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2006-2008 Graduate & Doctoral Catalog Index
COR 500: Communication and Information Literacy (3 credits)
This course is designed to improve the ease and efficiency with which the leaders
of nonprofit organizations, churches,
schools and businesses communicate with various stakeholders. Particular attention
is focused on the generation of
reports, summaries, memoranda and letters that translate technical data and
research into usable information. The course
explores the use of technology to acquire, disseminate and analyze information
in cross-cultural settings.
COR 510: Moral Leadership (3 credits)
Moral Leadership introduces students to a philosophy of education that provides
the skills necessary to assume a
prominent place in shaping the vision, mission and activities of their employers
and professions. This course is designed
to help students study the importance of systematic reform of political, economic
and social services, in remedying
the problems that plague urban school systems, social services and society
generally. The course helps students to
understand the importance of openness to new analyses and strategies for change
in addressing social problems.
COR 600: Organizational and Professional Ethics (3 credits)
This course explores specific questions relative to the behavior of systems,
organizations, and their members. The
idea of a profession and its claim to special ethical expertise are examined.
Methods to accomplish responsible social
action, promote social justice, and value the human dignity of each individual
will be emphasized. This course is to
be taken within the final twelve credits of the program.
LAS 500: The Evolution of Scientific Thought and Perceptions (3 credits)
This course examines the many ways in which our perceptions of the natural
world have evolved, including current
and future implications. Students read classic texts in scientific thought
and discuss the readings in light of current
thinking.
LAS 501: Strategic Management in Criminal Justice (3 credits)
This course helps the student to formulate a definition of Strategic Law Enforcement
Management that will encompass
the major academic, philosophical, law enforcement, and practitioner’s
perspectives. Various theories from classical
management theories to modern applications in the law enforcement setting will
be discussed and analyzed. Students
are exposed to crisis management issues as they relate to terrorism and other
nontraditional criminal issues. Community
policing and other law enforcement management techniques are discussed. Students
apply this body of knowledge
through a seminar-type format that includes case studies and presentations
by professionals who are currently active
in the field.
LAS 505: Case Management and Clinical Supervision (3 credits)
This course integrates case and care management theory and practice as it is
applied to individuals, agencies and
communities. Students learn about core case management components and gain
valuable knowledge in the areas of
assessing, planning, linking, monitoring, recording and evaluating client care.
Issues of diversity, community resources
and the various arenas of case management will be explored. Actual case examples
are discussed and reviewed using
a “best practice” model. Focus is placed on the role of case management
in mental health, child welfare and addiction
treatment programs in Pennsylvania.
LAS 510: The Biology of Behavior (3 credits)
This course examines theory and empirical research on the physiological and
neurological concomitants of behavior. Included in the course is a discussion
of basic neuroanatomy and neurophysiology, physiological bases of thoughts,
emotions, and behaviors, and current developments in cognitive neuroscience.
The course also addresses methodological
and ethical issues in biopsychology.
LAS 515: Research Methods in Human Development (3 credits)
This course enables students to understand the research process in the helping
professions. Students gain a general
understanding of both qualitative and quantitative methods used in applied
research settings such as social service
agencies. They also learn how to read research articles and conduct a review
of the literature. As part of the course,
each student is involved in a research project. Students taking this course
are expected to have Internet access to
complete assignments.
LAS 520: Major Artists and Writers in their Milieus (3 credits)
This course provides criticism of major works of art and literature that
situates them within the ideas and activities of
the historical periods in which the artists and authors flourished.
LAS 530: The Mathematics of Behavior (3 credits)
In this course a mathematical approach to everyday interaction and behavior
between different species are studied.
Mathematics applied to (a) behavior, (b) predator/prey interaction, (c)
conflict analysis, (d) optimal form and (e) biology
are presented. Technological and statistical tools are required.
LAS 535: Criminological Theory (3 credits)
This course requires students to research and disseminate criminal behavior
through analysis of existing classical
and contemporary theories. Students study the major research methods
utilized in criminal justice including: survey,
experimental, and field research. Emphasis is placed on the application
of these theories on the various subsystems of
the criminal justice system and contemporary issues which challenge its
functional efficiency and effectiveness.
LAS 540: Organizational Behavior in Criminal Justice (3 credits)
The focus of this course includes the community-based aspect as well
as state and federal strategies and evaluative
methods in the field of corrections. Theories underlying these factors
and the assessment of their impact will be
highlighted. Examination of community issues and the role of government
and private sector influence through public
policy and resource allocation are also addressed.
LAS 545: Science Concepts in Literature (3 credits)
A multi-media and critical approach to classic and contemporary texts in fiction
and non-fiction that address scientific
concepts that have had an impact on modern life; authors include Darwin, Freud,
T. H. Huxley, Aldous Huxley, H. G.
Wells, Isaac Asimov, Arthur C. Clarke, Lewis Thomas, and Edward O. Wilson.
LAS 590: Special Topic (3 credits)
Applicable courses of interest will be offered on a semester-by-semester basis.
LAS 600: Topics in Christian Ethics (3 credits)
This course outlines the basic principles of Christian ethics through focused
discussion on particular moral problems
as well as reflection on foundational moral issues such as conscience, sin
and grace.
LAS 601: Christian Origins (3 credits)
Christian Origins studies selected documents from the beginning of Christianity,
including scriptural and extrabiblical
texts. Sample topics include the canonical gospels and Paul’s letters,
the Apostolic Fathers, and early Christian
apocalyptic thought.
LAS 602: Hebrew Scriptures (3 credits)
This course examines contemporary approaches to interpreting the biblical texts
(historical criticism, literary and
sociological approaches). Issues treated include faith and its relationship
to interpretation, instruction, revelation and
the relationship of the interpreter’s social location to interpretation.
LAS
610: Science, Literature and Philosophy in the Age of Pope and Swift (3 credits)
This course examines major writings in England and the close interrelations
between forms of intellectual inquiry and
literature during the first half of the eighteenth century.
LAS 620: Cross-Cultural Conflicts in our Communities (3 credits)
This course examines the cultural, social, economic, and political forces that
underlie conflicts in our communities.
Exploring the impact of gender, racial, ethnic and linguistic diversity serves
as a starting point for mediating these
conflicts. Topics such as violence, substance abuse, teen pregnancy and discrimination
are discussed. Strategies for
improving relationships and developing partnerships with parents, citizens,
and business and community leaders are
explored.
LAS 621: Gender, Family and Social Change (3 credits)
This course focuses on the family, as a gendered institution, taking into consideration
macro level socioeconomic and
cultural changes. Reading historical accounts of family change provides the
basis for discussion and evaluation of
sociological issues, both within the family and in the family’s greater
setting of the family, and in relation to social
change within societies. Cross-cultural similarities and differences are explored.
LAS
630: Abnormality and Society (3 credits)
This course provides an analysis of the historical changes in view of abnormality
in societies across the world. Emphasis
is on how theories of etiology and treatment of psychological disorders have
varied over time and across cultures, and
some of the historical, social, and political antecedents and concomitants
to such views. The subjective experience of
being labeled as abnormal and the impact of such a stigma on the individual,
the family and society are explored. The
ethical complexity of diagnosing and treating psychological disorders are
also addressed.
LAS 631: Psychological Measurement (3 credits)
This course examines basic psychometric concepts, the origins and logic of
testing, criteria for judging tests and
measurement techniques, standardization and reliability, validity and principles
of test development and construction,
and the use of quantitative methods in such procedures. Discussion focuses
on the limits of measurement, the impact
of testing and measurement on individuals and society, and the historical
abuses and misuses of such techniques on
individuals from diverse cultural backgrounds.
LAS 640: Welfare Politics (3 credits)
This course evaluates the impact of the political environment on formulation
and implementation of social welfare
policy.
