Catalog 2010-11 1 Transitional Doctor of Physical Therapy at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Faculty About the Transitional Chair Physical Therapy Rebecca L. Craik, PT, Ph.D., FAPTA, Professor and Chair of the Department of Degree Program Physical Therapy • Arcadia’s Physical Therapy program is ranked seventh in the nation by Program Coordinator U.S. News & World Report. Philip McClure, PT, Ph.D., FAPTA, Professor • All post-professional D.P.T. courses of Physical Therapy are 2-credit, fully online courses. • The program can be completed in one Kathleen Kline Mangione, PT, Ph.D., G.C.S., to three years. Professor of Physical Therapy • Revised pricing schedule makes the Kristin von Nieda, PT, M.Ed., D.P.T., Associate program affordable and competitively Professor of Physical Therapy priced. Scott Stackhouse, PT, Ph.D., Associate • Students can start any semester, and Professor of Physical Therapy there is no required course sequence. Martha E. Eastlack, PT, Ph.D., Assistant Professor of Physical Therapy and Director • Course waivers based on experience of Entry-Level Physical Therapy are possible for up to 6 credits. Admissions • Students network and connect with James D. Tomlinson, PT, M.S., Assistant nationally recognized faculty and Professor of Physical Therapy peers. Susan Styers Tomlinson, PT, D.P.T., Assistant • Students can take two courses before Professor of Physical Therapy and Director formal application and matriculation. of Clinical Education • Interested students can participate in Janet Readinger, PT, D.P.T., Academic international experiences through Coordinator of Clinical Education service learning projects. Janet Bezner, PT, Ph.D., Deputy Executive Director, APTA The profession and practice of physical William G. Boissonnault, PT, H.H.Sc., therapy is rapidly changing. The demands FAAMOPT, Professor at University of imposed upon a physical therapist today are Wisconsin very different from those of even five or 10 Charles D. Ciccone, PT, Ph.D., FAPTA, years ago. These demands often go beyond Professor at Ithaca College the formal education provided in more Brian Eckenrode, PT, D.P.T., M.S., O.C.S., traditional entry-level programs. Therapists Good Shepherd Penn Partners increasingly are required to justify their Laurita M. Hack, PT, D.P.T., M.B.A., Ph.D., practice patterns based on research evidence, FAPTA, Professor Emeritus, Department of to take on consulting and supervisory roles, Physical Therapy at Temple University; and to provide administrative expertise and Vice Speaker and member of the Board of leadership. Directors of the American Physical Therapy Association Offered completely online, this program gives Dan Malone, PT. Ph.D., Hospital of the practicing clinicians easy access to make their University of Pennsylvania formal education congruent with students graduating from entry-level D.P.T. programs. The program’s goal is to educate clinicians Doctoral Degrees who achieve practice consistent with the Doctor of Physical Therapy American Physical Therapy Association (See separate catalog section.) (APTA) Vision 2020. Graduates will function with a high degree of professionalism and Transitional Doctor of Physical Therapy possess the requisite knowledge, skills and behaviors to practice physical therapy in a truly
Arcadia University Graduate Catalog 2011-12 www.arcadia.edu/pt
Transitional Doctor of Physical Therapy at Arcadia University scientific manner (i.e., using evidence-based Expenses practice). • Tuition: $755 per credit
Graduates will demonstrate the ability to do Registration the following: • Register for a Course—Students can • Solve clinical problems based on take two courses before formal evidence. application and matriculation. • Critically evaluate current literature Acceptance into a course does not and popular theories. guarantee admission. • Communicate professionally through • Apply for Admission—Use this link to scientific writing. formally apply to the program. • Function as an effective teacher at multiple levels—with patients, students, peers, and the public. Transitional Doctor of • Lead others and advocate effectively Physical Therapy Degree (serve as a consultant or manager). • Use skills required to be an Requirements independent and lifelong learner. (12-18 credits) The program curriculum is 12-18 credits. A This is a program for practicing professionals minimum of 12 credits are needed. Credit who want to interact with nationally recognized waivers are available for up to 6 of these faculty and network with exceptional peers. credits (3 courses) based upon a student's The program is highly interactive and prior professional experiences and coursework capitalizes on the wealth of knowledge as demonstrated in a portfolio. (A portfolio clinicians bring with them. review charge of $200 will be applied to review material submitted for consideration of course Admission to the waivers.)
Transitional Doctor Students can start any semester, and there is no required course sequence except that PT of Physical Therapy 702 Case Analysis must be taken last. (PT 505 Degree Program is recommended as a first course.)
