GRA DUATE PROGRAMS - Loyola University Maryland

College of Arts and Sciences

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

4501 North Charles StreetBaltimore, Maryland 21210-2699

410-617-2000http://www.loyola.edu

LOYOLA COLLEGE IN MARYLAND2000–2001

GRADUATE PROGRAMS

SLIVETRONG TRUT HS WELL

D

Locations

Loyola College in MarylandBaltimore Campus4501 North Charles StreetBaltimore, MD 21210-2699General: 410-617-2000; 800-221-9107Admissions: 410-617-5020; 800-221-9107, ext. 5020

Loyola College in MarylandThe Graduate Center – Columbia Campus7135 Minstrel Way, Suite 101Columbia, MD 21045-5245General: 410-617-7600; 800-382-4723Admissions: 410-617-5020; 800-221-9107, ext. 5020

Loyola College in MarylandThe Graduate Center – Timonium Campus2034 Greenspring DriveTimonium, MD 21093General: 410-617-1500Admissions: 410-617-5020; 800-221-9107, ext. 5020Business Programs: 877-617-4622Montessori: 410-617-1650

Anne Arundel CountyI-97 Business Park1110 Benfield Boulevard, Suite FMillersville, MD 21108-2540General: 410-617-5095; 800-221-9107, ext. 5095Admissions: 410-617-5020; 800-221-9107, ext. 5020

Harford CountyJohn Carroll High School703 Churchville RoadBel Air, MD 21014-3499General: 410-617-5095; 800-221-9107, ext. 5095Admissions: 410-617-5020; 800-221-9107, ext. 5020

Cecil CountyBooth Street Center201 Booth StreetElkton, MD 21921-5684General: 410-617-5095; 800-221-9107, ext. 5095Admissions: 410-617-5020; 800-221-9107, ext. 5020

Table of Contents

The College . . . . . . . . . . . . . . . . . . . . . . . . . . 5Academic Regulations and Policies . . . . . . . 13Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . 23Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . 25

College of Arts and SciencesEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Engineering Science . . . . . . . . . . . . . . . . . . . 72Modern Studies . . . . . . . . . . . . . . . . . . . . . . 82Pastoral Counseling . . . . . . . . . . . . . . . . . . . 96Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 108Speech-Language Pathology/Audiology . . 126

The Jospeh A. Sellinger, S.J. Schoolof Business and Management . . 137

Master of Business Administration . . . . . . . 140Master of Science in Finance . . . . . . . . . . . . 154Loyola/UAH MBA Program . . . . . . . . . . . . 156Master’s Plus Program . . . . . . . . . . . . . . . . 157MBA Fellows Program. . . . . . . . . . . . . . . . . 158Executive Master of Business Administration 165

Academic Calendar . . . . . . . . . . . . . . . . . . 172Board of Trustees . . . . . . . . . . . . . . . . . . . . 174Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

The provisions of this publication are not to beregarded as a contract between the student andLoyola College. The College reserves the right tochange courses, schedules, calendars, and any otherprovisions or requirements when such action willserve the interest of the College or its students.

Students are responsible for acquainting themselveswith the regulations pertinent to their status. TheCollege reserves the right to modify its regulations inaccordance with accepted academic standards andto require observance of the modifications.

Loyola College does not discriminate on the basisof race, sex, color, national and ethnic origin, age,religion, or disability in the administration of anyof its educational programs and activities or withrespect to admission and employment. The Desig-nated Compliance Officer to ensure compliancewith Title IX of the Education Amendment of1972 is Toi Y. Carter, Assistant Vice-President forHuman Resources, Maryland Hall, Room 251,410-617-2699. The Coordinator to ensure com-pliance with Section 504 of the Rehabilitation Actof 1973 (P.L. 93–112) as amended (P.L. 93–516) isToi Y. Carter, Assistant Vice-President for HumanResources, Maryland Hall, Room 251, 410-617-2699.

Loyola College is authorized under U.S. FederalLaw to enroll non-immigrant, alien students.

Accredited by:

AACSB – The International Association forManagement Education

American Association of Pastoral CounselorsAmerican Speech-Language-Hearing

AssociationCommission on Higher Education of the Middle

States Association of Colleges and Schools,3624 Market Street, Philadelphia, PA 19104;215-662-5606

Council for Accreditation of Counseling andRelated Educational Programs

United States Catholic Conference

Important

Approved by:

Association Montessori Internationale (AMI)The Regents of the University of the

State of New YorkThe State Department of Education of MarylandApproved for Veteran’s Education

Member of:

Adult Education Association of U.S.A.AACSB – The International Association for

Management EducationAmerican Association of Colleges for Teacher

EducationAmerican Association for Higher EducationAmerican Speech-Language-Hearing

AssociationAssociation for American CollegesAssociation for Continuing Higher EducationAssociation of Jesuit Colleges and UniversitiesBaltimore County Chamber of CommerceCouncil for Advancement and Support of

EducationCouncil of Applied Master’s Programs in

PsychologyCouncil of Graduate Programs in

Communication Sciences and DisordersGreater Baltimore CommitteeHoward County Chamber of CommerceIndependent College Fund of MarylandMaryland Association for Higher EducationMaryland Chamber of CommerceMaryland Independent College and University

AssociationMiddle Atlantic Association of Colleges and

Business AdministrationMiddle States Association of Colleges and

SchoolsNational Association of Independent Colleges

and UniversitiesNational Catholic Education AssociationNational Council of Schools and Programs of

Professional Psychology (associate member)National University of Continuing Education

Association

Documents granting accreditation or approval toLoyola College are available for review in theRecords Office during regular business hours.

HISTORY

Since its founding, Loyola College has challengeditself to remain grounded in a centuries-old tradi-tion of Jesuit, liberal arts education, while contin-ually seeking to adapt to changing circumstance.In this balance between values and the desire toserve the greater community, the College has man-aged to create itself anew, time and again.

Loyola College in Maryland rose from humblebeginnings in 1852. The first college in the UnitedStates to bear the name of St. Ignatius Loyola, theCollege was initially headquartered in a house onHolliday Street in downtown Baltimore—a sitemarked by a commemorative plaque in what isnow Baltimore’s War Memorial Plaza. Due to itsincreasing enrollment, the College moved in 1855to a new facility at Calvert and Madison Streets—now the home of Center Stage, Baltimore’s inti-mate theater for professional drama groups andthe St. Ignatius Loyola Academy, a Catholic highschool. The College moved to its present homeon the Baltimore Campus in 1921.

Today, Loyola College is a Catholic comprehen-sive university with approximately 6,200 under-graduate and graduate students representingtwo-thirds of the United States and numerous for-eign countries. The graduate programs—all intro-duced within the past half-century—now com-prise half of the student population at Loyola.The programs, most of which are practitioner-oriented and designed for professionals seekinga greater level of expertise and satisfaction intheir careers, cross a broad spectrum.

Loyola’s Sellinger School of Business and Man-agement offers the traditional Master of BusinessAdministration (M.B.A.) and a Master of Sciencein Finance (M.S.F.), as well as the MBA Fellows andExecutive MBA programs, tailored for professionalsat different levels in their careers. The SellingerSchool’s 1988 accreditation by the AACSB – TheInternational Association for Management Edu-cation reinforced its commitment to providingthe best education for Baltimore’s business leaders.The Sellinger School has been committed to pro-viding excellent management education to thebusiness community for several decades. The tradi-

The College

tional MBA program began in 1967 and the Execu-tive MBA program has been a means of providingbusiness education for a quarter of a century.

The graduate program in Psychology was estab-lished in 1968 to help prepare students to com-plete doctoral training in Clinical or CounselingPsychology through a Master of Arts (M.A.) pro-gram. Three years later, the College added a Mas-ter of Science (M.S.) program, preparing studentsto work under the supervision of a licensed psy-chologist or to pursue doctoral training. The gradu-ate Psychology program, which trains students inboth theory and skill development and offers fieldexperiences at numerous sites throughout Balti-more, was expanded in 1996 to include a Doctorof Psychology in Clinical Psychology (Psy.D.).

Loyola’s other doctoral degree is offered in Pas-toral Counseling, the only program of its kind inthe United States that integrates religious philos-ophy with practical behavioral science. PastoralCounseling was initially introduced in 1976 as aMaster of Science within the Psychology Depart-ment. Due to the program’s unique offerings andsubsequent growth, an independent PastoralCounseling Department was established in 1984.The program was expanded in 1990 to include aDoctor of Philosophy (Ph.D.) in Pastoral Coun-seling, and in 1997 a Master of Arts in Spiritualand Pastoral Care was introduced. Today, the vari-ous degree programs within the Pastoral Coun-seling Department attract students from acrossthe country and around the world.

Since its inception in 1971, the Speech PathologyDepartment has provided practitioner-orientedclassroom study and clinical practice to profes-sionals throughout the country. Accredited bythe Educational Standards Board of the Ameri-can Speech-Language-Hearing Association, thetwo-year, full-time Speech Pathology programfeatures clinical observation and practicum oppor-tunities through the College’s clinics on its Balti-more, Columbia, and Timonium Campuses andan extensive network of externship sites.

In 1977, Loyola recognized the need within theengineering community for advanced educationand developed the graduate program for profes-

6 The College

sionals already working in computer-related fieldswho need hands-on, rather than theory-based,experience for the rapidly changing technologyindustry. The Master of Engineering Science(M.E.S.) is awarded in Computer Engineering,Computer Science, and Electrical Engineering.The Engineering Science Department offers com-puter science courses at the Timonium Campusand all three programs are taught at the Colum-bia Campus because of their convenience to avast number of engineering and technologicalfirms headquartered in those areas.

Where other graduate departments focus on thepractitioner-oriented approach to learning, theEducation Department’s program blends theorywith practice in its mission to train tomorrow’seducators. The first of the graduate programs tobe established at Loyola, it offers the Master ofEducation (M.Ed.) and the Master of Arts in Edu-cation (M.A.). Classes are offered at the Balti-more, Columbia, and Timonium Campuses aswell as other sites throughout the state. The edu-cating of teachers, specialists, counselors, andadministrators continues to be the primary focusof graduate studies in education at Loyola College.

Loyola College adheres to its Jesuit, liberal artstradition through its Modern Studies program.Designed for those who require greater expertisein their field or desire a greater breadth of knowl-edge, the program blends the traditional with theinnovative. The usual graduate school emphasison research is replaced with an emphasis on read-ing and study, with course topics ranging frombusiness and urban planning to sociology, psy-chology, literature, and creative writing. In short,the Modern Studies program—which awards aMaster of Modern Studies (M.M.S.)—exists for allwho believe that the mind constantly needs to bechallenged and enriched.

A loyal alumni population, strong corporate andcivic support, a diverse body of graduate pro-grams, and the dedication and expertise of thefaculty have all helped make Loyola the institu-tion it is today and assure that the educationreceived at the College will remain relevant in anever-changing world.

DIVERSITY STATEMENT

Loyola College values the benefits in diversity andis committed to creating a community which rec-ognizes the inherent value and dignity of eachperson. As a community, the College actively pro-motes an awareness of and sensitivity toward dif-ferences of race, gender, ethnicity, national ori-gin, culture, sexual orientation, religion, age, anddisabilities among students, faculty, administra-tors, and staff.

Commitment to diversity requires the creation ofa community that fosters and advocates theunderstanding of the impact of differences onourselves and our institutions. An essential fea-ture of this community is an environment inwhich all students, faculty, administrators, andstaff are able to study and work free from bias andharassment. Such an environment contributes tothe growth and development of each member ofthe community.

The acceptance and understanding of humandifferences are parts of the College’s heritageand are embodied in the Jesuit/Mercy ideals ofpersonal concern for the humanity of others andservice to those oppressed in any way by contem-porary society. Consequently, all members of theCollege community are expected to participate inour diverse community in a manner consistent withthe College’s precept of “Strong Truths Well Lived.”

CAMPUSES AND BUILDINGS

Baltimore Campus

Located in a residential section of northern Balti-more, the Baltimore Campus is noted for its mixof beautifully landscaped and generously woodedareas. Hospitable to students, faculty and staff,the Campus is a beautiful, welcome respite fromthe work-a-day world.

The Alumni Memorial Chapel, dedicated toLoyola alumni who served in World Wars I and II,was constructed in 1952 and renovated in 1993.The Chapel is the physical and spiritual center ofthe campus. Sixteen large stained-glass windowsalong the Chapel’s nave depict major Jesuit saints,while Catholic history is illustrated in the stained-glass windows at the four terminals of the nave

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and the transept. Seven smaller windows depicthistoric shrines from around the world dedicatedto Mary. Above the front facade of the Chapel isthe statue of Our Lady of Evergreen, donated in1952 by Fulton Oursler, Senior Editor of Reader’sDigest and author of The Greatest Story Ever Told.

Located beneath the Chapel, Cohn Hall is char-acterized by stone, brick, and glass walls; brightcolors; ceramic tile floors, and plenty of naturallight. Cohn Hall houses Campus Ministry and theCenter for Values and Service.

Until March 1992, the large Tudor-style mansionat the center of the quadrangle served as the homeof Loyola’s Jesuit community. Now called theFrancis Xavier Knott, S.J., Humanities Building,the building underwent a major expansion andrenovation in 1993 to fulfill the College’s goal ofcentralizing academic and administrative offices.The Humanities Building houses offices for Admis-sions, Alumni Relations, Center for Academic Serv-ices and Support, Development, Financial Aid,Public Relations, and Publications; faculty officesfor the Departments of English, History, Philoso-phy, Theology, and Writing and Media; a high-technology Honors seminar room; and lecture-styleclassrooms, conference rooms, and dining areas.

The mansion was initially built by the prominentGarrett family in 1895 as a wedding gift to theirson, who unfortunately died on his honeymoontrip to England before the building was com-pleted. The building also once served as a reha-bilitation center for blind veterans of World War Ibefore Loyola acquired it.

Beatty Hall, originally named the Jenkins ScienceBuilding, was completed in 1922 and renovatedin 1974, 1980, and 1995. The structure, built withlocally quarried stone, houses the Counseling Cen-ter as well as the Departments of Education, PoliticalScience, Psychology, and Sociology. After its 1974renovation, the building was renamed in honor ofRev. Vincent F. Beatty, S.J., who served as Collegepresident from 1955–1964.

Jenkins Hall opened just before Thanksgiving in1929, and its highlight was the library on its topfloor. Until January 2000, it served as the centerfor The Joseph A. Sellinger, S.J. School of Busi-

ness and Management; it is scheduled for majorrenovation this year.

Xavier Hall is located between Beatty and JenkinsHalls. Originally a small chapel in Mount Wash-ington, the structure was donated by the pastor ofthe Shrine of the Sacred Heart. In the fall of 1924,the chapel was systematically disassembled, truckedto the Baltimore Campus, and reconstructed duringthe remainder of the year. It formally opened asSt. Francis Xavier Chapel on February 2, 1925.After the Alumni Memorial Chapel opened in 1952,Xavier Hall was converted into a student loungeuntil the 1970s when it was renovated into officesto accommodate the expanding needs of the busi-ness school. With the opening of the SellingerSchool, Xavier Hall now houses the Offices ofHuman Resources.

In 1962, Loyola expanded its classroom facilitieswith the addition of the five-story building, Mary-land Hall. Named to acknowledge a grant fromthe state government, the structure initially servedas an engineering and science building. Today,Maryland Hall houses the Departments of Clas-sics and Modern Languages and Literatures; theLanguage Learning Center; classrooms; two high-technology classrooms; a distance learning class-room; a Macintosh computer lab; and adminis-trative offices.

The Sellinger School of Business and Managementis now headquartered in a new, central locationon Loyola’s Baltimore Campus. The 50,000 square-foot classroom and office building, which opened inJanuary 2000, is adjacent to Maryland Hall andanchors the College’s academic quadrangle. Thefacility, which features a five-story atrium, housesten classrooms, five seminar rooms, four conferencerooms, faculty and the dean’s offices, an infor-mation center, and a student lounge.

Donnelly Science Center was completed in 1978,and its contemporary architecture—two five-story wings joined by a glass-enclosed, diagonalcenterpiece—serves as one formal entrance tothe College. Its construction enabled the Collegeto expand and upgrade its science facilities toinclude 25 laboratories, three workshops, and anumber of faculty offices. The building also housesthe Departments of Biology, Chemistry, Com-puter Science, Electrical Engineering and Engi-

8 The College

neering Science, and their associated teaching/research labs. A recently completed expansionhas added new state-of-the-art laboratories, class-rooms, and faculty offices to the facility, reflectingthe College’s commitment to science instructionand research.

Knott Hall, completed in 1989, adjoins the Don-nelly Science Center. It houses the Departmentsof Physics and Mathematical Sciences; TechnologyServices; lecture-style classrooms; two high-tech-nology amphitheaters; terminal rooms; the com-puter center; five high-technology classrooms;and three computer labs. The USF&G PedestrianBridge links the east (academic) side of the cam-pus with the west (residential) section and pro-vides an upper-level entrance to the building.

The DeChiaro College Center is a long, rectangu-lar five-story building which opened in 1985. Ithouses the Julio Fine Arts Wing containing fac-ulty offices for the Department of Fine Arts; arehearsal room; music practice rooms; art gallery; ahigh-technology classroom as well as studio class-rooms for drama, art, and music; and a fully-equipped photography center. The wing alsocontains the McManus Theater which has a seat-ing capacity of 300.

The Center also houses the Career Developmentand Placement Center as well as Reitz Arena. TheArena contains a gymnasium with three basket-ball courts and a seating capacity of 3,000. Thefacilities also include an Olympic-size swimmingpool, racquetball courts, a squash court, a weightroom, training rooms, locker rooms, VIP lounge,and some Athletics offices.

The recently renovated Andrew White StudentCenter is named for the Rev. Andrew White, S.J.,leader of a small group of Jesuit missionaries whohelped found the State of Maryland when thefirst expedition landed in 1634. Along with anexpanded food court, dining, and lounge areas,the remodeled Center—a popular hub on the Balti-more Campus—features an expanded bookstore, alobby, new office and program space, and areading room.

Ignatius House is home to the College’s Jesuitcommunity. Formerly Millbrook House, thethree-story stone mansion was built in 1920s and

acquired by the College in 1957. Expanded, reno-vated, and renamed in 1991, it now contains asmall chapel and Jesuit living quarters.

The Service Building, located on the east side ofcampus, houses the Physical Plant and CampusPolice. The John Early House, situated opposite,houses the Military Science Department.

The Loyola/Notre Dame Library, located mid-way between Loyola and the College of NotreDame of Maryland, opened in 1973. The library,a joint venture of the two institutions, is unique inbeing governed by a special corporation estab-lished by both but distinct from either college.The striking, four-story building is situated at apoint where both campuses meet, on the banks ofa small stream which was dammed to form areflecting pool.

The library has a shelf capacity of over 300,000books and boasts a rare collection that includesthe first editions of the works of Henry James,Gerard Manly Hopkins, and the bound, revisedproofs of Evelyn Waugh’s Brideshead Revisited. Inaddition, the library’s automated informationsystem, “Oracle,” is part of the nationwide CARLsystem which provides a link to other universitylibraries within the United States and the BritishLending Library. CARL also provides access toUnCover, a comprehensive guide to the table ofcontents of over 12,000 journals. The Oracle on-line catalogue is available via terminals within thelibrary, the campus network (www.loyola.edu/library), or any computer with a modem (dial-inaccess, 410-433-6744). Internet connection is alsoavailable, providing additional access to onlinedatabases and public access catalogues. (Also seeLibrary section under Services.)

Housing facilities for resident students are mod-ern buildings equipped with heating and air con-ditioning units. All are fully furnished, carpeted,and contain laundry facilities, student mailboxes,vending machines, and recreation areas.

Hammerman House and Butler Hall providecoed freshman accommodations with gender-specific floors. Hammerman House also housesthe Fava Chapel. Located on the east side of thecampus, both residences have visitor’s loungesand a lounge/study room on each floor.

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Ahern and McAuley Halls, located on the north-east side of the campus, provide undergraduatestudent housing. These garden apartments andsuites include kitchen facilities, and a fitnesscenter is located in McAuley 300A.

Other student residences are located on the westside of the campus. Wynnewood Towers is a nine-story high-rise featuring apartments and suites, aswell as faculty offices for the Department of Speech-Language Pathology/Audiology and administra-tive offices. The Towers also boasts an innovative,market-style dining facility that provides studentswith an up-scale food court, deli, bakery, andconvenience store all in one location.

Renovated in 1997, Charleston Middle Courtyardprovides traditional dormitory accommodationsfor freshmen as well as a special interest house forupperclass students. Charleston Hall Lower Court-yard houses upperclass students in a combinationof new townhouse-style residences and recentlyrenovated suites and apartments. The remainderof Charleston Hall provides students of all yearswith apartment and suite living arrangements.

In addition, the Garden Apartments are com-prised of 46 three-bedroom units. Kitchen facili-ties are included in the apartments, and a fitnesscenter is located on the first floor of Gardens D.Purchased in 1995, the mid-rise Guilford Towershouses undergraduate students and featuresparking and a swimming pool.

A 110,000 square-foot recreation center is currentlybeing built on Loyola’s North Campus. Thefacility, scheduled for completion in Fall 2000,will feature basketball, volleyball, and squashcourts; a pool; running tracks; an indoor climb-ing wall; a 6,000 square-foot fitness center; andsmaller activity rooms and offices.

In Spring 1998, Loyola acquired a 3.79-acre par-cel and building at 5104 York Road, a half-milefrom the College’s Baltimore Campus. The prop-erty provides additional parking facilities andhouses a variety of administrative offices such asprinting services, the post office, the motor pool,shuttle bus operations, and administrative officesfor the Department of Public Safety.

The Graduate Center –

Columbia Campus

Located in Howard County and convenient toRoute 32 and I-95, the Columbia Campus is hometo full-time graduate programs in pastoral coun-seling and speech-language pathology/audiology.Evening programs include a full range of coursesin business and engineering science as well asofferings in education and modern studies. Inaddition, a speech and language clinic serves thecommunity while providing supervised practicumfor graduate students in the speech-language path-ology/audiology program.

The Campus offers modern classrooms with execu-tive-style seating for 30–40 students, six tech-nology classrooms, a distance learning facility,and an engineering science wing with a computerclassroom and electronics lab. Student servicesinclude a networked computer lab with after hoursaccess; an engineering science project room; twostudent lounges, kitchen facilities, and vendingmachines; and a bookstore annex which is openduring the first several weeks of each semester.

The Graduate Center –

Timonium Campus

Located just off I-83, the Timonium Campusprovides classroom facilities and administrativeoffice space for graduate programs in business, com-puter science, education, Montessori, and speech-language pathology/audiology. The Campus isalso home to the Timonium Speech and LanguageLiteracy Center.

The new state-of-the-art facility offers spacious,high-technology classrooms with executive-styleseating for 36–50 students; a computer scienceclassroom; a distance learning facility; conferenceand small group rooms; Montessori practice rooms;a counseling lab; a hands-on science classroom;and speech-language clinic facilities. Student serv-ices also include a large student lounge, kitchenfacilities, and vending area; a computer lab withafter hours access; and a bookstore annex, openduring the first several weeks of each semester.

10 The College

Anne Arundel Center

Located in Millersville, just off Route 32 on Ben-field Boulevard, the Anne Arundel Center pro-vides two large classrooms to support graduateeducation courses. Each classroom includes com-fortable seating for 40 students and basic instruc-tional technology. One classroom is equipped tosupport hands-on science instruction. A studentlounge and vending machines are available.

SERVICES

Career Development and

Placement Center

The services of the Center are available to allLoyola students, graduates, and alumni/ae. Thestaff maintains a resource library, a schedule ofcareer and job related workshops, and a regularprogram of on-campus interviews with employ-ers. A computer assisted career guidance andinformation system, DISCOVER, is also available.The alumni career networking system providesknowledgeable career advice from a network ofcollege alumni/ae who have volunteered to assistthe Center. Students are welcome to meet byappointment with a career adviser to explore theresources of the Placement Center located in theDeChiaro College Center, West Wing, First Floor,410-617-2232; e-mail: [email protected]; website:http://www.loyola.edu/dept/career-dev/. Eveninghours are available, please call for times.

College Store

The College Store is located on the BaltimoreCampus on the second floor of the Andrew WhiteStudent Center. In addition to new and used text-books, the store has a wide selection of generalreading books, school supplies, Loyola clothingand gifts, greeting cards, snacks. Textbooks andsupplies required for courses taught at the Balti-more, Columbia, and Timonium Campuses maybe purchased by mail. Call the College Store at410-617-2291 or visit, http://www.lcb.bkstr.com/,and allow at least five days for order processing andUPS delivery. VISA, MasterCard, American Express,DISCOVER, and personal checks are accepted.

Computer Facilities

Loyola College has extensive computer facilitiesfor use in research and course work. There is nocharge for computer time and students are encour-aged to become familiar with computer opera-tions. Instruction in the use of the computer is anintegral part of the College’s quantitative courses.Introductory and special subject courses areoffered to students by Technology Services with-out charge.

The campus network consists of a Digital Equip-ment Corporation VAX 6630; an IBM RS6000/990; RS6000/S70; UNIX workstations; IBM PCsand Macintoshs, and Novell file servers networkedvia a campus-wide Ethernet. Internet access isprovided by the College. Each residence hall room iswired to the campus backbone with 10MB service.General purpose computer labs are located onthe Baltimore Campus in various academic build-ings and residence halls, as well as the Columbiaand Timonium Campuses. Most labs are acces-sible 24-hours a day via card key (issued by PublicSafety). Labs contain IBM PCs, Macintoshs, UNIXworkstations, and laser printers.

Documentation for software supported by theCollege is available at Classroom Technologies(KH 153). WordPerfect, Word, Excel, Powerpoint,SAS, SPSS, and MINITAB are just a few of thesoftware packages currently supported by theCollege. Any questions concerning the use ofcomputer facilities should be directed to theTechnology Help Desk, 410-617-5555.

Disability Support Services (DSS)

DSS provides services for students with disabilities toensure physical and programmatic access to allCollege programs. DSS arranges accommodations,adjustments, and equipment for students withdisabilities.

Based upon a student’s disability and needs, serv-ices could include advocacy, alternative arrange-ments for tests, assistance physically getting aroundcampus, priority registration, counseling, studyskills help, notetakers, readers/recorded books,referral to appropriate services, sign languageinterpreters, adaptive equipment, taped lectures,and other accommodations as needed.

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A student must register with the DSS Office inorder for services to be provided and documenta-tion of disability from a certified professional isrequired. All information regarding a student’sdisability is confidential and kept in the DSS Office.

The DSS Office is located in 4502A CharlestonHall, 410-617-2062 or (TDD) 410-617-2141. Stu-dents should call to schedule an appointment.

Health Insurance

All graduate students enrolled in a degree seek-ing program and taking a minimum of six creditsare eligible to enroll on a voluntary basis in theCollege’s student health plan provided throughthe Chickering Benefit Planning Agency, Inc. Formore information, contact the Chickering Group,800-232-5481 or the Loyola Insurance Manager,410-617-5055. Brochures may be obtained fromGraduate Admissions, the Student Health Center,or the Columbia and Timonium Campuses.

Housing

The Office of Student Life provides assistance tograduate students in obtaining off-campus hous-ing. A list of off-campus housing options may bereviewed at the Office of Student Life, CharlestonHall, Room 08B.

Loyola/Notre Dame Library

Students are encouraged to make extensive use ofthe library, which contains approximately 380,000book and bound periodical volumes, 30,000 audio-visual items (many of which are videos and CDs),and 2,100 current periodicals.

The library’s homepage (www.loyola.edu/library)serves as a gateway to the Internet; students haveWeb access to numerous databases, including ERIC,PsycINFO, Religion Index, Lexis-Nexis AcademicUniverse, Cambridge Scientific Abstracts, and Gen-eral BusinessFile. There is also easy access to thelibrary’s catalog, as well as to the catalogs of otherlibraries. Students can connect with these resourcesfrom any computer on Loyola’s campus network,including library workstations. Some of the data-bases can be accessed from off-campus computersby current students who are registered library users.

Librarians in the Reference Department assiststudents in selecting and using various informa-tion sources. Books and articles not owned by theLibrary can usually be acquired through inter-library loan. Circulation Department staff areavailable to assist with reserve materials and photo-copying facilities.

Students at the Columbia and Timonium Cam-puses can request books and (for a fee) photo-copies of articles from periodicals the libraryowns to be sent to those campuses for pickup. Byarrangement with Loyola, the Howard CountyLibrary purchases books and periodicals of par-ticular relevance to Loyola graduate courses.

Hours during Fall and Spring Semesters are:

Monday – Thursday 8:00 a.m. – 2:00 a.m.Friday 8:00 a.m. – 10:00 p.m.Saturday 8:00 a.m. – 8:00 p.m.Sunday 10:00 a.m. – 2:00 a.m.

Summer and intersession hours are posted andprinted in course schedule booklets.

Multicultural Affairs Office

The Department of Multicultural Affairs, locatedin Maryland Hall 143, is responsible for provid-ing leadership to the campus community in theimplementation of the College’s multiculturaldiversity initiatives as indicated in the College’smission of preparing graduates to “learn, lead,and serve in a diverse and changing world.” A five-year Plan for Diversity was developed which out-lines specific objectives in areas of recruitmentand retention, education, and support. (Copiesof this plan are available in MH 143.)

The Department works with faculty to infusescholarship on multicultural issues in their coursesby providing lectures, seminars, workshops, andother educational events to increase understand-ing of similarities and differences based on race,ethnicity, gender, nationality, culture, and otheraspects of diversity. Multicultural Affairs workswith the Director of Minority Student Services andothers on campus to offer services to enhance theeducational experience for African-, Asian-, His-panic-, and Native-American, as well as helpingwomen and international students to have a

12 The College

successful experience at Loyola. The Departmentworks with admissions, academic departments,and human resources to assist in the recruitmentof students, faculty, administrators, and staff whoare African-, Asian-, Hispanic-, and Native-Ameri-can. In addition, the Department sponsors researchto evaluate the progress made in achieving thediversity goal.

Parking

All students are required to register their vehicleswith the College, and the vehicle registrationmust be presented with the application.

Baltimore Campus

Parking permits are available from Student Admin-istrative Services (Maryland Hall 151) at a cost of$10 per year. Students may park on the Cathedraland York Road lots or the student portion of theButler lot; however, length of stay on the Butlerlot is restricted until after 4:00 p.m. Free shuttleservice is available to all areas of the campus. TheBaltimore parking permit is also valid at the Colum-bia and Timonium Campuses.

Columbia/Timonium Campuses

Parking permits are available free of charge at theReception Desk of either campus, however, neitherpermit is valid on the Baltimore Campus. Stu-dents attending classes at Baltimore and Columbiaor Baltimore and Timonium are expected to registertheir vehicles at the Baltimore Campus.

Post Office

The Post Office provides services which includethe sale of stamps and money orders; receptionand posting of parcels; and special services forhandling registered, certified, insured or expressmail and return receipts. The Post Office alsoprovides UPS service. Hours during the Fall andSpring Semesters are Monday through Friday,8:30 a.m. to 4:00 p.m.

Records Office

The Records Office (Maryland Hall 041) providesservices during the following hours:

Monday – Thursday 7:00 a.m. – 7:45 p.m.Friday 7:00 a.m. – 3:00 p.m.

For on-line information regarding registration,graduation, student services, course schedules,forms, calendars, and other helpful links, visithttp://www.catalogue.loyola.edu/records/.

Student Administrative Services

Student Administrative Services (Maryland Hall151) provides services during the following hours:

Monday – Thursday 7:30 a.m. – 7:30 p.m.Friday 7:30 a.m. – 4:30 p.m.On-Line http://www.loyola.edu/sas/

Student Health and Education

Services

The medical clinic provides out-patient care dur-ing the academic year. The fee is $10 per visit. It islocated at 4502-A Charleston Hall; hours are8:30 a.m. to 5:00 p.m., weekdays. After-hours medi-cal care is provided by Sinai Hospital, 410-583-9396.

The Center also promotes many wellness pro-grams. For information, please call the medicalclinic or Health Education Services, 410-617-5055 orvisit, http://www.loyola.edu/healthctr/.

ACADEMIC INTEGRITY

Loyola College is dedicated not only to learningand the advancement of knowledge but also to thedevelopment of ethically sensitive, socially respon-sible persons. The College seeks to accomplish thesegoals through a sound educational program andencourages maturity, independence, and appropri-ate conduct among its students and faculty withinthe College community. It is the responsibility offaculty and students alike to maintain the academicintegrity of Loyola College in all respects.

The faculty is responsible for presenting a sylla-bus indicating all work in a course, the conduct ofexaminations, and the security of tests, papers,and laboratories in connection with courses andprograms of the College. Faculty remind studentsat the first meeting of each class of the standardsof behavior and conduct to which they are expectedto adhere.

The College expects every student to behave withintegrity in matters relating to both the academicand social aspects of the College community. Referbelow and to the departmental student handbookfor particulars.

INTELLECTUAL HONESTY

Students assume a duty to conduct themselves ina manner appropriate to the College’s mission asan institution of higher learning. Their first obli-gation is to conscientiously pursue the academicobjectives which they have set. This means thatstudents will do their own work and avoid anypossibility of misrepresenting anyone else’s workas their own. “The act of appropriating the liter-ary composition of another, or parts, or passagesof his writing, of the ideas, or the language of thesame, and passing them off as the product of one’sown mind” (Black’s Law Dictionary, 5th Edition) con-stitutes “plagiarism.” Avoiding plagiarism involvescareful use of quotation marks, notes, and citations,which the student must provide on all written work.

The student’s second obligation is not to engagein acts of cheating. “Cheating” is using unauthor-ized assistance or material, or giving unauthorizedassistance or material for the use of another in

Academic Regulations and Policies

such a way that work or knowledge which is not thestudent’s own is represented as being so. Avoidingcheating involves refusing to give or receive assis-tance from other students, books, or notes (unlessspecifically permitted by the instructor) on tests,papers, laboratory reports, or computer programs.

Whenever evidence of a possible violation of aca-demic honesty on the part of a student is found,the course instructor shall review the evidenceand the facts of the case promptly with the stu-dent. The instructor shall determine the appro-priate sanction to be imposed. If the student doesnot accept the decision of the instructor, the stu-dent can request that the instructor communi-cate promptly a written charge setting forth theessential facts of the case to the Chair of the instruc-tor’s department. The Chair’s decision is final.

STANDARDS OF CONDUCT

It is expected that students will conform to all poli-cies and regulations of the College and classes inwhich they are registered, including those concern-ing procedure and conduct in the Loyola-NotreDame Library. Students must also abide by allfederal, state, and local laws. Susan Donovan, Vice-President for Student Development and Dean ofStudents, Maryland Hall, Room 142, 410-617-2842,is responsible for administering such regulations.

Violations are brought to the attention of theDean of Students who shall then hear the case orrefer it to the College Board on Discipline. Thedecision of the Dean or the Board is final. Warn-ings, restrictions on social and other activities,fines, suspensions and dismissals are used in casesinvolving violations of College regulations andstandards of personal conduct. Suspension anddismissal are normally the only actions which arerecorded on the student’s permanent record.Particulars concerning the kinds of violations,due process, and sanctions that may be imposed,can be found in the departmental handbook.

14 Academic Regulations and Policies

BUCKLEY AMENDMENT

Loyola College has a commitment to protect theconfidentiality of student records. The Collegemakes every effort to release information only tothose individuals who have established a legiti-mate need for the information. Documents sub-mitted to the College by the student or otherauthorized person or agency for the purpose ofadmission to the College become the property ofLoyola College and cannot be released (originalsor copies) to another party by request.

In accordance with Public Law 93–380, FamilyEducational Rights and Privacy Act (FERPA) stu-dents have the right to:

• Review and inspect their education records.

• Request correction to their record that the stu-dent believes is inaccurate or misleading.

• Consent to disclosure of personally identifiableinformation contained within the student’s folderto a third party (including parent’s), except forinformation the College identifies as DirectoryInformation and to the extent that FERPA author-izes disclosure without consent.

• File a complaint with the U.S. Department ofEducation concerning alleged failures by LoyolaCollege to comply with the requirements of FERPA.

The parent(s) of a dependent student, as definedin Title 26 U.S.C.S.S. 152 Internal Revenue Code,also has the right to inspect records which aremaintained by the College on behalf of the stu-dent. Proof of dependency must be on recordwith the College or provided to the office respon-sible for maintaining records prior to reviewingthe records.

Loyola College considers the following informa-tion to be directory information which can bereleased without the written consent of the stu-dent. Name, photo, home, dorm, local, and e-mailaddress; home, dorm, local phone number; voicemailbox; class year; and enrollment status. Everystudent has the right to file a written request withthe College (Records Office) to restrict the listingof directory information in the printed and elec-tronic address directory.

CLASSIFICATION OF STUDENTS

Degree Students

Applicants who meet the entrance standards ofthe program for which they are applying areusually admitted as degree candidates; however,students with provisional or probationary statushave certain administrative conditions attachedto their acceptances. All specified requirementsmust be met before final acceptance as a degreecandidate is granted. Students with provisional orprobationary status who do not comply with theconditions of their acceptance will not be permit-ted to register for subsequent terms.

Non-Degree Students

Visiting Students

Graduate students who take courses at Loyolawhich count toward a graduate degree at anotherinstitution are visiting students. These studentsmust submit an authorization letter from the Deanat the degree-granting institution indicating thatthe student is in good academic standing andoutlining the specific courses to be taken at Loy-ola. Visiting students are ineligible for financialaid or a degree from Loyola College.

Visiting students should submit an applicationalong with the authorization letter. The usualtuition, special course fees, and a $25 registrationfee are charged each semester.

Visiting students in the Sellinger School of Businessand Management must meet the same admissionand prerequisite requirements as degree-seekingstudents.

Special Students

Special students are those who have a baccalau-reate degree and are not pursuing a graduatedegree at Loyola. They must meet the same admis-sion and prerequisite requirements as degree-seeking students. Special students must submitan application, application fee, and the college tran-script which verifies receipt of the college degree.

Special students admitted with conditions may berequired by the department to reapply to the

15

program if they successfully meet the conditionsand decide to pursue a degree. Special studentsmay not enroll in graduate courses in Psychology,Speech-Language Pathology/Audiology or theSellinger School of Business and Management.

Teacher Certification Students

Teacher certification students are those who havea bachelor’s degree and are satisfying elementaryor secondary teaching certification requirementsonly. Candidates seeking certification as part of amaster’s degree program are classified as degreestudents.

Students must send an application form, fee, andrequired official transcripts for all colleges attendedto the Graduate Admissions Office. Students mustmeet the same admissions requirements as degreestudents. No in-service course credits count towardcompletion of teacher certification requirements.

Post-Master’s Students

Students with a master’s degree may be admitted tothe College of Arts and Sciences for the Certificate ofAdvanced Study (C.A.S.), a thirty-credit minimumprogram beyond a master’s degree in the area orrelated areas in which the master’s was received.C.A.S. programs are offered in Education (includingMontessori), Pastoral Counseling, Psychology, andSpeech-Language Pathology/Audiology.

Students with a master’s degree in business fromLoyola or an AACSB accredited school may takeindividual courses under the Master’s Plus pro-gram, which does not lead to a degree.

STUDENT STATUS

A full-time student registers for at least nine cred-its during the Fall Semester, nine credits duringthe Spring Semester, and six credits during aSummer Session. Since instructors’ assignmentspresume an average of eighteen hours of studyper course week in fall and spring and twenty-four in the summer, full-time students shouldnormally not be employed for more than sixteenhours a week.

Half-time students register for six credits during theFall Semester, six credits during the Spring Semester,and three credits during a Summer Session.

INTERNATIONAL STUDENTS

An international student on a Student Visa (I-20)or Exchange Visitor Visa (J-1) may be admittedto Loyola subject to the following requirements:

1. International students seeking admission toacademic programs with fixed-date applica-tion processes must complete an applicationfor admission by stated program deadlines(see Application Deadlines under Admissionsfor specific departmental requirements). Pro-grams which use rolling admission requireinternational students to complete applica-tions by May 15 for the Fall Semester, August15 for the Spring Semester, and January 15 forthe Summer Sessions.

2. Students for whom English is a non-nativelanguage must submit the results of the Test ofEnglish as a Foreign Language (TOEFL). Ascore of 213 or higher is required if the TOEFLis administered through Computer AdaptiveTesting. Students taking the paper-based ver-sion of the TOEFL must score a 550 or higher.Speech-Language Pathology and Pastoral Coun-seling programs require demonstration of verbalproficiency. Official TOEFL score reports can-not be more than two years old. A bulletinexplaining TOEFL is available from the Edu-cational Testing Service, Box 966, Princeton,N.J. 08540. The Internet web site address ishttp://www.toefl.org/.

3. International applicants who have pursuedcollege or university studies outside the UnitedStates are required to submit their officialtranscripts to the World Education Services(www.wes.org) for translation of grades andcredits. An additional fee is typically requiredfor this service.

4. An international student already attending aschool in the United States who wishes totransfer to Loyola must comply with Immigra-tion procedures regarding transfers.


5. Must apply for, and maintain, legal status inthe United States. The International StudentAdviser in the Records Office will help inter-national applicants by issuing the I-20 or IAP-66form. Students must supply written proof ofsufficient financial resources to pay all edu-cational, living, personal, and medical expensesduring their stay in the United States.

6. Upon notification of formal acceptance into agraduate program, an international studentwill be required to pay in advance tuition andfees for one semester/module prior to the issu-ance of the I-20 or IAP-66 forms.

7. Matriculating international students with acurrent J-1, J-2, F-1, or F-2 Student Visa enrolledat the College are required to purchase theLoyola College Student Health Insurance Plan.The Plan is mandatory and non-waivable. Theinsurance premium payment check is madepayable to The Chickering Insurance Companyand enclosed with the tuition payment madepayable to Loyola College.

8. Must submit proof of immunity to communi-cable diseases. A tuberculin skin test is requiredwithin three months of residency. Additionalrequirements may vary by program. HealthHistory and Immunization forms will be sentwith the admissions package. Students mayalso contact the Loyola College Health Serv-ices, 410-617-5055; fax: 410-617-2173.

9. Must apply as a full-time student. In order tomaintain F-1 or J-1 non-immigrant student status,accepted applicants must take and successfullymaintain nine or more semester hours ofgraduate work during the Fall Semester andnine or more semesters hours of graduatework in the Spring Semester.

10. Must complete the courses with a grade of “B”(3.000) or better in order to remain in goodstanding at Loyola College, which is necessaryto maintain the F-1 or J-1 Non-ImmigrantStudent Status.

GRADES

A student’s performance in a course will bereported by the instructor in accordance with thefollowing grading system:

A Excellent. Denotes high achievement andindicates intellectual initiative beyond theobjectives of the course.

B Good. Denotes work which meets courseobjectives and the intellectual commandexpected of a graduate student.

C Unsatisfactory. Denotes work of inferior qualitycompared to the objectives of the course. Itis the lowest passing grade. (see AcademicDismissal)

F Failure. (see Academic Dismissal)

W Withdrawal. Denotes authorized departurefrom course without completion. It does notenter into grade point average calculation.

I Incomplete. (see Incompletes)

AW Denotes lack of attendance or completion ofcourse requirements for students registeredas a listener (audit).

L Listener. (See Audit Policy)

NG No Grade. Denotes grade to be submittedlater or a course for which no credit or gradeis given.

GL Grade Later. Denotes the first semester iscompleted in a two semester course for which afull-year grade is issued.

P Pass. Denotes satisfactory work, a “B” (3.000)or better, in an ungraded course.

Additional suffixes of (+) and (-) may be attachedto passing grades to more sharply define the aca-demic achievement of a student. In calculating astudent’s quality point average (QPA) on a percredit basis, A = 4.000; A- = 3.670; B+ = 3.330;B = 3.000; B- = 2.670; C+ = 2.330; C = 2.000; andF = 0.000. The QPA is computed by multiplyingthe grade points for each course times the num-

17

ber of credits for that course, summing thesepoints and dividing by total credits taken. Underno circumstances will a student be permitted tograduate unless the QPA is 3.000 or higher. Hon-ors are not awarded in graduate programs.

Courses considered in calculating the QPA arethose taken at Loyola College after admissioninto the program. Courses for which advancedstanding or waivers were given are not included.Students may not retake courses for credit. Somedepartments have additional grade restrictionslisted under the Degree Requirements section ofeach department.

Grade Reports

The Records Office mails official grades to thestudents. Students can access their grades via theWeb through the College’s administrative intra-net system, Privare. Students must have a Privarelogin ID and PIN number. No grades are given inperson or over the telephone.

Grade information is not available via the Webnor will grade reports be released for studentswith outstanding financial obligations to the Col-lege or those who have borrowed and not returnedequipment and supplies such as library books orathletic equipment.

Incompletes

At the discretion of the course instructor, a tem-porary grade of “I” (Incomplete) may be given toa student who is passing a course, but who, forextenuating reasons, is unable to complete thecourse during the semester period. Arrangementsfor the grade of “I” must be made prior to thefinal examination, or if the course has no finalexamination, prior to the last class meeting. If thecompletion date is more than two weeks after theend of the semester, the appropriate dean’s sig-nature will be required. The grade of “I” mayremain on the record no longer than the timeperiod agreed to by the instructor and the stu-dent and may not exceed one semester. If it is notresolved satisfactorily within the agreed upon orstandard time period, a grade of “F” (0.000) willbe recorded by the Records Office as the finalgrade. Students may not graduate with a grade of“I” in any course on their record.

Appeal of a Grade

Any student who has reason to question theaccuracy of a grade should request a consultationwith the instructor. If a satisfactory solution is notreached, the student should request, in writing, aformal review of the grade with the instructor.This request must be received by the college nolater than four months after the grade was issued.The instructor then reports to the student, inwriting, the result of the grade review. If the stu-dent is still not satisfied, the student should makea request, in writing, within thirty days of receiptof the instructor’s resolution for a conferencewith the department chair. After conferring withthe student and the instructor, the chair thensends a written recommendation to the instruc-tor and the student.

If the instructor does not accept the recommen-dation of the department chair, then the chairwill appeal to a two-member panel to resolve theissue. The panel will consult all parties concernedwith the case and then vote either for or againstthe recommendation of the department chair.The decision of the panel is final. If the vote of thepanel is split, the original grade stands.

If a dismissal involves a grade appeal, then boththe dismissal and the grade appeal must be filedwithin thirty days of the close of the semester. Stu-dents who have been academically dismissed andwho are in the process of an appeal may not regis-ter for future semesters until the appeal is resolved.

Audit Policy

Audit status indicates that a student has regis-tered as a listener for the course. An auditing stu-dent must meet the same prerequisites and paythe same tuition and fees as a credit student, butattendance and completion of the course assign-ments are at the option of the student unlessotherwise specified by the instructor. Studentsnot completing the requirements stipulated bythe instructor will be issued a grade of “AW.”Enrollment for audit in those courses in whichauditing is permitted is on a space-available basis.

A student may change from audit to credit andfrom credit to audit until the third class of thesemester, with permission of the instructor. After


that date, change from audit to credit is not per-mitted. Once a student has audited a course, thatcourse cannot be retaken for credit.

Withdrawals

A student may withdraw from a course no laterthan the date reflected in the academic calendarand receive a grade of “W.” Following this date,the student may be permitted to withdraw with agrade of “W” only for serious reasons. Danger offailing the course, effect of a low or failing gradeon QPA, on probationary status, or on scholarshipaid, etc., are not sufficient reasons to withdraw.During the final two weeks prior to the semesterexamination period, withdrawal from a course isnot permitted for any reason. Failure to complywith the official withdrawal procedure will resultin a permanent grade of “F” (0.000).

To withdraw, a student must submit a Change ofRegistration Form to the Records Office or to theappropriate department office. A withdrawalfrom a graduate course is not official until theform has been properly approved and has theappropriate signatures. The student’s permanentrecord will show a grade of “W” for a withdrawal.The record of any student who has received twoor more “Ws” will be reviewed prior to the student’scontinuance in the program.

ACADEMIC STANDING AND DISMISSAL

It is the student’s responsibility to make certainthat the minimum QPA requirement of 3.000 ismaintained. Students who fall below this level ofachievement will be placed on probation for onesemester. Failure to raise the cumulative QPA to3.000 in the following semester may result indismissal from the program. A “B-” (2.677) gradeis not a high enough grade to raise the QPA to therequired 3.000. The accumulation of more thantwo “C/C+” (2.000/2.330) grades or the receiptof one “F” (0.000) will result in dismissal. Dismissalmay also result from excessive withdrawals, aca-demic dishonesty, or other unethical or unprofes-sional conduct reflecting upon a student’s abilityto enter into the academic or professional field inwhich the degree is being offered.

A student has the right to appeal an academic dis-missal. A written request for appeal must be madeto the Chair of the department’s Committee onAcademic Standards within 30 days after noticeof dismissal. Each department has appeal proce-dures which are available to all students.

Note: This policy may vary among departments;refer to the specific department’s section in thiscatalogue and the departmental handbook forany possible variation in the dismissal policy.

TIME LIMIT

Continuous registration is not a requirement ofthe graduate program. However, if a student failsto register for a course for three successive termsincluding at least one summer, the student will bewithdrawn from the program and must reapply foradmission and pay a readmission fee. Readmis-sion is not automatic; readmitted students are sub-ject to any changes made in admission and degreerequirements since the date of their first admission.

In the College of Arts and Sciences, a time limit offive years from the semester in which graduatecourses are begun is normally allowed for thecompletion of course work. Normally prerequi-site courses do not count against the five yearlimit. One additional year is permitted for com-pletion of the thesis in areas where a thesis is arequirement. It is expected that a student willcomplete the thesis within two regular semestersafter the one in which presentation is made inThesis Seminar. Refer to the department forinformation regarding registration for ThesisSeminar or Thesis Guidance.

The Psychology Department allows students inthe Master of Science program (45 credits) sixyears to complete all degree requirements.

The Speech-Language Pathology program hasan integrated, two-year schedule.

The Executive MBA has a fixed, two-year sched-ule, and the MBA Fellows Program has a fixed, twoand a half year schedule. The MBA and MSF even-ing programs require students to complete theirdegrees within five years of first enrollment in anupper-level (700) course and within seven yearsof first enrollment in the program. Students are

19

expected to have completed sixty-percent of theirprogram within the first four years.

LEAVE OF ABSENCE

A student requiring a leave of absence must makea request in writing to the department chair andreceive written permission for the leave ofabsence for a specified period of time. The termsunder which the student returns are stated in theletter from the department chair or appropriateadministrator.

In the Psychology Department, master’s studentsshould make this request in writing to theDirector of the Master’s Program, and doctoralstudents should write to the Director of ClinicalTraining. Students are allowed only one leave ofabsence during the course of their studies. If astudent wants an additional leave of absence, thatstudent must go through an appeals committee.

TEST MATERIALS

All examinations, tests, and quizzes assigned as apart of a course are the property of Loyola Col-lege. Students may review their graded examina-tion, test, or quiz but may not retain possessionunless permitted to do so by the instructor.

ADVANCED STANDING

Advanced standing toward a degree or certificateprogram may be granted for graduate courseswhich have been taken in other accredited grad-uate schools within five years of the date of admis-sion to graduate study at Loyola. The maximumnumber of credits normally allowed for advancedstanding is six (6), and the student must have agrade of at least a “B” (3.000) in each course underconsideration. A written request for advancedstanding and an official transcript must be sub-mitted to the department chair or appropriateadministrator as delegated. Advanced standing inthe Sellinger School applies to upper-level courses.

TRANSFER CREDIT

Loyola graduate students wishing to take coursesat another accredited graduate school mustobtain prior written approval from the chair ofthe department or the appropriate administra-tor. No more than six (6) credits from advancedstanding and/or transfer will be accepted towardthe degree. A grade of at least a “B” (3.000) mustbe received for each course transferred to Loyola.Under exceptional circumstances, courses maybe transferred after beginning degree work atLoyola College.

TRANSCRIPTS

Students’ academic records are maintained inthe Records Office. Grades are available via the Weband grade reports are issued at the end of eachsemester, as long as the student has no outstand-ing financial or other obligations with the Col-lege. Academic records are available for studentinspection, by appointment during office hours.

The transcript is a facsimile of the student’s per-manent academic record at Loyola. Each studentis entitled to one transcript free of charge; subse-quent copies will be furnished at a charge of threedollars each. Only unofficial transcripts are givento the student; these transcripts do not receivethe College seal or the signature of the Directorof Records. Transcripts officially transmitted directlyto another college or university or other officialinstitution or agency receive the seal of the Col-lege and are signed by the Director of Records.Transcripts will be issued only upon the writtenrequest of the student concerned. Telephoneand fax requests to issue transcripts are not accepted.

Transcripts should be requested well in advanceof the date desired to allow for processing timeand possible mail delay. The College will not assumeresponsibility for transcripts that are delayedbecause they have not been requested in time orthe student has an outstanding debt with theCollege. Transcripts will not be faxed, nor willthey be issued during the last week of registrationor the first week of classes.

Transcripts of work at other institutions or testscores submitted for admission or evaluation ofcredit cannot be copied or reissued by Loyola


College. If that information is needed, the studentmust go directly to the issuing institution or agency.

GRADUATION

All academic and clinical requirements, compre-hensive exams, thesis (if required), and any addi-tional requirements unique to the departmentmust be satisfactorily completed. Under no cir-cumstances will a student be permitted to gradu-ate if the cumulative QPA is not exactly 3.000 orhigher. Students whose QPA falls below 3.000 inthe last semester will be placed on probation.These students will be given one semester to raisethe QPA to the required 3.000 by taking an addi-tional course(s) above the listed requirements.

All students are required to file an application forgraduation accompanied by the fee with theRecords Office. Students must submit applica-tions by the first day of class of the fall semester forJanuary graduation, the first day of class of theSpring Semester for May graduation, and the firstday of class of the first summer session for Sep-tember graduation. Failure to comply with thegraduation application deadline will delay gradu-ation until the next semester. Refer to the courseschedules or the Records Office web site for spe-cific dates. Students who file an application for aspecific semester and do not complete the gradu-ation requirements must submit a new applica-tion, however, no additional fee is required.

Formal commencement exercises are held eachyear in May. Only students who have completedall degree requirements are invited to partici-pate. All graduates are required to pay the gradu-ation fee. Students who complete degree require-ments in September and January may obtaintheir diplomas at that time from the RecordsOffice. They may also participate in the formalCommencement ceremonies the following May.

Loyola College understands that the costs associ-ated with high quality education are of concernto students and their families. Accordingly, theCollege has been diligent in managing its resourcesand flexible in its approach so that a Jesuit edu-cation in the Loyola tradition is available to allwho want to pursue it. This section outlines the costsfor graduate students, including tuition and fees.

TUITION


EducationM.A./M.Ed./C.A.S.E. (per credit) $250.00Contact the program director regarding per credittuition information for the M.Ed. in MontessoriEducation with affiliated off-site AMI Institutes.

Montessori EducationM.Ed. $11,775.00C.A.S.E. $8,925.00

(Full-Time Academic Year; WMI at LCM,Timonium Campus only; inclusive, excludingprerequisite course fee)

Multi-Summer Format $12,180.00(2000–03; WMI at LCM, Timonium Campus;inclusive, excluding prerequisite course fee)

Engineering Science (per credit) $400.00

Modern Studies (per credit) $235.00

Pastoral Counseling (per credit)M.A./M.S./C.A.S. $265.00Ph.D. $265.00/$365.00(dependent upon course level)

PsychologyM.A./M.S./C.A.S. (per credit) $292.00Psy.D., First Year $14,000.00Psy.D., Second Year $17,200.00Psy.D., Third Year $17,200.00Psy.D., Fourth Year $17,200.00

Speech-Language PathologyPart-Time CAGS (per credit) $300.00Full-Time, New $13,500.00Full-Time, Continuing $12,000.00

Fees

School of Business and Management

MBA/MSF (per credit) $400.00Executive MBA (Class of ’02, all inclusive) $41,900.00MBA Fellows (Class of ’03, all inclusive) $39,900.00

FEES (NON-REFUNDABLE)

General

Application Fee $50.00Certificates (30 credits) $75.00Declined Credit Card Fee $25.00Graduation Fee

Attending $100.00Not Attending $75.00

ID Cards (replacement) $15.00International Student Orientation Fee $100.00Late Registration Fee $25.00Parking Fee (Baltimore Campus) $10.00Readmission Fee $25.00Registration Fee(part-time, per semester) $25.00Returned Check Fee (insufficient funds) $25.00Special Testing Fee $15.00

Departmental

EducationMontessori Prerequisite Course $1,500.00

(see Education Chapter)Laboratory Fee $60.00Field Experience $100–200.00

Pastoral CounselingDoctoral Dissertation Fee $1,400.00

(per semester of clinical placement)Clinical Training Fee

M.S., Full-/Part-Time $1,100.00(per clinical course; four courses)

C.A.S. (per semester; two semesters) $1,100.00Advanced Individual Supervisory Fee $250.00

(per semester for PC 805/PC 806)

PsychologyLaboratory Fee $75.00Field Experience (M.A./M.S./C.A.S.) $300.00Thesis Guidance Fee

PY 761–764 (dist. over four semesters) $1,200.00PY 757/PY 765 (per semester) $300.00

22 Fees

Comp. Exam Guidance Fee (PY 758) $100.00Registration Fee (PY 950/PY 951) $25.00

REFUND POLICY (TUITION ONLY)

When official withdrawal is granted and has beenproperly approved, a refund of tuition will bemade according to the schedules below. The datethat determines the amount of refund is the dateon which a written petition for official withdrawalfrom a course or courses is received by thedepartment chair or appropriate administrator.

Per Credit

For students enrolled in programs where tuitionis paid on a per credit basis:

Fall and Spring Semesters (excluding Montessori)

prior to the first class meeting 100%prior to second class meeting 80%prior to third class meeting 60%prior to fourth class meeting 40%prior to fifth class meeting 20%

Summer Sessions/MontessoriMulti-Summer Format

prior to the first class meeting 100%during first week of class 60%during second week of class 20%

Subsequently, no refund is made.

Flat Rate

For students enrolled in programs with a flat ratetuition and all Montessori students in full-timeacademic year programs:

Fall and Spring Semesters

prior to the first class meeting 100%prior to second week of classes 80%prior to third week of classes 60%prior to fourth week of classes 40%prior to fifth week of classes 20%


PAYMENT OPTIONS

Walk-In/Mail-In Registration

Payment in full for tuition and all fees is requiredat the time of registration. Payment may be madeby cash, personal check, money order, MasterCard,VISA, or DISCOVER.

All registrations requiring third party billing, includ-ing tuition remission, must be accompanied by animmediately executable authorization (on officialorganization letterhead) or purchase order.

Web Registration

Students electing the Web registration optionmay pay by cash, personal check, money order,MasterCard, VISA, or DISCOVER. Third party bill-ing, tuition remission, and graduate assistantships,scholarships, and approved financial aid are alsoacceptable methods of payment.

All payments or required payment authorizationdocuments must be received by the College nolater than ten days after the registration requestinformation is submitted via the Web. Failure tomeet the ten-day due date will result in cancella-tion of the requested registration information.There will be no exceptions to this policy.

All application materials for a Federal Direct Staf-ford Loan must be completed and received by theFinancial Aid Office at least four weeks prior to thebeginning of the semester to insure that loan pro-ceeds are available for payment of College charges.Late applicants must pay all College charges whenregistering for classes.

Departmental Assistance

The Education Department offers a special financialprogram to education students seeking a master’sdegree. Students make monthly payments over aspecified period, and the tuition rate remainsconstant for the entire program. A promissorynote must be signed prior to registering for classes.For more information, contact the department at410-617-5095.

GRADUATE ASSISTANTSHIPS

Loyola College offers a limited number of gradu-ate assistantships to students enrolled in the Collegeof Arts and Sciences. Students are considered forassistantships based on academic performance,previous experience, and other criteria establishedby the department chair or program director.Approved functions of graduate assistants includebut are not limited to: academic, bibliographic,and library research projects; workshop prepara-tion; in-service programs; seminars; special aca-demic events; laboratory assistance; exam proctor-ing; and assistance in departmental preparationfor accreditation and evaluation.

Compensation for graduate assistantships variesdepending on the program, responsibilities, andduties assigned to the position. Applications forassistantships may be obtained from the depart-ment chair or program director.

RESIDENT ASSISTANTSHIPS

The Student Life Office has a limited number ofresident assistant positions on its housing staffopen to graduate students. For an applicationand/or further information, contact the Direc-tor of Student Life, 410-617-5081.

DEPARTMENTAL PROGRAMS

Individual departments may have direct-hireemployment opportunities, tuition payment plans,or departmental grant assistance which is directlyadministered by the graduate program director.For more information on these programs, con-tact the department’s graduate program directoror coordinator.

WILLIAM D. FORD FEDERAL

DIRECT LOAN PROGRAM

Federal Direct Stafford Loan

Program (Subsidized)

This program allows students who demonstratefederal financial aid eligibility and are enrolled atleast half-time to borrow up to $8,500 per yearfor a maximum of four years. The cumulative

Financial Aid

amount a student may borrow through this pro-gram is $65,500, including loans made at theundergraduate level. The interest rate is variable,adjusted annually not to exceed 8.25 percent.Interest does not accrue nor does payment beginon subsidized Direct Stafford Loans until termi-nation of enrollment on at least a half-time basis.Subsidized Direct Stafford Loans carry a 3.0 per-cent federal origination fee which will be deductedfrom each disbursement. Students must complete aseparate Federal Direct Stafford Loan promis-sory note to borrow funds through this program.

Federal Direct Stafford Loan

Program (Unsubsidized)

This program allows all students, regardless offinancial aid eligibility and who are enrolled atleast half-time, to borrow up to $18,500 per year,less the amount of any subsidized Direct StaffordLoan received by the student. The interest rateand origination fee are the same as specifiedabove, however, interest accrual begins immedi-ately during in-school and deferment periods.Interest accruing during those periods may bepaid or capitalized.

Application Procedures

Applicants for Federal Direct Stafford Loans mustcomplete the Free Application for Federal StudentAid (FAFSA) and submit the Loyola College FederalDirect Stafford Loan Information Sheet, the FederalVerification Worksheet, and a signed copy of thestudent’s (and spouse’s) Federal Tax Return.

All application materials for a Direct StaffordLoan must be completed and received by theFinancial Aid Office four weeks prior to the startof the semester to ensure the loan proceeds areavailable for payment of College charges. Lateapplicants must pay all College charges in advanceand will be reimbursed by the College upon receiptof the loan proceeds.

STATE PROGRAMS

Maryland State Senatorial and Delegate Scholar-ships: These scholarships are awarded by MarylandState Senators and Delegates to residents of their

24 Financial Aid

legislative districts. Contact your legislative repre-sentatives for the preferred application procedure.

Maryland HOPE Teacher Scholarship: This pro-gram includes $3,000 a year for Maryland resi-dents pursuing teacher certification at a four-yearcollege or university in the state. It is available tostudents with a cumulative 3.000 grade pointaverage and requires recipients to agree to teachin a Maryland public school one year for eachyear the scholarship is received.

Maryland Sharon Christa McAuliffe MemorialTeacher Education Award: These awards assiststudents who would like to teach school in Mary-land in a subject area of critical need.

Maryland Loan Assistance Repayment Program(LARP): This program assists Maryland residentswho work for state or local government or non-profit agencies in paying back student loans.

STUDENT STATUS CHANGES

Recipients of any type of federal, state, institu-tional, or private sources of financial aid mustnotify the Financial Aid Office, in writing, of anychanges in their enrollment status including:

• failure to maintain half-time enrollment;

• withdrawal;

• transfer to another college or university;

• change in anticipated graduation/completiondate.

Federal law also requires Federal Stafford Loan(subsidized or unsubsidized) recipients to notifytheir lenders (or any subsequent holder of theirloans) in writing if any of the following eventsoccur before a loan is repaid:

• change of address;

• change of name (eg., maiden name to marriedname);

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

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

• transfer to another college or university;

• change of employer or address of an employer;

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

NATIONAL STUDENT LOAN

CLEARINGHOUSE (NSLC)

Loyola College uses the services of the NSLC toprocess enrollment verification requests receivedfrom lenders, guaranty agencies, servicers, andthe U.S. Department of Education. The U.S. Depart-ment of Education has ruled that a school’s releaseof personally identifiable information from stu-dent education records to the Clearinghouse is incompliance with the Family Educational Rightsand Privacy Act (FERPA).

The NSLC also provides a service to students whichallows them to keep track of their loan providers.The “LoanLocator” section of the Clearinghousewebsite (www.nslc.org) allows students to easilycompile lists of their loan providers by enteringtheir Social Security Number, date of birth, andzip code. The information includes the loan pro-viders’ names, customer service telephone num-bers, and Web hyperlinks. Students are then ableto access their loan providers’ websites for moredetailed information about their accounts.

NATIONAL STUDENT LOAN

DATA SYSTEM (NSLDS)

The U.S. Department of Education provides awebsite which gives students Internet access toinformation about any Federal Title IV financial aidthey have received. The website (www.nslds.ed.gov)is part of the NSLDS. The NSLDS maintains recordson Federal Family Education Loan Programs,Federal Direct Loans, Perkins Loans, Pell Grants,and loan or grant overpayments. Using this web-site, students can obtain complete informationon the federal loans and grants they have received.

APPLICATION PROCEDURES

Application materials may be obtained by contact-ing the Graduate Admissions Office. Prospectivestudents applying to Loyola’s graduate programsshould refer to the admission section under eachdepartment for specific application requirements.All required materials should be sent directly to:

Graduate Admissions OfficeLoyola College in Maryland4501 North Charles StreetBaltimore, MD 21210-2699

Telephone: 410-617-5020; 800-221-9107, x5020Fax: 410-617-2002Web: http://www.loyola.edu/graduateadmissions/

The following documents are required by allprograms:

• Completed/signed application form;

• Non-refundable $50 application fee;

• Personal statement;

• Official transcripts from all post-secondary institu-tions that have awarded the applicant a bache-lor’s, master’s, or doctoral degree or advancedcertificate. International applicants must submittranscripts, along with an English translation,and equivalency assessments from all collegesattended (see International Students under Aca-demic Regulations and Policies);

• Official standardized test score reports (testsvary by program);

• Letters of recommendation (number requiredvaries by program);

• Resume or vitae;

• TOFEL Score Report: Required only if English isnot the applicant’s native language. Officialscores must be sent directly from testing agency;unofficial scores may be sent with application.Loyola’s institution code is 5370.

Admissions

•Transcripts from studies not conducted in Eng-lish must be submitted with a certified Englishtranslation.

It is the policy of department admission commit-tees to give promising applicants the opportunityto undertake graduate work. A careful examina-tion of all of an applicant’s qualifications precedesevery admission decision. The committees lookfor previous academic achievement by consider-ing an applicant’s undergraduate and graduaterecords. The number of acceptable candidatesmay exceed the number of spaces available, andthe decision of the Admission Committee is final.

Students accepted for graduate work will be advisedin writing. Students will also be informed of anyundergraduate courses or prerequisites requir-ing completion before commencing graduate work.A faculty adviser who assists in planning a pro-gram of study will be assigned, and students areresponsible for discussing any special needs theymay have with their adviser.

Details on the criteria for admission in each depart-ment can be found in the departmental chapterswhich follow.

APPLICATION DEADLINES

Students will not be allowed to register unless theyhave been admitted to a program. Priority will begiven to applications received by stated deadlines.

Fall Semester


Education (excluding Montessori) June 1

Montessori EducationAcademic Year Programs May 1Affiliated AMI Institutes October 1Multi-Summer Format Summer start only

Engineering Science September 1

Modern Studies September 1

26 Admissions

Pastoral CounselingPh.D. February 1M.A./M.S./C.A.S. April 1

PsychologyPsy.D. January 15M.A. March 15M.S. April 15C.A.S. July 15

Speech-Language Pathology February 1

Sellinger School of Business and Management

MBA/MSF August 20Executive MBA August 20MBA Fellows August 20

Spring Semester


Education (excluding Montessori) October 1

Montessori Education Fall/Summer start only

Engineering Science January 1

Modern Studies January 1

Pastoral CounselingPh.D. Fall start onlyM.A./M.S./C.A.S. November 1

PsychologyPsy.D. Fall start onlyM.A. Fall start onlyM.S. November 15C.A.S. November 15

Speech Language Pathology Fall start only


MBA/MSF December 20Executive MBA Fall start onlyMBA Fellows Fall start only

Summer Sessions


Education (excluding Montessori) March 1

Montessori EducationAcademic Year Programs Fall start onlyAffiliated AMI Institutes Fall start onlyMulti-Summer Format May 1

Engineering Science June 1

Modern Studies June 1

Pastoral CounselingPh.D. Fall start onlyM.A./M.S./C.A.S. April 15

PsychologyPsy.D. Fall start onlyM.A. Fall start onlyM.S. April 15C.A.S. April 15

Speech Language Pathology Fall start only


MBA/MSF May 20Executive MBA Fall start onlyMBA Fellows Fall start only

APPLICATION MATERIALS

The application materials required for specific grad-uate programs are listed below:

Graduate Education Programs (excludingMontessori)



• Official transcripts from each college or univer-sity attended;

• Essay responding to questions on applicationform;

27

• International student supplemental documents(required only if a student visa is needed);

• Professional Reference (required for SchoolCounseling; optional for all other programs).

Montessori Education Program





• Three recommendations (professional only);


• International student supplemental documents(required only if a student visa is needed).

Engineering Science Program



• MES Introductory Course Waiver Request Form(required to waive four introductory courses);


• Two recommendations (professional referencesonly);



Modern Studies Program






An interview may also be requested of applicants.

Pastoral Counseling Programs (Ph.D.)




• Resume and/or full curriculum vitae detailingpersonal competency and leadership potential;

• Five recommendations (professional/academicreferences only);

• Four essays responding to questions on applica-tion form;

• Clinical Summary Form (obtained fromdepartment);

• Official Miller Analogies Test Score Report;


Ph.D. candidates applying for advanced standingmust also submit the following:

• All graduate course syllabi from counselingcourses;

• Clinical write-up of a current client and audioor video tape of same client. To ensure patient/clinician confidentiality, materials submitted mustnot divulge information that would reveal theidentity of the individual;

• All clinical evaluations (practica, internships, etc.).

28 Admissions

Pastoral Counseling Programs (M.A./M.S./C.A.S.)




• Resume and/or full curriculum vitae detailingpersonal competency and leadership potential;

• Three recommendations (professional/academicreferences only);

• Personal essay responding to question on appli-cation form;


Graduate/Doctoral Psychology Programs



• GRE scores sent directly from Educational Test-ing Service (General Test required; Subject Testoptional). Loyola’s C.E.E.B. code is 5370;






Speech-Language Pathology Program



• GRE scores sent directly from the EducationalTesting Center. Loyola’s C.E.E.B. code is 5370;


• Resume or vitae (if currently employed);



• International Student Supplemental Form(required only if a student visa is needed).

Graduate and Executive Business Programs



• GMAT scores sent directly from the EducationalTesting Center. Loyola’s C.E.E.B. code is 5370;


• Resume or vitae (if currently employed);




Office: Beatty Hall, Room 104Telephone: 410-617-5094/5095

Chair: Victor R. Delclos, Professor

Graduate Program Coordinators:Administration and Supervision:Kathleen Cornell, S.S.N.D.Curriculum and Instruction: Kevin VinsonEducational Technology: David MarcovitzReading: Robert PetersSchool Counseling: Lee J. RichmondScience Education Program: Mary B. HymanSpecial Education: Elana RockTeacher Education Programs:Sharon A. Wall, S.S.N.D.

Professors: Victor R. Delclos; Donald B.Hofler (emeritus); Donald J. Reitz; Lee J.Richmond; Beatrice E. SarlosAssociate Professors: Joseph MaryDonohue, S.N.D.deN. (emerita); Bradley T.Erford; Joseph Procaccini; Sharyn SimpsonRhodes; Elana E. RockAssistant Professors: Michael O’Neal; H.Lovell Smith; John J. Vacca; Kevin D. VinsonInstructor: Catherine CastellanInternship Coordinators:Field Experience: John Bailey; Jack WoodwardProfessional Development Schools: RobertChapman III; Peggy Golden; Kathleen Sears;Vickie SwansonSchool Counseling: Thelma DaleySpecial Education: VacantAdjunct Faculty: Maureen Beck; LisaBoarman; JoAnn Bowlsbey; E. Niel Carey; WayneCarmean; Gwendolyn Clark; Kathleen Cornell,S.S.N.D.; Thomas A. Custer; Susan Edwards;Morton M. Esterson; Robert Gabrys; Susan A.Gallagher; Judith Glass; Cynthia Hardie; WilliamR. Harrington; Norine Hemping; Joyce Hlass;Kay Johnson; Edward Kerns; Clare Kruft; LynnLinde; Peter McCallum; Martin Mullaney; LynneMuller; David R. Myers; Eileen M. Oickle; RobertPeters; Mary Petrovick; Christy A. Pierce; RogerPlunkett; Sam Polack; Maryanne Ralls; RosemaryRappa; Ronald Redmond; Christine Regner;Louis M. Reitz, S.S.; Kristine Scarry; JacobSchuchman; James F. Skarbek; James Snow;Christopher Sny; Joseph Stevens; Gail Stone;


Education

Martin Tillett; Ellen Tracy; Phyllis Utterback;William Wentworth; Leslie Wilson; JackWoodward

Montessori Master of Education ProgramDirector: Sharon L. DubbleWashington Montessori Institute at Loyola College:Director of Training (Elementary Level): Kay BakerDirector of Training (Primary Level):Janet McDonellElementary Assistant Trainer: Greg MacDonald

MISSION

The Education Department of Loyola College ispart of a Catholic Institution of higher learning,established in the Jesuit tradition. It offers under-graduate and graduate pre-professional and pro-fessional programs in education. The liberal artsfocus of the institution is expressed by an empha-sis on a broad base of knowledge in all its pro-grams of study.

GOALS

Goal 1In accordance with the Jesuit philosophy of “strongtruths well lived,” the department blends theorywith practice and encourages creative intellec-tual initiative.

Goal 2In accordance with the Jesuit emphasis on thevalue of the individual, the department commitsitself to offering academic programs in a climatethat fosters personal interaction between facultyand students.

Goal 3In accordance with the Jesuit emphasis on intel-lectual excellence, the department commits itselfto preparing educational leaders.

Goal 4In accordance with the Jesuit emphasis on socialjustice, the department commits itself to servingpopulations with special needs.

30 Education

Goal 5As part of a Catholic institution, the departmentcommits itself to serving the needs of Catholicschools.

Goal 6As an integral part of the broader educationalcommunity, the department commits itself toserving the educational needs of the BaltimoreMetropolitan area.

Goal 7As a part of an institution in an urban setting, thedepartment commits itself to serving the educa-tional needs of Baltimore City.

Goal 8As part of an independent institution of highereducation, the department commits itself to serv-ing the needs of church-related and independentschools.

The Education Department offers unified programsleading to master of arts and master of educationdegrees as well as the certificate of advanced study.

These programs strive to advance the study ofeducation as a distinct and unique academic dis-cipline, and to further the professional develop-ment of teachers, administrators, and other edu-cational personnel, in public and independentschools. The department seeks to accomplishthese tasks by:

1. Offering graduate level, systematic programsin curriculum and instruction, administrationand supervision, foundations of education, read-ing, school counseling, and special education;

2. Encouraging initiative, reflection, and the devel-opment of sound critical judgement enablingstudents to interpret, organize, and communi-cate facts and principles in a logical and intel-ligible manner;

3. Exposing students to research-oriented expe-riences that will increase their competence inthe use of source materials and the examina-tion of evidence in the contemporary study ofeducation;

4. Providing supervised internship experiences;

5. Providing professional assistance when askedto schools and school districts.

Because the department believes that successfuleducational practice evolves from sound theoryand a thorough understanding of man in the Jew-ish and Christian culture, all students are given theopportunity to begin their programs with a broadexposure to the whole field of educational research,and a philosophic analysis of the relationship ofeducation and man in contemporary society.