LAS 670: Seminar with Supervised Field Experience in Community Service (3
credits)
A supervised placement in a church, religious organization, nonprofit organization
or business requires students to
engage in theological reflection that links course experiences with ministry
and social action. Written analysis of
activities enriches the learning experiences during this capstone activity.
LAS
679: Independent Research (3 credits)
This course concentrates on standard methods for conducting research, i.e.,
identifying reliable sources and gathering,
evaluating, reporting, and documenting purposeful information and conclusions.
The course precedes LAS 680-Thesis
(in Option #3) and requires a critical survey of important literature pertaining
to the projected thesis topic. Written
approval of the research director or adviser and of the Dean is required
for both LAS 679 and LAS 680.
LAS 680: Thesis (3 credits)
Completing an in-depth study of a topic of interest expands understanding
of the process of conducting research at the
graduate level. An interdisciplinary team of faculty provides opportunities
to share and critique findings. A formal
presentation of the thesis is the culminating activity for this project.
Written approval of the research director or adviser
and of the Dean is required.
MBA 500: Strategic Management (3 credits)
Strategic Management explores management theories, principles and practices.
Analysis of the particular leadership,
motivational, financial and functional attributes of institutions are emphasized.
Prerequisite: Five years of Professional
Experience, a course in Principles of Management or MBA 592 - Management and
Marketing.
MBA 510: Managerial Accounting (3 credits)
This course emphasizes the application of accounting systems to managerial
decision-making and problem solving.
Analysis and interpretation of financial statements, analysis of cash flow,
cash budgeting, cost-volume-profit analysis
and responsibility accounting are among the major topics explored. Prerequisite:
Completion of two semesters of
Accounting or MBA 591 - Accounting for the Workplace.
MBA 515: Critical Issues/White
Collar Crime (3 credits)
This course discusses and analyzes various theories, ranging from classical
Sutherland approach to the modernistic
governmental crime model. The characteristic of this form of crime is examined.
Trust, nonviolence, deceit, confidence,
power and authority are reviewed as observed perpetrator traits. Corporate
crime, occupational crime, corruption,
fraud and financial crime are viewed as examples of the problem. The costs
both in terms of financial loss and human
resources are assessed. A complete survey of the appropriate laws and the
enforcement and regulatory agencies targeted
toward this specialized crime problem is made.
MBA 520: Marketing Services (3
credits)
This course is designed to provide students with a broad approach to the
concepts of various marketing functions
including consumer behavior and new product development. Emphasis is placed
on international issues and their impact
on the development of strategies for consumer and industrial-based products
or services entering the global market.
Prerequisite: Five years of professional experience, a course in Principles
of Marketing or MBA 592 - Management
and Marketing.
MBA 525: Workplace/School Violence (3 credits)
This course addresses the concerns associated with violence occurring in
the workplace or educational environment.
Indicators of potential conflict are evaluated and procedures to avoid
violence are discussed and reviewed. A demonstrated
course of action in the event of an occurrence is developed.
MBA 530: Corporate Finance (3 credits)
This course familiarizes the student with the role of the financial manager
in a modern business organization. Topics
include: time value of money, financial analysis, risk analysis, financial
forecasting, cost of capital, stock and bond
valuation modes, capital budgeting and investment decisions under conditions
of uncertainty.
MBA 535: Crisis Management (3 credits)
This course evaluates methods and procedures utilized in times of crisis.
Practical applications are explored through
the use of case studies and guest lecturers. A crisis management plan is
developed to demonstrate competency in crisis
situations.
MBA 540: Employment Law (3 credits)
This course offers a comprehensive review of employment law. Employment Law
explores employee-employer
relationships, personnel problems and permissible activities in employee
dismissal cases. Case law where legal principles
have been changed by the courts is reviewed. Finally, the newest labor
statutes are addressed.
MBA 550: Labor Relations Management (3 credits)
This course provides a broad and balanced overview of labor relations.
The course investigates historical, legal and
structural environments. Labor contract negotiations and administration
are also researched.
MBA 560: Human Resource Management for Leaders (3
credits)
This course explores the interaction between strategy and human resources
as approached from a generalist perspective
and is designed for graduate students focusing on administration. Topics
presented include: planning, recruiting,
selection, staff development, principles of evaluation, compensation
and collective bargaining. Comprehensive
discussion of the environment of human resources and the impact of
human resource practices on the organization
will be based on the class make-up.
MBA 570: Marketing Research Seminar (3 credits)
This course addresses the principles of social scientific methodology for marketing
research. Topics covered include
scientific method, problem formulation, cost and research design, questionnaire
construction, report preparation, data
interpretation and reliability measurements. Research results are used to formulate
marketing strategies directed toward
specific markets.
MBA 591: Accounting for the Workplace (3 credits)
This course is designed to introduce students to accounting who have not
had accounting courses or accounting experience
at the undergraduate level. The course fosters an understanding of the basic
concepts of financial accounting, including
accounting information systems.
MBA 592: Management and Marketing (3 credits)
The purpose of this course is to provide foundations in management and marketing
for students who have entered
the program with limited exposure to management and marketing. The course
is designed to provide students with
an understanding of the basis for management theory and marketing. The
course is designed to provide necessary
prerequisite information for students who will be taking management and
marketing courses in the MBA program.
This course addresses the need for the foundation CPC requirements.
MBA 593:
Economics and Finance (3 credits)
The purpose of this course is to provide foundations in economics and finance
for students who have entered the program
with limited exposure to economics and finance. The course is designed
to provide students with an understanding of
the basis for economics theory and financial decision making. The course
is designed to provide necessary prerequisite
information for students who will be taking finance and economics courses
in the MBA program. This course addresses
the need for the foundation CPC requirements.
MBA 600: Quantitative Methods (3 credits)
This course is designed to familiarize the student with the use of mathematical
and statistical methodology used
in managerial decision-making. Topics include linear, integer and dynamic programming,
sensitivity analysis and
duality, network models, inventory and queuing, and simulation. Prerequisite:
Completion of college algebra or its
equivalent.
MBA 610: Legal Environment (3 credits)
This course provides an overview of the effects of legal forces on the objectives
and operations of nonprofit organizations,
churches, schools and businesses. Policies and decisions based on current
case studies are examined with emphasis
placed on vulnerabilities and the appropriate techniques of managing exposure
risks. Contemporary issues relating to
governmental regulations, employment issues and human resource policies faced
by leaders in cross-cultural settings
are explored.
MBA 620: Managerial Economics (3 credits)
This course examines the use of economic tools for managerial decision-making.
Applicable economic, statistical and
computer skills are studied. Emphasis is placed on the microeconomic theory
of organizations and its application in
businesses, schools, churches, and non-profit organizations. Prerequisite:
Five years of Professional Experience, a
course in Economics/Finance or MBA 593 - Economics and Finance.
MBA 630: Management
Finance (3 credits)
This course presents an overview of financial management and its role within
nonprofit organizations, churches, schools
and businesses. The focus is on the prime variables that affect the financial
manager within the firm and within the
economy. Topics include financial management and its environment, analysis
of the operating budget and its impact
on setting priorities, valuation and the cost of capital, capital budgeting,
working capital management, analyzing and
planning financial performance, and institutional features of long-term
planning. Prerequisite: MBA 620 - Managerial
Economics.
MBA 635: Public Relations (3 credits)
This course provides students with a comprehensive introduction to serious
public relations. Coursework provides a
conceptual framework for understanding the latest concepts, origins, principles
and theories underpinning this emerging
practice.
MBA 640: Accounting for Government and Not-for-Profit Organizations
(3 credits)
This course explores accounting principles and procedures relative to governmental
units and not-for-profit institutions.
A comparison with generally accepted accounting principles (GAAP) used in
business is featured.