Students can take two courses before formal Students are only required to take one course application and matriculation. Acceptance into per semester but may take more as they are a course does not guarantee admission. able. Therefore, most students will take two years to complete the program, but it may be In addition to the general admission completed in one to three years depending on requirements for graduate students, the student preference and experience. following program-specific requirements must be met: The curriculum emphasizes evidence-based 1. Proof of graduation (transcript) from a practice and addresses core competencies to physical therapist degree program enrich the practice of physical therapy. All accredited by an agency approved by courses are held online, both synchronously the U.S. Department of Education and asynchronously. (currently CAPTE) with a GPA of 2.75 or better Core Courses (2 credits each) 2. Current state professional license 3. Three written recommendations PT 505 Clinical Decision Making (professional or academic) PT 508 Medical Screening 4. Brief essay articulating goals for PT 547 Health Promotion and D.P.T. study Wellness 5. Basic computer skills including PT 555 Pharmacology Internet and e-mail PT 556 Diagnostic Imaging 6. Computer system requirements that PT 702 Case Analysis can be found at http://student.arcadia.edu/online/requi re_all.htm
Arcadia University Graduate Catalog 2011-12 2 Transitional Doctor of Physical Therapy at Arcadia University
Courses for which a waiver is possible • Course description • Course syllabus PT 504 Physical Therapist • Written documentation of content Teaching Methods* PT 656 Neuromuscular Tissues Transitional Doctor and Motor Control* PT 705 Orthopedic Physical of Physical Therapy Therapy* or PT 706 Neurological Courses (PT) Physical Therapy 505 or PT 707 Clinical Decision Making Cardiopulmonary Physical (2 credits) Therapy (Students can select from PT 705, 706 or Physical therapists, like all other healthcare providers, routinely make decisions affecting 707 in the Clinical Practice patients in daily care. Such decisions may be Series.) based on a variety of sources, including experience, intuition, testimonials from teachers Course Waiver Criteria or colleagues, and findings from literature. This course is designed to provide a framework for Course waiver requests are evaluated on the making future and evaluating past clinical following detailed criteria via portfolio review: decisions based on the best available evidence. This course assists the student in developing the A waiver for PT 504 Physical Therapist tools needed to provide evidence-based physical Teaching Methods requires Portfolio therapy practice. The course includes projects Elements that provide evidence of the and online discussions relevant to each student’s following: clinical practice and ensures that the student • The ability to write educational applies the theories and tools to everyday objectives situations. • The ability to develop physical 508 therapy-related course content Medical Screening • The ability to use PowerPoint or (2 credits) equivalent presentation technology This course helps to prepare the physical • Peer or student evaluations of therapist to assume the role of an independent teaching effectiveness practitioner working within a collaborative medical • The ability to write test questions model. Inherent in this role is the ability to related to the content or some recognize clinical manifestations that suggest equivalent assessment of learning physician or other healthcare provider contact is warranted regarding a patient’s health status. A waiver for PT 656 Neuromuscular Tissues Students apply the concept of threshold detection and Motor Control requires that prior to identify impairments or “red flags” in medical coursework must be at the graduate level, and screening that warrant referral to other the student must submit the following: professionals. An examination scheme is • Course description designed to promote efficient and effective • Course syllabus collection of patient data to provide the structure for discussions. Patient cases are presented to • Written documentation of content illustrate important medical screening principles. Professional communication with patients and A waiver for a course in the Clinical Practice physicians is also a central theme. Series (PT 705 Orthopedic Physical Therapy; PT 706 Neurologic Physical 547 Therapy; PT 707 Cardiopulmonary Physical Health Promotion Therapy) requires APTA Clinical Specialist (2 credits) Certification or prior post- professional Prevention, risk reduction and health promotion coursework that may either be university- are activities included in the Guide to Physical based or continuing education and total at Therapist Practice, and although physical least 42 contact hours in a particular specialty therapists have performed these activities with area. The student must submit the following: individual patients and clients, participation in broader programs for communities or groups of people is an area of significant need and
Arcadia University Graduate Catalog 2011-12 3 Transitional Doctor of Physical Therapy at Arcadia University opportunity. Health promotion and wellness management throughout the episode of care, theory are presented in this course to prepare including the examination, evaluation, prognosis physical therapists to integrate these concepts and planned interventions. Students address the into their current practice and/or to expand their use of specific diagnostic tests and imaging practices and consultative skills in the prevention studies related to the case, the implications of the arena. Students also are introduced to a variety pharmacologic management of the patient and of techniques commonly used in the strategic specific outcomes measures as they relate to planning process and use those techniques to decision-making and effective interventions. develop a plan for the introduction of a health promotion program relevant to their own practice 504 settings or worksites. After the introduction and Teaching Methods* discussion of key concepts, including (2 credits) assessment and program planning, students Physical therapists assume the role of teachers complete a project and develop a health in a variety of situations with a diverse group