ADMISSION CRITERIA

Loyola seeks graduates from accredited graduateor undergraduate institutions of higher learningwho demonstrate superior academic ability. A mini-mum QPA of 3.000 is required for acceptance;however, provisional acceptance may be grantedfor students with a QPA between 2.750 and 3.000.In addition, demonstrated professional compe-tency as evidenced by letters of recommendationor additional standardized tests may be requiredby the Admission Committee. A personal inter-view also may be requested.

Detailed admission information (application pro-cedures, required documents, etc.) may be foundin the Admission Chapter of this catalogue.

Application Deadlines

M.Ed./M.A./CASE (excluding Montessori)Fall Semester June 1Spring Semester October 1Summer Sessions March 1

Applications may be submitted at any time andare reviewed on a rolling basis throughout theentire year. While students may be accepted aftera deadline has passed, course availability cannotbe guaranteed.

M.Ed./CASE Montessori EducationFull-Time Academic Year Programs May 1Multi-Summer Format Programs May 1Affiliated AMI Institutes October 1

See Montessori Education section for admissionsrequirements in addition to those listed here.

31

CREDITS REQUIRED

Specific degrees and their requirements are listedunder each program. No in-service course creditscount toward completion of master’s degree, cer-tificate of advanced study, and teacher certifica-tion requirements.

ACADEMIC DISMISSAL

It is the student’s responsibility to make certainthat the minimum QPA requirement of 3.000 ismaintained. Students who fall below this level ofachievement will be placed on probation for onesemester. Failure to raise the QPA above 3.000 inthe following semester may result in dismissal fromthe program. The accumulation of two C/C+(2.000/2.330) grades or the receipt of one “F”(0.000) will result in dismissal. Dismissal may alsoresult from excessive withdrawals, academic dis-honesty, or other unethical or unprofessional con-duct reflecting upon a student’s ability to enterinto the academic or professional field in whichthe degree is being offered.

A student has the right to appeal an academicdismissal. A written request for appeal must bemade to the Chair of the department’s Commit-tee on Academic Standards within 30 days afternotice of dismissal. The appeal should includeany information deemed appropriate to the case.The student has the right to appear personallybefore the Committee on Academic Standards.

If a dismissal involves a grade appeal, then boththe dismissal and the grade appeal must be filedwithin 30 days of the close of the semester. Stu-dents who have been academically dismissed andwho are in the process of an appeal may not regis-ter for future terms until the appeal is resolved.

MASTER OF ARTS

Designed for individuals who wish to undertake athesis project (ED 619). Students complete thesix-credit project according to departmental spec-ifications under the guidance of an adviser. (Thesix thesis credits are taken in place of six credits ingeneral electives.)

Master’s Thesis

The master’s thesis ought to exhibit those quali-ties which are associated with genuine research,scholarship, logical consistency, creativity, andcomprehensiveness. The student who intends towrite a master’s thesis should submit in writing,after appropriate and extensive reading, a tenta-tive thesis proposal.

With the adviser’s approval, arrangements will bemade to present the tentative proposal to a thesisseminar (ED 619), in which the candidate mustenroll. Having profited by the suggestions of thethesis seminar, the candidate must then submit totheir adviser a revised thesis proposal, similar informat to his tentative proposal. Both the tenta-tive and the revised proposal must include a cleardefinition of the problem, a justification of theinvestigation, a review of the previous research, adescription of the proposed method for investi-gation, and a beginning bibliography.

When the formal thesis proposal has been approvedby the director of the program and two readers,students may begin work on their thesis. They areexpected to complete it in such a way that thefinished product may be judged as a partialfulfillment of the requirements for the master’sdegree. The length of time it may take to com-plete this work depends upon the nature of thetopic, the student’s initiative, ability to write, andnumerous other factors but must be completedwithin the five year period allotted for the degree.The final draft of the thesis, which must conformto all format requirements, must be approvedand signed by the readers and should be sub-mitted in duplicate to the department chair beforethe final two weeks of the semester that the stu-dent is expected to graduate. These copies of thethesis become the property of Loyola College.

A grade of GL (grade later) is entered on thetranscript for each term in which the student isregistered, and the thesis has not been complet-ed; the grade assigned for the thesis is entered atthe end of the term in which the thesis has beenaccepted or approved by the department.

32 Education

WAIVERS

Specific course requirements may be waived by astudent’s adviser upon the written request of thestudent. The adviser’s written approval will be sent tothe student and the Records Office. In the event acourse requirement is waived, an elective coursemust be substituted in its place.

GRADUATE STUDIES COURSES

Within a degree or certificate (CASE) program, stu-dents may include one course (GS/PW) offeredthrough the Graduate Studies Office, providedwritten permission is granted by the student’sadviser prior to taking the course. Additionalcourses may be taken (especially in the CASE pro-gram) at the discretion of the adviser. In-servicecredits may not be included in a degree programleading to a Master of Education (M.Ed.).

ADMINISTRATION AND SUPERVISION

Provides opportunities for the development of asound theoretical basis as well as effective man-agement techniques and tools for practicing andfuture educational leaders. Programs are built onthe fundamental assumption that administratorsand supervisors function in complex organiza-tions which must be sensitive to people and chang-ing environments.

Every course will: be based on research and stu-dents will be expected to read and analyze cur-rent research; blend theory and practice as itrelates to the course; emphasize personal dimen-sions by focusing on leader behaviors, interper-sonal skills, and the demands and rights of a multi-cultural society; and include a problem-solvingorientation to encourage thinking, involvement,and relevance to education.

Programs:

Master of Arts (M.A.) – 45 credits(includes 6 thesis credits)

Master of Education (M.Ed.) – 42 creditsCertification in Administration and

Supervision – 18 credits in addition to anexisting master’s degree

Certificate of Advanced Study in SchoolManagement (C.S.M) – 30 credits beyondmaster’s degree

Certificate of Advanced Study in Education(CASE) – 30 credits beyond master’s degree

Upon completion of the program, students areeligible for certification as Administrator I (Assis-tant in Administration, Supervisor in CentralAdministration, Supervisor in Instruction). Tobe certified as Administrator II (School Principal),students must successfully complete the SchoolLeadership Licensure Assessment which will beadministered three times a year at testing centersthroughout the State. Copies of Registration Bul-letin can be obtained from Loyola’s Career Devel-opment and Placement Center located in DeChiaroCollege Center, West Wing, First Floor, or by callingthe Educational Testing Service at (609) 771-7395.

The master’s program in administration and super-vision has been approved by the Maryland StateDepartment of Education using NASDTEC standards.

Master of Education (M.Ed.)

AD 662 Supervision and Staff DevelopmentAD 668 The Law, the Courts, and the SchoolAD 674 Human Relations in School

ManagementAD 680 Leadership Seminar (2 credits)*AD 681 Organization DevelopmentAD 682 Technology for School ImprovementAD 683 Leadership: Theories and Practices

(4 credits)*AD 684 Resource ManagementAD 776 Theory and Research on TeachingED 600 Foundations of Research in

Education*ED 601 Philosophy and Education*ED 650 Curriculum Theories and Practices

* Should be taken early in the program

After most of the above courses have been taken,the following two courses should be taken:

AD 686 School Assessment: Issues and SkillsAD 687 Internship in Administration and

Supervision

33

Private School Management

To provide educational opportunities of specialinterest to private school administrators, facultymembers, board members, and other personnel,Loyola College established the Institute of PrivateEducation. Graduate students may elect to take aprogram in private school management. In addi-tion to the selection of courses described for themaster’s degree concentration in administrationand supervision, the following four courses focus-ing upon private school issues may be taken asalternatives with the consent of an adviser:

AD 670 The Law, the Courts, and PrivateSchools

AD 676 Fiscal Planning and Budgeting in thePrivate School

AD 677 Organization and Administration ofPrivate Schools

ED 660 Curriculum Development in thePrivate School

Certification in Administration and

Supervision

A person with master’s degree from an accred-ited institution and 27 months of satisfactory teach-ing performance or satisfactory performance as aspecialist may complete certification requirementsby earning 18 semester hours of graduate course-work, a sample of which follows:

School Administration

AD 677 Organization and Administration ofPrivate Schools

AD 681 Organizational DevelopmentAD 683 Leadership: Theories and Practices

(3–4 credits)

Clinical and/or Instructional Supervision

AD 662 Supervision and Staff Development

Curriculum Design

ED 650 Curriculum Theories and PracticesED 660 Curriculum Development in the

Private School

Group Dynamics

AD 674 Human Relations in SchoolManagement

School Law

AD 668 The Law, the Courts, and the SchoolAD 669 Constitutional Law and the SchoolsAD 670 The Law, the Courts, and Private

Schools

Practicum/Internship

AD 687 Internship in Administration andSupervision (3–6 credits)

Students should apply and meet with their advi-ser to develop their programs.

Certificate of Advanced Study in

Education (CASE)

Advanced graduate work beyond the master’sdegree may be pursued in specific program areas.The 30-credit program leads to a Certificate ofAdvanced Study in Education (CASE). Require-ments are:

• 18 hours of coursework in a specific area ofconcentration;

• 12 hours of coursework in other areas.

Students must meet with an adviser prior tobeginning the CASE.


School Management (C.S.M)

Provides advanced academic preparation andtraining in the field of administration and super-vision. The advanced certificate prepares gradu-ate students to assume middle and high leveladministrative, supervisory, and staff positions inpublic and private schools, school systems, andinstitutions of higher education. The programconsists of 30 hours of graduate study beyond themaster’s degree. Upon successful completion ofthe program, the student is awarded the Certifi-cate of Advanced Study in School Management.Flexibility in individual student program devel-

34 Education

opment is anticipated, but it is expected that stu-dents build their program in the following areas:

• Courses in Leadership: Instructional, Manage-ment, and Organizational (24–27 credits)

• Internship (3–6 credits)

Students design their individual programs in col-laboration with their advisers. In addition to thelearning experiences listed above, students mayinclude appropriate courses offered by other grad-uate programs within the field of education (e.g.,guidance, special education) or in other disci-plines (e.g., psychology, business administration).

CURRICULUM AND INSTRUCTION

Programs:

Master of Arts (M.A.) – 39 credits (includes 6thesis credits in place of general electives)

Master of Education (M.Ed.) – 39 creditsCertificate of Advanced Study in Education

(CASE) – 30 credits beyond master’s degree

Students may also focus in the areas of ScienceEducation or Educational Technology. Pleasecontact the Education Department at 410-617-5095for more information.


The broad focus is on phases of the educationalprocess which are concerned with planning, imple-mentation, and evaluation of teaching and learning.

Graduate study consists of courses, field studies,internships, seminars, and workshops. A blend oftheory and practice is the underlying departmen-tal philosophy. Information searching strategiesfor literature in the field are important compo-nents of the program.

Courses consist of a departmental core, requiredcore, and general electives. Electives provide flexi-bility for individualizing each student’s programtoward effective and meaningful study.

Individuals seeking certification in teaching maydo so within the framework of this program inclose consultation with an adviser. A personalized

and strong advising system provided by full-timefaculty allows students continuous access to con-sultation at all stages of their program. (SeeTeacher Education section.)

Departmental Core (6 credits)

ED 600 Foundations of Research in EducationED 601 Philosophy and Education

Curriculum and Instruction Core (18 credits)

ED 621 Learning TheoryED 650 Curriculum Theories and PracticesED 651 Evaluation and Assessment of

Curriculum and InstructionED 658 Seminar in Curriculum and InstructionED 676 Theory and Research on TeachingET 605 Introduction to Educational Technology

General Electives (15 credits)

Electives are selected from offerings in specificcontent areas or other departmental programs.

Science Education Focus (39 credits)

Graduate study in Curriculum and Instructionwith a focus on science content is a 39 creditmaster’s program designed for elementary andmiddle school teachers. Teachers will earn thedegree of Master of Education (M.Ed.) in Curric-ulum and Instruction. Six courses in this pro-gram will be science content courses with empha-sis on process skills and hands-on activities. Theremaining seven courses constitute a set of require-ments for the degree that are designed specificallyfor those enrolled in the program incorporatingscience content topics and issues.





Curriculum and Instruction

35

ED 658 Seminar in Curriculum and InstructionET 605 Introduction to Educational Technology

Science Content (18 credits)

Elementary/Middle Level (select from thefollowing):

ED 700 Earth Science IED 702 Earth Science IIED 703 Life ScienceED 704 Physical Science IED 705 Physical Science IIED 706 Environmental Field StudyED 712 Science Teaching for 2061

Educational Technology Focus (39 credits)

The Master of Education (M.Ed.) in Curriculumand Instruction with a focus on EducationalTechnology prepares individuals to take leader-ship roles on school and district levels in the useof technology to enhance traditional instructionand to find ways that technology can enable schoolchange. It blends a hands-on approach to tech-nology with educational foundations in curricu-lum, learning theory, and educational research.





Curriculum and InstructionED 658 Seminar in Curriculum and InstructionED 676 Theory and Research on Teaching

Technology Core (18 credits)

Choose six of the following:

ET 605 Introduction to Educational TechnologyET 610 Curricular Applications of TechnologyET 620 Multimedia Designs in the ClassroomET 630 Telecommunications in the ClassroomET 631 Distance Education

ET 640 Adaptive/Assistive Technology forEducation

ET 680 The Role of the Technology SpecialistET 681 Technology and School ChangeET 690 Educational Technology Seminar

Curriculum Studies (9 credits)

ED 650 Curriculum Theories and PracticesED 651 Evaluation and Assessment of

Curriculum and Instruction

One of the following: (3 credits)

ED 647 Curriculum Policy StudiesED 648 Field Study in CurriculumED 652 Curriculum NetworkingED 658 Seminar in Curriculum and InstructionED 659 Curriculum InternshipED 676 Theory and Research on Teaching


Education (CASE)




Students must meet with an adviser prior to begin-ning the CASE.

FOUNDATIONS OF EDUCATION

Provides an opportunity for in-depth study of thedevelopment of pedagogical thought in philoso-phical and historical perspective. It also examinesother fundamental aspects of education (economic,sociological, anthropological, evaluative, political).

Students concentrating in the area of founda-tions will generally select their courses from thoselisted here, and electives from courses in otherareas in consultation with their advisers. Thesecourses may be chosen from any of the other con-

36 Education

centrations offered in the Loyola graduate pro-gram in education, guidance, and psychology.

Programs:


Master of Education (M.Ed.) – 33 credits

Required Core:

ED 600 Foundations of Research in EducationED 601 Philosophy and EducationED 614 People, Ideas, and Movements in

Education: AntiquityED 615 People, Ideas, and Movements in

Education: Middle AgesED 616 People, Ideas, and Movements in

Education: Renaissance and ScientificRevolution

ED 617 People, Ideas, and Movements inEducation: Modern Period

ED 619 Thesis Seminar(required for M.A. only)

ED 621 Learning TheoryED 676 Theory and Research on Teaching

EDUCATIONAL TECHNOLOGY

Programs:


Master of Education (M.Ed.) – 36 credits

Technology is playing an increasing role in ourschools. Schools and districts are spending mil-lions of dollars on technology, and leadership isneeded to ensure that this investment is used tobenefit education. Technology leaders must bemasters of the change process as well as experts inthe technology. The program integrates hands-on applications of educational technology withpractical and theoretical perspectives of change,school reform, staff development, and ethicalconsiderations of technology in the schools.Methods of infusing technology into the teach-ing and learning process will be modeled through-out the program.

This program is geared toward those wishing tobecome technology specialists or technology leaderson the school, district and national levels.



ED 600 Foundations of Research in EducationED 608 Educational InnovationsAD 662 Supervision and Staff Development

Technology Core (24 credits)

Choose eight of the following:

ET 605 Introduction to Educational TechnologyET 610 Curricular Applications of TechnologyET 620 Multimedia Designs in the ClassroomET 630 Telecommunications in the ClassroomET 631 Distance EducationET 640 Adaptive/Assistive Technology for

EducationET 680 The Role of the Technology SpecialistET 681 Technology and School ChangeET 690 Educational Technology Seminar

Required Internship (3 credits)

ET 691 Educational Technology Internship

Master of Arts (M.A.)

Departmental Core (9 credits)Technology Core (24 credits)ET 699 Thesis Seminar (6 credits)

Computer Studies

Computer Studies is nine credits in courseworkthat may be earned in conjunction with a non-technology degree or as a non-matriculating stu-dent. It is designed to help individuals make useof computer technology in the educational process.Students earn a certificate of completion by takingthree technology classes from the Technology Core(see the above master’s programs). Students receivethe Computer Studies Certificate upon completionof the coursework and submission of an applicationfor the certificate to the Education Department.

37

SCHOOL COUNSELING

Programs:



Prepares students for careers as professionalcounselors who work in elementary and/or sec-ondary school settings. Throughout the courseof study, students have the opportunity to devel-op a sound theoretical foundation and acquireeffective techniques for counseling school-agedyouth. The program is accredited by the Councilfor the Accreditation of Counseling and RelatedEducational Programs (CACREP) as well as theMaryland State Department of Education. Uponsuccessful completion of the program, studentsreceive state certification as a school counselor.In addition to schools, various public and privateagencies outside of the educational field are inter-ested in obtaining the services of counselors.

The course of instruction involves the successfulcompletion of 48 credits of study on the graduatelevel , including a practicum of 100 hours and aninternship of 600 hours. The 600-hour internshipmaybe completed in one semester (GC 728), twosemesters (GC 722, GC 723) or in four semesters(GC 730, GC 731). Students who wish to completethe 600 hours in one semester must obtain approvalfrom their practicum instructor and the directorof the school counseling program.

ED 600 Foundations of Research in EducationED 606 Educational Testing and MeasurementGC 700 Introduction to School CounselingGC 701 Techniques of Educational CounselingGC 703 Lifestyle and Career Development and

Decision MakingGC 704 Theories of CounselingGC 706 Group Counseling in SchoolsGC 708 Cross Cultural CounselingGC 712 Human Development Through the

Life SpanGC 791 School Counseling PracticumGC 792 Professional Issues and Ethics in

CounselingInternship (600 hours)Electives (9 credits)

Students must take a minimum of nine credits incounseling. All electives must be approved by theadviser.


Education (CASE)

Provides advanced graduate work beyond themaster’s degree in an organized, 30-credit pro-gram leading to a Certificate of Advanced Studyin Education. Requirements are:

• A minimum of twelve hours of coursework incounseling (general).

• Twelve hours of coursework in specialized areassuch as career counseling, counseling supervision,transcultural counseling, family counseling, sub-stances, and psychoeducational assessment.

• Six hours of elective coursework in any area.Internships may be suggested.

Special arrangement for course selection will bemade in conjunction with a student’s adviser.

MONTESSORI EDUCATION

Programs:



Purpose and Scope

The goal of the graduate program in MontessoriEducation is to guide adults as they prepare forthe work and the responsibility of helping eachchild to develop the fullness of his or her poten-tial. The program provides students with oppor-tunities to develop an understanding of a child’sstages of development and the different condi-tions and strategies necessary to support develop-ment at each stage.

The Washington Montessori Institute (WMI) atLoyola College in Maryland offers students thechoice of specialized graduate study in Montes-sori Education at either the primary level (ages3–6) or elementary level (ages 6–12). Graduatesreceive both the internationally recognized Asso-

38 Education

ciation Montessori Internationale (AMI) diplomaand the Master of Education (M.Ed.). The programis offered in an academic year or summer format(over three or four consecutive summers, 2000–2003, primary only).

Students may qualify for Maryland State teacher’scertification in early childhood or elementaryeducation. Requirements include coursework incontent areas (based on analysis of undergradu-ate transcript); additional hours of student teach-ing/practicum; and satisfactory scores on theNational Teacher’s Exam.

A master’s degree in Montessori Education doesnot lead directly to state certification. Studentsmust submit official transcripts and course descrip-tions directly to their respective State Departmentsof Education to determine if courses satisfy specificcertification requirements.

Admission

Students seeking admission to the degree programin Montessori Education must meet departmentaladmission criteria. In addition, demonstrated pro-fessional competence and/or academic ability asevidenced by letters of recommendation is required.A personal interview may also be requested. Theprogram admits full-time students only. Priorityconsideration is given to applications receivedbefore May 15.

Prerequisite Course

Candidates for the Montessori Elementary Pro-gram must either have an AMI primary diplomaor must successfully complete the prerequisitecourse. The prerequisite course (MO 599) is notpart of the credit hour requirements of the M.Ed.and requires an additional fee.

Refund Policy

prior to first class meeting 100%during first week of classes 50%


Course of Study

The M.Ed. in Montessori Education consists of36 graduate credits plus oral comprehensive exami-nations. The coursework is divided into two parts.The Montessori courses comprise the require-ments for the AMI diploma. These courses total27 credit hours and are listed in the catalogue withthe course key MO. The Education Core coursesare designed to broaden the student’s knowledgeof research and trends in the field of education.These courses total nine credit hours and arelisted with the ED or RS course key.

Montessori Course (AMI)

During the first two semesters, students are fullyengaged in Montessori study, as they complete allAMI requirements. Although the Montessoricourses are listed as discrete courses for purposesof registration, the actual program during thesetwo semesters is presented as an integrated pro-gram of child development, methodology, prac-tice, observation, and practice teaching.

At the end of these two semesters, if the AMI writtenexaminations are passed and all requirements todate have been completed, grades for 27 gradu-ate credits (MO designation) are posted on thestudent’s Loyola transcript. In addition, if oral com-prehensive examinations are successfully com-pleted, the AMI diploma is awarded.

Education Core Courses

The three core courses are offered in a specialintensive summer session and students must com-plete two independent study papers as part ofAdvanced Study in Education (ED 625). Stu-dents have the option of taking the three Edu-cation core courses in any combination duringthe regular course schedule. All core courses mustbe completed within four semesters followingcompletion of the Montessori courses.

M.Ed., Montessori Infant Education (Birth–Age 3)(available only with off-site AMI Institute)

ED 600 Foundations of Educational ResearchED 625 Advanced Studies in EducationMO 637 Psychology and Philosophy of the

Montessori Method

39

MO 638 Child Growth and Development IMO 639 Child Growth and Development IIMO 640 Creating Healthy, Safe Environments

for InfantsMO 641 Creating Healthy, Safe Environments

for ToddlersMO 642 Developmentally Appropriate Practices

for InfantsMO 643 Developmentally Appropriate Practices

for ToddlersMO 644 Working with Parents and Families of

Young ChildrenMO 645 Montessori Observation and PracticumRS 769 Teaching Students with Special Needs

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

M.Ed., Montessori Primary Education (Ages 3–6)

ED 600 Foundations of Research in EducationED 625 Advanced Study in EducationMO 628 PracticumMO 630 Human Relations and Self Awareness

Among Young ChildrenMO 631 Language Arts/Reading Curriculum

and InstructionMO 632 Mathematics and Science Curriculum

and InstructionMO 633 Creative Activities (Music, Art,

Movement, and Drama)MO 634 Foundations of the Montessori MethodMO 635 Perceptual-Motor DevelopmentMO 636 Teaching Strategies and Social

DevelopmentRS 769 Teaching Students with Special Needs

(Focus: Grades K–8)

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

ED 600 Foundations of Research in EducationED 625 Advanced Study in EducationMO 646 Foundations of the Montessori MethodMO 647 Montessori Classroom MethodsMO 648 Laboratory: Using Montessori MaterialsMO 649 Language Curriculum and Instruction

for the Elementary YearsMO 650 Art Curriculum and Instruction for the

Elementary YearsMO 651 Mathematics Curriculum and

Instruction for the Elementary Years

MO 652 Physical and Biological ScienceCurriculum and Instruction for theElementary Years

MO 653 Social Studies Curriculum andInstruction for the Elementary Years

MO 654 Music/Movement Curriculum andInstruction for the Elementary Years

MO 655 PracticumRS 769 Teaching Students with Special Needs

(Focus: Grades K–8)


Education (CASE)

Advanced graduate work beyond the master’sdegree may be pursued in either Montessori Pri-mary Education or Montessori Elementary Edu-cation. The 30-credit program leads to a Certifi-cate of Advanced Study in Education (CASE).Requirements are:

• 27 credit hours of coursework in the Montessoriconcentration;

• 3 credit hours developing an independentresearch project; and

• Comprehensive examinations.

READING

Programs:

Master of Education in Reading, ReadingTeacher Development (M.Ed.) – 33 credits

Master of Education in Reading, ReadingSpecialist (M.Ed.) – 36 credits

Certificate of Advanced Study in Education(CASE) – 30 credits beyond master’s degree

Provides students with a keen understanding ofreading and/or language arts and specific strate-gies directly applicable to the classroom and/orclinic situation. The program is broad-based, bothdevelopmental and clinical in its orientation. Stu-dents become familiar with teaching and assess-ment strategies suitable for students rangingfrom the highly able to the severely disabled.

The Master of Education in Reading with a con-centration in Reading Teacher Development orReading Specialist consists of 33 or 36 graduatecredits, depending upon the curriculum. TheCertificate of Advanced Study in Education con-

40 Education

sists of a planned program of 30 graduate creditsbeyond the master’s degree.

The program is designed to meet the various needsand background of teachers and administrators.Students can enroll in courses related to readingprograms at the elementary or secondary levels.

Individuals seeking certification in teaching maydo so within the framework of this program inclose consultation with an adviser. A personalizedand strong advising system provided by full-timefaculty allows students continuous access to con-sultation at all stages of their program. (See TeacherEducation section.)

M.Ed., Reading Teacher

Development (33 credits)

Designed for the certified teacher who wishes tobecome more proficient in developmental read-ing instruction at the elementary and secondarylevels. Students completing this course of studymay be eligible for State certification as a readingteacher. Typical programs are as follows:

Reading Teacher Focus

Meets course requirements for Maryland Certifi-cation as a reading teacher.

Department Requirement (3 credits)

ED 600 Foundations of Research in Education

Program Requirements (21 credits)

RS 510 Foundations of Reading InstructionRS 718 Interdisciplinary Classroom

Techniques for Reading and Writing(Focus: Grades 5–9) or

RS 731 Classroom Techniques in ReadingRS 736 Classroom Techniques in Written

ExpressionRS 737 Diagnosis of Reading Disorders for

Students with Special NeedsRS 738 Remedial Reading and Writing

Techniques for Students withSpecial Needs

RS 744 Reading, Writing, and Study Skills inthe Content Area

RS 759 Current Issues in Reading andLanguage Arts


Language Arts Focus

Designed for the teacher who wishes to becomemore proficient in the language arts.



Program Requirements (21 credits)

RS 510 Foundations of Reading InstructionRS 718 Interdisciplinary Classroom

Techniques for Reading and Writing(Focus: Grades 5–9) or

RS 731 Classroom Techniques in ReadingRS 722 The Use of Literature in the

Language Arts ProgramRS 723 Language DevelopmentRS 724 Classroom Techniques in

Language ArtsRS 736 Classroom Techniques in Written

ExpressionRS 759 Current Issues in Reading and

Language Arts


M.Ed., Reading Specialist (36 credits)

Designed for the certified teacher who wishes toconcentrate in the area of reading remediation.The student completing this program satisfiescourse requirements for state certification as areading specialist. A typical program is as follows:



Elementary/Secondary (K–12) (30 credits)

RS 510 Foundations of Reading InstructionRS 720 Human Growth and Development orRS 723 Language Development

41

RS 731 Classroom Techniques in ReadingRS 737 Diagnosis of Reading Disorders for

Students with Special NeedsRS 738 Remedial Reading and Writing

Techniques for Students withSpecial Needs

RS 739 Advanced Diagnosis of Reading andLearning Disorders for Students withSpecial Needs

RS 740 Role of the Reading SpecialistRS 744 Reading, Writing and Study Skills in

the Content AreaRS 757 Practicum for Students with

Special NeedsRS 759 Current Issues in Reading and

Language Arts

Reading, Speech, or Special Education Elective (3 credits)


Education (CASE)





SPECIAL EDUCATION

Programs:

Master of Education in Special Education (M.Ed.),Early Childhood Special Education (Birth toAge 5) – 36 credits and prerequisites (as needed)

Master of Education in Special Education (M.Ed.),Elementary/Middle (Grades 1–8) – 39 creditsand prerequisites (as needed)

Master of Education in Special Education (M.Ed.),Secondary (Grades 6–12) – 39 credits andprerequisites (as needed)

Certificate of Advanced Study in Education (CASE)– 30 credits beyond master’s degree

The M.Ed. in Special Education can be used tomeet requirements for initial certification in specialeducation at three different age/grade levels andis also appropriate for teachers seeking advancedprofessional development. These special educationgraduate programs prepare both beginning andadvanced professionals with full qualifications toprovide effective services to students with disabilitiesand to take leadership roles in the field of specialeducation. The programs emphasize legal issues,service delivery, classroom techniques, and theadvanced professional skills necessary to promotethe provision of quality services to students withspecial needs.

Students from a variety of academic backgroundsand careers are eligible to apply to the graduateprograms in special education. Students do notneed to complete the prerequisite requirementsbefore applying and being accepted into themaster’s programs. Once accepted, each studentwill meet with an academic adviser to develop anindividualized program plan of prerequisite andprogram courses and experiences.

Students may demonstrate completion of pre-requisite coursework at the undergraduate or grad-uate level. In addition, students may completeschool-based experiences or demonstrate evidenceof these experiences through teaching, volunteer-ing, or serving in other capacities in regular andspecial education school programs. Students mustdemonstrate appropriate computer skills includ-ing word processing, Internet usage, and databasesearching. These skills may be assessed throughpersonal interview, hands-on demonstration, orproduct illustration.

Students who have not completed the requiredcoursework or mastered all of the prerequisiteskills may be accepted into the program but willneed to take the appropriate courses (or com-plete the appropriate experiences) before begin-ning program coursework. A non-credit computerworkshop on uses of the Internet and databasesearching may be provided for students.

42 Education

M.Ed., Early Childhood Special

Education

This program leads to a master’s degree and eligi-bility for Maryland State Department of Educa-tion certification through credit count. This pro-gram focuses on infant, toddlers, and youngchildren from birth to age 5.

Prerequisite Courses are intended to provide keyfoundational coursework and early childhood expe-riences for all students, particularly those who arenot currently certified in an area of education. Ifneeded, prerequisite courses may be taken at thegraduate or undergraduate level. Observation andparticipation, if required, may be completed througha variety of school-based, daycare, and early inter-vention experiences. These courses do not countas credits completed toward the degree requirements.

ED 636 Pre-Primary and Primary CurriculumRS 510 Foundations of Reading InstructionRS 793 Diagnostic Teaching and Curriculum

for Exceptional Students(Focus: Grades K–8)

Observation and Participation in EarlyChildhood Special Education

Observation and Participation in GeneralPreschool Education

Technology Usage for Research and Writing

Program Courses

ED 600 Foundations of Research in EducationED 606 Educational Testing and MeasurementRS 720 Human Growth and DevelopmentRS 751 Orientation to Early Childhood

Special EducationRS 752 Curriculum for Young Children with

Special Needs at the Infant-PreschoolLevel

RS 753 Assessment of Young Children withSpecial Needs at the Infant-PreschoolLevel

RS 754 Parent-Professional Partnerships(Focus: Birth to Age 5)

RS 780 Practicum for Students with SpecialNeeds (Infant/Toddler)*

RS 781 Practicum for Students with SpecialNeeds (Preschool)*

RS 786 Developmental and RemedialStrategies for Reading andMathematics (Elementary/Middle)

RS 823 Strategies for CommunicationDevelopment (Focus: Birth to Age 5)

RS 879 Seminar in Special Education

* Practicum placements involve intensive expe-riences and teaching in schools or other pro-grams serving young children. These place-ments require extended daytime availability.

M.Ed., Elementary/Middle (Grades 1–8)

M.Ed., Secondary (Grades 6–12)

This program leads to a master’s degree as well aseligibility for Maryland certification in specialeducation from the Maryland Approved LicensureProgram using recognized state or national stan-dards. Certification may be obtained to teach stu-dents grades 1–8 (Elementary/Middle) or grades6–12 (Secondary).

At the Elementary/Middle and Secondary levels,the program focuses on students with high inci-dence disabilities including language or learningdisabilities, emotional/behavioral disorders, andmild mental retardation. Differentiation of con-tent area courses, age-specific course projects, andgrade-appropriate practicum placements allowfor specialization at the appropriate age/grade level.

Prerequisite Courses are intended to provide keyfoundational coursework and school experiencesfor all students, particularly those who are not cur-rently certified in an area of education. Prerequi-site courses may be taken at the graduate or under-graduate level. Observation and participation maybe met through a variety of classroom experiences.These courses do not count as credits completedtoward the degree requirements.

RS 510 Foundations of Reading InstructionRS 720 Human Growth and DevelopmentRS 761 Introduction to Special EducationObservation and Participation in

Special EducationObservation and Participation in

General EducationTechnology Usage for Research and Writing

43

Program Courses

The following are required program courses tobe completed in three phases.

Phase I

ED 600 Foundations of Research in EducationRS 906 Developmental, Remedial, and

Corrective ReadingRS 907 Developmental, Remedial, and

Corrective MathematicsRS 908 Comprehensive Language

Development: Methods and Resourcesfor Teaching Students with Special Needs

RS 909 Science and Social Studies: Content,Methods, and Modifications forStudents with Mild and ModerateDisabilities or

RS 910 Characteristics of Students with Mildand Moderate Disabilities

RS 917 Instruction in Secondary ContentAreas for Students with Mild andModerate Disabilities

Phase II

RS 911 Assessment, Diagnosis, and Evaluationof Learning and Behavior Problems

RS 912 Instructional Planning, Adaptations,and Learning Strategies for Studentswith Special Needs

RS 913 Comprehensive ClassroomManagement for Teachers of Studentswith Special Needs

RS 914 Communication, Collaboration, andConsultation with Parents andProfessionals Serving Students withDisabilities

RS 915 Diagnosis and Intervention in ReadingDisorders or

RS 916 Promoting Successful Transitions toPostsecondary Settings for Studentswith Mild and Moderate Disabilities

Phase III

RS 918 Practicum I: Teaching Students withSpecial Needs*/**

RS 919 Practicum II: Teaching Students withSpecial Needs*/**

* Persons already certified in special educationat the appropriate age/grade level may substi-tute elective courses for the two practicumexperiences.

** Practicum placements involve intensive experi-ences and teaching in schools or other programsserving young children. These placementsrequire extended daytime availability.


Education (CASE)





TEACHER EDUCATION

Programs:

Certification in Elementary EducationCertification in Secondary EducationMaster of Education in Curriculum and

Instruction (M.Ed.)Master of Education in Reading (M.Ed.)

Provides study and experience for the profes-sional seeking a career in education. The programaims to advance the study of education as a distinct,unique academic discipline. Completion of thisprogram and satisfactory scores on the Praxis Iand II will lead to state certification. Further studymay also lead to a Master of Education in Cur-riculum and Instruction or Reading.

Students must meet with an adviser to have theirtranscripts reviewed and determine courseworkfor certification in one of the following areas:Elementary Education (Grades 1–8), SecondaryEducation (Grades 7–12).

44 Education

All students must take Foundations of Researchin Education (ED 600). Remaining courseworkin content areas and methods differs accordingto the area of certification. An internship consist-ing of field experience and student teachingconcludes the certification coursework. Intern-ships are completed in a professional develop-ment school.

In collaboration with the prospective teacher andlocal school system, the College will assess thequalifications of persons studying to be teachers.Students keep portfolios that include: course-work transcripts, special course projects, fieldexperience logs, letters of recommendation, andlesson plan samples from student teaching.

Elementary Education Certification

ED 621 Learning TheoryED 631 Classroom Techniques of ArithmeticED 662 Assessment for the Classroom: Models,

Techniques, and ProceduresED 796 Methods of Teaching Language ArtsRS 720 Human Growth and DevelopmentRS 761 Introduction to Special EducationRS 811 Foundations of Reading Instruction

(Focus: Grades 1–8)Internship

Note: Undergraduate content requirements mustbe met in English, math, science, and social studies.

Secondary Education Certification

ED 612 Secondary Methods of TeachingED 621 Learning TheoryED 662 Assessment for the Classroom: Models,

Techniques, and ProceduresRS 720 Human Growth and DevelopmentRS 761 Introduction to Special EducationRS 810 Foundations of Reading Instruction

(Focus: Grades 6–12)Methods of the Specific Content AreaInternship

Note: Undergraduate content requirementsvary depending on the area of certification. Gen-erally, 27–30 credits are required in the area ofcertification.

Internship

An internship consisting of two phases concludesthe certification Coursework and is completed ina Professional Development School.

Phase I 50 hours of Field ExperiencePhase I SeminarPhase II Student TeachingPhase II Seminar

Students wishing to complete a master’s degreein Curriculum and Instruction or Reading shouldsee their adviser for specific course requirements.

COURSE DESCRIPTIONS

Administration and Supervision

AD 660 Advanced Study in Administration (3–6.00 cr.)Prerequisite: Written permission of the adviser or chair is required.Students must meet with their advisers and write a proposal inadvance. Individual projects geared to specific needsor interests of students. Specific requirements relatedto each independent study will be approved on an indi-vidual basis.

AD 662 Supervision and Staff Development (3.00 cr.)Examines the impact of the school reform movementon the principles and practices of supervision and staffdevelopment. Special attention paid to the role of thecontemporary supervisor and principal, as well as thestudy of supervision as a process to stimulate profes-sional growth/development.

AD 668 The Law, the Courts, and the School (3.00 cr.)Reviews statutory requirements and case decisions todetermine the legal responsibilities of teachers, coun-selors, and administrators in day-to-day school man-agement. Special attention given to non-discrimina-tory hiring procedures; dismissal for cause; tort liabil-ity in the classroom, special teaching situations, andon field trips. Considers the confidentiality of schoolrecords, freedom of speech for students/teachers, andmalpractice in education.

AD 669 Constitutional Law and the Schools (3.00 cr.)Explores a variety of U.S. Supreme Court decisions todetermine their impact on the management of publicschools and school districts. Topics include such piv-otal constitutional issues as: freedom of speech; free-dom of religious expression; sex, race, and age dis-

45

crimination; curriculum issues; governmental controlof education; and school discipline.

AD 670 The Law, the Courts, andPrivate Schools (3.00 cr.)

Introduces teachers, administrators, counselors, andother professional personnel to the impact of courtdecisions and statutory requirements upon the opera-tion of the private school. Examines issues such as thelegal status of the independent schools, hiring anddismissal procedures, due process, negligence, and thehandling of records.

AD 672 Ethics and Management in Education (3.00 cr.)An analysis of current observations on ethics to themanagement and the decision-making process in edu-cation. Explores the nature of ethical responsibility toindividuals and the community by the practicing schooladministrator. The purpose is not to impose an ethicalsystem, but to examine the implications of the ethicaldimension in managerial relationship.

AD 674 Human Relations inSchool Management (3.00 cr.)

Grounded in recent research and development ofsound relationships in an organizational setting. Exam-ines human relations from philosophical, psychological,and sociological perspectives. Includes communication,uncovering and resolving conflicts, parent involve-ment, group dynamics, and balancing stress in personaland organizational life. Thoroughly examines and dis-cusses the issues of racism, sexism, and classism.

AD 676 Fiscal Planning and Budgeting in thePrivate School (3.00 cr.)

Meets the needs of administrators, fiscal officers,school managers, and board members of independ-ent and private schools. Focuses on management andplanning techniques in relation to contemporary pro-cedures for developing, allocating, and projecting fis-cal resources. Basic budgeting and accounting pro-cedures are reviewed and clarified.

AD 677 Organization and Administration ofPrivate Schools (3.00 cr.)

Acquaints private school administrators with fundamen-tal concepts of policy making, basic models of organi-zation, trusteeship and boards of control, delegation ofauthority, leadership styles, and personnel management.A special attempt is made to meet the needs of studentsinvolved in a wide spectrum of organizational situations.

AD 679 Administering the Special EducationProgram (3.00 cr.)

An overview of the administrative requirements underthe federal and state laws governing special education.Specific emphasis placed on the role of the individualprincipal.

AD 680 Leadership Seminar (2–3.00 cr.)An introduction to the Administration and Supervi-sion Program. Identifies strengths and weaknesses ofthe student as related to the thinking and research ofacademics and the state of the art practiced by admin-istrators and supervisors. A relationship between con-cepts presented in the seminar course and conceptspresented in the internship program will be reviewed.

AD 681 Organization Development (3.00 cr.)A critical examination of contemporary models fordesigning, developing, and managing complex socialorganizations. Particular attention placed on organi-zation structure, interaction with the environment of theorganization, organizational climate, intra- and inter-organization dynamics, organizational life-cycle patterns.Discusses implications for school-based management.

AD 682 Technology for School Improvement (3.00 cr.)Examines effective curricular-based and administrativeuses of technology in the K–12 environment throughmany application-based assignments and computerperipherals. Practices desktop publishing, multimediaslideshows, simple programming, and Internet websitedevelopment, focusing on the applicability to today’seducational administrator. Inspects national, state, andlocal technology plans comparing them to individualschools, both public and private, deriving the criticalcomponents of effective technology implementation.Explores the major issues regarding technology intoday’s schools.

AD 683 Leadership: Theories and Practices (3–4.00 cr.)Examines leadership within an historical and concep-tual framework. Focuses on the implications of leader-ship research and theory for school administration.Presents theories such as social systems, formal orga-nizations, bureaucracy, compliance, game, and generalsystems. Discusses concepts like role, power, iteration,synergy, homeostasis, and heuristic. Students analyzeand solve problems in case studies by applying leadershiptheories learned.

46 Education

AD 684 Resource Management (1–3.00 cr.)Major issues involved in managing school resourcesincluding budget and finance, school facilities, fundaccounting, school-based management, guidance pro-grams, and community resources. Considers federal,state, and local funding and governance aspects relatedto these resources. Other topics based on student needs.

AD 685 Simulated Experiences in SchoolSupervision and Management (3.00 cr.)

Provides students with an opportunity to apply theirtheoretical knowledge and to observe and evaluateadministrative behavior patterns in a real situation.Students use the knowledge and skills resulting fromcourse work and simulation experiences as criteria forevaluating administrative performances.

AD 686 School Assessment: Issues and Skills (3.00 cr.)Emphasizes examination of the assessment processand its contribution to school improvement and stu-dent achievement. Studies /discusses Criterion Refer-ence Testing, Norm-Reference Tests, the MarylandSchool Performance Program, and alternative assess-ment practices. Encourages students to analyze andevaluate various assessment instruments/proceduresand their impact on student success. Includes the roleof the school leader in program implementation.

AD 687 Internship in Administration andSupervision (3–6.00 cr.)

Prerequisite: At least 30 credits should be completed. The pur-pose of internships is twofold: (1) to provide an oppor-tunity for students to apply and to develop their concep-tual knowledge of educational administration/super-vision in the field under the guidance of an experiencedadministrator/supervisor, and (2) to provide an opportu-nity to assess and evaluate the performance of graduatestudents in a real administrative/supervisory situation.In addition to hands-on leadership experience, internsare asked to reflect on the total picture or gestalt ofadministrative behavior. Furthermore, interns areassisted in learning how to make a systematic appraisal ofhow the building-level (or central office) administra-tor functions in leading an organization. A portfolioof achievement is developed.

AD 688 Advanced Instructional Strategies (3.00 cr.)Participants explore the best of what researchers andtheorists know about learning, thinking, and brainresearch. Using the Dimensions of Learning frame-work, students plan and demonstrate instruction thattakes into account all five of the following critical aspects

of learning: Dimension, Attitudes and PerceptionsDimension, Acquire and Integrate Knowledge Dimen-sion, Extend and Refine Knowledge Dimension, andHabits of Mind.

AD 690 Field Study in School Management (3.00 cr.)Under the guidance of a Department of Educationstaff member, students examine, analyze, and assessadministrative behavior patterns in a real situation.Students use knowledge and skills resulting from course-work and simulation experiences as criteria for evalu-ating administrative performances.

AD 691 Field Study in School Supervision (3.00 cr.)Under the guidance of a departmental staff member,students examine, analyze, and assess a problem relat-ing to the supervision of instruction. Observes andevaluates supervisory behavior in a real situation. Stu-dents use knowledge/skills resulting from courseworkand simulation experiences as criteria for evaluatingsupervisory performances.

AD 775 Seminars on Catholic SchoolEducation (3.00 cr.)

Provides participants with an opportunity to identifyand examine problems and issues related to CatholicSchools and leadership through readings, discussions,case studies, and presentations.

AD 776 Theory and Research on Teaching (3.00 cr.)Introduces students to recent developments in thefield of research on teaching. Students become famil-iar with the prevailing paradigms and modes of research,as well as areas and topics of contemporary and his-torical concern relative to theory, research, and prac-tice as they pertain to teaching and learning. Assign-ments include papers, exams, in-class discussions, anda significant amount of outside reading.

AD 778 Advanced Leadership Institute (3.00 cr.)Examines issues of relevance and importance to lead-ership: school restructuring, ethics, technology, com-munity involvement, and professional developmentschools.

Education

ED 600 Foundations of Research in Education (3.00 cr.)Examines various approaches to research in educa-tion, including historical/experimental methods, thesurvey, case study, and philosophical inquiry. Focuseson quantitative and qualitative methodology. Encour-

47

ages students to develop a basis for evaluating andunderstanding research in the field and to familiarizethemselves with the literature in their chosen areas ofconcentration. Acquisition of state-of-the-art informa-tion searching and accessing strategies is an integralpart of the course objectives.

ED 601 Philosophy and Education (3.00 cr.)Philosophy of education for educators at all levels,with special emphasis on the ethical dimensions ofeducational practice with regard to school governance,teaching, counseling, curriculum decisions, and mattersof discipline. Participants engage in discussion of fun-damental problems as they apply to their specificareas of professional activity in the field of education.Readings from current ethical and broader philo-sophical discourse are selected for analysis and oral/written discussion.

ED 602 Methods of Teaching Science(Secondary Level) (3.00 cr.)

Presents the general theory of education as applied tothe specific subject area. Introduces current researchand teaching methods related to respective discipline.

ED 603 Methods of Teaching English(Secondary Level) (3.00 cr.)


ED 604 Methods of Teaching Foreign Language(Secondary Level) (3.00 cr.)


ED 605 Methods of Teaching Social Studies(Secondary Level) (3.00 cr.)


ED 606 Educational Testing and Measurement (3.00 cr.)Surveys and discusses the major concepts involved ineducational testing and measurement. Exposes stu-dents to a variety of educational and psychologicaltests. Emphasis on those aspects important to the edu-cator as a consumer of testing information.

ED 607 Methods of Teaching Mathematics(Secondary Level) (3.00 cr.)

Presents the general theory of education as appliedmathematics. Introduces current research and teach-ing methods related to respective discipline.

ED 608 Educational Innovations (3.00 cr.)Examines innovation in schools, including the philo-sophical and psychological assumptions that underlinedepartures from traditional schooling. Provides anhistorical perspective to understand how current andfuture innovations can impact the educational process.

ED 610 Methods of Teaching Religion(Secondary Level) (3.00 cr.)

Presents the general theory of education as applied toreligion. Introduces current research and teachingmethods related to respective discipline.

ED 612 Secondary Methods of Teaching (3.00 cr.)Introduces students to the general concepts requiredfor teaching at the secondary level. Includes objectives ofsecondary education, classroom management, indi-vidual differences, unit and lesson planning, instruc-tional techniques, and assessment.

ED 613 Methods of Teaching Business(Secondary Level) (3.00 cr.)

Presents the general theory of education as applied tobusiness education. Introduces current research andteaching methods related to the respective discipline.

ED 614 People, Ideas, and Movements inEducation: Antiquity (3.00 cr.)

One of four seminars tracing the development of edu-cational thought and practices from historical andphilosophical perspectives. Emphasis on such booksas Plato’s Republic, Augustine’s The Teacher, Bacon’sAdvancement of Learning, Whitehead’s Science and theModern World, and Dewey’s Democracy and Education.Each of the four semesters focuses on a specific period.

ED 615 People, Ideas, and Movements inEducation: Middle Ages (3.00 cr.)


48 Education

ED 616 People, Ideas, and Movements in Education:Renaissance and Scientific Revolution (3.00 cr.)


ED 617 People, Ideas, and Movements inEducation: Modern Period (3.00 cr.)


ED 619 Thesis Seminar (6.00 cr.)Students planning to propose a thesis topic enrollwith their adviser’s consent. Informal meetings, sched-uled at the convenience of participants and advisers,provide an opportunity for critical discussion of plannedresearch. Participants receive credit upon successful comple-tion of their thesis. Required for M.A. only.

ED 620 Principles of Early ChildhoodEducation (3.00 cr.)

An introduction to early childhood education involv-ing the study of the needs and development of youngchildren. A study of the history of early childhoodeducation, the curriculum and environment, currenttrends, atypical children, behavioral problems, adultroles and relationships, and home-school-communityrelations.

ED 621 Learning Theory (3.00 cr.)An examination of the various interpretations of thelearning process. Includes historical perspectives butfocuses on current research and developments in thefield. Emphasis on assisting educators in deciding oninstructional strategies.

ED 622 Excellence in Science Education (3.00 cr.)Offers participants an opportunity to integrate sci-ence content with research methodology and teach-ing strategies. Students engage in research within groups.Relevant scientific theory is studied. Research topicsvary from semester to semester and are taken fromcurrent developments in relevant disciplines.

ED 623 Independent Study in Education (3.00 cr.)Prerequisite: Written permission of the adviser and chair isrequired. Individual projects geared to specific needsor interests of students. Specific requirements relatedto each independent study will be approved on anindividual basis.

ED 624 Historical Perspectives onPrivate Education in America (3.00 cr.)

A study of the historical origins of private education,various beliefs and aims underlying private schooling,contemporary practices, and issues with a view offuture developments.

ED 625 Advanced Study in Education (3.00 cr.)Prerequisite: Written permission of the adviser or chair isrequired. Individual projects geared to specific needsor interests of students. Specific requirements relatedto each independent study will be approved on anindividual basis.

ED 628 Seminar in Adult Education (3.00 cr.)Provides participants with an opportunity to identify andexamine problems in adult education and to developto pursue an interest in a specific problem or problems inthe teaching of adults or the administration/supervisionof programs in the field of adult education.

ED 629 Social Studies: Passing on theCulture (3.00 cr.)

Designed to help students realize the excitement andresponsibility of passing on a diverse culture to childrenthrough the teaching of social studies. Practical ideasfor teaching the various components of social studies:history, geography, anthropology, economics, sociology,and psychology. Includes demonstrations on teachingcontent and critical thinking while maintaining highstudent interest.

ED 631 Classroom Techniques in Arithmetic (3.00 cr.)Teaching and assessment strategies in numeration,computational skills, measurement, geometry, andproblem solving. Discusses teacher constructed andcommercially prepared materials.

ED 632 Diagnosis of Arithmetic Disabilities (3.00 cr.)Emphasizes educational diagnosis and assessment inarithmetic, as well as the use and construction of infor-mal diagnostic arithmetic tests. The use of standardizedmeasures as supplementary procedures will be provided.

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ED 633 Improving Group Interaction inSchools (3.00 cr.)

Assists school personnel at all levels to gain a betterunderstanding of group interactions in educational set-tings. Emphasis on helping individuals understand howtheir daily observations about groups relate to grouptheory. Topics covered and competencies acquiredinclude: recognizing and responding to leadership styles,increasing decision-making skills, improving classroom/school climate, facilitating group communication, con-ducting meetings more effectively. Offers an opportunityfor small group interactions through which self knowl-edge can be increased, interpersonal interactions can beexplored, personal/professional experiences can beshared, and relevant research can be critically evaluated.

ED 635 Classroom Management Techniques (3.00 cr.)An introduction to a variety of management techniques.Topics include: time management, physical manage-ment, and the role of the parent and principal in class-room management. Presents behavior managementtechniques of instruction, reward, modeling, punish-ment, and contracting. Requires student participationand stresses application of the techniques discussed.

ED 636 Pre-Primary and Primary Curriculum (3.00 cr.)Examines the many factors considered in the prepara-tion of curriculum for young children. Explores cur-rent research on children’s physical, intellectual andpsychological development, and integration of contentareas. Develops practical writing guides, skill sheets,and activities.

ED 637 Instructional Strategies for the Gifted (3.00 cr.)Prerequisite: Written permission of the adviser is required. Areview of basic research, theories of learning, and instruc-tional models related to gifted education. Students havethe opportunity to develop and evaluate various modelssuitable for implementation within the classroom.

ED 638 Basic Counseling Skills for Teachers (3.00 cr.)Emphasizes the helping relationship, with focus onboth process and content. Content includes self con-cept, developmental concerns, and personality needs.Process involves communication skills that facilitateunderstanding, clarification and action. Values clarifi-cation, conflict resolution, and stress management areconsidered in terms of personal development, inter-personal relationships, and decision making. Teachersacquire facilitative communication skills for workingwith students, parents, and peers in group or one-on-one situations.

ED 640 Supervising Teacher: Helping theStudent Teacher (3.00 cr.)

Orientation and management of the student teacherin the classroom environment. Presents competenciesof preparing for the student teacher arrival, determin-ing roles and relationships, and developing a positiveinterpersonal relationship. Discusses basic concepts inobservation, conferencing, and evaluation.

ED 641 Computer Software for InstructionalPurposes (3.00 cr.)

Review and discussion of educational software com-monly available and used in Baltimore. Encouragesindividual expertise in any particular software.

ED 642 Computer Literacy for Educators (3.00 cr.)An introduction to the world of the computer forteachers and administrators. In addition to learningabout different computers, students review computerhardware and software along with their applicationsfor classroom use.

ED 644 Computer Programming-AuthoringLanguage (CAI) (3.00 cr.)

Advanced study of programming in BASIC and otherlanguages used in computer assisted instruction. Stu-dents learn to evaluate software/hardware and designcomputer “mini-lessons” relevant to the student’s teach-ing situation. Advanced topics include: computer organi-zation, operating systems, architecture, networking, andthe implications of research in educational computing.

ED 645 Advanced Seminar in Education:Educational Innovations in theTwentieth-Century (3.00 cr.)

A study of philosophical and psychological assump-tions that underline such departures from traditionalschooling as “The School Without Walls,” “Open Edu-cation,” and “The Free School”; Performance-BasedTeaching; etc.

ED 646 Curriculum Planning forPrivate Education (3.00 cr.)

A combination of theory and practice designed todevelop and enhance techniques for educators whoare involved in designing, implementing, and evaluat-ing programs of study within the private school set-ting. Includes examination of strategies for integra-tion of school philosophies and values, determininglearning modes and teaching methods toward maxi-mizing human potential, performing needs assess-ments, determining appropriate curriculum design,

50 Education

and conducting formative and summative evaluation.Emphasis on current efforts to improve studentachievement in such critical areas as literacy in com-munications media in a new era of high technology,science, mathematics, and foreign language acquisi-tion within the framework of individual schools.

ED 647 Curriculum Policy Studies (3.00 cr.)Examines how curriculum policy is generated, imple-mented, and its impact evaluated. Participants analyzethe content of selected local, national, and interna-tional curriculum policies influencing educationalpractice. Detailed study of policy documents in thevarious areas of instruction.

ED 648 Field Study in Curriculum (3.00 cr.)Participants design, analyze, examine, or assess someaspect of the curriculum process. Field study participantsdevelop specific projects in consultation with the instruc-tor. Offered on an individual basis or in groups under guidanceof an instructor in the department of education.

ED 649 Field Study in Classroom Teaching (3.00 cr.)Under the guidance of a Department of Educationstaff member, students conduct an independent proj-ect designed to facilitate a meaningful integration ofthe components of the graduate program. Serves as theculminating experience in the curriculum and instruc-tion program.

ED 650 Curriculum Theories and Practices (3.00 cr.)Focuses on methodologies and approaches for deter-mining the validity and usefulness of curriculum aims,the effectiveness of the curriculum decision-makingprocess, successful curriculum implementation, andother significant aspects of the curriculum. Specialattention paid to evaluation of various types of learn-ing goals such as behavioral objectives, performance-based curriculum outlines, and learner affectivity. Funda-mentals of curriculum placing needs, assessment, design,and evaluation receive attention. Studies the develop-ment of programs for special needs students. Theoret-ical foundations and practical projects for applicationin the field receive balanced treatment.

ED 651 Evaluation and Assessment ofCurriculum and Instruction (3.00 cr.)

Specialized study focusing on methodologies andapproaches for determining the validity and utility ofcurriculum aims, the effectiveness of the curriculumdecision-making process, successful implementation(e.g., instructional methodology and deployment of

personnel and material resources), and other signif-icant aspects of the curriculum. In addition, thiscourse emphasizes the instructional assessment proc-ess and its contribution to school improvement and tostudent achievement. Assessment topics include Crite-rion-Referenced Testing, Norm-Referenced Tests, theMaryland School Performance Assessment Program,and alternative assessment practices. Emphasizes boththeory and practice.

ED 652 Curriculum Networking (3.00 cr.)Centered around helping teachers and curriculumworkers acquire information and skills which helpidentify local, national, and international support sys-tems available to professionals in education. Indi-vidual and group activities are designed to create cur-riculum “networks” in the specific content areas of thecurriculum, making use of reports of presidentialcommissions, council reports, association meetingsand proceedings, periodic literature, and other mate-rials dealing with improving curriculum.

ED 653 Student Teaching (Secondary Level):Mathematics (6.00 cr.)

An opportunity for students to translate academic theoryinto practice. Students practice-teach for a minimum ofsix weeks under the supervision of a college supervisorand experienced classroom teacher.

ED 654 Student Teaching (Secondary Level):Science (6.00 cr.)


ED 655 Student Teaching (Secondary Level):English (6.00 cr.)


ED 656 Student Teaching (Secondary Level):Foreign Language (6.00 cr.)


51

ED 657 Student Teaching (Secondary Level):Social Studies (6.00 cr.)


ED 658 Seminar in Curriculum and Instruction (3.00 cr.)An in-depth introduction to a topic significant to con-temporary teaching and learning/curriculum andinstruction. It is aimed toward advanced students withat least some experience in educational research, theory,philosophy, and/or practice. Currently, it is requiredof all graduate students majoring in curriculum andinstruction. Assignments generally include independ-ent and group readings, class discussions, originalpapers, in-class presentations, and/or examinations.Topics vary by semester and instructor.

ED 659 Curriculum Internship (3–6.00 cr.)Prerequisite: Written permission of the adviser is required.Offered on an individual basis or in groups. Participantsmay earn graduate credit for experience on curricu-lum workshops conducted by various school systems,at the discretion of the College. At meetings with thedepartment coordinator, assigned readings in specificareas of curriculum are discussed to provide sometheory for the curriculum practice in which individualparticipants engage. Students interested in obtaininginternship credit may contact the adviser at any time.

ED 660 Curriculum Development in thePrivate School (3.00 cr.)

Examines special adaptations, theories, and practicesinvolving curriculum development in the private schoolsector. Guides students toward the professional assess-ment and continuing evaluation of their own curricu-lum development strategies in a variety of private schoolsituations.

ED 661 Teaching Thinking Across theCurriculum (3.00 cr.)

Designed for classroom teachers, administrators, andsupervisors. Emphasizes practical strategies for the devel-opment of thinking skills (K–12) through direct instruc-tion. Participants have on-going opportunities to developand apply these strategies to their specific curriculum.

ED 662 Assessment for the Classroom: Models,Techniques, and Procedures (3.00 cr.)

Explores effective models, techniques, and proceduresfor comprehensive classroom assessment. Participants

develop an understanding of interactive processes asways for students to construct meaning, be involved inproblem solving approaches, and apply higher levelthought processes. In designing instructional tasks forclassroom learning, participants examine the use ofstudent developed criteria and student constructedprojects as a focus for developing self-directed learners.

ED 663 Curriculum Direction for the Nineties (3.00 cr.)An assessment of curriculum responses to emergingsocial forces during the next decade. Emphasizes suchaspects as family patterns, technological life styles, urbanenvironmental problems, scientific discoveries, andpatterns of schooling and curriculum design.

ED 664 Methods of Teaching Art(Elementary Level) (2–4.00 cr.)

Prerequisite: Written permission of the adviser is required.Presents the general theory of education as applied tospecific subject area. Introduces current research andteaching methods related to the respective discipline.

ED 666 Language Development (3.00 cr.)Surveys language development from infancy throughhigh school. Emphasizes developmental theory, lan-guage skills required for school success, and patternsof delayed or deviant development. Same course as RS 723.

ED 667 Ethical Issues in Teaching (3.00 cr.)Examines the sensitive questions involved in teachingmoral roles in public elementary and secondary schoolsfrom the prospective of both philosophy and law. Legalperimeters are clearly defined in terms of recent courtdecisions, and fundamental concepts of morality areanalyzed from an existential prospective. Classroom dis-cussion by experienced teachers and administrators isencouraged.

ED 668 The Law, the Courts, and the School (3.00 cr.)Statutory requirements and case decisions reviewed todetermine the legal responsibilities of teachers, coun-selors and administrators in day-to-day school man-agement. Special attention given to non-discrimina-tory hiring procedures; dismissal for cause; tort liabil-ity in the classroom, special teaching situations, andon field trips. Considers the confidentiality of schoolrecords, freedom of speech for students/teachers, andmalpractice in education.

ED 672 Education in the Urban Community (3.00 cr.)Examines the impact of and demands made upon theurban school by ethnic minority students. Participants

52 Education

examine the background of American ethnics and relatethe historical and cultural experiences of these groups totheir accomplishments in the American educationalprogram.

ED 673 Multi-Cultural Relations in theUrban School (3.00 cr.)

Focuses on strategies for developing and maintaininga multicultural environment within the classroom andthe school. Explores the historical and current impactof stereotypes and prejudices on the developmentand success of minority children. Major emphasis ondeveloping an appreciation for and an understandingof human differences.

ED 674 Education of the Minority Child (3.00 cr.)Focuses on the crucial significance of culture in theeducation of minority children with specific emphasison African Americans and Hispanics. Participantsexamine learning styles of the minority children thensuggest curricular reforms and/or approaches thatwould allow these minorities to realize their strengthsand succeed in school and the workplace.

ED 675 Current Research on Teaching andLearning: Special Education (3.00 cr.)

An introduction to recent theoretical and researchadvances in the field of teaching, specifically as theyrelate to contemporary movements in special educa-tion. Topics include: paradigms; the theory of multipleintelligences; multicultural education; and the ARDprocess; as well as the historical, philosophical, andlegal foundations of special education as a field.

ED 676 Theory and Research on Teaching (3.00 cr.)Introduces students to recent developments in thefield of research on teaching. Students become familiarwith the prevailing paradigms and modes of research,as well as areas and topics of contemporary historicalconcern relative to theory, research, and practice asthey pertain to teaching and learning. Assignmentsinclude papers, exams, in-class discussions, and a signifi-cant amount of outside reading.

ED 680 Student Teaching(Elementary Level) (10–15.00 cr.)

An opportunity for students to translate academictheory into practice. Students practice-teach for a mini-mum of ten weeks under the supervision of a collegesupervisor and experienced classroom teacher.

ED 700 Earth Science I(Elementary/Middle) (3–4.00 cr.)

An introduction to rocks, minerals, and the forcesthat shape the earth. Studies the relationship of theearth and moon to the solar system. Laboratory activities,internet investigations, and field excursions emphasizehands-on exercises for use in elementary and middleschool situations. Weekend field trips required.

ED 702 Earth Science II(Elementary/Middle) (3.00 cr.)

Concentrates on the relationship between the litho-sphere, atmosphere, hydrosphere, and biosphere inwhich life has evolved. Topics include the geologichistory of eastern North America as interpreted fromthe rock and fossil record of Maryland, as well as anexamination of tectonic and climatic influences onthe evolution of life. Natural and human influenceson global climate changes are also addressed. Saturdayfield trips required.

ED 703 Life Science (Elementary/Middle) (3.00 cr.)The exploration of basic concepts of the life sciencessuch as living versus non-living systems, sources of energyfor life, and the relationship of organisms to their sur-roundings. Cell structure and function, ecology, andclassification systems are stressed through hands-onactivities suitable for elementary and middle school class-rooms. Weekend field trips required.

ED 704 Physical Science I(Elementary/Middle) (3.00 cr.)

Explores basic concepts in physics such as motion,mechanical advantage, simple machines, light, sound,electricity, and magnetism. Applications to common,everyday life experiences are stressed through hands-on, student-centered, inquiry-based elementary andmiddle school laboratory exercises.

ED 705 Physical Science II(Elementary/Middle) (3.00 cr.)

Explores matter, gases, liquids, and solids; their proper-ties and interactions; and physical and chemical changes.Uses an understanding of atomic structure and bondingto explain matter behavior. Hands-on elementary andmiddle school level investigative activities explore basicphysical laws, solutions, acids and bases, and the applica-tion of chemical concepts to everyday experiences.

ED 706 Environmental Field Study (3.00 cr.)A capstone course which synthesizes and integratesscientific and educational principles addressed in the

53

graduate program. Uses field-based, cooperative groupprojects to integrate earth, life, and physical scienceprinciples and techniques into environmental studiesand assessments. Water quality studies, land use assess-ments, and current-practice analyses are conductedduring field excursions. Field trips required.

ED 711 Teacher-Counselor Partnerships (3.00 cr.)Focuses on how teachers and guidance counselorscan work together to help students solve their prob-lems. Topics include: making and keeping friends;improving self-image and enhancing self esteem; deal-ing with divorce; and saying “no” to drugs and alco-hol. Additional topics include: the subject of abuseand how school personnel should respond; dealingwith disruptive children; how to form peer groups;conflict resolution; childhood depression and suicide;and when a teacher should refer a child to the guidancedepartment. Students prepare case studies, read journalarticles, participate in group discussion, and completea final exam.

ED 712 Teaching Science for 2061 (3.00 cr.)Concentrates on analysis of a national and a state reformeffort, Project 2061: Science for All Americans andthe Maryland Science Outcomes Model. Participantsapply the tenets of these documents to curriculum,instruction, and assessment decision. Emphasizes experi-ential learning, micro-teaching, classroom application.

ED 713 Geology and Geoarchaeology ofBaltimore Area Cathedrals (3.00 cr.)

An introduction to the earth and human history con-tained in the building stone of Catholic churches andcathedrals in the Baltimore area. Classroom lectures,discussions, hands-on laboratory activities, and on-sitefield excursions focus on basic principles of geology,geoarchaeology, and global climate change as well aslocal, regional, and global earth history.

ED 714 Physical Earth Science (3.00 cr.)An introduction to the dynamic processes affectingthe surface and interior of the planet. Uses inquiry-based investigations of minerals, rocks, volanism, seismicactivity, and evidence of crustal deformation to under-stand the surface of the earth in a plate tectonic setting.Surficial modification processes are explored throughhands-on exercises in weathering, erosion, and sedimenttransport and deposition in a variety of geomorphicand climatic environments. Weekend field trips required.

ED 715 Historical Earth Science (3.00 cr.)Students explore the assembly of eastern North Americaduring the last one and a half billion years from strati-graphic and structural evidence in the rock record ofMaryland. Field excursions emphasize the factors whichinfluence the development and continued modifica-tion of life, climate, landforms, and their resultantenvironments throughout geologic time. Weekend fieldtrips required.

ED 716 Environmental Applications inEarth Science (3.00 cr.)

Uses field-based, cooperative group projects to integrateearth science principles and techniques into environ-mental studies and assessments. Water quality studies,land use assessments, hydrologic investigations, andsoil surveys are conducted during on-site analyses.Field trips required.

ED 717 Global Climate Change (3.00 cr.)Students examine the timing, extent, and possiblecauses of global climate fluctuations during the lasttwo million years from evidence contained in terres-trial, marine, polar ice, and atmospheric records. Atten-tion is given to the dynamic interrelated lithospheric-hydrospheric-atmospheric systems and associated geo-chemical cycles and feedback mechanisms. Geochrono-logic methods used in dating global climate changerecords are investigated. Weekend field trips required.

ED 718 Earth Science Field Methods (3.00 cr.)Practical experiences in field study techniques appro-priate for teachers of high school Earth Science classes.Traditional methods include thematic and geologicmapping, field relationships of rock structures, andsubsurface sampling and sediment processing usinghand augers and vibracores. Technological field methodsinclude experiences in topographic and site mappingusing a laser theodolite system, computer mappingand geographic information system programs, andgeophysical surveys using a ground penetrating radarsystem. Weekend field trips required. No previous field experi-ence required.

ED 719 Field Study in Earth Science (3.00 cr.)First-hand experience in field-based investigations inte-grating traditional and technological geologic, geo-graphic, environmental, and geophysical techniques.Participation in a class-designed, cooperatively groupedresearch project of societal relevance and significanceto the earth sciences. Represents a culminating appli-

54 Education

cation of earth science content and field methodslearned in the graduate program. Field trips required.

ED 736 Classroom Techniques inWritten Expression (3.00 cr.)

Provides an overview of the writing process; integratesresearch and theory about reading/writing connec-tions and writing across the curriculum. Emphasisgiven to the process of writing and the quality of com-positions. Includes practical strategies for teachingwritten expression. Discusses eight writing forms: jour-nal, descriptive, letter, biographical, expository, narra-tive, poetry, and persuasive. Also addresses the assess-ment of written expression. Same course as RS 736.

ED 750 Thesis Seminar I (3.00 cr.)Prerequisite: Written permission of the adviser is required.Restricted to M.A. students. Students register for this courseas they begin the thesis process. Meetings scheduledat the convenience of the participants and advisersprovide an opportunity for critical discussion of plannedresearch. Participants receive credit upon successfulcompletion of the thesis. Topic must be approved by theadviser prior to enrollment.

ED 751 Thesis Seminar II (3.00 cr.)Prerequisite: ED 750. Written permission of the adviser isrequired. Restricted to M.A. students. The culmination ofwork begun in ED 750. Students register for this courseduring the last semester of thesis work. Participantsreceive credit upon successful completion of the thesis.

ED 780 Methods of Teaching Art(Focus: Grades Pre K–12) (2–5.00 cr.)

Prerequisite: Written permission of the adviser is required. Pre-sents the general theory of education as applied to thespecific subject area. Introduces current research andteaching methods related to the respective discipline.

ED 794 Diagnosis and Remediation ofArithmetic Disabilities (3.00 cr.)

Principles of diagnosis and remediation; experiencewith formal and informal tests used to diagnose learn-ing problems in arithmetic; evaluation of techniquesand materials.

ED 795 Language Arts Methods forEarly Childhood (3.00 cr.)

Presents the language arts components of speaking,listening, reading, and writing. Examines curriculummaterials and instructional strategies to creatively teachlanguage arts to the average, gifted, and talented.

ED 796 Language Arts Methods forElementary School (3.00 cr.)

Presents the language arts components of speaking,listening, reading, and writing. Examines curriculummaterials and instructional strategies to teach languagearts creatively to the average, gifted, and talented.

Educational Technology

ET 605 Introduction to EducationalTechnology (3.00 cr.)

Examines applications of traditional and emergingtechnology to the curriculum with an emphasis on usesof technology as instructional tools to enhance thequality of classroom instruction and facilitate the work ofthe teacher. Includes hands-on experience with a vari-ety of technology as well as discussions of the place oftechnology in school reform. This laboratory-basedcourse provides hands-on computer experience in classand requires extensive computer work outside of class.(Formerly ED 670)

ET 610 Curricular Applications of Technology (3.00 cr.)Prerequisite: ET 605 or written permission of the instructor isrequired. Studies applications of technology to thecurriculum in a variety of disciplines. Reviews softwareand technology projects to enhance science, mathe-matics, social studies, and language arts. Criteria forevaluating software and technology projects are dis-cussed, and technological resources in each curriculararea are presented.

ET 620 Multimedia Designs in theClassroom (3.00 cr.)

Prerequisite: ET 605 or written permission of the instructor isrequired. An introduction to design, development, andevaluation of multimedia projects with an emphasison multimedia production in the K–12 classroom.Students use multimedia authoring tools to producecourseware for classroom use and learn how to incor-porate multimedia design projects into their cur-ricula. Emphasis is on the use of multimedia design toteach K–12 students to be critical consumers of infor-mation. This laboratory-based course provides hands-on computer experience in class and requires exten-sive computer work outside of class. (Formerly ED 671)

ET 630 Telecommunications in the Classroom (3.00 cr.)Prerequisite: ET 605 or written permission of the instructor isrequired. Examines the technical and curricular aspects oftelecommunications in schools. Introduces telecom-munications software and hardware such as World

55

Wide Web browsers and servers, electronic mail systems,networks, and modems. Explores curricular implica-tions of telecommunications and internetworking suchas networked projects with students and adults outsidethe school walls; research on the Internet; authenticpublishing on the World Wide Web; and critical infor-mation literacy. (Formerly ED 681)

ET 631 Distance Education (3.00 cr.)Prerequisite: ET 605 or written permission of the instructor isrequired. An introduction to the different methods ofdelivering instruction at a distance, including asynch-ronous learning networks and two-way interactive video.Discusses the pedagogical obstacles that distance imposesand why educators might or might not choose toteach at a distance. Provides hands-on practical expe-rience with designing instruction for use over theInternet and in Loyola’s state-of-the-art distance learn-ing classroom. (Formerly ED 684)

ET 640 Adaptive/Assistive Technology forEducation (3.00 cr.)

Prerequisite: ET 605 or written permission of the instructor isrequired. Examines adaptive/assistive technologies forhelping special needs students in the classroom.

ET 680 The Role of the TechnologySpecialist (3.00 cr.)

Prerequisite: ET 605 or written permission of the instructor isrequired. Analyzes the role of the technology specialistin the school, including practical issues for managingthe school’s technology infrastructure, balancing ateaching load with technology specialist responsibili-ties, and the technology specialist as a catalyst forchange. (Formerly ED 682)

ET 681 Technology and School Change (3.00 cr.)Explores issues and ethics of technology as a tool forchange in schools. Topics include ethical and legalconsiderations of the Internet, technology planning,and issues surrounding using technology as a catalystfor change.

ET 690 Educational Technology Seminar (3.00 cr.)Prerequisite: ET 605, ED 600 or written permission of theinstructor is required. Examines current trends in thefield of educational technology. May be repeated for creditwith written permission of adviser. (Formerly ED 683)

ET 691 Educational Technology Internship (3.00 cr.)Prerequisite: Completion of 24 credits, written permission ofthe adviser is required. At meetings with the department

coordinator, assigned readings in specific areas ofeducational technology are discussed to provide sometheory for the educational technology practice inwhich individual participants engage. At the discretion ofthe College, participants may earn graduate credit forexperiences with educational technology on the school,district, or state level. Students who are interested inobtaining internship credit may contact the adviser atany time. Offered on an individual basis or in groups.

ET 699 Thesis Seminar (6.00 cr.)Students planning to propose a thesis topic enrollwith their adviser’s consent. Informal meetings sched-uled at the convenience of participants and advisersprovide an opportunity for critical discussion of plannedresearch. Participants receive credit upon successfulcompletion of their thesis.

School Counseling

GC 700 Introduction to School Counseling (3.00 cr.)Studies the specialized knowledge and skills requisiteto both elementary and secondary counseling. Foun-dations of school counseling, its history and philoso-phy and the role and function of the school coun-selor. Introduces contextual dimensions of schoolcounseling and consultation, and diversity issues rele-vant to the professional practice of school counseling.Also includes a systematic, programmatic approach topractice as well as ethical standards and guidelines ofthe American School Counseling Association.

GC 701 Techniques of Educational Counseling (3.00 cr.)Prerequisite: GC 704 (may be taken concurrently). Focuseson the helping relationship including: interviewing,application of counseling skills, and basic change strate-gies. Considers verbal and non-verbal behaviors andcharacteristics in both client and counselor. Discussesdiversity and ethical considerations.

GC 702 Analysis of the Individual (3.00 cr.)Provides students with the knowledge and skills neces-sary to obtain and integrate information about thepupil from various schools and non-school sources,with a view to giving the counselor a holistic under-standing of the counselee. Stresses a framework forunderstanding the individual, including methods ofdata gathering/interpretation, case study approaches,and individual and group assessment. Includes studiesthat provide a broad understanding of the nature andneeds of individuals at all developmental levels.