MBA 650: Entrepreneurship and Economic Development (3
credits)
This course is designed to identify and analyze factors that contribute to
the success of new business ventures. Major
topics include risk assessment and management, leadership skills, sources
of funding and the development of a business
plan. Case studies of successful and unsuccessful ventures are analyzed.
MBA
660: Grantwriting (3 credits)
Applicable coursework develops skills for writing grants to obtain financial
resources from foundations and other funding
sources. Practical strategies and case studies are examined to increase
effectiveness of fund-raising efforts for programs
of nonprofit organizations, churches, and schools. Methods for developing
partnerships with other organizations are
highlighted. Emphasis on grant writing for programs that promote social
justice in cross-cultural settings links this
course to the Franciscan tradition.
MBA 670: Corporate Communication (3 credits)
This course examines the nature of communication in the corporate and
organizational context and how the corporation
communicates with its various publics. Both internal and external organizational
communication is analyzed before,
during, and post-change, such as during growth, collapse, and merger.
Case studies may include: corporations (for
profit and not-for-profit); schools and/or educational establishments;
law enforcement and justice systems, churches
and/or religious systems; health institutions; military organizations;
government associations.
MBA 680: Executive Leadership Seminar (3 credits)
This is a capstone course and is designed to enhance development of the knowledge,
skills, attitudes, behaviors and values
required for one to become an effective, inspirational leader. In addition
to case studies, interaction with successful
business executives provides students with realistic models of leadership.
MCC 500: Counseling Communication Skills (3 credits)
This course is required for all community counseling students, as an introduction
to the counseling profession and basic
counseling and communication skills. The history of the counseling profession,
the role of professional organizations,
primarily ACA, orientation to ethics, and the importance of professional credentialing
will be explored. Essential
interviewing and counseling skills necessary to develop an effective therapeutic
relationship including opening,
processing, and terminating a relationship will be developed, through role-playing,
simulation, audio and videotaped
practice sessions. Prerequisite: successful completion of undergraduate Introduction
to Psychology course.
MCC 510: Human Development Across the Life Span (3 credits)
This course examines the theory and research of human development from conception
to death from a socialpsychobiological
developmental perspective. Human development is examined from both historic
and contemporary
perspectives including the physical, intellectual, psychological, emotional,
cultural, and social patterns that are woven
by a unique combination of heredity and environment. The impacts of addictive
behaviors across the lifespan are
explored.
MCC 515: Psychopharmacology (3 credits)
Professional counselors who work in clinics, hospitals and community agencies
must have an applied understanding
of the many classifications, actions, reactions and interactions of psychotropic
medications. Medications are often
used adjunctively with counseling in both mental health and additions treatment.
It is important for the professional
counselor to have the skills to be able to work with the attending psychiatrist
or physician in monitoring the effectiveness
of the prescribed medications.
MCC 520: Counseling Theories (3 credits)
This course examines the spectrum of traditional and contemporary theories
in counseling ranging from traditional
psychodynamic, humanistic, learning, behavioral theories to cognitive behavioral,
spiritually-based, creative arts, and
culturally appropriate theories and techniques. Techniques and issues in counseling
such as transference and counter
transference, resistance, self-disclosure, active listening, the use of silence,
confrontation and the value of metaphors
are among those that will be examined. Students will be able to assess the
appropriateness of the various intervention
theories.
MCC 525: Psychobiology of Addiction (3 credits)
The pharmacological and physiological effects of alcohol and other drugs are
investigated as well as the biological
determinants of alcoholism and drug abuse. The mechanisms of action of each
drug and drug class, current theories
relating to the etiology of abuse, addiction and major psychological disorders,
approaches for drug treatment, uses and
limitation of medication in the overall management of clients are discussed.
MCC
530: Multicultural Issues in Counseling (3 credits)
This course explores the social and cultural contexts of helping relationships.
The ways that culture and ethnicity interact
with human behavior will be examined. Theories related to cultural identity,
age, gender, sexual orientation, family
values, coping, attributions, attitude formation, social power, drug and alcohol
use, spiritual values, and socioeconomic
conditions as they relate to impact counseling with diverse groups will be
examined. Current research regarding issues
such as client/counselor match will be analyzed. Ethical guidelines for counseling
diverse groups provided by the
American Counseling Association and similar professional organizations will
be studied. Students will participate in
experiential exercises and analyze case studies to apply theories and concepts
to “real world” situations.
MCC 535: Counseling Children and Adolescents (3 credits)
This course will focus on unique counseling theories and techniques applicable
to counseling early childhood, school
aged children, adolescents, and their families. Play therapy, puppet therapy,
doll therapy, creative arts therapy, in vivo
therapy and other therapy modalities will be explored. This course will address
the unique counseling theories and
techniques applicable to working with adolescent youth, exploring issues of
identity, peer acceptance, conformity and
deviation, sexuality, substance use and abuse, youth culture and issues of
youth in the contemporary society.
MCC 540: Addiction and Society (3 credits)
This course analyzes the behavioral, pharmacological, historical, social,
legal and clinical perspectives that surround
the use, abuse and addiction to alcohol and other drugs. Current methodologies
are examined as to their effectiveness in
both the prevention and treatment of addictive disorders. Other addictions
and related high-risk behaviors are analyzed
from an addiction model of behavior.
MCC 545: Family Therapy Concepts and Methods
(3 credits)
Established systems of contemporary family therapy are examined in this course.
Each approach will be examined in
terms of leading figures, theoretical formulations, normal family development,
impact of addiction on the family system,
development of addiction and behavior disorders, goals of therapy, conditions
for change, techniques, and evaluations
of theory and results. Role playing will involve both system specific and
core techniques.
MCC 550: Practicum (100 hours)
Students will spend 100 hours assigned to a placement observing and being exposed
to activities in a professional
counseling venue over the course of a semester. Supervised practicum experiences
include a minimum of 40 hours
of direct service with clients, including individual and group counseling,
weekly supervision of at least one hour of
an individual or triadic nature under the supervision of a faculty member and
an average of 1.5 hours per week of
group supervision that is provided by a faculty member, and an evaluation of
the student’s performance throughout the
practicum including a formal final evaluation after practicum completion.
MCC
560: Legal and Ethical Issues in Counseling (100 hours)
This course is designed to provide the counselor in training with an understanding
of the major ethical and legal issues
involved in the practice of mental health and addictions counseling. The ethical
codes of the American Counseling
Association and the Pennsylvania Certification Board will be explored. Legal
issues involved with mental health and
additions counseling will also be addressed. The case study format will be
used to develop and practice the process of
ethical decision making in counseling situations.
MCC 600: Advanced Counseling
Theories and Techniques with Individuals (3 credits)
Students in this course compare and contrast various intervention theories
and counseling models in working with
individuals with both mental health and addiction disorders. Students examine
the unique dynamics of the therapeutic/
interpersonal counseling relationship and how change is effected by that interaction.
Students learn how to do clinical
assessments for diagnostics, develop treatment plans, establish goals and objectives
and evaluate outcomes as they
apply to clinical practice with individuals in community counseling care settings.
MCC
605: Counseling Special Populations (3 credits)
This course explores the increasingly diverse needs of distinct emergent groups
in today’s society. Counselors will be
working with people from these groups and must have the skills and knowledge
to be professional and effective. These
groups include, but are not limited to: homosexuals; ethnic, cultural and religious
minorities; women; adult children of
alcoholics; physically challenged individuals; cognitively challenged individuals;
the criminal population. Counselors
will continue to develop their multicultural competencies through this course.
MCC 610: Advanced Counseling Theories and Techniques with Groups (3 credits)
Students will learn to apply group theories and techniques of counseling as
they work with an increasingly diverse
constellation of groups (both formally and informally constructed groups) in
contemporary society. From group theory,
students survey Yalom, Corey, Carroll, and others. Students will learn how
to conduct assessment of families and
groups for the purposes of diagnosing problems and dysfunctions, developing
intervention strategies and evaluating
the outcomes.