of promotion program using the health promotion learners. This course explores theories and approach and strategic planning processes. methods related to effective teaching, student learning, and assessment strategies across 555 multiple settings including clinic, classroom, Pharmacology laboratory, home setting and community. The (2 credits) role of educational technology in teaching and Individuals involved in healthcare recognize that learning activities is emphasized. Examination of drugs can influence patients’ response to individual and social factors that influence health physical rehabilitation. Medication can provide and wellness are discussed, and key concepts beneficial effects that act synergistically with from behavioral theories are applied to patient physical therapy treatments, or they can generate education in clinical practice situations. There is side effects that may adversely affect an introduction to educational assessment rehabilitation goals. This course presents some strategies for community-based health programs. of the basic drug classes and the physiologic basis of their action. Drugs are grouped 656 according to their general effects and the type of Neuromuscular Tissues* disorders for which they are routinely used to (2 credits) treat. Special emphasis is placed on drugs that This course material is covered via guided are commonly used to treat disorders seen in independent study. Using assigned readings and patients receiving physical therapy and how drug personal searches of the literature, students therapy interacts with rehabilitation. review the basic structure and function of various tissues within the neuromusculoskeletal system 556 and integrate the information with clinical Diagnostic Imaging practice. For the musculoskeletal tissue (2 credits) component, new information relevant to skeletal This course is an overview of the various types of muscle and various connective tissues such as diagnostic imaging procedures such as tendon, ligament, cartilage and bone is radiography, computerized tomography, examined. Case scenarios require the student to magnetic resonance imaging and nuclear explore the effects of altered patterns of use with imaging. General principles related to indications, appropriate clinical application. The neural strengths and limitations of each method are control of multi-joint limb movement is explored discussed. Specific procedures related to various using current literature on motor control, anatomic regions and pathologies also are cognition and motor learning. Case scenarios are covered. Case study presentations are used to used to describe the relevance of recent research emphasize the decision making related to on clinical practice. Traditional and contemporary diagnostic imaging studies and what relevant theories are contrasted to assist in developing information can be provided. Clinical decision direct intervention strategies using skill making in the context of evidence-based practice acquisition theories. Emphasis is placed on guides the discussion of each case. reading and applying current basic science literature to justify and guide the practice of 702 physical therapy. Case Analysis (2 credits) 705/706/707 Students develop a comprehensive case Clinical Practice Series* presentation based on a selected patient or client (only 1 required) (2 credits) in their practice setting. The case analysis The Clinical Practice Series spans three separate demonstrates the clinical decision-making 2-credit courses, each emphasizing recent process used to guide patient and client advances in a particular specialty area of
Arcadia University Graduate Catalog 2011-12 4 Transitional Doctor of Physical Therapy at Arcadia University physical therapy practice. Transitional D.P.T. students are required to choose one based upon their area of practice. These courses are meant to provide the most recent evidence-based information related to clinical practice. The content in these courses reinforces and reflects principles taught in the clinical decision making courses; however, emphasis is placed on specific recommendations for clinical management (i.e. content rather than process). Each course emphasizes a clinical reasoning process, use of appropriate tests and measures, use of appropriate interventions, and the most relevant outcome measures.
705 Orthopedic Physical Therapy* (2 credits) Management of common orthopedic conditions related to the extremities and spine including non-surgical and post-operative problems.
706 Neurologic Physical Therapy* (2 credits) Management of hemiplegia, traumatic brain injury, spinal cord injury, and common pediatric conditions such as cerebral palsy.
707 Cardiopulmonary Physical Therapy* (2 credits) Management of patients with chronic obstructive pulmonary disease and other respiratory illnesses and as well as patients following myocardial infarction or thoracic surgery including coronary artery bypass.
*Courses that may be waived based on Portfolio Assessment
Arcadia University Graduate Catalog 2011-12 5 Written Communication at Arcadia University Global Perspectives…Personal Attention…Real-World Integrative Learning Experiences
Coordinator Richard A. Wertime, Ph.D. Master’s Degree Master of Arts in Education with a Concentration in Written Communication The Written Communication program is designed for certified elementary, middle and secondary teachers, and for those seeking certification as secondary English teachers. The program also will benefit those who want to expand their knowledge and skills in the teaching of writing and literature.
Master of Arts in Education Degree Requirements (M.A.Ed.) (a minimum of 30 credits) Written Communication Concentration 1. Foundation Courses (6 credits) Chosen in consultation with the adviser from the following: ED 501–510
2. Concentration Courses (21 credits) EN 434 Introduction to Linguistics and Language History EN 510 Theories of Writing
Three additional English courses.
Two of the following special studies courses: EN 542 Teaching the Writing of Fiction EN 543 The History and Teaching of Rhetoric EN 546 Teaching Writing
3. Elective (3 credits) chosen with the adviser.
4. Culminating Activity (0–9 credits) Arranged in consultation with the adviser at the time of completing the Degree Candidacy Application.
Arcadia University Graduate Catalog 2011-12 1