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GC 703 Lifestyle and Career Development andDecision Making (3.00 cr.)

Prerequisite: GC 700, GC 701, GC 704. An introductionto the principal theories of career development anddecision making and the counseling procedures appro-priate to each theoretical position. Acquaints studentswith the various kinds of educational and occupationalinformation sources for obtaining this informationand the means for imparting it. Considers assessmentand computer-based systems as well as the needs ofspecial populations.

GC 704 Theories of Counseling (3.00 cr.)Emphasizes counseling and consultation theories, bothfrom individual and systems perspectives. Presents thephilosophical underpinning of theories of personalityand the theories incorporated in counseling practice.Discusses client characteristics and behaviors that influ-ence the counseling process. May be taken concurrentlywith GC 701.

GC 706 Group Counseling in Schools (3.00 cr.)Prerequisite: GC 700, GC 701, GC 704. An introductionto the theories and techniques of group procedures inschool counseling. Emphasizes the understanding ofconcepts, as well as the development of group lead-ership skills for effective school counseling. Presentsresearch in the field of group counseling and itsmethods. The roles of group leaders and group mem-bers are clearly delineated as are selections criteria.

GC 708 Cross Cultural Counseling (3.00 cr.)Prerequisite: GC 700, GC 701, GC 704. An exploration ofethnic groups and subcultures. Emphasizes the establish-ment of effective communication between the coun-selor and client across cultures. Presents ethical dilem-mas related to cross cultural counseling.

GC 709 Counseling in the Elementary School (3.00 cr.)Prerequisite: GC 700, GC 701, GC 704. For those stu-dents who plan to function as counselors in elemen-tary schools. Emphasizes theories and practices whichare unique to guidance and counseling activities insuch a setting.

GC 712 Human Development Through theLife Span (3.00 cr.)

Studies human behavior through the life span at alldevelopmental levels. Family, career, aging, and otherprocesses are examined developmentally. Considersboth normal and abnormal processes. Stresses strate-gies for facilitating development over the life span;

emphasizes theories of learning and personality devel-opment; discusses cultural consideration with regardto human developmental processes.

GC 714 Ethical, Social, and ProfessionalIssues Seminar (3.00 cr.)

Examines the role identity of counselors in light ofcurrent social and professional issues including prep-aration standards and licensure. Explores the ethicalcodes of NBCC, ACA, ASCA, and APA. Considers thefuture of the profession and the leadership of profes-sional associations.

GC 716 Clinical Experience I (3.00 cr.)Prerequisite: Successful completion of all coursework. Writtenpermission of the adviser is required. The clinical experienceis the culminating activity of the guidance and counselingprogram. Designed to provide students with the oppor-tunity to put into practice, in an actual school setting,the knowledge and skills learned in all previous courses.A fee is charged.

GC 717 Clinical Experience II (3.00 cr.)Prerequisite: Successful completion of all coursework. Writtenpermission of the adviser is required. The clinical experienceis the culminating activity of the guidance and counselingprogram. Designed to provide students with the oppor-tunity to put into practice, in an actual school setting,the knowledge and skills learned in all the previouscourses. A fee is charged.

GC 720 Independent Study inSchool Counseling (3.00 cr.)

Prerequisite: Written permission of the adviser is required.Allows advanced students to study independently inspecial disciplinary or topical areas related to counsel-ing of specific, rather than general, interest. Specificrequirements related to each independent study willbe approved on an individual basis.

GC 721 Advanced Study in School Counseling (3.00 cr.)Prerequisite: Written permission of the adviser is required.Individual projects geared to specific needs or inter-ests of students. Specific requirements related to eachindependent study approved on an individual basis.

GC 722 Internship in School Counseling I (3.00 cr.)Prerequisite: Successful completion of all coursework. Writtenpermission of the adviser is required. The culminating activityof the school counseling program which providesstudents with the opportunity to put into practice, in

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an actual school setting, the knowledge and skills learnedin all previous courses. GC 722 and GC 723 constituteone 600-hour internship in a school setting under thesupervision of a certified school counselor. Two hundredforty hours must be in direct service which includesindividual counseling, group work, developmentalclassroom guidance, and consultation. Students mustattend one hour per week of individual supervision aswell as one and one-half hours per week of group super-vision. A fee is charged.

GC 723 Internship in School Counseling II (3.00 cr.)Prerequisite: Successful completion of all coursework. Writtenpermission of the adviser is required. The culminating activityof the school counseling program which provides stu-dents with the opportunity to put into practice, in anactual school setting, the knowledge and skills learnedin all previous courses. GC 722 and GC 723 constituteone 600-hour internship in a school setting under thesupervision of a certified school counselor. Two hundredforty hours must be in direct service which includesindividual counseling, group work, developmental class-room guidance, and consultation. Students must attendone hour per week of individual supervision as well asone and one-half hours per week of group super-vision. A fee is charged.

GC 728 Internship in School Counseling Iand II (6.00 cr.)

Prerequisite: Written permission of the practicum instructorand the program director is required. The culminating activityof the school counseling program which provides stu-dents with the opportunity to put into practice, in anactual school setting, the knowledge and skills learnedin all previous courses. GC 728 constitutes one 600-hourinternship in a school setting under the supervision ofa certified school counselor. Two hundred forty hoursmust be in direct service which includes individual coun-seling, group work, developmental classroom guidance,and consultation. Students must attend one hour perweek of individual supervision as well as one and one-halfhours per week of group supervision. Fulfills the samerequirement as GC 722 and GC 723 combined. A fee is charged.

GC 730 Internship in School Counseling Year I (3.00 cr.)Prerequisite: Successful completion of all coursework. Writtenpermission of the adviser is required. The culminating activityof the school counseling program which providesstudents with the opportunity to put into practice, inan actual school setting, the knowledge and skills learnedin all previous courses. GC 730 constitutes the firstyear of a 600-hour internship in a school setting under

the supervision of a certified school counselor. Twohundred forty hours must be in direct service whichincludes individual counseling, group work, develop-mental classroom guidance, and consultation. Stu-dents must attend one hour per week of individualsupervision as well as one and one-half hours perweek of group supervision. GC 730 is intended to be ayear-long internship and must be taken over twosemesters. It may not be compacted into one semester.One final grade is given at the end of the secondsemester. A fee is charged.

GC 731 Internship in School CounselingYear II (3.00 cr.)

Prerequisite: Successful completion of all coursework. Writtenpermission of the adviser is required. The culminatingactivity of the school counseling program which providesstudents with the opportunity to put into practice, inan actual school setting, the knowledge and skillslearned in all previous courses. GC 731 constitutes thesecond year of a 600-hour internship in a schoolsetting under the supervision of a certified schoolcounselor. Two hundred forty hours must be in directservice which includes individual counseling, groupwork, developmental classroom guidance, and consulta-tion. Students must attend one hour per week ofindividual supervision as well as one and one-halfhours per week of group supervision. GC 731 is intendedto be a year-long internship and must be taken overtwo semesters. It may not be compacted into onesemester. One final grade is given at the end of thesecond semester. A fee is charged.

GC 740 Field Study in School Counseling (3.00 cr.)Prerequisite: Written permission of the adviser or the chair isrequired. Individual projects geared to specific needs orinterests of students. Specific requirements related toeach independent study approved on an individual basis.

GC 753 Family Systems and SchoolInterventions (3.00 cr.)

Topics include basic concepts of systems theory; thestructure, processes, and adaptiveness of the family asa system; “FACES,” Olson’s family adaptability and cohe-sion scale to measure organization and bonding; inter-ventions and directives à la Jay Haley; selected video-taped selections of classical family interventions; casestudies to assess, diagnose, and refer families for addi-tional help as well as small group discussion.

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GC 754 Multi-Cultural Family Systems andGender Issues in the School Setting (3.00 cr.)

Emphasizes the demographic, economic, social, andpsychological challenges that confront culturally diversestudents in their efforts to achieve academic successand emotional well-being. Specific family systems inter-ventions and directives are designed to help minoritystudents and their families meet their educational goals.Includes literature related to gender differences andtheir effect on the teaching, learning, communication,and problem-solving styles in the school setting. Stu-dents have the opportunity to assess, diagnose, andconstruct treatment plans for working with familiesfrom diverse cultures.

GC 755 Marriage and Family Counseling (3.00 cr.)Designed to help counselors and other mental healthworkers and educators learn what makes marriagework. Students learn what makes a marriage fall apartand what binds it together. Starting with an overviewof system theories, this course identifies the principlesof counseling couples and families with school agechildren. Class members become familiar with thestages of marriage and family life cycle development.The course’s main focus is on the various interventionstrategies designed to help couples and families reor-ganize and achieve cohesion, balance, and directionfor continued growth, change, and stability.

GC 760 Counseling Supervision Internship (3.00 cr.)Principles and practices of modern supervision withspecial emphasis on empowerment in supervision.Provides the opportunity for study and application oftheory and techniques in counselor supervision.Methods include individual and group supervision,evaluation of audio and videotaped supervision ses-sions, personal log, and modelling. Uses readings insupervision chosen for their relevance to the individ-ual’s experience as counselor supervisor to enhancethe practical experience.

GC 761 Divorce, Single, and RemarriedFamilies and School Interventions (3.00 cr.)

Designed to help teachers, counselors, and mentalhealth workers gain an awareness and respect for theresilience and strengths of today’s diverse types offamilies. After reviewing the current demographic,economic, sociological, and psychological data onfamily patterns of reorganization, it will teach strate-gies to construct specific, concrete family systems’school interventions to help students learn and achievesuccessfully. Class members work in small groups and

have the responsibility to assess, diagnose, and constructpractical interventions for working with children fromdifferent types of family organizations.

GC 766 Families with Children and AdolescentsLeaving Home and At-Risk Issues (3.00 cr.)

Examines the role of parents in rearing, disciplining,supporting, protecting, and educating their childrenusing the parenting techniques of Adler and Dreikursas well as various therapeutic family approaches andtechniques. Teaches students to reframe the family’snegative labels and pathology from problems toopportunities for growth and development. Practicalemphasis teaches school counselors to empower par-ents and develop plans of action for solving problemspreventing a family’s growth and development. Eth-nic origin, cultural adaptation, organization, cohe-sion, life-cycle development, resources, communica-tion patterns, values, and norms are considered.

GC 767 Family Systems and Special Children(3.00 cr.)Examines the educational, emotional adjustment, anddevelopmental issues involving children, families, andschool staffs. Participants become aware of the educa-tional challenges facing families with children in specialeducation. Working in groups, class members exam-ine the critical learning tasks of the gifted and talented,emotionally impaired, physically challenged, learningdisabled, and other special needs populations. Personallifespace interviews will be conducted with students,parents, and teachers in special education. Grief andloss issues will be identified. Participants make recom-mendations for school program improvements anddevelop concrete interventions to help families andschool staffs adapt to meet the challenges and legalrequirements of PL 94–142 and federal legislation.Finally, class members develop a referral source forcommunity programs, associations, and networks.

GC 772 Careers and Dual Careers andFamily and Life Cycle (3.00 cr.)

Focuses on the career issues that impact on the familylife cycle and lifestyles. Investigates career issues such as:mid-life transitions, mental health, unemployment, occu-pational stress, job satisfaction, discrimination, sexism,and racism. Examines practical issues to remove the bar-riers facing dual career families: child care, transporta-tion, parenting issues, health, and home/school collabo-ration. Students work in small groups to plan inter-ventions that help families survive and thrive in theircombined career and family roles and responsibilities.

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GC 773 Diagnosis of Mental andEmotional Disorders (3.00 cr.)

Prerequisite: Completion of master’s program or all master’scourses except practicum. Students are expected to under-stand the use of diagnostic and multiaxial assessment.The DSM-IV classification system is used. Students areexpected to complete multiaxial evaluations and reportthem using the multiaxial evaluation form of the DSM-IV.

GC 774 Advanced Counseling Techniques andTreatment (3.00 cr.)

Focuses on the design and implementation of advancedtreatment strategies relative to diverse psychologicaldisorder. Emphasis is on building in students advancedcounseling skills case studies and demonstrations oftreatment methods based on various theoretical posi-tions are included.

GC 784 Alcohol and Drug Counseling (3.00 cr.)Because children of alcoholics and drug addicts face atremendous challenge in coping with the abuse andneglect of dysfunctional parents, success often suffers.Informed counselors and teachers can have tremendousinfluence and effect in supporting students and fami-lies in crisis. Reviews family literature on drug and alco-hol abuse and investigates the demographic, economic,sociological, legal, and psychological data’s impact onfamily functioning. Using family systems interventions,the class members means to assess student learning inschool. A case study approach will be implemented.

GC 785 Death, Dying, and Aging in theSchools and Family System (3.00 cr.)

Investigates the impact of demographic, economic,sociological, legal, and psychological data on the orga-nization and functioning of family systems. Particularattention placed on issues facing school-age childrenand how their grandparents’ welfare affects their schoolachievement and family functioning. Also discussesdivorce, single parenting, remarriages, geographicalrelocation, aging, death and dying. Class members use acase-study approach and assess, diagnose, and developpractical school interventions designed to help improve astudent’s school achievement and family functioning.

GC 786 Family Counseling ClinicalExperience (3.00 cr.)

Prerequisite: Written permission of the Coordinator of SchoolCounseling is required. The practicum and live supervisionin family counseling is the culminating activity in theFamily Counseling Program. Provides counselors with

the opportunity to put into practice, in an actual schoolsetting, the knowledge and skills learned in the program.

GC 789 Introduction to Family Counseling (3.00 cr.)Introductory overview of the broad field of familycounseling which seeks to familiarize school counse-lors with current models of family counseling. Coursegoal is to impact a systemic understanding of familiesfrom several different theoretical perspectives. Discus-sion centers on family models for the schools.

GC 791 School Counseling Practicum (3.00 cr.)Prerequisite: GC 700, GC 701, GC 704, GC 706 (which may betaken concurrently). Students practice individual and groupskills under the tutelage of a supervisor in a laboratorysituation. Forty hours of direct service are required.Knowledge and skills acquired in GC 700, GC 701,GC 704, and GC 706 are practiced. A fee is charged.

GC 792 Professional Issues and Ethics inCounseling (3.00 cr.)

A seminar related to all aspects of professional lifeincluding issues of credentialing; licensure; and pro-fessional development, associations, and ethics. Stud-ies the new ethical standards of the American Counse-ling Association as well as the ACA legal series. Coversprinciples of risk management.

GC 793 Psychoeducational Assessment I (3.00 cr.)Prerequisite: ED 606. Written permission of instructor isrequired. An introduction to the administration, scor-ing, and interpretation of psychological and educa-tional tests commonly used with school aged youth.Covers intelligence, aptitude, and achievement tests.A fee is charged.

GC 794 Psychoeducational Assessment II (3.00 cr.)Prerequisite: ED 606. Written permission of instructor isrequired. An introduction to the administration, scor-ing, and interpretation of psychological and educa-tional tests commonly used with school aged youth.Covers perceptual, behaviors, and personality tests. Afee is charged.

Montessori

MO 599 Montessori ElementaryPreparatory Course (0.00 cr.)

The prerequisite course gives the prospective elemen-tary student an overview of the content of the primarycourse. Montessori’s theory of human developmentduring the first six years of life is given extensive treat-

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ment. All basic elements of the activities offered to thechild in a primary class are touched upon but are notfully developed. (Pass/Fail)

MO 628 Practicum (6.00 cr.)By working along with a qualified Montessori teacherin a children’s group, students may practice in “slowmotion” the various tasks which a Montessori teacherdoes. Student-teachers may discern which facets oftheir personalities are appealing to young childrenand which are antagonistic to this stage of development.

MO 630 Human Relations and Self-AwarenessAmong Young Children (3.00 cr.)

To show by demonstration and lecture a group of activi-ties known in Montessori education as the practicallife exercises. These exercises are designed to enableindependent functioning, social grace, and self-esteemamong children of three to six years of age. Contentincludes development of coordinated movement, health,safety in both indoor and outdoor environments, andplay (spontaneous, free choice of activities).

MO 631 Language Arts/ReadingCurriculum and Instruction (3.00 cr.)

To provide information about the development ofspoken and written language in the areas of daily life,story telling, composition, literature, geography, his-tory, biology, science, music, art, as well as the func-tional aspects of grammar, syntax, and reading analysis.

MO 632 Mathematics and ScienceCurriculum and Instruction (3.00 cr.)

To show by demonstration and lecture the exercisesof mathematics and science which give sensorial foun-dations for counting, arithmetic, geometry, algebra,and fractions of whole numbers, as well as for bio-logical and physical science experiences appropriatefor young children.

MO 633 Creative Activities (Music, Art,Movement, and Drama) (3.00 cr.)

To focus on developing potentialities as the basis fordesigning learning experiences in art, music, move-ment, drama, and literature. Students will research,design, and demonstrate appropriate materials andactivities in each of these areas.

MO 634 Foundation of the Montessori Method (3.00 cr.)To give a survey of the development of the young child inaccordance with the psychology of Maria Montessori

and the philosophy of the Montessori Method. Particularemphasis is given to children three to six years old.

MO 635 Perceptual-Motor Development (3.00 cr.)To show by demonstration and lecture a group ofactivities known in Montessori education as Exercisesfor the Education of the Senses that are designed tolead the child to an intelligent and imaginative explora-tion of the world. Content includes identification of achild’s process of classifying his/her world, problemsolving, and critical thinking.

MO 636 Teaching Strategies andSocial Development (3.00 cr.)

To research teacher-learner interaction, analyze plan-ning techniques and learning environments, generalclassroom management, interpersonal relationships.

MO 637 Psychology and Philosophy of theMontessori Method (2.00 cr.)

Provides a study of child psychology and child devel-opment from a Montessori perspective, including anhistorical overview of Dr. Montessori’s work which ledto the development of Montessori pedagogy.

MO 638 Child Growth and Development I (3.00 cr.)Focuses on the psychological, physical, social, and cogni-tive development of children from conception throughone year.

MO 639 Child Growth and Development II (2.00 cr.)Focuses on the psychological, physical, social, and cogni-tive development of children from one to three yearsof age.

MO 640 Creating Healthy, Safe Environmentsfor Infants (3.00 cr.)

Focuses on how to assist caregivers in creating environ-ments which support optimal development in infants.

MO 641 Creating Healthy, Safe Environmentsfor Toddlers (3.00 cr.)

Focuses on how to assist caregivers in creating environ-ments which support optimal development in toddlers.

MO 642 Developmentally AppropriatePractices for Infants (4.00 cr.)

Students learn the rationale for application ofMontessori-based developmental materials for child-ren from birth to one year.

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MO 643 Developmentally AppropriatePractices for Toddlers (3.00 cr.)

Students learn the rationale for application ofMontessori-based developmental materials for child-ren from one to three years.

MO 644 Working with Parents and Families ofYoung Children (1.00 cr.)

Students are given guidelines for the implementationof effective parent education. They create and presentsample programs for peer review.

MO 645 Montessori Observation andPracticum (6.00 cr.)

Provides guided observations of children from birthto three years in a minimum of three selected sites. Theemphasis is on developing skills in observation andassessment and the ability to implement developmentallyappropriate practices with infants and toddlers.

MO 646 Foundations of the MontessoriMethod (2.00 cr.)

To give a survey of the development of the young child inaccordance with the psychology of the child proposedby Dr. Maria Montessori. To give an overview of theprinciples underlying Montessori pedagogy. Particu-lar emphasis is directed to children six to twelve yearsof age.

MO 647 Montessori Classroom Methods (3.00 cr.)To communicate the principles of classroom manage-ment for six- to twelve-year-old children that are derivedfrom the philosophical and pedagogical ideas ofDr. Montessori.

MO 648 Laboratory: Using MontessoriMaterials (3.00 cr.)

Provides the opportunity for the individual student topractice with the developmental and didactic materials.Students develop skill in handling the materials andin giving presentations and work through individualdifficulties in technique and understanding.

MO 649 Language Curriculum and Instructionfor the Elementary Years (2.00 cr.)

To show by demonstration and lecture the presenta-tions for the development of spoken and written lan-guage, as well as the important functional aspects ofgrammar that are appropriate for children from six totwelve years of age.

MO 650 Art Curriculum and Instructionfor the Elementary Years (1.00 cr.)

To show by demonstration and lecture the scope ofexpression opportunities through art appropriate forchildren between the ages of six to twelve.

MO 651 Mathematics Curriculum and Instructionfor the Elementary Years (5.00 cr.)

To show by demonstration and lecture presentationsof arithmetic and geometry which provide the childwith understanding of and proficiency with key ideasin mathematics. Links between arithmetic and geom-etry are explored, and the importance of problem solv-ing is stressed. The use of a computer is introduced asa support mechanism for the child’s exploration ofmathematics.

MO 652 Physical and Biological ScienceCurriculum and Instruction for theElementary Years (2.00 cr.)

This is a two-part course. Part I will show by demon-stration and lecture the presentations of biology whichare designed to give an understanding of the life onearth. Part II will show by demonstration and lecturethe presentations of physical and political geographywhich are designed to give an understanding of theinterdependencies of the Earth and life upon it.

MO 653 Social Studies Curriculum and Instructionfor the Elementary Years (2.00 cr.)

To show by demonstration and lecture the presenta-tions of social studies, which give an understanding ofthe origins and development of the universe and ofthe human being’s relationships to this development.

MO 654 Music/Movement Curriculum andInstruction for the Elementary Years (1.00 cr.)

This is a two-part course. Part I will show by demon-stration and lecture the scope of expression oppor-tunities in music appropriate to children between theages of six to twelve. Part II will show by demonstra-tion and lecture the scope and importance of move-ment, nutrition, and physical exercise for the develop-ment of mind and body health of children betweenthe ages of six to twelve.

MO 655 Practicum (6.00 cr.)To give the student the opportunity to practice Mon-tessori pedagogy with children in a classroom underthe supervision of a qualified Montessori teacher.

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Reading/Special Education

RS 503 Developmental and Remedial Strategiesfor Reading and Math(Focus: Grades 1-8) (3.00 cr.)

Instructional strategies in reading and mathematics forthe mildly handicapped student. Addresses the use ofcomputers for this population as well as current trends ininstructional methodology.

RS 504 Diagnostic Teaching and Curriculumfor Exceptional Students(Focus: Grades K-8) (3.00 cr.)

Emphasizes informal classroom assessment techniques,structured observation, and the development of indi-vidual educational plans (IEPs) from this data to meeta student’s academic, social, cognitive and physical needs.Special attention to principles of teaching studentswith mild disabilities, as well as the development ofskills necessary to read psychological reports.

RS 505 Diagnosis of Reading Disordersfor Exceptional Students(Focus: Grades 1-8) (3.00 cr.)

Major emphasis on the assessment and diagnosis ofreading disabilities. Also emphasizes use of standard-ized and informal tests of reading, spelling and writ-ing in diagnosis. Includes the construction of a testingmanual which provides students with a useful diag-nostic tool which may be expanded as future needs arise.

RS 507 Diagnosis of Reading Disordersfor Exceptional Students(Focus: Grades 6-12) (3.00 cr.)

Major emphasis on the assessment and diagnosis ofreading disabilities. Also emphasizes the use of stan-dardized and informal tests of reading, spelling, andwriting in diagnosis. The construction of a testing manualis an essential part of the course which provides thestudent with a useful diagnostic tool which may beexpanded as future needs arise.

RS 508 Language Development (3.00 cr.)Surveys language development from infancy throughhigh school. Emphasis on developmental theory, lan-guage skills required for school success, and patternsof delayed or deviant development.

RS 510 Foundations of Reading Instruction (3.00 cr.)A basic course in reading. Lectures and demonstra-tions constitute course procedures. Emphasizes evalu-ation techniques, reading approaches, word recogni-

tion and analysis procedures, comprehension abilities,and current trends.

RS 679 Administering the SpecialEducation Program (3.00 cr.)

An overview of the administrative requirements underthe federal and state laws governing special education.Specific emphasis on the role of the individual principal.

RS 718 Interdisciplinary Classroom Techniquesfor Reading and Writing(Focus: Grades 5–9) (3.00 cr.)

An interdisciplinary approach to meeting the increas-ing demands being made on middle school teachersto provide students with the literacy skills needed forsuccessfully completing the Maryland FunctionalTests and the MSPAP. Participants investigate practicalclassroom techniques for enhancing their students’literacy skills and develop or reformat instructionalmaterials to include Dimensions of Learning andMSPAP components.

RS 719 Teaching Integrated Language Arts in theElementary and Middle School (3.00 cr.)

Elementary students, grades one through eight, canbenefit from practical, effective, and creative perfor-mance-based Integrated Language Arts learning expe-riences. Focuses on instructional techniques and prac-tices, aligned with Dimensions of Learning, for usingchildren’s literature to promote positive attitudes towardreading and writing; develop student strategies for con-structing meaning; enhance rich vocabulary develop-ment; and apply effective communication skills, bothwritten and oral. Provides participants with an oppor-tunity to design personal teaching resources.

RS 720 Human Growth and Development (3.00 cr.)An in-depth review of theories and issues involving thegrowth and development of human beings from con-ception through adolescence. More specifically, numer-ous developmental theories incorporating the perspec-tives of biology, learning, psychanalysis, and cognitionare examined. Further, current trends in research involv-ing young children are highlighted and related issuesexplored to provide students with the knowledge andawareness of how factors can affect human growth anddevelopment at any stage of life. Students have severalopportunities to both respond to essay questions anddevelop thought papers using information learned fromthe text, class discussions, guest presentations, and find-ings from quantitative and qualitative research investigations.

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RS 721 Mental Hygiene for theClassroom Teacher (3.00 cr.)

Elements which affect the mental health of both stu-dent and teacher. Topics include: teacher stress, thestudent problems of child abuse, neglect, drug andalcohol abuse, absenteeism, aggression, and withdrawal.Emphasizes self-awareness activities, communicationskills, problem-solving techniques, and methods ofconflict resolution.

RS 722 The Use of Literature in theLanguage Arts Program (3.00 cr.)

Incorporates the latest research and methods of teachingthrough children’s literature. Develops techniques forusing literature to complement language arts. Partici-pants develop a file of literature with skills for theirappropriate teaching level.

RS 723 Language Development (3.00 cr.)Surveys language development from infancy throughhigh school. Emphasizes developmental theory, lan-guage skills required for school success, and patternsof delayed or deviant development. Same course as ED 666.

RS 724 Classroom Techniques inLanguage Arts (3.00 cr.)

Incorporates the latest research and methods of teachingwriting, spelling, and listening in the classroom. Parti-cipants develop a file of activities appropriate to theirteaching level.

RS 725 Literature for the Adolescent (3.00 cr.)An overview of current literature published for theadolescent. Emphasis on teaching the novel, short story,poetry, and drama. Discussions center on such topicsas bibliotherapy, multicultural literature, class readings.

RS 726 Instructional Strategies forMath Disabilities (3.00 cr.)

Strategies for teaching math to exceptional childrenat the elementary level. Discussion of formal andinformal assessments.

RS 731 Classroom Techniques in Reading (3.00 cr.)Emphasizes the importance of developing readingskills as an integral part of the language art—listen-ing, speaking, reading, and writing. Particular atten-tion given to the reading, writing, and listening con-nection. Discusses general classroom strategies, includ-ing the use of computer technology in reading, appro-priate to grades K–8 reading program.

RS 733 Introduction to Teaching Reading in theContent Area (3.00 cr.)

Emphasizes the interactive nature of the reading processin content areas. Particular attention given to the linkbetween assessment and instruction, the significance ofvocabulary/concept development, and various strategiesfor gaining information from text and developing intrin-sic motivation students.

RS 735 Reading Instruction for the Gifted (3.00 cr.)Prerequisite: RS 510. Procedures and strategies neces-sary for implementing an individualized reading pro-gram. Specifically, the teacher’s/student’s role, recordkeeping systems, conference techniques, assessmentprocedures during the conference, and organization.Students analyze the current research on comprehen-sion development and what the implications are forin-depth development of the comprehension/think-ing ability of gifted students.

RS 736 Classroom Techniques inWritten Expression (3.00 cr.)

Provides an overview of the writing process; integratesresearch and theory about reading/writing connectionsand writing across the curriculum. Emphasis given tothe process of writing and the quality of compositions.Includes practical strategies for teaching written expres-sion. Discusses eight writing forms: journal, descrip-tive, letter, biographical, expository, narrative, poetry,and persuasive. Also addresses the assessment of writ-ten expression. Same course as ED 736.

RS 737 Diagnosis of Reading Disorders forStudents with Special Needs (3.00 cr.)

Prerequisite: RS 510. Major emphasis on the assessmentand diagnosis of reading disabilities. Emphasizes the useof standardized and informal tests of reading, spell-ing, and writing in diagnosis. Construction of a testingmanual is an essential part of the course which pro-vides students with a useful diagnostic tool which maybe expanded as future needs arise.

RS 738 Remedial Reading and Writing Techniquesfor Students with Special Needs (3.00 cr.)

Prerequisite: RS 510. Alternative techniques for childrenwith severe reading disabilities. Develops thoroughunderstanding of multisensory techniques such as theGillingham and Fernald methods, as well as otherprocedures used with disabled readers. Students becomefamiliar with the development and writing of individualeducational plans (IEPs).

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RS 739 Advanced Diagnosis of Reading andLearning Disorders for Students withSpecial Needs (3.00 cr.)

Prerequisite: RS 737. Advanced clinical procedures.Emphasis on the preparation and writing of case stud-ies which include the interpretation of psychologicaland educational tests, evaluation of specific strengthsand weaknesses, and formulation of recommendationsthat could be incorporated into the classroom and/orresource room situation.

RS 740 Role of the Reading Specialist (3.00 cr.)Prerequisite: RS 510 or written permission of the adviser isrequired. Examines the role of the reading specialist asit relates to the school staff and reading instruction.Also emphasizes current trends.

RS 741 Teaching Reading Comprehension:Research Findings (3.00 cr.)

Prerequisite: RS 510 or written permission of the adviser isrequired. Research focuses on the comprehension andthinking development of students when involved inthe reading process. Students develop an internal com-prehension assessment tool. Contemporary researchfindings focus on variables influencing comprehen-sion, classroom instructional practices, and strategiesfor improving comprehension abilities. Discussesresearch from the Center for Study of Reading at theUniversity of Illinois.

RS 742 Field Study in Reading (3.00 cr.)Prerequisite: Written permission of the adviser is required.Under the guidance of a Department of Educationstaff member, students conduct an independent projectdesigned to facilitate a meaningful integration of thecomponents of the reading program.

RS 743 Advanced Study in Reading (1–4.00 cr.)Prerequisite: Written permission of the adviser is required.Individual projects geared to specific needs or inter-ests of students. Specific requirements related to eachindependent study approved on an individual basis.

RS 744 Reading, Writing, and Study Skills in theContent Area (3.00 cr.)

Designed for teachers of content subjects. Provides anapplication of current theory and research into theteaching of reading, writing, and study skills to theclassroom situation. Through the development ofassessment techniques and awareness of individualdifferences of students, teachers develop a knowledge

base which allows for the teaching of various strategiesnecessary for the understanding of content material.

RS 745 Introduction to Substance Abusein the Schools (3.00 cr.)

A survey of why, when, and how substances such asalcohol and drugs are abused by children and youth.Emphasis on understanding the nature of abuse andhow school personnel can respond appropriately. Help-ful to teachers, counselors, and administrators.

RS 746 Identification and Intervention ofSubstance Abuse in the Schools (3.00 cr.)

Strategies and methods for teachers and other schoolpersonnel to identify, refer, and help students who areabusing drugs or alcohol. Emphasis on effective waysto work with these students and on available commu-nity services.

RS 747 Community Resources ServingAlcohol and Substance AbusingChildren and Youth (3.00 cr.)

Prerequisite: RS 745 and RS 746, or written permission of theinstructor is required. Identifies the community resourcesinvolved in serving alcohol and substance abusers ofschool age. Explores the advantages and disadvantages ofvarious treatments and approaches through on-site visitsto both in- and outpatient care facilities in Baltimore.

RS 748 Medical Aspects of Alcohol and SubstanceAbuse in Children and Youth (3.00 cr.)

Surveys the effects of alcohol and other drugs on thedeveloping fetus, newborn, school-aged child, and ado-lescent. Particular emphasis on the physical and psy-chological ramifications of use, abuse, and addictionin children and youth.

RS 751 Orientation to Early ChildhoodSpecial Education (3.00 cr.)

Provides students with an introduction to the history,rationale, legal basis, current status, and contempo-rary issues related to early intervention services forinfants and young children with disabilities and theirfamilies. Students identify etiologies and potential riskfactors for exceptionalities; available service deliveryoptions for young children and families; program modelsfor service delivery; issues affecting parents and fami-lies; professional resources; professional responsibili-ties and ethical obligations; and career opportunitiesin the field of early intervention.

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RS 752 Curriculum for Young Children withSpecial Needs at theInfant/Preschool Level (3.00 cr.)

Prerequisite: RS 751 or written permission of the instructor isrequired. An in-depth review of available curricula foryoung children with special needs and ways to implement“best practice” intervention strategies with youngchildren and their families. The course includes dyadicdiscussions and readings on topics central to an adequateunderstanding of the conceptual and theoretical founda-tions underlying current educational and therapeuticmodels of intervention, including existing curriculadesigned for use with infants and young children withspecial needs. Through course lectures, readings, andactivities, students acquire skills in planning and imple-menting programs for young children with specialneeds and their families. Further, students developcompetencies in designing appropriate environmentsfor skill acquisition; educational/developmental pro-grams (IEP/IFSP); schedules and routines for all servicedelivery settings; and strategies to facilitate interdis-ciplinary and multidisciplinary functioning. Strongemphasis is placed on integrating current researchwith early intervention “best practice.”

RS 753 Assessment of Young Children withSpecial Needs at theInfant/Preschool Level (3.00 cr.)

Prerequisite: RS 751 or written permission of the instructor isrequired. Provides students with an in-depth review offormal and informal evaluation procedures for youngchildren with special needs and their families. Assess-ment procedures are related to the four major func-tions of assessment: screening, diagnosis/eligibility, pro-gram planning, and program evaluation. Course read-ings focus on procedural considerations in assessingcognition, motor skills, communication, play, sociali-zation, behavior, and adaptive skills in infancy and earlychildhood. Issues of test development, standardization,reliability, validity, and report writing are explored.Students examine the challenges in both assessinginfants and young children with disabilities and usingassessment date to design appropriate interventionsthat meet the on-going needs of the child and family.Throughout the course, strong emphasis is placed onintegrating current research with early intervention“best practice.”

RS 754 Parent-Professional Partnerships(Focus: Birth to Age 5) (3.00 cr.)

Prerequisite: ED 600, RS 751, or written permission of theinstructor is required. Focuses on the collaboration of

special educators, related service personnel, and parentsin planning and implementing developmentally appro-priate educational and therapeutic programs for indi-viduals from birth to high school. Students exploretechniques and procedures for facilitating positiveinterdisciplinary communication and cooperation andfor working effectively with parents. In addition, thiscourse reviews research on parental/professional atti-tudes and responsibility and presents information onaccessing available school and community services.Content also focuses on the historical and legal foun-dations for parent participation in the special educa-tion process and family systems theory, as well as theimplications it has for service delivery. Students applycourse content to a variety of hands-on opportunities,including a case study involving a designated child orstudent with a disability and the individual’s family.

RS 758 Practicum in Reading(Focus: Grades K–12) (3.00 cr.)

Prerequisite: RS 739 or written permission of the adviser isrequired. An application course requiring students todiagnose and program for students with reading and/or other learning problems. Emphasizes use of appro-priate assessment and instructional strategies focusingon the specific needs of the learner at the elementaryand secondary level.

RS 759 Current Issues in Reading andLanguage Arts (3.00 cr.)

Prerequisite: ED 600. Restricted to Reading majors. Pursuescurrent topics related to reading and other languagearts. Written and oral presentations of vital researchconstitute the course material.

RS 761 Introduction to Special Education (3.00 cr.)Students identify and describe major philosophies,theories, and trends in the field of special education.Topics include cultural impact, delivery of service,and past to present knowledge and practices. For eacharea of disability, students become familiar with generalinformation on etiology, characteristics, interventions,technology, and research. Students demonstrate under-standing of issues related to the assessment, identifica-tion, and placement of students with various excep-tionalities. In addition, students are expected to iden-tify the various local, state, and federal laws and regu-lations relative to rights and responsibilities, studentidentification, and delivery of services.

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RS 763 Promoting Successful Transitions forExceptional Students at theSecondary Level (3.00 cr.)

Prerequisite: RS 761. Examines the role of the specialeducator in enhancing transitions from school to adult-hood, the community, the workforce, and post-secondaryinstitutions. After reviewing studies of the post-second-ary outcomes and recommendations for youth withdisabilities, students examine specific transition models,teaching techniques, roles, resources, career develop-ment, and individualized prevocational and vocationalplanning for students with specific disabilities.

RS 769 Teaching Students with Special Needs(Focus: Grades K–8) (3.00 cr.)

Strategies and materials for teaching exceptional stu-dents in the regular classroom. Emphasis on recogniz-ing learning and behavioral characteristics, and onmeeting those challenges in the mainstream of theelementary school.

RS 770 Parent-Professional Partnerships inSpecial Education(Focus: Grades K–8) (3.00 cr.)

Prerequisite: ED 600, RS 761, or written permission of theadviser is required. Focuses on the collaboration of specialeducators, related service personnel, and parents inplanning and implementing developmentally appro-priate educational and therapeutic programs for indi-viduals from birth to high school. Students exploretechniques and procedures for facilitating positiveinterdisciplinary communication and cooperation andfor working effectively with parents. In addition, thiscourse reviews research on parental/professional atti-tudes and responsibility and presents information onaccessing available school and community services.Content also focuses on the historical and legal foun-dations for parent participation in the special educa-tion process and family systems theory, as well as theimplications it has for service delivery. Students applycourse content to a variety of hands-on opportunities,including a case study involving a designated child orstudent with a disability and the individual’s family.

RS 771 Managing Classroom Behavior(Focus: Grades K–8) (3.00 cr.)

Prerequisite: RS 720, RS 761 or equivalent, or written per-mission of the adviser is required. Uses a variety of man-agement techniques drawn from behavioral, cognitiveand humanistic psychological theories. Includes behaviormodification, teacher effectiveness training, curricu-lar management, and rational-emotive strategies.

Emphasizes record keeping, scheduling, and develop-ment of routines.

RS 780 Practicum for Students withSpecial Needs (Infant/Toddler) (3-6.00 cr.)

Prerequisite: Written permission of the adviser is required.An application course requiring students to diagnoseand program for young children with mild to severedisabilities. Emphasizes appropriate assessment, instruc-tional strategies, and parent education, focusing onthe specific needs of the learner at the infant/toddlerlevel. A fee is charged.

RS 781 Practicum for Students withSpecial Needs (Pre-School) (3-6.00 cr.)

Prerequisite: Written permission of the adviser is required.An application course requiring students to diagnoseand program for young children with mild to severedisabilities. Emphasizes appropriate assessment, instruc-tional strategies, and parent education, focusing onthe specific needs of the learner at the pre-school level. Afee is charged.

RS 786 Developmental and Remedial Strategiesfor Reading and Mathematics(Elementary/Middle) (3.00 cr.)

Instructional strategies in reading and mathematicsfor students with mild learning behavioral disorders.Addresses the use of computers for this population, aswell as current trends in instructional methodology.

RS 792 Teaching Exceptional Students at theSecondary Level (3.00 cr.)

Prerequisite: RS 761. Explores teaching strategies usedwith learning disabled students at the secondary levelto help them prepare for mandatory testing and otherhigh school graduate requirements. Topics includesecondary program service options; post-secondarychoices and transition planning; instructional tech-niques and methods to accommodate a variety of needlevels in various content areas; collaborative/consulta-tive; resourcing functions; and essential skills for highschool exiting. Designed for classroom teachers, pro-gram planners, and diagnostic/prescriptive personnel.

RS 793 Diagnostic Teaching and Curriculumfor Exceptional Students(Focus: Grades K–8) (3.00 cr.)

Prerequisite: RS 720 and RS 761 or RS 771. Emphasizesinformal classroom assessment techniques, structuredobservation, and the development of individual edu-cational plans (IEPs) from this data to meet a student’s

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academic, social, cognitive, and physical needs. Specialattention paid to principles of teaching the mildlyhandicapped, as well as development of social skills atelementary and secondary levels.

RS 794 Diagnosis and Remediation ofArithmetic Disabilities (3.00 cr.)

Principles of diagnosis and remediation; experiencewith formal and informal tests used to diagnose learn-ing problems in arithmetic; evaluation of techniquesand materials.

RS 798 Advanced Study in Special Education (3.00 cr.)Prerequisite: Written permission of the adviser and chair isrequired. Individual projects geared to specific needsor interests of the student. Specific requirements relatedto each independent study will be approved on anindividual basis.

RS 810 Foundations of Reading Instruction(Focus: Grades 6–12) (3.00 cr.)

A basic course in reading. Lectures and demonstra-tions constitute course procedures. Emphasizes evalu-ation techniques, reading approaches, word recogni-tion and analysis procedures, comprehension abili-ties, and current trends.

RS 811 Foundations of Reading Instruction(Focus: Grades 1–8) (3.00 cr.)

A basic course in reading. Lectures and demonstra-tions constitute course procedures. Emphasizes evalu-ation techniques, reading approaches, word recogni-tion and analysis procedures, comprehension abili-ties, and current trends.

RS 823 Strategies for Communication Development(Focus: Birth to Age 5) (3.00 cr.)

Prerequisite: RS 751 or written permission of the instructor isrequired. An in-depth review of communication develop-ment in early childhood and methods for assessingcommunication development of infants and youngchildren with disabilities. A major focus is on thedevelopment of appropriate developmental/educationalinterventions to enhance the development of speech,language, and communications skills. Content addressesadministration of formal and informal assessments;family interviewing, development of IFSP/IEP outcomes;designs and implementations of developmental inter-vention strategies for communication-related difficul-ties; and “best practice” principles for working withyoung children and their families. A case study requires

that students work with an infant or young child withcommunication-related difficulties and the child’s family.

RS 831 Classroom Techniques in Reading(Focus: Grades 6–12) (3.00 cr.)

Emphasizes the importance of developing readingskills as an integral part of the language arts—listen-ing, speaking, reading, and writing. Particular atten-tion given to the reading, writing, listening connec-tion. Discusses general classroom strategies, includingthe use of computer technology in reading appropri-ate to the 6–12 reading program.

RS 832 Classroom Techniques in Reading(Focus: Grades 1–8) (3.00 cr.)

Emphasizes the importance of developing readingskills as an integral part of the language arts—listen-ing, speaking, reading, and writing. Particular atten-tion given to the reading, writing, listening connec-tion. Discusses general classroom strategies, includingthe use of computer technology in reading appropri-ate to the 1-8 reading program.

RS 837 Diagnosis of Reading Disorders forStudents with Special Needs(Focus: Grades 6–12) (3.00 cr.)

Prerequisite: RS 510. Major emphasis on the assessmentand diagnosis of reading disabilities, as well as the useof standardized and informal tests of reading, spell-ing, and writing in diagnosis. Construction of a testingmanual is an essential part of the course which pro-vides students with a useful diagnostic tool which maybe expanded as future needs arise.

RS 838 Diagnosis of Reading Disorders forStudents with Special Needs(Focus: Grades 1–8) (3.00 cr.)

Prerequisite: RS 510. Major emphasis on the assessmentand diagnosis of reading disabilities, as well as the useof standardized and informal tests of reading, spell-ing, and writing in diagnosis. Construction of a testingmanual is an essential part of the course which pro-vides students with a useful diagnostic tool which maybe expanded as future needs arise.

RS 839 Advanced Diagnosis of Reading andLearning Disorders for Students withSpecial Needs (Focus: Grades 6–12) (3.00 cr.)

Prerequisite: RS 737. Advanced clinical procedures.Emphasis on the preparation and writing of case stud-ies which include the interpretation of psychologicaland educational tests, evaluation of specific strengths

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and weaknesses, and formulation of recommenda-tions that could be incorporated into the classroomand/or resource room situation.

RS 840 Advanced Diagnosis of Reading andLearning Disorders for Students withSpecial Needs (Focus: Grades 1–8) (3.00 cr.)

Prerequisite: RS 737. Advanced clinical procedures.Emphasis on the preparation and writing of case stud-ies which include the interpretation of psychologicaland educational tests, evaluation of specific strengthsand weaknesses, and formulation of recommenda-tions that could be incorporated into the classroomand/or resource room situation.

RS 857 Practicum for Students with Special Needs(Focus: Grades 1–8) (3–6.00 cr.)

Prerequisite: RS 739 or written permission of the adviser isrequired. An application course requiring students todiagnose and program for students with learningproblems. Emphasizes use of appropriate assessmentand instructional strategies focusing on the specificneeds of the learner at the elementary/middle level.May be repeated for credit depending on focus of grade level.A fee is charged.

RS 858 Practicum for Students with Special Needs(Focus: Grades 6–12) (3–6.00 cr.)

Prerequisite: RS 739 or written permission of the adviser isrequired. An application course requiring students todiagnose and program for students with learningproblems. Emphasizes use of appropriate assessmentand instructional strategies focusing on the specificneeds of the learner at the secondary level. May be repeatedfor credit depending on focus of grade level. A fee is charged.

RS 859 Current Issues in Reading andLanguage Arts (3.00 cr.)

Prerequisite: ED 600 or written permission of the adviser isrequired. Pursues current topics related to languagearts. Written and oral presentations of vital researchconstitute the course material.

RS 861 Practicum for Students withSpecial Needs (3–6.00 cr.)

Prerequisite: Written permission of the adviser is required.An application course requiring students to diagnoseand program for students with learning problems.Emphasizes use of appropriate assessment and instruc-tional strategies focusing on the specific needs of thelearner at the appropriate age/level. A fee is charged.

RS 869 Teaching Students with Special Needs(Focus: Grades 6–12) (3.00 cr.)

Strategies and materials for teaching exceptional stu-dents in the regular classroom. Emphasis on recogniz-ing learning and behavioral characteristics and meet-ing those challenges in the mainstream of the school.

RS 870 Parent-Professional Partnerships in SpecialEducation (Focus: Grades 6–12) (3.00 cr.)

Prerequisite: ED 600, RS 761, or written permission of theadviser is required. Focuses on the collaboration of specialeducators, related service personnel, and parents inplanning and implementing developmentally appropri-ate educational and therapeutic programs for individualsfrom birth to high school. Students explore techniquesand procedures for facilitating positive interdiscipli-nary communication and cooperation and for workingeffectively with parents. In addition, this course reviewsresearch on parental/professional attitudes and respon-sibility and presents information on accessing availableschool and community services. Content also focuseson the historical and legal foundations for parentparticipation in the special education process andfamily systems theory, as well as the implications it hasfor service delivery. Students apply course content toa variety of hands-on opportunities, including a casestudy involving a designated child or student with adisability and the individual’s family.

RS 871 Managing Classroom Behavior(Focus: Grades 6–12) (3.00 cr.)

Prerequisite: RS 720, RS 761 or equivalent, or written permissionof the adviser is required. Uses a variety of managementtechniques drawn from behavioral, cognitive, andhumanistic psychological theories. Includes behaviormodification, teacher effectiveness training, curricularmanagement, and rational-emotive strategies. Empha-sizes record keeping, scheduling, and development ofroutines.

RS 879 Seminar in Special Education (3.00 cr.)Prerequisite: 27 program credits completed or written permis-sion of the instructor is required. Focuses on the criticalissues and emerging concerns of the Special Educa-tion field. Individual areas of student interest areexplored in a round-table format.

RS 893 Diagnostic Teaching and Curriculumfor Exceptional Students(Focus: Grades 6–12) (3.00 cr.)

Prerequisite: RS 720 and RS 761 or RS 771. Emphasizesinformal classroom assessment techniques, structured

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observation, and development of individual educa-tional plans (IEPs) from this data to meet a student’sacademic, social, cognitive, and physical needs. Specialattention is paid to principles of effective instructionfor teaching students with mild to moderate disabilities.

RS 898 Collaborative/ConsultativeInstructional Strategies (3.00 cr.)

Emphasizes models, strategies, and role definitions forspecial education teachers working with mildly/mod-erately disabled children in the regular classroom.Highlights techniques for facilitated interaction withother professionals.

RS 900 Observation and Participation inSpecial Education (3–6.00 cr.)

Prerequisite: Written permission of the adviser is required.Provides practical in-classroom experience with chil-dren in various special education placements.

RS 901 Advanced Human DevelopmentThrough the Life Span (3.00 cr.)

Prerequisite: Written permission of the adviser is required.Studies human behavior through the life span. Aging,career, marriage, and other processes are examineddevelopmentally. Considers both normal and abnormalprocesses.

RS 902 Strategies Intervention Modelfor Exceptional Students(Focus: Grades 5–12) (3.00 cr.)

Prerequisite: Introductory level course or RS 761. Presentsthe University of Kansas strategies for teaching studentsto “learn how to learn.” Students are expected to demon-strate competence with each strategy.

RS 903 PDS 1: Special Education (3.00 cr.)An overview of the role and responsibilities of the spe-cial educator in today’s schools. Students spend 90 hoursin a Preprofessional Development School involved inhands-on participation with special and regular needschildren and teachers, as well as attending ARD meet-ings, collaborative planning sessions, and required in-school seminars on specific topics. Students keep reflec-tion logs, start a portfolio, and develop lesson plans.Designed for students who are new to Education. Meetsthe Special Education Program prerequisite observationrequirements for both regular and special education.

RS 905 Characteristics of Learners withMild and Moderate Disabilities (3.00 cr.)

Prerequisite: RS 761. Students demonstrate knowledgeof high incidence disorders typically resulting in mildor moderate disabilities. Topics include in-depth study ofcharacteristics and course of atypical growth and develop-ment patterns, similarities and differences among andbetween disabilities, and the life-long impact of thesedisabilities. Educational, social, behavioral, and otherissues specific to LD, MR, and E/BD are covered in detail,including overlapping disabilities and associated problems.

RS 906 Developmental, Remedial, andCorrective Reading (3.00 cr.)

Prerequisite: RS 510, RS 720. Provides an overview ofreading instruction including the K–12 curriculum,developmental reading approaches, and various read-ing instructional methods. Students demonstrate anunderstanding of the relationship between readingand language. Various instructional techniques andstrategies to develop reading ability and comprehen-sion are demonstrated. Current research in readinginstruction is also covered.

RS 907 Developmental, Remedial, andCorrective Mathematics (3.00 cr.)

Provides an overview of math instruction for the K–12curriculum. Students demonstrate knowledge of avariety of math instructional techniques and methods,and are able to determine the appropriateness of thesetechniques in creating and implementing a balancedmath program. Current research in the area of mathinstruction is reviewed.

RS 908 Comprehensive Language Development:Methods and Resources for TeachingStudents with Special Needs (3.00 cr.)

Prerequisite: RS 720. Students demonstrate knowledge oftypical language development as well as K–12 curricula inthe areas of spelling, handwriting, and written language.Developmental, remedial, and compensatory techniquesare reviewed for the areas above, as well as for oral lan-guage and listening skills. Students demonstrate variousinstructional methods and strategies to promote orcorrect language difficulties, and identify, access, evalu-ate, develop, and modify instructional resources. Cur-rent findings in language research are examined.

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RS 909 Science and Social Studies: Content,Methods, and Modifications for Studentswith Mild and Moderate Disabilities (3.00 cr.)

Prerequisite: RS 761. Students review the instructionaldomains of science and social studies as currentlytaught in elementary schools, and describe teachingmethodologies typical to regular educational settings.Students understand the role of the special educatorin preparing and using curricular modifications forcontent instruction in both team taught and self-contained settings. Development of lesson plans incor-porating adaptations, accommodations, and techno-logical resources is required. Methods to promote read-ing and writing across the curriculum are demonstrated.

RS 910 Characteristics of Students withMild and Moderate Disabilities (3.00 cr.)

Students demonstrate knowledge of high incidencedisorders typically resulting in mild or moderate dis-orders. Topics include in-depth study of characteristicsand course of atypical growth and development patterns;similarities and differences among and between disabili-ties; and the life-long impact of these disabilities. Edu-cational, social, behavioral, and other issues specific toLD, MR, and E/BD are covered in detail, includingoverlapping disabilities and associated problems.

RS 911 Assessment, Diagnosis, and Evaluation ofLearning and Behavior Problems (3.00 cr.)

Prerequisite: RS 761, RS 905, RS 906, RS 907, RS 908.Students demonstrate a thorough understanding ofthe role of the assessment process in education. Thecontent addresses the principles and ethics related totest selection, formulation of diagnoses, and develop-ment of appropriate educational programs. Studentsbecome familiar with a variety of informal and formalassessment techniques (norm-referenced, criterion-referenced, curriculum-based, and authentic measures).Opportunities to administer, score, and interpret suchmeasures, as well as to demonstrate awareness of theethical and legal requirements, roles of professionals,and the implications of culture and diversity in theassessment process.

RS 912 Instructional Planning, Adaptations,and Learning Strategies forStudents with Special Needs (3.00 cr.)

Prerequisite: RS 761, RS 906, RS 907, RS 908, RS 909 orRS 917, RS 911. Students demonstrate knowledge of IEPdevelopment including measurement, maintenance,and revision. Students construct goals and objectivesusing assessment information and input from parents

and other professionals. Students select and/or modifycurriculum and materials and design instructional pro-grams to include appropriate adaptations and accom-modations to meet the unique needs of individuals.Students describe the importance of learning envi-ronments (e.g., grouping techniques), learning styles,and individual differences and design instruction thatencourages motivation and active participation. Lessonplanning, critical presentation skills, and various indi-vidual and group teaching methods are modeled andrehearsed. The integration of curricula and the use oftechnology and adaptive equipment are also demonstrated.

RS 913 Comprehensive Classroom Managementfor Teachers of Students withSpecial Needs (3.00 cr.)

Prerequisite: RS 761, RS 905. Students demonstrate knowl-edge and understanding of the various models, theories,and principles of behavior management. Students recog-nize the impact of student cultural background, class-room environment, and instruction on classroom behav-ior as well as the importance of effective rules, routines,and logical consequences. Social skill development andinstruction are modeled. Students create behavioralintervention plans using skills such as selecting targetbehaviors, measurement and recording techniques,strategies for increasing or decreasing behavior, andevaluating plan effectiveness.

RS 914 Communication, Collaboration, andConsultation with Parents and ProfessionalsServing Students with Disabilities (3.00 cr.)

Prerequisite: RS 761. Students become familiar withparents’ needs and concerns and demonstrate theability to communicate with parents, as well as assistand encourage them to become active participants inthe educational process. Students demonstrate under-standing of parent rights, ethical concerns, and pro-fessional practices. Students explain the various rolesand responsibilities of special and regular educators,other professionals, and parents. Students demon-strate the principles and techniques of collaborationand consultation necessary to work effectively withinterdisciplinary teams and the ability to use variousmodels of service delivery including inclusive educa-tion, resource services, team teaching, consultation,and itinerant programming.

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RS 915 Diagnosis and Intervention inReading Disorders (3.00 cr.)

Prerequisite: RS 510, RS 906. Students administer andinterpret formal and informal measures to evaluatereading problems in a classroom or clinical setting.Individual case studies are used to emphasize both causaland/or inhibiting factors in reading disability as wellas in the analysis of the reading problem. Studentsdevise a program of appropriate remedial instructionin relation to diagnostic findings and develop recom-mendations for parents and other teachers servingthe specific child.

RS 916 Promoting Successful Transitions toPostsecondary Settings for Students withMild and Moderate Disabilities (3.00 cr.)

Prerequisite: RS 761 and RS 793 or RS 893 or written permis-sion of the instructor is required. After examining recentresearch on student outcomes, students review essentialcompetencies in the areas of career/vocation, dailyliving, and recreation/leisure skills necessary for inde-pendent living. Students are expected to demonstrateskill in integrating instruction in these skill areas intothe secondary curriculum. Students model skills nec-essary to work with a multidisciplinary team, assessstudent interests and aptitudes, and develop individu-alized transition plans.

RS 917 Instruction in Secondary Content Areasfor Students with Mild andModerate Disabilities (3.00 cr.)

Prerequisite: RS 761, RS 905. Designed to familiarizestudents with the terminology, characteristics, curricu-lum models, specialized curriculum, and instructionalmaterials for secondary students with mild and mod-erate disabilities. Students examine instructional envi-ronments serving special education students in inclu-sion, team-taught, resource, and content mastery set-tings. Learning strategies, study skills, critical thinkingskills, educational assessment, interactive teaming, andself-determination are emphasized as they relate to IEPdevelopment and graduation requirements across thesecondary content areas: math, social studies, science,and technology.

RS 918 Practicum I: Teaching Students withSpecial Needs (3.00 cr.)

Prerequisite: Written permission of the adviser is required.Students exhibit skills in the areas of assessment, obser-vation, and data collection; evaluation/adaptation ofcurriculum and materials; instructional planning anddelivery; classroom management; and collaboration,

consultation, and communication with parents, teachers,and other professionals. Students demonstrate an aware-ness of the various ethical, legal, and interpersonal con-cerns (including cultural issues) and are expected topractice within the CEC Code of Ethics and Standardsfor Professional Practice.

RS 919 Practicum II: Teaching Students withSpecial Needs (3.00 cr.)

Prerequisite: Written permission of the adviser is required.Students exhibit skills in the areas of assessment, obser-vation, and data collection; evaluation/adaptation ofcurriculum and materials; instructional planning anddelivery; classroom management; and collaboration,consultation, and communication with parents, teachers,and other professionals. Students demonstrate an aware-ness of the various ethical, legal, and interpersonal con-cerns (including cultural issues) and are expected topractice within the CEC Code of Ethics and Standardsfor Professional Practice.

Office: Donnelly Science Center, Room 206ATelephone: 410-617-2464

Director: Bernard J. Weigman, ProfessorAssociate Director: Paul J. Coyne, ProfessorAssistant Director: Margaret A. Daley

Professors: Paul J. Coyne, Jr.; Arthur L.Delcher; Wayne L. Elban; Roberta E. Sabin;Robert D. Shelton; Bernard J. WeigmanAssociate Professors: David W. Binkley;Roger D. Eastman; Keith Brian Gallagher; GlennS. KohneAssistant Professors: Brian K. Jennison;Suzanne E. KeilsonAdjunct Faculty: Charles Alexander; EileenK. Baust; Howard Blumenfeld; John Cannella;John C. Carmody; James J. Costabile; DonaldDimitroff, F.S.C.; Douglas P. Dotson; Dennis P.Dworkowski; Marco A. Figueiredo; Michael D.French, S.J.; Dennis Hamilton; WilliamHardenburg; John W. Hebeler, Jr.; Stephen D.Hendry; Randy J. Kelsey; Lawrence M. Kenney;Raymond Lloyd; James R. Means, Jr.; Brian L.Nastvogel; Anthony T. Nasuta; Carl M. Powell;Thomas H. Powell; James Reeder; James Selway;Larry Shackelford; G. Lawrence Sprigg; PatrickStakem; Vernon Williams; Gerald H. Zuelsdorf

The College of Arts and Sciences offers degreeprograms leading to a Master of EngineeringScience (M.E.S.) in Computer Engineering, Com-puter Science, and Electrical Engineering. Coursesfor the M.E.S. in Computer Science are offered atthe Columbia and Timonium Campuses. Coursesfor the M.E.S. in Computer Engineering andElectrical Engineering are offered only at theColumbia Campus.

ADMISSION CRITERIA

It is the policy of the Admissions Committee togive promising applicants the opportunity toundertake graduate work. A careful examinationan applicant’s qualities precedes every admis-sions decision. The Committee looks for aca-demic achievement by considering an applicant’sundergraduate record and any advanced degrees.Possessing a degree in Engineering or a relatedfield is not a requirement for admission consider-


Engineering Science

ation. The Committee also highly regards employ-ment history, significant accomplishments, a strongpersonal essay, and professional references.



Fall Semester September 1Spring Semester January 1Summer Sessions June 1

Applications may be submitted at any time and arereviewed on a rolling basis throughout the year.While students may be accepted after a deadline haspassed, course availability cannot be guaranteed.

PREREQUISITES

Certain preparatory work is necessary for gradu-ate study in engineering or computer science.Although a bachelor’s degree is required for admis-sion, an applicant need not have been an under-graduate engineering or computer science major. Ayear of general physics and calculus is requiredfor students entering the computer engineeringor electrical engineering track. A full year of collegelevel mathematics is required of students enter-ing the computer science track. Students who lackthese prerequisites should obtain them beforeapplying to the program.

CREDITS REQUIRED

The degree requirements for the M.E.S. in Com-puter Engineering, Computer Science, and Electri-cal Engineering are a minimum of eleven coursesand a maximum of 15 courses.

DEGREE REQUIREMENTS

For an M.E.S. in Computer Science, Computer Engi-neering, or Electrical Engineering, students mustcomplete four introductory, eight concentration,and three elective courses. A part-time studentcan complete the course of study in two and one-half to three years while a full-time student can doso in two or three semesters and a summer.

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To complete the requirements for a degree in theprogram, the four introductory courses must becompleted (or waived). Then students must com-plete eleven advanced courses consisting of eighttrack courses and three elective courses. For a sec-ond degree in the program, eight courses in thenew track must be completed plus any requiredcourses. Some courses for the first degree maysatisfy requirements for the new track. If so, theyneed not be repeated. In any case, a minimum ofsix additional courses must be taken. Thus, a mini-mum of 17 advanced courses are necessary fortwo degrees.

Course offerings in the M.E.S. program are bro-ken down into the following groups:

Computer Science Group (CS Group)Computer Engineering Group (CE Group)Electrical Engineering Group (EE Group)Elective Group (E Group)

Students who wish to obtain the M.E.S. in Com-puter Science, Computer Engineering, or Elec-trical Engineering should complete eight coursesin the appropriate track plus three courses fromany group.

Before starting advanced courses in the M.E.S.program, students should have a proficiency inseveral areas of computer science and engineer-ing. These areas include programming in a highlevel structured language, designing digital andanalog circuits and the hardware/software inter-play associated with microcomputer systems.Thus, all students are required to either take ordemonstrate a proficiency in some of these intro-ductory courses:

Introductory Courses

EG 600 Introduction to Digital DesignEG 601 Introduction to MicroprocessorsEG 609 Introduction to Circuits and

ElectronicsEG 610 Introduction to Structured

ProgrammingEG 613 Continuous-Time Signals and SystemsEG 614 Introduction to Discrete MethodsEG 620 Discrete-Time Signals and Systems

Although these are graduate courses, they may bewaived without replacement if the student hastaken them as advanced undergraduate courses.

Laboratory Courses

EG 681 Microcomputer Systems I Laboratory(Corequisite EG 611)

EG 682 Microcomputer Systems II Laboratory(Corequisite EG 612)

EG 691 Microprocessor Software Laboratory(Corequisite EG 601)

Computer Science Track CS Group


EG 601 Introduction to MicroprocessorsEG 610 Introduction to Structured ProgrammingEG 614 Introduction to Discrete MethodsEG 700 Structured Programming

Required Advanced Courses

EG 611 Systems Integration I w/LabEG 712 Advanced Data Structures

Plus one of the following Theory courses:

EG 721 Compiler TheoryEG 724 Algorithm Design

Plus one of the following Systems courses:

EG 731 Operating SystemsEG 783 Advanced Operating Systems: UNIX

Other Track Courses

EG 719 Local Area NetworkingEG 720 TCP/IP ArchitectureEG 730 Programming in the Windows

EnvironmentEG 732 Software EngineeringEG 734 Data Base Design and ManagementEG 746 Artificial IntelligenceEG 757 Coding and Information TheoryEG 761 Expert SystemsEG 762 Networking, Theory and ApplicationEG 766 SeminarEG 767 AdaEG 768 Neural Networks

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EG 772 Structured TestingEG 790 Computer GraphicsEG 792 Object Oriented ProgrammingEG 795 Advanced GraphicsEG 797 Internet ProgrammingEG 799 Java ProgrammingEG 800 Topics in Computer Science

Computer Engineering Track CE Group


EG 600 Introduction to Digital DesignEG 601 Introduction to MicroprocessorsEG 609 Introduction to Circuits and ElectronicsEG 610 Introduction to Structured Programming


EG 611 Systems Integration I w/LabEG 612 Systems Integration II w/LabEG 770 Hardware Description Language and

Machine Design

Plus one of the following Design courses

EG 739 Computer DesignEG 753 VLSI DesignEG 781 Design and Simulation

Other Track Courses

EG 603 Automated Data CollectionEG 607 Computer ArchitectureEG 719 Local Area NetworkingEG 720 TCP/IP ArchitectureEG 731 Operating SystemsEG 758 The 68000 MicroprocessorEG 762 Networking, Theory and ApplicationEG 766 SeminarEG 768 Neural NetworksEG 769 RISC ArchitectureEG 773 Advanced VLSI DesignEG 785 Projects in Embedded Control

Electrical Engineering Track EE Group


EG 600 Introduction to Digital DesignEG 609 Introduction to Circuits and Electronics

EG 613 Continuous Time Signals and SystemsEG 620 Discrete Time Signals and Systems


EG 705 Digital Signal ProcessingEG 740 Data CommunicationsEG 742 Applications of Digital Signal ProcessingEG 779 Advanced Communication Theory

Other Track Courses

EG 710 Electro-OpticsEG 719 Local Area NetworkingEG 720 TCP/IP ArchitectureEG 726 Control TheoryEG 757 Coding and Information TheoryEG 762 Networking, Theory and ApplicationEG 766 SeminarEG 768 Neural NetworksEG 778 Image ProcessingEG 787 Adaptive FiltersEG 788 Microwave and IR/Optical Systems IEG 789 Microwave and IR/Optical Systems IIEG 794 Speech ProcessingEG 798 Wireless Communications

Elective Group E Group

Three electives are necessary to complete thecredit requirements for the M.E.S. Candidates maychoose any course in the engineering sciencecurriculum including those listed below as elec-tives. Electives include:

EG 622 Data Acquisition and ProcessingEG 703 Systems AnalysisEG 729 Network Performance ManagementEG 747 RoboticsEG 751 Robotics ApplicationsEG 755 Thesis SeminarEG 756 Thesis ResearchEG 899 Independent Study

No comprehensive examinations are requiredfor completion of the M.E.S.

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WAIVERS


Introductory courses may be waived withoutreplacement for students with strong academicbackgrounds in the areas concerned. Waivers maybe granted on the basis of prior coursework, success-ful completion of competency exams, or significantprofessional experience. Waiver of introductorycourses must be applied for at the time of appli-cation for admission using the appropriate form.

Required Courses

Required track courses may be waived with replace-ment for students with a strong academic back-ground in areas concerned. Waivers may be grantedon the basis of prior course work, successful com-pletion of competency exams, or significant profes-sional experience. When a course is waived, nocredit is given toward the master’s degree. The stu-dent does not have to take that particular course,but must substitute the credits from courses withinthe track from which the course was waived.

MASTER’S THESIS

The master’s thesis gives students the opportu-nity to do in-depth study and research on a singletopic. The master’s thesis should exhibit thosequalities associated with genuine research: schol-arship, logical consistency, creativity, and compre-hensiveness. After appropriate and extensive read-ing, the student who intends to write a master’sthesis should submit a tentative proposal in writing.

With an adviser’s approval, arrangements will bemade to present the tentative proposal at a requiredthesis seminar. Having profited by the suggestions ofthe thesis seminar, the candidates must submit arevised thesis proposal, similar in format to thetentative proposal, to their adviser. Both the tentativeand revised proposals must include a clear defini-tion of the problem, a justification of the investi-gation, a review of the previous research, a descrip-tion of proposed method of investigation, and atentative bibliography.

When the formal thesis proposal has been approvedby the director of the program and two readers,the student may begin work on the thesis. The

student is expected to complete the thesis in sucha way that the finished product may be judgedsuitable as a partial fulfillment of the requirementsof the master’s degree. The length of time it maytake to complete this work depends upon thenature of the topic, the student’s initiative, abilityto write, and numerous other factors. The finaldraft of the thesis, which must conform to allformat requirements, must be approved andsigned by the readers and should be submitted induplicate to the office of the director of the pro-gram on or before the date specified by the depart-ment. The copies of the thesis become the propertyof Loyola College.

A grade of GL (grade later) is entered on thetranscript for each term in which the student isregistered, and the thesis has not been com-pleted; the final grade assigned for the thesis isentered at the end of the term in which the thesishas been accepted by the director. Students mustregister for Thesis Seminar (EG 755) and ThesisResearch (EG 756), which constitute the requiredsix credits of coursework.

INDEPENDENT STUDY

In order to register for an Independent Study(EG 899), students must submit a written pro-posal to an Engineering Science faculty memberprior to the last day of registration. Proposed top-ics, which are normally discussed in advance withthe professor, should permit study and/or labo-ratory work in considerable depth beyond thescope of a course offered in the engineering sciencecurriculum. A proposal will include a descriptionof the research project, a weekly plan of study, anda list of references. Proposals must be approved bythe faculty member and the director. Independ-ent study courses are usually three credits. Onlyone independent study course can be taken by astudent while pursuing an M.E.S.

MBA ELECTIVE

Students may, upon consultation with an adviser,have the option of taking up to nine credits in theMBA program in the Sellinger School of Businessand Management. For additional information,contact the MES program director, 410-617-2260or the MBA Office, 410-617-5067.


COURSE DESCRIPTIONS

EG 600 Introduction to Digital Design (3.00 cr.)Covers basic concepts of digital logic including logicgates, flip flops, registers and counters. Discusses ele-ments of design including Karnaugh maps and sequen-tial theory. Also discusses integrated circuits of variouslogic families. Applications include fundamental designof a digital computer.

EG 601 Introduction to Microprocessors (3.00 cr.)Prerequisite: EG 600. Corequisite: EG 691. A glimpse ofdifferent microcomputer systems. Compares assemblylanguage techniques for different microprocessors.Discusses peripheral devices. Covers memory design,I/O design, interrupts, programming.

EG 603 Automated Data Collection (3.00 cr.)Prerequisite: EG 609. Follows the flow of data from thepoint at which it is first available to the point wherethe system is finished with it and has acted properlydepending on the data collected. Covers the conver-sion of a stimulus to an electronic signal (such as atemperature to a voltage) filtering; proper amplifica-tion of the electronic signal to bring it into the correctvoltage range; conversion of the analog voltage to adigital signal; transferring data to temporary storage;transfer rate of data, analysis of data; display of thedata either graphically or otherwise; and conversionof digital output of the computer to an analog voltagewhich will drive various devices.

EG 607 Computer Architecture (3.00 cr.)Prerequisite: EG 612, EG 682. Studies various types ofcomputer architecture. Topics include: the relation-ship of the CPU, clock/time, control, memory, serialand parallel I/O, programmable interrupts, DMA, hard-ware math packages, multiplexed data acquisitionpackages, and mass storage devices. Software preparationincludes writing monitors and linking to editors andassemblers which are provided in firm ware. Labora-tory oriented with lecture being provided as new con-cepts are investigated.

EG 609 Introduction to Circuits andElectronics (3.00 cr.)

Acquaints students with properties of resistance, capaci-tance, inductance, diodes, transistors, linear electriccircuits. Discusses the physical laws describing thesephenomena and presents the fundamental theoremsof linear circuit analysis. Laboratory and lecture coverthe use of fundamental laboratory instruments such

as multimeters, oscilloscopes, and signal generators.General physics and calculus are assumed.

EG 610 Introduction to StructuredProgramming (3.00 cr.)

An introduction to the basic concepts of computerorganization and programming. Algorithms are definedand used. Numeric and character manipulation is car-ried out. File handling, recursive functions, and elemen-tary data structures are studied. Computer use required.

EG 611 Systems Integration I (3.00 cr.)Prerequisite: EG 601, EG 691 or equivalent. Corequisite:EG 681. Recommended Prerequisite: EG 610. An advancedintroductory course in microcomputer systems, primarilyintended for students who have had previous experiencewith microprocessors. Starts with the 16-bit architectureof the Intel 8086/8088 microprocessor. Covers MS-DOSuse. Also covers assembly language techniques anddevelopment of programs.

EG 612 Systems Integration II (3.00 cr.)Prerequisite: EG 611, EG 681. Corequisite EG 682. Continuesto develop the elements and concepts which are used toconstruct an 8086/8088 based 16-bit microprocessorsystem. Theory of functional blocks operation (i.e., CPUfeatures, interrupt structure, DMA techniques, and I/Ostructures). Programmable peripheral chips in the 8086family of devices. Investigates coprocessing and multi-processing techniques. Lab provides practical experienceusing the concepts presented in lecture.

EG 613 Continuous-Time Signals and Systems (3.00 cr.)Prerequisite: EG 609. Covers continuous-time signalsand systems including: signal representation in termsof impulses; the convolution integral; and system rep-resentation in terms of block diagrams or differentialequations. Transform techniques such as Fourier Series,Fourier Transform, and the Laplace Transform areused in the analysis and characterization of linear time-invariant systems. Also covers frequency selective filtersand modulation.

EG 614 Introduction to Discrete Methods (3.00 cr.)A survey of mathematical topics common to many areasof computer science. Topics include: logic and prooftechniques, sequences and summations, set theoryand combinatorics, probability, recurrence relationsand asymptotic growth of functions, graph theory,finite-state machines, and Turing machines.

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EG 620 Discrete-Time Signals and Systems (3.00 cr.)Prerequisite: EG 613. Covers discrete-time signals and sys-tems including: signal representation in terms of impulsesequences; the convolution sum; and system representa-tion in terms of block diagrams or difference equations.Transform techniques such as the Z-Transform, Discrete-Time Fourier Series, Discrete-Time Fourier Transform,and Discrete Fourier Transform, are used in the analysisand characterization of linear shift-invariant systems.Discusses the Sampling Theorem and digital filters.

EG 622 Data Acquisition and Processing (3.00 cr.)Explores the practical side of digital data acquisition,subsequent signal processing options, and techniquesfor analog signal generation. Uses small group projects toexplore aspects of analog-to-digital conversion, digital-to-analog conversion, elementary digital signal process-ing. Projects are accomplished using either student writ-ten software or software packages such as MATLAB™.Begins with lectures and demonstrations to build thebackground necessary for the projects.

EG 681 Microcomputer Systems I Laboratory (1.00 cr.)Corequisite: EG 611. Consists of writing programs inassembly language, assembling them, and running themon the appropriate system.

EG 682 Microcomputer Systems II Laboratory (1.00 cr.)Corequisite: EG 612.

EG 691 Microprocessor Software Laboratory (1.00 cr.)Corequisite: EG 601. Consists of writing programs in theappropriate assembly language, assembling them onthe resident or cross assembler, and running them ona microcomputer.

EG 700 Structured Programming (3.00 cr.)Prerequisite: EG 610. Intermediate programming in C/C++ emphasizing structured methodologies for devel-opment, debugging, testing, and verification of pro-grams. Topics include recursion; pointers; dynamicmemory allocation; file processing; simple time-com-plexity analysis; and elementary data structures suchas stacks, queues, linked lists, and binary trees.

EG 703 Systems Analysis (3.00 cr.)Includes a review of matrix operations. Emphasizesengineering systems and the modern techniques ofgenerating alternatives, evaluation and selection crite-ria including resource scheduling, decision theoryand the simplex methods.

EG 705 Digital Signal Processing (3.00 cr.)Prerequisite: EG 620. Explores the theoretical foundations,actual implementations, and current applications ofsignal processing using digital techniques. In-depthreview and development of discrete-time signals andsystems, the z-Transform, the discrete Fourier Transformand its computation, and digital filter design techniques.

EG 710 Electro-Optics (3.00 cr.)Prerequisite: EG 613. Covers a wide range of topics inoptical engineering. Introduces geometric optics usingthe matrix method. Other geometrical optics topicsinclude optical instruments, light sources, light projec-tors, and radiation theory. Modern optics topics includedetectors, diffraction, lasers, holography, and fiber optics.