MCC 615: Relapse and Recovery (3 credits)
This course examines the psychological, biological and environmental perspective
of the primary factors that contribute
to the systematic onset and eventual occurrence of relapse. Through extensive
research in journals and other professional
publications as well as interviews with treatment professionals and people
in recovery, relapse is examined as both
an event and a process that for some individuals may be a predictable part
of a sustained and life long recovery from
addictions.
MCC 620: Research Methods and Program Evaluations (3 credits)
Students will survey research methods in the behavioral sciences so that
they can critically evaluate research that is
published in the field. Students are able to differentiate different research
methodologies in the behavioral sciences and
will develop an applied knowledge of basic descriptive statistics through
basic inferential statistic using correlation
analyses and ANOVA. Students are required to do a research project. Prerequisite:
undergraduate course in statistics
or quantitative methods of research
MCC 625: Spirituality and the Healing Process (3 credits)
The spiritual dimension of recovery from mental health and addictive diseases
is examined in depth. Topics include:
dynamics of the 12-Step Fellowships (A.A., N.A., Al-Anon, etc), religiously
oriented programs, spiritual development
and the use of clergy in working with clients coping with addictions problems.
Spiritual values and approaches are
viewed as an adjunct to traditional clinic settings.
MCC 630: Appraisal, Tests
and Measurements (3 credits)
Students will learn to evaluate the reliability, validity, standardization
methods, and test construction of instruments used
in the evaluation of mental health and addictive disorders. In addition, students
will learn to discern the appropriateness
of objective and projective tests and measurements of tests to meet specific
client needs. Students will practice
administration, scoring, and interpretation of tests appropriate for use by
master’s level clinicians.
MCC 635: Criminality and Healing Process (3
credits)
This course will prepare students for clinical interventions and treatment
of psychopathology and aggressive behaviors
that are common to the criminal justice system. Differentiation between adolescent
and adult pathologies are examined
ranging from Conduct Disorder, Oppositional Defiance Disorder, various Anti-Social
Personality Disorders (including
explosive behavior disorders) and various personality disorders. Students learn
clinical interventions and protocols
that are most effective with the individual who has both a criminal history
and an addictive disorder. Focus will be
paid to assessment of criminal responsibility, as well as, treatment and relapse
issues that are specific to the criminal
population.
MCC 640: Psychopathology (3 credits)
This course will examine theories and practices of assessing, diagnosing and
treating individuals with mental health
and addictive disorders and co-occurring disorders. This course will survey
mental disorders as classified by the
latest version of the American Psychiatric Association’s Diagnostics
and Statistics Manual. Prerequisite: successful
completion of undergraduate course in psychopathology
MCC 650: Career Counseling (3 credits)
This course will survey the theories and research on career development as
well as methods to assess career choice.
This course will look at career choice and the impact of mental health and
addictive disorders on career planning.
Psychosocial, mental health, various personality, skills and interests, and
attitudinal variables that go into healthy
career decision making will be explained. Students will survey the various
vocational development career assessment
instruments (aptitude, skills and interest inventories, and vocational personality
instruments), research databases and
technology for vocational decision-making.
MCC 655: Program Management and Clinical
Supervision (3 credits)
This course will provide an understanding of the various types of management
and supervisory styles used in community
counseling settings. Specific emphasis is placed on the development of supervision
skills that assist counselor professional
growth. The course will examine program/agency administration to include
strategic planning, financing and marketing,
and program policies and procedures.
MCC 670: Internship I (300 hours)
Students will practice professional counseling in a clinical setting where
professional community counseling takes place
under the supervision of a faculty member and licensed professional counselor.
Students will be required to have a
minimum of 300 hours of counseling activities with a minimum of 120 hours
of direct service to clients. In addition,
students will have 1 hour of weekly supervision in an individual, dyadic
or triadic format by an on-site licensed supervisor,
with an average 1.5 hours per week group supervision performed by a licensed
faculty member. The internship will
provide students with the opportunity to assess and treat clients, follow
client progress, keep records, have access to
appropriate supervision, attend staff meetings, participate in service
training and other professional activities. Students
must present their work using audio or videotape work for formal professional
critique by supervisors and other interns.
A formal evaluation for fitness to practice will be made upon completion
of the internship experience.
MCC 680: Internship II (300 hours)
Students will practice professional counseling in a clinical setting where
professional community counseling takes place
under the supervision of a faculty member and licensed professional counselor.
Students will be required to have a
minimum of 300 hours of counseling activities with a minimum of 120 hours of
direct service to clients. In addition,
students will have 1 hour of weekly supervision in an individual, dyadic or
triadic format by an on-site licensed supervisor,
with an average 1.5 hours per week group supervision performed by a licensed
faculty member. The internship will
provide students with the opportunity to assess and treat clients, follow client
progress, keep records, have access to
appropriate supervision, attend staff meetings, participate in service training
and other professional activities. Students
must present their work using audio or videotape work for formal professional
critique by supervisors and other interns.
Each student will be required to develop a major paper focusing on an integration
and reflection of practice and theory,
including a research project relating to their practice setting. A formal evaluation
for fitness to practice will be made
upon completion of the internship experience.
MCC 685: Advanced Clinical Internship
(400 hours)
This course is designed to offer students advanced diagnostic and therapeutic
skills in effective treatment interventions
with the supervision of a licensed practitioner. Students will understand
and critically analyze both the theoretical
constructs and practical skills that are effective when therapeutically engaged
with individuals, families or groups.
Students will be required to have a minimum of 400 hours of direct client
contact, with weekly supervision of 1
hour in an individual, dyadic or triadic format. Students present their work
using audio or videotape work for formal
professional critique by supervisors and other interns. Students will be
expected to demonstrate the ability to function
independently as a licensed practitioner.
MED 500: Curriculum Innovations (3 credits)
Curriculum innovations that have emerged during school reform efforts of recent
decades are examined. Topics include:
cooperative learning, constructivism, multi-cultural education, character education,
special education, and the use of
technology. These innovations are examined to evaluate their potential for
improving the achievement of students from
diverse cultural backgrounds and of various ability levels. Instructional methods
include discussion seminars focused
on course readings and experiences of students; reflective writing assignments;
lectures; videos and guest speakers;
Internet research; and student presentations.
MED 501: Foundations of Teaching
in Cross-Cultural Settings (3 credits)
This course provides prospective teachers with an overview of the profession.
A survey of the historical, philosophical,
and social foundations is presented. Additional topics discussed include:
classroom management, instructional planning,
and strategies for dealing with students from diverse cultural backgrounds
and with various ability levels.
MED 505: Introduction to Special Needs Students
(3 credits)
This course, designed for prospective special education classroom teachers,
reviews the definition, characteristics,
causes and evaluation of various student exceptionalities and how special
education services are acquired, developed
and provided. Students will learn how the latest legal requirements, research,
and best educational practices assist
individuals with exceptionalities be successful in home, school and community
settings.
MED 515: Strategies for the Special Education/Inclusive Classroom (3 credits)
This course addresses the learning needs of exceptional and at-risk students,
kindergarten through high school, and
the needed instructional management strategies to be acquired by those who
teach these students in inclusive, main
streamed, and/or self-contained classroom settings. Planning and intervention
skills needed for teaching special needs
children are reviewed and discussed, in the content areas of language arts,
mathematics, science, social studies, life-skills
instruction, and vocational preparation are emphasized throughout this course.
Prerequisite: MED 505 - Introduction
to Special Needs Students or approval from the Program Coordinator
MED 518:
Quantitative Research Methods (3 credits)
This course is designed to familiarize the student with the use of mathematical
and statistical methodology used in
educational research. Topics will include descriptive statistics, introduction
to inferential statistics, T-test, one-way
analysis of variance, multiple comparison procedures, research design and
the use of SPSS software.
MED 520: Educators as Researchers (3 credits)
This course is designed to assist students in becoming reflective practitioners
- to understand the scope and range
of educational research, to develop their own abilities for researching information
and using information and using
various research methodologies, to acquire knowledge about issues and trends
in education, and to view and think
critically regarding their own pedagogies. Students will complete a proposal
for their original research and obtain
IRB (Institutional Review Board) approval if required. Research will be conducted
and presented in MED 680, the
Research Seminar. Prerequisite: MED 518 - Quantitative Research Methods
MED
522: Practicum (1 credit)
Students observe a classroom and reflect on the theories and strategies used
by an experienced teacher. Participation
in various teaching responsibilities will be assessed by the college instructor
and the classroom teacher.
MED 525: Workplace/School Violence (3 credits)
Workplace/School Violence addresses the concerns associated with violence occurring
in the workplace or educational environment. Indicators of potential conflict
will be evaluated and procedures to avoid violence will be discussed and
reviewed. A demonstrated course of action in the event of an occurrence is
developed.
MED 535: Issues Concerning Special Education Programs (3 credits)
The course, designed for prospective special education classroom teachers,
has students review, analyze and discuss
current trends and issues in special education. Topics include, but are not
be limited to: inclusive classrooms, early
interventions, state-wide assessment programs, collaborative and co-teaching
models of instruction. The semester to
semester topics under discussion vary and evolve as issues in the field change
to newer and more current conditions
Prerequisite: MED 505 - Introduction to Special Needs Students or approval
from the Program Coordinator
MED 540: Curriculum and Instruction for Adolescents
(3 credits)
This course explores the physical, cognitive, social and moral development
of the adolescent learner. Theories and
practical strategies for addressing the diverse needs of today’s middle/junior
high school and high school students are
analyzed. The focus is on creating classroom and school environments that promote
a love of learning and provides
solutions for the problems faced by teachers of adolescents.
MED 545: Classroom Management (3 credits)
This course will prepare teachers to be educational leaders who effectively
manage their classrooms. It will focus
on taking a proactive approach to create a positive learning environment for
all students. In addition, the course will
operate from a perspective that it is the teacher’s responsibility to
bring an enhanced level of professionalism and strong
sense of ethical behavior to the classroom. This is manifested in the creation
of effective lesson plans and appropriate
communication with students, parents and administration. Various models of
philosophies and motivational and
instructional strategies will be reviewed as they represent this philosophy
in action.
MED 550: Introduction to Educational Administration (3 credits)
This course is designed to help the prospective administrator and current teachers
answer the following basic questions:
Why is educational administration necessary? What is it? How does it affect
me? What role do I play in the administration
of schools today? The students’ goal is to answer these questions and
others that come to mind as facts, issues and
propositions are presented throughout the course.
MED 553: The School Administrator
(3 credits)
A technical course emphasizing the principal’s role in the organization
and administration of the elementary, middle
and secondary schools.
MED 560: Human Resource Management for Leaders (3 credits)
This course explores the interaction between strategy and human resources
as approached from a generalist perspective
and is designed for graduate students focusing on administration. Topics
presented include: planning, recruiting,
selection, staff development, principles of evaluation, compensation and
collective bargaining. Comprehensive
discussion of the environment of human resources and the impact of human
resource practices on the organization
will be based on the class make-up.
MED 570: Student Teaching (7 credits)
Students teach in early childhood, elementary, or secondary classrooms under
the supervision of a college instructor
and an experienced teacher. Two seven-week placements at difference grade levels
are required.
MED 572: Student Teaching Seminar (2 credits)
This seminar provides student teachers with the opportunity to discuss their
experiences in the classroom. Problemsolving
strategies and reflections about educational theories and practice are shared.
MED
600: Language and Literacy in Cross-Cultural Settings (3 credits)
This course examines theories and approaches for promoting language and literacy
development of children and youth
in cross-cultural settings. Methods for teaching language and literacy skills
used in real-life situations are studied.
Strategies for planning interdisciplinary activities and literacy programs
that use home and community resources and
techniques for evaluating programs are analyzed. The use of technology to foster
language and literacy development
is also studied.
MED 602: Teaching Children’s Literature in Cross-Cultural
Settings (3 credits)
Coursework examines various theories and strategies for using children’s
literature across the curriculum. The concepts
and values found in traditional and contemporary literature are explored. Students
discover ways to use children’s
literature to promote learning in the elementary classroom.
MED 605: Enhancing
Literacy for the Special Needs Student (3 credits)
The course, designed for prospective special education classroom teachers,
develops skills for the development, teaching,
and enhancing of literacy skills: language, reading, and writing. Students
review current and developing research and
classroom practices that encourage the acquisition and improvement of those
skills through learning strategies that
can be used in classroom experiences.
MED 610: School Law and Social Advocacy (3 credits)
This course examines the federal and state legislation and court rulings that
govern urban education. A review of legal
concepts and procedures provides essential knowledge about the rights and responsibilities
of educators and the students
they serve. The study of legislation and significant court rulings that have
promoted equity, educational opportunity
and social justice summarizes the contributions of advocates who have worked
to transform urban education.
MED 611: School Finance (3 credits)
This course is designed to help the prospective administrator understand how
schools function from a financial
prospective. Students learn the essentials in school accounting, budgeting,
financing, investing, financial regulations
and requirements, and computer application. The principals’ role in effective
budget performance is emphasized.
MED 613: School Facilities Management (3 credits)
This course is designed to help the prospective administrator understand how
school facilities are managed. Students
learn the essentials of school plant management, school construction, school
building design, school building technology
requirements, outdoor facilities, busing and traffic pattern design, and parking
requirements. The principal’s role in
effective facility design and management is emphasized.
MED 615: Literacy Learning
in the Content Areas (3 credits)
This course is a study of the extension and enhancement of reading and writing
skills into secondary education.
Participants will explore the conceptual ideas underlying the teaching of reading
and writing in the content areas, the
importance of reading skills to students’ understanding of specific subject
matter content, and the reading strategies
for the three phases of cognitive processing (proactive, interactive, reflective).
The course content will focus on the
application and integration of reading and writing strategies into existing
curricula.
MED 620: Teaching Science and Mathematics in Cross-Cultural Settings
(3 credits)
Theories and effective strategies for teaching science and mathematics are
studied. Instructional planning and evaluation
methods that address the needs of students from diverse cultural backgrounds
and with various ability levels are
examined.
MED 650: Functions of School Supervision (3 credits)
This course is designed to provide a framework to help future principals gain
the necessary skills to apply the emerging
concepts and principles of school supervision to the practical, everyday situations
in which administrators, supervisors,
coordinators and teachers are working. Interpersonal relationships that lead
to the improvement of instruction, data
collection for the purpose of analyzing classroom teaching, staff development,
in-service program development, and
staff selection are discussed. The influence of special needs learners, race,
gender and other social issues is analyzed
where appropriate for this course.
MED 680: Research Seminar (3 credits)
This course is a supervised experience culminating in the completion of a research
project that was designed in MED
520: Educators as Researchers. The research project is the culminating and
integrating effort for master’s students.
It involves the original investigation of a problem of limited scope and contributes
to the body of knowledge in the
field of education. Through the research process, students become and feel
more expert in a focused field of inquiry.
Students produce a written product that documents a synthesis of the appropriate
literature in the field, the methodology
used, their research findings, and an analysis and discussion of those findings.
Prerequisite: MED 520 - Educators
as Researchers
MED 685: Principal’s Internship (3 credits)
This is a required seminar and supervised field experience for those individuals
seeking principal’s certification. The
student submits to an adviser a comprehensive proposal for a unit of work to
be done under the supervision of a currently
active building principal. The observation and supervision of teachers, along
with other selected units of work from
such areas as scheduling, budget preparation, staff development, curriculum,
community relations, extracurricular
activities, etc., comprise the list of acceptable projects for interns to complete.