EG 712 Advanced Data Structures (3.00 cr.)Prerequisite: EG 614, EG 700. A study of data structuresbeyond elementary stacks, queues, lists, and trees.Topics include balanced tree structures, heaps, prior-ity queues, static and dynamic hashing, inverted trees,and data compression. May also cover topics from thecurrent literature.

EG 719 Local Area Networking (3.00 cr.)Prerequisite: EG 762. Fundamentals of LAN Architectures.Topics include OSI layers 0, 1, and 2; 10BASE-5, 10BASE-2,10BASE-T, 100BASE-T, TOKEN RING and FDDI. Studentsdevelop LAN strategies through case studies, rangingfrom actual implementation to business models.

EG 720 TCP/IP Architecture (3.00 cr.)Prerequisite: EG 762. Students develop the followingTCP/IP Layers: Link, Network, Transport, and Applica-tion. Instead of just describing the protocols and whatthey do, students use popular diagnostic tools to watchthe protocols in action. (Lecture/Laboratory)

EG 721 Compiler Theory (3.00 cr.)Prerequisite: EG 712. An overview of the mathematicaltheories which form the basis for compiler construc-tion and analyzes the internal design of modern com-pilers along with their basic algorithms. The overviewincludes the automata theory of finite state machines,formal grammars, and tree automata. The basic com-piler construction algorithm includes lexical analysis,parsing techniques, code generation, symbol table organ-ization, error processing, and optimization methods.Presents algorithms using the C high level language astheir basis. Requires students to construct a compiler fora small C subset using C as the implementation language.


EG 724 Algorithm Design (3.00 cr.)Prerequisite: EG 712. A study of the design and analysisof efficient computer algorithms. Topics include recur-rences, sorting, order statistics, dynamic programming,graph algorithms, and NP-completeness. Usually includesadditional topics from the current literature or specificapplication areas such as computational geometry orcomputational biology.

EG 726 Control Theory (3.00 cr.)Prerequisite: EG 613. Analyze and design fundamentalcontrol systems using state variable representation.Practically oriented course emphasizing the support-ing mathematical theory that provides the basis fordesign. Blend of mathematical theory (Laplace trans-forms and representation of controlled systems as dif-ferential equations) along with time and frequencydomain analytical tools.

EG 729 Network Performance Management (3.00 cr.)Prerequisite: EG 762. Simple network managementprotocol (SNMP) has been the defacto standard forthe management of multivendor TCP/IP based net-works. Studies the architectural components compris-ing a total network management system (SNMP, MIBs,and network manager).

EG 730 Programming in the WindowsEnvironment (3.00 cr.)

Prerequisite: EG 700. The concepts necessary to designand code applications run under Microsoft Windows.Specific areas include text and graphic output to a win-dow, user input from menus and dialog boxes, Windowsmemory management, use of the Windows clipboard,multiple document interface, dynamic data exchange,timers, creation of dynamic link libraries, and creation ofWindows setup program. Presented through numerousexample programs including database, text process-ing, graphics applications.

EG 731 Operating Systems (3.00 cr.)Prerequisite: EG 700. Resources, tasks, services, system/user interface, allocatable, shared resources, compilers,linkers, loaders, exec-services, the CPU as a resource,schedulers and monitors, foreground/background tasks,interrupts, virtual machine, Bath stream, distributedprocessing and networking. Discusses selected operatingsystems such as UNIX, RSX-11/M, TECH-MAC II.

EG 732 Software Engineering (3.00 cr.)Prerequisite: EG 700. Covers the field of software engineer-ing: planning, product definition, design, programming,

testing and implementation. Covers topics of structureddesign and programming in depth. Software systemsdesign and program architecture-alternative systemtypes. Module design, coding and language considera-tions. Considers design team methodology and membermakeup. Industry standards, diagrammatic techniques,pseudo code. Programming language alternatives. Classexamples are from real-world product situations. Acomplete overview of and exposure to a total productdevelopment cycle and project. Real-time systems; designand testing/debugging phases.

EG 734 Data Base Design and Management (3.00 cr.)Prerequisite: EG 700. An introduction to database phi-losophy. Discusses major database organizations withemphasis on the relational approach. Topics include:physical storage; design tools including entity-relation-ship modeling and normalization techniques; queryprocessing including formal languages, SQL, QBE,and optimization; transaction modeling; concurrencyissues; current trends in DBMS. Includes laboratoryexperiences with the design and use of DBMS.

EG 736 Wide Area Networks (3.00 cr.)Prerequisite: EG 762. A survey of wide area networkswhich includes traditional telephone networks, framerelay networks and ATM, and asynchronous transfermode networks.

EG 739 Computer Design (3.00 cr.)Prerequisite: EG 770. Digital computer operation,machine-code orders, instruction formats, procedureoriented languages, influence of high level languageson computer design, stack architecture, control unitorganization, microprogramming, the arithmetic unit,storage system, input/output systems, noise problems,reliability and use of redundancy, parallel processingsystems, pipeline computers.

EG 740 Data Communications (3.00 cr.)Prerequisite: EG 620. Principles of communications sys-tems are developed. Topics include: spectral analysis;random processes; AM, FM; sampling, ADC conver-sion, and pulse modulation; data transmission, coding,and performance of systems in noise.

EG 742 Applications of Digital SignalProcessing (3.00 cr.)

Prerequisite: EG 705. Digital signal processing theory isexercised using MATLAB™ to develop and implementsignal processing algorithms. Additionally, modernspecial purpose microprocessors, designed for signal

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processing, are used to implement signal processingalgorithms. Course concludes with a project in whichsmall student groups complete a signal processingtask using either an analystic technique, a simulation,or a software implementation.

EG 746 Artificial Intelligence (3.00 cr.)Prerequisite: EG 700. A study of theory and techniqueswhich will make computers “smart.” Topics includeproblem representation, search problem-solving meth-ods, game playing, natural language processing, knowl-edge engineering, and LISP programming.

EG 747 Robotics (3.00 cr.)Provides the fundamentals of robot technology andthe techniques for justifying, specifying and imple-menting robots within a flexible automation system.Examines the limits of present robotics. Topics includerobot kinetics, sensors, vision systems, parts recogni-tion, work cells, group technology, robot programminglanguages, dynamics, and an introduction to theautomated factory.

EG 751 Robotics Applications (3.00 cr.)Prerequisite: EG 747. A laboratory course in the applica-tion of robots and sensors in industry. Applies the robottechnology offered in Robotics (EG 747) to assembly,welding, casting, palletizing, painting, and otherindustrial jobs. Topics include a study of the factoryenvironment, project planning, robot programming,electronic sensors, and equipment interfacing. Studentsacquire hands-on experience with small teaching robotsin the laboratory.

EG 753 VLSI Design (3.00 cr.)Prerequisite: EG 770. An introduction to the field ofVery Large-Scale Integrated Circuits (VLSI). Presentsstructured, systems, and computer science designapproaches to VLSI IC microelectronics design. Pre-sents the essentials for implementing a system in VLSI,

MOS digital circuit theory, IC fabrication. Stressesaspects of timing, concurrency, synchronization, floor-planning, and hierarchal design. Covers practical con-siderations of IC fabrication yields, testing and scaling.Uses industrial and university research examples.

EG 755 Thesis Seminar (3.00 cr.)Prerequisite: All introductory courses must be completed. Stu-dents are required to make a formal presentation oftheir thesis proposal to the faculty of the EngineeringScience, Computer Science and Physics Departments.Seminar insures the adequacy of preparation before

the thesis research is begun and acquaints other stu-dents with diverse areas of research.

EG 756 Thesis Research (3.00 cr.)Prerequisite: EG 755. Thesis research is carried out bythe student with the guidance of his major professorand readers.

EG 757 Coding and Information Theory (3.00 cr.)Begins with a look at the concept of coding in general,and at error-detecting and error-correcting coding inparticular; including parity-check, Hamming and Huff-man codes. Considers the concept of information asentropy, channel capacity and Shannon’s theorems.Students should have seen at least some very elementaryprobability before taking this course.

EG 758 The 68000 Microprocessor (3.00 cr.)Prerequisite: EG 601 or equivalent. Basic explanation of 68000functions. Internal architecture. A minimum computersystem. The 68000 instruction set, addressing modes,coprocessors, and support devices. Memory manage-ment. The 680X0 family of Motorola. Uses the SBC68Keducational board to write and run programs.

EG 761 Expert Systems (3.00 cr.)Prerequisite: EG 700. Introduces one of the most dynamicand timely branches of artificial intelligence-expert sys-tems. Includes fundamentals of knowledge engineering,use of probability and fuzzy logic, and application ofmetaknowledge. Evaluates expert system architecturesfrom the applications standpoint. Case studies of some ofthe most widely used expert systems to solve a practicalproblem. In order to obtain hands-on experience, eachstudent constructs an expert system as a term project.

EG 762 Networking, Theory and Application (3.00 cr.)Development of network architectures and protocolsfor all layers of the ISO standard for networking com-puters. Introduces packet switching and the X.25 Net-work. Related subjects include delay analysis, signaltransmission and error control, throughput analysis,local area networks, and security.

EG 766 Seminar (3.00 cr.)Prerequisite: All introductory courses. Covers current top-ics in Computer Science, Computer Engineering andElectrical Engineering. Students select a topic, write aterm paper, present a preliminary outline and presentthe finished paper to the class.


EG 767 Ada (3.00 cr.)Prerequisite: EG 700. Introduction to the language of Adacovered by such topics as data typing, flow control, pack-ages, file I/O, and subprograms. Includes the use of datagenerics (reusability) as an advantage of Ada. Tasking,low-level programming, and real-time considerations.

EG 768 Neural Networks (3.00 cr.)Introduces artificial neural networks which have beenadapted from biological systems for computer appli-cations. Discusses and analyzes various kinds of neuralnetworks. An emphasis on applications for vision, speech,optimization, and learning.

EG 769 RISC Architecture (3.00 cr.)Prerequisite: EG 739. Reduced Instruction Set Computer(RISC) topics such as superpipelined and superscalararchitectures; register renaming, VLIW, speculativeexecution, Harvard Architecture, Pipeline stalls, organi-zation of cache systems and hierarchical memory, opti-mizing compilers, code scheduling, branch prediction,instruction set emulation, embedded RISC systems,RISC/DSP, and register coloaring. Uses design examplesfrom industry such as PowerPC, SPARC, MIPS, Transputer,ARM, Alpha, Hp-PA, PIC, and others.

EG 770 Hardware Description Language andMachine Design (3.00 cr.)

Prerequisite: EG 612, EG 682. An introduction to hard-ware descriptions languages and their uses in large,discrete state machine design. Uses a generic HDL

compiler and hardware simulator to design and explorethe behavior of hardware devices at a level of com-plexity found in modern microprocessors.

EG 772 Structured Testing (3.00 cr.)Prerequisite: EG 732. The methodology of acceptance,integration, and code testing.

EG 773 Advanced VLSI Design (3.00 cr.)Prerequisite: EG 753. Continues the topics developed inVLSI Design (EG 753). Some VLSI chips are actuallydesigned, simulated, and constructed.

EG 778 Image Processing (3.00 cr.)Prerequisite: EG 705. Theory and application of thecapture, digitization, and analysis of images using DigitalSignal Processing techniques. (Lecture/Laboratory)

EG 779 Advanced Communication Theory (3.00 cr.)Prerequisite: EG 740. An continuation of principles fromEG 740. Applications are presented.

EG 781 Design and Simulation (3.00 cr.)Prerequisite: EG 770. Introduces computer-aided design(CAD) through “hands-on” examination of two relatedCAD packages: a “schematic capture” package, whichpermits one to prepare schematic drawings of electroniccircuits by computers; and a “simulator,” which allowsone to “test” a circuit design by simulating, in software,how that circuit would behave if it were built out ofhardware. A lab course allowing students ample oppor-tunity to learn about CAD software by using it.

EG 783 Advanced Operating Systems: UNIX (3.00 cr.)Prerequisite: EG 731 or equivalent. An in-depth inspec-tion of the UNIX operating system internals via the Cprogramming language. Topics include system callsand their internals, process implementation, commu-nication, and management; file system implementationand management; device management; and networking.

EG 785 Projects in Embedded Control (3.00 cr.)Prerequisite: EG 612. A laboratory course in which stu-dents conceive, design, build, program, and debug adesign project of their choosing. Uses a microcontrol-ler to simplify the processor portion of the projects sothat more time can be spent on device interfacing.The Intel 8051 family will be used. Support tools (emu-lators) available in the lab.

EG 787 Adaptive Filters (3.00 cr.)Prerequisite: EG 705. Introduces the fundamental conceptsand applications of digital adaptive filters. Discusses theanalysis and design of adaptive Finite-Impulse-Response(FIR) filters. Computer exercises are used extensivelyto demonstrate concepts and motivate further study.

EG 788 Microwave and IR/Optical Systems I (3.00 cr.)Prerequisite: EG 620. Emphasizes the systems approachto the active and passive microwave and IR/Opticalsensors (e.g., radar, laser radar, infrared, and opticalsystems). Promotes understanding of the physical andmathematical basis for analyzing and evaluating theperformance of these sensors. Covers the individualsubsystems (i.e., antennas, lenses, receivers, transmit-ters, lasers, signal processors, etc.) Discusses the trade-offs involved in a system level design. Exploits thesimilarity and differences of the microwave and IR/Optical sensors as a means to facilitate understanding.

EG 789 Microwave and IR/Optical Systems II (3.00 cr.)Prerequisite: EG 788. Builds on the knowledge andconcepts developed in EG 788. Examines the designand functioning of the individual components of both

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microwave and IR/Optical systems. Emphasizes theextraction and interpretation of the signal for micro-wave and IR/Optical sensors. Students are expectedto design a comprehensive “system level” microwaveor IR/Optical sensor system.

EG 790 Computer Graphics (3.00 cr.)Prerequisite: EG 700. A comprehensive analysis of thetechniques and algorithms used to develop graphicalimages using computer generated data. Covers themathematical concepts required to produce two- andthree-dimensional text and graphics on raster andvector displays. Examines and evaluates hardware andsoftware design considerations relative to current dis-play technology.

EG 792 Object-Oriented Programming (3.00 cr.)Prerequisite: EG 700. Surveys major concepts in object-oriented analysis, design, and programming such asencapsulation, information hiding, inheritance, andpolymorphism. Covers how these ideas are implementedin Smalltalk and C++. Students are assigned program-ming projects in these two languages.

EG 794 Speech Processing (3.00 cr.)Examines the analysis of speech signal processing sys-tems through analysis of human speech generation andrecognition. Analysis is then applied to speech proc-essing through speech encoding, compression, enhance-ment, noise reduction, and identification. Reviewscurrent literature for commercial applications alongwith research trends.

EG 795 Advanced Graphics (3.00 cr.)Prerequisite: EG 790 or equivalent. A continuation of EG 790that explores techniques for three-dimensional photo-realistic graphics, as well as advanced methods in objectmodeling and animation. Emphasis on the algorithmsand mathematical principles that underpin program-ming techniques. Includes ray tracing, hidden surfaceelimination, radiosity, physics-based modeling for ani-mation, and other topics as possible.

EG 797 Internet Programming (3.00 cr.)Prerequisite: EG 799. Explores the use and management ofInternet software tools for creating and accessing datain information retrieval, computer-mediated communi-cation, and computer-mediated interaction. Also coversrelated protocols and standards such as HTTP, IP, andHTML which are the operating basis for the variousInternet tools. A term project involving a substantial

research paper and/or an implementation project isrequired.

EG 798 Wireless Communications (3.00 cr.)Prerequisite: EG 740. Covers cellular system design funda-mentals (frequency reuse, channel assignments, hand-off strategies, interference, and system capacity); large-scale path loss (propagation mechanisms, outdoor andindoor propagation models); small-scale fading (multi-path, multipath measurements, statistical models); equal-ization; diversity; multiple access techniques (frequencydivision multiple access, code division multiple access,space division multiple access); wireless networking (wire-less data services, personal communication services/networks) and wireless systems (AMP, Global System forMobile Communications (GSA), CDMA Digital CellularStandard (IS-95)).

EG 799 Java Programming (3.00 cr.)Prerequisite: EG 700 or equivalent. Recommended Prerequi-site: EG 792. Covers the fundamentals required todesign and develop Java programs for general applica-tions and Java applets for Internet applications. Spe-cific areas include the relationship between Java andC++; Java object-oriented techniques; data types andcontrol structures; arrays; string processing; file andstream I/O; the Java Graphical User Interface; multi-threading; networking; and exception handling.

EG 800 Topics in Computer Science (3.00 cr.)A series of lectures based on a current topic interest inthe field of computer science.

EG 899 Independent Study (3.00 cr.)Students must submit a written proposal to a memberof the faculty of the Engineering Science programprior to the last day of class registration. Proposed topics,which are normally discussed in advance with the pro-fessor, should permit study and/or laboratory work inconsiderable depth beyond the scope of a course offeredin the engineering science curriculum. No course whichis offered by the Engineering Science program can be taken asan independent study course.

Office: Humanities Building, Room 234Telephone: 410-617-2410/2418

Director: David Dougherty, Professor of English

Faculty: Professors in the appropriate fieldsteach the courses in this department.

The Modern Studies program is designed to sat-isfy a wide variety of student interests. It exists forthose whose professions demand a greater exper-tise: teachers who want a graduate degree in acontent area and government workers or librar-ians whose advancement requires further aca-demic work. It exists for those whose professionsdemand a greater breadth: business persons, law-yers, physicians, all those whose educations havebeen so specialized that they did not provide thediversity necessary to an understanding of thecomplex social and intellectual currents of thetime. It exists for those who simply are intellectu-ally curious: people from all walks of life who feelthe need to poke into odd corners of the modernexperience just to see what is there. It exists for allwho believe that the mind constantly needs to beenriched, to be challenged to see new things, orto see old things in new ways.

With these interests in mind, the program blendsthe traditional with the innovative. It is traditionalin that it is a graduate program which emphasizesthe academic rigor long associated with a gradu-ate school. It is innovative in that the traditionalgraduate emphasis upon depth of research hasbeen replaced by an emphasis upon breadth ofreading and study.

The Master of Modern Studies (M.M.S.) is notvocationally oriented; it does not ordinarily leadto a doctorate. It aims, rather, to “liberate” in theclassic sense of that term. Its appeal is to thosewho want a rich and satisfying intellectual experi-ence. Its subject matter is the whole spectrum ofcontemporary American culture, as well as theroots of that experience as we find them in othertimes and cultures. Areas of study include literature,business, economics, the arts, politics, philosophy,science, intellectual, history, and social science.


Modern Studies

Classes of the Modern Studies program are heldon the Baltimore, Columbia, and Timonium Cam-puses. Administrative office hours on the BaltimoreCampus are 8:30 a.m. to 5:00 p.m., Monday throughFriday, during the Fall and Spring Semesters.

ADMISSION CRITERIA

Loyola seeks graduates from accredited undergrad-uate or graduate institutions of higher learningwho demonstrate the ability to contribute to theintellectual atmosphere of a seminar-based degreeprogram. The Admission Committee considersmost favorably those graduates who maintained a“B” (3.000) average during the final two years ofcollege. A personal interview also may be requested.In view of the broad nature of the program, nospecific undergraduate major is required. Appli-cants who have no undergraduate degree but whohave special qualifications may be accepted intocertain courses on a non-credit basis.



Fall Semester September 1Spring Semester January 1

(of the year semester begins)Summer Sessions June 1

Applications may be submitted at any time andare reviewed on a rolling basis throughout the entireyear. Students who have been accepted will benotified in writing and assigned an adviser to helpthem work out a program of studies. While studentsmay be accepted after an application deadlinehas passed, course availability cannot be guaranteed.

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CREDITS REQUIRED

Two options for the M.M.S. are offered. One, com-posed entirely of Modern Studies courses, requires12 courses (36 credits) for graduation. The secondrequires at least nine courses (27 credits) inModern Studies, and permits up to three courses(9 credits) in Loyola programs other than ModernStudies. Only one of these can be a GraduateStudies in Education course.

With the permission of the director, up to 12 creditscan be taken in the Master of Liberal Studies at theCollege of Notre Dame of Maryland. The remaining24 credits must be taken in the Loyola ModernStudies Program. Independent study courses areseldom permitted, and then only late in the stu-dent’s program of studies when the student has awell developed research plan in mind and afaculty member who has agreed to monitor it.

DEGREE REQUIREMENTS

In both options, the program will be centeredaround three themes:

Ways to Be. Courses numbered 600–619, 660–679, 700–719, and 760–779. The courses in thissegment are essentially historical in nature. Theyemphasize the origin, evolution, and develop-ment of ideas and movements crucial to themodern American experience.

Ways to See. Courses numbered 620–639,680–699, 720–729, and 780–799. The courses inthis segment are organized around the structureof an institution or an idea. They concentrate oncentral characteristics of the idea or institutionand ways in which these elements contribute to theuniqueness and relevance of the idea or institution.

Ways to Say. Courses numbered 640–659 and740–759. The courses of this segment stress theimportance of students discovering their ownforms of expression. Emphasis is on the commu-nication of ideas. Traditional research is encour-aged, but students are also given the opportunityto employ film, paint, and other media.

At least one course from each of the segments isrequired for graduation.

COURSE DESCRIPTIONS

Courses change each semester, and the following list-ing simply reflects courses offered in the past and thosethe program may offer in the future. All courses arethree credits.

Ways to Be

MM 601 Guilt and Innocence: America in theTwentieth-Century (3.00 cr.)

Traditionally, Americans have tended to see them-selves as new Adams in a Garden of Eden. Twentiethcentury man has not always seen himself that way, anda debate has sprung up over America’s guilt or inno-cence. This course will view that debate as an inappro-priate image for American culture, and will examine itas it appears in fiction, popular essays, philosophy,politics, science, and the arts in order to gain a morebalanced vision of the significance of American culture.Dewey, Fromm, Updike, Frances Fitzgerald, Mary Gordon,Stephen Jay Gould, Adam Gopnik, and others.

MM 602 The Twentieth-Century Woman:From Corset to Running Shoes (3.00 cr.)

Focuses on the evolution of the female role throughthe twentieth century. Specifically examines how ide-ology, the institutions of education, family, work, massmedia, and law have functioned to inform and limitor broaden society’s definition of woman.

MM 603 Science and Modern Man (3.00 cr.)The impact of science and technology on the socialand technological aspects of present day man is tracedfrom the early days of the beginnings of alchemy throughmodern day computers and space travel. FollowsBronowski’s classic approach, The Ascent of Man. A classwill consist of reviewing one of the chapters on videocassette, such as The Majestic Clockwork, The Ladder ofCreation, or The Drive for Power, for example and thenhave the professor lead a discussion on the subject.The course will be team-taught with a biologist, engineer,and physicist sharing the sessions.

MM 604 Modern Latin American Fiction (3.00 cr.)This course follows the development of modern LatinAmerican Fiction from the late eighteenth/early nine-teenth centuries to the present day. After “adapting”European models such as Neoclassicism, Romanti-cism, and Naturalism, Latin American authors beganto create their own modes of writing. These includeModernismo (different from Anglo-American Modern-

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ism), Indegenismo (a social realist defense of the Indian),Magical Realism, the “Boom” and post-“Boom,” testi-monial, and Chicano literature. Works from diverseperiods and countries will be read, including suchauthors as Gertrudis Gomez de Avelleneda (Cuba),Jose Enrique Rodó(Uruguay), Jose Maria Arguedas(Peru), Jorge Luis Borges (Argentine), Miguel AngelAsturias (Guatemala), Garbrel García Márquez (Colom-bia), Julio Cortázar (Argentina), Isabel Allende (Chile),and Domitla Barrios de Chungara (Bolivia). All assign-ments and class discussions will be in English, yet, anystudents able to read the texts in the original Spanishwill be encouraged to do so.

MM 605 “Father of All Things”: A Country Forgedin the Crucible of Modern War (3.00 cr.)

Ancient wisdom has identified war as “The Father of AllThings.” It certainly holds true in the case of the UnitedStates. This course will look at the way in which “total”wars (WWI, WWII) and limited wars (Korea, Vietnam,etc.) have affected and transformed American society.

MM 606 Popular Culture in America (3.00 cr.)A look at the role of the mass media as a dominantinstitution within American society. Traces the histori-cal development of mass media—film, radio, televi-sion—and the accompanying impact of those mediaon social behavior. Mass media critiques—psychologi-cal, Marxist, structuralist—will be considered throughreadings and discussions of contemporary thinkersand various media theories will also be explored inorder to understand the shifts in thinking about massmedia in the twentieth century.

MM 607 On the Eve of Today (3.00 cr.)Examination of major social and intellectual move-ments of the 1960s, 1970s, and 1980s and assessmentof their legacies. Focus is on the civil rights movement,protest against the Vietnam War, the New Left, thecounter culture, and the feminist movement.

MM 608 The Parade of the Planets (3.00 cr.)A survey of human attempts to understand the solarsystem starting with the great systems of the past,Ptolemy, Copernicus, Newton, and Einstein, and con-cluding with an analysis of the results of contempo-rary space exploration and a guess at the future. Non-mathematical in treatment.

MM 609 “Two Scorpions in a Bottle”:America and Russia in theTwentieth-Century (3.00 cr.)

Mutual suspicions and dislike preceded the virulentstage of United States–Soviet relations during theCold War Era. Probes the sources of this suspicion anddislike, examine their manifestations, and offer somespeculations about whether they are likely to outlastthe present era of good feeling.

MM 610 The Existential Imagination (3.00 cr.)Nietzsche, that enigmatic nineteenth century Germanthinker, spoke of doing philosophy “with a hammer.”Often times this image is taken as indicative of the brutal,destructive power of Nietzsche’s thought, the wieldingof a philosophical sledge hammer. But the metaphormight be better grasped in terms of the cautious, skillfultapping of a sounding hammer, probing and testing theshiny veneer of ideas and values beneath which mightlie a hollowness of spirit, a soft and frightful emptinessof purpose. This sounding hammer has been put to prac-tice by a variety of artists, authors, and thinkers during thepast century or so, in many guises and forms, one ofwhich might be termed the “existential imagination.”

This course explores the work of some of these existentialcraftsmen in the areas of art, film, literature, andphilosophy. Among the figures to be discussed areDostoevski, Nietzsche, Sartre, Camus, and Walker Percy;along with the work of artists such as Munch, Giacometti,Picasso, and Pollack; and films by Bergman, WoodyAllen, and others.

MM 611 From the Anipodes to Oceania (3.00 cr.)Twentieth-century literature of the lands “down under”presents New Zealand, Australia, and the Pacific Islandsas vibrant cultural centers. The Southern Hemisphereemerges as the forefront of new conceptions of cultureand literature: the island as cultural crossroads; islandand continental neighbors as mutually influential; andnew literary forms that combine Pacific Islands andEuropean traditions to create an aesthetic both unique toOceania and universal in its appeal and implications.From the colonial era, we will read Jack London’s PacificIslands short stories and Robin Hyde’s Wednesday’sChildren. From the post-colonial era, we will study AlanDuff’s Once Were Warriors, Patricia Grace’s Potiki, AlbertWendt’s Sons for the Return Home, and fictions by VilsoniHereniko, Jeanette Turner Hospital, Peter Carey, andMudrooroo. These books allow us to compare presen-tations of the region by white, Aboriginal, Maori, and

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Pacific Islands writers. We will view one film. Threeinformal presentations are required.

MM 612 Issues in Urban Problems (3.00 cr.)Designed for a sociological analysis of such salienturban problems as housing, politics, poverty, race andethnicity, and deviance. Depending upon the students’interests and background, however, certain issues mightbe dealt with more intensely than others. Also providesstudents with the opportunities to become familiarwith the basic concepts and literature in the fields ofurban sociology and urban history. Students will alsoget some experience in descriptive and/or explanatoryresearch on urban problems of their own choosing.

MM 613 American Skylines (3.00 cr.)Since the 1960s, Americans have organized to pre-serve their “built environment” just as they have toconserve their natural one. Historic preservation hasfinally come of age—Baltimore has long been a centerof preservation activity. This course examines thepreservation movement from several points of view—aesthetic, historic, economic, and political. Studentswill be taught how to see and describe the elements oftheir built environment, to understand how they cameinto being, and to realize new and profitable ways touse them for the future. Readings will include thebasic documents of the historic preservation move-ment and will include some field work.

MM 614 Neighborhood and Community inUrban America (3.00 cr.)

An exploration of the social, political, and moral implica-tions of urban life in modern America. Topics includepatterns of city growth; the loss of traditional commu-nity; urban social organization (family, neighborhood,community); the growth of the urban underclass; eco-nomics, crime, and the welfare state. Students also exam-ine significant theoretical issues and perspectives ofcommunity.

MM 616 Modernism and Nationalism inAmerican Art (3.00 cr.)

Examines American artists from the Post-Civil War erato contemporary times. Rather than a broad survey,students will focus more closely on a limited numberof artists such as Thomas Eakins, Arthur Dover, JohnSloan, Georgia O’Keeffe, Jackson Pollock, and JasperJohns. Broader problems, such as the creation of anart that was American and Modern, will be examinedthrough the careers of these artists.

MM 617 Russia and the West: Themes andPerspectives (3.00 cr.)

In our efforts to deal with the Russia of the post-ColdWar era, we in the West face tremendous challenges andopportunities. A deeper understanding of the Rus-sians, their culture and history, is therefore essentialto our future relationship. Examines the attitudes, tradi-tions, and historical background of the Russian people,placing particular emphasis on the differences betweenthat country’s development and the West with empha-sis on the United States. It is hoped that students willarrive at a deeper appreciation of the Russians as humanbeings and their very real contributions to humanity,as well as possible clues to the future direction thatcountry might take.

MM 618 Sociological Perspectives on theUnited States Foreign Policy (3.00 cr.)

Enhances the understanding and appreciation of thesocial, cultural, and historical (SCH, for abbreviation)dimensions of America’s international relations. Ameri-can foreign policy has often been criticized as a pur-suit of military, economic, and political objectiveswithout the due consideration of the SCH context ofthe countries involved, and thus producing tragedieslike Vietnam and Iran. Focuses on the system of valuesand meanings by which people in different SCHcontexts live and that may be at variance with those ofthe United States. Illustrations will be provided forparticular cases like Japan, Vietnam, Korea, England,Mexico, Israel, Iran, and others. Students will haveopportunities to pursue a case of their own choice.

MM 619 Morality and the Modern World:Ethics in Crisis (3.00 cr.)

The founders of the modern era were optimistic thatmoral knowledge and sensitivity could keep pace withscientific and technological progress. Numerous philo-sophical theories were advanced in an attempt to pro-vide a rational foundation for moral action. But muchof contemporary twentieth century thought calls thesetheories into question. Is morality, for example, reallya matter of reason at all? Is it not a question of faith?Or feeling? Or perhaps just conventional mores? Suchdoubts infiltrate our everyday discussions about themorality of abortion, euthanasia, reverse discrimi-nation, nuclear warfare, etc. Examines alternative the-ories about the nature of morality in light of theirability to help formulate and clarify the ethical dilem-mas confronting contemporary life.

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MM 700 Political Violence in Modern Times (3.00 cr.)Murder, mobs, and mayhem: these have become every-day experiences in the modern world as desperate,crazy, or oppressed people seek to achieve politicalgoals through violent means. Examines the history ofthis phenomenon primarily in Europe and Americafrom the French Revolution to the present. Althoughit will stress the social context of popular mass actionand individual terrorism, it will also analyze the ideologi-cal roots of anarchism—which still infuses such groups asItaly’s “Red Brigades” and America’s “New Order.”Seminar format with enrollment limited to fifteen students.

MM 701 Fairy Tales and Modern Times (3.00 cr.)An examination of the origins of modern fairy tales.We will read German, French, and Italian tales and con-trast them to their modern filmed versions. Specialattention will be paid to Walt Disney’s versions of pop-ular tales. We discuss the changes made by Disney (andother film makers) and examine to what extent thevalues in the new, filmed versions reflect our present-day value system.

MM 703 Modern Theater: From Text toPerformance (3.00 cr.)

The last three decades of American theater have pushedthe boundaries of drama beyond anything imaginedin the early triumphant years after World War II. Therejection of traditional conventions, experimentationwith new forms, the shift toward “performance” theater,the use of “illegitimate” sources: these belong to thenew playwrights’ search for a “poetic” dramatic language.Emphasis will be given to plays not as literature to beread but as performance pieces. Albee, Rabe, Mamet,Shepard, and others.

MM 704 Themes in Russian History (3.00 cr.)Recent dramatic events in the Soviet Union and East-ern Europe necessitate a better understanding of theforces behind the changes. This course will focus onImperial Russia and the Soviet Union primarily fromthe perspective of that country’s uniqueness and itshistorical evolution, which differs markedly from thatof the West.

MM 705 The Supreme Court in the Twentieth-Century: Personalities, Philosophies,and Problems in Perspective (3.00 cr.)

A look at the highest court in modern times, focussingon the seesaw battles for liberal or conservative control;the impact of towering figures like Taft, Hughes,Brandeis, Frankfurter, Black; and the major Church/

State, civil rights, criminal justice and abortion cases.Each student will choose one issue and an individualJustice for closer study.

MM 706 Germany in America:The Influence of German Cultureon American Thought (3.00 cr.)

Recent events have highlighted the role of Germanyin shaping world events, yet German influence hasbeen pervasive in many fields of endeavor for a muchlonger time. Emerson read Kant, Poe admired E.T.A.Hoffmann, and Mark Twain lived in Germany for morethan a year. Traces the impact of German culture onAmerican intellectual development from the transcen-dentalism of the early nineteenth century through theexpressionism of the 1920s to the social, political, andliterary re-evaluations of the post-war period. Readingswill range widely to include many fields from thenatural sciences to literature and from music to historyand business. Among the works to be read will beselections from Nietzsche, Freud, Thomas Mann, WalterGropius, Einstein, and O’Neill.

MM 707 The Freudian Adventure (3.00 cr.)Freud compared his discovery of the unconscious tothe Copernican revolution, in view of which humanbeings could no longer place themselves at the centerof the universe. Similarly, the idea that our lives arepervasively influenced by motivations that operatebeneath the level of awareness radically challengesmany of our most cherished assumptions about our-selves. In this course we will look at Freud’s essentialinsights, exploring the meaning of the psychoanalyticrevolution for our understanding of self and other,sexuality, dreams, addiction, religion, violence, anddeath. Readings from Freud and from literature.

MM 708 The Growth of the Law (3.00 cr.)Our law is constantly changing. Examines twentiethcentury legal issues in the light of historical eventsand evolving schools of juris prudence. Students willtrace changed legal attitudes in areas like criminal jus-tice, integration, affirmative action, church and state,and privacy. Each student will be assigned a singleissue to trace through the century.

MM 709 Origins of Modern Ideology (3.00 cr.)Marxism, fascism, liberalism, progressivism—just asample of the many “isms” which have risen in thenineteenth and twentieth centuries, and which haveattempted not only to understand reality but to trans-form it. Where have they all come from? This course

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takes a critical look at the two most prominent explana-tory perspectives. The first (Leo Strauss) views ideology asa logical consequence of modern revolt against ancientpolitical thought. The second (Eric Voegelin) holdsthat ideology may be modern in looks but is really justa new pattern of old time psychological revolt. Whichis most adequate to explain the rise of bloody, ideologicalconflict, and what do the perspectives imply about theprobable course of twenty-first century politics?

MM 710 Detective Fiction and theQuest Romance (3.00 cr.)

Literature about crime and the process of solvingcrime has always had a unique popular impact, espe-cially in English-speaking cultures. Some theorists holdthat this appeal is archetypal, while others suggest thatthe detective is a modern equivalent of the medievalknight. In this course, we shall examine what special,unique appeal the detective story has and what it maytell us about what we as a culture believe in. To do this,we will draw on the theories of a great poet (W.H.Auden), a cultural critic (George Grella), and a mysterywriter (Raymond Chandler) to discover to what psycho-logical and cultural needs the fantasy of the detective-hero responds. Finally, we shall consider how this fantasyresonates with the tendency of modern literature todescribe our universe as chaotic and disordered.

Readings include plays, stories, or novels by Sopho-cles, William Shakespeare, Edgar Allan Poe, A. ConanDoyle, Dashiell Hammett, Raymond Chandler, RossMacDonald, Mickey Spillane, Robert B. Parker, RexStout, and Thomas Pynchon. We will also view filmadaptations of some detective novels and instead of aformal paper, we will try our hands at mystery writing.

MM 711 When Worlds Collide: The American asForeigner in Modern Literature (3.00 cr.)

The American abroad has long been a favorite subjectin this country’s literature. Examines some of the waysin which key writers have achieved fresh perspectiveson our virtues and flaws by depicting Americans at workand play beyond our shores. As the world shrinks, theseworks spark increasingly relevant questions about, amongother things, the nature of culture and the weight ofhistory—about innocence, idealism, parochialism,and fate. Selected lectures will seek to place each writerwithin an historical and biographical context, while alsosurveying some of the ways in which America itself hasbeen studied and “imagined” by modern Europeanauthors. Students will pursue particular avenues ofinterest through two critical essays and one or more

informal reports. Our reading list will be both livelyand manageable, including works by (among others)Henry James, Mark Twain, Edith Wharton, GrahamGreene, Paul Bowles, and Paul Theroux.

MM 712 A Pacific Power: The United Statesand the Far East (3.00 cr.)

While America’s past was shaped by Europe and theEuropeans, the Pacific Realm bids fair to shape anddetermine America’s future, a “Manifest Destiny” witha twist, as it were. The emergence of the Far East inAmerica’s consciousness is traced from a Decemberdate (gradually slipping from memory and “infamy”),through Japan’s transformation, Korea’s partition,and the sudden salience of Vietnam.

MM 713 Coping with Life in the 1990s –Maintaining a Psychological Balance (3.00 cr.)

Popular social and political theories would have usbelieve that “all is well” in Camelot. However, manypeople are finding that the well-traveled road to produc-tivity and happiness is no longer paved, but rather fullof ruts and potholes. Has the proverbial applecartbeen overturned by our inability to steer clear of theruts or cope with the stressors we currently experience inour lives?

Explores the sources of stress in the nineties and thephysiological, emotional, psychological, and behavioralways our bodies and minds react to day-to-day stressors.Strategies for effective coping will also be offered.

MM 714 The History of Computers in“Easy to Digest Bytes” (3.00 cr.)

The astonishing and explosive progress of computershas affected all aspects of our lives including the waywe do business, communicate, travel, relax, and learn.Yet there is every indication that the present is prob-ably just a launching pad for even more astonishingthings to come. This course—not your traditional com-puter course: you need to know nothing about operatingthem—will trace the history of the digital computerfrom its early conceptual stages through the presentstate of the art. It will look at the changes computershave produced in our homes, our country, the world,and the universe. It will also look at the human side of thecomputer story, represented by the scientists, inventors,engineers, and business leaders and their impact onwhere we are today and where we might be in thefuture. You may love computers or you may hate com-puters, but you can’t ignore computers and their impactupon your life.

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MM 715 From Melting Pot to Boiling Pot (3.00 cr.)Nothing captures the uniqueness of the United Statesas clearly as the great variety of its racial and ethnicgroups, the result of the admission of some 55 millionimmigrants. Our purpose, among other things, is toexamine the historical forces that created America’sextraordinary ethnic heterogeneity; to look at thoseepisodes in the national experience when immigra-tion occupies a central position in the American socialagenda; and to place issues of race and ethnicity in ameaningful historical context from the late nine-teenth century to the present. The drama of immigra-tion includes a substantial amount of confrontationbetween white Anglo-Saxon Protestants and the coun-try’s considerable numbers of Catholics, Jews, Asians,and black Americans, which expressed itself in part inassumptions of racial superiority and inferiority. Racialantipathy also forms an integral part of white andblack relationships, more recently Hispanics, WestIndians, and southeast Asians, not least of all with blackurban migration to the North and their confrontationwith European ethnics. Consequently, this course willseek to determine the extent to which race has playedin shaping relationships between white ethnic groupsand blacks in the United States. Finally, by comparingwhite immigrant experience with black experience,we may hope to arrive at a better understanding of thefrictions and antagonisms that characterize so manyaspects of race relations in the United States today.

MM 716 The Holocaust and the USA (3.00 cr.)What did the United States government know aboutthe persecution of European Jews in the 1930s and1940s, and what steps did they take to assist them?These questions form the starting point of this course,which will also treat the following topics: Americanefforts to bring the perpetrators to justice; re-educa-tion in post-war Germany; the legacy of genocide andthe creation of Israel; American literary and cine-matic treatments of this history; Holocaust denial as acultural phenomenon; and efforts to memorialize thevictims. A fundamental theme is the complexity of theissues facing Americans when confronting these eventsand then subsequently attempting to understand them.

MM 717 Sex and Modernity (3.00 cr.)Human beings have always been interested in sex, butmodern civilization is downright obsessed with it.Indeed, revolutions in both sexual behavior and atti-tudes toward love and sex are central to the phenom-enon that we call “modernity.” Questions of sexualitynow preoccupy our political struggles, religious debates,

social movements, and psychological theories, to saynothing of the role played by sex in the emergence ofthe commodity culture. Sexuality is the central metaphor,the privileged myth of modern world. In this course,we will examine the nature and function of sexualityin modern life through readings from psychological andpolitical theorists and from a variety of literary figures.

MM 718 Identity and Difference inWorld Politics (3.00 cr.)

What accounts for the rise in ethnic conflicts in theworld today? Why does there seem to be an increasein civil and regional wars, like those in Bosnia, Congo,and Rwanda? In this course, we will take a close look atthe politics behind some of these conflicts and try tointerpret their causes and consequences. We will care-fully unravel the facts of our case studies and read somevoices of those who actually live in the areas ravagedby war. Finally, we will ask what these conflicts tell usabout ethnic identity in general, including our own.

MM 719 Impeachment and the Constitution (3.00 cr.)This course will study the federal impeachment processfrom the aspects of both constitutional law and Ameri-can history with special emphasis on the three majorimpeachment events: The early nineteenth centurytrial of Supreme Court Justice Samuel Chase, the post-Civil War trial of President Andrew Johnson, and theWatergate investigation of President Richard Nixon.Attention will be given to the basic constitutional ques-tion of what constitutes an impeachable offense, whetherconduct must be proved willful, and to twentieth cen-tury impeachments of lower federal officials. Each stu-dent will be assigned a research paper and will begiven the opportunity to contribute to class discussionin a seminar setting.

Ways to See

MM 620 New Traditions and Old:Free Verse and Formal Verse in theTwentieth-Century (3.00 cr.)

Were the technically innovative poems of the 1950sand 1960s in America natural successors to the formaltradition in English or a whole new ballgame? Has that“new tradition” flowered or atrophied since then? Wewill read traditional, innovative, and contemporarypoems (American and English) to see what happened,what is happening, and (maybe) what will happen.

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MM 621 The Rise of the Realist Tradition (3.00 cr.)Twentieth century novelists in America have generallyfollowed the style of the realists and naturalists of thelate nineteenth century. Examines some of the writerswho broke away from the romantic tradition to lay thebasis for the twentieth century style. Readings includeworks by Jewett, Cather, James, Frederic, Howells,Wharton, London, and others.

MM 622 Science, Magic, and Religion:European Cultural History of theScientific Revolution (3.00 cr.)

The entire European cultural framework was pro-foundly altered from the sixteenth century to thetwentieth century. The earlier paradigm, in whichmagic permeated both religious beliefs and scientificinquiries, was replaced by one in which the scientificoutlook dominated all intellectual pursuits. This coursefocuses on the social, political, and philosophical changesthat facilitated such a radical shift in the Europeanworld view. It concentrates on the various causes ofthe rise and decline of the great witch hunts of thesixteenth and seventeenth centuries; the hegemony ofthe epistemological and methodological constraintsof the Scientific Revolution and the Enlightenment;and the twentieth century’s attempts to deal with Relativ-ity and Indeterminacy in both physics and mathe-matics—the former linchpins of the scientific system.It treats the rise and decline of the witch craze, thescientific revolution, the evolution of positivism, andrecent efforts to deal with relativity in mathematicsand physics. The literature in this field is surveyed inorder to give students a grounding in the historical/cultural contexts out of which paradigm shifts occur.In addition to lecture and class discussion and in consul-tation with the instructor, students choose methodsfor demonstrating their progress in the course.

MM 623 American Political Parties (3.00 cr.)An investigation of the Republicans, Democrats, andthird party movements in the modern period, withspecial emphasis on the impact of personalities, issues,and parties on the behavior of the American elec-torate. Use of authoritative studies offering different,sometimes conflicting conclusions.

MM 624 The Tradition and theRevolt in Fiction (3.00 cr.)

In the nineteenth century, the American novel devel-oped a tradition that ran counter to the mainstreamof English and European fiction. In the twentieth cen-tury, when many British and Continental novelists

revolted against their tradition, many American writersdid so as well. Yet with a different tradition, the Ameri-can revolt had a very different end. This course examinesboth patterns of tradition and revolt. Authors includeAusten, Connell, Cooper, Flaubert, Hawthorne, Heming-way, James, Kafka, Wharton, Woolf.

MM 625 The Absurd in Life and Literature (3.00 cr.)Traces the concept of absurdity from first principles tomodern postulates. The first principles will be assem-bled from writers as diverse as Kierkegaard, Sartre,Brecht, Camus, and Kafka. The modern postulatesinclude the notion of an absurd hero (or antihero) inmodern fiction, and absurd tragedy (or tragic farce)called Theater of the Absurd. Writers to be studiedinclude Samuel Beckett, Harold Pinter, and John Barth.

MM 626 Myths on the American Landscape (3.00 cr.)The myth or dream of freedom, specifically the free-dom to achieve and to succeed (in both spiritual andmaterial terms), has defined Americans’ understand-ing of themselves and their home for over 200 years.Investigates the myth as it is represented in literature.Emphasis will be on the ways in which the literaturerepresents both the surface realities of American sociallife and the intellectual currents that underlie socialreality. Authors to be read include Franklin, Emerson,Twain, James, Wharton, Fitzgerald, and Faulkner.

MM 627 The Story of the Stars (3.00 cr.)A study of what modern science has learned in the lastfew decades on the nature of the stars. An examina-tion of the startling contemporary developments includ-ing supernovas, neutron stars, pulsars, black holes,quasars, and theories of the birth and death of theuniverse. Non-mathematical in treatment.

MM 628 The Emergence of ModernJournalism (3.00 cr.)

This course will look at the emergence of the mass newsmedia from yellow journalism through the O.J. Simpsontrial. Through videos, novels, biographies, and otherreadings, the philosophy and practices of Americanjournalism in modern and contemporary society willbe explored. The impact of the mass news media onpolitics, culture, and society in general will be examined.

MM 629 The Culture Wars (3.00 cr.)Profound social, economic, and political changes ofthe last several decades have had a decentering effecton America’s definition of itself. All of our major insti-tutions—the family, religion, the economy, politics,

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education, law, art, entertainment—have become battle-grounds for groups advancing sharply differing con-ceptions of what is good, moral, and true. Becausethese battles are rooted in conflicting values andbeliefs, some observers call them the “culture wars.”Examines the writings of a number of scholars andsocial critics who have analyzed and participated inAmerica’s current culture wars to see if we can getsome sense of our future directions.

MM 630 Contemporary Economic Thought (3.00 cr.)The economist sees life as a series of choices forcedupon us by scarce resources or by irreconcilable objec-tives. Every benefit has its cost; every goal its pitfall. Inthis course we will construct a simple framework of eco-nomic thinking and then use it to discuss importantcurrent issues such as the inflation-unemploymenttrade-off and the consequences of minimum wagelegislation. The Wall Street Journal will be a principalsource of background information and commentary.

MM 631 American Fiction in the Sixties (3.00 cr.)A companion course to The Novel in the Seventies (thoughneither is a prerequisite to the other). Studies the searchfor an escape from the wasteland which characterizedthe narratives of a decade of political and social changeand instability. Emphasis will be on the novelist as prod-uct of the culture and as commentator on the culture,as well as the role of fiction in the attempt to defineviable alternatives to the trends toward which societywas assumed to be gravitating. Updike, Kesey, Malamud,Bellow, Roth, Elkin, and others.

MM 632 The Tradition and theRevolt in Poetry (3.00 cr.)

The innovative novelist and intellectual Virginia Woolfonce said, “On or about December 1910 humannature changed.” Although Ms. Woolf may have missedthe date by a week or so, she said something profoundabout transformations in the possible visions of ourselvesas people and as a culture we could entertain in thismodern era. In this course we’ll reflect on how thisrevised perspective on ourselves and our institutionsaffected one of our most private and—paradoxicallyenough—public art forms. Poets studied will includeShakespeare, Milton, Keats, Wordsworth, Frost, Pound,T.S. Eliot, William Carlos Williams, Wallace Stevens,e.e. cummings, and many more contemporary poets.

MM 633 The Modern Congress (3.00 cr.)Focuses on the politics of the “first branch” of our gov-ernment. The national legislature has changed a lot

in the past decade: there are many new members,there have been many reforms in its procedures, andthere has been a new assertion of institutional powerover economic and foreign policies. These are investi-gated. Special attention will be paid to the appropria-tions process, and students will do some “role playing”to become better acquainted with the issues at stakeand the decisions that must be made by our electedrepresentative. Note: some of the best literature inpolitical science deals with Congress.

MM 634 Modern Fantasy Literature (3.00 cr.)An examination of the four major fantasy writers ofthe twentieth century, C.S. Lewis, Charles Williams,J.R.R. Tolkien, and Madeleine L’Engle. Focuses on theirnovels and their theory of fantasy. The introductorylectures will be followed by seminar presentations.Readings include L’Engle’s Time Trilogy, Lewis’ SpaceTrilogy, Williams’ Supernatural Thrillers, Tolkien’s RingsTrilogy, and his Silmarillion.

MM 635 Psychology’s Insight Into ContemporaryQuestions (3.00 cr.)

An examination of psychology’s contribution to criti-cal issues faced during the 1970s including a broadapplication of psychological knowledge to human prob-lem—an application which necessarily entails a changein conceptions of ourselves and how we love, work, andplay together.

MM 636 Public Opinion in America (3.00 cr.)This is a companion course of American Political Parties,though one is not a prerequisite of the other. It dealswith the origin, nature, content, and impact of Americanpublic opinion. Methods of polling and the interpreta-tion of survey results are treated in detail. A centralconcern of this course is political opinion; however,other sorts of opinion of interest to Americans arealso treated.

MM 637 The Novel in the Seventies (3.00 cr.)A study of the narratives of the last decade. Concen-tration on the absurdists, and the relativists, and thesearch for form, order, and values which grew out ofthe cultural redefinitions of the sixties and the gen-eral disillusionment of the twentieth century. Empha-sis on the novelist as product of the culture and ascommentator on that culture. Some best-sellers, someclassics of the future: readings from Bellow, Doctorow,Donleavy, Heller, Gardner, Percy, Updike, and others.

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MM 638 Marxism: The Grand Failure (3.00 cr.)Offers an explanation of the current political collapseof communism in the Soviet Union, Eastern Europe,and China through an investigation of the flawed founda-tions of the ideology. By examining the theories andprophecies of Marx and Lenin, we will observe why(contrary to these prophecies) communist revolutionshave been limited to pre-industrial societies, why com-munists have uniformly turned authoritarian once inpower, and why sluggish economic performance hasbeen the rule among socialist countries. In addition,we will examine the psychological appeal of Marxistideology in order to understand how communismcould have assumed such importance in the twentiethcentury, as well as to understand the sources of itscontinuing appeal among Western intellectuals.

MM 680 Shades of Black: Film Noirand Post-War America (3.00 cr.)

A survey of the darkest genre in American cinema,film noir, with its tales of crime, corruption, and anti-heroism. We will trace its origins in German expressionistfilm such as The Cabinet of Dr. Caligari, and analyze theway it reflected and shaped post-World War II culturalanxieties about gender, race, power, and violence. Wewill read at least one source novel by RaymondChandler, Dashiell Hammett, and Jim Thompson. Wewill also read important critical writings about thegenre and view numerous examples of film noir, begin-ning from early manifestations (The Maltese Falcon;Murder, My Sweet), moving to its flowering in the fortiesand early fifties (Double Indemnity, The Postman AlwaysRings Twice, Out of the Past, The Big Heat, T-Men, The BigCombo, Strangers on a Train, The Lady from Shanghai,and others), to its baroque ending in the later fifties(Kiss Me Deadly, The Killing, Touch of Evil). We will alsobriefly examine more recent “neo-noir” films such asChinatown, Body Heat, L.A. Confidential, and two filmsby African-American director Carl Franklin (One FalseMove, Devil in a Blue Dress) to assess how this revival hasnot only remodeled the genre’s characters and themesbut also altered our understanding of the post-warAmerican culture.

MM 681 Classical Hollywood Cinema:The Screwball Comedy (3.00 cr.)

During the 1930s, at the depth of the Great Depression,Hollywood began turning out a new kind of narrativefilm featuring heroes and heroines whose wacky,oddball behavior answered a need for escape from thepressures of the “real world.” But beyond offeringmovie-goers laughter as temporary relief from hard

times, these films came to reveal a complex portrait ofAmerican attitudes on a range of issues, includingclass and social structure, sex roles and gender identity,love, success, and The American Way.

In this course we examine this entertaining, but politi-cally complex, cinematic genre in depth, relying onthree principal methods of approach: critical analysisof individual films; study of the technical and formalpatterns that define that genre as a whole; and investi-gation of the genre’s relation both to film history andto American history. Can class, gender, and socialdifferences really be transcended through humor? IsScrewball Comedy a “dated” form, or does it haverelevance for contemporary film audiences as well?Films include It Happened One Night (Capra, 1934),20th Century (Hawks, 1934), The Awful Truth (McCarey,1937), Bringing Up Baby (Hawks, 1938), The PhiladelphiaStory (Cukor, 1940), Some Like It Hot (Wilder, 1959),and others. We will also look at Screwball Comedy’sorigins in the works of Charlie Chaplin, Buster Keaton,and Laurel and Hardy, as well as its legacy in contem-porary films.

MM 720 Enterprise, Government,and the Public (3.00 cr.)

Capitalism, it appears, has won. With communism putto rout in Eastern Europe, there now appears littledoubt that the “free enterprise system” will enjoyexpanding influence in the conduct of human affairs.Yet this system is not perfect. Capitalism’s critics blame itfor a host of social ills, from pollution to poverty. Almostinvariably, they suggest that some form of governmentregulation of enterprise is necessary to amelioratethese problems. Applies economic analysis to our experi-ence, past and present, in order to build an under-standing of the strengths and weaknesses of free marketsand of regulatory attempts to render these marketsmore perfect. Specific areas of inquiry will includeenvironmental policy, health and safety regulation,the problem of monopoly, and the economics of povertyand discrimination.

MM 721 Fiction and Film (3.00 cr.)Explores the cross-fertilization of cinema and fiction.Part One examines film adaptations of novels, especiallythose that translate fictional techniques and conventionsinto specifically cinematic ones. Examples: Conrad’sThe Secret Agent as Alfred Hitchcock’s Sabotage; the manyincarnations of Raymond Chandler’s Philip Marlowe.Part Two analyzes the use of film techniques and theportrayal of Hollywood in such authors as Nathaniel

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West. Part Three selects one writer who works in bothmedia—for example, Dennis Potter or John Sayles—to discover how his oeuvre specifically reflects thiscross-fertilization.

MM 722 South-East Asian Drama: The AmericanMind and Indo-China (3.00 cr.)

Vietnam is still with us. While the decade of direct UnitedStates involvement is receding into history, America’sSouth-East Asian imbroglio is emerging more and moreas a watershed in United States foreign policy.

MM 723 “In Bed With an Elephant”:The United States and Its Neighbors (3.00 cr.)

In dealing with its neighbors to the south, the UnitedStates is not dealing with equals. While it has foreswornhegemonic ambitions and wants to be (seen as) a“Good Neighbor,” it would seem that “the spirit maybe willing, but the flesh is too strong.” Examines ouradvertent and inadvertent flexing of the muscle.

MM 724 Crime and Punishment inModern Europe and America (3.00 cr.)

From murder to mayhem, torture to transportation,and muggers to mafiosi, historians have discovered thatdeviance and its prevention provide a unique perspectiveinto the workings of different societies. Consequently,crime and punishment have become hot topics of histori-cal investigation over the last few years. Explores thedevelopment of criminal justice in modern Europeand America in the context of changing social, political,and intellectual pressures. It will examine evolving pat-terns of crime, different definitions of deviance, innova-tions in law enforcement, and the impact of ideologyon forms of punishments. More specifically, the coursewill concentrate on the growing role of the state with itsemphasis on public justice over personal compensa-tion, and will then analyze the later shift from physicalretribution, such as torture, to more rehabilitationthrough incarceration. Finally, it will discuss the impactof the social sciences on present criminological practiceas well as the current concern over crime in America.In sum, What about all those cop shows?

MM 725 Culture of Consumption (3.00 cr.)Advertising in contemporary American society hasbeen called the “institution of abundance.” Examinesthe philosophical underpinning of American advertis-ing to consider the appropriateness of persuading con-sumers to buy through commercial appeals. Althoughthe course will look historically at the marketing andeconomic system of which advertising is a part, the

primary focus will be on the role that advertising playsin shaping the social behavior of Americans. The formatwill be seminar discussion; students will use observationand self-reflective techniques in order to describe andinterpret participation in this culture of consumption.

MM 726 Technology and Humanity (3.00 cr.)During the past century, an explosion of technologi-cal innovation has dramatically transformed our world,shrinking in time and space, reshaping the matter andforms of nature. We are increasingly aware of the dangersof technology for the natural environment, but howwell do we understand the effects of technology on our-selves, the supposed masters of its unprecedented power?Is modern technology simply a more efficient meansfor attaining our goals and satisfying our needs, or doestechnology change us as much as it changes the worldaround us? In this course, we will pursue a philosophi-cal reflection on the impact of technology in a way thatraises new and disturbing questions about what it meansto be a human being.

MM 727 War in the Twentieth-Century (3.00 cr.)The first half of this century was blighted by two ofmankind’s most destructive wars. Much of the secondhalf involved preparing for a third, in addition to anumber of smaller conflicts. Employs a number of his-torical perspectives to study this phenomenon in termsof economic, social, legal, bureaucratic, technological,and human factors. It will begin with that prototype fortwentieth century wars, the United States Civil War, andextend to the present.

MM 728 The American Short Story in theTwentieth-Century (3.00 cr.)

This course traces the development of short fiction inAmerica from the end of the nineteenth century upto present times. It includes works by such well-knownauthors as Hemingway, Fitzgerald, O’Connor, and Cheever,as well as more contemporary practitioners represent-ing a range of approaches and styles. It also includesLatin American and European writers (Borges, Trevor,etc.) whose work has been well known and influentialin the United States.

MM 729 Cauldron: The Middle East Today (3.00 cr.)History and geography have once more turned theregion between the Mediterranean and the PersianGulf into a global tinderbox. Located where three conti-nents meet, giving birth to the three great monotheisticreligions and boasting the world’s largest oil reserves,the Near East seems to have been predestined to per-

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ennial turmoil and upheaval. As if the many rifts and con-flicts within the region did not suffice, steady outsideintervention has kept the cauldron boiling.

Ways to Say

MM 640 Introduction to PhotographicExpression (3.00 cr.)

An introduction to photography as an artistic medium aswell as a vehicle for illustration, persuasion, and propa-ganda. The methods by which the black and whiteimage is manipulated and controlled in both the studioand the darkroom will be examined to facilitate thestudent’s understanding of the creative process throughwhich the photographer creates an image that is morethan “recording”. Students not owning their own camerashould arrange to borrow one by contacting the instruc-tor prior to the start of the semester, if possible.

MM 641 Minding Metaphors (3.00 cr.)Through workshops, lecture, and discussion, we willexplore the crafting of contemporary poetry. Read-ings will encompass theory and a wide range of poets,with an emphasis on insights or techniques that mem-bers of the class can apply in their own work. Writingassignments will consist exclusively of poems; studentswill enjoy broad latitude in subject and approach butwill be encouraged to make use of recent poems andpoets as the foundation of their own work. No previousexperience or expertise in writing poetry is required;an open mind and strong interest in close reading arerequired, however.

MM 643 Klee and Kandinsky:The World at Play (3.00 cr.)

This combined studio/art course introduces the stu-dent to the thought and work of Paul Klee and WassilyKandinsky. After studying a selection of the artists’writings, we shall explore their visual work throughslide-lectures, discussions, and field trips. The proofand culmination of this endeavor will be the creationof several pieces of original art based on the principlesof these two Bauhaus masters. Their sense of play andwonder will be foremost in our minds as we carry outour studio work. Grading will be based on concept andimagination rather than technical execution.

MM 644 Earthly Pleasures: Matisse,Picasso and Their Legacies (3.00 cr.)

This combined art history and studio art course exploresthe work of Henri Matisse and Pablo Picasso in thecontext of their personal lives and times, and permits

the student to participate actively in the understanding oftheir artistic development through slide-lectures, discus-sions, writing, field trips, and the creation of art based onthe innovations of the two masters. A brief summary ofnineteenth century painting introduces our study. After aconcentration of the art of Matisse and Picasso, studentswill create art based on the papiers decoupes and onvarious forms of Cubist invention.

MM 645 Workshop in Creative Expression (3.00 cr.)Through a series of classroom experiences and throughdiscussion and critique of student work done outsideof class, the nature of creative activity as problem solving,as effective communication, and as artistic expressionwill be explored. Students will be required to work in onevisual media (e.g., painting, drawing, photography, collage)and one performance media (e.g., acting, mime, dance).Technical mastery of media is not required. The tech-niques of theatrical improvisation will be used in classto assist students in overcoming impediments to creativeexpression and to make students aware of the sourceand nature of creative activity.

MM 647 Enchanted Worlds: Writing andReading Children’s Literature (3.00 cr.)

A study of the recurring themes, both fantastic andordinary, in classic children’s literature and in con-temporary juvenile novels and picture books. Coursework will include the writing of children’s stories byeach member of the class with in-class discussion andcriticism. We will consider such questions as: What makesa children’s book a classic? What are the current trendsin children’s publishing? Course reading will includeThe Uses of Enchantment by Bettleheim, Grimm’s Fairy Tales,The Wind in the Willows by Kenneth Grahame, Charlotte’sWeb by E.B. White, A Wrinkle in Time by Madeline L’Engle,In the Night Kitchen and Where the Wild Things Are byMaurice Sendek, and other texts.

MM 648 Thinking Through Art (3.00 cr.)Emphasis on the study of the nature of creativity, thecreative process, and how this has been revealed throughcontemporary art. Students will have the opportunity tobe creative by doing a series of art projects which involvemixed media and display aspects of contemporary art.

MM 649 Creative Color Photography (3.00 cr.)The methods of creating and controlling image throughcolor photography will be examined to show how thecolor photographer is continuing the pictorial traditionof western art. The creative and aesthetic problemsunique to color photography will be considered and

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the objective and subjective nature of the resultingimage will be examined. The emotional effect of coloron the audience will also be explored, as will the relation-ship between photography and the other visual mediaand the role of the color photograph in contempo-rary media. Students not owning their own camerashould arrange to borrow one by contacting the instruc-tor prior to the start of the semester, if possible.

MM 650 Visual Persuasion (3.00 cr.)An exploration of the visual media as they are used forart, communication, and propaganda. Included willbe a study of the theory and aesthetics of visual com-munication, basic cinematography, camera angles andlenses, and editing. Students will be expected to produceshort super 8 mm films. Modest film and film developingcosts must be borne by the student.

MM 652 Thought and Artistic Form in theSeventies and Eighties (3.00 cr.)

Examines the social, intellectual, and technologicalmovements from the seventies to the present whichhave influenced the rapid stylistic changes of modernart, especially sculpture. Through illustrated slide lec-tures and discussions on conceptual art, new realism,op art, kinetic art, environmental art, minimal art,and post-minimal art a new awareness of the art of ourtimes will emerge. Students will also be given class timefor studio experience where they will work on threedimensional projects which will emphasize some ofthe new movements. Some of the mediums that willbe used are cardboard, wood, clay, plaster, and plastics.

MM 653 The Image and the Word:Creative Dis/Continuities inContemporary Art (3.00 cr.)

Through a combination of exercises in studio art(especially drawing) and creative writing (especiallyplaywriting), students will explore some of the com-mon ground between the art of the eye and that of theear. Slides of contemporary visual art in some of itshistorical contexts will lead to discussions of the wayindividual artists both break from and build on previ-ous artists’ work. Readings will include a series of con-temporary plays arranged to encourage discussion ofthe ways modern playwrights reshape inherited mate-rial. A typical class session will thus serve partly as aforum for the discussion of other artists’ work andpartly as a creative workshop. Ultimately each studentwill develop a creative project that crosses the bound-aries between visual and literary art. No backgroundin studio art or creative writing is necessary.

MM 654 Electronic Imaging (3.00 cr.)Examines the ways in which a Macintosh computerand various software programs can be used to modifyand enhance an image as a visual statement for artis-tic, commercial, or photojournalistic uses. In additionto their own photographs, students will use imagesfrom other sources in their final composition. Final worksmay be black and white photographs, color photographs,or images from a computer printer.

MM 655 “Act Up/Act Out” ContemporaryMulticultural American Drama (3.00 cr.)

In addition to “main line” writers, the diverse voices ofAfrican-American, Hispanic, Feminist, and Gay/Les-bian playwrights have enriched the American theaterespecially since the 1960s. A select list of the most out-standing of our playwrights will be read. Research byparticipants will focus on the cultural/historical con-text and critical reception of these diverse playwrights.

Role-playing exercises for participants to engage themin the creative process of experiencing these diversevoices will be a key dimension of “Act Up/Act Out.”By role playing other voices, participants will expe-rience through their own mind, heart, and body newways “to be” and “to say.” Understanding and commu-nicating to others through the medium of voice andbody is the theater’s “way to say.”

MM 656 The Art of the Modern Essay (3.00 cr.)The essay today is alive and thriving, accommodatinga wide range of voices and styles. Unfortunately, asPhilip Lopate has noted, for many readers the wordstill conjures up “those dreaded weekly compositionsthey were forced to write on the gasoline tax or thedraft.” But the essay, writes Elizabeth Hardwick, “is agreat meadow of style and personal manner…pro-vided by an individual intelligence and sparkle.” Wewill start with Montaigne, who essentially invented theessay in its modern form. We will then consider worksby many more contemporary practitioners, includingLopate, Orwell, and Updike. In addition to a brief criti-cal essay, students will be asked to submit two otherwell-polished essays on topics (and in a style) of theirown choosing.

MM 657 The Digital Image (3.00 cr.)This class examines the computer as a multidisci-plinary tool; the impact of digital programs such asPhotoshop on the creation of visual images; and theways such programs can be used to modify or enhancevisual statements. The development of the student’s

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creativity is an essential goal of the course. Prior com-puter experience is not necessary.

MM 658 Art Forms and the Computer Age (3.00 cr.)An exploration of the computer’s potential as a formand a tool for artistic expression. Through assigned aswell as self-generated projects, students explore severalnew routes for artists working in this environment.The class involves three related sections: digital imageproduction, artists’ book formats, and webpage author-ing using the Internet’s unique characteristics of hyper-media as a medium of expression. Class critiques focuson the content, functionality, and the structure ofeach student’s work. The class also discusses the socialcontext and challenges of this medium as well as theopportunities it presents.

MM 659 Film and Video: Theory and Practice (3.00 cr.)A study of the development of theories of film andcinema aesthetics and an examination of the techniquesof film and video production as they are employed inthe creation of artistic works in these two media. Stu-dents produce and direct short videos as part of thecourse’s laboratory experience, and it is possible thatthe class will jointly produce a commercial for a localphilanthropic organization. It is not necessary for students toown a video camera to complete course requirements.

MM 740 Short Story Writing (3.00 cr.)Students examine closely the modern short story as adistinctive art form, paying particular attention to ques-tions of structure, audience, and voice. They also readand analyze the works of a wide range of accomplishedshort story writers, including Anton Chekhov, KatherineMansfield, Raymond Carver, William Trevor, and RoaldDahl. Most importantly, they write and revise two well-crafted stories of their own.

MM 741 Book Making and Journal Writing (3.00 cr.)The notion of the “journal” conjures numerous inter-pretations from handbook manuals, to scientific ledg-ers, to memory jogging travelogues. For the structureof this course, the journal is examined as a means totap the student’s creative potential. The course beginswith an exploration and analysis of the history of the“Artist’s Book” as it relates to the journal and creativeexpression. Students read from the books Artists’ Books: ACritical Survey of the Literature by Stefan W. Klima andThe Century of Artists’ Books by Johanna Drucker.Concurrent with the study of the history of the artist’sbook, students construct a book that they will use fortheir journal. Students explore various methods of

book construction from Japanese non-adhesive bindingto traditional case-bound, hard cover books. Once thejournals have been constructed, students explore theabundant approaches to journal writing. Studentssurvey books such as A Life in the Hand by HannahHinchman and The Artist’s Way by Julia Cameron asguides to journal writing. Journals by Anne Lamott,Annie Dillard, and others are also discussed.

Office: Columbia Campus, Room 332Telephone: 410-617-7620 or 800-382-4723

Chair: Robert J. Wicks, Professor

Director of Academic Operations:Sharon E. ChestonFounding Director: Barry K. Estadt (emeritus)Director of Doctoral ClinicalEducation and Admissions:Joseph W. CiarrocchiDirector of M.S.-C.A.S. ClinicalEducation: Beverly EanesDirector of M.A. in Spiritual andPastoral Care; Director of ProgramDevelopment: C. Kevin Gillespie, S.J.Director of Research: Joanne Marie GreerAssociate Director of Research;Director of the Institute for Religiousand Psychological Research:Ralph L. PiedmontDirector of M.S. Admissions andDepartment Chaplain:William J. Sneck, S.J.

Professors: Sharon E. Cheston; Joseph W.Ciarrocchi; Barry K. Estadt (emeritus); JoanneMarie Greer; Robert J. WicksAssociate Professors: Rev. John R.Compton (emeritus); Ralph L. Piedmont;William J. Sneck, S.J.Assistant Professors: Beverly E. Eanes; C.Kevin Gillespie, S.J.Adjunct Faculty: Virginia L. Billian; LizbethT. Binks; Donelda A. Cook; Karen A. Cruise;Robert F. Davenport; Roger D. Fallot; GeraldineM. Fialkowski; Shawn W. Hales; Jeffrey H. Herbst;June W. Hutchinson; Lisa R. Jackson-Cherry;John S. Jeffreys; Judith V. Kehe; William T. Kirwan;Anthony F. Krisak; Robert J. McAllister; Jane BoyerMcGuigan; John L. McLaughlin, Sr.; Mary EllenMerrick, I.H.M.; Donald A. Miller; David M. Reile;Frank J. Richardson, Jr.; Thomas E. Rodgerson;Nancy-Jo M. Scheers; Diana D. Shoup; BarbaraSiddle; Anne Ross Stewart; Michael G. Tebeleff;W. Gary Thompson; Anne Marie Wheeler; PeterC. Wilcox; Angelita M. Yu-Crowley


Pastoral Counseling

The Pastoral Counseling program is holistic inscope. It seeks to understand the human search formeaning and purpose in all its complexity, espous-ing a growth-oriented, interactional approachwhich attempts to interpret human behavior andhuman experience as an integration of the physio-logical, the intellectual, the emotional, the social,and the spiritual. The program addresses thesearch for meaning beyond the concrete circum-stances of daily life and the reaching out for spiritualunderstanding. It encourages a faith which tran-scends the here and now while participants explorethe richness of the human person and of theirown individuality.

The Pastoral Counseling Program seeks to be acollegium, inviting individuals to a common pur-suit of truth. In this pursuit, the focus is on thestudent. In the words of a Site-Visitation Team ofthe American Association of Pastoral Counselors(AAPC): “The program is marked throughout bythe dictum of St. Francis de Sales: ‘Nothing is sostrong as gentleness; nothing so gentle as realstrength.’ As a result of that dominant spirit, bothstudents and staff find relating to the program tobe self-esteem enhancing and personally enrich-ing.” The AAPC team states further, “The studentis expected to be authentic and open, engaged inpersonalized learning, and developing a per-sonal style of counseling. Faculty and supervisorsattempt to relate to students as they would havestudents relate to their clients.” There is a genu-ine sense of co-pilgrimage among faculty and stu-dents in this collegial effort.

The master’s, certificate of advanced study, anddoctoral programs in pastoral counseling and themaster’s program in spiritual and pastoral careallow for both full- and part-time participation.The department recognizes that candidates varywidely in prior theoretical background, counsel-ing experience, and experience in ministry. Whilecandidates normally pursue the same basic pro-gram, the extent of prior experience will deter-mine the intensity with which the candidate canpursue the degree(s). In the case of advancedlevel candidates, an individualized assessment ismade and a program of study is developed inkeeping with one’s level of proficiency.

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Graduates make a point of stressing that the train-ing had a profound impact on their style of minis-tering in areas other than counseling and indi-vidual pastoral care, pointing to an increasedperson-centeredness in their teaching, preach-ing, organizing, and celebrating.

DEGREE PROGRAMS

Master of Science in

Pastoral Counseling (M.S.)

Combines a strong didactic core curriculum withan equally strong experiential counseling com-ponent. In addition, there is an opportunity toselect electives which can be used to specify ordiversify the student’s area of interest. Finally, thedegree requires completion of a thesis paperwhich serves to integrate the student’s didacticdevelopment, counseling experience, theologi-cal reflection, and personal growth. Upon com-pletion of the M.S. in Pastoral Counseling, gradu-ates receive two basic and two advanced ClinicalPastoral Counseling (CPE) units.

Master of Arts in Spiritual and

Pastoral Care (M.A.)

Provides opportunities for developing and inte-grating psychological and spiritual approaches topastoral ministry. Acquired skills will be in theareas of spiritual direction, crisis intervention, assess-ment, and referral. The degree involves a psycho-logical and a theological concentration of fourcourses each as well as two integration courses,two electives, and a thesis. The coursework andthesis may be completed in one year.


Pastoral Counseling (C.A.S.)

Offers advanced-level didactic courses, integrat-ing seminars, intensive in-depth supervisory experi-ences, and an optional internship experience.Students employed in the counseling field maysubmit their work for consideration as an optionalinternship. If approved, the certificate programenriches the work experience with advanced-leveldidactic and supervisory experiences. The certifi-cate program prepares the candidate for advanced-level practice as a pastoral counselor.

The C.A.S. requires the satisfactory completion of30 credits and provides an opportunity for a post-master’s internship experience of 1000 hours. Itprovides an opportunity to work toward memberstatus in the American Association of Pastoral Coun-selors, certification by the National Academy ofCertified Clinical Mental Health Counselors, certifi-cation by the National Board for Certified Coun-selors, and state certification and/or licensure.

Doctor of Philosophy in Pastoral

Counseling (Ph.D.)

The Ph.D. in Pastoral Counseling at Loyola Collegeis unique in the United States in its integration of thereligious world view with the science and practiceof the contemporary behavioral sciences. The pro-gram attempts a threefold integration involving:religious, spiritual, theological understandings;clinical theory and practice; and empirical researchmethodology.

Programmatic emphasis on empirical researchrigor in addressing psycho-theological issues offersan innovative approach to a more complete under-standing of the experience and behavior of thehuman person in an increasingly complex society.Such an integrated approach is of special interestto individuals who wish to enhance the religiousperspective with contemporary scientific method-ology and clinical techniques of the developinghelping professions.

The Ph.D. program is intended to prepare indi-viduals to:

1. Function as pastoral counselors at an advancedlevel of competency.

2. Teach and supervise persons for the pastoralministry and/or pastoral counseling in con-gregations, in pastoral counseling centers, inseminaries, in theological schools, in ministrytraining programs, and in other appropriateinstitutions of learning.