All proposals must be approved by the
faculty adviser and sanctioned by the administration of the school where the
field experience is to occur. In addition to
the field experience, seminar meetings are conducted every other week for a
period of two hours for all administrative
interns for the duration of the semester.
NUR 510: Professional Nursing V: School Nursing (5 credits)
This course prepares the RN to complete the requirements for school nurse certification
by the PA Department of
Education. Knowledge, strategies and skills to deliver health prevention, promotion
and protection to diverse school-aged
populations are included. Students participate in the diverse roles of the
school nurse and explore resources needed to
provide developmentally and culturally competent care to school-age children
and their families. Prerequisite/Co-requisite:
A valid license to practice as a Registered Nurse in Pennsylvania, evidence
of CPR certification, documentation of
a current criminal background and child abuse history clearance (a positive
report may result in non-progress in the
program; State and Federal guidelines are followed), evidence of professional
liability insurance, self-report health
record including required immunizations and signed HIPAA compliance form.
NUR
520: Health Assessment: School Population (3 credits)
This course is designed to prepare the professional registered nurse to learn
physical assessment skills and apply those
skills with clients within the school population. Students have the opportunity
to learn and practice taking health
histories and completing physical assessments in the school setting. Critical
thinking skills are integrated into the
course to help the students to learn to work autonomously to assess the physical
needs of students and staff members.
Transcultural nursing issues are discussed throughout the course to prepare
students to assess clients from diverse
populations. Prerequisite/Co-requisite: A valid license to practice as a Registered
Nurse in Pennsylvania, evidence of
CPR certification, documentation of a current criminal background and child
abuse history clearance (a positive report
may result in non-progress in the program; State and Federal guidelines are
followed), evidence of professional liability
insurance, self-report health record including required immunizations and
signed HIPAA compliance form.
NUR 610: Coordinated School Health Program Design (3 credits)
This course is designed to prepare the education professional to implement
a Coordinated School Health Program
in his or her school district. Students critically examine the interactive
components of a Coordinated School Health
Program (CSHP) from a variety of perspectives and prepare a CSHP educational
and promotional tool suitable for use
in a Targeted Awareness Campaign. Using a local school district as a working
model, students individually complete a
comprehensive school health survey and collaborate with others in the district
to set goals and develop a shared vision
regarding a CSHP. Although this course is a requirement for those students
pursuing an M.Ed. with School Health
emphasis, enrollment is open to any post-baccalaureate student.
NUR 620: At
Risk School Environments: Emergency Planning and Response (3 credits)
This course equips the student with knowledge and skills to respond appropriately
in a variety of emergency situations,
including creating action plans which should be followed to protect life
and preserve property from the effects of
unexpected events within the school community. Legal and ethical considerations
and the role of the family/community
will be integrated throughout the content. Advances in technology, the increase
in school violence, and the threat of
terrorism have created the recognition of the need for schools to be prepared
for a variety of threatening situations.
Although this course is a requirement for those students pursuing an M.Ed.
with School Health emphasis, enrollment
is open to any post-baccalaureate student.
OT 500: Current Best Practices in Occupational Therapy (3 credits)
Students explore, discuss, and critically analyze current issues influencing
contemporary occupational therapy practices.
Particular attention will be paid to evidence-based practice, theory assessment
and integration, advanced practice
issues, and legal and ethical issues. Prerequisite: Current standing as a registered
licensed occupational therapist
(state licensure is not limited to Pennsylvania), current employment as a registered,
licensed occupational therapist.
Prerequisite: permission of program director.
OT 501: Analysis of Theoretical
Concepts in Occupational Therapy Practice I (4 credits)
Students utilize knowledge gained during undergraduate studies and fieldwork
experiences to study problems in clinical
reasoning. Students apply critical thinking skills and actively direct their
own learning to explore client-centered,
evidence-based occupational therapy practice in selected case studies. All
phases of the occupational therapy process are
experienced through collaborative exercises, laboratory simulations and field
trips. The case studies represent persons
with disorders and health conditions occurring at the beginning of life through
late adolescence. Prerequisite: OT 416&
417 or permission of program director.
OT 502: Function and Technology (4 credits)
Explores the expanding use of technology as it relates to all aspects of occupational
therapy services. Students study the
use of adaptive equipment and technology to increase function and to improve
the quality of life, computer documentation
and telecommunications systems for supervisors, and emerging applications in
reaching people in need in new and
innovative ways. Students use emerging technology to develop a project for
client intervention or occupational therapy
service delivery. Prerequisite: OT 416 & 417 or permission of program director.
OT
503: Research Design (3 credits)
Exploration of quantitative and qualitative research methodologies used in
occupational therapy and critical evaluation
of published research in the field is undertaken. Students choose between a
research project and an action project,
define a research interest and work with an adviser in the scholarly project.
By the end of the course students develop
a detailed proposal and obtain formal approval from their adviser and the institutional
review board. Prerequisites:
OT 416 & 417 or permission of program director.
OT 505: Analysis of Theoretical Concepts in Occupational Therapy Practice
II (4 credits)
This course continues the use of knowledge gained during undergraduate studies
and fieldwork experiences to study
problems in clinical reasoning. Students refine critical thinking skills and
actively direct their own learning to explore
client-centered, evidence-based occupational therapy practice in selected case
studies. All phases of the occupational
therapy process are experienced through collaborative exercises, laboratory
simulations, and field trips. The case studies
represent persons with disorders and health conditions of early adulthood through
the end of life. Prerequisites: OT
416 & 417 or permission of program director.
OT 590: Special Topics in Occupational
Therapy (3 credits)
Applicable courses of interest will be offered on a semester-by-semester basis.
Prerequisite: OT 416 & 417 or permission
of program director.
OT 591: Fundamentals of Occupational Therapy (3 credits)
Fundamentals of Occupational Therapy provides the foundation, history, philosophical
base, values, standards, and
ethics of the occupational therapy profession and its personnel; introduces
professional organizations, terminology,
current concepts and regulatory requirements of the profession. The theoretical
frames of reference underlying the
use of occupational therapy practice are explored. Particular focus will be
made to the areas of self-care, instrumental
activities of daily living, education, work, social participation, play and
leisure for individuals, groups and populations
through the life span. Students will examine and explore occupations, their
meaningfulness, motivating, and influential
factors and will analyze activity of the necessary skills, context, patterns,
demands, and factors that comprise an
individual’s ability to engage in occupation. As they embark on their
studies, students will be introduced to the themes
reinforced throughout the curriculum including; ethics and moral values, critical
thinking skills, occupational-based
practice, multiple service delivery models and research and scientific inquiry.
Prerequisite: Baccalaureate degree,
COTA certification or permission of the occupational therapy program coordinator.
The course will be accepted as a
substitute for OT 101, OT 204, OT 206, and OT 210 for students who meet the
prerequisite and earn a grade of ‘B’ or
higher. Permission of the Program Coordinator is also required.
OT 601: Occupational Therapy Outcomes (3 credits)
This course examines health related quality of life measures as indicators
of occupational therapy interventions for
individuals, families and communities. Issues in discharge planning, transition
to the community, and economic factors
are analyzed. Techniques in making level of care decisions, choosing the best
approach for intervention and assessing
quality of care based on evidence are presented. During course related fieldwork
students develop an outcomes measure
for occupational therapy services. Prerequisite: OT 416 & 417 or permission
of program director.
OT 603: Advocacy and Leadership (3 credits)
Current and future professional issues and ethics are presented. The course
focuses on identifying and analyzing factors
in the health care environment and those skills needed to develop advocacy
and leadership. Methods of developing
partnerships, sources of funding, grant writing and the development of business
and marketing plans are presented.
The role of the practitioner as an educator of clients, families and the community
is explored. Course related fieldwork requires completion of a proposal for
new or expanded occupational therapy services. Prerequisite: OT 416 & 417
or
permission of program director.
OT 610: Research Report (4 credits)
Completion of the research or action project initiated in OT 503 will expand
the understanding of the research process at
the graduate level. An interdisciplinary team of faculty supervises the research
or action project. Meetings with peers
and faculty provide opportunities to share and critique findings. The capstone
activity is a committee presentation and
defense of the research project. Prerequisites: Grade of “B” or
higher in OT 503 and statistics.
PhD 701: Advanced Research Colloquium (6 credits)
This six-credit course provides a systematic approach to the scientific method
as it is used in research in organizations
with human participants, including critical reviews of literature, ethics,
hypothesis testing, reliability and validity,
sampling, research design, and observational and self-reported methods, and
selected issues in data analysis. While
the course will meet once per week, extensive use of WebCT is required and
integrated into the course requirements.
PhD 704: Quantitative Research: Design and Analysis (3 credits)
A companion to Qualitative Research Methodologies, this course is designed
to help students develop proficiency in
quantitative analysis for interpreting social and organizational data. The
topics in this course include categorical data
analyses, and various ANOVA and ANCOVA experimental design. A critical analysis
of quantitative studies and an
examination of the ethics involved in research are required. Appropriate statistical
techniques are discussed, critiqued,
and applied. While the course will meet once per week, extensive use of WebCT
is required and integrated into the
course requirements.
PhD 706: Leadership: Advanced Systems Theory and Research
(3 credits)
The course content includes a critical analysis of the theoretical constructs
in contemporary leadership. Attention
is devoted to the study of organizational improvement, with an emphasis on
theories regarding how individual and
groups skills interact to implement and manage dynamic, systemic change.
Structural, human resources, political and
symbolic perspectives on leadership are examined. Theoretical perspectives
of leadership are studied in the context of
the research from which it emerged. While the course will meet once per week,
extensive use of WebCT is required
and integrated into the course requirements.
PhD 709: Organizational Analysis: Culture, Theory and Change Strategies
(3 credits)
This course examines the theories and research regarding organizational
cultures and change processes. Students examine
organizations using organizational diagnosis and development tools in an
effort to support leaders as they transform
their organizations into high performing entities. Students study organizational
culture and leader-follower interaction
as they develop a change model using constructs from existing as well as
emerging research to explain the behaviors
and events in an organizational setting. Case studies and simulations are
included to enhance the analysis of emerging
forms of educational, corporate and community development and improvement.
While the course will meet once per
week, extensive use of WebCT is required and integrated into the course
requirements.
PhD 710: Qualitative Research: Design and Analysis (3 credits)
A companion to Quantitative Research Methodologies, this course is designed
to develop proficiency in collecting,
analyzing and reporting qualitative data, using a variety of qualitative
tools. Included is ethnography, research interviews,
content analysis, and other qualitative research designs. Attention is
given to their history, traditions, conceptual bases
and justifications. In addition, the course includes the critical analysis
of qualitative studies with an emphasis on
ethical considerations and social justice and the political issues that
impact research in organizations. Case studies,
phenomenological studies, participant observation, unstructured life
histories and emerging theories are explored and
analyzed. While the course will meet once per week, extensive use of
WebCT is required and integrated into the course
requirements.
PhD 711: Moral and Ethical Foundations of Decision-Making (3 credits)
A study of the theories of ethical decision making is combined with the
critical analysis of case studies that focus on
the role that leaders play in shaping the vision, mission, and activities
of organizations. Special emphasis is placed on
the tactics, techniques, and skills needed to solve problems as well
as to address external threats. Students gain insights
about their values and refine their concepts about leadership. The
course is also designed to help students study the
importance of systematic reform of political, economic, social services,
and society in general. While the course will
meet once per week, extensive use of WebCT is required and integrated
into the course requirements.
PhD 724: Theories in Organizational Structure and Strategic Leadership
(3 credits)
The course content focuses on economic, political and legislative
issues impacting contemporary organizations and
their structure. Emphasis is on the organizational level of analysis
on topics including job design, organization structure
and design, and inter- and intra- organizational processes and influences
as well as the role of the leader as a strategic
manager. While the course will meet once per week, extensive use
of WebCT is required and integrated into the course
requirements.
PhD 725: Leadership: Diversity, and Social Justice in Complex and Global Organizations
(3 credits)
This course investigates the increasingly prominent issues surrounding diversity
and the cultural, social, economic, and
political forces that underlie conflicts in our communities. The course examines
the historical experience of women and
marginalized groups in the special circumstances they face in modern society,
and the impact of government policies
on their position. Special emphasis is placed on the role of the leader in
organizations that are addressing the needs of
a diverse workforce and facing the challenges of a global economy. Strategies
for improving interpersonal relationships
and developing community are to be explored. While the course will meet once
per week, extensive use of WebCT is
required and integrated into the course requirements.
PhD 727: Developing Human Resources in Organizations (3 credits)
Course content focuses on contemporary research on employment issues as they
relate to theories in organizational
studies, culture, and labor economics. This course analyzes these issues from
both the individual and organizational
level of analysis. Included is the role of the leader as leaders influence
others—subordinates, peers, superiors, clients,
boards, owners, regulators, pressure groups, media, and others within an ever
increasing global environment. Emphasis
is placed on addressing the diversity among individuals as well as the legal
requirements for promoting equity and
building capacity. While the course will meet once per week, extensive use
of WebCT is required and integrated into
the course requirements.
PhD 729: Welfare Politics and Leadership with Community Organizations (3
credits)
This course evaluates the impact of the socioeconomic and political environment
on formulation and implementation
of social welfare policies both past and present. Special interest groups and
political movements will also be addressed
as they influence the community leader within organizations. The context of
political change/political action as well as
the changing nature of the concept of welfare for community leaders are examined.
The relationship between policy and
leadership are a focus of this course. Addressing social injustice in cross-cultural
settings is also emphasized.While the
course will meet once per week, extensive use of WebCT is required and integrated
into the course requirements.
PhD 731: Advanced Supervision and Leadership Theory (3 credits)
This course is an investigation of the research in the theories, purposes and
effects of supervision and evaluation in
educational settings. Supervisory models are explored, with a focus on approaches
that involve teachers as members of
collegial units. Imbedded in the course content is analysis of leadership styles
as related to supervisory practices. While
the course will meet once per week, extensive use of WebCT is required and
integrated into the course requirements.
PhD 801: Negotiations and Conflict Resolution for Contemporary Leaders (3
credits)
This course explores the theories, policies and approaches required for conducting
successful negotiations and resolving
conflicts for education, community and corporate leaders. The context includes
legislation, legal issues, and alternatives
to litigation. It enhances leaders’ involvement in the dispute resolution
process and facilitates access to justice as central
to the role of a contemporary leader. The impact of collective bargaining on
negotiations in the public sector is discussed.
Current research findings are integrated as support for various approaches
in conflict resolution. Students participate in
a series of increasingly complex cases in which they assume the roles of arbitrators
and key stakeholders. While the
course will meet once per week, extensive use of WebCT is required and integrated
into the course requirements.
PhD 803: Leadership and Spirituality (3 credits)
This course is based on the foundation that spiritual development is essential
to human development. This course
emphasizes the importance of leaders awakening their own spirit in management
and leadership. Students analyze
theoretical and philosophical perspectives on spirituality and how those
perspectives apply to the workplace. While
the course will meet once per week, extensive use of WebCT is required and
integrated into the course requirements.
PhD 805: Development and Evaluation of Organizational Policies and Programs
(3 credits)
This course addresses development, evaluation design, execution, and assessment
of policies and programs at federal,
state, local and organizational levels. The course focuses on various theories
of policy analysis including formative to
summative approaches. Policy making structures are identified and the underlying
influences of socioeconomic and
political context of policy evaluated. While the course will meet once
per week, extensive use of WebCT is required
and integrated into the course requirements.