3. Further the understanding of the person inter-relating the theory and technique of the con-temporary helping professions with the insightsof theology and faith.

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4. Communicate to the general public, the churches,and the ministerial professions the results of aholistic interdisciplinary understanding of theperson.

5. Take a leadership role within one’s respectivedenomination, ecumenical ministerial organ-izations, and the helping professions.

6. Take a leadership position within the profes-sion through teaching, professional activity,and publication.

In keeping with the goals of the program, the Ph.D.curricular requirements involve four majors areas:Theory and Practice of Counseling; Statistics andResearch Design; Clinical Case Conferences; andTheological Studies and Integrative Seminars. Adetailed overview of the typical sequence of coursesis available from the department.

In addition to traditional academic courses, thePh.D. program involves a clinical internship experi-ence of no less than two thousand hours, typicallyspread over a two- to three-year period. The intern-ship includes on-site clinical experience and super-vision in one or several agencies supplemented byLoyola-based individual supervision, clinical men-toring, clinical case conferences, and supervisoryseminars.

The research sequence involves a systematicblock of courses designed to assist candidates inacquiring competence in applied research meth-ods and statistics.

Throughout the course of study, candidates arechallenged to integrate their theological and reli-gious perspectives with clinical theory and prac-tice and to articulate their personal, vocational,and pastoral identity.

LANGUAGE REQUIREMENT (PH.D.)

A high proficiency in oral and written English isexpected of all applicants. In addition, the Depart-ment requires that applicants provide documen-tation of proficiency in one language other thantheir native language.

English-speaking applicants may meet the lan-guage requirement by submitting undergradu-

ate or graduate transcripts which reflect the success-ful completion of the equivalent of six semestercredits in an international language. The depart-ment will review any other nonacademic docu-mentation of proficiency that an applicant mayprovide. Inability to meet this requirement at thetime of application should not be construed asdisqualifying an applicant, since students willhave an opportunity to meet this requirementduring doctoral studies.

International students are required to submitresults of the TOEFL (Test of English as a ForeignLanguage) to the Department as a part of theirapplication packages. Applicants must have a mini-mal TOEFL score of 550 to enter any of the threeprograms of study.

THERAPY REQUIREMENT

All Pastoral Counseling students are required toengage in a minimum of 30 sessions of profes-sional mental health counseling or psychother-apy before the completion of the first clinicalsemester. These sessions must have occurredwithin the last five years. Students who have notcompleted this requirement before entering theprogram will be given assistance in finding a thera-pist in the area.

ACCREDITATION

The American Association of PastoralCounselors

The Council for the Accreditation of Counselingand Related Educational Programs

The Council for Accreditation of Counseling andRelated Educational Programs (CACREP), a spe-cialized accrediting body recognized by theCouncil on Postsecondary Accreditation (COPA),has conferred accreditation to the Master of Sci-ence (M.S.) in Pastoral Counseling.

ADMISSION CRITERIA

Applicants for either master’s program must havea bachelor’s degree from an accredited college oruniversity. Candidates are evaluated more in termsof their overall readiness to take advantage of thelearning opportunities of the program and less interms of specific course preparation.

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An admissions interview is required of all applicantswithin the continental United States and Canada.Although an interview is desirable for all candidates,well-documented references can be accepted whenprior travel from abroad is not possible.

Ph.D. Candidates

The program accepts candidates who give clearevidence of the ability to deal with theoreticalconstructs, develop advanced level clinical skills,and integrate the above within the context of areligious and/or pastoral identity.

The doctoral curriculum assumes that the candi-date has laid the foundation in theoretical knowl-edge and clinical skill through prior educationand training comparable to the Loyola master’sprogram in pastoral counseling. Candidates with-out such background may wish to apply for admis-sion to the M.S.–Ph.D. sequence. If an applicantwith a master’s degree from another institution isjudged to be qualified for admission to the Ph.D.program but is lacking in specific areas of prepara-tion, an assessment of prerequisites will be madeat the time of admission.

APPLICATION DEADLINES

M.A./M.S./C.A.S. Applicants

New students for the Fall April 1New students for the Summer April 1New students to begin in January November 1

Ph.D. Applicants

New students for the Fall February 1Deposit of $1,000 due June 1

CREDITS REQUIRED

The M.S. in Pastoral Counseling requires 52 cred-its. The Certificate of Advanced Study in PastoralCounseling requires 30 credit hours beyond themaster’s degree. The Doctor of Philosophy inPastoral Counseling involves a minimum of 48credits beyond the master’s degree to assure com-petency in several areas of study plus a doctoraldissertation. The Master of Arts in Spiritual andPastoral Care requires 39 credits.

DEGREE REQUIREMENTS

For further information on specific degree require-ments and course offerings, contact the PastoralCounseling Department.

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

Supervision of the on-going counseling experi-ence is regarded as the primary catalyst for pro-fessional and personal integration.

Supervision is a special kind of tutorial relation-ship in which people with less experience presenttheir work for the scrutiny and critique to peoplewith more experience. The point of departurefor the supervisory session is the work-sample pre-sented along with the variety of issues which thework-sample generates.

HOUSING

Housing possibilities for out-of-the area studentsare diverse depending upon personal interest,budget, and special needs. A few basic facts aboutour geographical situation will be helpful in mak-ing a choice of housing. All courses are held at theColumbia Campus, about 35 minutes by automo-bile from the center of Baltimore or Washington,D.C. Practicum opportunities are available in theBaltimore-Columbia-Washington area; however,there are a great number available for candidateswho are Columbia or Baltimore based.

For further information about housing, contactthe Pastoral Counseling Office.

TUITION AND CLINICAL TRAINING FEES

The Pastoral Counseling Program, because of itsfocus on small group clinical case supervision andinterdisciplinary case conferences, requires a clini-cal training fee to cover the expenses of its tutorial-type approach during each clinical semester.

Master of Science in Pastoral Counseling (FT)

Tuition (per credit) $265.00Clinical Training Fee $1,100.00

(per clinical course; four courses)


Master of Science in Pastoral Counseling (PT)

Tuition (per credit) $265.00Clinical Training Fee $1,100.00

(required for each of the four clinicalcourses; one each semester)

Master of Arts in Spiritual and Pastoral Care

Tuition (per credit) $265.00

Certificate of Advanced Study

Tuition (per credit) $265.00Advanced Clinical Training Fee $1,100.00

(per semester for two semesters)Advanced Individual Supervisory Fee $250.00

(PC 805, PC 806; per semester; required for AAPC-track students)

Doctor of Philosophy in Pastoral Counseling

Tuition (per credit)700/800-level courses $265.00900-level courses $365.00

Dissertation Fee (per semester) $1,400.00

PAYMENT

The Pastoral Counseling Department follows theCollege’s policies on Mail-In, Walk-In, and WebRegistration. (see Payment Options section inFees chapter of this catalogue). In addition, theDepartment offers special financial programs topastoral counseling students seeking a degree.

Installment Plan

Students whose tuition and professional supervi-sory fees are $1,000 or more may elect to use theCollege’s installment plan. There is a modestinterest charge in connection with this plan. Adown-payment of 30 percent of the total chargesmust accompany the registration.

Use of the installment plan requires signing of apromissory note. The note may be executed inperson at Student Administrative Services (Balti-more Campus) for Walk-In Registration. A prom-issory note will be mailed to the student the dayafter the student completes Web Registration. Itmust be returned to Student Administrative Serv-

ices within ten days to avoid cancellation of theregistration.

The installment plan is not available for Mail-InRegistration.

Third Party Billing

All third party billing requests must have a thirdparty letter of authorization attached to the Regis-tration Request or Remittance Forms. A new lettermust be presented at the beginning of each schoolyear.

COURSE DESCRIPTIONS

PC 608 Theological Anthropology (3.00 cr.)A basic study of theology which deals with the overarch-ing themes in religious experience: creation, sin, suffering,freedom, conversion, salvation, incarnation, and grace.

PC 625 Loss and Bereavement (3.00 cr.)Didactic and experiential in a seminar style dealing withissues of loss and bereavement through death. Personalexperiences enhance the content which includes theprocess of bereavement, sensitivity to grief, and counsel-ing principles. Identifies cultural variations in responseand rituals. Encourages students to explore the bereave-ment process relative to their own lives by sharing insmall groups and in personal writings.

PC 630 Treatment of Personality Disorders (3.00 cr.)Prerequisite: PC 675 or PC 679, PC 678. Examines issuesrelated to the diagnosis and treatment of severe per-sonality disorders. Selected readings survey differenthistorical and theoretical perspectives including thoseof Kernberg, Kohut, Masterson, and Linehan.

PC 633 Psychology of Religion (3.00 cr.)Prerequisite: PC 653 or PC 673, one graduate-level Theologycourse. Surveys the two major traditions in studying thepsychology of religion: quantitative/experimental investi-gations and phenomenological/subjective methods.Explores psychological phenomena related to variousexpressions of religious experience and the majortheorists in psychology who have most influenced under-standing of religion.

PC 634 Religious Experience and Faith (3.00 cr.)Investigates both individual and communal religiousexperience from the perspectives of theology, psycho-logical theory, and empirical data. Students are encour-

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aged to deepen their understanding of the dynamicsunderlying a faith commitment, their own and others’,and to assess the impact of healthy/unhealthy religiousexperience on human development.

PC 645 Readings in Carl Jung (3.00 cr.)Beginning with Jung’s autobiography, students read anumber of his works dealing with the integration ofpsychological and religious experience. Discussionfocuses on Jung’s notion of psychological types, thearchetypes, his notion of wholeness, the transcendentfunction, religiously related psychopathology, and hisapproach to dream interpretation.

PC 650 Substance Abuse (3.00 cr.)An overview of substance abuse and addictions withspecial emphasis on diagnosis and treatment of theaddictive personality.

PC 653 Introduction to Statistics andResearch Methods (3.00 cr.)

An overview of various research methods, researchdesign, and statistical applications. Includes ethicaland legal considerations of research and implicationsfor the human services field. Requirements includethe development of a research proposal and evalua-tion of research and program objectives.

PC 654 Career Development (3.00 cr.)Focuses on testing and data collection as a method ofexploration of career choice and life-style, of sourcesof occupational and educational information, and ofdifferent approaches to career decision making. Candi-dates develop a statement of personal career and voca-tional direction. Includes ethical and legal issues, pro-fessional identification, and multicultural and socialissues related to career.

PC 655 Group Theory and Practice (3.00 cr.)Didactic and practicum blended approach to the under-standing of group theory, types of groups, group dynam-ics, methods, and facilitative skills. Includes ethical andlegal issues as well as multicultural and social issuesrelated to groups.

PC 661 Clinical Case Supervision I (3.00 cr.)Prerequisite: PC 675, PC 678. Thirty hours per semesterof clinical supervision in a small group. The studentparticipates in internship experiences each semester.Written and oral presentations accompanied by audioor video recordings form the basis of the supervisoryprocess. Focuses on the dynamics of the counseling

relationship, diagnosis, treatment, and legal/ethicalissues. A clinical training fee is charged.

PC 662 Clinical Case Supervision II (3.00 cr.)Prerequisite: PC 661, PC 675, PC 678. Thirty hours persemester of clinical supervision in a small group. Thestudent participates in internship experiences eachsemester. Written and oral presentations accompanied byaudio or video recordings form the basis of the super-visory process. Focuses on the dynamics of the coun-seling relationship, diagnosis, treatment, and legal/ethical issues. A clinical training fee is charged.

PC 663 Clinical Case Supervision III (3.00 cr.)Prerequisite: PC 675, PC 678. Written permission of theClinical Committee is required. Thirty hours per semesterof clinical supervision in a small group. The studentparticipates in internship experiences each semester.Written and oral presentations accompanied by audioor video recordings form the basis of the supervisoryprocess. Focuses on the dynamics of the counselingrelationship, diagnosis, treatment, and legal/ethicalissues. A clinical training fee is charged.

PC 664 Clinical Case Supervision IV (3.00 cr.)Prerequisite: PC 663. Thirty hours per semester of clini-cal supervision in a small group. The student parti-cipates in internship experiences each semester. Writ-ten and oral presentations accompanied by audio orvideo recordings form the basis of the supervisoryprocess. Focuses on the dynamics of the counselingrelationship, diagnosis, treatment, and legal/ethicalissues. A clinical training fee is charged.

PC 665 Contemporary ReligiousPerspectives (3.00 cr.)

Investigates the foundational spiritual concerns lyingat the heart of contemporary faith traditions. Currentdialogue among theologians representative of the variouscommunities provides the privileged means of accessinto these basic concerns. Focuses on the uniquenessof each tradition and emerging areas of agreement.

PC 673 Crisis Intervention (3.00 cr.)Crisis intervention theory, skills, and techniques. Casestudies in crisis intervention. Studies change, crises indifferent cultures, and legal implications of crisis inter-vention. Practice focuses on counselor awareness andunderstanding.


PC 674 Human Development (3.00 cr.)Personality development through the life stages, frominfancy to old age, with special attention to the role ofpastoral spirituality. Emphasizes psychological, socio-logical, physiological, and theological approaches aswell as implications of arrested development. Coversthe emergence of differing life patterns, cultural mores,and population patterns including multicultural andsocial issues.

PC 675 The Helping Relationship (3.00 cr.)Lecture-practicum experiences which introduce stu-dents to a wide range of counseling situations and thephilosophy of helping. Attending, responding, andinitiating skills are taught. Special focus includes explora-tion of different ethnic/cultural, gender, and age issues.Includes ethical and legal issues as well as consultationtheory, professional identification, and orientation asrelated to this topic. A personal therapeutic experience isrequired for the writing of the major paper.

PC 676 Counseling Theory and Practice (3.00 cr.)An introductory course which includes: a) an overview ofseveral theoretical approaches to counseling; b) a con-sideration of what is uniquely pastoral in pastoral counsel-ing; c) the community counseling environment of prac-tice and its history, philosophy, trends, and roles; d) anorientation to relevant professional organizations, cer-tification, licensure, and codes of ethics. Includes ethicaland legal issues, professional identification, consultationtheory and practice, and multicultural and social issues.

PC 678 Psychopathology (4.00 cr.)An overview of the major psychiatric problems includedin the DSM. Emphasizes preliminary assessment throughthe pastoral interview, crisis intervention, referral, andfollow-up. Includes ethical and legal issues, professionalidentification, and orientation as related to this topic.Also discusses multicultural and social issues in rela-tion to this subject.

PC 679 Pastoral Helping Relationship (3.00 cr.)Introduces the M.A. student to counseling skills nec-essary for pastoral care situations. Such counseling skillsas attending, responding, and initiating are taught.An experience of being guided by a spiritual directoris required for the writing of a final paper.

PC 681 Introduction to Family Therapy (3.00 cr.)An overview of the family counseling field includingmajor systems theories, stages of family therapy, and

treatment strategies. Special focus on pastoral/spiri-tual issues.

PC 682 Group Counseling (3.00 cr.)An experience of group process in a variety of practi-cum situations along with an assessment of the relation-ship of practicum experience to the accumulated bodyof knowledge concerning personal growth throughgroup participation. Special application to the pastoralsetting. Includes ethical and legal issues as well as pro-fessional identification and orientation as related tothis topic. Also discusses multicultural and social issues inrelation to this subject.

PC 686 Marriage Counseling (3.00 cr.)An introduction to the theory and practice of mar-riage counseling. Special attention to the factors whichcontribute to marital disorder. An overview of counselingresources. Videotaped role playing and critique.

PC 687 Spiritual Direction (3.00 cr.)Introduction to the ministry of spiritual direction:nature of spiritual direction, preparation and role ofspiritual director, relationship of spiritual direction tocounseling, and current issues in spiritual direction.Formulation of personal approach to spiritual direc-tion. Lecture-discussion-personal experience format.

PC 689 Psychological Testing and Assessment (3.00 cr.)Prerequisite: PC 653 or PC 753. Focuses on the under-standing of the individual through methodology of datacollection, testing, and interpretation. An overview ofthe field of psychological testing: basic concepts, apti-tude and achievement testing, interest and personalityinventories, and projective techniques. The psycho-logical report. Didactic experiential approach. Includesethical and legal issues as well as professional identi-fication and orientation as related to this topic. Alsodiscusses multicultural and social issues in relation tothis subject.

PC 690 Pro-Seminar (3.00 cr.)Prerequisite: PC 661, PC 663. An opportunity for facultysupervision and peer interaction in the developmentof the M.S. candidate’s final project.

PC 691 M.A. Thesis (3.00 cr.)Prerequisite: Written permission of a faculty member is required.The thesis will be written on an area of spiritual andpastoral care under the guidance of a faculty member.

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PC 694 Special Topics inPastoral Counseling (1–3.00 cr.)

An opportunity for students to pursue topics of spe-cial interest. The project requires the direction of amember of the faculty and the approval of the depart-ment. The intent is to allow students the opportunityto pursue an interest in an in-depth fashion. (Guide-lines for submitting a proposal are available from thePastoral Counseling Office.)

PC 697 Biblical Spirituality (3.00 cr.)Focuses on the relationship of biblical men and womenwith God. Students uncover the variety of ways inwhich God initiates and people respond to the Lord’slove. Students note the movement of the Spirit in theirlives and communities by learning to do theologicalreflection on their ministry. They practice prayingwith scripture and develop skills in leading others topursue scripture for personal prayer and spiritual growth.

PC 700 Pastoral Integration Seminar (3.00 cr.)Prepares students to integrate theological principlesand applied spirituality with counseling theory. Usingboth a didactic and seminar format, topics include:blocks to psychological and spiritual perspective; thepsychology and spirituality of relationships; develop-ing a psychotheological paradigm of pastoral counsel-ing; the process of theological reflection; a theologyof grace and clinical practice; crises of faith; and women’spsychology and spirituality—application for pastoralcounseling. Course to be taken near the end of the program.Students without graduate Theology courses need two Theologycourses as a prerequisite.

PC 701 Spiritual and Pastoral Care (3.00 cr.)An introduction to the area of spiritual and pastoralcare. Covers the definition of spirituality; the practicalexperience of caring for parishioners and communitymembers in a pastoral way; and areas such as socialconcern, justice issues, and special population ministries.

PC 702 Theology of Ministry (3.00 cr.)Different models of ministry are explored and defined.Students are challenged to define their own methodsof ministry on personal and practical or functional levels.

PC 703 Group Spiritual Formation (3.00 cr.)Introduces students to some of the central issues ofspirituality within a group setting. Presents issues suchas discernment of spirits, spiritual reading, and theuse of silence in care giving. Group exercises facilitate

the appropriation of such skills. Students write a spiri-tual autobiography for the final paper.

PC 704 Group Spiritual Guidance (3.00 cr.)Prerequisite: PC 703. Presents students with topics rele-vant to spiritual guidance. Considers topics such asthe significance of appraisal, hope, and referrals with-in the pastoral care context. Themes relevant to theintegration of spirituality and psychology are discussedwithin a group setting.

PC 712 Introduction to Treatment ofChildren and Adolescents (3.00 cr.)

Reviews the individual and family treatments of chil-dren and adolescents. Focuses on the psychodynamicand learning theory approaches. Includes a review ofrelevant aspects of child and adolescent developmentand psychopathology.

PC 726 Cultural and Ethnic Diversity Issues inCounseling (3.00 cr.)

An introduction to cross-cultural issues in counselingemphasizing the cultural, social, and community con-tributions to personal growth and mental health.Students explore and challenge their assumptions oftheir own cultural and ethnic backgrounds, as well asto develop the knowledge and sensitivity to workingwith those from different backgrounds and cultures.

PC 753 Statistics I (3.00 cr.)Prerequisite: College Algebra. A survey of elementary tech-niques of parametric statistics through one-way ANOVA,and an introduction to non-parametric statistics. Anintroduction to the use of SPSS-PC computer software.Students design and carry out a simple research project.An introductory course for Ph.D. and M.S./Ph.D. students;other students enroll in PC 653.

PC 754 Statistics II (Multiple Regression) (3.00 cr.)Prerequisite: PC 753 or PC 653 and written permission of theinstructor are required. General considerations in regres-sion analysis; hypothesis testing in regression; multiple,partial, and multiple-partial correlations; confoundingand interaction in regression; regression diagnostics;dummy variables; one-way ANCOVA; use of SPSS-PC forregression analysis.

PC 755 Statistics III (3.00 cr.)Prerequisite: PC 754. One-way MANOVA; variable reductionand factor analysis; cluster analysis; discriminant analysis;multiple indicators; canonical correlation; developmentand validation of scales.


PC 756 Advanced Topics in Measurement (3.00 cr.)Prerequisite: PC 754, PC 914. A tutorial or small grouppracticum covering two aspects of measurement: (1)the students designs and validates an original instru-ment; (2) the student administers and interprets aselection of individual personality, intelligence, andpsychopathology measures.

PC 778 Advanced Treatment ofPsychopathology (3.00 cr.)

Focus is on learning advanced skills in differentialdiagnosis and treatment strategies and planning fordiagnoses that are the foci of outpatient and inpatientintervention.

PC 788 Women’s Issues andPastoral Counseling (3.00 cr.)

Surveys some of the major issues that pertain towomen and pastoral counseling. Readings in the psy-chology of women, therapy with women, women andspirituality, and feminist/womanist theologies. Formatconsists of some lecture presentation, presentationsby class participants, and class discussion.

PC 789 Advanced Quantitative Methods (3.00 cr.)Prerequisite: PC 754, PC 914. Complex designs in ANOVA,ANCOVA, MANOVA; advanced methods for rates andproportions. A selection of optional topics may also becovered: latent trait analysis, content analysis, computermethods in qualitative analysis. The choice of optionaltopics takes into consideration the research plans ofthe participants.

PC 800 Adlerian Psychotherapy (3.00 cr.)Prerequisite: PC 661, PC 675, PC 676, PC 678. Lecture anddemonstrations covering the techniques, basic princi-ples, and methods of Adler’s individual psychologytheory. Topics include lifestyle, social interest, goals,ordinal positioning, encouragement, and treatmentstrategies.

PC 803 Advanced Clinical Conference I (3.00 cr.)Prerequisite: Master’s level clinical training. An advancedseminar designed to allow students the opportunity ofpresenting a counseling case in depth, demonstratingto supervisors/peers a level of competence in the totalmanagement of a case. Requires a detailed grasp andorganization of the case; demonstration of clinical skills; aclear theoretical orientation; and an understanding ofone’s pastoral identity. A clinical training fee is charged.

PC 804 Advanced Clinical Conference II (3.00 cr.)Prerequisite: PC 803. A continuation of PC 803. A clinicaltraining fee is charged.

PC 805 Advanced Individual Supervision I (3.00 cr.)Consists of 30 hours of individual supervision whichfocuses on one client. Intensive process supervisionwith special attention to middle phase therapy issues.Weekly reports and tapes, an ongoing journal of responseto supervisory issues, and a summary paper. A super-visory fee is charged.

PC 806 Advanced Individual Supervision II (3.00 cr.)A continuation of PC 805. A supervisory fee is charged.

PC 807 Treatment of Mental Disorders (3.00 cr.)Examines the treatment of a wide range of mentaldisorders, drawing primarily on self-psychological theory.After an overview of central concepts in self-psychology,attention focuses on pastoral counseling with personsexperiencing specific difficulties: anxiety, shame, anddepression; personality disorders; marital problems;survival of childhood abuse; substance abuse; severemental illness; and others. Discusses “supportive” and“expressive” approaches to pastoral psychotherapy.

PC 808 Professional and Ethical Issues (3.00 cr.)Seminar addressing the issues of certification, licensure,membership in professional organizations and a widerange of professional and ethical standards of the majorcounseling associations and licensure issues in theirrespective states. Candidates develop a statement ofministerial identity and a statement of professionalcertification. Candidates are expected to completeapplication materials in keeping with the professionaldirection chosen.

PC 809 Advanced Clinical Conference III (3.00 cr.)Prerequisite: PC 804. A continuation of the opportuni-ties and requirements for PC 804.

PC 810 Advanced Clinical Conference IV (3.00 cr.)Prerequisite: PC 809. A continuation of the opportuni-ties and requirements for PC 804.

PC 821 Family Systems Theories (3.00 cr.)Examines family assessment and intervention from asystems perspective. Presents major theoretical familysystems approaches, including strategic, structural, inter-generational, behavioral, and psychodynamic (objectrelations) family theories. Studies the range of treatmenttechniques and a variety of treatment modalities within

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each theoretical orientation. A multicultural approach isan important aspect which will be related to the mostappropriate treatment modalities for specific ethnicfamily systems.

PC 823 Advanced Techniques inFamily Therapy (3.00 cr.)

Prerequisite: PC 661, PC 662, PC 681 or PC 821. Studentsuse a family systems approach to consider presenta-tions of family work on both audio and videotapes.Supervision of family interviews will be part of this course,which focuses on the practical application of systemsthinking to the early stages of family intervention.Students will bring their own current family cases forreview. Course is equivalent to and may be substitutedfor PC 671. A clinical training fee is charged.

PC 853 Introduction to theSupervisory Process (3.00 cr.)

Prerequisite: PC 661, PC 662. Covers the theory and prac-tice of supervision. Explores the relationship betweenpsychotherapy and supervision theory and describesspecific theories of supervision. Explains the four-stagedevelopmental approach to supervision. Addressesissues of supervisor roles, identity formation, ethicaland legal concerns, and special issues in supervision.This is not a practicum; supervision is not a pre- or corequisite.

PC 899 Neuropsychological andPsychopharmacological Issues inClinical Practice (3.00 cr.)

Focuses on brain-behavior relationships and behavioraleffects of psychotropic drugs. Topics include: neuro-anatomy, neurophysiology, brain structure-functionrelationships, assessment strategies and instruments,behavioral characteristics of various neurological andpsychiatric syndromes, neuropsychological effects ofsystemic diseases, psychotherapy with brain-injuredindividuals, general principles of psychopharmacology,and use of psychotropic drugs in the treatment of variousmental disorders.

PC 901 Doctoral Clinical Case Conference I (3.00 cr.)Prerequisite: Written permission of the Clinical Committee isrequired. Consists of weekly clinical case conferences(5–6 students). Weekly presentations involving audio andvideotaped counseling sessions, progress notes, reflec-tions on the supervisory process. Focuses on the intro-duction of the process of long-term psychotherapy.

PC 902 Doctoral Clinical Case Conference II (3.00 cr.)Prerequisite: Written permission of the Clinical Committee isrequired. A continuation of PC 901.

PC 903 Doctoral Clinical Case Conference III (3.00 cr.)Prerequisite: Written permission of the Clinical Committee isrequired. Consists of weekly clinical case conferences(5–6 students). Weekly presentations involving audio andvideotaped counseling sessions, progress notes, reflec-tions on the supervisory process. Assumes knowledge ofthe process of and experience with long-term psychotherapy.

PC 904 Doctoral Clinical Case Conference IV (3.00 cr.)Prerequisite: Written permission of the Clinical Committee isrequired. A continuation of PC 903.

PC 905 Doctoral Individual Supervision I (3.00 cr.)Consists of 30 hours of individual supervision whichfocuses on one client. Intensive process supervisionwith special attention to middle phase therapeutic issues.Weekly reports and tapes, ongoing journal of response tosupervisory issues, a summary paper. Taken in two parts,15 hours each.

PC 906 Doctoral Individual Supervision II (3.00 cr.)A continuation of PC 905.

PC 914 Research Design and Analysis (3.00 cr.)Prerequisite: PC 753 or PC 653 and written permission of theinstructor are required. Design of experiments; issues inthe internal and external validity of research designs; researchethics. Students design and carry out a research project.

PC 921 Cognitive Theory of Psychotherapy (3.00 cr.)An overview of theoretical foundations of cognitiveand behavioral forms of psychotherapy. Emphasis ofcourse is on treatment strategies of mental and emo-tional disorders. Students analyze a number of clinicaltreatment manuals and concrete change strategies todiscover underlying theoretical foundations in sociallearning theory for emotions, behavior, human cogni-tion, and their change processes.

PC 922 Psychodynamic Theory ofPsychotherapy (3.00 cr.)

Surveys psychoanalytic theories of human develop-ment and therapeutic techniques. Following an his-torical survey of major theorists, the course spans theperiod from 1895 to 1990. Emphasizes the applicationsof the clinical theories of psychoanalysis to work withclients. Comparisons are made with other theories ofhuman development.


PC 923 Humanistic Theory ofPsychotherapy (3.00 cr.)

Existential humanistic approaches to counseling andpsychotherapy. A review of seminal contributors, includ-ing Bugenthal, Maslow, May, and Rogers. Explorationof major existential themes in counseling. Integrationof humanistic/existential perspectives with personaltheoretical and theological orientations.

PC 941 Internship Mentoring I (3.00 cr.)Involves weekly individual consultation with a LoyolaClinical Mentor who serves in a teaching, consultative,and evaluative role vis-a-vis a candidate’s internship.Internship Mentoring, required of candidates using a“Personalized Internship,” is also available to internsparticipating in an “Established Internship” experience.(Pass/Fail)

PC 942 Internship Mentoring II (3.00 cr.)Involves weekly individual consultation with a LoyolaClinical Mentor who serves in a teaching, consultative,and evaluative role vis-a-vis a candidate’s internship.Internship Mentoring, required of candidates using a“Personalized Internship,” is also available to internsparticipating in an “Established Internship” experience.(Pass/Fail)

PC 943 Internship Mentoring III (3.00 cr.)Involves weekly individual consultation with a LoyolaClinical Mentor who serves in a teaching, consultative,and evaluative role vis-a-vis a candidate’s internship.Internship Mentoring, required of candidates using a“Personalized Internship,” is also available to internsparticipating in an “Established Internship” experience.(Pass/Fail)

PC 944 Internship Mentoring IV (3.00 cr.)Involves weekly individual consultation with a LoyolaClinical Mentor who serves in a teaching, consultative,and evaluative role vis-a-vis a candidate’s internship.Internship Mentoring, required of candidates using a“Personalized Internship,” is also available to internsparticipating in an “Established Internship” experience.(Pass/Fail)

PC 945 Internship Mentoring V (3.00 cr.)Involves weekly individual consultation with a LoyolaClinical Mentor who serves in a teaching, consultative,and evaluative role vis-a-vis a candidate’s internship.Internship Mentoring, required of candidates using a“Personalized Internship,” is also available to interns

participating in an “Established Internship” experience.(Pass/Fail)

PC 946 Internship Mentoring VI (3.00 cr.)Involves weekly individual consultation with a LoyolaClinical Mentor who serves in a teaching, consultative,and evaluative role vis-a-vis a candidate’s internship.Internship Mentoring, required of candidates using a“Personalized Internship,” is also available to internsparticipating in an “Established Internship” experience.(Pass/Fail)

PC 950 Psychospiritual Issues (3.00 cr.)Prerequisite: PC 633, PC 634. Written permission of theinstructor is required. Provides students with an oppor-tunity for a thorough investigation of the relationshipbetween psychology and theology. Designed to enhancestudents’ breadth and depth of psychotheological con-cerns, given the increasing mutual interests shared bythe field of psychology and theology. Topics include thetheologies of suffering; the therapeutic significance ofhope; the role of a client’s images of God; and an under-standing of countertransference as it applies to one’sreligious identity.

PC 952 Theory and Practice ofSupervision I (3.00 cr.)

An introduction to the supervisory process. Concep-tual frameworks of supervision. Includes a practicumin supervising pastoral counseling students while receiv-ing on-going group supervision of the supervisory practi-cum. Development of candidate’s personal philoso-phy of supervision.

PC 953 Theory and Practice ofSupervision II (3.00 cr.)

A continuation of PC 952.

PC 956 Doctoral Research Seminar (3.00 cr.)Prerequisite: PC 753, PC 754. Students select a disserta-tion topic, begin preparing a dissertation proposal, selecta dissertation committee, and construct PERT charts fortheir dissertation projects. Topics also covered: advancedtechniques in computerized literature searches, writ-ing a critical review of literature, preparation of journalarticles, ethics of human subjects protection in research.Drafts of introductory chapters and literature reviewsare critiqued in class.

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PC 961 Doctoral Research Supervision I (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 962 Doctoral Research Supervision II (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 963 Doctoral Research Supervision III (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 964 Doctoral Research Supervision IV (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 965 Doctoral Research Supervision V (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 966 Doctoral Research Supervision VI (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 967 Doctoral Research Supervision VII (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 968 Doctoral Research Supervision VIII (3.00 cr.)Prerequisite: PC 956. Individual supervision of the doctoraldissertation proposal. Includes a regular tutorial appoint-ment (bi-weekly) with one committee member. (Pass/Fail)

PC 990 Dissertation Guidance I (3.00 cr.)Required each semester during which the candidate isactively working on the dissertation. Entitles the can-didate to consultation with dissertation director, read-ers, and other consultants as authorized by the Direc-tor of Research. A dissertation guidance fee is charged foreach semester. (Pass/Fail)

PC 991 Dissertation Guidance II (3.00 cr.)Required each semester during which the candidate isactively working on the dissertation. Entitles the can-didate to consultation with dissertation director, read-

ers, and other consultants as authorized by the Direc-tor of Research. A dissertation guidance fee is charged foreach semester. (Pass/Fail)

PC 992 Dissertation Guidance III (3.00 cr.)Required each semester during which the candidate isactively working on the dissertation. Entitles the can-didate to consultation with dissertation director, read-ers, and other consultants as authorized by the Direc-tor of Research. A dissertation guidance fee is charged foreach semester. (Pass/Fail)

PC 993 Dissertation Guidance IV (3.00 cr.)Required each semester during which the candidate isactively working on the dissertation. Entitles the can-didate to consultation with dissertation director, read-ers, and other consultants as authorized by the Direc-tor of Research. A dissertation guidance fee is charged foreach semester. (Pass/Fail)

PC 994 Dissertation Guidance V (3.00 cr.)Required each semester during which the candidate isactively working on the dissertation. Entitles the can-didate to consultation with dissertation director, read-ers, and other consultants as authorized by the Direc-tor of Research. A dissertation guidance fee is charged foreach semester. (Pass/Fail)

PC 995 Dissertation Guidance VI (3.00 cr.)Required each semester during which the candidate isactively working on the dissertation. Entitles the can-didate to consultation with dissertation director, read-ers, and other consultants as authorized by the Direc-tor of Research. A dissertation guidance fee is charged foreach semester. (Pass/Fail)

PC 996 Dissertation Guidance VII (3.00 cr.)Required each semester during which the candidate isactively working on the dissertation. Entitles the can-didate to consultation with dissertation director, read-ers, and other consultants as authorized by the Direc-tor of Research. A dissertation guidance fee is charged foreach semester. (Pass/Fail)

Office: Beatty Hall, Room 220Telephone: 410-617-2696

Chair: Amanda M. Thomas, Associate ProfessorAssociate Chair: Faith D. Gilroy, ProfessorDirector, Clinical Training: Jeffrey M. Lating

Professors: Faith D. Gilroy; Martin F.Sherman; Robert J. WicksAssociate Professors: Gilbert Clapperton(emeritus); David G. Crough; L. Mickey Fenzel;Charles T. LoPresto; Steven A. Sobelman; RuthM. Stemberger; Amanda M. ThomasAssistant Professors: Jeffrey P. Baerwald,S.J.; Sharon Green-Hennessy; Deborah G.Haskins; Matthew W. Kirkhart; Jenny L. Lowry;David V. PowersAdjunct Faculty: Jeffrey Barnett; StuartBurman; George S. Everly, Jr.; Kirk M. Griffith;Jerome F. Kowalewski; Saul L. Lindenbaum; LindaR. Matesevac; Cynthia Mendelson; Lawrence J.Raifman; Jon P. Stanton; David L. Waltos

The original graduate program in psychologybegan in 1967 as a concentration in School Psy-chology within the Department of Education andled to the Master of Education (M.Ed.). In 1968,the Department of Psychology was created andthe program expanded to offer the Master of Artsin Psychology (M.A.). In 1971, the departmentalso developed a Master of Science in Psychology(M.S.). In 1996, the Doctor of Psychology in ClinicalPsychology (Psy.D.) was introduced. The depart-ment currently offers degree programs in thefollowing areas:

M.A./M.S. in Clinical PsychologyM.A./M.S. in Counseling PsychologyC.A.S. in PsychologyPsy.D. in Clinical Psychology

The Psychology Department is a member of theCouncil of Applied Master’s Programs in Psychol-ogy and is an associate member of the NationalCouncil of Schools and Programs of ProfessionalPsychology.


Psychology

MASTER OF ARTS/SCIENCE IN CLINICAL

OR COUNSELING PSYCHOLOGY (M.A./M.S.)

The M.A. program prepares students to continueon to a doctoral degree program. Students gainproficiency in psychological theory, assessment,and research application. An empirical thesis isrequired for completion of the program. ManyM.A. graduates of Loyola continue their trainingin a Ph.D. program.

The M.S. program prepares students to beginemployment in psychology under the supervi-sion of a doctoral trained and licensed psycholo-gist. In addition, some M.S. students apply toPsy.D. programs of study, since these programsattract students who have a background in prac-tica and internship experiences, as opposed toresearch and thesis requirements.

Individuals with a master’s degree are not eligibleto practice independently as psychologists in Mary-land but can function as Psychology Associatesunder supervision or continue their studies towardeligibility as a Licensed Clinical Professional Coun-selor (LCPC). Psychology Associates provide serv-ices under the supervision of a licensed, doctoral-level psychologist, with permission from the Mary-land Board of Examiners of Psychologists. TheLicensed Clinical Professional Counselor (LCPC)must meet the criteria set forth by the MarylandBoard of Examiners of Professional Counselors,including specific coursework as determined by theBoard, 60 graduate credit hours, at least two yearsof supervised post-graduate experience, and suc-cessful completion of an exam administered bythe Board. The LCPC is eligible to provide serv-ices independently in the State of Maryland.

Admission Criteria

The student’s completed application will be evalu-ated by the Graduate Admissions Committee inPsychology, and a written decision will be forwardedto the student.

Applicants for the M.A. and M.S. in Psychologyshould have a strong undergraduate academicbackground in psychology. Students must have abachelor’s degree in psychology or another field.

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If the bachelor’s degree is in a field other thanpsychology, the following minimum courseworkmust have been completed: Introductory Psy-chology, Abnormal Psychology, and at least onecourse relating to the experimental or statisticalarea, such as Experimental Psychology, ResearchMethods, Psychological Statistics, or Tests andMeasurement.

The applicant’s bachelor’s degree must be froman accredited college or university with a minimumoverall grade point average of 3.000 and a gradepoint average of 3.000 in psychology courses. Allapplicants to the master’s programs are required tosubmit Graduate Record Examination (GRE) Gen-eral Test scores. There are no minimum requiredGRE scores; however, verbal and quantitative scoresabove 400 for each section are recommended forthe M.S. applicant and above 500 for each sectionare recommended for the M.A. applicant.

The following materials are required for appli-cation to the M.A. or M.S. program:

• Completed application form with requiredapplication fee;

• Three letters of recommendation;

• Personal essay;

• Graduate Record Exam (GRE) General Testscores (Psychology Subject Test not required);

• Official transcripts from all colleges and uni-versities attended.

All application materials must be received by theapplication deadline listed for the semester thestudent is seeking admission in order to be con-sidered. Applications to the M.A. program areconsidered for fall admission only. Applicationsto the M.S. program are considered for fall, spring,or summer admission.


M.A. ProgramFall Semester (only) March 15

M.S. ProgramSummer Sessions April 15

Fall Semester April 15Spring Semester November 15

Prerequisites

All students must demonstrate competency inthe content areas of general psychology. Studentswhose bachelor’s degree is in a field other thanpsychology must have completed coursework inthe following areas: Introductory Psychology,Abnormal Psychology, and at least one courserelating to the experimental or statistical area,such as Experimental Psychology, Research Meth-ods, Psychological Statistics, or Tests and Measure-ment. Students may be exempt from prerequisitecourses if they obtain a score of 550 or better onthe GRE Psychology Subject Test.

Program Requirements

Students who are accepted for admission to themaster’s program must attend in-person orienta-tion and registration sessions prior to the semes-ter in which they first enroll. All new studentsreceive a Student Handbook describing programrequirements and departmental policies.

The M.A. in Clinical Psychology and the M.A. inCounseling Psychology require 36 graduate credits.The M.S. in Counseling Psychology and the M.S. inClinical Psychology require 45 graduate credits.

Students may enroll as full- or part-time students.Full-time students complete nine credits per semes-ter (six credits per Summer Session), while part-timestudents complete six or less credits per semester.

The practice and professions of Clinical and Coun-seling Psychology are dynamic, evolving, and everchanging. The body of scientific knowledge onwhich they are based continues to grow regularly.The skills and techniques which they utilize areconstantly being refined. As our understandinggrows, the profession itself changes.

As human service professionals, it is importantthat Loyola graduates utilize only the most up todate knowledge and skills in Clinical and Coun-seling Psychology. For these reasons, master’s stu-dents must complete all requirements for theirparticular program within six years, includingcourses, the M.A. thesis, M.S. externships, and

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comprehensive exams. Additionally, it is expectedthat graduates will maintain and update theirknowledge and skills through on-going professionaldevelopment and continuing education activities.

Advancement to Candidacy Exam

All students admitted will be placed on a proba-tionary status pending the successful completionof the first 12 graduate credits and the Advance-ment to Candidacy Examination.

Prior to or during the semester that studentscomplete their twelfth graduate credit, they musttake the Advancement to Candidacy Exam. Thisexam has a multiple choice format covering allareas of general psychology and is given threetimes a year. The results of this examination areused by the student’s adviser for further courseplanning, which may necessitate remedial workin areas of academic weakness. Students may notbe enrolled in further graduate courses until theyhave passed this exam, even if they take the examprior to completion of 12 credits.

Students are exempt from taking the Advance-ment to Candidacy Exam if they obtain a score of550 or better on the Graduate Record Examina-tion (GRE) Psychology Subject Test. Students arerequired to notify their advisers of exemptionfrom taking the exam.

Master’s Comprehensive Examination

After completion of 27 graduate credits (M.A.students) or 36 graduate credits (M.S. students)with a “B” (3.000) average or better, students mayapply to take the Comprehensive Examination.Material from all required courses will be includedon the exam; students are not permitted to takethe exam prior to completion of all requiredcourses for their degree.

The examination will be given three times a year.Students must complete an Application for Com-prehensive Examination, available in the Psychol-ogy Department. The dates for the examination,as well as the deadline for application, are listedin the Graduate Course Schedule each semester.The examination consists of four sections givenover a two-day period. Exam scoring may varyaccording to the particular concentration. Stu-

dents are required to pass the exam within the sixyear time limit allowed to complete the degree.

Externships

The externship experience is an opportunity forstudents to apply concepts developed in academiccoursework. Coordinated programs between thedepartment and a variety of community resourceshave been established to fulfill student externshiprequirements and needs. The externship allowsstudents to gain practical training and experi-ence under the supervision of a mental healthworker or clinician in a community-based facility,hospital or other mental health setting.

The Department maintains an extensive list ofapproved externship sites which meet the train-ing requirements of the program. Students workwith the Director of Field Education and theiradviser to select sites which are appropriate totheir experiences and desired goals. All approvedsites must be located within the State of Marylandor within close proximity to Maryland, includingWashington, D.C., northern Virginia, or south-ern Pennsylvania.

The externship is required for M.S. students andmay serve as an elective for M.A. students. M.S.students may not register for externships untilcompletion of Practicum in Counseling (PY 730)or Practicum in Testing (PY 720). Transfer creditsfor practicum or externships are not accepted. Stu-dents may complete a maximum of three extern-ships for credit toward their degree requirements.

Master’s Thesis

The M.A. Thesis is a scientific investigation of pub-lishable quality which demonstrates the scholar-ship, logical consistency, creativity, and compre-hensiveness which are associated with genuineresearch. The idea for the master’s thesis is initi-ated and developed by the student while enrolledin Research Methods I and II (PY 650, PY 651). AllM.A. students must enroll in Research Methods Iand II during the Fall and Spring semesters oftheir first year. Following completion of this two-semester sequence, students will enroll in ThesisSeminar (PY 755), which allows them to presenttheir proposals and integrate feedback from theinstructor and other students.

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Each student is responsible for seeking out a mem-ber of the faculty to serve as Major Reader for thethesis, as well as two other faculty members whowill serve as Readers on the Thesis Committee. Alist of faculty members who serve as Major Read-ers is available from the Psychology Department.

Registration for Thesis Guidance

Thesis Guidance I, II, III, and IV (PY 761, PY 762,PY 763, PY 764) are taken concurrently with thefour required research courses (PY 650, PY 651,PY 755, PY 791). A fee is charged each semester.During this time, the student works closely withhis or her Major Reader in the development ofthe thesis proposal, the collection and analysis ofdata, and preparation of the final thesis.

It is anticipated that the Major Reader will workclosely with the student during collection andanalysis of data, and the student will incorporatethe professor’s suggestions in the completed the-sis. Three copies of the final master’s thesis, eachsigned by the committee members, are submit-ted to the department chair and the Dean of theCollege of Arts and Sciences for final approval.Copies of the guidelines for thesis proceduresand style are available from the Department uponrequest. The final copies of the completed thesismust be submitted at least three weeks before theend of the semester that a student expects tograduate.

Grading and Academic Dismissal

Students who receive a grade of less than “B-”(2.670) in any course will not be permitted tocount this course for their degree. Students receiv-ing a grade of less than “B-” in a required coursemust meet with the instructor of that course todetermine the requirements which must be metin order to successfully complete the course. Therequirements may include all or part of the originalcourse requirements, additional or substitute reme-dial work, or substitution of an equivalent coursefor the required course. Students may be required tore-enroll in the original course or an equivalentcourse. Both the original and retake grades remainon the student’s transcript and calculate into thecumulative quality point average.

Students receiving a grade of less than “B-” in anelective course must meet with the instructor ofthat course to determine if they should retake thesame course or substitute an alternative elective.In either case, the original course grade remainson the student’s transcript and is calculated intothe cumulative quality point average.

Students who receive an “F” (0.000) in any course ortwo grades below “B-” (2.670) in the same or differ-ent courses will be dismissed from the program.Academic dismissal may also result from excessivecourse withdrawal, academic dishonesty, or otherbehavior seen by the department as unethical orunprofessional. Students must have a final QPA of3.000 or above in order to be awarded a degree.

If the Psychology Department perceives that astudent is not progressing satisfactorily in thedevelopment of the competencies and behaviorsrequired at his or her level of professional devel-opment, a Professional Assessment Review (PAR)will be conducted for the purpose of remedia-tion. Further evidence of unsatisfactory progresswill result in dismissal.

Degree Programs

M.A. in Clinical Psychology

Excellent preparation for students planning topursue a doctorate.

The degree consists of 36 graduate credit hours,Advancement to Candidacy and ComprehensiveExaminations, and a master’s thesis. The follow-ing courses are required:

PY 601 Psychodiagnostics IPY 602 Psychodiagnostics IIPY 615 Advanced Abnormal PsychologyPY 620 Theories of Counseling and

PsychotherapyPY 621 Techniques of Counseling and

PsychotherapyPY 650 Research Methods in Psychology IPY 651 Research Methods in Psychology IIPY 705 Ethics and Legal Issues in PsychologyPY 755 M.A. Thesis SeminarPY 761 Thesis Guidance I (0 credits)PY 762 Thesis Guidance II (0 credits)PY 763 Thesis Guidance III (0 credits)

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PY 764 Thesis Guidance IV (0 credits)PY 791 SPSS-(Computer) Analysis of

Psychological DataElectiveElective

M.A. in Counseling Psychology

Excellent preparation for students planning topursue a doctorate.

The degree consists of 36 graduate credit hours,Advancement to Candidacy and ComprehensiveExaminations, and a master’s thesis. The follow-ing courses are required:

PY 615 Advanced Abnormal PsychologyPY 619 Introduction to Counseling and

Psychotherapy ProcessPY 620 Theories of Counseling and


PsychotherapyPY 635 Use of Tests in CounselingPY 650 Research Methods in Psychology IPY 651 Research Methods in Psychology IIPY 705 Ethics and Legal Issues in PsychologyPY 730 Practicum in Counseling PsychologyPY 755 M.A. Thesis SeminarPY 761 Thesis Guidance I (0 credits)PY 762 Thesis Guidance II (0 credits)PY 763 Thesis Guidance III (0 credits)PY 764 Thesis Guidance IV (0 credits)PY 791 SPSS-(Computer) Analysis of

Psychological DataElective

M.S. in Clinical Psychology

Prepares clinically trained people for positions inpublic and private settings. Additionally, the pro-gram may provide for preparation for certifica-tion as a mental health counselor or entranceinto a Psy.D. program.

The degree consists of 45 graduate credit hours,Advancement to Candidacy and ComprehensiveExaminations, and a supervised externship. Thefollowing courses are required:

PY 601 Psychodiagnostics IPY 602 Psychodiagnostics II

PY 615 Advanced Abnormal PsychologyPY 620 Theories of Counseling and


PsychotherapyPY 702 Externship in Clinical Psychology IPY 703 Externship in Clinical Psychology IIPY 705 Ethics and Legal Issues in PsychologyPY 720 Practicum in TestingPY 745 Research SeminarElectiveElectiveElectiveElectiveElective

M.S. in Counseling Psychology

Prepares counselors and therapists at the sub-doctoral level for counseling positions in publicor private settings. The program may also providefor preparation for certification as a mental healthcounselor.

The degree consists of 45 graduate credit hours,Advancement to Candidacy and ComprehensiveExaminations, and a supervised externship. Thefollowing courses are required:

PY 615 Advanced Abnormal PsychologyPY 619 Introduction to Counseling and



PsychotherapyPY 622 Advanced Techniques of Counseling

and PsychotherapyPY 635 Use of Tests in CounselingPY 705 Ethics and Legal Issues in PsychologyPY 730 Practicum in Counseling PsychologyPY 731 Externship in Counseling

Psychology IPY 732 Externship in Counseling

Psychology IIPY 745 Research SeminarElectiveElectiveElectiveElective

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Clinical/Counseling Options

The department offers a nine (9) hour clinicaloption for qualified counseling students and anine (9) hour counseling option for qualified clini-cal students. These options must be taken in addi-tion to the hours for the degree and may notserve in lieu of other elective courses.

After completing 21 hours in their regular con-centration, students must apply in writing to beconsidered for these options. Application doesnot guarantee enrollment, as currently matricu-lating students in clinical or counseling psychol-ogy are given first priority for enrollment in therequired courses for their degree program.

Students interested in clinical/counseling optionsmay also consider applying for the Certificate ofAdvanced Study (C.A.S.) after completion of mas-ter’s degree requirements.

Clinical Option (9 credits)

PY 601 Psychodiagnostics IPY 602 Psychodiagnostics IIPsychodiagnostic Elective

Counseling Option (9 credits)

PY 619 Introduction to Counseling andPsychotherapy Process

PY 622 Advanced Techniques of Counselingand Psychotherapy

PY 730 Practicum in Counseling Psychology

Clinical students desiring an externship in coun-seling must complete the counseling option prior toplacement.

CERTIFICATE OF ADVANCED STUDY (C.A.S.)

The C.A.S. program provides those students whopossess a master’s degree in psychology or anallied profession with an opportunity to advancetheir knowledge and skills in the area of clinicaland counseling psychology. Students will takeadvantage of the opportunity to “tailor” coursesto meet specialized job and certification require-ments. Students will meet with an academicadviser to arrange for a sequencing of courses tomeet their needs. In the past, students have pur-

sued the program to meet credentialing require-ments in the areas of family treatment, clinicalmental health counselor, school psychology, etc.Current course offerings include many of thosewhich are required by the Maryland Board ofExaminers of Professional Counselors to becomea Licensed Clinical Professional Counselor (LCPC).

The certificate consists of 30 graduate creditsbeyond the master’s degree. The student is notrequired to take Comprehensive Examinations,the Advancement to Candidacy Exam, or write athesis. C.A.S. applicants do not need to submitGraduate Record Exam (GRE) scores.

DOCTOR OF PSYCHOLOGY IN CLINICAL

PSYCHOLOGY (PSY.D.)

Mission

The Psychology Department is committed to theprofessional training and development of doctorallevel psychologists in the Ignatian tradition ofcura personalis, which challenges students to serveand lead others in service.

The goals and objectives of the Psy.D. programexist within the larger context of professionalpsychology, the principles of the American Psy-chological Association, and the mission of LoyolaCollege. The development of these goals andobjectives was guided by the six competenciesadopted by the National Council of Schools andPrograms in Professional Psychology (NCSPP;1986–87 Mission Bay Conference), the Jesuit tra-dition of leadership and service, and the depart-ment’s own mission and philosophy of training.The NCSPP competencies of relationship, assess-ment, and intervention form the basis for the firstthree goals. The NCSPP competency of research,the “scholar” dimension of the “scholar-profes-sional” model of training, and the department’sown commitment to scholarly inquiry across allactivities in professional psychology form thebasis for the fourth goal. Finally, the NCSPP com-petencies of management/education and con-sultation/supervision guided the developmentof the last goal. This goal is also based on thedepartment’s commitment to training studentsto adapt to the diverse and changing needs inprofessional psychology, its recognition that psy-chologists will increasingly function outside of

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their traditional roles, and its model of training inwhich students are encouraged to develop uniqueprofessional identities.

The program’s philosophy, educational model,and curriculum plan are consistent with the mis-sion of Loyola College and the Graduate Divi-sion. They are also consistent with the followingprinciples of the discipline:

• Psychological practice is based on the science ofpsychology which, in turn, is influenced by thepractice of professional psychology.

• Training is sequential, cumulative, graded incomplexity, and designed to prepare studentsfor further organized training.

Philosophy of Training

The members of the Psychology Department arecommitted to providing students with a strongbackground in clinical psychology and to train-ing students to understand and adapt to thediverse and changing needs in professional psy-chology. Training will combine a foundation ofknowledge of the field with the skills necessaryfor a systematic approach to answering questions,resolving problems, and enhancing the develop-ment of individuals and groups, as well as promo-tion of the values and attitudes consistent with thepractice of professional psychology. This trainingis built upon excellence in didactic and experi-ential methods of teaching and supportive men-toring relationships.

Model of Professional Training

The Psy.D. program endorses the “scholar-profes-sional model” which is designed to train autono-mous practitioners of professional psychologywho will deliver mental health services and leadothers in service to the general public in diversesettings. In addition, the program is designed totrain psychologists who will critically evaluate anduse the available literature in the field and whowill use a scholarly approach, often in collabora-tion with others, to solving problems and answer-ing questions at the local level.

The Psy.D. program is committed to a profes-sional development model of training in which

each student is encouraged to develop a uniqueprofessional identity consistent with the individ-ual’s own values, style, and philosophy. Withinthis framework, the program promotes the inte-gration of theoretical and empirical literature inall types of professional decision-making. Investi-gation of varying theoretical models, interactionwith diverse role models within the profession,and supervised experience in a broad range ofmodels are encouraged.

The program is committed to training students ina generalist model. As suggested in the philoso-phy of training, the faculty believe it is essentialthat all graduates possess a strong base in thefoundations (i.e., both content and methods) ofclinical psychology regardless of the extent towhich they choose to specialize within the field.To support that base, each student receives train-ing in a minimum of two conceptual models. Themajority of faculty members espouse either apsychodynamic or cognitive-behavioral model and,thus, most students receive training in these areas;however, the program is also able to providetraining in other models such as family systemsand interpersonal psychotherapies. All studentsreceive training in empirically validated thera-pies. In addition, students are strongly encour-aged to pursue training in a variety of clinicalsettings with populations who vary in age, ethnicand racial identity, sexual orientation, and socio-economic status.

Goals

The goals that specify the competencies expectedof graduates of the Psy.D. program are as follows:

Goal 1As service providers, colleagues, and leaders, stu-dents will form and maintain professional rela-tionships with individuals with diverse identitiesand backgrounds (i.e., race, ethnicity, sexual iden-tity, gender, age, socio-economic status).

Goal 2Students will competently use a variety of pro-fessional assessment strategies. Competent use ofthese strategies will include an understanding oftheir value, psychometric properties, and limita-tions, as well as an appreciation for the role ofindividual diversity in the assessment process.

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Goal 3Students will effectively use a variety of interven-tion strategies.

Goal 4Students will employ a scholarly, scientific approachto generating knowledge, resolving problems, andenhancing the development of individuals and groups.

Goal 5In response to the diverse and changing needs inprofessional psychology, students will effectivelyperform in emerging and/or nontraditional rolesin clinical psychology.

Accreditation

The American Psychological Association (APA)reviews programs for accreditation after theyhave a full enrollment of students. Full enroll-ment was met during the 1999–2000 academicyear, and the program was evaluated for the APACommittee on Accreditation through a writtenself-study and a site visit. The decision regardingaccreditation will be made by the Committee onAccreditation during Fall 2000.

The Psy.D. program is listed by the NationalRegister/Association of State and Provincial Psy-chology Boards in its publication, Doctoral Psychol-ogy Programs Meeting Designation Criteria. This list-ing recognizes that the Psy.D. program meets allacademic requirements of participating state licens-ing boards for a graduate to be eligible for statelicensure as a psychologist.

Admission Criteria

Admission to the Psy.D. in Clinical Psychology will belimited to a highly select group of students who havea proven competency in psychology through astrong academic background. The successful appli-cant will have received either a bachelor’s or mas-ter’s degree from an accredited institution andobtained at least an overall 3.000 grade point aver-age (out of 4.000) over the last two years of under-graduate study or an overall 3.200 (out of 4.000)grade point average at the graduate level of study.

Students who are accepted for the Psy.D. in Clini-cal Psychology and have only completed a bache-lor’s degree in psychology will be expected to com-

plete four years of full-time study plus an additionalfull-time internship year. Students who have com-pleted a master’s degree in clinical psychologywill be required to complete three full-time yearsof academic study plus an additional full-timeinternship year.

Applications are considered for fall admissiononly. The student’s completed application will bereviewed and evaluated by the Doctoral Committeeon Admissions, and a written decision will be for-warded to the student. The following materials arerequired for application to the Psy.D. program:

• Completed application form with required appli-cation fee;

• Three letters of recommendation;

• Personal essay;

• Current vitae;

• Graduate Record Exam (GRE) General Test scores;

• Official transcripts from all colleges and univer-sities attended.

Other criteria to be considered include previouswork and life experiences, and extracurricularactivities.

All application materials must be received by theOffice of Graduate Admissions by the deadline ofJanuary 15 in order to be considered for admis-sion. A select group of applicants will be invitedfor an in-person interview, from which candi-dates will be selected for admission. The Depart-ment will not offer any explanation to the studentregarding the student’s failure to be accepted foradmission. Additionally, students will only begranted interviews for the program upon invita-tion from the Department. The in-person inter-view is required for admission.

Prerequisites

All applicants to the Psy.D. program must have aminimum of a bachelor’s degree in psychology oranother field. Applicants must have competencein the following areas of psychology: general psy-chology, social psychology, abnormal psychology,

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personality theory, statistics and/or research meth-ods, tests and measurements, and learning theoryor cognitive psychology. Students who apply with abachelor’s degree should have completed course-work in each of these areas, whether their degreeis in Psychology or another field. Students enter-ing the program with a master’s degree may beeligible to begin the program at the second yearof the curriculum, if they have completed gradu-ate coursework that is equivalent to the requiredcurriculum listed for the first year of the program.

The above mentioned prerequisite courses arenot only essential for readiness for doctoral study,but it is important to note that an outcome goal ofthe program is to adequately prepare the studentfor success in passing the National LicensureExamination in Psychology. A solid preparationin the breadth of psychology is essential for assist-ing the student in meeting this goal.

Credits Required

The doctoral program requires the completionof 134 credits for those students entering the firstyear of the curriculum and 100 credits for thosestudents entering the second year of the curricu-lum (with a master’s degree in clinical psychology),including credits earned for coursework, fieldplacements, professional supervision, and disser-tation. Students are also required to complete afull-time internship in the fifth year of the program.

Student Evaluation

The awarding of the doctoral degree requires suc-cessful completion of all required coursework, fieldplacements, internship, and dissertation, as wellas passing Comprehensive Exams.

Grades and Academic Dismissal

Students must complete the program with at leasta 3.000 average. Students who receive a grade ofless than “B-” (2.670) in any course will not bepermitted to count this course for their degree.Students receiving a grade of less than “B-” in arequired course must meet with the instructor ofthat course to determine the requirements whichmust be met in order to successfully complete thecourse. The requirements may include all or partof the original course requirements, additional

or substitute remedial work, or substitution of anequivalent course for the required course. Stu-dents may be required to re-enroll in the originalcourse or an equivalent course. Both the originaland retake grades remain on the student’s tran-script and calculate into the cumulative qualitypoint average.

Students receiving a grade of less than “B-” in anelective course must meet with the instructor ofthat course to determine if they should retake thesame course or substitute an alternative elective.In either case, the original course grade remainson the student’s transcript and is calculated intothe cumulative quality point average.

Students who receive an “F” (0.000) in any courseor two grades below “B-” (2.670) in the same or dif-ferent courses will be dismissed from the pro-gram. Academic dismissal may also result fromexcessive course withdrawal, academic dishonesty,or other behavior seen by the department as unethi-cal or unprofessional. Students must have a finalQPA of 3.000 or above in order to be awarded a degree.

Professional Assessment Review

Each semester, the Psychology Department con-ducts a Professional Assessment Review (PAR) forall Psy.D. students, evaluating their professionaldevelopment in specific domains. Students alsoengage in self-evaluation. Students then meetwith their advisors to discuss the results of thePAR. If significant concerns are raised about astudent’s professional development, the Depart-ment Chair may appoint a Professional Assess-ment Review Committee to meet with the studentto discuss those concerns and provide recom-mendations for remediation.

Comprehensive Examinations

Two comprehensive examinations are requiredand in order to remain in the program, studentsmust pass them within three attempts. The Writ-ten Comprehensive Exam assesses knowledgeand integration of material relevant to clinical psy-chology. The Clinical Competency Exam assessescase conceptualization and oral presentation skills.

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Dissertation

The doctoral dissertation project requires thestudent to demonstrate a sound understandingof an area of professional interest and provide ascholarly contribution which may be of an appliednature. It is expected that the dissertation projectbe of publishable quality and that an extensivereview of theory and previous research serve as afoundation. An oral presentation of the proposaland an oral presentation and defense of the finishedproject are required. The doctoral dissertationmay consist of:

• The implementation and evaluation of a clini-cal intervention or training program, or evalua-tion of a pre-existing program;

• A needs assessment, followed by a model forimplementation;

• Empirical or theoretical analysis of aspects of amodel of psychopathology;

• The development and/or evaluation of an assess-ment instrument;

• The implementation and evaluation of anintervention technique using single case designmethodology.

Case studies may be used in conjunction with one ofthese approved categories of dissertation research,but may not stand alone as a project.

Clinical Placement and Internship

The clinical placement and internship experi-ence are integral components of the student’sacademic experience. Through these supervisedexperiences, students are afforded an opportu-nity to apply skills and techniques acquired fromassessment and intervention-oriented course mate-rial. A minimum of 1,410 field placement hoursare completed in the first four years of the pro-gram; students who enter the program in thesecond year of the curriculum complete a minimumof 1,260 hours in their second through fourthyears. In either case, one-half of the total place-ment hours will involve direct client contact/intervention. Students are supervised on-site bylicensed psychologists. Field placement facilities

have been carefully chosen by the Departmentfor the quality of their training experiences andsupervision. Students also participate in groupsupervision on campus.

The fifth year of the curriculum is a full-timeinternship, for which a student applies duringthe fourth year. The internship year may or maynot be spent in the local area.

Colloquium

Each semester, a time period is designated for thescheduling of presentations by community profes-sionals, faculty, or other students on varying topicsrelevant to professional psychology. Students alsoattend group meetings each semester with theDirector of Doctoral Education or other facultyto discuss their progress and needs in the program.

Program of Study

Students entering the program with a master’sdegree in psychology may be eligible to begintheir studies at the second year of the curriculum.

The following course schedule applies to thosestudents entering the program Fall 2000 or later.Students entering the program prior to this timeshould refer to the curriculum schedule for theirparticular class.

First Year

Fall TermPY 601 Psychodiagnostics IPY 615 Advanced Abnormal PsychologyPY 619 Introduction to Counseling and


PsychotherapyPY 832 Research Methods in Clinical

Psychology IPY 912 Colloquium (0 credits)PY 918 Professional Supervision and

Development (2 credits)

Spring TermPY 602 Psychodiagnostics IIPY 621 Techniques of Counseling and

PsychotherapyPY 702 Externship in Clinical PsychologyPY 833 Research Methods in Clinical

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Psychology IIPY 912 Colloquium (0 credits)PY 918 Professional Supervision and

Development (2 credits)PY Elective

Second Year

Fall TermPY 800 Professional, Legal, and Ethical IssuesPY 801 Principles and Methods of

Assessment IPY 814 BiopsychologyPY 816 Life-Span DevelopmentPY 910 Case Conceptualization SeminarPY 912 Colloquium (0 credits)PY 918 Professional Supervision and

Development (2 credits)PY 920 Clinical Placement I (2 credits)

Spring TermPY 802 Principles and Methods of

Assessment IIPY 815 Psychopathology SeminarPY 818 PsychopharmacologyPY 845 Models of Psychotherapy #1PY 912 Colloquium (0 credits)PY 918 Professional Supervision and

Development (2 credits)PY 920 Clinical Placement I (2 credits)

Third Year

Fall TermPY 810 Psychological MeasurementPY 820 Cognitive and Learning TheoryPY 860 Data Management for Professional

PsychologistsPY 886 Advanced Topics in Professional

Psychology #1PY 912 Colloquium (0 credits)PY 918 Professional Supervision and

Development (2 credits)PY 921 Clinical Placement II

Spring TermPY 813 Social and Cultural Bases of BehaviorPY 841 Behavioral Health Practice and

Managed CarePY 845 Models of Psychotherapy #2PY 870 Diversity SeminarPY 912 Colloquium (0 credits)

PY 918 Professional Supervision andDevelopment (2 credits)

PY 921 Clinical Placement II (3 credits)

Fourth Year

Fall TermPY 819 Historical and Philosophical Bases of

PsychologyPY 834 Program Evaluation and Outcomes

Assessment ResearchPY 886 Advanced Topics in Professional

Psychology #2PY 902 Clinical Dissertation I (3 credits)PY 912 Colloquium (0 credits)PY 918 Professional Supervision and

Development (2 credits)PY 922 Clinical Placement III (3 credits)

Spring TermPY 886 Advanced Topics in Professional

Psychology #3PY 886 Advanced Topics in Professional

Psychology #4PY 903 Clinical Dissertation IIPY 912 Colloquium (0 credits)PY 918 Professional Supervision and

Development (2 credits)PY 922 Clinical Placement III (3 credits)

Fifth Year

Fall TermPY 950 Clinical Internship I (0 credits)

Spring TermPY 951 Clinical Internship II (0 credits)

LAB FACILITIES

Departmental facilities are available for researchand clinical training experience. The PsychologyDepartment also maintains a behavioral medi-cine laboratory for research and training. Addi-tionally, computers and computer terminals areavailable for student research through the VAXsystem, as well as access to the Internet.

ASSISTANTSHIPS

The Psychology Department has a limited num-ber of teaching and/or research assistantshipsavailable for qualified graduate students. Theseassistantships typically include partial tuition remis-

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sion and a stipend. Psychology assistantships areusually not available to students during their firstsemester of enrollment in the master’s programor the first year of the Psy.D. curriculum. Studentswho are interested in such opportunities aftertheir first semester may complete an application,available from the department secretary.

Students who are interested in assistantships oremployment in other departments on campusmay contact the Human Resources Office forfurther information.

COURSE DESCRIPTIONS

Courses at the 600- and 700-level are open to all grad-uate students meeting the specified prerequisites; 800-and 900-level courses are restricted to Psy.D. students.

PY 601 Psychodiagnostics I (3.00 cr.)A study of the rationale, theory, and standardizationof individual cognitive tests with emphasis on the WAIS-III,

WISC-III, Stanford Binet-IV, K-ABC, Bender Gestalt, andclinical interview. Examines the diagnostic features ofthe tests through the use of actual administration andinterpretation of tests along with report writing. Ethi-cal assessment and attention to diversity issues in accor-dance with the 1992 version of the APA Ethics Code arealso addressed. Restricted to M.A./M.S./Psy.D. students inclinical psychology. A lab fee is charged.

PY 602 Psychodiagnostics II (3.00 cr.)Prerequisite: PY 601. Students are instructed in themost recent developments and current status of theassessment of personality using projective techniques.The focus is on the theoretical basis, administration,scoring, and interpretation of the Rorschach (ExnerSystem) and the Thematic Apperception Test. Someconsideration is also given to other projective techniques.Where appropriate, professional ethics related to testdevelopment and use are discussed. Efforts will be madeto discuss the current literature and personal experiencesin assessment of diverse populations. A lab fee is charged.

PY 605 Psychopathology of Childhood (3.00 cr.)Familiarizes students with the different diagnoses, eti-ologies, and treatments of major forms of child psy-chopathology. Uses the DSM-IV classification systemand emphasizes the role of both developmental issuesand current research findings in understanding psy-chiatric disorders of childhood and adolescence.

PY 607 Assessment: Diagnostic ClinicalMethods with Children (3.00 cr.)

Prerequisite: PY 602. Provides students with an understand-ing of the psychometric properties and applications ofcommonly used measures of assessment with childrenand adolescents. Students are required to administer,interpret, and complete written reports with child testingcases. An emphasis is placed on the Bayley-II, WPSSI-R,

WIAT, MMPI-A, VMI, and CBCL. The manner in whichprojective measures need to be adapted to meet thedevelopmental needs of this population is also discussed.A lab fee is charged. Typically offered bi-annually.

PY 608 Anxiety Disorders: Etiology,Diagnosis, and Treatment (3.00 cr.)

In-depth instruction in the current cognitive-behavioraltheory, empirical data, assessment, and treatment ofDSM-IV anxiety disorders.

PY 613 Advanced Personality Theoryand Research (3.00 cr.)

An in-depth survey of selected personality theories andcurrent models of personality research. Typically offeredsemi-annually.

PY 614 Human Sexuality (3.00 cr.)Designed to increase students’ clinical sensitivity toissues of human sexuality and their impact upon thepsychological functioning of clients. An in-depth study ofsexual development, attitudes, and behaviors, with spe-cial attention paid to treatment issues associated withsexual orientation, victimization, and AIDS.

PY 615 Advanced Abnormal Psychology (3.00 cr.)Familiarizes students with the different diagnoses, eti-ologies, and treatments of major forms of psychopatho-logy. Uses the DSM-IV classification system and empha-sizes the role of current research findings in under-standing psychiatric disorders.

PY 619 Introduction to Counseling andPsychotherapy Process (3.00 cr.)

Provides students with experiences enabling them toidentify those factors which are essential in helpingother persons to cope with themselves and their envi-ronment more effectively. Attempts to provide stu-dents with both didactic and experiential opportuni-ties to apply their learning, so they can become morefacilitative in the helping relationship.

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PY 620 Theories of Counseling andPsychotherapy (3.00 cr.)

Familiarizes students with basic concepts in the theo-ries of counseling and provides a review of both selectedtheories and current research relevant to those theo-ries. The theories presented are critically evaluated, con-trasted, and applied in understanding real-life treat-ment situations.

PY 621 Techniques of Counseling andPsychotherapy (3.00 cr.)

Prerequisite: PY 620. Familiarizes students with variouscounseling and/or psychotherapeutic techniques usingclassroom theory and laboratory learning experiences.Examines the identification and selection of effectivestrategies, along with the establishment and mainte-nance of the therapeutic relationship, and applicationof psychotherapeutic techniques in accordance with themost current data, recent relevant research, and standards.

PY 622 Advanced Techniques of Counselingand Psychotherapy (3.00 cr.)

Prerequisite: PY 621. An in-depth survey of a specificcounseling or psychotherapeutic modality for the stu-dent who wishes to develop further skills and learn thelatest research and techniques in a specialized area. Eachsemester focuses on a different counseling or psycho-therapeutic approach, for example, couples and family,gestalt therapy, behavioral therapy, multicultural therapy,cognitive psychotherapy, and others.

PY 635 Use of Tests in Counseling (3.00 cr.)Acquaints counselors with a variety of tests used byprofessionals. Provides a practicum experience focus-ing on those techniques often used by counselors inthe counseling process. A lab fee is charged.

PY 639 Alcoholism and Other Drug Dependence:Diagnosis, Treatment, and Prevention (3.00 cr.)

Provides advanced information on the most recentresearch, developments, and knowledge on alcohol-ism and other drug dependence. Students learn thelatest developments in prevention techniques, proce-dures in diagnosis in accordance with DSM-IV, andtreatment methods.

PY 642 The Nature and Treatment of theStress Response (3.00 cr.)

Examines the nature of the stress response, its impli-cations for disease, and its treatment via non-chemicalmeans. Examines the role of biofeedback and variousrelaxation therapies and the most recent research on

these treatments. Assists students in developing entry-level skills in the use of at least two relaxation therapies—for personal use as well as clinical implementation.

PY 643 Introduction of Clinical BehavioralMedicine: ElectromyographBiofeedback (EMG) (3.00 cr.)

Introduces the historical, physiological, psychophysio-logical, and basic electronic concepts of electromyo-graphic (EMG) biofeedback. Also discusses practical andprofessional issues involved in doing applied EMG bio-feedback. Approximately one-third of the course isspent in the lab learning and practicing technical skillsusing EMG equipment. A lab fee is charged.

PY 644 Introduction of Clinical BehavioralMedicine: CardiovascularBehavioral Medicine (3.00 cr.)

Introduces the knowledge and skills relevant to thepractice of cardiovascular behavioral medicine. Topicsinclude thermal biofeedback, modification of Type Abehavior, and cardiovascular dynamics. A lab fee is charged.

PY 645 Introduction to Health Psychology (3.00 cr.)Introduces the field of health psychology. Discussesthe nature and domain of health psychology in addi-tion to current clinical and research issues relevant tothe field. Specific topics include psychobiological andbehavioral factors in human disease, behavioral medi-cine, adherence, the interdisciplinary health care team,health assessment, and current training and employ-ment opportunities.

PY 650 Research Methods in Psychology I (3.00 cr.)Corequisite: PY 761. Covers the goals and limitations ofbehavioral research; the process of formulating researchquestions and hypotheses; the concepts of varianceand variables; the primary methods of describing data;the process of measurement in psychology; sampling;and the goals and techniques of inferential statistics totest hypotheses. Examines current trends in researchmethodology and statistics. Prepares students to com-plete the introduction section of a thesis proposalcontaining the literature review, statement of theproblem, and hypotheses.

PY 651 Research Methods in Psychology II (3.00 cr.)Prerequisite: PY 650. Corequisite: PY 762. A continuationof PY 650. Covers the concept of power and power analy-sis; the similarities and differences between the corre-lational, experimental, quasi-experimental, and single-subject design research strategies; ANOVA; simple and

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multiple regression statistical analyses; internal andexternal validity; and the differences between and uses ofa priori and post hoc tests. Examines current trends inresearch methodology and statistics. Prepares studentsto complete the methods section of a thesis proposal.

PY 657 Life-Style and Career Development (3.00 cr.)A review of vocational/career/life style theories andmodels; life-span development stages and career identity;vocational/career assessments; career decision-makingmodels; and special topics including cultural influences,organizational settings, and boundaries between mentalhealth and vocational counseling. A lab fee is charged.

PY 658 Applied Techniques in Psychologyand Law (3.00 cr.)

Focuses on applied clinical aspects of forensic psy-chology and the most recent research and techniquesin this field. Emphasizes the role of the psychologist asexpert witness (evaluation process, identification oflegal standard, preparation for court, testifying, cross-examination). Topics include competence to standtrial; criminal case disposition and sentencing; deathpenalty phase assessments; civil commitment; treat-ment and release issues; and child custody. Typicallyoffered annually.

PY 665 Advanced Developmental Psychology:Child and Adolescent (3.00 cr.)

Provides an overview of the major topical areas inchild and adolescent psychology. Particular emphasisis placed on understanding cognitive and socio-emo-tional development using the most current researchand theoretical perspectives. Students are asked to applyan understanding of developmental issues in theirclinical conceptualizations. Typically offered bi-annually.

PY 666 Advanced Developmental Psychology:Adult and Aging (3.00 cr.)

An exploration of typical and atypical human develop-ment from late adolescence through late adulthood.Emphasis on social, emotional, and cognitive develop-ment. Students acquire a developmental frameworkfor understanding clients’ behaviors and difficultiesand independently research a topic of particular per-sonal interest.

PY 667 Psychology and Spirituality (3.00 cr.)An investigation of the role of spirituality and faith inmental health in terms of how spiritual attitudes andactivities contribute to psychological and physical well-being, serve as resources in the therapeutic process,

and moderate the effects of stress. Addresses spiritu-ality in traditional and nontraditional terms. Relevantbooks and articles by authors such as S. Peck, A. Maslow,P. Tillich, C. Jung, G. May, and R. Wicks will be readand discussed in a seminar format. Three short reflec-tion papers and one long term paper are required.

PY 670 Issues in College StudentMental Health (3.00 cr.)

Students develop an understanding of the key issuesin the area of college student mental health. Topicsinclude theories of college student development; mentalhealth issues that affect college students; treatmentapproaches with college students; and future direc-tions in college student mental health.

PY 700 Research Externship (3.00 cr.)Prerequisite: PY 650, PY 651. Written permission of theDirector of Field Education is required. By arrangement with aselected research setting, students engage in a super-vised research experience. An externship fee is charged.

PY 702 Externship in Clinical Psychology I (3.00 cr.)Prerequisite: PY 602, 18 graduate hours. Written permissionof the Director of Field Education is required. M.S. studentsmust have completed PY 720. By special arrangementwith an individual instructor and a selected mentalhealth agency, students engage in a supervised clinicalexperience. Provides the student with an opportunityto develop and apply clinical diagnostic skills in apractical setting. On-campus group meetings are alsoincluded. An externship fee is charged.

PY 703 Externship in Clinical Psychology II (3.00 cr.)Prerequisite: PY 702. Written permission of the Director ofField Education is required. A continuation of PY 702.On-campus group meetings are also included. Anexternship fee is charged.

PY 704 Special Topics in Clinical Psychology (3.00 cr.)An opportunity for students to work on an individuallibrary or experimental project. It is the student’sresponsibility to secure permission, prior to registration,from the faculty member who will direct the project.

PY 705 Ethics and Legal Issues in Psychology (3.00 cr.)A seminar covering professional ethics in psychologyand legal issues as they relate to the profession of psychol-ogy. Students learn a model of ethical decision-making;research and write a term paper on one topic relevantto legal and ethics issues in psychology; and learn to

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effectively use the 1992 versions of the APA Ethics Codeand relevant State law.

PY 720 Practicum in Testing (3.00 cr.)Prerequisite: PY 601, PY 602. This practicum experiencerequires students to demonstrate competency in per-forming psychological evaluations with adults and chil-dren using the current versions of psychological tests.

PY 730 Practicum in Counseling Psychology (3.00 cr.)Prerequisite: 21 graduate hours in Psychology, includingPY 619 and PY 621. Practicum in counseling requiresstudents to demonstrate competencies acquired in theprerequisite courses in a simulated counseling environ-ment. Uses a multimedia approach as a means of ena-bling students to analyze, modify, and synthesize theirown counseling style. Students must demonstrate aknowledge of and an ability to integrate into theircounseling the most recent research and knowledgein the field of counseling.

PY 731 Externship in CounselingPsychology I (3.00 cr.)

Prerequisite: PY 730. Written permission of the Director of FieldEducation is required. By special arrangement with anindividual and a selected mental health agency, studentsengage in a supervised counseling or therapy experi-ence. Provides students with an opportunity to developand apply counseling skills in a practical setting. On-campus group meetings are also included. An externshipfee is charged.

PY 732 Externship in CounselingPsychology II (3.00 cr.)

Prerequisite: PY 731. Written permission of the Director ofField Education is required. A continuation of PY 731.On-campus group meetings are also included. An extern-ship fee is charged.

PY 733 Externship: Continuation (3.00 cr.)Prerequisite: PY 700 or PY 702 or PY 731. For students whowish to receive more than three credits for the extern-ship. An externship fee is charged.

PY 740 Special Topics in CounselingPsychology (3.00 cr.)

An opportunity for students to work on an individuallibrary or experimental project. It is the student’sresponsibility to secure permission, prior to registration,from the faculty member who will direct the project.

PY 745 Research Seminar (3.00 cr.)Examines, in a seminar format, a number of currentresearch topics in clinical and counseling psychology,with the objective of the student becoming a consumerand critical reader of journal articles.

PY 750 Consultation Skills for Psychologists (3.00 cr.)This course is intended as a presentation to some ofthe consulting roles performed by psychologists. Basedon the experience of the professor, the primary clini-cal areas of focus are health care, business, and legalareas. The emphasis is on the integration of psycho-logical principles into these various consulting settings.These opportunities required both traditional psycho-logical skills and new aptitudes (i.e., business develop-ment, consultations skills). Additionally, creativity anda sense of adventure are requisites in these rapidlydeveloping areas of psychology.

PY 755 M.A. Thesis Seminar (3.00 cr.)Prerequisite: PY 651. Corequisite: PY 763. Students arerequired to make a formal presentation of their M.A.thesis proposals to the faculty and students of the Psy-chology Department. Ensures the adequacy of prepa-ration before the thesis research is begun as well as toacquaint other students with diverse areas of research.

PY 757 Thesis Guidance (0.00 cr.)Prerequisite: PY 755. For students who completed ResearchMethods I (PY 650) prior to Fall 1996. After completionof Thesis Seminar (PY 755), students must enroll inthis course during all subsequent semesters whileworking on their thesis. Students must also complete aThesis Guidance Approval Form, to be signed by themajor reader. A thesis guidance fee is charged for each semester.

PY 758 Comprehensive ExaminationGuidance (0.00 cr.)

After a second failure of the Comprehensive Exami-nation, a student must register for this course eachsemester (excluding summer term) until the exam ispassed. An exam guidance fee is charged.

PY 760 Special Topics in General Psychology (3.00 cr.)An opportunity for students to work on an individuallibrary or experimental project. It is the student’sresponsibility to secure permission, prior to registra-tion, from the faculty member directing the project.

PY 761 Thesis Guidance I (0.00 cr.)Corequisite: PY 650. Students identify a faculty memberwho has agreed to serve as their major reader and

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begin working on their thesis project. To be taken duringthe first year, Fall Semester of the Master of Arts Program. Athesis guidance fee is charged.

PY 762 Thesis Guidance II (0.00 cr.)Prerequisite: PY 761. Corequisite: PY 651. Students workwith their major readers to develop the method anddata analysis chapters of their thesis proposals. To betaken during the first year, Spring Semester of the Master ofArts Program. A thesis guidance fee is charged.

PY 763 Thesis Guidance III (0.00 cr.)Prerequisite: PY 761, PY 762. Corequisite: PY 755. Studentswork with their major readers toward completion oftheir thesis proposals and/or data collection and thefinal draft of their thesis. A thesis guidance fee is charged.

PY 764 Thesis Guidance IV (0.00 cr.)Prerequisite: PY 761, PY 762, PY 763. Corequisite: PY 791.Students work with their major readers toward comple-tion of their thesis. A thesis guidance fee is charged.

PY 765 Thesis Guidance: Continuation (0.00 cr.)Prerequisite: PY 764. Students work with their majorreaders toward completion of their thesis. For studentswho started in the M.A. program Fall 1997 or thereafter. Ifthesis is not completed by the end of the second year in theprogram, students must enroll in this course each semester(excluding summer) until thesis is completed. Students mayrequest a leave of absence if no work will be done on thesis. Athesis guidance fee is charged for each semester.

PY 791 SPSS-(Computer) Analysis ofPsychological Data (3.00 cr.)

Prerequisite: PY 650 or written permission of the instructor isrequired. Corequisite: PY 764. Students learn to use thelatest version of SPSS-PC to perform some of the mostcurrently preferred parametric and non-parametricstatistical procedures (e.g., chi-squared, t-test, correla-tion, ANOVA). Coverage includes an examination ofthe various assumptions for each statistical test. In addi-tion, students learn how to properly present researchfindings in written form (using the latest APA format).

PY 800 Professional, Legal, and Ethical Issues (3.00 cr.)An introduction to the current ethical, legal, andprofessional standards and principles that govern thepractice of psychology. Coverage includes the currentAPA Ethical Standards and local regulations or issuesrelated to the practice and business of psychology.Examines topics associated with the clinician’s legaland professional responsibilities to patients, the court

system, institutions, and other professionals. Restrictedto Psy.D. students.

PY 801 Principles and Methods ofAssessment I (3.00 cr.)

Prerequisite: PY 601 and PY 602 or equivalent. Restricted toPsy.D. students. Provides an in-depth study of currentmethods of assessment, with particular focus on meas-ures of personality and symptomatology. Familiarizesstudents with the current use of standardized instru-ments in research and practice settings.

PY 802 Principles and Methods ofAssessment II (3.00 cr.)

Prerequisite: PY 801. Restricted to Psy.D. students. A continua-tion of PY 801. Focuses on advanced interviewing tech-niques, case conceptualization, and interpretation andintegration of information from multiple sources such aspsychological testing, medical records, educationalhistory, etc.

PY 810 Psychological Measurement (3.00 cr.)Topics include basic statistical indices, theory ofmeasurement error, reliability, validity, and the role ofmeasurement as it pertains to theory and techniqueof behavioral measurement. Restricted to Psy.D. students.

PY 813 Social and Cultural Bases ofPsychology (3.00 cr.)

A review of current research and theory regardingsocial and cultural forces on human behavior andapplication to clinical practice. Restricted to Psy.D. students.

PY 814 Biopsychology (3.00 cr.)A review of current research and theory regardingbrain-behavior relationships. The content includes in-depth comprehension and learning of both humanneuroanatomy and physiology. Restricted to Psy.D. students.

PY 815 Psychopathology Seminar (3.00 cr.)An advanced examination of current theoretical workand research findings in adult and child psycho-pathology. Controversies in the area will be explored.Restricted to Psy.D. students.

PY 816 Life-Span Development (3.00 cr.)An in-depth study of current research and theory inhuman development across the life cycle. Restricted toPsy.D. students.

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PY 818 Psychopharmacology (3.00 cr.)A review of our current understanding of the role ofpharmacology in the treatment of mental disorders.Students become familiar with major classification ofpsychotropic drugs and learn their hypothesized modesof action. Restricted to Psy.D. students.

PY 819 Historical and PhilosophicalBases of Psychology (3.00 cr.)

A critical overview of classical historical and philo-sophical trends within psychology beginning with theGreek philosophers. Restricted to Psy.D. students.

PY 820 Cognitive and Learning Theory (3.00 cr.)Reviews theories of human learning, cognitive develop-ment, and cognitive functioning. Examines “classic” andcurrent research in the area. Emphasizes the appli-cation of learning models to clinical practice. Restrictedto Psy.D. students.

PY 832 Research Methods in ClinicalPsychology I (3.00 cr.)

Emphasizes current research design and statisticalmethods relevant to professional psychology. Possibletopics include psychotherapy outcome research, demon-stration of treatment effectiveness, single-subject design,and test validation. Restricted to Psy.D. students.

PY 833 Research Methods in ClinicalPsychology II (3.00 cr.)

Prerequisite: PY 832. Restricted to Psy.D. students. A con-tinuation of PY 832.

PY 834 Program Evaluation and PsychotherapyOutcome Assessment (3.00 cr.)

Students gain knowledge in the current theory andmethods of program evaluation and outcomes assess-ment. Students also acquire skills which enable themto develop effective strategies for evaluating needs assess-ment and treatment outcome for a variety of popula-tions and settings. Restricted to Psy.D. students.

PY 841 Behavioral Health Practice andManaged Care (3.00 cr.)

Prerequisite: PY 840. Restricted to Psy.D. students. Providesstudents with a comprehensive understanding of thecurrent health care marketplace, delivery systems, andcore competencies necessary for success in clinicalpractice and other professional leadership roles.

PY 845 Models of Psychotherapy (3.00 cr.)An in-depth focus on the current theory and appli-cation of a specific therapeutic model. Each offeringfocuses on a different model, such as cognitive-behav-ioral, psychodynamic, group, family systems, etc. Oneoffering covering an empirically-validated treatmentapproach is required of all students. Other models areoffered on a rotating basis. Restricted to Psy.D. students. Maybe repeated for credit.

PY 860 Data Management for ProfessionalPsychologists (3.00 cr.)

Prerequisite: PY 833. Restricted to Psy.D. students. Introducesstudents to the current software and data managementstrategies used in professional practice in psychology.Possible topics include case management, spreadsheet,and database software and statistical packages.

PY 870 Diversity Seminar (3.00 cr.)Explores our current understanding of the nature ofhuman diversity and its impact on professional prac-tice. Students develop sensitivity to working with indi-viduals that may differ with respect to ethnicity, relig-ion, gender, sexual orientation, national origin, orage. Restricted to Psy.D. students.

PY 886 Advanced Topics in ProfessionalPsychology (3.00 cr.)

Elective courses offered on a rotating basis whichprovide in-depth and up-to-date coverage of a specialtopic related to the practice of psychology. Topicsinclude specific treatment populations (children, adoles-cents, couples, minority populations, families, etc.);intervention techniques for a specific disorder; spe-cialized assessment techniques (neuropsychologicalassessment); advanced statistical methods; or adminis-tration of mental health services. Restricted to Psy.D.students. May be repeated for credit.

PY 899 Independent Study (3.00 cr.)Prerequisite: Written permission of the instructor is required.Restricted to Psy.D. students. Students may undertakesupervised study or tutorial arrangements as a meansof conducting in-depth, up-to-date investigation of asubject or for studying an area not covered by, butrelated to, the regular curriculum.

PY 902 Clinical Dissertation I (3.00 cr.)Prerequisite: Written permission of the Dissertation CommitteeChair is required. Restricted to Psy.D. students. Requiresthe student to demonstrate mastery in an area of pro-fessional interest. Dissertation topic is approved by the

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student’s committee chair. An oral defense of the pro-posal is required. (Pass/Fail)

PY 903 Clinical Dissertation II (3.00 cr.)Prerequisite: PY 902. Restricted to Psy.D. students. Studentscomplete their dissertations under the direction of acommittee chair and dissertation committee mem-bers. An oral presentation and an oral defense of thefinished project are required. (Pass/Fail)

PY 910 Case Conceptualization Seminar (3.00 cr.)Instruction, practice, and feedback in current methodsof case conceptualization, initial interviews with clients,and report writing. Restricted to Psy.D. students.

PY 912 Colloquium (0.00 cr.)Each semester students and faculty attend a series ofrequired doctoral meetings. Topics include guest lectur-ers and discussions of current issues relating to thedevelopment of professional psychologists. Restricted toPsy.D. students.

PY 918 Professional Supervision andDevelopment (2.00 cr.)

Each semester, students participate in small groupsupervision with a faculty mentor to discuss relevantissues of professional development and to present casesfrom their field training for discussion and feedback.Restricted to Psy.D. students. May be repeated for credit. (Pass/Fail)

PY 920 Clinical Placement I (2.00 cr.)Prerequisite: Written permission of the Director of Field Edu-cation is required. Restricted to Psy.D. students. Students areplaced in a clinical setting in the community for 10 hoursper week. Supervision is provided on-site and in classusing small group supervision. (Pass/Fail)

PY 921 Clinical Placement II (3.00 cr.)Prerequisite: Written permission of the Director of Field Edu-cation is required. Restricted to Psy.D. students. Students areplaced in a clinical setting in the community for 16 hoursper week. Supervision is provided on-site. (Pass/Fail)

PY 922 Clinical Placement III (3.00 cr.)Prerequisite: Written permission of the Director of Field Edu-cation is required. Restricted to Psy.D. students. Students areplaced in a clinical setting in the community for 16 hoursper week. Supervision is provided on-site. (Pass/Fail)

PY 950 Clinical Internship I (0.00 cr.)Prerequisite: Written permission of the Director of DoctoralEducation is required. Restricted to Psy.D. students. A full-time, 2,000-hour internship experience arranged inconsultation with the Director of Field Education. Aregistration fee is charged. (Pass/Fail)

PY 951 Clinical Internship II (0.00 cr.)Prerequisite: PY 950. Restricted to Psy.D. students. A continu-ation of PY 950 to complete the internship. A registra-tion fee is charged. (Pass/Fail)

Office: Wynnewood Towers, Room T8MTelephone: 410-617-5317

Chair: Lisa Schoenbrodt, Associate ProfessorDirector, Master’s Program in Speech-Language Pathology: Libby Kumin, ProfessorClinic Director: John Sloan

Professor: Libby KuminAssociate Professor: Lisa SchoenbrodtAssistant Professor: Kathleen SirenAcademic/Clinical Core Faculty: DianeBahr, Ann Beetz; Cheryl Councill; MinaGoodman; Paula McGraw; Barbara Miller; JanetPreis; Sandra W. Shapiro; Janet M. Simon; JohnSloan; Lura Vogelman; Kathleen WardAdjunct Faculty: Maureen Boner; ChristineDufrane; Sally Gallena; Mia S. Groff; EileenHaggerty; Barbara Hillsman; Michele Miller;Barbara Ness; Donna Pitts; Lori Sova; ChristineWallace

The major purpose of the graduate program inspeech-language pathology/audiology is educa-tion and development of superior professionalsfor careers as speech-language pathologists. Themaster’s program in speech-language pathologyis accredited by the American Speech-Language-Hearing Association. The curriculum challengespre-professionals academically, clinically, and per-sonally. The program consists of integrated aca-demic and clinical training in the assessment andtreatment of infants, children, and adults whohave communication disorders. The academic pro-gram provides the knowledge base for under-standing the complex area of human communi-cation systems and disorders.

Students who have completed the undergradu-ate major have begun with coursework in normalsystems and development. At the graduate level,they advance to course work in communicationdisorders, and applications of the knowledge baseto assessment and intervention.

Students have the opportunity to obtain super-vised observation and clinical practice experi-ence under the guidance of the clinical faculty.The program guides students through a series of


Speech-Language Pathology/Audiology

increasingly more advanced clinical experiencesto prepare them for the professional world.

Students have ample opportunities to obtain super-vised clinical experience in a variety of settingsincluding public and private schools; acute andchronic care hospitals; rehabilitation centers; healthdepartments; home health agencies; the MargaretA. McManus-Moag Speech and Hearing Centerin Baltimore; the Columbia Speech and LanguageCenter; and the Timonium Speech and LanguageLiteracy Center.

ADMISSION CRITERIA

The Committee on Admissions reviews all appli-cations. The Committee seeks students of highquality from accredited institutions of higherlearning who ranked in the upper half of theirclasses as undergraduates and maintained a highcumulative average. A minimum of a “B” (3.000)cumulative average with a higher average in themajor and pre-professional undergraduate prep-aration in speech-language pathology/audiologyis required. Confidential recommendations arealso reviewed. Applicants must submit scores fromthe Graduate Record Examination (GRE). A per-sonal interview may also be required.

There are a limited number of slots in the master’sprogram, and admission is selective and competi-tive. Students are encouraged to apply early. Theprogram is a two-year (four-semester), full-timeprogram. All applications must be received byFebruary 1, and all decisions are made by March 15for the Fall Semester.

Students who have not completed an undergrad-uate major in speech-language pathology/audiol-ogy must complete prerequisites before applyingto the master’s degree program. These courses canbe taken on a part-time basis at any accreditedprogram and would typically require three tofour terms to complete. In the last term of under-graduate prerequisite courses, students may applyfor admission to the graduate program. Studentsmust submit transcripts from all colleges whereprerequisites were completed.

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CREDITS REQUIRED

The degree requirements for the Master of Sciencein Speech-Language Pathology are a minimumof 45 credits. The number of credits required forthe Certificate of Advanced Study in Speech Pathol-ogy is 30 credits beyond the master’s degree.

For graduate students majoring in speech pathol-ogy, 500-level courses do not calculate in the cumu-lative quality point average nor do they count asrequirements completed for the degree. Theyare prerequisites for the advanced 600-level coursesin the major.

DEGREE REQUIREMENTS

The course of study leads to the degree of Masterof Science. A minimum of 36 credit hours incoursework and 9 credit hours of clinical prac-ticum are required for the degree. Students mayhave the opportunity to take coursework in read-ing, psychology, special education, and/or guid-ance and counseling to complement related course-work completed on the undergraduate level. Stu-dents are required to successfully complete thecomprehensive examination or to plan, write, anddefend a thesis under the direction of a facultycommittee. Students are also required to success-fully complete clinical practicum training to pre-pare for professional certification.

Students completing the master’s program will havefulfilled the academic and clinical practice require-ments for certification by the American Speech-Language-Hearing Association and for Marylandstate licensure. In order to qualify for professionalcertification, students must have also completedbasic courses in natural, behavioral, and social sci-ences at the undergraduate level. Students who havenot completed those courses will be required tocomplete them in addition to the degree require-ments of their program. These courses do not countin the student’s cumulative QPA.

ACADEMIC COURSEWORK

Classes are held on Mondays at the Columbia Cam-pus in specially designed executive classrooms.Clinical practica are scheduled from Tuesday throughFriday at various internship and externship sites.

COMPREHENSIVE EXAMINATION

As part of the master’s program, students arerequired to pass the comprehensive examination. Awritten essay examination in five subject areas willbe given. Students will contract for the areas inwhich they will write.

Applications must be received by the Comprehen-sive Examination Committee Chair at least 30 daysprior to the date of the examination. The Speech-Language Pathology/Audiology Graduate StudentHandbook, available in the departmental office, con-tains complete examination requirements and appli-cation forms. All students receive the handbook aspart of the orientation and advising program.

MASTER’S THESIS

A scientific investigation of publishable quality inwhich the student demonstrates a strong knowl-edge base, research capacity, creativity, and ana-lytic/writing skills. The thesis is not required forall students but is suggested for students whohave maintained a 3.500 grade point average andare interested in pursuing doctoral level studyand/or clinical research activity. A student inter-ested in exploring the thesis option must meetwith the faculty member whose expertise is in thearea of investigation. The student may work withthe faculty member on an independent study toreview the literature in the chosen area anddevelop the research proposal.

Research proposal guidelines are available throughthe department. The student submits the proposalto the faculty adviser and two additional facultymembers who will serve as readers on the com-mittee. The student must meet with the thesisadviser who will work closely with the studentthrough the data collection and analysis phasesof the project. The student will be required todefend the thesis before a selected faculty com-mittee. The final copy of the master’s thesis mustbe accompanied by an approval form signed bythe members of the thesis committee. It must besubmitted at least three weeks prior to the stu-dent’s expected graduation date.

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ACADEMIC REQUIREMENTS

All students entering the program must meet thefollowing requirements:

Language

SP 601 Language Disorders: AdultSP 602 Language Disorders: Infancy Through

Early ChildhoodSP 624 Language Disorders: Childhood

Through AdolescenceSP 704 Cognitive-Communication Disorders:

Adult

Speech

SP 600 Neurological Disorders of SpeechSP 604 Voice DisordersSP 617 Fluency DisordersSP 664 Oral Motor/Swallowing Disorders

Other required professional coursework:

SP 608 Multicultural CommunicationSP 625 Research and Experimental DesignSP 656 Ethics and Professional Practice

Three of the following courses:

SP 612 Aural Habilitation: Child and AdultSP 613 Advanced PhonologySP 650 Augmentative CommunicationSP 661 Communication Disorders and

Family CounselingSP 662 Advanced Topics in Childhood

Communication DisordersSP 663 Advanced Topics in Adult

Communication Disorders

Clinical Practicum

SP 626 Clinical Audiology InternshipSP 627 Clinical Audiology ExternshipSP 633 Graduate Clinical Skills PracticumSP 634 Clinical Speech-Language Pathology

InternshipSP 635 Clinical Speech-Language Pathology

ExternshipSP 636 Advanced Clinical Practicum: Specialty

Clinical Programs

All programs are designed to comply with the certi-fication and licensing standards of the MarylandState Department of Health and the certificationrequirements of the American-Speech-Language-Hearing Association. The Association has five majorrequirements for awarding the Certificate of ClinicalCompetence:

1. Prescribed minimal coursework on the under-graduate and graduate levels.

2. A minimum of 375 clock hours of clinicalpractice (at least 200 at the graduate level).

3. Membership in the Association.

4. Written evidence of nine months supervised,full-time professional employment, ClinicalFellowship Year (CFY) following the degree.

5. Passing a written examination administeredthrough the association.

Upon completion of a master’s degree, studentswill have satisfied the first three of these require-ments and will be eligible for the remaining two.

Clinical Requirements

All students are required to successfully completethe program of clinical training. This will requirea minimum of 375 practicum hours, with a require-ment of one summer internship placement whichmay be taken the summer before formal course-work begins or during the summer between thefirst and second year of graduate work.

Students are provided with supervised clinicalexperiences matched to their level of clinicalexpertise. Students begin their clinical practiceexperience within the Loyola College clinical set-tings and are supervised by the clinical/academicfaculty. Student progress is reviewed each semes-ter by the Graduate Clinical Placement Com-mittee to assess readiness to advance to differenttypes of clinical experiences. Students who donot adequately complete the clinical internshipmust repeat the internship until the Committeegrants them approval for advancement. As stu-dents progress, they are placed in a variety of set-tings to provide a carefully controlled progres-sion of difficulty.

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Advanced students may be placed in hospital/school/rehabilitation settings, work with complexclinical problems, and/or conduct clinical researchwith the College faculty. The Graduate ClinicalPlacement Adviser and the Graduate Clinical Place-ment Committee review student applications eachterm and advise students to register for one of thefollowing clinical practicum courses:

SP 626 Clinical Audiology InternshipSP 633 Graduate Clinical Skills PracticumSP 634 Clinical Speech-Language Pathology

InternshipSP 635 Clinical Speech-Language Pathology

ExternshipSP 636 Advanced Clinical Practicum: Specialty

Clinical Programs

Loyola College is known for the excellence of itsclinical intern- and externship programs.

ACADEMIC STANDARDS

Students must maintain a “B” (3.000) average tograduate from the program. No more than onegrade below “B-” (2.670) can be counted towardthe credits for the master’s degree. A student whoreceives one grade below “B-” (2.670) will be placedon academic probation. A student who receivesmore than two grades below “B-” (2.670) can bedismissed from the program. A grade of “F” willresult in dismissal from the program. Studentsmust also demonstrate satisfactory clinical practi-cum performance and adequate English speechand writing skills.

LOYOLA SPEECH-LANGUAGE-HEARING

CENTERS

In conjunction with the professional training pro-grams in speech-language pathology/audiology,the Margaret A. McManus-Moag Speech and Hear-ing Center in Baltimore, the Columbia Speechand Language Center, and the Timonium Speechand Language Literacy Center offer a wide rangeof services to children and adults with speech,language, and/or hearing impairments.

Services at the centers include diagnostic evalu-ations for speech, language, oral motor skills, andhearing; habilitative and rehabilitative speech-language-hearing therapy; and counseling pro-

vided on an individual or group basis dependingon the patient’s problems and needs. Clients have awide range of disorders including articulation,language, fluency, voice, autism/pervasive devel-opmental disability, Down Syndrome, neurologi-cal, closed head injury, and aphasia.

The Margaret A. McManus-Moag Speech andHearing Center is a modern, fully equipped facil-ity structurally designed to meet stringent acous-tical standards. Diagnostic hearing testing is donein an Industrial Acoustics Company sound suite.Specialty therapy clinics in specific language/learn-ing disabilities, fluecy disorders, and audiologicaltesting and aural rehabilitation are part of the Cen-ter. The Columbia Speech and Language Centerhas a special language intervention program forchildren with Down Syndrome. The TimoniumSpeech and Language Literacy Center has earlyintervention, oral motor, language learning disabil-ity, and accent reduction programs.

All clinical supervisors hold Certificates of Clin-ical Competence awarded by the American Speech-Language-Hearing Association and are licensedby the State of Maryland.

Loyola College has professional affiliations withschools, hospitals, and rehabilitation centers inthe Baltimore area. Some of the affiliating agen-cies at which students have received professionaltraining are listed below:

Anne Arundel County Public SchoolsBaltimore City Public SchoolsBaltimore County Public SchoolsCatholic Archdiocese of Baltimore School SystemChildren’s GuildFort Howard Veterans HospitalFrancis Scott Key Medical CenterGateway SchoolGood Samaritan HospitalGreater Baltimore Medical CenterHearing and Speech Agency of Metropolitan

BaltimoreHoward County Public SchoolsKennedy-Krieger Institute for the Habilitation of

the Mentally and Physically HandicappedJohns Hopkins HospitalMaryland General Hospital/Bryn Mawr

Rehabilitation


Maryland Institute for Emergency MedicalService System (Shock-Trauma)

Maryland School for the BlindMaryland School for the Deaf – Columbia and

FrederickMaryland Rehabilitation CenterMilton Dance Head and Neck Cancer

Rehabilitation Center (GBMC)National Rehabilitation Medical CenterSaint Elizabeth School and Habilitation CenterSaint Francis School for Special EducationScottish Rite CenterSinai HospitalUnited Cerebral Palsy of Central MarylandUniversity of Maryland Hospital

FELLOWSHIPS AND TRAINEESHIPS

Some advanced clinical training sites provide finan-cial aid in the form of traineeships for students attheir placement sites. Fellowships are available atthe Veteran’s Administration Hospital – Fort Howard,the Kennedy Institute at Johns Hopkins UniversityHospital, and the Scottish Rite Center for AphasicChildren of the Hearing and Speech Agency.

A limited number of departmental graduate assis-tantships are available. Some scholarship awardsare made by local service organizations to quali-fied students. For an application and further infor-mation, students should send a resume and coverletter indicating their interest to: Dr. KathleenSiren, Financial Aid Committee.

DISTINGUISHED SPEAKER’S COLLOQUIUM

The department sponsors an annual DistinguishedSpeakers Colloquium series which provides grad-uate students and practicing professionals withinsight into advanced topics and exposure to skilledclinicians who are on the frontiers of the profession.

PREPARING FOR THE

PROFESSIONAL WORLD

The department offers a series of lectures andworkshops and an annual Career Day conductedin conjunction with the Career Development andPlacement Center to aid students in applying forprofessional certification, preparing credentialsfiles, and interviewing.

ADVANCED CERTIFICATE PROGRAM

The Certificate of Advanced Graduate Study (CAGS)enables the professional who holds the master’sdegree in speech-language pathology or its equiv-alent to continue professional development. Thedepartment is approved as a Continuing Educa-tion Sponsor by the American Speech-Language-Hearing Association. The CAGS program offers:

1. Advanced state-of-the-art course work in anorganized sequence of study.

2. Certificate awarded after completion of 30credits beyond the master’s degree.

3. Contact classroom hours for Maryland statelicense renewal.

4. Contact hours toward the ASHA Award forContinuing Education (ACE).

5. Advanced speciality clinical training in language/learning disabilities, adult aphasia, apraxia,voice disorders, head injury, dysarthria reha-bilitation, oral motor treatment, augmentativecommunication, and other speciality areas.

COURSE DESCRIPTIONS

SP 600 Neurological Disorders of Speech (3.00 cr.)Normal neuroanatomical and physiological bases ofspeech production. Neuropathologies of speech pro-duction in adults and children. Assessment and treat-ment of motor speech disorders.

SP 601 Language Disorders: Adult (3.00 cr.)Prerequisite: SP 600. Theoretical bases of acquired lan-guage disorders in the adult population. Diagnostic toolsand treatment approaches based on theories of thenature of aphasia. Current trends in aphasia treatment inresponse to changes in the health care environment.Required as a prerequisite for advanced adult clinical placements.

SP 602 Language Disorders: Infancy ThroughEarly Childhood (3.00 cr.)

Clinical symptomatology, assessment, and habilitationfor children with developmental disabilities; sensorycognitive, and neurological impairments; emotionaldisabilities; and multiple handicaps. Normal and dis-ordered development of language/speech in youngchildren from birth to age six.

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SP 603 Introduction to Exceptionality (3.00 cr.)Designed for professionals in human communications.Introduction to exceptionality through review of federallegislation and the associated handicaps defined withinthe law. Considers developmental and educational pat-terns, as well as service delivery models in special edu-cation. Students develop individualized diagnostic andtreatment plans and review models for developmentof the ITP, IEP, and IFSP.

SP 604 Voice Disorders (3.00 cr.)Normal aspects of respiration and voice production;physiologic, acoustic, and perceptual effects of respi-ratory and vocal pathologies; assessment and treatmentof organic and functional voice disorders in childrenand adults.

SP 605 Graduate Seminar (3.00 cr.)Selected topics relevant to clinical and/or researchaspects of disorders of human communication.

SP 607 Communicative Disorders of theGeriatric Population (3.00 cr.)

Topics include anatomic, physiologic, cognitive, andpsychosocial changes in the aging process; diagnosisand rehabilitation of communicative disorders includ-ing those associated with dementia; diagnosis andrehabilitation of dysphagia in the geriatric client; useof the interdisciplinary team approach in diagnosisand rehabilitation; alternatives to nursing homes; medi-care issues; ethical dilemmas particular to this popula-tion; death and dying.

SP 608 Multicultural Communication (3.00 cr.)Communication patterns in multicultural popula-tions with special emphasis on African-American, Asian,and Hispanic populations. Assessment and interven-tion strategies for addressing communication disordersin bilingual, bidialectal, and multicultural populations.

SP 609 Clinical Applications of AdvancedBehavioral Techniques (3.00 cr.)

Advanced concepts in clinical applications of behav-ior management. Major disorders and therapeuticapproaches investigated from a behavioral frameworkin order to increase clinical effectiveness.

SP 610 Diagnostic Procedures inLanguage Disorders (3.00 cr.)

Prerequisite: SP 502 or Speech Pathology major. Diagnostictests and evaluation procedures for assessing commu-nicative functioning in children. Tests reviewed in terms

of theoretical construct, standardization procedures,reliability, validity, interpretation, etc. Also addressesdifferential diagnosis, pragmatic assessment, infant/preschool assessments, report writing.

SP 611 Advanced Diagnostic Procedures inSpeech/Language Pathology (3.00 cr.)

Current speech/language diagnostic tests; evaluationprocedures for school-age children. Emphasis on test/validity and reliability, differential diagnosis, natural-istic assessments, interpretation of all test results asapplied to therapeutic intervention; interviewing andcounseling techniques.

SP 612 Aural Habilitation: Child and Adult (3.00 cr.)The effects of early hearing loss on the developmentof a child, as well as its impact on linguistic, cognitive,psychological, and social development. Also discusseseducational options as well as assessment and inter-vention methods for aural habilitation. Considers theeffects of late onset hearing loss on the adult andgeriatric population. Discusses assessment, counseling,hearing aids, and intervention strategies.

SP 613 Advanced Phonology (3.00 cr.)Normal and deviant developmental phonology. Dis-tinctive feature, and phonological process analysis forassessment and intervention. Orofacial developmentand pathology with emphasis on cleft palate and relatedanomalies. Assessment and treatment for oro-naso-pharyngeal and maxillo facial disorders.

SP 614 Advanced Pragmatics and Semantics (3.00 cr.)Normal and disordered developmental pragmatics andsemantics. Assessment and intervention for pragmaticand semantic language disorders in children and adults,including populations with language learning disabili-ties, mental retardation, and psychiatric disorders.

SP 615 Independent Study inLanguage Pathology (3.00 cr.)

Prerequisite: Written permission of the instructor is required.Students conduct a research study under the guidance ofa faculty adviser. Students must obtain permission ofthe chair before registering for this course. Studentswho choose the thesis option should register for this course.

SP 616 Independent Study inSpeech Pathology (3.00 cr.)

Prerequisite: Written permission of the instructor is required.Independent, in-depth study concentrated on a spe-


cific topic in speech, language, or hearing pathologyto be approved by the department. The student must besponsored by a faculty member who will guide the study.

SP 617 Fluency Disorders (3.00 cr.)Approaches in the diagnosis and treatment of stuttering;practical considerations of major theories of stuttering inlight of current research findings; specific emphasis onthe clinical procedures employed in stuttering therapy.

SP 618 Clinical Audiology (3.00 cr.)A didactic experiential course providing clinical expe-rience in supra-threshold and omittance testing. Stud-ies other advanced topics such as testing special popu-lations, brain stem audiometry, electrocochleagraphy,and electroacoustical measures of hearing aids.

SP 619 Pediatric Audiology (3.00 cr.)Development of auditory skills and response behav-iors; identification and assessment of auditory impair-ment in neonates, infants, and children through schoolage, including the difficult-to-test or exceptional child.

SP 624 Language Disorders inSchool Age Children (3.00 cr.)

Prerequisite: SP 602. Clinical symptoms, assessment, andintervention for school-aged children (ages 5–21).Focuses on school-based issues including legislation,funding, transitioning, curriculum-based classroom treat-ment, and collaborative consultation. Assessment andtreatment focus on individuals with language learningdisabilities, minority population concerns, adolescentlanguage, autism, mental retardation, attention deficitdisorder, and Tourette Syndrome.

SP 625 Research and Experimental Design (3.00 cr.)Experimental techniques in speech-language pathol-ogy/audiology. Students learn to use research toolsand resources and evaluate professional research.

SP 626 Clinical Audiology Internship (2–3.00 cr.)Identification, diagnostic, and rehabilitation proceduresincluding air and bone conduction testing, speech audi-ology, emittance testing, central auditory processingtesting (CAPD), otoacoustic emissions testing, hearingaid fitting, and aural habilitation therapy. Clinical prac-tice takes place in Loyola College Clinical Centers underthe supervision of department faculty. Admission by appli-cation to the Graduate Clinical Placement Committee. May berepeated for credit.

SP 627 Clinical Audiology Externship (2–3.00 cr.)Identification, diagnostic, and rehabilitation proceduresincluding air and bone conduction testing, speech audi-ology, emittance testing, central auditory processingtesting (CAPD), otoacoustic emissions testing, hearingaid fitting, and aural habilitation therapy. Clinicalpractice takes place at a selected externship site affiliatedwith the College. Admission by application to the Gradu-ate Clinical Placement Committee.

SP 633 Graduate Clinical Skills Practicum (2.00 cr.)Introduces students to the professional practice ofspeech-language pathology and audiology. Placementtargets specific skill development in the professionaldomain, e.g., observation, data collection, equipmentoperation/maintenance, report writing, case develop-ment and presentation, case management. Graduateclinicians participate in the development and imple-mentation of assessment treatment, counseling, andevaluation protocols with the clinical supervisor. Maybe repeated for credit.

SP 634 Clinical Speech-Language PathologyInternship (3.00 cr.)

Provides students with an opportunity to gain experi-ence with specific communication disorders, and diverseclient populations. Emphasis on the development ofeffective evaluation and treatment programs, basedon the application of academic coursework to clinicalservice delivery. Admission by application to the GraduateClinical Placement Committee.

SP 635 Clinical Speech-Language PathologyExternship (3.00 cr.)

Provides students with the opportunity to gain inten-sive experience in selected multi-disciplinary clinicalsettings such as hospitals, rehabilitation centers, andschools. Admission by application to the Graduate ClinicalPlacement Committee.

SP 636 Advanced Clinical Practicum:Specialty Clinical Programs (4.00 cr.)

Advanced clinical placements providing experience withchallenging client populations and with the most cur-rent treatment techniques.

SP 646 Clinical Practicum:Outside Placements (3.00 cr.)

Opportunities to complete supervised clinical experiencein a variety of clinical settings such as hospitals, rehabil-itation centers, health departments, schools. Students

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may register for this course more than once. Admissionby application to the Graduate Clinical Placement Committee.

SP 649 Computer Literacy forSpeech Pathologists (3.00 cr.)

Introduction to computer use and applications in speech/language pathology. Discusses software in the field; stu-dents write a basic therapy software program.

SP 650 Augmentative Communication (3.00 cr.)Augmentative assessment, prescription, and treatmentusing high tech and low tech communication systemswith pediatric and adult populations. System developmentand implementation. Computer applications focusingon state-of-the-art hardware and software for languagerehabilitation.

SP 653 Evaluation/Selection of ClinicalComputer Software (1.00 cr.)

Didactic-experiential workshop provides a frameworkof evaluation criteria to enable clinicians to evaluatecommercial software packages and to select appropri-ate clinical software.

SP 654 Augmentative Communication/Technological Devices (2.00 cr.)

Didactic-experiential intensive course. An overview ofcomputer assistance in the development of communi-cation aids for non-speaking populations.

SP 655 Microcomputers: A ClinicalManagement Tool (1.00 cr.)

An overview of the microcomputer as a practice man-agement tool. Includes clinical forms generation, wordprocessing, billing, patient records, report writing, andIEP development. Appropriate for clinicians regardless oftheir employment setting.

SP 656 Ethics and Professional Practice (3.00 cr.)Offered to advanced students to familiarize them withethical issues related to the professional practice ofaudiology and speech-language pathology. Presentsan operational framework enabling each student toevaluate issues with reference to a professional codeof ethics (ASHA), personal ethical beliefs, and in con-sideration of recent legislation.

SP 657 Thesis Seminar (3.00 cr.)Prerequisite: Written permission of the instructor is required.Students complete a proposal and/or thesis researchas part of this course. Restricted to students completing aMaster’s Thesis.

SP 660 Advanced Seminar in LanguageLearning Disabilities (3–4.00 cr.)

Advanced intensive didactic-experiential seminar in ther-apeutic procedures with the language learning disabled.The four credit option includes clinical practice requirement.

SP 661 Communication Disorders andFamily Counseling (3.00 cr.)

Focuses on family counseling in the assessment-inter-vention process for communication disorders frominfancy to geriatric populations. Topics include ethnic/cultural, age, gender, social, and diagnostic label issuesas well as acute and chronic disorder issues. Case studiesand resources for family support are discussed.

SP 662 Advanced Topics in ChildhoodCommunication Disorders (3.00 cr.)

Prerequisite: SP 602, SP 624. Provides students with infor-mation regarding the four major areas in communica-tion disorders with the pediatric population: commu-nication disorders in the psychiatric population, prag-matic language development and disorders, issues inpediatric head injury, and communication disordersrelated to cleft lip and palate.

SP 663 Advanced Topics in AdultCommunication Disorders (3.00 cr.)

Prerequisite: SP 600, SP 601. Addresses expanding knowl-edge relating to adult communication disorders. Areasinclude closed and open head injury, right hemi-sphere brain damage, and other newly emerging pro-fessional areas.

SP 664 Oral Motor/Swallowing Disorders (3.00 cr.)Prerequisite: SP 600. Assessment and treatment of oralmotor and swallowing disorders in pediatric and adultpopulations. Current assessment and treatment tech-niques are mastered through a didactic-experientialapproach. Addresses feeding, eating/drinking, and speechproduction concerns (e.g., dysarthria, apraxia).

SP 665 Principles of Administration inSpeech/Language/Hearing (2.00 cr.)

Basic concepts in supervision and program adminis-tration. Emphasizes systems management approach,including ASHA, CASE, and PPME, to review effectiveleadership style, organizational structure, case manage-ment, and program accountability.


SP 666 Assessment and Remediation ofDysphagia (2.00 cr.)

Skills needed to evaluate and treat problems in theoral phase of swallowing. In-depth assessment of oral-motor function and its relation to dysphagia, diagnos-tic profiles, and videotapes of swallowing in dysphagicpatients. Presents specific treatment strategies.

SP 667 Third Party Coverage forSpeech-Language Pathologyand Audiology Services (1.00 cr.)

Review of third party coverage and reimbursementcurrently available and major changes in reimburse-ment strategies for cost containment. Discussion ofHMOs, PPOs, employer coalitions, and prospectivepayment systems. Emphasizes the impact on profes-sional services.

SP 670 Advanced Seminar: Adult Diagnostics (3.00 cr.)Prerequisite: Graduate level neurological disorders and aphasiacourse. Designed for practicing speech-language patholo-gists or advanced graduate students. Presents proce-dures for evaluating CVA/aphasia, apraxia, dysphagia,dysarthric, and degenerative neurologic disorders. Addi-tional topics include non-standardized assessment tech-niques; third party reimbursement.

SP 671 Presenting In-Service Training Programsto Nursing Home Personnel (1.00 cr.)

Lecture experiential program to teach speech-languagepathologists how to conduct effective in-service train-ing to nursing home personnel. The nature, cause, andtreatment of commonly encountered disorders, withspecial attention to communication barriers in the nurs-ing home setting. In addition to the one day lecture, studentswill tour a nursing home and will be required to complete aproject. For CAGS students only.

SP 672 Cognitive Rehabilitation inAdult Head Injury (2.00 cr.)

Neuroanatomical and pathophysiological aspects oftraumatic brain injury and its associated behavioralsequelae. Discusses in-depth testing procedures, thediagnosis of cognitive-linguistic deficits, and the devel-opment of treatment plans to facilitate cognitive retrain-ing. Special cases discussed. Course requirements includean independent project.

SP 673 Evaluation and Treatment of AdolescentHead-Injured Patients (1.00 cr.)

A clinically oriented course presenting and in-depthanalysis of a newly developed test, the ASAR normed

on adolescent closed head trauma patients. Attentiongiven to a series of newly developed computer assistedlanguage based intervention strategies for mildly impairedpatients with memory loss and other residual cogni-tive impairments. CAGS/special students only.

SP 674 Administrative Internship (2–6.00 cr.)Provides hands-on experience in the daily administrationof a speech and hearing facility. Principles of adminis-tration, budgeting, public relations, and quality assur-ance techniques.

SP 675 Advanced Seminar: Treatment ofAdult Neurogenic Disorders (3.00 cr.)

Designed for advanced graduate students and practic-ing speech pathologists. Lecture/observation/partici-pation format used to present procedures for treatmentof aphasia, dysarthria, apraxia, dysphagia, and righthemisphere language impairment.

SP 676 Semantic Acquisition in theNormal Child (1.00 cr.)

Theories of semantic acquisition. Explains how the childacquires relational terms, deictic terms, and logicalconnectives.

SP 677 Pragmatic Acquisition of theYoung Child (1.00 cr.)

An overview of the acquisition of pragmatics in chil-dren. Addresses adult-child interactions, revision strat-egies, and the use of directions.

SP 678 Early Language Intervention (2.00 cr.)Focuses on direct therapeutic techniques as well as home-based parent-child intervention. Covers the role of playin early language, levels of play activity, early cognitive growth,and the role of the speech and language pathologist.

SP 679 Conductive Hearing Loss and LanguageDevelopment in Children (1.00 cr.)

Examines development of the central auditory ner-vous system and tests to evaluate CANS function withemphasis on the possible effects of conductive hear-ing loss on speech/language development and lateracademic performance. Appropriate for speech pathologists,audiologists, and special education teachers.

SP 680 Evaluation and Treatment Strategies forOral and Written Language (2.00 cr.)

Formal and informal diagnostic procedures for assessingspecific language deficits typical of intermediate, middle,

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and high school age students. May be taken by speechpathology CAGS students and students from allied disciplines.

SP 681 Spelling: A PsycholinguisticApproach to Remediation (1.00 cr.)

Explores spelling from a psycholinguistic perspectiveincluding theoretical and practical considerations withimplications for the language impaired student.

SP 682 Oral Expressive and Receptive LanguageProblems: Middle and High School (2.00 cr.)

Discusses social and academic implications of lan-guage deficits in adolescents. Uses a case study formatto analyze language based learning problems, formu-late diagnostic procedures, and derive practical treat-ment procedures.

SP 683 Amer-Ind Code (2.00 cr.)Participants learn 250 Amer-Ind code signals whichcan be expanded into approximately 5,000 words. Theo-retical basis for the use of Amer-Ind, as well as caseselection and treatment design for clients with post-laryn-gectomy, glossectomy, aphasia, and mental retardation.

SP 684 Principles of Clinical Supervision (3.00 cr.)Prerequisite: Permission of the department chair is required.An overview of supervisory models with laboratoryexperience in a supervisory dyad.

SP 685 Discourse Analysis (2.00 cr.)Discussion of discourse processing, proposition analy-sis, story structure analysis, and the role of cohesivedevices in the language learning disabled population.

SP 686 Strategies for Remediation of Writtenand Oral Language Disabilities (1.00 cr.)

Assessment and intervention strategies for adolescentswith written and oral language disabilities.

SP 687 Introduction to Cued Speech (3.00 cr.)An introduction to cued speech, a system developedby R. Orin Cornett to facilitate language developmentin hearing impaired children.

SP 688 Language Acquisition andLanguage Impairment (2.00 cr.)

Nature of language acquisition in the normally achiev-ing and in the language impaired child. Applies devel-opment of vocabulary, syntax, semantics, pragmatics,and connected discourse to language intervention proce-dures with children and adolescents who have languagedisabilities.

SP 689 Communicative AssessmentLeft and Right CVA (2.00 cr.)

Cognitive-communication deficits associated with leftand right CVA adults and closed head injured patients.Reviews formal and informal assessment tools used toevaluate aphasia, dementia, and right hemisphere com-munication syndrome, including videotapes of adminis-tration and scoring of tests. Topics include sensory stimu-lation, development of functional communication sys-tems, management of confused and agitated patient.

SP 690 Collaborative Consultation (2.00 cr.)Examines the role of the Speech-Language Pathologist asconsultant within an educational setting. Participantsreview topics which will enable them to consider thecurriculum content as the basis for speech and languageinstructional activities. Covers preschool through highschool levels.

SP 691 Pre-Speech, Feeding, and EarlyOro-Motor Intervention (2.00 cr.)

An academic-experiential workshop addressing normal/abnormal feeding patterns using a developmental andneuromotor framework. Participants engage in evalu-ation and treatment planning activities.

SP 692 Clinical Skills Update:Fluency Disorders (2.00 cr.)

Advanced course in assessment and treatment of fluencydisorders. Participants develop a multifactor approach tothe treatment of fluency disorders.

SP 693 Written Language Disorders (2.00 cr.)Provides theory and practice for the evaluation and treat-ment of written language disorders. Reviews strategiesto enhance the development of written language skills.

SP 694 Whole Language/Structured Phonics (2.00 cr.)Introduces the whole language/structured phonicsapproach to language instruction. Demonstrates thisintegrated process and reviews current research intothis model of language development.

SP 695 Communication for BehavioralChange (2.00 cr.)

Reviews models of behavioral change which enhanceinstructional programs and the learning environment.Reviews strategies to enhance individual and groupbehavioral change.


SP 696 Clinic Update: Scope of Practice (2.00 cr.)Designed to respond to issues/challenges facing the SLP/

A within the profession. Topics covered: ethics, profes-sional liability, quality assurance, record management,accountability, networking, funding, ASHA restricture,and service delivery mandates.

SP 697 Advanced Written Language Disorders(1.00 cr.)Prerequisite: SP 693. Designed for speech-language patholo-gists who desire to increase competency in the diagnosisand treatment of complex written language disorders.Open to post-master’s students in speech-language pathology.

SP 698 Diagnostic Procedures and Treatment ofOral Motor and Swallowing Disorders (2.00 cr.)

Includes management of oral motor and swallowingdisorders, both in the pediatric and adult populations.Emphasizes neurodevelopmental approach.

SP 699 Updating Clinical Skills/Voice Disorders (2.00 cr.)

Current assessment, treatment, and documentationprotocols for functional voice disorders. Format con-sists of case history review, technological assessment,and consultation with related professionals.

SP 700 Communication and EducationalReintegration of Children withAcquired Brain Injury (2.00 cr.)

Examines the issues related to the needs of childrenwith acquired brain injury. Introduces protocols forassessment, intervention, or treatment. Transition topicsaddress reintegration needs for communication, psycho-social development, and behavior.

SP 701 Development of Functional/SocialCommunication Skills withDevelopmentally Disabled Adults (2.00 cr.)

Examines the functional and social communicationneeds of developmentally disabled adults. Reviews cur-rent trends in transitional and vocational training con-siderations for adults. Examines assessment protocolsand intervention programs and the modifications neces-sary in planning for this population.

SP 702 Clinical Practicum forPost-Graduate Students (2–6.00 cr.)

Prerequisite: Written permission of the instructor is required.An advanced placement designed to meet the needsof the post-graduate speech-language pathologist whodesires advanced-level clinical training in preparationfor professional re-entry, clinical specialization, or an

anticipated change in the professional practice setting.Open to CAGS, special, or visiting students.

SP 703 Applied Research Methods in Speech-Language Pathology/Audiology (3.00 cr.)

Introduces the student to methods of quantitative andqualitative research designs and their application toclinical work. Students are expected to design a researchstudy applicable to their specific work setting. Studentshave an opportunity to conduct critical reviews of pro-fessional journal publications. Open to CAGS students.

SP 704 Cognitive-Communication Disorders:Adult (3.00 cr.)

Prerequisite: SP 600, SP 601. Comprehensive study of cur-rent theories regarding the assessment and treatmentof cognitive-communication disorders in adults result-ing from right hemisphere disorder, traumatic braininjury, and dementia. Disorders associated with language-learning disability in the adult client are also addressed.Specific diagnostic materials and intervention tech-niques are explored.

SP 706 Advanced Topics inSpeech Production (3.00 cr.)

Current assessment, treatment, and documentationprotocols for voice and fluency disorders. Major theo-ries are discussed in light of current research findings,with specific emphasis on clinical procedures applicablein different settings.

Dean: Peter LorenziOffice: Sellinger Hall, Room 101Telephone: 410-617-2301e-mail: [email protected]

Associate Dean, Executive and GraduateBusiness Programs: John MoranOffice: Timonium Campus, Room 1121Telephone: 410-617-5064e-mail: [email protected]

Director, Executive MBA Programs:Manette Frese GatesDirector, Graduate Business Programs:John F. WhiteAssistant Director, Graduate BusinessPrograms: Mary Jane RuppertProgram Adviser: Catherine J. KodenskiExecutive Program Assistant:Barbara M. MelfaProgram Assistant: Janice Vohrer

MISSION

The Sellinger School provides academically chal-lenging management education inspired by thevision of the Jesuit tradition. The School embracesthe principle of educating the whole person—body, mind, and spirit. The undergraduate expe-rience is viewed as a transition from childhood toadulthood that requires a full spectrum of growthand educational experiences to prepare the stu-dent to live and serve in a rapidly changing world.Graduate programs serve working professionalsseeking knowledge, professional certification, andmembership in the network of Sellinger Schoolalumni/ae. Both undergraduate and graduateeducation proactively foster the principles ofexcellence and cura personalis in a climate thatfacilitates learning for each individual, developsvalues for a life of service, and teaches the skills oflearning for life.

The Jospeh A. Sellinger, S.J.

School of Business and Management

HISTORY

Loyola College was founded in Baltimore in 1852by the Society of Jesus and was instilled with its corevalues: excellence in all things and cura personalis.Business education at Loyola began with under-graduate courses being offered in 1943. In 1967,Loyola initiated its Master of Business Adminis-tration (MBA) program and in 1975, its Master ofScience in Finance (MSF). In 1973, the ExecutiveMaster of Business Administration (EMBA) pro-gram was established and the MBA Fellows Pro-gram (FEMBA) followed in 1984 in response tothe needs of the region. All of these programswere the first of their kind in the State of Maryland,contributing to Loyola’s long history of excellence.

In 1980, the School of Business was formed as aseparate entity, being named the Joseph A.Sellinger, S.J. School of Business and Manage-ment in 1984. The Sellinger School Board ofSponsors was formed in 1981 and continues as anongoing consultative group supporting the qual-ity of the School. By 1990, Loyola had achievedaccreditation by AACSB – The International Associa-tion for Management Education in its undergrad-uate, graduate, and accounting programs and hadestablished a chapter of Beta Gamma Sigma, thebusiness student honor society. The SellingerSchool enjoys its reputation as the business school ofchoice in the Baltimore metropolitan area.

EDUCATIONAL OBJECTIVES

The Sellinger School’s educational objectives areto teach students to:

• Integrate the functional areas of business forstrategic, long-term planning; decision makingunder certainty and uncertainty; short-term plan-ning and implementation; and organizationalprocess and control.

• Extend a business into the global marketplacethrough awareness of the dominance of globalcompetitive forces; appreciation of world-wideopportunities; understanding of complexity offunctioning in the international arena; prepar-edness for participation in the international

138 The Sellinger School of Business and Management

arena; and awareness of political and socialenvironments.

• Make business decisions with complex, strategicapproaches; the ability to garner informationfrom data and from colleagues; analytical capa-bility; control of decision support tools; and theability to make reasoned judgements.

• Lead an organization with the ability to focus onmission; involvement and empowerment ofothers; effective teamwork; commitment to qual-ity of process and outcome; the ability to thrivein an environment of multidimensional diver-sity; effective communication; and the ability tocompete and move the organization forward ina competitive environment.

• Embrace change by having and sharing a visionfor the organization and of the environment;the capability to evaluate developing technolo-gies; an understanding of organizational dynam-ics; and continual personal development.

• Lead responsibly with developed personal eth-ics and a sense of justice; a balanced view ofopportunity and responsibility; and an aware-ness of the legal and regulatory environment.

PROGRAMS

Graduate programs in business and manage-ment offered at Loyola College provide theoreti-cal and applied education in the analytical andfunctional skills necessary for success in business.In-depth knowledge in many fields is available inour Executive MBA, MBA Fellows Program, Master ofBusiness Administration, and Master of Sciencein Finance. All business programs of Loyola Collegeare accredited by AACSB – The International Associ-ation for Management Education.

DEPARTMENTAL FACULTY

The faculty of the Sellinger School and their rep-resentative departments are as follows:

Accounting and Information Systems

Office: Sellinger Hall, Room 318Telephone: 410-617-2474

Chair: Jalal Soroosh, Professor

Accounting

Professor: Jalal SorooshAssociate Professors: William E. Blouch;John P. Guercio (emeritus); Kermit O. Keeling;Alfred R. Michenzi; Ali M. SedaghatAssistant Professor: E. Barry Rice

Information Systems

Professor: Leroy F. SimmonsAssociate Professors: Ellen D. Hoadley;Laurette P. Simmons; George M. WrightAssistant Professor: Edward R. SimAdjunct Faculty: John W. Hebeler, Jr.; JohnC. McFadden; Joshua J. Reiter

Economics


Chair: John C. Larson, Professor

Professors: Frederick W. Derrick; Thomas J.DiLorenzo; John C. Larson; Charles R.Margenthaler (emeritus); Charles E. Scott;Phoebe C. Sharkey; Stephen J. K. WaltersAssociate Professors: Arleigh T. Bell, Jr.(emeritus); John M. Jordan (emeritus);A. Kimbrough Sherman; Nancy A. WilliamsAssistant Professors: John D. Burger;Francis G. Hilton, S.J.; Norman H. Sedgeley;Marianne WardAdjunct Faculty: Joseph A. Gribbin; JordanHoltzman; William McCaffrey

139

Finance


Chair: Harold D. Fletcher, Professor

Professors: Harold D. Fletcher; Thomas A. UlrichAssociate Professors: John S. Cotner;Albert R. Eddy; Lisa M. Fairchild; Walter R.Holman, Jr.; Walter Josef ReinhartAssistant Professor: Joanne LiAdjunct Faculty: William M. Boggs; JosephA. Cicero; David M. Kaufman; Lance A. Roth;George D. Scheeler; Robert G. Sweet

Strategic and Organizational Studies


Chair: Nan S. Ellis, Associate Professor

Law and Social Responsibility

Professors: Andrea Giampetro-Meyer; John A. GrayAssociate Professors: Timothy B. Brown, S.J.;Nan S. EllisAssistant Professor: James B. O’HaraAdjunct Faculty: Timothy F. Cox; Sheryl L.Kaiser; Stephen R. Robinson; Craig D. Spencer;Erika E. White

Management and International Business

Professors: Harsha B. Desai; Richard H.Franke; Peter Lorenzi; Anthony J. Mento;Tagi Sagafi-nejadAssociate Professors: Christy L. DeVader;Paul C. Ergler (emeritus); Raymond M. Jones;Roger J. Kashlak; Neng LiangAssistant Professor: Ronald J. Anton, S.J.,Michael L. Unger (visiting)Adjunct Faculty: Kevin Clark; CharlesFitzsimmons; Avon Garrett; Mark Hubbard;Janna Karp; Patrick Rossello; Michael Torino

Marketing

Professors: Ernest F. Cooke; Patrick A.Martinelli (emeritus); Doris C. Van DorenAssociate Professors: Gerard A. Athaide;Sandra K. Smith Gooding; Darlene Brannigan SmithAssistant Professor: Richard KlinkAdjunct Faculty: James J. Albrecht; Barry K.Hedden; Christopher T. Helmrath; Michael S.Tumbarello

LOCATIONS

Executive and graduate programs in managementare offered at the following locations:

Baltimore Campus4501 North Charles StreetBaltimore, MD 21210-2699410-617-5064/5067

Columbia Campus7135 Minstrel WayColumbia, MD 21045-5245410-617-7600; D.C., 301-617-7755

Timonium Campus2034 Greenspring DriveTimonium, MD 210931-877-617-1500410-617-5064/5067

Office: Timonium Campus, Room 1118Telephone: 410-617-5067

Director, Graduate Business Programs:John F. WhiteAcademic Director: William E. Blouch

The Master of Business Administration (MBA) isdesigned to prepare high potential individualsfor leadership in a variety of organizational set-tings. The degree program is intended to developresponsible leaders with a broad, integrated under-standing of the relationships and functions of organ-izations, the worldwide opportunities and envi-ronmental influences on the decision makers,and technologies that have evolved to facilitatedecision making. The MBA emphasizes breadthof outlook over functional specialization, but pro-vides an opportunity for focus within the set ofelective courses.

The MBA program began in 1967 and is recog-nized as the premier business graduate programin the region. It integrates the disciplines and pre-pares graduates to lead organizations in the inter-nal and global environments of the new century.The combination of bright, experienced studentsand experientially grounded, highly qualifiedprofessors work within this curriculum to assurethe development of leaders with values, broadunderstanding, and strategic vision.

The faculty of the Sellinger School are committed toinstilling the following values, skills and knowl-edge in our students through the curriculum ofthe MBA program:

Values• Ethical Commitment• Appreciation for Diversity• Continuous Personal Development• An Orientation to Action

Skills• Leadership• Entrepreneurial Spirit• Communication and Negotiation• Teamwork and Collaboration• Critical Thinking and Rigorous Reasoning• Synthesis and Decision Making

Executive and Graduate Programs in Management

Master of Business Administration

Knowledge• General Management• Global Perspective• Management by Information• Affinity for Technology

The Joseph A. Sellinger, S.J., School of Businessand Management is accredited by AACSB – TheInternational Association of Management Educa-tion. Under the guidelines of AACSB, the SellingerSchool is committed to the concept and practiceof “continuous improvement” of all of its academicprograms. Therefore, for the most up-to-date infor-mation on courses and programs, contact the Officeof Executive and Graduate Business Programs.

ADMISSION CRITERIA

Students are selected on the basis of two primarycriteria, prior academic achievement and perfor-mance on the Graduate Management AdmissionTest (GMAT). The Committee on Admissions andRetention, composed of faculty from various busi-ness disciplines, is the final arbiter.

Candidates with an advanced degree may havethe GMAT waived. In addition to evaluation of theGMAT score and undergraduate/graduate per-formance, the admissions committee considerscareer progress, references, professional certifi-cations and awards, and other evidence of capac-ity to pursue graduate study in business.

Applicants from universities whose primary teach-ing language is not English are required to submitscores from the Test of English as a Foreign Lan-guage (TOEFL).

Each applicant will be notified in writing of anyadmissions decisions.

GMAT WAIVER POLICY

Applicants to the MBA program who meet certainprovisions will be considered for admission with-out submitting a GMAT score. If, upon review bythe Admissions Committee, the applicant is con-sidered admissible without a GMAT score, thatrequirement will be waived. The following provi-sions qualify an applicant for the GMAT waiver:

141

• Possession of an advanced degree (e.g., master’s,doctorate, etc.) or

• Undergraduate GPA of 3.250 or higher com-bined with at least five years of professionalwork experience and a personal interview witha Loyola College Academic Adviser.

The Admission Committee reserves the right torequest a GMAT score from an applicant even ifthese conditions are met.


Prospective students should file an applicationwith the Graduate Admissions Office with thenon-refundable application fee. Optional lettersof recommendation may be sent directly to theGraduate Admissions Office or included with theapplication. Information regarding official tran-script requirements can be found in the Admis-sions chapter of this catalogue.

Admission materials should be submitted by:

Fall Semester (September start) August 20Spring Semester (January start) December 20Summer Sessions (June start) May 20

International Students

Fall Semester (September start) May 15Spring Semester (January start) August 15Summer Sessions (June start) January 15

Late applications will be considered but with noguarantee of timely decision. No student will bepermitted to register for courses unless admitted.

FINANCIAL AID

Full-time students are eligible for employmentwithin academic and administrative departments.Applications for employment opportunities canbe obtained through the MBA office, by the firstof the month preceding the start of each term.Student loan programs exist. Inquiries concern-ing loans should be directed to the Financial AidOffice, 410-617-2576.

PREREQUISITES AND BASIC

COMPETENCIES

An entering student must have a bachelor’s degreeor its equivalent from a regionally accredited col-lege or university and should be able to commu-nicate well both orally and in writing. No prior busi-ness courses are required. However, prior businesscourses may reduce the number of Core coursesrequired to complete the MBA.

An entering student in the MBA program shouldhave facility in algebra and graphing of mathe-matical functions, graphic interpretation, andprobability. Proficiency in these areas will beassumed with recent college or graduate levelcredit (“B” or better if a single course) in finitemathematics, precalculus, or mathematical mod-els for business. Proficiency may also be estab-lished through GMAT performance. Loyola offers acourse, Finite Mathematics and Calculus Appliedto Business Problems (BA 500; see Undergradu-ate Catalogue), which is specifically geared to theincoming graduate student.

Courses in the MBA program use computer soft-ware for presentation and analysis. Students canexpect to receive assignments using spreadsheets,and they may also be required to employ special-ized PC software, CD or on-line databases, or main-frame systems. Students should be able to usespreadsheets and word processing software. Intro-ductory and advanced help courses are offeredwithout charge through Technology Services,410-617-5555. On-line services, available throughthe College’s computing facilities are generallyuser-friendly and can be accessed by individualswithout extensive background.

DEGREE REQUIREMENTS

Requirements for the MBA include 30 creditsbeyond the Core. All upper-level (700–899) coursesare three credits. Courses in the Core (600–699)vary in number of credits. Waivers may be grantedfor previous academic experience (see The MBACore). Of the 30 credits at the upper level, at least24 must be taken in the Loyola MBA program.

142 Master of Business Administration

FAST TRACK OPTION

Students entering the MBA program with a recentbachelor’s degree in business administration orrelated field or with selected business classes maycomplete the MBA program with as few as tencourses. Please call the Graduate Business Pro-grams Office at 410-617-5067 for further detailson this exciting option.

THE MBA CORE

Graduate business programs may be pursued bystudents with either business or non-businessundergraduate degrees. Once admitted, they willbe enrolled in graduate courses to develop anintegrated understanding of the complex envi-ronment of the manager. The Core provides aknowledge, skill, and vision base for the pursuit ofupper level courses recognized by the AACSB – TheInternational Association for Management Edu-cation. Each student must be waived from or havesubstantially completed Core courses before pro-ceeding to upper-level coursework. Waivers aregranted when a student successfully completescourses at the undergraduate (“C” or better) orgraduate (“B” or better) level which are equiva-lent to the Core requirements. Upon admission,each student’s transcripts will be reviewed forCore waivers.

Core Courses

GB 600 Quantitative and Statistical DecisionMaking (3 credits)

GB 611 Global Economic Analysis (3 credits)GB 612 Legal and Regulatory Issues*

(1.5 credits)GB 613 Financial Reporting and Analysis*

(1.5 credits)GB 614 Human Behavior and Organizational

Effectiveness (3 credits)GB 615 Managerial Accounting*

(3 credits)GB 616 Marketing Management (1.5 credits)GB 617 Global Enterprise (3 credits)GB 618 Operations Management (1.5 credits)

* In order to qualify to sit for the CPA Exam, thefollowing core course substitutions should bemade for students concentrating in account-ing (see Concentration section for more detail):

GB 603 Financial Accounting (for GB 613)GB 661 Financial Accounting Problems I

(for GB 615)GB 774 Business Law: Commercial

Transactions (for GB 612)

Required Courses: The Value-Added

Organization

These courses are designed to address both thevalue chain and the responsibility of leaders toguide the organization responsibly. The organi-zation must anticipate market needs and gatherthe human, material, information, and financialresources to carry out its mission. The horizontallinkage from resources to the client/customer hasreplaced the old hierarchical or authority structurethat characterized organizations. This shift createsan opportunity to involve all members of the organi-zation in the responsible enactment of its mission.

Students who have completed or waived the Corerequirements take a minimum of 30 semester cred-its of advanced graduate courses. The programincludes six required courses and four electives.Three of the electives may be used to form a concen-tration. The other course should be chosen outsideof that field to provide breadth of understanding.

The requirements include: a value and leadershipfocused course (GB 700); a four course sequence(GB 701, GB 702, GB 703, GB 704) which developsthe relationships within the value chain of the organ-ization; and a capstone course (GB 709) that inte-grates the functional areas in a case course onpolicy and strategies, as follows:

GB 700 Ethics, Moral and Social Responsibility(3 credits)

GB 701 Operations: Strategy, Products,Processes (3 credits)

GB 702 Marketing Strategy (3 credits)GB 703 Financial Strategy (3 credits)*GB 704 Information Technology for

Management (3 credits)GB 709 Business Strategy (3 credits)Four GB Electives (may include a Concentration;

12 credits)

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Concentrations and Electives

The MBA program includes four elective courses(12 credits) at the upper level. The electives maybe chosen with no pattern; they may conform with adesignated concentration; or they may follow atheme of the student’s choosing. No prior approvalis necessary to choose a concentration. To providebreadth, concentrations are limited in length toassure that at least 18 of the 30 upper-level programcredits lie outside of a departmental discipline.

Accounting

Over the last decade, the accounting professionhas become more complex and challenging. Inrecognition of this growing complexity, the account-ing profession has mandated 150 hours of educa-tion for candidates to sit for the CPA Exam. InMaryland, the 150-hour requirement went intoeffect July 1, 1999.

The Department of Accounting and InformationSystems has developed an MBA accounting con-centration for students who have a non-account-ing undergraduate degree but are interested inthe accounting profession and plan to sit for the CPAExam. Concentration courses include the following:

GB 761 Financial Accounting Problems IIGB 762 Cost AccountingGB 763 Federal Income TaxationGB 765 Auditing

Note: Students who plan to sit for the CPA Examshould take Business Law: Commercial Transactions(GB 774). Students may substitute electives if abovecourses were covered in prior academic work.

MBA Program for Accounting Students Completingthe 150-Hour Requirement

Loyola College offers graduates of undergradu-ate accounting programs from all colleges anduniversities the opportunity to earn an MBA withone additional year of coursework. This programis specifically designed to meet the 150-hour require-ment to sit for the CPA Exam. This program canbe flexible and specifically tailored to each stu-dent’s needs and preferences.

Students in this program take six required 700-level courses (GB 700, GB 701, GB 702, GB 703,GB 704, GB 709). Students may select an area ofconcentration, take any four electives, or chooseto further specialize in accounting.

Students graduating from an undergraduateaccounting program who wish to complete their150-hour requirement through Loyola’s MBA orMSF program are encouraged to discuss theiroptions for early admission with the Graduate Busi-ness Programs Director. Qualified candidates maybe permitted to enroll in MBA course(s) as early astheir senior year of undergraduate studies.

Because the requirements to sit for the CPA Examare evolving in many states, students should con-tact their adviser to obtain information on how tobuild a program to meet their needs.

Business Economics

Select three of the following courses:

GB 719 Independent StudyGB 780 Pricing StrategyGB 781 Monetary and Fiscal Policy AnalysisGB 782 International Political EconomyGB 786 Electronic Commerce: The New

Economic ContextGB 789 Special Topics in Business Economics

Finance

GB 722 Investments Management

And select two of the following courses

GB 723 Portfolio ManagementGB 724 Financial Markets and InstrumentsGB 725 Financial InstitutionsGB 726 International FinanceGB 820 Advanced Financial AnalysisGB 822 Security AnalysisGB 825 Special Topics in Finance

Health Care Management

After consultation with a program adviser, studentsmay take any three of the following courses offeredat Loyola College or at least one course at Loyolawith the remaining credits taken at area institu-


tions also offering healthcare curricula: (Coursesat other institutions require prior approval fromthe program director.)

GB 712 Health Care FinancingGB 713 Special Topics in Health Care

ManagementGB 719 Independent StudyGB 743 Health Care Marketing

International Business


GB 717 Global StrategyGB 719 Independent StudyGB 726 International FinanceGB 748 International MarketingGB 782 International Political EconomyGB 795 Special Topics in International Business

Management

Students may develop focus areas such as Leader-ship and Management; Managing for World ClassQuality; and Managing Human Resources. Selectthree of the following courses:

GB 718 EntrepreneurshipGB 719 Independent StudyGB 778 Employment LawGB 791 LeadershipGB 792 Human Resources ManagementGB 793 Leading Organizational ChangeGB 794 Managing in Service OrganizationsGB 797 Special Topics in ManagementGB 895 Quality ManagementGB 896 Power and InfluenceGB 897 Negotiation and Dispute Resolution

Management Information Systems andDecision Sciences


GB 719 Independent StudyGB 730 Decision Making in the High

Technology EnvironmentGB 750 Information Analysis and DesignGB 751 Information Technology and StrategyGB 755 Electronic Business Architecture,

Systems, and Technologies

GB 757 Business Support TechnologiesGB 759 Special Topics in Information Systems

Management and Decision Sciences

Marketing

GB 742 Advanced Marketing Strategy(should be taken after at least one ofthe courses below)

Select two of the following courses:

GB 719 Independent StudyGB 743 Health Care MarketingGB 744 New Product Development and

ManagementGB 745 Electronic Commerce MarketingGB 746 Promotional StrategyGB 747 Special Topics in MarketingGB 748 International MarketingGB 780 Pricing Strategy

General Business

General Business is the designation for studentswho do not choose one of the above concentra-tions. Students may choose to develop their ownfocus. Suggested focus areas are Entrepreneurshipand Family Business, or Management of Projects.

E-Business Electives

To meet the dynamic needs of today’s market-place, the College has developed a series of coursesin E-Business:

GB 745 Electronic Commerce MarketingGB 755 Electronic Business Architecture,

Systems, and TechnologiesGB 786 Electronic Commerce: The New

Economic Context

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COURSE DESCRIPTIONS

GB 600 Quantitative and StatisticalDecision Making (3.00 cr.)

Prerequisite: BA 500 or equivalent, basic personal computerskills. Develops a systematic approach to problem solv-ing through the application of quantitative models andstatistical methods for decision making. Students learn tomake decisions under certainty, risk, and in stochasticsettings; use quantitative methods of algebraic optimi-zation, linear programming, and decision matrices; andstatistical methods including survey sampling, multi-ple regression, forecasting, estimation, and hypothesistesting. Procedures are demonstrated through personalcomputer applications.

GB 603 Financial Accounting (3.00 cr.)Introduces financial accounting concepts and meth-odologies employed in the preparation and interpre-tation of the basic financial statements. Topics cover theaccounting environment; the accounting cycle; account-ing for assets, liabilities, and owners’ equity; and prep-aration of financial statements; internal control andaccounting systems. Students learn to prepare andinterpret financial statements.