PhD 812: Leadership and Communication Theories (3 credits)
This course focuses on communication styles of leaders. Students examine various
theories of effective internal and
external organizational communication. Exploration of the various organizational
structures that impact communication
will be reviewed. While the course will meet once per week, extensive use of
WebCT is required and integrated into
the course requirements.
PhD 814: Seminar in Organizational Law (3 credits)
This course provides an in depth analysis of the effects of legal forces
on the objectives and operations of for profit
and nonprofit organizations, churches, schools and businesses. Policies that
impact leadership and decision-making are
analyzed using current case studies. Emphasis is placed on vulnerabilities
and the appropriate techniques of managing
exposure risks. Contemporary issues relating to governmental regulations,
employment issues, and human resources
policies faced by leaders in cross-cultural settings are explored. While
the course will meet once per week, extensive
use of WebCT is required and integrated into the course requirements.
PhD 815: Economic Development of Organizations (3 credits)
This course explores the application of economic principles to the study
of policy and to the solution of economic
problems in complex organizations. Included are discussions of the major
economic theories and their relationship to
leadership decision-making in the corporate, not-for profit, and public
policy arenas. This course is designed to identify
and analyze factors that contribute to the successful economic development
of organizations. Major topics include
risk assessment and management, leadership skills, sources of funding,
and the economic policies that enhance the
development of organizations. Case studies of successful and unsuccessful
economic development of organizations
are analyzed. While the course will meet once per week, extensive use of
WebCT is required and integrated into the
course requirements.
PhD 818: Federal, State and Local Government Relations (3 credits)
Federal, State and Local Governmental Relations is designed to help aspiring
leaders understand and appreciate the
governmental, regulatory, and political processes involved in achieving
positive relationships and outcomes with federal,
state and local agencies and personnel. While the course will meet once
per week, extensive use of WebCT is required
and integrated into the course requirements.
PhD 820: Current Issues in Philanthropy and Organizational Development
(3 credits)
Philanthropy is viewed from a number of perspectives ranging from that
of the individual to that of the corporation
and foundation. The course explores the relationship of these factors
and their collective impact on the not-for-profit
organizations that benefit. A primary focus of the course is to examine
the ethical and legal issues of philanthropy,
the professionalism of fund raising, as well as, current and future
trends. Research into the evaluation of donor and
grantee relationships, the impact of philanthropy, the impediments
to effective philanthropy, and the complexities of
philanthropy will be explored. While the course will meet once per
week, extensive use of WebCT is required and
integrated into the course requirements.
PhD 821: Organizational Policy and Finance (3 credits)
This course examines the role of leadership through fiscal policy development.
Emphasis is focused on the analysis
and development of effective fiscal leadership approaches. Included
is an examination of the role of the financial
manager in a modern corporate organization. Topics include: time
value of money, financial analysis, risk analysis,
financial forecasting, cost of capital, stock and bond valuation
modes, capital budgeting, and investment decisions
under conditions of uncertainty. While the course will meet once
per week, extensive use of WebCT is required and
integrated into the course requirements.
PhD 822: Informational Technology and
Organizational Effectiveness (3 credits)
This course examines the impact of information technology on the
management, communication, and instructional
systems in educational organizations. Students explore the current
literature and research on the effective implementation
of information technology in schools and school districts. While
the course will meet once per week, extensive use of
WebCT is required and integrated into the course requirements.
PhD 824: Personnel and Human Resource Development in Educational Organizations
(3 credits)
This is a course designed to provide prospective educational administrators
with a broad overview of personnel
administration, which is concerned with the employment, staff evaluation, development,
utilization and general welfare
of professional and non-exempt staff. Examination of diversity among individuals,
interpersonal relationships and legal
requirements for promoting equity are included in this course. While the course
will meet once per week, extensive
use of WebCT is required and integrated into the course requirements.
PhD 825: Educational Policy and Leadership (3 credits)
This course is a critical examination of the current issues in educational
policy making. Students explore the role of
participants and the procedures used in the development of public policies
that effect educational organizations. The
course addresses issues such as the rights and responsibilities of teachers,
limits of democratic authority, and equality
of educational opportunity. Empirical data will be used to review and evaluate
the impact of external policies on the
educational organization and the role of the leader. While the course will
meet once per week, extensive use of WebCT
is required and integrated into the course requirements.
PhD 828: U. S. Presidents as Leaders (3 credits)
In this course, the biographies of four presidents are critiqued with four
primary objectives: To appreciate the qualities
of observation, reflection, and verbal expression that distinguish a biographical
account of a leader; to appreciate the
elements of bias, myth making, and unconscious selection that frame our
understandings of leaders; to practice the solid
empirical research necessary to approach objectivity in analyzing leaders;
and to discuss the importance of context in
making a leader. While the course will meet once per week, extensive use
of WebCT is required and integrated into
the course requirements.
PhD 830: Current Issues in Education (3 credits)
The content of this course focuses on the complex political, societal,
economic, and global issues that impact schools
and districts. Students explore issues such as diversity, federal accountability
legislations, inclusion, unions, gender
equity, comparative education and social justice. The role and responsibility
of the educational institution in promoting
equal opportunity will be examined. While the course will meet once per
week, extensive use of WebCT is required
and integrated into the course requirements.
PhD 832: Law, Advocacy and the Educational Institution (3 credits)
This course provides an in depth analysis of the effects of legal forces
on the objectives and operations within educational
organizations. Policies that impact leadership and decision-making
are analyzed using current case studies. Emphasis is
placed on vulnerabilities and the appropriate techniques of managing
exposure risks. Contemporary issues relating to
governmental regulations, employment issues, and human resources policies
faced by leaders in cross-cultural settings
are explored. Processes for advocacy within the political arena are
analyzed and examined. While the course will meet
once per week, extensive use of WebCT is required and integrated into
the course requirements.
PhD 851: Instrument Design and Analysis (3 credits)
The course presents the major concepts in evaluating and designing
a variety of instruments, including reliability
and validity, writing and editing of items, scoring and weighting
procedures, and item selection methods. The use of
ANOVA, multiple regression, and factor analysis is included. While
the course will meet once per week, extensive
use of WebCT is required and integrated into the course requirements.
PhD 853: Advanced Quantitative Research: Design and Analysis (3 credits)
This course will concentrate on multivariate data analyses including
multiple regression, Multivariate Analysis of
Variance (MANOVA), factor analysis and Model fitting. Comparisons
will be made between univariate general linear
model (UGLM) and multivariate general linear model (MGLM) analyses.
Focus will be placed on understanding these
approaches and how to implement them for individual research questions
and problems. While the course will meet
once per week, extensive use of WebCT is required and integrated
into the course requirements.
PhD 855: Advanced Qualitative Research: Design and Analysis (3 credits)
Building upon the knowledge and experience acquired in Qualitative Research:
Design and Analysis, this course will
prepare students to conduct more advanced qualitative research, including structural
analysis, ethnographic interviews,
focus groups, participant observation, and repertory grid. While the course
will meet once per week, extensive use of
WebCT is required and integrated into the course requirements.
PhD 910, 912, 914, 916: Dissertation (12 Credits)
The dissertation is the culmination of the doctoral program and as such must
reflect a high degree of scholarly
competence for students. Students advance after a dissertation topic is approved
and comprehensive examinations
successfully completed. The dissertation must report, in an accepted scholarly
style, an original investigation of a
research problem or theory of significance in the student’s area of concentration.
The final product must demonstrate the
candidate’s ability to conduct original qualitative, quantitative or
mixed research design in an area related to leadership
in an educational, public, or private organization. This course includes a
seminar to facilitate the development of the dissertation research proposal.
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