GB 611 Global Economic Analysis (3.00 cr.)Prerequisite: BA 500 or equivalent. Develops analytic toolsfor the MBA program and for predicting the economicbehavior of individuals and firms, industries, sectors,national economies, and international exchange sys-tems. Students learn supply and demand analysis,monopoly and competition analysis, pricing and out-put policy, and economic growth and development ofnations. Students are exposed to the methods and insti-tutions related to monetary and fiscal policies. Cover-age includes case studies of important economies, cur-rent international economic crises, NAFTA and othertrade agreements, European common currency adop-tion problems, economies failing to growth with the restof the world, patterns of global economic growth,exchange rate regimes, monetary control methods, taxa-tion, incentive systems, the role of individual preferencesand technology in market supply and demand analysis.

GB 612 Legal and Regulatory Issues (1.50 cr.)An introduction to the American legal system focusingon the legal concepts and principles used to determineindividual and organizational accountability, includingthose which apply to agency, forms of business organiza-tions, corporate governance, and regulatory law relevantto an organization’s roles and relationships (employer-

employee, issuer-investor, seller-buyer, competitors,environment).

GB 613 Financial Reporting and Analysis (1.50 cr.)Focuses on the analysis and interpretation of financialstatements. Students learn to construct a basic analysisof financial statements and needs of external users foraccounting information. Topics include the accountingenvironment, accounting principles, and issues regard-ing preparing and presentation of accurate financialstatements.

GB 614 Human Behavior and OrganizationalEffectiveness (3.00 cr.)

Examines the impact of human behavior on organiza-tional effectiveness using a combination of case stud-ies and discussion. Considers global factors and cul-tural diversity with regard to world-class quality; teamwork; attitude toward work; satisfaction and commit-ment; building and exercising organizational power;the role of leadership; sustaining motivation; partici-patory decision making; and the process for change,development, and continuous improvement.

GB 615 Managerial Accounting (3.00 cr.)Prerequisite: GB 603 or GB 613. Focuses on the use ofaccounting information by management in makingstrategic decisions. Students learn to understand anduse various analytical tools for profit planning, control,and performance evaluation. Covers cost concepts, analy-sis, allocation; cost-volume-profit analysis; product costingsystems, including activity-based costing; standard costs;responsibility accounting and performance measure-ment; capital budgeting, statement of cash flow, andfinancial statement analysis.

GB 616 Marketing Management (1.50 cr.)Prerequisite: GB 611. Introduces students to a basic under-standing of marketing’s role in accomplishing an organi-zation’s mission. Topics include the marketing concept,segmentation, the marketing mix, product development,promotion, distribution, pricing, and using informa-tion to solve problems and make decisions.

GB 617 Global Enterprise (3.00 cr.)Prerequisite: GB 614, GB 616. Focuses on the influenceof international political, economic, social, cultural, legal,technological, and demographic external environmentson cross-border business transactions and internationalfinancial and trade frameworks. Combines case study,lectures, and applications. Students learn to integratethe functional areas of a multinational entity, including


strategy, marketing, finance, human resources, and pro-duction into the international setting.

GB 618 Operations Management (1.50 cr.)Prerequisite: GB 600. Focuses on strategic and operatingdecisions involved in the creation of value throughconversion of resources to goods and services. Strate-gic alternatives are considered for scale, scope (prod-uct line and geographic), location, operating focus,and quality level. Operating decisions and analyticalcapabilities focus on productivity and quality enhance-ment. Students learn to outline the environmental andoperational challenges in the formation of an organi-zation and the integrative and productivity decisionsfor an existing entity.

GB 661 Financial Accounting Problems I (3.00 cr.)Prerequisite: GB 603 or GB 613. Focuses on the interpre-tation and preparation of financial statements. Topicsinclude detailed review of accounting cycle; the meas-urement and reporting problems of various assets,liability, and equity accounts; revenues and expense;and interpretation and preparation of financial state-ments. Students learn to prepare, understand, andinterpret financial statements. Reference made topronouncements of the AICPA, FASB, SEC, and otherauthoritative sources.

GB 700 Ethics, Moral and Social Responsibility (3.00 cr.)Prerequisite: All Core courses. Focuses on alternative per-spectives on business ethics and the moral and socialresponsibilities of business. Students learn to relateethics, moral, and social responsibility to contempo-rary business while engaging in the process of indi-viduation and reconciling their personal beliefs withthe beliefs of their organization. Topics include ethi-cal styles; alternative perspectives on property; profitand justice; and issues related to corporations, persons,and morality.

GB 701 Operations: Strategy, Products,Processes (3.00 cr.)

Prerequisite: All Core courses. Examines operations man-agement as the analysis, planning, communication,coordination, and control that ensure and enhancethe creation of value within an organization’s goodsand services. Students investigate organizations’ efforts toachieve world-class operations and develop keenunderstanding of the interplay of operations strategywith the strategy of the encompassing enterprise.Topics include continuous improvement and processinnovation; process analysis, simulation, and measure-

ment; implementation throughout the enterprise; andthe effects of rapidly changing global competition,electronic communication, and technologies.

GB 702 Marketing Strategy (3.00 cr.)Prerequisite: All Core courses. Examines market strategydevelopment under conditions of environmental uncer-tainty and across the product life cycle. Introduces meth-odologies for gauging a changing environment usingtrend analysis and scenario building and applies otheranalytical tools which can help in making decisions atvarious levels of uncertainty and competitive intensity.Students learn to make marketing decisions by offer-ing a more complete and sophisticated understand-ing of uncertainty and its implications for marketstrategy. Topics include the fundamentals of strategy;marketing interrelationship with corporate, businesslevel, and other functional strategies; target market-ing and brand management; value innovation andnew product development; and market strategies ingrowth, mature, and declining industries.

GB 703 Financial Strategy (3.00 cr.)Prerequisite: All Core courses. Focuses on the study of thetheory and application of financial analysis in the corpo-rate strategic setting. Students develop an understandingof financial axioms and tools and their application tofinance, operations, marketing, and strategic planning.Topics include valuation theory, financial markets, cost ofcapital, capital structure, and international finance. Usescases and readings. Restricted to MBA students.

GB 704 Information Technology forManagement (3.00 cr.)

Surveys the fundamentals of information technologyand telecommunications from a management pointof view and provides the foundation for follow-on coursesin strategy and e-business. Topics include systems con-cepts and value, data management, systems analysisand design, telecommunications, distributed process-ing, societal and legal issues, and international aspects.Students gain a strong information technology knowl-edge set and an appreciation for information tech-nology as process enabler and strategic facilitator inthe Internet age.

GB 709 Business Strategy (3.00 cr.)Prerequisite: GB 700, GB 701, GB 702, GB 703. Preparesstudents to think and act like a general manager anddevelops a general management perspective. Focuseson the functions and responsibilities of executives andtheir decisions which affect the character of the total

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enterprise. Students learn to define the top managementperspective and its strategic consequences; developproficiency in meeting the general management respon-sibility in strategy formulation, implementation, and eval-uation; understand the importance of context in formu-lating strategy; design and develop various functionalplans for an organization; and initiate a strategy-makingprocess. Topics include industry analysis; organiza-tional strategy, systems, and culture; and the role of ageneral manager.

GB 712 Health Care Financing (3.00 cr.)Prerequisite: GB 611, GB 615. Examines the basic conceptand models of health economics with emphasis on thefinancing of health care. Students learn to analyze andevaluate health care financing arrangements. Topicsinclude pluralistic approaches for public and privatefinancing systems as well as current policy issues.

GB 713 Special Topics in Health CareManagement (3.00 cr.)

Prerequisite: All Core courses. Provides students with theopportunity to study the most current readings, discus-sions, and experiences in the field of health care man-agement. Group projects, papers, and presentationsmay be used. Topics may include current and globalissues in health care.

GB 717 Global Strategy (3.00 cr.)Prerequisite: All Core courses. Integrates the environmen-tal and managerial forces affecting decision making ina global setting. Students learn to understand and inte-grate all the major facets of international business,including theoretical frameworks and multinationalexecutives whose contributions are essential to thedevelopment of strategy at the global level.

GB 718 Entrepreneurship (3.00 cr.)Prerequisite: All Core courses. Develops the strategies andtechniques and explores the attitudes relevant to creatingand developing new ventures in a lively environmentand a forum that support student entrepreneurs. Stu-dents improve their individual talents in the quest of avision or an idea and learn to pursue the vision ofdeveloping a business plan. Topics include business plandevelopment; issues concerning managing growthand small businesses; and social responsibility andresponsiveness of a small business.

GB 719 Independent Study (3.00 cr.)Prerequisite: All Core courses. Written permission of the instructorand the department chair is required. Under the supervision

of a faculty sponsor, students have an opportunity topursue independent research projects based on atopic of mutual interest to their sponsor and themselves.A research paper is required.

GB 720 Financial Analysis (3.00 cr.)Covers the firm’s investment and financing decision.Students learn the language of business; the sourcesof financial information; and the tools of financialanalysis, planning, and control. Extensive use of finan-cial statistical analysis and financial mathematical tools.Introduces new technologies in finance. Provides anintroduction to financial institutions and capital markets.Topics include valuation and risk, financial leverage,capital structure, capital budgeting, financial statementanalysis, forecasting, and financial ethics. Restricted toMSF students.

GB 722 Investments Management (3.00 cr.)Prerequisite: GB 703 or GB 720. Provides students with theconceptual framework to develop a lifelong philosophyof investing. Students learn to evaluate the investmentmerits of equity and fixed income securities. Topicsinclude common stock valuation, fixed income securitiesanalysis, options valuation, and portfolio management.

GB 723 Portfolio Management (3.00 cr.)Prerequisite: GB 722. Focuses on modern portfolio theoryand how it applies to the pragmatic world by manag-ing a portfolio under live market conditions and surf-ing the net to gain investment information. Studentslearn to understand theoretical concepts and pragmaticaspects of portfolio management, including interna-tional aspects, ethics, and social responsibility. Topicsinclude portfolio construction, analysis, and evaluation;capital market theory; arbitrage pricing theory; securityvaluation; market efficiency; derivatives; valuation andstrategy; international investing; and other investmentalternatives such as real estate and collectibles.

GB 724 Financial Markets and Instruments (3.00 cr.)Prerequisite: GB 703 or GB 720. Surveys money and capitalmarkets in order to determine their functions and inter-relations in the national economy. Examines the inter-action of key institutions and monetary and fiscal policiesin the financial markets. Students learn to explain thedetermination and structure of interest rates, riskstructure, and the regulatory environment, includingthe Federal Reserve System. Topics include the deter-mination of interest rates, the term structure of interestrates, risk structure, money markets, bond markets,and mortgage markets.


GB 725 Financial Institutions (3.00 cr.)Prerequisite: GB 703 or GB 720. Provides students with anunderstanding of the organization and functioning ofthe financial services industry. Students learn the operat-ing characteristics of a financial institution and the socialand economic roles of the financial services industry.Topics include the managerial problems and perspec-tives of planning; pricing of financial assets and liabili-ties; liquidity; capital; and international markets.

GB 726 International Finance (3.00 cr.)Prerequisite: GB 703. Focuses on the theory of the firmas applied in a global decision framework with empha-sis on a detailed examination of foreign exchangemarkets. Students learn to apply financial analysis anddecision making techniques in an international set-ting. Topics include direct foreign investment; foreignexchange risk; country risk analysis; multinationaldebt and equity markets; reporting results to investorsand tax authorities; international aspects of invest-ment portfolios; and the ethical considerations of trans-cultural commerce.

GB 729 Financial Modelling (3.00 cr.)Prerequisite: GB 720. Presents the paradigms of financethrough the use of state-of-the-art technology. Empha-sis on spreadsheet programming develops an under-standing of financial models and the ability to workwith those models. Students learn to use alternativefinancial models to analyze various decision makingopportunities. Topics include advanced time value ofmoney issues; duration and interest rate risk manage-ment; international currency risk; options pricing; hedg-ing strategies; modern portfolio management; artificialintelligence models in bond rating and credit evalua-tion; and databases. The Internet is used extensivelyas resource for market data and testing the models.Provides students with background to read leadingfinance journals and keep up to date on financialtools and technologies. Restricted to MSF students.

GB 730 Decision Making in theHigh Technology Environment (3.00 cr.)

Prerequisite: All Core courses. Emphasizes decision supportactivities that combine computers, data communica-tions, and decision technologies to facilitate strategicbusiness decisions. Students learn to effectively identify,design, and implement integrated technology solutionsto business problems. Previous student projects havebeen based on the analysis of a wide variety of theirown management issues including decisions relatingto new ventures, process improvement, new products/

services, facility siting, acquisitions, personnel planning,and capital expenditures. Major topics include the scopeof decision analysis technologies and their usefulnessfor improving strategic business decisions, the formu-lation of objectives, the development of alternatives,multiobjective value analysis, and simulation.

GB 742 Advanced Marketing Strategy (3.00 cr.)Prerequisite: GB 702, one other marketing concentration course.Focuses on marketing decision making using qualita-tive and quantitative tools. Students learn to solve mar-keting problems as they relate to marketing research,product, promotion, distribution, and pricing strategy.Topics include strategic marketing management, finan-cial aspects of marketing management, opportunityanalysis, market targeting, strategy reformulation, com-prehensive marketing programs.

GB 743 Health Care Marketing (3.00 cr.)Prerequisite: GB 702. Examines the basic concepts ofmarketing as they pertain to the health care industry.Students learn the marketing challenges facing thisindustry and learn to be able to contribute to a healthcare environment. Topics include the industry envi-ronment; the needs of different market segments; thedevelopment of marketing strategy; and the ethicalissues related to health care marketing.

GB 744 New Product Development andManagement (3.00 cr.)

Prerequisite: GB 702. Studies the theoretical underpin-nings of new product development in a variety of indus-tries. Students learn to describe the new product develop-ment process; identify the components of a new productdevelopment strategy; and structure their organizationsto encourage creativity and innovation. Students usemultivariate statistical techniques to evaluate the market-place attractiveness of proposed new products. Topicsinclude technology-based product development, organi-zational learning, and new product acceleration.

GB 745 Electronic Commerce Marketing (3.00 cr.)Prerequisite: GB 702. Develops strategies to meet the newexpectations of the electronic marketplace which includethe ability to purchase online, interact electronically,and be part of a community in cyberspace. Studentslearn to relate the traditional four Ps of marketing tothe expanded potential of electronic commerce anddevelop an electronic commerce marketing plan foreither a C2B or a B2B environment. Topics includetargeting the most profitable customer, providing a total

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experience, customizing for success, fostering commu-nity, one-to-one marketing, and permission marketing.

GB 746 Promotional Strategy (3.00 cr.)Prerequisite: GB 702. Examines the components of market-ing communications. Students learn to put an inte-grated marketing program into practice to addressthe diverse marketplace with a customer orientation.Topics include planning the communications program;capturing imagination in creative execution; measur-ing consumer response; overcoming barriers; and analyz-ing case histories.

GB 747 Special Topics in Marketing (3.00 cr.)Prerequisite: GB 702. Provides an opportunity for thestudent to conduct intensive study and/or research ina selected industry or of a contemporary marketing topic.Readings, discussions, projects and presentations arecore components. Topics may include brand manage-ment, technology and innovation management, salesmanagement, and Internet marketing.

GB 748 International Marketing (3.00 cr.)Prerequisite: GB 702. Focuses on the application of basicmarketing concepts and principles to international mar-keting situations. Students learn to describe the interna-tional marketing context, identify adaptations in datacollection/analysis, product, price, promotion, and distri-bution. Topics include cultural, legal, financial, andorganizational aspects of international marketing.

GB 750 Information Analysis and Design (3.00 cr.)Prerequisite: GB 701. Examines the activities, methodolo-gies, technologies, techniques, and managerial implica-tions involved in systems development. Students learn toplay a significant role in the development of informa-tion systems. Topics include structured methodologies,input/output design, requirements definition, Computer-Aided System Engineering (CASE) software, and imple-mentation planning.

GB 751 Information Technology and Strategy (3.00 cr.)Prerequisite: All Core courses. Focuses on the understand-ing by the general manager or user of the importantissues surrounding adoption of new information sys-tems—computers, telecommunications, and automat-ing technologies. Students learn to think strategicallyabout business information technologies. Topics includenew information systems—computers, telecommuni-cations, and automating strategies.

GB 755 Electronic Business Architecture,Systems, and Technologies (3.00 cr.)

Prerequisite: GB 704. Presents a hands-on investigationand development of complex, electronic business sys-tems. Students learn to analyze, design, and produce aworking web-based system capable of advancing elec-tronic business goals in different problem domainssuch as logistics, consumer purchasing, and employeeproductivity. Topics include system architectures; inter-facing to commercial software, legacy systems, and otherelectronic business systems; innovation management;outsource analysis; and proper measurements of success.

GB 757 Business Support Technologies (3.00 cr.)Prerequisite: All Core courses. Focuses on the effective man-agement and application development of microcom-puter systems for managerial productivity. Studentslearn to effectively employ end-user hardware and soft-ware in a business setting. Topics include the art andtechnology of effective business presentations, data-base analysis and design, operating systems, advancedspreadsheet concepts, and cooperative processing.

GB 759 Special Topics in Information SystemsManagement and Decision Sciences (3.00 cr.)

Prerequisite: All Core courses. Provides students with themost current readings, discussions, and experiencesin the field of Information Systems Management. Groupprojects, papers, and presentations may be used to shareinformation on the topic. The particular topic will beidentified in the course schedule for the semester inwhich the class is offered. Topics may include human-computer interface, management of the I/S function,and total quality management.

GB 761 Financial Accounting Problems II (3.00 cr.)Prerequisite: GB 661. Builds upon areas covered in GB 661,and deals with problems in accounting for corporatesecurities, treasury stock, pension plans, leases, revenuerecognition issues, income tax allocation, investments,and accounting changes. Students acquire a comprehen-sive understanding of financial statements. Pronounce-ments of the AICPA, FASB, SEC, and other authori-tative sources are an integral part of the course.

GB 762 Cost Accounting (3.00 cr.)Prerequisite: All Core courses or written permission of theinstructor is required. Deals with cost measurement, clas-sification, and recording for external reporting andinternal decision making. Topics include an in-depthcoverage of cost behavior, cost-volume-profit analysis, costaccounting systems, budgeting, variance analysis, cost


allocation, capital budgeting, and relevant cost for deci-sion making. Students learn to identify, classify, and applycost accounting techniques in business applications.

GB 763 Federal Income Taxation (3.00 cr.)Prerequisite: All Core courses. Introduces the conceptsand principles of the federal income taxation of indi-viduals. Students learn to apply the tax concepts andprinciples in basic tax preparation. Topics include thedetermination of gross income, business and non-busi-ness deductions, property transactions, application oftax software, and an introduction to tax research. TheInternal Revenue Code and Regulations are an integralpart of this course.

GB 764 Federal Entity Taxation (3.00 cr.)Prerequisite: GB 763. Advanced study of federal incometaxation involving corporations and flow-through enti-ties (partnerships; subchapter S corporations). Topicsinclude formation, operation, and distributions fromthese entities. Includes basic tax research. The InternalRevenue Code and Regulations are an integral part ofthe course.

GB 765 Auditing (3.00 cr.)Prerequisite: GB 761. Focuses on the basic concepts ofauditing in a manual and computer-based accountingsystem and covers the generally accepted auditing stan-dards and procedures. Students develop the judge-ment and decision making skills needed to functionas auditors in the complex environment of businessand the basic skills to research current issues impactingthe audit profession. Major topics include ethical respon-sibilities, internal control evaluation, evidence gather-ing, reporting standards, and basic auditing concepts.

GB 766 Advanced Auditing (3.00 cr.)Prerequisite: GB 765 or equivalent. Covers Electronic DataProcessing (EDP), auditing, statistical analysis and audit-ing, governmental auditing standards, internal audit-ing and the performance of operational audits, in-depthanalysis of exposure drafts and recent pronounce-ments of the Auditing Standards Board, and interna-tional auditing standards. Case and group study orien-tation; includes outside literature reviews.

GB 770 Special Topics in Law andSocial Responsibility (3.00 cr.)

Prerequisite: All Core courses, GB 700. Students develop anunderstanding of alternative perspectives on a specifictopic, study this topic in depth, and engage in personalreflection about the topic. Topics may include corporate

accountability, leadership, teamwork, law and society,and legal responses to inequality in the workplace.

GB 774 Business Law: CommercialTransactions (3.00 cr.)

Considers the legal environment of business, includ-ing the principal characteristics of the American legalsystem, the concepts and principles used to determineindividual and corporate accountability, and the regu-latory system within which businesses operate. Treatsaspects of the commercial transaction including con-tract law, the commercial code (UCC: sale of goods,negotiable instruments, secured transactions, bankcollections and deposits), surety, and bankruptcy law.Recommended specifically for students who wish to sit for theCPA examination and should be taken by those students inlieu of GB 612.

GB 777 Securities Law (3.00 cr.)Prerequisite: All Core courses. Covers knowledge of lawand professional responsibilities necessary for invest-ment managers, investment advisers, and financialplanners. Students learn to demonstrate an informedunderstanding of the U.S. legal framework, the princi-pal legal requirements for the issuance and trading ofsecurities, and the regulation of finance professionals;to use AIMR Standards of Practice to articulate profes-sional responsibilities and resolve ethical issues; andto use a variety of sources (print, electronic, practitioner)to research/report on questions about the law andethics for finance practitioners. Topics include statelaw governing business associations; federal securitieslaw governing registration, reporting, inside trading,proxy solicitation, mergers, and licensing and regulationof finance practitioners; and AIMR Standards of Practice.

GB 778 Employment Law (3.00 cr.)Prerequisite: All Core courses. Covers the basic legal con-cepts and principles relevant to the employment rela-tionship, including common law, state and federal statu-tory law, and constitutional law. Explores their relevancefor employment policies and practices. Also covers multi-national legal considerations relevant to employment.

GB 780 Pricing Strategy (3.00 cr.)Prerequisite: GB 611. Develops tools that can be used todevise wealth-maximizing pricing programs and to inte-grate pricing with production considerations. Studentslearn to acquire and analyze data useful in gaugingconsumers’ sensitivity to price; implement a variety ofsophisticated pricing tactics; and appreciate the influenceof market structure on pricing behavior. Topics include

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costs and pricing decisions, demand analysis, segmentedpricing, competitive advantage, and legal and ethicalissues in pricing.

GB 781 Monetary and Fiscal Policy Analysis (3.00 cr.)Prerequisite: GB 611. Analyzes economy-wide forces, poli-cies, and institutions that directly determine and other-wise influence long-term economic trends and short-term fluctuations. Students are exposed to contemporarymacroeconomics; prepared to discuss economic policiesin professional settings; and prepared to begin studyingmacroeconometrics and to engage in professional policyanalysis. Topics include the key ideas of Nobel Prize win-ners; national income and product accounting; balanceof payments; unemployment; employment; labor forceparticipation; international trade and finance; monetaryand fiscal policies; facts and theories of long-term eco-nomic growth; facts and theories of business cycles;the powerful role of expectations and policy credibility;and modern electronic connections among all typesof international markets.

GB 782 International Political Economy (3.00 cr.)Prerequisite: All Core courses. Examines the theory andpractice of international exchange and the sources ofeconomic prosperity across nations from an economicperspective. Topics include the political economy oftrade barriers; analysis of unfair trade practices; for-eign exchange markets; demographics and economicgrowth; and property rights and trade institutions inother economies.

GB 786 Electronic Commerce:The New Economic Context (3.00 cr.)

Prerequisite: All Core courses. Develops student understand-ing of the economic context of the rapidly expandinguse of telecommunications technology and the Inter-net in business applications. Students learn how thisevolution is changing the interface between businesses aswell as consumers and businesses, affecting efficiencyand competition. Topics include the role of electroniccommerce in promoting efficiency and lowering transac-tion costs; the effect this has on the scale, scope, andboundaries of the firm; the effect electronic commercehas on productivity and growth through adjustmentsin division of labor; the effects electronic commercehas on global integration, competition, and price; andits role in transforming the workplace, employee skills,and the relationship between managers and labor.

GB 789 Special Topics in Business Economics (3.00 cr.)Prerequisite: GB 611. Focuses in depth upon selectedtopics in contemporary business and financial eco-nomics, each semester’s topics being based on studentdemand. Students acquire expertise in applying skillsacquired in earlier courses to issues within the specialtopic area. Topics may include industry studies; mod-ern manufacturing economics; modern environmen-tal economics and management; advanced topics inlabor and managerial economics; health systems eco-nomics; and applied econometrics.

GB 791 Leadership (3.00 cr.)Prerequisite: All Core courses. Students examine theirleadership styles and their experiences as they takepart in intensive group problem-solving exercises.Develops self-awareness and insight into the interper-sonal skills needed to be an effective leader.

GB 792 Human Resources Management (3.00 cr.)Prerequisite: All Core courses. The flow of human resourcesinto and through the organization including recruit-ment, selection, training, performance evaluation, out-placement; organizational reward systems involving bothintrinsic and extrinsic rewards; the use of teams in worksystem design; and the processes by which employeesinfluence organizational goals and operations.

GB 793 Leading Organizational Change (3.00 cr.)Prerequisite: All Core courses. Develops vision and leader-ship concepts as key requirements for leading changein all types of organizations. Prepares the student toplay the role of strategist, implementor, or recipient,depending on the change situation. Students developan understanding of the politics of change; the devel-opment of a working vision; the dynamics and skillsinvolved in leading and implementing change; and asensitivity to the views and needs of the recipients ofchange. Topics include managing teams, analyzingappropriate change strategies, leading and implement-ing change, and developing ethical perspectives of thechange process.

GB 794 Managing in Service Organizations (3.00 cr.)Prerequisite: All Core courses. Emphasizes issues which repre-sent particular challenges for managers of service-producing organizations by focusing on the service-profit chain. Students learn to improve service qualityby understanding customer needs, expectations, andcompetencies; select and train workers; and integratemarketing and operations to coordinate the servicemanagement system. Topics include determining the


strategic service vision, designing the service deliverysystem, managing for quality and productivity, achievingtotal customer satisfaction, and developing breakthroughservice operations.

GB 795 Special Topics in InternationalBusiness (3.00 cr.)

Prerequisite: All Core courses. Explores the internationalbusiness environment, management practices, and spe-cific problems facing managers conducting businessin more than one cultural context. Readings, discussions,group projects, and presentations may be used to shareinformation on the topic. Topics may include export-import management and international business law.

GB 797 Special Topics in Management (3.00 cr.)Prerequisite: All Core courses. Students develop a masteryof a particular general management topic. Topics mayinclude power and influence, managing groups andteams, service management, and American businessin the global environment.

GB 820 Advanced Financial Analysis (3.00 cr.)Prerequisite: GB 703 or GB 720. Focuses on the assessmentof financial performance and health of companies fromthe point of view of equity and credit analysts. Studentslearn to apply financial statement analysis, prepare proforma financial statements, and determine the intrinsicvalue of a firm. Topics include analyzing financial state-ments, generally accepted accounting principles, fore-casting financial statements, and business valuation.

GB 821 Financial Policy (3.00 cr.)Prerequisite: GB 720 or GB 729. Focuses on the integration,formulation, and implementation of financial decisionsand policies by using cases which describe actual businesssituations to understand the firm’s funds’ plans accord-ing to the objective of wealth maximization in today’sbusiness environment. Students learn the theories offinance, the use of financial tools, and how to relate thefinancial valuation paradigms to the broader strategicenvironment facing managers. Topics include strategicfinancial planning, social responsibility of financial man-agers, the ethical dimensions of financial decisions, appli-cation skills of financial techniques, forecasting and riskanalysis, required return and sources of capital, and thetiming and sequencing of financial actions plans. Inte-grates the various subfields of finance and should betaken as one of the last courses. Restricted to MSF students.

GB 822 Security Analysis (3.00 cr.)Prerequisite: GB 722. Examines the techniques analysisused to evaluate the intrinsic value of common stocksand corporate bonds. Students learn how to conducta comprehensive evaluation of the equity and long-term debt instruments of a public corporation. Topicsinclude financial statement analysis, profitability pro-jection, valuation models, credit analysis procedures,and fundamental analysis.

GB 825 Special Topics in Finance (3.00 cr.)Addresses issues in a particular field of finance, includinginvestments, portfolio management, derivative securities,international finance, capital markets, corporate finance,and financial institutions. Encompasses critical reviews ofselected journal articles, empirical research, guest lec-tures, student papers and presentations. Seminar format.

GB 860 Advanced Managerial/Cost Accounting (3.00 cr.)

Prerequisite: GB 762 or equivalent. Focuses on advances inmanagerial and cost accounting. Emphasizes cost man-agement issues relevant to today’s new manufacturing,services, and global business environment. Topics includecost accounting for service industry; ABC; JIT; TQM;and new techniques in performance evaluation. Sincethese concepts are originally introduced in the firstcost accounting course, the primary teaching methodconsists of case studies and outside literature review.

GB 867 Special Topics in Financial Accounting (3.00 cr.)Prerequisite: GB 761 or equivalent. Investigates and ana-lyzes in detail current topics of interest to the Finan-cial Accounting Standards Board (FASB) and otheritems of interest in the accounting literature. Uses cur-rent pronouncements, exposure drafts, and interpre-tations of current FASB pronouncements.

GB 895 Quality Management (3.00 cr.)Prerequisite: GB 701. Focuses on and develops princi-ples and concepts of quality management, continuousimprovement processes, business process reengineer-ing, leadership for quality, and customer-driven quality.Students develop an understanding of a total qualitymanagement philosophy as a sustainable competitiveadvantage and way of life in their organization. Topicsinclude the history and logic of continuous improve-ment, business process reengineering, total quality man-agement basic and advanced tools, team development,leadership for change, and implementing quality.

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GB 896 Power and Influence (3.00 cr.)Prerequisite: All Core courses. Develops the understandingthat organizations are political entities where powerand influence are key mechanisms by which things getdone. Students learn to define power and its sources;analyze work relationships; identify and use influencetactics effectively and ethically; and use power and influ-ence over the course of their career. Topics include powerdynamics in organizations, managing networks of rela-tionships, team management, and career management.

GB 897 Negotiation and Dispute Resolution (3.00 cr.)Prerequisite: All Core courses. Provides the opportunity tolearn and practice negotiation methods and skills andto learn about the uses of mediation and arbitrationas alternative methods of dispute resolution. Studentslearn to demonstrate an informed understanding ofnegotiation, mediation, and arbitration, including ethicalissues and legal considerations relevant to them; demon-strate and explain their own negotiation and mediationskills; and identify and use relevant sources of informa-tion (print, electronic, and practitioner) to research andreport on questions pertaining to negotiation, media-tion, and arbitration. Negotiation and mediation exer-cises and invited experts are used along with lectures.Topics include positional bargaining; mutual gainsbargaining; preparation for negotiation; negotiatingtactics; cross-cultural negotiating; negotiating and gen-der; ethical and legal issues relevant to negotiating; themediation process and role of the mediator; the arbi-tration process; and the use of mediation and arbitra-tion in lieu of litigation.


Director, Graduate Business Programs:John F. WhiteAcademic Director: Lisa M. Fairchild

The Master of Science in Finance (MSF) offersadvanced financial training that builds on a foun-dation of business and quantitative skills. Theprogram is designed to offer a strong conceptualunderstanding of finance to develop the student’sanalytical and critical thinking abilities. In addi-tion, the program is designed to provide studentswith sufficient background and foundation to sitfor the initial examinations for the important pro-fessional designations. The program stresses fourmajor themes: technical competence, applicationof financial tools to decision making, value crea-tion for stakeholders, and professional respon-sibility and ethics.


ADMISSION CRITERIA

Students are selected on the basis of two primarycriteria, prior academic achievement and perfor-mance on the Graduate Management AdmissionTest (GMAT). The Committee on Admissions andRetention, composed of faculty from various busi-ness disciplines, is the final arbiter.

Candidates with an advanced degree may havethe GMAT waived. In addition to evaluation of theGMAT score and undergraduate/graduate per-formance, the admissions committee considerscareer progress, references, professional certifi-cations and awards, and other evidence of capac-ity to pursue graduate study in business.


Master of Science in Finance

Applicants from universities whose primary teach-ing language is not English are required to submitscores from the Test of English as a Foreign Lan-guage (TOEFL).

Each applicant will be notified in writing of anyadmissions decisions.

GMAT WAIVER POLICY

Applicants to the MSF program who meet certainprovisions will be considered for admission with-out submitting a GMAT score. If, upon review bythe Admissions Committee, the applicant is con-sidered admissible without a GMAT score, thatrequirement will be waived. The following provi-sions qualify an applicant for the GMAT waiver:

• Possession of an advanced degree (e.g., master’s,doctorate, etc.) or

• Undergraduate GPA of 3.250 or higher combinedwith at least five years of professional work expe-rience and a personal interview with a LoyolaCollege Academic Adviser.

The Admission Committee reserves the right torequest a GMAT score from an applicant even ifthese conditions are met.


Prospective students should file an applicationwith the Graduate Admissions Office with thenon-refundable application fee. Optional lettersof recommendation may be sent directly to theGraduate Admissions Office or included with theapplication. Information regarding official tran-script requirements can be found in the Admis-sions chapter of this catalogue.

Admission materials should be submitted by:

Fall Semester (September start) August 20Spring Semester (January start) December 20Summer Sessions (June start) May 20

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International Students

Fall Semester (September start) May 15Spring Semester (January start) August 15Summer Sessions (June start) January 15

Late applications will be considered but with noguarantee of timely decision. No student will bepermitted to register for courses unless admitted.

FINANCIAL AID

Full-time students are eligible for employmentwithin academic and administrative departments.Applications for employment opportunities canbe obtained through the MBA office, by the firstof the month preceding the start of each term.Student loan programs exist. Inquiries concern-ing loans should be directed to the Financial AidOffice, 410-617-2576.

PREREQUISITES AND BASIC

COMPETENCIES

The MSF program attracts students with strongintellectual abilities, demonstrated records ofsuccess and the keen desire to pursue a successfulcareer in the field of finance. The program focuseson students who have a bachelor’s or master’sdegree in a business discipline. The program alsoaccepts students with strong academic and experi-ence credentials in other disciplines, especiallythose in mathematics, physical sciences, computersciences, biological sciences and engineering.These students will be evaluated on a case-by-casebasis to determine any additional initial prepara-tion required to enter the MSF program. Gen-erally, students will have course work in account-ing, economics, and statistics prior to enteringthe program.

DEGREE REQUIREMENTS

A minimum of 30 credits of advanced graduatecourses (700- and 800-level) is required of all stu-dents. Advanced standing may be granted for amaximum of two of these courses if an equivalentgraduate level course has been taken elsewhere atan accredited college or university.

The curriculum consists of ten courses (30 credits),as follows:

GB 720 Financial AnalysisGB 722 Investments ManagementGB 723 Portfolio ManagementGB 724 Financial Markets and InstrumentsGB 725 Financial InstitutionsGB 729 Financial ModellingGB 820 Advanced Financial AnalysisGB 821 Financial PolicyGB 822 Security AnalysisGB 825 Special Topics in Finance

The recommended sequence of courses is GB 720,GB 729, and GB 820 in the initial phase of theprogram. GB 724 and GB 725 can be taken at anytime in the program. GB 722, GB 723, and GB 822should be taken as a three course sequence.GB 821 and GB 825 should be taken as the finaltwo program courses.

COURSE DESCRIPTIONS

Descriptions for GB courses can be found in thechapter concerning the Master of Business Admin-istration (MBA).


Academic Director: John A. GrayAssistant Director, Graduate BusinessPrograms: Mary Jane Ruppert

UAH Faculty: Gonzalo Arroyo, S.J.; RaphaelBergoeing; Patricio Crichigno, Sr.; Alfonso Cruz;Antonino Parisi; Raul Vergara

Since August 1995, the Sellinger School has offeredthe Loyola MBA in Santiago, Chile, in partnershipwith the instituto Latino-Americano de Doctrina yEstudios Sociales (ILADES). ILADES was founded inChile thirty-six years ago as a research institute bythe Society of Jesus in response to the request ofLatin American Catholic Bishops to apply thesocial teaching of the Church to the economicand social realities of Latin America. Because ofthe long tradition of close missionary relationsbetween the Maryland Province of the Society ofJesus and the Chilean Jesuits, Loyola agreed towork with ILADES to offer an MBA in Chile. SinceNovember 1997, ILADES has been affiliated withthe world’s most recently created Jesuit University,the Universidad Alberto Hurtado (UAH) in Santi-ago. Loyola has reaffirmed its commitment to theSantiago market by expanding its affiliation toinclude the UAH as a whole.

Loyola awarded its first MBA in Santiago in July 1997to 42 graduates. Through January 2000, there havebeen more than 150 Loyola MBAs awarded to UAHstudents studying in Chile. UAH MBA studentscan enroll in a full-time day (intensive) or part-time evening (executive) program. The GB 600-level courses are offered in Spanish with Spanishmaterials, taught by UAH faculty. An articulationagreement admits students who have successfullycompleted the 600-level courses to Loyola MBA atUAH. The GB 700-level courses are offered in Eng-lish with English materials. Sellinger School facultyteach most of these courses, including electives.For MBA students from the USA who would like tocomplete the 700-level component of their degreeprogram in one year, the Santiago campus pro-vides this opportunity.


Loyola/UAH MBA Program

The Joseph A. Sellinger, S.J., School of Businessand Management is accredited by AACSB – TheInternational Association of Management Educa-tion. Under the guidelines of AACSB, the SellingerSchool is committed to the concept and practiceof “continuous improvement” of all of its academicprograms. Therefore, for the most up-to-date infor-mation on courses and programs, contact the Officeof Executive and Graduate Business Programs orvisit, www.UAHurtado.cl/MBA/.

COURSE DESCRIPTIONS

Descriptions for GB courses can be found in thechapter concerning the Master of Business Admin-istration (MBA).


Director, Graduate Business Programs:John F. WhiteAcademic Director: William E. Blouch

Upon acceptance, individuals with a master’s degreein business from Loyola College or another accred-ited college or university may take courses forwhich they have the background. Individuals withother master’s degrees may take certain courseswith permission of the Associate Dean of Executiveand Graduate Business Programs.

Many graduate business alumni use the Master’sPlus as a vehicle to prepare for certain professionalcertifications, such as the Certification of PublicAccountancy (CPA). Master’s Plus students mayelect from a variety of courses in consultation withthe Graduate Business Program Director. For acomplete listing of courses offered in the eveningprograms, please refer to the chapter concerningthe Master of Business Administration (MBA).

Students may take up to five courses under theprogram, as long as they maintain good standingas a graduate student. They may take additionalcourses with permission of the Associate Dean ofExecutive and Graduate Programs. The Master’sPlus does not lead to a degree.

Second Concentration

Graduates from Loyola’s evening MBA, ExecutiveMBA, or MBA Fellows Program may enter the Mas-ter’s Plus Program to obtain a second concentra-tion. After successfully completing three coursesthrough the evening MBA course offerings, a secondconcentration will be awarded. Consultation withthe Graduate Business Program Director is requiredwhen selecting courses.


Master’s Plus Program

Office: Timonium Campus, Room 1120Telephone: 410-617-5064/5065

Director, Executive MBA Program:Manette Frese GatesAcademic Director: Darlene Brannigan Smith

The MBA Fellows Program (FEMBA) is a thirtymonth, Saturday-only cohort program designedfor fast-track emerging leaders seeking to advancetheir careers. Debuting Fall 2000 is an updatedcurriculum addressing the contemporary issuesof today’s managers. The program builds contentaround integrating themes within and across coursemodules. It is primarily delivered over ten, ten-weekmodules during which students take the equiva-lent of two courses per module. Classes are held onSaturdays only, ending in early afternoon. The FEMBAProgram focuses on the following outcomes:

Values and Qualities• Ethical Commitment• Appreciation for Diversity• Continuous Personal Development• Orientation to Action

Skills and Abilities• Leadership• Entrepreneurial Spirit• Communication and Negotiation• Teamwork and Collaboration• Critical Thinking and Rigorous Reasoning• Analysis, Synthesis, and Decision-Making

Knowledge• General Management• Global Perspective• Affinity for Technology• Management by Information

Throughout the program, students benefit fromthe following distinctive features of the SellingerSchool’s FEMBA Program:

Integrated, Theme-Based ProgramThe ten-week modules are progressive and have atheme borne out of one of the following threemain goals of the curriculum content: manage-ment foundations, executive management con-cepts and applications, and special topics.


MBA Fellows Program

Faculty PartnersThe faculty who teach in the FEMBA Program haveacademic ownership of the program, work togetherto ensure an integrated cross-functional approach,and seek to continuously improve the program.

Student TeamsTo facilitate learning and develop individual teamskills, entering students are placed on teams setup based on professional/functional diversity andgeographic proximity.

Residency in Executive LeadershipThe residency portion of the program orients theprofessional to the FEMBA Program and centerson the role of executive leadership, team build-ing, familiarization with the program, and an intro-duction to the basics of accounting and statistics.

International Field StudyFollowing study of the global environment, studentsparticipate in an international field study focus-ing on emerging markets, including on-site visitsand executive briefings at multiple organizations.

Innovation ApplicationAll students study an innovation or new directionwithin their organization, including managementefforts required, competitive advantages, and deliv-ery implications.

Management Consulting ApplicationThis team project is the major integrative threadof the third year of the Program. With the facili-tation of a FEMBA Faculty Partner(s), teams create astrategic assessment for a client company.

Seminars and Special SessionsIn addition to regular class meetings, studentsparticipate in select special sessions, on and offcampus, that help to develop additional skills andexperiential learning.

The Joseph A. Sellinger, S.J., School of Businessand Management is accredited by AACSB – TheInternational Association of Management Educa-tion. Under the guidelines of AACSB, the SellingerSchool is committed to the concept and practiceof “continuous improvement” of all of its academicprograms. Therefore, for the most up-to-date infor-

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mation on courses and programs, contact the Officeof Executive and Graduate Business Programs.

ADMISSION CRITERIA

Candidates for the FEMBA Program are selectedby the Executive MBA Programs Committee onAdmission and Academic Retention. The Commit-tee selects candidates based on the following criteria:

• Relevant work experience.

• Leadership potential.

• Undergraduate achievement.

• Performance on the Graduate ManagementAdmissions Test (GMAT). Candidates with a 3.000undergraduate GPA and/or an advanced degreemay have the GMAT waived.

• Interview with Program Director.

The Admissions Committee also considers fac-tors such as company endorsement, references,other study, and professional certifications.


Prospective students should submit an applica-tion with fee, essay, official transcripts of all prioracademic work, GMAT, three letters of recommenda-tion, an essay, and a resume of their professionalexperience. All application materials should besent to the Director of Executive MBA Programs.

FINANCIAL INFORMATION

Tuition for the FEMBA Program includes all courses,expenses for the Residency, an international fieldstudy, textbooks, fees, and educational materials.It is the policy of Loyola College to maintain thesame tuition throughout the three years in theprogram. Upon acceptance into the program, stu-dents may choose from a variety of payment plans.

FINANCIAL AID

FEMBA students may be eligible for student loansthrough the Federal Direct Stafford Loan Program.To assure all avenues are explored, applicants shouldmake their interest in financial aid known early inthe admissions process.

BASIC COMPETENCIES

Skills in written and oral communication, quanti-tative analysis, computer usage, and software appli-cations are essential for success in the MBA FellowsProgram. Communications skills are needed forwriting and presentation of cases and other assign-ments. Students should be able to understand,manipulate and graph algebraic functions. Becausecomputer software is used as a medium for pres-entation and a framework for analysis, studentsshould be familiar with word processing and spread-sheet software and have access to a personal com-puter. Several options exist to provide such compe-tencies to an entering student. These options canbe explored with prospective students during theadmissions process.

DEGREE REQUIREMENTS

The FEMBA Program encompasses two and a halfacademic years, during which students complete51 credit hours of graduate study. Students in eachclass take the same courses together as a cohort.The first year begins with a short residency inSeptember and continues with three, ten-weeksessions plus a mini-session ending in June. Duringthe second year, the three, ten-week sessions arefollowed by a session on global business, includ-ing a ten-day international field study. The finalphase of the program, ending in February, ishighlighted by a live case study and ends with aretreat. Throughout the program, students par-ticipate in a number of Executive Seminars whichcomplement and amplify program courses andoffer a perspective on issues important to busi-ness executives. Seminar topics and content arecontinuously revised to meet the changing needsof executives.

A quality point average of 3.000 (“B”) or higher isrequired for graduation. If a student’s qualitypoint average drops below 3.000 in any session orcumulatively, continuation in the program is sub-

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ject to review by the Committee on Admissionand Academic Retention. More than two “C/C+”(2.000/2.330) grades, or any “F” (0.000) grade,constitutes dismissal. Upon successful completionof the FEMBA Program students are awarded aMaster of Business Administration (MBA).

The following program applies to students in theClass of 2003 and later:

First Year: Fundamentals of Business

ResidencyEF 600 Residency in Executive Leadership

Module 1: Fundamentals of Business IEF 650 Strategic Planning and Analysis

(5 weeks)EF 662 Human Behavior and Organizational

EffectivenessEF 668 Financial Accounting (5 weeks)

Module 2: Fundamentals of Business IIEF 664 Analysis of Domestic and Global

Economic Market SystemsEF 672 Managerial Accounting

Module 3: Fundamentals of Business IIIEF 660 Statistics and Quantitative MethodsEF 670 Foundations of Economic and

Business Analysis

Module 4: Fundamentals of Business IVEF 772 Information Technology

Second Year: The Process of Value Creation

Module 5: The Process of Value Creation IEF 661 Ethical Decision Making (5 weeks)EF 768 Operations Strategy and

ManagementEF 769 Project Management (5 weeks)

Module 6: The Process of Value Creation IIEF 766 Government and Legal Environment

of BusinessEF 674 Financial Management

Module 7: The Process of Value Creation IIIEF 762 Financial Management IIEF 764 Marketing Management

Module 8: The Process of Value Creation IVEF 774 International and Global BusinessEF 775 International Field Study

Third Year: Innovation and Implementation

Module 9: Innovation and Implementation IEF 714 New Product Development and

ResearchEF 767 Entrepreneurship (5 weeks)EF 773 Strategic Integration and

Implementation

Module 10: Innovation and Implementation IIEF 763 Corporate Social Responsibility

(5 weeks)EF 771 Leading Change (5 weeks)EF 773 Strategic Integration and

Implementation (continued)

Retreat: Putting Values into ActionEF 777 Putting Values into Action

The following represents the second and thirdyear curriculum for the MBA Fellows Class of 2002and prior:

Second Year: Class of 2002

Session IEF 674 Financial ManagementEF 776 Ethics and Professional Responsibility

Session IIEF 760 Strategic MarketingEF 762 Financial Applications

Session IIIEF 764 Marketing ManagementEF 774 International Business

International ResidencyEF 775 Global Environment and Strategies

Third Year: Class of 2001/2002

Session IEF 768 Operations ManagementEF 772 Information Technology

Session IIEF 771 Leading Organizational ChangeEF 778 Strategy Process I

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Session IIIEF 766 Legal Environment of BusinessEF 777 The Meaning of WorkEF 779 Strategy Process II

COURSE DESCRIPTIONS

EF 600 Residency in Executive Leadership (1.75 cr.)Participants spend the first week of their programengaged in program orientation and team building activ-ities. Small study groups are established and individualexpertise is shared. Students learn concepts of account-ing and statistics, as well as the conceptual understandingof the numerous facets of strategic management throughrole-playing, case studies, and simulations. Topics includeteam building, leadership, and communications.

EF 650 Strategic Planning and Analysis (1.25 cr.)Focuses on the fundamentals of strategic analysis andplanning. Students learn internal analysis of the firmand external analysis of the firm’s environment, i.e.,industry and market structure, existing and emergingcompetitors, customers and macro-environmental forces.Large and small organizations in the profit and non-profit sectors are compared and contrasted with regardto their approaches to strategic planning.

EF 660 Statistics and Quantitative Methods (2.50 cr.)Introduces the basic concepts of statistics with empha-sis on management applications. Students gain com-petence in applied statistics and in applying a statisti-cal computer package to business analysis. Presentsprobability concepts and distributions; procedures forestimating measures of location and dispersion; estab-lishing confidence intervals; statistical process control;acceptance sampling; and multivariate analysis includingcontingency analysis, analysis of variance, and regression.

EF 661 Ethical Decision Making (1.25 cr.)Examines the nature of moral awareness and differ-ent theories of normative ethics. Students learn to rec-ognize an ethical dilemma and consider an ethicalframework to resolve dilemmas in the workplace. Intro-duces students to the process of individuation to helpthem determine how they will follow their own con-sciences in an environment that could encouragethem to do otherwise.

EF 662 Leadership and OrganizationalEffectiveness (2.50 cr.)

Addresses the human side of the enterprise and howmanaging relationships becomes more important than

performing tasks as managers acquire responsibilityfor leadership. Students learn why some groups performwell while others do not, what constitutes truly outstand-ing leadership, and how a firm can transform itself.Topics include the determinants of group culture; man-agement of individuals as formal authority is eroding;establishment of productive relationships with peersand seniors over whom the manager has no formalauthority; decision making under uncertainty; andthe key characteristics of a learning organization, includ-ing the identification and transfer of best practices andthe use of reflection and metaphorical thinking.

EF 664 Analysis of Domestic and GlobalEconomic Market Systems (2.50 cr.)

Introduces supply and demand analysis and then devel-ops an understanding of macroeconomic theory andpolicy using active-learning, writing, and discussionmethods. Students develop an awareness of monetaryand fiscal policy impacts on long-term trends andshort-term fluctuations, how these bear on their firmsand industries, and how the circular flows of economicactivity create various time series patterns. Studentsare prepared to assume discussion leadership amongsuperiors, peers, and subordinates. Topics include themerits of free global markets and flexible exchangerates; the interaction of global, national, and regionalsupply and demand forces; key ideas of Nobel laureates;labor and capital markets interactions; internationaleconomic growth patterns; problems of economicdevelopment; the role of expectations within the busi-ness cycle; and modern electronic commerce.

EF 668 Financial Accounting (2.00 cr.)Develops student awareness of the varying needs ofexternal users of accounting information. Includesthe preparation of financial statements in accordancewith generally accepted accounting principles andhow these statements are used in investment and fundingdecisions. Students in the Class of 2002 or earlier receive2.50 credits for this course.

EF 670 Foundations of Economic and BusinessAnalysis (2.50 cr.)

Creates and applies microeconomic analysis tools tothe solution of business problems and the formula-tion of business strategy. Students learn standard pro-duction, cost, and distribution theories of marketexchange. Topics include the firm’s pricing decisionsin various market structures, the architecture of thefirm, incentive systems, horizontal and vertical inte-gration logic for optimizing supply chains, and related


internal pricing problems. Integrated with EF 660. Formerlytitled, Managerial Economics.

EF 672 Managerial Accounting (2.50 cr.)Focuses on the development and use of accountinginformation for management decision making, profitplanning, and control. Emphasizes product costing,responsibility accounting, cost analysis, and performanceevaluation for internal purposes; e.g., budgeting, report-ing to capital market, external purposes.

EF 674 Financial Management I (2.50 cr.)Focuses on the theory and practice of finance from acorporate perspective. Emphasis is placed on under-standing the role of financial decisions in determin-ing value. Students learn the basic techniques of financialmanagement, skills in analyzing risks and financialreturns in specific situations, and financial issues faced bygeneral management. Topics include valuation theory,financial markets, capital budgeting, cost of capital, capi-tal structure, dividend policy, and international finance.

EF 714 New Product Development andResearch (2.5 cr.)

Designed to help students discover the bases, processes,and challenges of corporate practices in product andnew venture management from a contemporary andemerging “best practices” perspective. Students learnwhere corporate practice in new product develop-ment and management has come from and where it isheaded; what changes, complexities, and opportuni-ties are involved in leading product development andmanagement; and what lessons are being learned byleading-edge organizations in the field. Students areinvolved in an in-depth study of these and relatedissues and extensive exploration into areas of personalinterest in product and new venture management.Topics include the fully integrated approach to newproduct development (NPD); the new product devel-opment process; the critical role of customers andmarket knowledge; the key elements of a successfulNPD strategy; how an organization’s culture influencesproduct innovation; the leadership skills required tostimulate organizational innovation; and how an organi-zation can organize for innovation.

EF 719 Independent Study (3.00 cr.)Prerequisite: Written permission of the program director isrequired. Provides students with the opportunity to doa research or business development project under thesupervision of a professor.

EF 760 Strategic Marketing (2.50 cr.)Considers the major components of marketing anddevelops an understanding of problems and goals ofmarketing executives. The participative, application-based approach includes an introduction to funda-mental marketing concepts as they relate to products,services, people, and ideas. Uses specific marketingskills to develop a new “product” from conception tointroduction in the marketplace. A team project focuseson product, price, promotion, and distribution strategies.Presents and debates social and ethical considerationsof responsible marketing executives.

EF 762 Financial Management II (2.50 cr.)Focuses on student analysis and presentation of solutionsto several different types of financial problems usingthe case method. Develops skills in problem identifica-tion, analysis, and decision making. Students learn todiscuss alternative views of these situations from theperspective of senior management of the organiza-tion. Topics include valuation theory, financial markets,capital budgeting, cost of capital, capital structure,dividend policy, and international finance. Formerly titled,Financial Applications.

EF 763 Corporate Social Responsibility (1.25 cr.)Examines alternative perspectives on the social respon-sibility of business. Students consider the responsibilityof an organization’s leaders to set a corporate culturethat fosters ethical decision-making.

EF 764 Marketing Management (2.50 cr.)Provides a broad background on the nature and scope ofmarketing management and strategy. Students developan understanding of core marketing concepts andapplying them to contemporary problems. The initialfocus is on the marketing mix—specifically the controlla-ble variables of product, promotion, distribution, andpricing. The secondary focus is on the developmentof marketing strategy to achieve success in new andgrowth markets as well as mature and declining indus-tries. Topics include consumer and industrial goods andservices in the domestic and global marketplace, as wellas marketing tools for developing actionable plans.

EF 766 Government and Legal Environment ofBusiness (2.50 cr.)

Presents the interactive aspects of business with govern-ment agencies, policies, and legislation. Students learn toevaluate the impact of legal and regulatory constraints onbusiness strategies. Topics include management of disputeresolution, litigating and Alternate Dispute Resolution

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(ADR); managing a firm’s legal matters; agency rela-tionships; corporate governance; legal responsibilitiesto employees and investors; and the legal bases for busi-ness efforts to interact with government at all levels toinfluence the development of the legal environment.Attention is paid to global aspects. Formerly titled, LegalEnvironment of Business.

EF 767 Technology, Innovation, andEntrepreneurship (1.25 cr.)

Designed to amplify individual talents and abilitiesthrough an organized and systematic mix of seminars,clinical sessions, and expert advice available from adistinguished cadre of mentors. Guides entrepreneurs intheir business plan creation, new product develop-ment, turnaround, and business growth concerns. Alsocovers areas considered important in the management oftechnology, as well as innovation concerned with tech-nology and its many facets (including ethical dilemmas).In the classroom, a peer network of students providesvaluable feedback and advice in solving problems.Course content is appropriate for “entrepreneurs” inlarge and small organizations.

EF 768 Operations Strategy and Management (2.50 cr.)Develops strategic and managerial understanding ofproduction processes for goods and services in alltypes of organizations. Students use seminar-style active-learning and discussion methods to connect the strategyof the encompassing enterprise to the strategic perspec-tive in operations and to relate operations to market-ing, finance, and other functional areas of the enterprise.Topics include production process improvement meth-ods; services and goods development strategies; totalquality management; global project management;cross-functional teams; global communication ande-commerce; supply chain management; and worldclass operations. The course is integrated with EF 769and uses site visits, video tours, case studies, softwaredemonstrations, and guest speakers to reinforce lessons.Formerly titled, Operations Management.

EF 769 Project Management (1.25 cr.)This course complements EF 768 by developing andpresenting additional tools aimed at successfully design-ing, implementing, and completing projects in modern,often global, organizations. Students examine decisionscience tools, software, and global communications tech-nologies related to episodic, time-constrained, com-plex, cross-functional, and enterprise-critical endeavorsin areas such as the design of services and goods, major

production process re-design, facility construction, andresearch. Topics include project alignment with regu-lar operations; organizational structure options forprojects; characteristics of good project leaders; teamformation and management; control and delegation;CPM/PERT methods and latest software implementa-tions; time-cost models; milestones; handling changeorders and re-planning; managing resources; commu-nication with superiors; use of simulation and proto-types in design projects and case studies.

EF 771 Leading Change (1.25 cr.)Focuses on the art and skill of leading change in a time ofcontinuous change. Underlying premises are that organi-zational change, whether planned or unplanned, is inevi-table and should be welcomed; organizational changecan be effectively managed and led; leading change is akey skill every manager needs to survive and prosper inthese turbulent times; and creative thinking will allowcontinual, sustained competitive advantage. Studentsimprove their effectiveness as change agents throughbroadening their theoretical knowledge of the changeprocess and expanding their repertoire of practicalchange skills. Formerly titled, Leading Organizational Change.

EF 772 Information Technology (2.50 cr.)Examines strategic issues of how a firm determinesand changes its position within its environment throughthe cybernetic process. Focuses on management infor-mation systems (MIS), the management of the MISfunction, and the development and implementationof a strategic technology strategy. Students learn theimpact of information technology on strategy, elec-tronic commerce, organizational forms, security andprivacy, and business and operating processes. Topicsinclude issues of information architecture, databasemanagement systems, the systems development proc-ess, and international operations.

EF 773 Strategic Integration andImplementation (3.75 cr.)

Presents strategic integration as a questioning, challeng-ing, unconventional, and innovative process. Studentsprepare to think and act like general managers—individuals carrying titles such as CEO, Plant Manager,General Manager, Executive Director, President, Owner,and Managing Director. Also imparts the skills of ageneral manager and is almost wholly devoted to hands-on applications. Topics include instilling a critical,analytical, flexible, and creative mindset; challengingthe organizational, industrial, and national paradigmsand problem-solving recipes; proficiency in meeting


the general management responsibility in strategy for-mulation and implementation; and evaluation, design,development, and implementation of various functionalplans for an organization using cases and/or simulations.

EF 774 International and Global Business (2.50 cr.)The course adopts a general management/strategic view-point in the framework of the global environment. Itis directed to the management opportunities andproblems associated with the movement of goods,human resources, technology, ownership, and controlacross national and cultural boundaries. Students learnthe additional information and wider perspective thatresult from international activities. The central theoriesof management, economics, and other business areasare studied and expanded. Topics include differentcultural, political, economic, and legal environmentswhich highlight the importance of attention to strate-gic as well as social and ethical constraints upon themultinational entity. From its position in the curricu-lum and its subject matter, the course helps to theo-retically prepare the student for the internationalresidency. Formerly titled, International Business.

EF 775 International Field Study (2.50 cr.)Provides participants with an experientially-basedinternational field study. By design, this course over-laps and extends the thinking and perspective takenin the courses during the first two years, while provid-ing students with a conceptual framework that can beexpanded and modified by work in the third year.Students learn to make better management decisionsin a competitive global environment with a particularemphasis on emerging markets. Topics include theapplication of the constraints and opportunities arisingfrom diverse and changing international environmen-tal factors (such as cultural distance, political risk, eco-nomic stability, legal complexities, and foreign exchangeexposure) to actual managerial issues arising in con-ducting business overseas. Formerly titled, Global Environ-ments and Strategies. Students in the Class of 2002 or earlierreceive 3.00 credits for this course.

EF 776 Ethics and Professional Responsibility (2.50 cr.)Introduces ideas on ethics and professional responsi-bility and considers why people have varying opinionsabout ethical issues. Discusses major ethical and eco-nomical paradigms, their underlying assumptions, andlimitations. Introduces students to the process of indi-viduation to help them determine how they will followtheir own consciences in an environment that couldencourage them to do otherwise.

EF 777 Putting Values Into Action (1.00 cr.)The final component of the program, wherein studentsexamine profiles of leadership (personally and profes-sionally). Participants reflect on their values, theirability to meet the professional challenges of the twenty-first century, and their personal vision for the future.Formerly titled, The Meaning of Work.

EF 778 Strategy Process I (3.00 cr.)Develops a general management understanding ratherthan a departmental, functional, or specialist orienta-tion. Focuses on the functions and responsibilities ofexecutives and their decisions which affect the char-acter of the total enterprise. Strategy process conceptsinclude: development of mission, goals, and strategies;the shaping of organizational culture; and mobiliza-tion of resources for the attainment of the enterprise’saspirations in the environment of global competitionand/or adverse circumstances. Uses case and industryanalyses and field studies conducted in a study groupenvironment as learning vehicles.

EF 779 Strategy Process II (3.00 cr.)Strategy process concepts are applied to a number ofdistinct situations called contexts. A context is a uniquesituation in which the strategy process is affected bythe nature of the enterprise and its industry. Examinescontexts a strategist is likely to encounter such as: theentrepreneurial context where a rather simple organiza-tion comes under the close control of a strong leader;mature context common to many large business andgovernment organizations; diversified context whereorganizations have created divisions to manage diverseproducts or services; and innovation and professionalcontexts both involving organizations of high exper-tise where experts work relatively independently in stableconditions or in project teams under more dynamicconditions, respectively. Uses case analyses and a fieldstudy for a local organization.

Office: Timonium Campus, Room 1120Telephone: 410-617-5064/5065

Director, Executive MBA Programs:Manette Frese GatesAcademic Director: Darlene Brannigan Smith

The Sellinger School Executive MBA Program(EMBA), one of the first in the country, is a twenty-one month, weekend cohort program designedfor senior managers and executive leaders of today’sfast-paced organizations. Debuting Fall 2000 is anupdated curriculum addressing the contempo-rary issues facing executives.

The program builds content around integratingthemes within and across course modules. It isdelivered over six, ten-week modules during whichstudents take the equivalent of three courses permodule. Class days occur one day a week, all day,alternating between Fridays and Saturdays. TheEMBA program focuses on the following outcomes:

Values and Qualities• Ethical Commitment• Appreciation for Diversity• Continuous Personal Development• Orientation to Action

Skills and Abilities• Leadership• Entrepreneurial Spirit• Communication and Negotiation• Teamwork and Collaboration• Critical Thinking and Rigorous Reasoning• Analysis, Synthesis, and Decision-Making

Knowledge• General Management• Global Perspective• Affinity for Technology• Management by Information

Throughout the program, students benefit fromthe following distinctive features of the SellingerSchool’s EMBA program:


Executive Master of Business Administration

Integrated, Theme-Based ProgramThe ten-week modules are progressive and have atheme borne out of one of the following threemain goals of the curriculum content: manage-ment foundations, executive management con-cepts and applications, and special topics.

Faculty PartnersThe faculty who teach in the EMBA Program haveacademic ownership of the program, work togetherto ensure an integrated cross-functional approach,and seek to continuously improve the program.

Student TeamsTo facilitate learning and develop individual teamskills, entering students are placed on teams setup based on professional/functional diversity andgeographic proximity.

Residency in Executive LeadershipThe residency portion of the program orients theprofessional to the EMBA Program and centerson the role of executive leadership, team building,familiarization with the program, and an intro-duction to the basics of accounting and statistics.

International Field StudyFollowing study of the global environment, studentsparticipate in an international field study focus-ing on emerging markets, including on-site visitsand executive briefings at multiple organizations.

Innovation ApplicationAll students study an innovation or new directionwithin their organization, including managementefforts required, competitive advantages, and deliv-ery implications.

Management Consulting ApplicationThis team project is the major integrative threadof the second year of the Program. With the facili-tation of an EMBA Faculty Partner(s), teams create astrategic assessment for a client company.

Seminars and Special SessionsIn addition to regular class meetings, studentsparticipate in select special sessions, on and offcampus, that help to develop additional skills andexperiential learning.

166 Executive Master of Business Administration


ADMISSION CRITERIA

EMBA students are selected on the basis of thefollowing criteria:

• Management experience, potential, and achieve-ment with emphasis placed on the individual’spresent position .

• Prior academic achievement as reflected by under-graduate and graduate performance.

• Performance on the Graduate ManagementAdmissions Test (GMAT). Can be waived at thediscretion of the Admissions Committee basedon a 3.000 or higher undergraduate grade per-formance or advanced degree(s).

• Interview with Program Director.

There is no minimum age requirement for admis-sion to the EMBA programs. The average age forEMBA classes normally falls between 37 and 42years, with participants’ ages typically spanningthe late 20s to early 50s.


Prospective students should file an applicationwith fee, essay, three letters of recommendation,GMAT (if applicable), official transcripts, and aresume of their managerial/professional experi-ence. All application materials should be sent tothe Director of Executive MBA Programs.

An admissions committee is the final arbiter ofadmission to the program. In addition to evalua-tion of undergraduate performance and test scores,the committee also weighs such factors as depthand breadth of managerial experience, organiza-tional endorsement, references, evidence of other

advanced academic study, and professional awardsand certifications.

FINANCIAL INFORMATION

Tuition includes all textbooks, educational mate-rials, international residency and travel, libraryservices, computer use, registration, and gradua-tion fees. While tuition in all colleges and uni-versities usually increases on an annual basis, it isthe policy of the College to maintain the sametuition throughout the two years of the EMBA pro-gram. Upon acceptance into the program, studentsmay choose from a variety of payment plans.

FINANCIAL AID

EMBA students may be eligible for student loansthrough the Federal Direct Stafford Loan Pro-gram. All entering students interested in finan-cial aid should make their intentions known earlyin the admissions process.

BASIC COMPETENCIES

Skills in written and oral communication, quan-titative analysis, computer usage, and softwareapplications are essential for success in the EMBAprogram. Written and oral communication skillsare necessary for writing and presentation require-ments. In the quantitative analysis area, studentsshould have the capability to understand, manip-ulate, and graph algebraic functions. Through-out the program, computer software is used as amedium for presentation and as a framework foranalysis. As a minimum, each student should beable to use spreadsheet and word processing soft-ware applications in a Windows environment andhave access to a personal computer.

Several options exist to provide such competen-cies to an entering student. These options can beexplored with prospective students in the admis-sions process.

167

DEGREE REQUIREMENTS

The EMBA program encompasses a two academicyear period in which all students begin as a classand take the same courses together. Grades areassigned for all courses and a quality point aver-age of “B” (3.000) is required for graduation. If atany time a student’s average falls below 3.000,academic probation is automatic and continua-tion in the program is subject to review by theCommittee on Admissions and Academic Reten-tion. More than two “C/C+” (2.000/2.330) grades,or any “F” (0.000) grade, constitutes dismissal.Students who successfully complete the require-ments are awarded a Master of Business Admin-istration (MBA).

The following program applies to students in theClass of 2002 and later:

First Year

Residency PeriodEX 601 Residency in Executive Leadership I

Module 1: Business FoundationsEX 602 Leadership and Organizational

EffectivenessEX 603 Accounting for Executive Decision

MakingEX 604 Strategic Planning and Analysis

(5 weeks)EX 614 Ethics in Business (5 weeks)

Module 2: Information for DecisionsEX 603 Accounting for Executive Decision

Making (continued)EX 605 Foundations of Economic and

Business AnalysisEX 607 Statistics (5 weeks)EX 707 Information Technology

Module 3: The Global ChallengeEX 608 Analysis of Domestic and Global

Economic Market SystemsEX 609 International and Global BusinessEX 613 Government and Legal Environment

of Business

International ResidencyEX 700 International Field Study

Second Year

Residency PeriodEX 711 Residency in Executive Leadership II

Module 4: The Process of Value CreationEX 702 Financial Management IEX 704 Marketing ManagementEX 721 Operations Strategy and

Management

Module 5: The Strategy of InnovationEX 705 Financial Management IIEX 714 New Product Development and

IntrapreneurshipEX 715 Technology, Innovation and

Entrepreneurship

Module 6: The Integrated ChallengeEX 703 Leading Change (5 weeks)EX 716 Management Consulting ApplicationEX 717 Corporate Social Responsibility

(5 weeks)EX 718 Strategy Integration and

Implementation

RetreatEX 777 Putting Values Into Action

The following represents the second year curricu-lum for the Executive MBA Class of 2001:

Second Year: Class of 2001

Session IEX 702 Financial ManagementEX 704 Marketing ManagementEX 707 Information Technology

Management (15 weeks)EX 720 Operations Management (5 weeks)

Session IIEX 701 Entrepreneurship (5 weeks)EX 705 Financial ApplicationsEX 707 Information Technology

Management (continued)EX 708 Negotiations (5 weeks)EX 709 Leadership and Strategy (15 weeks)

Session IIIEX 703 Leading Organizational ChangeEX 709 Leadership and Strategy (continued)EX 710 Issues in Law and Corporate

Social Responsibility


COURSE DESCRIPTIONS

EX 601 Residency in Executive Leadership I (2.50 cr.)Participants spend the first week of their programengaged in program orientation and team building activ-ities. Small study groups are established and individualexpertise is shared. Students learn concepts of account-ing and statistics, as well as the conceptual understandingof the numerous facets of strategic management throughrole-playing, case studies, and simulations. Topics includeteam building, leadership, and communications.

EX 602 Leadership and OrganizationalEffectiveness (2.50 cr.)

Addresses the human side of the enterprise and howmanaging relationships becomes more important thanperforming tasks as managers acquire responsibilityfor leadership. Students learn why some groups performwell while others do not, what constitutes truly outstand-ing leadership, and how a firm can transform itself.Topics include the determinants of group culture; man-agement of individuals as formal authority is eroding;establishment of productive relationships with peers andseniors over whom the manager has no formal authority;decision making under uncertainty; and the key charac-teristics of a learning organization, including the identi-fication and transfer of best practices and the use ofreflection and metaphorical thinking.

EX 603 Accounting for ExecutiveDecision Making I (2.50 cr.)

By combining case studies, readings, lectures, and classdiscussion, this course empowers students to integrateaccounting information into organizational planningand control processes. Topics include understandingthe accounting cycle; the strategic approach to analyzingfinancial statements, including balance sheet, incomestatement and cash flow; costing systems; cost-volume-profit analysis; budgeting and control systems; relevantcost and decision making; performance evaluation; andstrategic cost management. Practical application of bothfinancial and managerial accounting is emphasized.

EX 604 Strategic Planning and Analysis (1.25 cr.)Focuses on the fundamentals of strategic analysis andplanning. Students learn internal analysis of the firmand an external analysis of the firm’s environment, i.e.,industry and market structure, existing and emergingcompetitors, customers and macro-environmental forces.Large and small organizations in the profit and non-

profit sectors are compared and contrasted with regardto their approaches to strategic planning.

EX 605 Foundations of Economic andBusiness Analysis (2.50 cr.)

Creates and applies microeconomic analysis tools to thesolution of business problems and the formulation ofbusiness strategy. Students learn standard production,cost, and distribution theories of market exchange.Topics include the firm’s pricing decisions in variousmarket structures, the architecture of the firm, incen-tive systems, horizontal and vertical integration (supplychain) decisions, and related internal pricing prob-lems. The use of statistical analysis tools is included.

EX 607 Statistics (1.25 cr.)Covers data analysis with emphasis on managementapplications and decision making. Topics include quali-tative decision making, descriptive statistics, estimation,statistical process control, acceptance sampling, forecast-ing, and time series analysis. Competence is developed inthese topics and in supporting software. Students in theClass of 2001 and earlier receive 2.50 credits for this course.

EX 608 Analysis of Domestic and GlobalEconomic Market Systems (2.50 cr.)

Introduces supply and demand analysis and then devel-ops an understanding of macroeconomic theory andpolicy using active-learning, writing, and discussionmethods. Students develop an awareness of monetaryand fiscal policy impacts on long-term trends and short-term fluctuations, how these bear on their firms andindustries, and how the circular flows of economic activitycreate various time series patterns. Students are preparedto assume discussion leadership among superiors, peers,and subordinates. Topics include the merits of free globalmarkets and flexible exchange rates; the interactionof global, national, and regional supply and demandforces; key ideas of Nobel laureates; labor and capitalmarkets interactions; international economic growthpatterns; problems of economic development; the role ofexpectations within the business cycle; and modernelectronic commerce.

EX 609 International and Global Business (2.50 cr.)The course adopts a general management/strategic view-point in the framework of the global environment. It isdirected to the management opportunities and prob-lems associated with the movement of goods, humanresources, technology, ownership, and control acrossnational and cultural boundaries. Students learn theadditional information and wider perspective that results

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from international activities. The central theories of man-agement, economics, and other business areas are stud-ied and expanded. Topics include different cultural,political, economic, and legal environments which high-light the importance of attention to strategic as well associal and ethical constraints upon the multinationalentity. From its position in the curriculum and its subjectmatter, the course helps to theoretically prepare thestudent for the international residency.

EX 613 Government and LegalEnvironment of Business (2.00 cr.)

Presents the interactive aspects of business with govern-ment agencies, policies, and legislation. Students learn toevaluate the impact of legal and regulatory constraints onbusiness strategies. Topics include management ofdispute resolution (litigating and ADR); managing afirm’s legal matters; agency relationships; corporategovernance; legal responsibilities to employees andinvestors; and the legal bases for business efforts tointeract with government at all levels to influence thedevelopment of the legal environment. Attention ispaid to global aspects.

EX 614 Ethics in Business (1.25 cr.)Examines the nature of moral awareness and differenttheories of normative ethics. Students learn to recognizean ethical dilemma and consider an ethical framework toresolve dilemmas in the workplace. Introduces studentsto the process of individuation to help them determinehow they will follow their own consciences in an environ-ment that could encourage them to do otherwise.

EX 615 Accounting for ExecutiveDecision Making II (1.25 cr.)

A continuation of EX 603 which focuses on applica-tion and student participation.

EX 700 International Field Study (2.50 cr.)Provides participants with an experientially-based inter-national field study. By design, this course overlapsand extends the thinking and perspective taken in thecourses during the first year, while providing studentswith a conceptual framework that can be expandedand modified by work in the second year. Students learnto make better management decisions in a competi-tive global environment with a particular emphasis onemerging markets. Topics include the application ofthe constraints and opportunities arising from diverseand changing international environmental factors (suchas cultural distance, political risk, economic stability,legal complexities, and foreign exchange exposure)

to actual managerial issues arising in conducting busi-ness overseas.

EX 701 Entrepreneurship (1.25 cr.)Develops the strategies and techniques and exploresthe attitudes relevant to creating and developing newventures in a lively environment and develops a forumthat supports student entrepreneurs. Students improvetheir individual talents in the quest of a vision or anidea and learn to pursue the vision of developing abusiness plan. Topics include business plan develop-ment; issues concerning managing growth and smallbusinesses; and social responsibility and responsivenessof a small business.

EX 702 Financial Management I (2.50 cr.)Focuses on the theory and practice of finance from acorporate perspective. Emphasis is placed on under-standing the role of financial decisions in determiningvalue. Students develop an understanding of the basictechniques of financial management, develop skills inanalyzing risks and financial returns in specific situations,and gain exposure to financial issues faced by generalmanagement. Topics include valuation theory, financialmarkets, capital budgeting, cost of capital, capitalstructure, dividend policy, and international finance.

EX 703 Leading Change (1.25 cr.)Focuses on the art and skill of leading change in a time ofcontinuous change. Underlying premises are that organi-zational change, whether planned or unplanned, is inevi-table and should be welcomed; organizational changecan be effectively managed and led; leading change isa key skill every manager needs to survive and prosperin these turbulent times; and creative thinking will allowcontinual sustained competitive advantage. Studentsimprove their effectiveness as change agents throughbroadening their theoretical knowledge of the changeprocess and expanding their repertoire of practicalchange skills. Students in the Class of 2001 and earlierreceive 2.50 credits for this course.

EX 704 Marketing Management (2.50 cr.)Provides a broad background on the nature and scope ofmarketing management and strategy. Students developan understanding of core marketing concepts and apply-ing them to contemporary problems. The initial focusis on the marketing mix—specifically the controllablevariables of product, promotion, distribution, andpricing. The secondary focus is on the developmentof marketing strategy to achieve success in new andgrowth markets as well as mature and declining indus-


tries. Topics include consumer and industrial goods andservices in the domestic and global marketplace, aswell as marketing tools for developing actionable plans.

EX 705 Financial Management II (2.50 cr.)Focuses on student analysis and presentation of solu-tions to several different types of financial problemsusing the case method. Develops skills in problemidentification, analysis, and decision making. Studentslearn to discuss alternative views of these situations fromthe perspective of senior management of the organiza-tion. Topics include valuation theory, financial markets,capital budgeting, cost of capital, capital structure,dividend policy, and international finance. Formerlytitled, Financial Applications.

EX 707 Information Technology (2.50 cr.)Examines strategic issues of how a firm determinesand changes its position within its environment throughthe cybernetic process. Focuses on management infor-mation systems (MIS), the management of the MISfunction, and the development and implementationof a strategic technology strategy. Students learn theimpact of information technology on strategy, elec-tronic commerce, organizational forms, security andprivacy, and business and operating processes. Topicsinclude issues of information architecture, databasemanagement systems, the systems development proc-ess, and international operations. Formerly titled, Infor-mation Technology Management.

EX 708 Negotiation (1.25 cr.)An experience-based course in interest-based negotia-tion. Students learn the theory of interest based on“win-win” negotiations via readings, videos, and lectures.Each session is used to practice negotiations via roleplays. The role play debriefings highlight different learn-ing points stressed in the session. Students discuss inter-national negotiations and prepare a guide to interna-tional negotiations.

EX 709 Leadership and Strategy (3.75 cr.)Focuses on the functions and responsibilities of topmanagement and the decisions which affect the char-acter of the total enterprise. These decisions includechoice of purposes, objectives, and strategies; the shapingof organizational character; and the mobilization ofresources for the attainment of goals in the face ofcompetition or adverse circumstances. Develops a gen-eral management point of view rather than a specialistor departmental orientation. In-depth case analysisand an in-depth study of an existing organization are

used to reinforce concepts and theories developedthroughout this program.

EX 710 Issues in Law and CorporateSocial Responsibility (2.50 cr.)

Covers the legal theory of the business firm includingforms of organizations, corporate governance, securi-ties, and agency. Also covers employment law, anti-trust, torts and product liability, and the constitutionalrights of the business firm. In reviewing these issues,the social responsibility of the firm is explored.

EX 711 Residency in Executive Leadership II (1.75 cr.)This second in-residence program introduces partici-pants to the second year content. Students learn thetechniques required to effectively interact with andmanage people, specifically negotiations and conflictresolution. Topics include the process of value creation,new product and innovation management, leadingchange, and strategic integration and implementation.

EX 714 New Product Development andIntrapreneurship (2.50 cr.)

Designed to help students discover the bases, proc-esses, and challenges of corporate practices in prod-uct and new venture management from a contempo-rary and emerging “best practices” perspective. Studentslearn where corporate practice in new product devel-opment and management has come from and whereit is headed; what changes, complexities, and oppor-tunities are involved in leading product developmentand management; and what lessons are being learnedby leading-edge organizations in the field. Studentsare involved in an in-depth study of these and relatedissues and extensive exploration into areas of personalinterest in product and new venture management.Topics include the fully integrated approach to newproduct development (NPD); the new product devel-opment process; the critical role of customers andmarket knowledge; the key elements of a successfulNPD strategy; how an organization’s culture influencesproduct innovation; the leadership skills required tostimulate organizational innovation; and how an organi-zation can organize for innovation.

EX 715 Technology, Innovation, andEntrepreneurship (2.50 cr.)

Designed to amplify individual talents and abilitiesthrough an organized and systematic mix of seminars,clinical sessions, and expert advice available from adistinguished cadre of mentors. Guides entrepreneurs intheir business plan creation, new product development,

171

turnaround, and business growth concerns. Also coversareas considered important in the management oftechnology, as well as innovation concerned with tech-nology and its many facets (including ethical dilemmas).In the classroom, a peer network of students providesvaluable feedback and advice in solving problems.Course content is appropriate for “entrepreneurs” inlarge and small organizations.

EX 716 Management Consulting Application (1.25 cr.)Management consulting applications (MCAs), or fieldstudies as they have been known, provide unlimitedopportunities for explorations beyond the classroom.MCAs are a natural extension of readings, case studies,and computer-based, total enterprise business simula-tion. The MCA provides experiential learning through a“hands-on,” consulting-like engagement with an organi-zation in the region. Students learn to incorporate theskills and processes developed in the EMBA programand to develop general management skills that areuseful in an organizational setting. The final output ofthe MCA is the submission of a usable idea that mayinclude a strategic plan, business plan, new marketdevelopment plan, new venture analysis and develop-ment, or financial plan.

EX 717 Corporate Social Responsibility (1.25 cr.)Examines alternative perspectives on the social responsi-bility of business. Students consider the responsibilityof an organization’s leaders to set a corporate culturethat fosters ethical decision-making.

EX 718 Strategy Integration andImplementation (2.50 cr.)

Presents strategic integration as a questioning, challeng-ing, unconventional, and innovative process. Studentsprepare to think and act like general managers—indi-viduals carrying titles such as CEO, Plant Manager,General Manager, Executive Director, President, Owner,and Managing Director. Also imparts skills of a generalmanager and is almost wholly devoted to hands-on appli-cations. Topics include instilling a critical, analytical,flexible and creative mindset; challenging the organi-zational, industrial, and national paradigms and prob-lem-solving recipes; proficiency in meeting the generalmanagement responsibility in strategy formulationand implementation; and evaluation, design, develop-ment, and implemention of various functional plansfor an organization using cases and/or simulations.

EX 719 Independent Study (3.00 cr.)Prerequisite: Written permission of the program director isrequired. Provides students with the opportunity to doa research or business development project under thesupervision of a professor.

EX 720 Operations Management (1.25 cr.)Develops advanced operations perspectives. Usesseminar-style active learning and discussion methods.Connects the strategy of the encompassing enterpriseto strategic perspective in operations. Relates operationsto marketing, finance, and other functional areas ofthe enterprise. Emphasizes abrupt and incrementalprocess improvement methods, services and goodsdevelopment strategies, total quality management,global project management, cross-functional teams,global communication and e-commerce, supply chainmanagement, and world class operations. Case studies,guest speakers, special handouts, site visit, and videotours reinforce readings.

EX 721 Operations Strategy and Management (2.50 cr.)Develops strategic and managerial understanding ofproduction processes for goods and services in all typesof organizations. Students use seminar-style active learn-ing and discussion methods to connect the strategy ofthe encompassing enterprise to strategic perspectivein operations and to relate operations to marketing,finance, and other functional areas of the enterprise.Topics include production process improvement meth-ods, services and goods development strategies, totalquality management, global project management,cross-functional teams, global communication ande-commerce, supply chain management, and world classoperations. Site visits, video tours, case studies, softwaredemonstrations, and guest speakers reinforce readings.

EX 777 Putting Values Into Action (1.00 cr.)The final component of the program, wherein studentsexamine profiles of leadership (personally and profes-sionally). Participants reflect on their values, their abilityto meet the professional challenges of the twenty-firstcentury, and their personal vision for the future.

FALL SEMESTER 2000

July 2000

5 Mail-In and Web Registration begin forFall Semester

21 Web Registration ends for FallSemester

August 2000

11 Mail-In Registration ends for FallSemester

22 In-Person Registration forFall Semester: Baltimore Campus*

23 In-Person Registration forFall Semester: Columbia Campus*

24 In-Person Registration forFall Semester: Timonium Campus*

24 Second Summer Session ends25 Late Registration begins for

Fall Semester

September 2000

4 Labor Day (No Classes)6 Classes begin for Fall Semester, except

Education and Modern Studies6 Applications due for January 2001

Graduation12 Late Registration ends for Fall Semester13 Fall Semester begins for Education and

Modern Studies

October 2000

November 2000

3 Mail-In and Web Registration begin forSpring 2001 Semester

14 Last day to withdraw from a course witha grade of “W” for Fall Semester

21 Thanksgiving Holiday begins after lastclass

22–26 Thanksgiving Holiday23 Web Registration ends for

Spring 2001 Semester27 Classes Resume

Academic Calendar

December 2000

1 Applications due for January PsychologyPreliminary and Comprehensive Exams

11–14 Exams and close of Fall Semester forEducation and Modern Studies

18–21 Exams and close of Fall Semester22 Christmas Break begins

SPRING SEMESTER 2001

January 2001

3 Mail-In Registration ends forSpring Semester

8 Psychology Advancement to CandidacyPreliminary Exam

8–9 Psychology Comprehensive Exams9 In-Person Registration for

Spring Semester: Baltimore Campus*10 In-Person Registration for

Spring Semester: Columbia Campus*11 In-Person Registration for

Spring Semester: Timonium Campus*12 Late Registration begins for

Spring Semester15 Martin Luther King Jr. Day

(College Closed)18 Classes begin for Spring Semester18 Applications due for May 2001

Graduation24 Late Registration ends for

Spring SemesterTBA Speech-Language Pathology/

Audiology Comprehensive Exams

February 2001

1 Applications due for March PsychologyPreliminary and Comprehensive Exams

173

March 2001

5 Psychology Advancement to CandidacyPreliminary Exam

5–6 Psychology Comprehensive Exams5–11 Spring Break12 Classes Resume23 Maryland Day Celebration

April 2001

2 Mail-In and Web Registration begin forSummer Sessions

4 Last day to withdraw from a course witha grade of “W” for Spring Semester

12–15 Easter Vacation16 Classes Resume23–26 Exams and close of Spring Semester

for Education and Modern Studies

May 2001

7–12 Exams and close of Spring Semester18 Baccalaureate Mass: Reitz Arena, 2:30 p.m.22 Commencement: Reitz Arena, 7:00 p.m.

SUMMER SESSIONS 2001

May 2001 (continued)

11 Mail-In and Web Registration end forfirst Summer Session

23 In-Person Registration forSummer Sessions: Baltimore Campus*

24 In-Person Registration forSummer Sessions: Columbia Campus*

24 In-Person Registration forSummer Sessions: Timonium Campus*

25–6/4 Late Registration for firstSummer Session

30 First Summer Session begins30 Applications due for September 2001

Graduation

June 2001

1 Applications due for July PsychologyPreliminary and ComprehensiveExams

19 Last day to withdraw from a course witha grade of “W” for first Summer Session

29 Mail-In and Web Registration end forsecond Summer Session

July 2001

4 Independence Day (College Closed)5 Mail-In and Web Registration begin for

Fall 2001 Semester11 First Summer Session ends16 Second Summer Session begins16 Psychology Advancement to Candidacy

Preliminary Exam16–17 Psychology Comprehensive Exams16–17 Late Registration for second Summer

Session

August 2001

7 Last day to withdraw from a course with agrade of “W” for second Summer Session

10 Mail-In and Web Registration end forFall 2001 Semester

21 In-Person Registration Fall 2001Semester: Baltimore Campus*

22 In-Person Registration Fall 2001Semester: Columbia Campus*

23 In-Person Registration Fall 2001Semester: Timonium Campus*

23 Second Summer Session ends24 Late Registration begins for

Fall 2001 Semester

* Consult individual departmental listings in theappropriate course schedule booklet for registra-tion dates/times unique to each department.

Note: Pastoral Counseling, XMBA, and MBA Fel-lows Program dates differ from the dates shownabove. All dates subject to change. Education stu-dents are encouraged to contact their academicadviser about course selection if they have questions.

Board of Trustees

Peter G. Angelos, EsquireAttorney at Law

William J. Baird, Jr.Loyola College ’61Chief Executive OfficerWillis Corporation of Maryland

Gerald Blaszczak, S.J.Rector, Jesuit CommunityFordham University

Edward A. Burchell (C)Loyola College ’64Investor

William J. Byron, S.J.Rector, Jesuit CommunityGeorgetown University

John R. CochranLoyola College ’73Senior Vice ChairmanMBNA America Bank

George J. CollinsChairmanThe Collins Foundation, Inc.

Frances Murphy DraperLoyola College ’96Associate PastorPennsylvania Avenue AME Zion Church

Sharon A. Euart, R.S.M.Mt. St. Agnes College ’66Associate General SecretaryNational Conference of Catholic Bishops

Kenneth C. Gertsen, M.D.Chief of Orthopaedic SurgerySt. Joseph Medical CenterDirector, Towson Orthopaedic Associates

Roger L. GrayPresident and CEOGray, Kirk/Van Sant Advertising, Inc.

I. H. Hammerman II (Emeritus)PresidentTrust Management, Inc.

E. Edward HanwayLoyola College ’74President and CEOCIGNA Corporation

Richard E. Hug (Emeritus)Chairman EmeritusEnvironmental Elements Corporation

George W. Hunt, S.J.

Thomas T. KochPresidentCurtis Engine and Equipment, Inc.

James J. LatchfordLoyola College ’65, MBA ’74Chief Financial OfficerWhite & Case

Beatrice C. Mayer (Emerita)Mt. St. Agnes College ’41Patron of the Arts

Carroll D. NordhoffLoyola College ’67Executive Vice-PresidentMcCormick & Company, Inc.

James P. O’ConorLoyola College ’49Chairman of the BoardO’Conor, Piper & Flynn/ERA

Gerard Reedy, S.J.Fordham University

Harold Ridley, S.J., ex officioPresidentLoyola College

Alan M. Rifkin, EsquireLoyola College ’79Managing PartnerRifkin, Livingston, Levitan & Silver, LLC

Henry A. Rosenberg, Jr.Chairman of the BoardCrown Central Petroleum Corporation

Luke L. Travers, O.S.B.HeadmasterDelbarton School

EXECUTIVE ADMINISTRATION

Harold Ridley, S.J., PresidentA.B., M.A., Ph.L., Fordham University; B.D.,Woodstock College; S.T.M., The Union TheologicalSeminary; Ph.D., New York University

William J. Bossemeyer III, Dean ofAdmissions; Director of Undergraduate AdmissionsB.A. Northwestern University; M.Ed., M.B.A., LoyolaCollege in Maryland

Joseph Boylan, Director of AthleticsB.A., Lafayette College; M.A., Johns Hopkins University

Timothy B. Brown, S.J., Special Assistant tothe President; Co-Director of the Center for Valuesand ServiceB.S.F.S., Georgetown University; M.A., FordhamUniversity; J.D., George Mason University School ofLaw; M.Div., Th.M., Weston School of Theology

James J. Buckley, Interim Dean, College ofArts and SciencesB.A., Cardinal Glennon College; M.A., M.Ph., Ph.D.,Yale University

Susan M. Donovan, Vice-President for StudentDevelopment; Dean of StudentsB.A., Buena Vista College; M.S., Florida StateUniversity; Ph.D., St. Louis University

Michael J. Goff, Vice-President forDevelopment and College RelationsB.A., St. Joseph’s University; M.A., University ofPennsylvania

David C. Haddad, Vice-President forAcademic AffairsB.S., Wheeling Jesuit University; M.S., Ph.D., PurdueUniversity

Peter Lorenzi, Dean, Sellinger School ofBusiness and ManagementB.S., M.B.A., State University of New York(Binghamton); Ph.D., Pennsylvania State University

John A. Palmucci, Vice-President forAdministration and Finance; TreasurerB.S., M.B.A., Northeastern University

Terrence M. Sawyer, Special Assistant to thePresident for Government and Community RelationsB.A., University of Maryland (College Park); J.D.,Widener Univeristy School of Law

Directory

ADMINISTRATION

Sarah Achenbach, Acting Director of CapitalProgramsB.A., Hollins College

Paula C. Alfone, Director of PersonnelAdministrationB.A., Seton Hill College

Richard L. Bailey, Assistant Vice-President forFinancial ServicesB.S., University of Maryland (College Park)

C. Joseph Behan, Associate Dean of Students/Director of Student LifeB.S., State University of New York (Geneseo); M.Ed.,Alfred University

Nathaniel Benjamin, Director, Physical PlantB.A., Morgan State University

Mel R. Blackburn, Director, Administrationand Process DesignB.S., Towson University; M.B.A., University of Baltimore

William E. Blouch, Academic Director,Evening Graduate Business ProgramsB.S.B.A., M.B.A., Shippensburg University; D.B.A.,Kent State University

Brian D. Bowden, Director of Alumni RelationsB.A., Loyola College in Maryland

Robin Soltis Brach, Director of PublicationsB.F.A., Maryland Institute College of Art

Mark Broderick, Director of Student ActivitiesB.S., University of Scranton

Toi Y. Carter, Assistant Vice-President forHuman ResourcesA.B., University of North Carolina (Chapel Hill); J.D.,University of Maryland School of Law

Donelda A. Cook, Assistant Vice-President forStudent Development; Director, Counseling CenterB.S., Delaware State University; M.A., Ph.D.,Southern Illinois University; Licensed Psychologist

Kathleen Cornell, S.S.N.D., Coordinator ofGraduate Programs in Administration and Supervision;Associate Dean, College of Arts and SciencesB.A., College of Notre Dame of Maryland; M.A.,Manhattanville College (New York); Ph.D., Universityof Maryland

David C. Daughaday, Director of ResourceManagementB.S., Butler University; M.B.A., Loyola College inMaryland

Kevin R. Dillon, Special Assistant to the Vice-President for Development and College RelationsB.A., Loyola College in Maryland

176 Directory

Patricia Ernst, ControllerB.S., University of Maryland; M.B.A., Loyola Collegein Maryland; C.P.A.

Lisa M. Fairchild, Academic Director,Executive and Graduate Business ProgramsB.B.A., East Tennessee State University; Ph.D.,University of South Carolina

L. Mickey Fenzel, Assistant Vice-President forStudent DevelopmentB.S., M.B.A., Ph.D., Cornell University; M.A. LoyolaCollege in Maryland; Licensed Psychologist

Kenneth M. Ferrara, Director of Annual GivingB.A., Loyola College in Maryland

Joan M. Flynn, Director, Event Services andAuxiliary ManagementB.S., West Virginia University; M.B.A., Loyola Collegein Maryland

Steven G. Fox, Director, Network ServicesB.S., Towson University

Michael D. French, S.J., Director,Instructional TechnologyB.A., Fordham University; M.A., University ofWashington; M.Div., St. Mary’s University (NovaScotia); M.E.S., Loyola College in Maryland

Manette Frese Gates, Director, ExecutiveMBA ProgramsB.A., M.B.A., Loyola College in Maryland

John A. Gray, Academic Director, Executive andGraduate Business ProgramsB.A., St. Mary’s Seminary; S.T.B., S.T.L., GregorianUniversity; S.T.D., The Catholic University ofAmerica; J.D., University of Baltimore

Scott C. Greatorex, Director of GraduateAdmissionsB.A., University of Maine; M.Ed. (candidate),Goucher College

Joseph M. Healy, Director of InternationalProgramsB.S., St. Peter’s College; M.A., Ph.L., FordhamUniversity; S.T.M., Woodstock College

Ellen D. Hoadley, Associate Vice-President forAcademic AffairsB.A., Florida State University; M.B.A., Ph.D., IndianaUniversity

Jonathan Hopkins, Director of MinorityStudent Services; Assistant to the Dean of StudentsB.S., M.Ed., Frostburg State University

Sean A. Joyce, Director, Environmental Healthand SafetyB.S., Millersville University

Mark L. Kelly, Director of Public RelationsB.A., University of Virginia

Pat Klarner, Director, TelecommunicationsServices

Rita LaVerghetta-Steiner, Director of RecordsB.A., Towson University

Mark L. Lindenmeyer, Director of Financial AidB.A., M.B.A., Loyola College in Maryland

Eugenia Lombardi, Director of Student HealthServicesR.N., B.S., Mount St. Agnes College; M.A., C.R.N.P.,University of Maryland

Eugene Marshall, Assistant to the Vice-Presidentfor Academic AffairsA.B., Loyola College in Maryland; Sc.M., JohnsHopkins University

Claire Mathews-McGinnis, Director, Centerfor the HumanitiesB.A., Swarthmore College; M.Div., Yale DivinitySchool; Ph.D., Yale University Graduate School

John C. McFadden, Assistant Vice-President forTechnology ServicesB.S.M.E., Villanova University; M.S.A., GeorgeWashington Univeristy

John McGinty, Director, Loyola/Notre Dame LibraryM.L.S., Rutgers University; M.B.A., University ofConnecticut

John G. Moran, Associate Dean for Executiveand Graduate Business ProgramsB.B.A., St. Johns University; M.A., Rutgers University

Michele Murray, Director of Leadership andNew Student ProgramsB.A., Univeristy of Virginia; M.Ed., University of Vermont

Pamela Paul, Director of Multicultural AffairsB.A., Douglass College of Rutgers University; M.S.W.,Rutgers University of Social Work; Ph.D., Universityof Maryland

Mark F. Peyrot, Director, Center forCommunity and Social ResearchB.A., University of California (Santa Barbara); M.A.,Ph.D., University of California (Los Angeles)

Thomas J. Podles, Director, Computing ServicesB.S., University of Maryland; M.E.S., Loyola Collegein Maryland

Bruce R. Rice, Director, Systems DevelopmentB.A., M.B.A., Eastern Washington University

Charles H. Riordan, Director, Off-CampusCenters and ProcurementB.A., Benedictine College; M.B.A., Monmouth University

Daniel M. Ruff, S.J., Director of Campus MinistryB.A., Hamilton College; M.A., Duke University;M.Div., S.T.M., Jesuit School of Theology at Berkeley;Ph.D., The Catholic University of America

177

Richard T. Satterlee, Director, Departmentof Recreational SportsB.A., Occidental College; M.E., Oregon State University

Helen T. Schneider, Assistant Vice-Presidentfor Campus ServicesB.A., University of Virginia; M.B.A., University of Delaware

CreSaundra Sills, Director of CareerDevelopment and PlacementB.A., M.A., Loyola College in Maryland; Ph.D.,University of Maryland

Darlene Brannigan Smith, AcademicDirector, Executive and Graduate Business ProgramsB.S., M.B.A., University of Baltimore; Ph.D.,University of Maryland

Paul Smith, Director, Business ContinuationB.S., Ohio State University

Richard D. Smith, Director of Public SafetyB.S., Towson University

William S. Stuart, Director of Institutional ResearchB.A., Eastern Connecticut State University; M.A.,University of Connecticut

John F. White, Director, Graduate Business ProgramsB.B.A, M.B.A, Loyola College in Maryland

Jan E. Williams, Director, Alcohol and DrugEducation and Support ServicesB.A., Colgate University; J.D., The GeorgeWashington University

Anne L. Young, Associate Vice-President forAcademic AffairsB.S., Wheaton College (Illinois); M.S., Ph.D.,Michigan State University

DEPARTMENT CHAIRS

Victor R. Delclos, Professor of Education;Chair, Education DepartmentB.A., Boston College; M.S., Loyola College inMaryland; Ph.D., George Peabody College ofVanderbilt University

David C. Dougherty, Professor of English;Director, Graduate Programs in Modern StudiesA.B., West Liberty State College; M.A., XavierUniversity; Ph.D., Miami University (Ohio)

Nan S. Ellis, Associate Professor of Law; Chair,Department of Strategic and Organizational StudiesB.A., J.D., Ohio State University

Lisa M. Fairchild, Associate Professor ofFinance; Chair, Department of Finance; AcademicDirector, Executive and Graduate Business ProgramsB.B.A., East Tennessee State University; Ph.D.,University of South Carolina

Harold D. Fletcher, Professor of Finance;Chair, Department of FinanceB.S., Western Kentucky University; M.A., University ofKentucky; Ph.D., University of Illinois

John C. Larson, Professor of Economics; Chair,Department of EconomicsB.A., M.A., Ph.D., University of Minnesota

Lisa Schoenbrodt, Associate Professor ofSpeech-Language Pathology/Audiology; Chair,Department of Speech-Language Pathology/AudiologyB.A., University of Maryland; M.S., James MadisonUniversity; Ed.D., Johns Hopkins University; CCC-SLP

Jalal Soroosh, Professor of Accounting; Chair,Department of Accounting and Information SystemsB.S., Iranian Institute of Advanced Accounting;M.B.A., The George Washington University; Ph.D.,University of Mississippi; C.M.A.

Amanda M. Thomas, Associate Professor ofPsychology; Chair, Psychology DepartmentB.A., College of William and Mary; M.S., Ph.D.,University of Georgia; Licensed Psychologist

Bernard J. Weigman, Professor of ComputerScience, Electrical Engineering and EngineeringScience, and Physics; Director, Graduate Programs inEngineering ScienceB.S., Loyola College in Maryland; Ph.D., University ofNotre Dame

Robert J. Wicks, Professor of Pastoral Counselingand Psychology; Chair, Pastoral Counseling DepartmentB.A., Fairfield University; M.A., St. John’s University;Psy.D., Hahnemann Medical College; Licensed Psychologist

FACULTY

Carol N. Abromaitis, Professor of EnglishB.A., College of Notre Dame of Maryland; M.A.,Ph.D., University of Maryland

James J. Albrecht, Adjunct Assistant Professorof MarketingB.S., M.S., Illinois Institute of Technology

Charles Alexander, Adjunct AssistantProfessor of Electrical EngineeringB.S.E.E., Lowell Technology Institute; M.S.E.E., Universityof New Hampshire; Ph.D., University of Maryland

Neil Alperstein, Associate Professor of Writingand MediaB.S., Ph.D, University of Maryland; M.A., Antioch College

Ronald J. Anton, S.J., Assistant Professor ofManagementB.S., Wheeling College; M.Ed., Johns HopkinsUniversity; M.Div., Th.M., Weston School ofTheology; M.S., Ph.D., Northwestern University

Gerard A. Athaide, Associate Professor of MarketingB.Sc., M.M.S., University of Bombay; M.B.A., Ph.D.,Syracuse University

Jeffrey P. Baerwald, S.J., Assistant Professorof PsychologyB.A., College of St. Thomas; M.Div., Weston Schoolof Theology; S.T.M., Jesuit School of Theology; M.A.,Ph.D., Fordham University

178 Directory

Diane Bahr, Academic/Clinical Core Faculty ofSpeech-Language Pathology/Audiology; Instructorof EducationB.A., M.S., Towson University; CCC-SLP

John Bailey, Coordinator of Field Experience(Education)B.S., Mount St. Mary’s College; M.Ed., Loyola Collegein Maryland

Kay Baker, Director of Montessori Training(Elementary Level)B.A., College of New Rochelle; M.A., University of Maryland

Ned Balbo, Adjunct Instructor of Writing and MediaA.B., Vassar College; M.A., Johns Hopkins University;M.F.A., University of Iowa

Jeffrey Barnett, Adjunct Associate Professorof PsychologyB.S., State University of New York, College at Oneonta;M.A., Psy.D., Yeshiva University; Licensed Psychologist

Eileen K. Baust, Adjunct Instructor of ElectricalEngineering and Engineering ScienceB.A., M.ENG., Penn State University; M.S., JohnsHopkins University

Maureen Beck, Adjunct Instructor of EducationB.A., College of Notre Dame of Maryland; M.Ed.,Loyola College in Maryland

Ann Beetz, Academic/Clinical Core Faculty ofSpeech-Language Pathology/AudiologyB.A., Mount Saint Agnes College; M.S., LoyolaCollege in Maryland; CCC-SLP

Ursula E. Beitter, Associate Professor ofModern Languages and Literatures (German)B.A., Brooklyn College; M.A., Ph.D., New York University

Virginia L. Billian, Adjunct Assistant Professorof Pastoral CounselingB.S., St. Louis University; M.D., St. Louis UniversitySchool of Medicine

David W. Binkley, Associate Professor ofComputer ScienceB.S., Case Western Reserve University; M.S., Ph.D.,University of Wisconsin (Madison)

Lizbeth T. Binks, Adjunct Assistant Professor ofPastoral CounselingB.A., Johns Hopkins University; M.A., St. Mary’sSeminary and University; M.A., Ph.D., AdelphiUniversity; Licensed Psychologist

William E. Blouch, Associate Professor ofAccounting; Academic Director, Evening GraduateBusiness ProgramsB.S.B.A., M.B.A., Shippensburg University; D.B.A.,Kent State University

Howard Blumenfeld, Adjunct AssistantProfessor of Engineering ScienceB.S.E.E., University of Michigan; M.E.S., LoyolaCollege in Maryland

Lisa Boarman, Adjunct Instructor of EducationB.S., Salisbury State University; M.S. Johns HopkinsUniversity

William M. Boggs, Adjunct Assistant Professorof FinanceB.S., University of Florida; M.D., University ofFlorida, College of Medicine; M.B.A., M.S.F., LoyolaCollege in Maryland

Maureen Boner, Adjunct Clinical Supervisor ofSpeech-Language Pathology/AudiologyB.A., M.A., University of North Carolina at ChapelHill; CCC-SLP

Richard P. Boothby, Professor of Philosophy;Chair, Philosophy DepartmentA.B., Yale University; M.Ed., Harvard University;Ph.D., Boston University

JoAnn Bowlsbey, Adjunct Instructor of EducationB.S., Wheaton College; M.A., University of Wisconsin;Ed.D., Northern Illinois University

John R. Breihan, Professor of HistoryA.B., Princeton University; Ph.D., Cambridge University(England)

Timothy B. Brown, S.J., Associate Professor ofLaw; Special Assistant to the President; Co-Director ofthe Center for Values and ServiceB.S.F.S., Georgetown University; M.A., FordhamUniversity; J.D., George Mason University School ofLaw; M.Div., Th.M., Weston School of Theology

John D. Burger, Assistant Professor of EconomicsB.A., Wake Forest University; Ph.D., University ofNorth Carolina

Stuart Burman, Adjunct Instructor of PsychologyB.A., University of Baltimore; M.S., Loyola College inMaryland; Licensed Psychologist

Michael G. Burton, Professor of SociologyB.S., University of Houston; M.A., Ph.D., University ofTexas (Austin)

John Cannella, Adjunct Instructor ofEngineering ScienceB.A., Loyola College in Maryland; M.A.S., JohnsHopkins University

E. Niel Carey, Adjunct Instructor of EducationB.S., Salisbury State University; M.Ed., University ofMaryland

Wayne Carmean, Adjunct Instructor of EducationB.S., M.Ed., University of Delaware; Ed.D., Nova University

John C. Carmody, Adjunct Instructor ofEngineering ScienceB.S., New York Institute of Technology; M.S.E.E.,Ph.D., Stevens Institute of Technology

Catherine Castellan, Instructor of EducationB.S., University of Maryland (College Park); M.A.,Loyola College in Maryland

179

Robert H. Chapman III, Internship Coordinator,Professional Development Schools (Elementary)B.S., Towson University; M.Ed., Loyola College inMaryland

Sharon E. Cheston, Professor of PastoralCounseling; Director of Academic Operations,Pastoral Counseling DepartmentB.A., Roanoke College; M.Ed., North Carolina StateUniversity; Ed.D., Northern Illinois University

Joseph W. Ciarrocchi, Professor of PastoralCounseling; Director of Doctoral Clinical Educationand Admissions, Pastoral CounselingB.A., St. Fidelis College; M.A., Capuchin College; Ph.D.,The Catholic University of America; Licensed Psychologist

Joseph A. Cicero, Adjunct Assistant Professor ofFinanceB.A., Manhattan College; J.D., University of MarylandLaw School

Gwendolyn Clark, Adjunct Instructor of EducationB.S., Benedict College

Kevin Clark, Adjunct Assistant Professor ofManagementA.B.D., University of Maryland (College Park); B.S.,M.B.A., Loyola College in Maryland

Donelda A. Cook, Adjunct Assistant Professor ofPastoral Counseling; Assistant Vice-President forStudent Development; Director, Counseling CenterB.S., Delaware State University; M.A., Ph.D.,Southern Illinois University; Licensed Psychologist

Ernest F. Cooke, Professor of MarketingB.E.E., New York University; M.S., Case Institute ofTechnology; M.A., Western Reserve University; Ph.D.,Case Western Reserve University; P.E., Ohio

Kathleen Cornell, S.S.N.D., AdjunctAssistant Professor of Education; Coordinator ofGraduate Programs in Administration and Supervision;Associate Dean, College of Arts and SciencesB.A., College of Notre Dame of Maryland; M.A.,Manhattanville College (New York); Ph.D., Universityof Maryland

James J. Costabile, Adjunct Instructor ofEngineering ScienceB.S.E.E., University of Akron; M.S.E.E., JohnsHopkins University; M.B.A. (candidate), LoyolaCollege in Maryland

John S. Cotner, Associate Professor of FinanceB.S.B.A., Southeast Missouri State University;M.S.B.A., University of Denver; Ph.D., St. Louis University

Cheryl Councill, Academic/Clinical Core Facultyof Speech-Language Pathology/Audiology; ClinicalSupervisor of Speech-Language Pathology/AudiologyB.A., M.S., Loyola College in Maryland; CCC-SLP

Timothy F. Cox, Adjunct Assistant Professor of LawB.A., University of Virginia; J.D., University of Pennsylvania

Paul J. Coyne, Jr., Professor of ElectricalEngineering and Engineering Science; AssociateDirector of Graduate Programs in Engineering ScienceB.E.E., M.E.E., Ph.D., University of Delaware

Bryan L. Crockett, Associate Professor of EnglishB.A., Grinell College; M.A., Vanderbilt University;Ph.D., University of Iowa

David G. Crough, Associate Professor of PsychologyB.S., Ursinus College; M.A., Ph.D., The CatholicUniversity of America

Karen A. Cruise, Adjunct Assistant Professor ofPastoral CounselingB.A., Oakland University; M.A., Ph.D., Michigan StateUniversity; Licensed Psychologist

Thomas A. Custer, Adjunct Assistant Professorof EducationB.S., Towson University; M.S., Morgan State University;Ph.D., University of Maryland

Thelma Daley, Internship Coordinator, SchoolCounselingB.S., Bowie State University; M.A., New York University;Ed.D., The George Washington University

Robert F. Davenport, Adjunct AssociateProfessor of Pastoral CounselingB.A., University of Florida; M.A., Presbyterian Schoolof Christian Education; B.D., Yale University; M.Div.,Vanderbilt University; LCPC

Arthur L. Delcher, Professor of ComputerScienceB.A., M.E.S., Loyola College in Maryland; M.A.,M.S.E., Ph.D., Johns Hopkins University

Victor R. Delclos, Professor of Education;Chair, Education DepartmentB.A., Boston College; M.S., Loyola College inMaryland; Ph.D., George Peabody College ofVanderbilt University

Frederick W. Derrick, Professor of EconomicsB.S., M.S., Ph.D., North Carolina State University

Harsha B. Desai, Professor of ManagementB.E., University of Poona; M.S., Ph.D., PennsylvaniaState University

Christy L. DeVader, Associate Professor ofManagementB.S., Fort Hays State University; M.A., Ph.D.,University of Akron

Thomas J. DiLorenzo, Professor of EconomicsB.A., Westminster College; Ph.D., VirginiaPolytechnic Institute and State University

Donald Dimitroff, F.S.C., Adjunct Instructorof Computer Science and Engineering ScienceB.S., Carnegie-Mellon University; M.Ed., TempleUniversity; M.S.E., University of Pennsylvania; M.S.,University of Pittsburgh

180 Directory

Randall P. Donaldson, Associate Professor ofModern Languages and Literatures (German)B.A., Pomona College; M.A., Ph.D., Johns HopkinsUniversity

Douglas P. Dotson, Adjunct Instructor ofEngineering ScienceB.S., Frostburg State College; M.E.S., Loyola Collegein Maryland

David C. Dougherty, Professor of English;Director, Graduate Programs in Modern StudiesA.B., West Liberty State College; M.A., XavierUniversity; Ph.D., Miami University (Ohio)

Sharon L. Dubble, Director, Master’s Programin Montessori EducationB.A., University of Michigan; A.M.I., WashingtonMontessori Institute; Ph.D., Walden University

Christine Dufrane, Adjunct Clinical Supervisorof Speech-Language Pathology/AudiologyB.A., M.S., Loyola College in Maryland; CCC-SLP

Dennis P. Dworkowski, Adjunct Instructor ofEngineering ScienceB.S., M.E.S., Loyola College in Maryland

Beverly E. Eanes, Assistant Professor ofPastoral Counseling; Director of M.S.-C.A.S. ClinicalEducation, Pastoral CounselingB.S.N., Johns Hopkins University; M.S., M.Ed.,University of Maryland; Ph.D., Loyola College inMaryland; CNM

Roger D. Eastman, Associate Professor ofComputer ScienceB.A., University of Missouri; M.S., Ph.D., University ofMaryland

Albert R. Eddy, Associate Professor of FinanceB.A., Wilkes College; M.A., Ph.D., State University ofNew York (Buffalo)

Susan Edwards, Adjunct Instructor of EducationB.S., Towson University; M.A., The GeorgeWashington University

Wayne L. Elban, Professor of ElectricalEngineering and Engineering Science; Chair,Department of Electrical Engineering andEngineering ScienceB.Ch.E., Ph.D., University of Delaware; M.S.,University of Maryland

Nan S. Ellis, Associate Professor of Law; Chair,Department of Strategic and Organizational StudiesB.A., J.D., Ohio State University

Bradley T. Erford, Associate Professor of EducationB.S., Grove City College; M.A., Bucknell University;Ph.D., University of Virginia

Morton M. Esterson, Adjunct Professor ofEducationB.S., The City College of New York; M.Ed., C.A.S.E.,Loyola College in Maryland

George S. Everly, Jr., Adjunct Professor ofPsychologyB.S., M.A., Ph.D., University of Maryland; LicensedPsychologist

Lisa M. Fairchild, Associate Professor ofFinance; Chair, Department of Finance; AcademicDirector, Executive and Graduate Business ProgramsB.B.A., East Tennessee State University; Ph.D.,University of South Carolina

Roger D. Fallot, Adjunct Assistant Professor ofPastoral CounselingB.A., Yale College; M.S., Ph.D., Yale UniversityGraduate School; M.Div., The Iliff School ofTheology; Licensed Psychologist

L. Mickey Fenzel, Associate Professor of Psychology;Assistant Vice-President for Student DevelopmentB.S., M.B.A., Ph.D., Cornell University; M.A. LoyolaCollege in Maryland; Licensed Psychologist

Geraldine M. Fialkowski, Adjunct AssistantProfessor of Pastoral CounselingB.A., College of Notre Dame of Maryland; M.A., St.Mary’s Seminary and University; M.S., Ph.D., LoyolaCollege in Maryland; LCPC

Marco A. Figueiredo, Adjunct Instructor ofEngineering ScienceB.S., Universidate Federal de Minas Gerais Brazil;M.E.S., Loyola College in Maryland

Charles Fitzsimmons, Adjunct AssistantProfessor of ManagementA.B., Loyola College in Maryland; M.L.A., Johns HopkinsUniversity; Ed.D., The George Washington University

Harold D. Fletcher, Professor of Finance;Chair, Department of FinanceB.S., Western Kentucky University; M.A., University ofKentucky; Ph.D., University of Illinois

Richard H. Franke, Professor of Managementand International BusinessB.Ch.E., Cornell University; M.B.A., University ofPittsburgh; Ph.D., University of Rochester

Michael G. Franz, Associate Professor ofPolitical ScienceB.S., Illinois State University; M.A., Ph.D., LoyolaUniversity (Chicago)

Michael D. French, S.J., Adjunct Instructor ofComputer Science; Director, Instructional TechnologyB.A., Fordham University; M.A., University ofWashington; M.Div., St. Mary’s University (NovaScotia); M.E.S., Loyola College in Maryland

Robert Gabrys, Adjunct Assistant Professor ofEducationB.A., LaSalle University; M.A., University of Maryland;Ph.D., Syracuse University

181

Keith Brian Gallagher, Associate Professorof Computer ScienceB.A., Bucknell University; M.S., University of Michigan;Ph.D., University of Maryland

Susan A. Gallagher, Adjunct Instructor ofEducationB.S., Syracuse University; M.Ed., Loyola College in Maryland

Sally Gallena, Adjunct Instructor of Speech-Language Pathology/Audiology; Director, ClinicalExternships in Speech-Language Pathology/AudiologyB.S., Towson University; M.S., Loyola College inMaryland; CCC-SLP

Avon Garrett, Adjunct Assistant Professor ofManagementB.A., University of Maryland (European Division);M.S., Johns Hopkins University; Ph.D., UnionInstitute Graduate School

Andrea Giampetro-Meyer, Professor of LawB.S.B.A., Bowling Green State University; J.D.,College of William and Mary

C. Kevin Gillespie, S.J., Assistant Professor ofPastoral CounselingB.S., St. Joseph’s College; M.A., Duquesne University;M.Div., The Jesuit School of Theology at Berkeley;Ph.D. (candidate), Boston University; CPC

Faith D. Gilroy, Professor of Psychology;Director, Undergraduate Education in Psychology;Associate Chair, Psychology DepartmentB.A., Mount Saint Agnes College; M.B.A., LoyolaCollege in Maryland; Ph.D., St. Louis University;Licensed Psychologist

Judith Glass, Adjunct Instructor of EducationB.A., M.L.A., Western Maryland College

Peggy Golden, Internship Coordinator,Professional Development Schools (ElementaryEducation)A.B., Morgan State University; M.Ed., Loyola Collegein Maryland; Ph.D., University of Maryland

Sandra K. Smith Gooding, Associate Professor ofMarketing; Director, Service Leadership ProgramB.A., M.B.A., University of Wyoming; Ph.D.,University of Illinois

Mina Goodman, Academic/Clinical Core Facultyof Speech-Language Pathology/Audiology; ClinicalSupervisor of Speech-Language Pathology/AudiologyB.A., Goucher College; M.Ed., M.S., Loyola Collegein Maryland; CCC-SLP

Charles R. Graham, Jr., Professor of BiologyB.S., Loyola College in Maryland; M.S., Ph.D.,University of Delaware

John A. Gray, Professor of Law; AcademicDirector, Executive and Graduate Business ProgramsB.A., St. Mary’s Seminary; S.T.B., S.T.L., GregorianUniversity; S.T.D., The Catholic University ofAmerica; J.D., University of Baltimore

Sharon Green-Hennessy, Assistant Professorof PsychologyB.A., Clark University; M.A., Ph.D., University ofRochester; Licensed Psychologist

Joanne Marie Greer, Professor of PastoralCounseling; Director of Research, PastoralCounseling DepartmentB.S., St. Mary’s Dominican College; M.Ed., LouisianaState University; Ph.D., University of Maryland;Licensed Psychologist

Joseph A. Gribbin, Adjunct Assistant Professorof EconomicsB.A., M.A., Ph.D., The Catholic University of America

Kirk M. Griffith, Adjunct Assistant Professor ofPsychologyB.A., Stetson University; M.A., Ph.D., University of SouthFlorida; M.B.A., Duke University; Licensed Psychologist

Mia S. Groff, Adjunct Externship Supervisor ofSpeech-Language Pathology/AudiologyB.S., Ithaca College; M.A., University of Maryland(College Park); CCC-SLP

Eileen Haggerty, Adjunct Clinical Supervisorof Speech-Language Pathology/AudiologyB.A., M.S., Loyola College in Maryland; CCC-SLP

Shawn W. Hales, Adjunct Assistant Professor ofPastoral CounselingB.A., Baylor University; M.A., Ph.D., Biola University;Licensed Psychologist

Dennis Hamilton, Adjunct Instructor ofElectrical Engineering and Engineering ScienceB.S.E.E., Lawrence Technological University;M.S.E.E., Johns Hopkins University

William Hardenburg, Adjunct Instructor ofEngineering ScienceB.S., U.S. Military Academy; M.S., Johns HopkinsUniversity; ENGR, The George Washington University

Cynthia Hardie, Adjunct Instructor of EducationB.S., University of Maryland (College Park); M.Ed.,Loyola College in Maryland

William R. Harrington, Adjunct Instructor ofEducationB.S., University of Maryland (College Park); M.Ed.,Bowie State College

Deborah G. Haskins, Assistant Professor ofPsychologyB.S., M.A., Rider University; Ph.D., Loyola College inMaryland; LCPC

Janet A. Headley, Associate Professor of FineArts (Art History); Chair, Fine Arts DepartmentB.A., University of Delaware; M.A., TempleUniversity; Ph.D., University of Maryland

John W. Hebeler, Jr., Adjunct Instructor ofEngineering Science and Information SystemsB.S.E.E., Rensselaer Polytechnic Institute; M.B.A.,Loyola College in Maryland

182 Directory

Barry K. Hedden, Adjunct Assistant Professor ofMarketingB.A., M.M.C., University of South Carolina

Christopher T. Helmrath, Adjunct AssistantProfessor of MarketingB.A., Miami University; M.B.A., Loyola College inMaryland

Norine Hemping, Adjunct Instructor of EducationB.S., Brentwood College; M.Ed., South Dakota StateUniversity; Ed.D., University of South Dakota

Stephen D. Hendry, Adjunct Instructor ofEngineering ScienceB.S., M.S., University of Rhode Island; M.S.E.E.,Johns Hopkins University

Jeffrey H. Herbst, Adjunct Assistant Professorof Pastoral CounselingB.A., Ph.D., University of Maryland (Baltimore)

Barbara Hillsman, Adjunct ClinicalSupervisior of Speech-Language Pathology/AudiologyB.A., M.S., Loyola College in Maryland; CCC-SLP

Francis G. Hilton, S.J., Assistant Professor ofEconomicsB.A., M.A., Fordham University; M.A., LoyolaUniversity (Chicago); M.Theo., M.Div., WestonSchool of Theology; M.Ed., Harvard University;Ph.D., University of Wisconsin (Madison)

Joyce Hlass, Adjunct Instructor of EducationB.S., University of Akron; M.S., Johns Hopkins University

Ellen D. Hoadley, Associate Professor ofInformation Systems; Associate Vice-President forAcademic AffairsB.A., Florida State University; M.B.A., Ph.D., IndianaUniversity

Janine P. Holc, Associate Professor of PoliticalScience; Chair, Political Science DepartmentB.A., Illinois State University; M.A., Ph.D., JohnsHopkins University

Walter R. Holman, Jr., Associate Professor ofFinanceB.S., M.S., New Jersey Institute of Technology;M.B.A., Ph.D., Syracuse University

Jordan Holtzman, Adjunct Assistant Professorof EconomicsB.S., M.B.A., Cornell University

Mark Hubbard, Adjunct Assistant Professor ofManagementB.S., University of Maryland University College;M.B.A., Loyola College in Maryland

Steven C. Hughes, Professor of HistoryB.A., University of Colorado; M.A., University ofConnecticut; Ph.D., University of Michigan

June W. Hutchinson, Adjunct AssistantProfessor of Pastoral CounselingB.A, Pennsylvania State University; M.M.H., JohnsHopkins University School of Medicine; Ph.D.,Loyola College in Maryland; LCPC

Mary B. Hyman, Coordinator of Graduate ScienceEducation ProgramB.S., Goucher College; M.S., Johns Hopkins University

Lisa R. Jackson-Cherry, Adjunct AssistantProfessor of Pastoral CounselingB.A., College of Notre Dame of Maryland; M.C.J.,Ed.S., Ph.D., University of South Carolina; NCC

John S. Jeffreys, Adjunct Assistant Professor ofPastoral CounselingB.S., Ed.D., University of Maryland; M.A., CaliforniaState Polytechnic University; Licensed Psychologist

Brian K. Jennison, Assistant Professor ofElectrical Engineering and Engineering ScienceB.S.E.E., University of Missouri (Rolla); M.S.E.E.,Ph.D., Purdue University

Kay Johnson, Adjunct Instructor of EducationB.A., Ohio University; M.A.T., George WashingtonUniversity; Ed.D., University of Maryland

Raymond M. Jones, Associate Professor ofManagement and International BusinessB.S., United States Military Academy; M.B.A.,Harvard University; J.D., University of Texas; Ph.D.,University of Maryland (College Park)

Sheryl L. Kaiser, Adjunct Assistant Professor of LawB.A., Michigan State University; J.D., AmericanUniversity (Washington College of Law)

Janna Karp, Adjunct Assistant Professor ofManagementB.S., University of Maryland; M.B.A., Loyola Collegein Maryland

Roger J. Kashlak, Associate Professor ofManagement and International BusinessB.S., University of Pennsylvania; M.B.A., Ph.D.,Temple University

David M. Kaufman, Adjunct Instructor of FinanceB.B.A., Loyola College in Maryland; M.S. (candidate),The George Washington University

Kermit O. Keeling, Associate Professor ofAccountingB.S.E.E., University of Cincinnati; M.B.A., SouthernMethodist University; L.L.M., J.D., University ofHouston; C.P.A.

Judith V. Kehe, Adjunct Assistant Professor ofPastoral CounselingB.A., Marymount Manhattan College/BrooklynCollege; M.A., New School of Social Research; Ph.D.,Loyola College in Maryland; R.N.

Suzanne E. Keilson, Assistant Professor ofElectrical Engineering and Engineering ScienceB.A., Yale University; M.S., Ph.D., Columbia University

183

Randy J. Kelsey, Adjunct Instructor ofEngineering ScienceB.S.E.E., Grove City College; M.S.E.E., Johns HopkinsUniversity

Lawrence M. Kenney, Adjunct Instructor ofEngineering ScienceB.E.S., Johns Hopkins University; M.S., The GeorgeWashington University

Edward Kerns, Adjunct Instructor of EducationB.A., Shepherd College; M.Ed., Towson University

Elliot King, Associate Professor of Writing and MediaB.A., California State University; M.S., ColumbiaUniversity; Ph.D., University of California (San Diego)

Matthew W. Kirkhart, Assistant Professor ofPsychologyB.A., M.A., West Virginia University; Ph.D., Universityof North Carolina at Greensboro; LicensedPsychologist

William T. Kirwan, Adjunct Assistant Professorof Pastoral CounselingB.A., Johns Hopkins University; B.D., WestminsterTheological Seminary; M.S., Loyola College inMaryland; D.Min., Union Theological Seminary;Ph.D., St. Louis University; Licensed Psychologist

Richard Klink, Assistant Professor of MarketingB.S., Duquesne University; M.B.A., Ph.D., Universityof Pittsburgh

Glenn S. Kohne, Associate Professor ofElectrical Engineering and Engineering ScienceB.S.E.E., University of Maryland; M.E.S., LoyolaCollege in Maryland

Jerome F. Kowalewski, Adjunct AssistantProfessor of PsychologyA.B., St. Mary’s Seminary; M.A., Loyola College inMaryland; Ph.D., University of Maryland; LicensedPsychologist

Anthony F. Krisak, Adjunct Assistant Professorof Pastoral CounselingB.A., St. Mary’s College; Th.M., Jesuit School ofTheology at Berkeley; M.A., S.T.L., S.T.D., TheCatholic University of America

Clare Kruft, Adjunct Instructor of EducationB.A., M.A., Loyola College in Maryland

Libby Kumin, Professor of Speech-LanguagePathology/Audiology; Director, Master’s Program inSpeech-Language Pathology/AudiologyB.A., Long Island University; M.A., Ph.D., New YorkUniversity; CCC-SLP

John C. Larson, Professor of Economics; Chair,Department of EconomicsB.A., M.A., Ph.D., University of Minnesota

Jeffrey M. Lating, Director of ClinicalTraining (Psychology)B.A., Swarthmore College; M.S., Ph.D., University ofGeorgia; Licensed Psychologist

Joanne Li, Assistant Professor of FinanceB.S., Ph.D., Florida State University

Neng Liang, Associate Professor of Managementand International BusinessB.A., East China Normal University; M.B.A.,University of Pennsylvania; Ph.D., Indiana University

Lynn Linde, Adjunct Assistant Professor of EducationB.A., Clark University; M.A., Ed.D., The GeorgeWashington University

Saul L. Lindenbaum, Adjunct AssistantProfessor of PsychologyB.S., M.A., City College of New York; Ph.D., BostonUniversity; Licensed Psychologist

Raymond Lloyd, Adjunct Assistant Professor ofEngineering ScienceM.E.S., Loyola College in Maryland

Charles T. LoPresto, Associate Professor ofPsychologyB.A., LaSalle University; M.A., Loyola College inMaryland; Ph.D., Howard University; LicensedPsychologist

Peter Lorenzi, Professor of Management; Dean,Sellinger School of Business and ManagementB.S., M.B.A., State University of New York(Binghamton); Ph.D., Pennsylvania State University

Jenny L. Lowry, Assistant Professor of PsychologyB.S., University of Evansville; M.S., Ph.D., Saint LouisUniversity; Licensed Psychologist

Paul Lukacs, Associate Professor of English;Chair, English DepartmentB.A., Kenyon College; M.A., Ph.D., Johns Hopkins University

Greg J. MacDonald, Elementary AssistantTrainer (Montessori Education)B.A., University of Queensland; Diploma of Teaching,Burwood State College; Montessori Diploma (Casa deiBanbini, Elementary), Washington Montessori Institute;M.Ed., Loyola College in Maryland

Barbara C. Mallonee, Associate Professor ofWriting and MediaB.A., Carleton College; M.A., M.L.A., Johns HopkinsUniversity

David Marcovitz, Coordinator of Technology inthe Educational EnvironmentB.S., Massachusetts Institute of Technology; M.S.,Ph.D., University of Illinois

Linda R. Matesevac, Adjunct AssistantProfessor of PsychologyB.A., Elizabethtown College; M.A., Ohio StateUniversity; Ph.D., University of Maryland (College Park)

Robert J. McAllister, Adjunct AssistantProfessor of Pastoral CounselingB.A., Loyola College in Maryland; M.A., Ph.D., TheCatholic University of America; M.D., GeorgetownUniversity

184 Directory

William McCaffrey, Adjunct AssistantProfessor of Decision SciencesB.S., Siena College; M.B.A., University of Notre Dame

Peter McCallum, Adjunct Assistant Professor ofEducationB.A., Frostburg State University; M.Ed., TowsonUniversity; Ed.D., University of Maryland (College Park)

Janet R. McDonell, Director of MontessoriTraining (Primary Level)B.A., University of Wisconsin; AMI Primary Diploma,Midwest Montessori Institute; AMI ElementaryDiploma, Ohio Montessori Training Institute; AMISpecial Education Diploma, Montessori TeacherTraining Center of Northern California; TrainerDiploma, Washington Montessori Institute; M.Ed.,Loyola College in Maryland

John C. McFadden, Adjunct Assistant Professorof Information Systems; Assistant Vice-President forTechnology ServicesB.S.M.E., Villanova University; M.S.A., GeorgeWashington Univeristy

Paula McGraw, Academic/Clinical Core Facultyof Speech-Language Pathology/AudiologyB.S., M.S., Towson University; CCC-SLP

Jane Boyer McGuigan, Adjunct AssistantProfessor of Pastoral CounselingB.A., M.S., West Virginia University; Ph.D., Universityof Maryland; LPC; LCPC

Daniel M. McGuiness, Associate Professor ofWriting and MediaB.A., St. Ambrose College; M.A., Southern IllinoisUniversity (Carbondale); Ph.D., University of Iowa

John L. McLaughlin, Sr., Adjunct AssistantProfessor of Pastoral CounselingA.B., M.A., LaSalle College; M.A., Ph.D., The GeorgeWashington University; Licensed Clinical Psychologist

James R. Means, Jr., Adjunct Instructor ofEngineering ScienceB.S.E.E., Virginia Polytechnic Institute and StateUniversity; M.E.S., Loyola College in Maryland

Cynthia Mendelson, Adjunct AssistantProfessor of PsychologyB.A., University of Michigan; M.A., Ph.D., Universityof Maryland; Licensed Psychologist

Anthony J. Mento, Professor of ManagementB.A., Ph.D., University of Maryland; M.A., TowsonUniversity

Mary Ellen Merrick, I.H.M., AdjunctAssistant Professor of Pastoral CounselingB.A., M.S., Marywood College; M.S., C.A.S., LoyolaCollege in Maryland; D.Min., Graduate TheologicalFoundation; LCPC

Alfred R. Michenzi, Associate Professor ofAccountingB.S., University of Pittsburgh; M.S., Case Institute ofTechnology; Ph.D., Case Western Reserve University; C.P.A.

Barbara Miller, Academic/Clinical CoreFaculty of Speech-Language Pathology/AudiologyB.A., Towson University; M.A., Ohio University; CCC-SLP

Donald A. Miller, Adjunct Assistant Professorof Pastoral CounselingA.B., M.S., Indiana University; Ph.D., LaSalle University;Licensed Psychologist

Michele Miller, Adjunct Instructor of Speech-Language Pathology/AudiologyB.A., Loyola College in Maryland; M.S., West VirginiaUniversity; CCC-SLP

Nicholas A. Miller, Assistant Professor of EnglishB.A., Harvard University; M.A., Ph.D., University ofPennsylvania

Martin Mullaney, Adjunct Instructor ofEducationB.A., Mount St. Mary’s College; M.Ed., C.A.S. (candidate),Loyola College in Maryland

Lynne Muller, Adjunct Assistant Professor ofEducationB.S., Towson University; M.Ed., Loyola College inMaryland; Ph.D., Union Institute

Brian Murray, Associate Professor of Writingand MediaB.A., Dominican College; M.A., Ph.D., University of Tulsa

David R. Myers, Adjunct Instructor of EducationB.A., Johns Hopkins University; M.Ed., University ofMaryland

Brian L. Nastvogel, Adjunct Instructor ofElectrical Engineering and Engineering ScienceB.S., Rochester Institute of Technology; M.S., TheCatholic University of America

Anthony T. Nasuta, Adjunct Instructor ofEngineering ScienceM.E.S., Loyola College in Maryland

Barbara Ness, Adjunct Clinical Supervisior ofSpeech-Language Pathology/AudiologyB.A., Ohio State University; M.S., Loyola College inMaryland; CCC-SLP

James B. O’Hara, Assistant Professor of LawB.A., St. Mary’s Seminary; S.T.B., S.T.L., GregorianUniversity; J.D., University of Baltimore

Michael O’Neal, Assistant Professor of EducationB.A., California State University; M.A., ShippensburgUniversity of Pennsylvania; Ph.D., University of Delaware

Eileen M. Oickle, Adjunct Assistant Professor ofEducationB.A., M.A., Ph.D., University of Maryland

185

Mark W. Osteen, Professor of EnglishB.A., M.A., University of Montana; Ph.D., Emory University

Robert Peters, Adjunct Instructor of Education;Coordinator of Graduate Programs in ReadingB.S., Bowling Green State University; M.Ed., LoyolaCollege in Maryland; Ed.D., University of Maryland(College Park)

Mary Petrovick, Adjunct Instructor of EducationB.A., Saint Mary’s College (Notre Dame); M.Ed.,Salisbury State University

Ralph L. Piedmont, Associate Professor ofPastoral Counseling; Associate Director of Research,Pastoral CounselingB.A., Iona College; M.A., Ph.D., Boston University

Christy A. Pierce, Adjunct Instructor of EducationB.A., Beaver College; M.Ed., Kutztown State University

Donna Pitts, Adjunct Instructor of Speech-Language Pathology/Audiology; Adjunct ClinicalSupervisor of Speech-Language Pathology/AudiologyB.S., M.S., Towson University; CCC-A

Roger Plunkett, Adjunct Instructor of EducationB.A., Morgan State University; M.Ed., Loyola Collegein Maryland

Sam Polack, Adjunct Instructor of EducationB.A., M.Ed., University of Maryland

Carl M. Powell, Adjunct Instructor ofEngineering ScienceA.B., Dartmouth College; M.S., Johns Hopkins University

Thomas H. Powell, Adjunct Instructor ofEngineering ScienceB.A., St. Johns College; B.E.S.E.E., Johns HopkinsUniversity; M.S.E.E., Drexel University; ENGR, TheGeorge Washington University

David V. Powers, Assistant Professor of PsychologyB.S., Louisiana State University; M.A., Ph.D., WashingtonUniversity (St. Louis); Licensed Psychologist

Janet Preis, Academic/Clinical Core Faculty ofSpeech-Language Pathology/AudiologyB.S., M.S., Towson University; C.A.G.S., LoyolaCollege in Maryland; CCC-SLP

Joseph Procaccini, Associate Professor of EducationB.A., Our Lady of Providence Seminary; M.Ed.,Loyola College in Maryland; Ph.D., The CatholicUniversity of America

Lia Purpura, Adjunct Instructor of Writing and MediaB.A., Oberlin College; M.F.A., University of Iowa

Lawrence J. Raifman, Adjunct AssistantProfessor of PsychologyB.S., Washington University; J.D., University ofArizona College of Law; Ph.D., University of Arizona;Licensed Psychologist

Maryanne Ralls, Adjunct Instructor of EducationB.A., College of Notre Dame of Maryland; M.Ed.,Loyola College in Maryland

Rosemary Rappa, Adjunct Instructor of EducationB.A. University of Maryland (Baltimore); M.S.,C.A.S.E., Johns Hopkins University

Ronald Redmond, Adjunct Assistant Professor ofEducationA.B., M.A., Fordham University; A.G.S., Ph.D.,University of Maryland

James Reeder, Adjunct Professor of EngineeringScienceB.S.E.E., Vanderbilt University; Ph.D., Johns HopkinsUniversity

Christine Regner, Adjunct Instructor of EducationB.S., Towson University; M.Ed., Loyola College in Maryland

David M. Reile, Adjunct Assistant Professor ofPastoral CounselingM.Ed., University of Maryland; Ph.D., HowardUniversity; Licensed Psychologist

Walter Josef Reinhart, Associate Professorof FinanceB.S., M.B.A., Oklahoma State University; Ph.D.,University of North Carolina (Chapel Hill)

Joshua J. Reiter, Adjunct Assistant Professor ofInformation SystemsB.A., Ed.D., Johns Hopkins University; M.B.A., NewYork University

Donald J. Reitz, Professor of EducationA.B., St. Mary’s Seminary and University; M.A., TheCatholic University of America; Ph.D., Johns HopkinsUniversity

Louis M. Reitz, S.S., Adjunct Assistant Professor ofEducationA.B., S.T.B., S.T.L., St. Mary’s Seminary andUniversity; M.S., The Catholic University of America;M.Ed., Loyola College in Maryland

Sharyn Simpson Rhodes, Associate Professorof EducationB.A., The City College of New York; M.Ed., GoucherCollege; Ph.D., University of Wyoming

E. Barry Rice, Assistant Professor of AccountingB.S., Virginia Polytechnic Institute and StateUniversity; M.B.A., University of Maryland; C.P.A.

Frank J. Richardson, Jr., Adjunct AssistantProfessor of Pastoral CounselingB.A., Drew University; M.Div., Boston University; D.Min.,Boston University School of Theology; M.F.T.,Hahnemann University; Ph.D., California School ofProfessional Psychology; Licensed Psychologist

Lee J. Richmond, Professor of Education; Coordinatorof Graduate Programs in School CounselingB.S., Loyola College in Maryland; M.Ed., JohnsHopkins University; Ph.D., University of Maryland

186 Directory

Stephen R. Robinson, Adjunct Assistant Professorof LawB.S., Towson University; J.D., University of BaltimoreSchool of Law

Elana E. Rock, Associate Professor of Education;Coordinator of Graduate Programs in Special EducationB.A., University of Pennsylvania; M.A., New YorkUniversity; Ed.D., Johns Hopkins University

Thomas E. Rodgerson, Adjunct AssistantProfessor of Pastoral CounselingB.A., University of Virginia; B.D., University of Edinburgh;M.S., Ph.D., Loyola College in Maryland; LCPC

Patrick Rossello, Adjunct Assistant Professorof ManagementB.S., The George Washington University; M.B.A.,University of Baltimore

Lance A. Roth, Adjunct Assistant Professor ofFinanceB.S., Drexel University; M.S.F., Loyola College in Maryland

Jai P. Ryu, Professor of SociologyB.A., Seoul National University; M.A., Ph.D.,University of Minnesota

Roberta E. Sabin, Professor of ComputerScience; Chair, Computer Science DepartmentB.A., The College of Notre Dame of Maryland; M.A.,Villanova University; M.Ed., Loyola College inMaryland; M.S., Johns Hopkins University; Ph.D.,University of Maryland

Tagi Sagafi-nejad, Professor of Managementand International BusinessB.Sc., Pahlavi University; M.S., Ph.D., University ofPennsylvania

James F. Salmon, S.J., Adjunct AssociateProfessor of Chemistry and TheologyB.S., M.E., Stevens Institute of Technology; M.A.,Boston College; Ph.D., University of Pennsylvania;S.T.B., Woodstock College

Beatrice E. Sarlos, Professor of EducationStaatsexamen, Universitat der Stadt Berlin; M.A., LoyolaCollege in Maryland; Ph.D., Johns Hopkins University

Kristine Scarry, Adjunct Instructor of EducationB.S., University of Maryland (College Park); M.Ed.,Loyola College in Maryland

George D. Scheeler, Adjunct AssistantProfessor of FinanceB.B.A., James Madison University; M.B.A., College ofWilliam and Mary

Nancy-Jo M. Scheers, Adjunct AssistantProfessor of Pastoral CounselingB.A., Douglass College (Rutgers University); M.A.,Ph.D., University of Maryland

Daniel Schlapbach, Assistant Professor of FineArts (Photography)B.S., Washington University (St. Louis); M.F.A.,Indiana University

Lisa Schoenbrodt, Associate Professor ofSpeech-Language Pathology/Audiology; Chair,Department of Speech-Language Pathology/AudiologyB.A., University of Maryland; M.S., James MadisonUniversity; Ed.D., Johns Hopkins University; CCC-SLP

Jacob Schuchman, Adjunct Assistant Professorof EducationB.S., Loyola College in Maryland; M.A., Ph.D.,University of Maryland

Charles E. Scott, Professor of EconomicsB.S., University of North Carolina; M.B.A., Universityof Montana; M.A., Ph.D., Vanderbilt University

Kathleen A. Sears, Internship Coordinator,Professional Development Schools (Elementary/Secondary)B.S., College of Notre Dame of Maryland; M.A.,Johns Hopkins University

Ali M. Sedaghat, Associate Professor of AccountingB.A., Abadan Institute of Technology; M.B.A., D.B.A.,The George Washington University; C.M.A.

Norman H. Sedgeley, Assistant Professor ofEconomicsB.A., M.A., Ph.D., University of New Hampshire

James Selway, Adjunct Instructor ofEngineering ScienceB.S., Loyola College in Maryland; M.Ed., Towson University

Larry Shackelford, Adjunct Instructor ofEngineering ScienceB.S., M.E.S., Loyola College in Maryland

Sandra W. Shapiro, Academic/Clinical CoreFaculty of Speech-Language Pathology/AudiologyB.A., Towson University; M.A., C.A.G.S., LoyolaCollege in Maryland; CCC-SLP

Phoebe C. Sharkey, Professor of Decision SciencesA.B., Duke University; M.S., Georgetown University;Ph.D., Johns Hopkins University

Robert D. Shelton, Professor of Computer Scienceand Electrical Engineering and Engineering ScienceB.S.E.E., Texas Tech University; S.M., MassachusettsInstitute of Technology; Ph.D., University of Houston

A. Kimbrough Sherman, Associate Professor ofDecision SciencesA.B., Brown University; M.B.A., Ph.D., University ofMaryland

Martin F. Sherman, Professor of PsychologyB.A., University of Connecticut; Ph.D., University ofMaine; Licensed Psychologist

Diana D. Shoup, Adjunct Assistant Professor ofPastoral CounselingB.A., Bowie State University; M.S., Ph.D. (candidate),Loyola College in Maryland; LCPC

Barbara Siddle, Adjunct Assistant Professor ofPastoral CounselingM.S., Indiana University; Ph.D., Arizona StateUniversity; Licensed Psychologist

187

Edward R. Sim, Assistant Professor ofInformation SystemsB.S., Towson University; M.S., The GeorgeWashington University; Ph.D., University of Maryland(Baltimore County)

Laurette P. Simmons, Associate Professor ofInformation SystemsB.A., Ithaca College; M.B.A., Ph.D., University of North Texas

Leroy F. Simmons, Professor of Decision SciencesB.A., Washburn University; M.S., University ofMissouri; Ph.D., University of Tennessee

Janet M. Simon, Academic/Clinical Core Faculty ofSpeech-Language Pathology/Audiology; Adjunct ClinicalSupervisor of Speech-Language Pathology/AudiologyB.A., M.S., Loyola College in Maryland; CCC-SLP

Kathleen Siren, Assistant Professor of Speech-Language Pathology/Audiology; Director, UndergraduateStudies in Speech-Language Pathology/AudiologyB.A., M.S., Ph.D., University of Kansas; CCC-SLP

James F. Skarbek, Adjunct Assistant Professorof EducationB.S., Towson University; M.A., Ed.D., University of Maryland

John Sloan, Academic/Clinical Core Faculty ofSpeech-Language Pathology/Audiology; Director,Loyola College Speech-Language-Hearing CentersB.S., M.S., Towson University; CCC-SLP

Darlene Brannigan Smith, Associate Professorof Marketing; Academic Director, Executive andGraduate Business ProgramsB.S., M.B.A., University of Baltimore; Ph.D., University ofMaryland

H. Lovell Smith, Assistant Professor of Educationand SociologyB.S., Southern Methodist University; M.Ed., University ofMassachusetts (Amherst); Ph.D., University of Maryland(College Park)

William J. Sneck, S.J., Associate Professor ofPastoral Counseling; Director of M.S. Admissions,Pastoral Counseling DepartmentA.B., M.A., St. Louis University; M.Div., Woodstock College;Ph.D., University of Michigan; Licensed Psychologist

Dale E. Snow, Associate Professor of PhilosophyB.A., Clark University; M.A., Ph.D., Emory University

James Snow, Adjunct Instructor of EducationB.A., M.A., Ohio University; Ph.D., Temple University

Christopher Sny, Adjunct Instructor of EducationB.S., Drake University; M.A., Northern IllinoisUniversity; Ph.D., University of Wisconsin

Steven A. Sobelman, Associate Professor ofPsychologyB.A., Norwich University; Ph.D., The AmericanUniversity; Licensed Psychologist

Jalal Soroosh, Professor of Accounting; Chair,Department of Accounting and Information SystemsB.S., Iranian Institute of Advanced Accounting;M.B.A., The George Washington University; Ph.D.,University of Mississippi; C.M.A.

Lori Sova, Adjunct Instructor of Speech-LanguagePathology/AudiologyB.S., State University of New York (Fredonia); M.S.,Vanderbilt University; CCC-SLP

Craig D. Spencer, Adjunct Assistant Professor of LawB.B.A., Loyola College in Maryland; J.D., Universityof Maryland School of Law

G. Lawrence Sprigg, Adjunct Instructor ofEngineering ScienceB.S., M.Ed., Towson University; M.E.S., LoyolaCollege in Maryland

Patrick Stakem, Adjunct Instructor ofEngineering ScienceB.S.E.E., Carnegie-Mellon University; M.S., JohnsHopkins University

Jon P. Stanton, Adjunct Assistant Professor ofPsychologyB.A., Wofford College; M.S., Ph.D., Memphis State University

Timothy J. Stapleton, Associate Professor ofPhilosophyB.S., MacMurray College; M.A., Ph.D., PennsylvaniaState University

Ruth M. Stemberger, Associate Professor ofPsychologyB.S., Virginia Polytechnic Institute and StateUniversity; M.S., Ph.D., University of Georgia;Licensed Psychologist

Joseph Stevens, Adjunct Instructor of EducationB.S., Bloomsburg College; M.Ed., Loyola College inMaryland

Anne Ross Stewart, Adjunct AssistantProfessor of Pastoral CounselingB.A., Drew University; M.Div., D.Min., WesleyTheological Seminary; LCPC

Gail Stone, Adjunct Instructor of EducationB.S., Iowa State University; M.S., Hood College

Vickie Swanson, Internship Coordinator,Professional Development Schools (Elementary)B.S., Illinois State University; M.A., The GeorgeWashington University; J.D., American University(Washington School of Law)

Robert G. Sweet, Adjunct Assistant Professor ofFinanceA.B., Trinity College; J.D., University of BaltimoreLaw School; M.A., D.A., The Catholic University ofAmerica; X.M.B.A., Loyola College in Maryland

Aldo G. Tassi, Professor of PhilosophyB.A., Iona College; M.A., Marquette University;Ph.D., Fordham University

188 Directory

Michael G. Tebeleff, Adjunct Assistant Professorof Pastoral CounselingB.A., University of Virginia; Ph.D., University of Texasat Austin; Licensed Psychologist

Amanda M. Thomas, Associate Professor ofPsychology; Chair, Psychology DepartmentB.A., College of William and Mary; M.S., Ph.D.,University of Georgia; Licensed Psychologist

W. Gary Thompson, Adjunct Assistant Professorof Pastoral CounselingB.A., Johnson C. Smith University; Ph.D., HowardUniversity; Licensed Psychologist

Martin Tillett, Adjunct Instructor of EducationB.S., Bowie State University; M.S., University of Maryland

Michael Torino, Adjunct Assistant Professor ofManagementB.S., Loyola College in Maryland; M.B.A., Universityof California

Ellen Tracy, Adjunct Instructor of EducationB.A., Montclair State Teacher’s College; M.S.,Towson University

Michael S. Tumbarello, Adjunct AssistantProfessor of MarketingB.A., Adelphi University; M.B.A., New York University;M.M., University of Dallas

Thomas A. Ulrich, Professor of FinanceA.B., Franklin and Marshall College; M.S., University ofDelaware; Ph.D., Michigan State University; C.M.A.; C.F.A.

Michael L. Unger, Visiting Assistant Professorof International BusinessB.S., Ohio State University; M.A., WashingtonUniversity; Ph.D., Pennsylvania State University

Phyllis Utterback, Adjunct Instructor of EducationB.A., Gettysburg College; M.S., Johns HopkinsUniversity; Ph.D., University of Maryland

John J. Vacca, Assistant Professor of EducationB.S., Florida Southern College; M.Ed., VirginiaCommonwealth University; Ph.D., Pennsylvania StateUniversity

Doris C. Van Doren, Professor of MarketingB.S., M.S., Florida State University; Ph.D., Universityof Maryland

Barbara H. Vann, Associate Professor of SociologyB.A., University of Alabama (Birmingham); M.A., EastTennessee State University; Ph.D., University of Arizona

Kevin D. Vinson, Assistant Professor of Education;Coordinator of Graduate Programs in Curriculumand InstructionB.A., University of Maryland (Baltimore County);M.A., Loyola College in Maryland; Ph.D., Universityof Maryland (College Park)

Lura Vogelman, Academic/Clinical CoreFaculty of Speech-Language Pathology/AudiologyB.A., Towson University; M.S., Loyola College inMaryland; CCC-SLP

Sharon Ann Wall, S.S.N.D., Coordinator ofTeacher Education Programs; Adviser toUndergraduate Secondary Education MinorsB.A., College of Notre Dame of Maryland; M.S.,Johns Hopkins University; M.Ed., Loyola College inMaryland

Christine Wallace, Adjunct Clinical Supervisorof Speech-Language Pathology/AudiologyB.S., M.S., Purdue University; CCC-SLP

Stephen J. K. Walters, Professor of EconomicsB.A., University of Pennsylvania; M.A., Ph.D.,University of California (Los Angeles)

David L. Waltos, Adjunct Assistant Professor ofPsychologyB.S., Trinity College; M.D., The George WashingtonSchool of Medicine

Kathleen Ward, Academic/Clinical Core Facultyof Speech-Language Pathology/Audiology; ClinicalSupervisor of Speech-Language Pathology/AudiologyB.S., M.S., Towson University; CCC-A

Marianne Ward, Assistant Professor of EconomicsB.A., The American University; M.A., Ph.D.,University of Miami

Thomas Ward, Associate Professor of ModernLanguages and Literatures (Spanish)B.A., Southern Connecticut State University; M.A.,Ph.D., University of Connecticut

Bernard J. Weigman, Professor of ComputerScience, Electrical Engineering and EngineeringScience, and Physics; Director, Graduate Programs inEngineering ScienceB.S., Loyola College in Maryland; Ph.D., University ofNotre Dame

William Wentworth, Adjunct Instructor ofEducationB.S., Frostburg State University; M.Ed., JohnsHopkins University

Anne Marie Wheeler, Adjunct AssistantProfessor of Pastoral CounselingB.A., The Catholic University of America; J.D., TheGeorge Washington University

Erika E. White, Adjunct Assistant Professor of LawB.S., James Madison University; J.D., University ofBaltimore School of Law

Robert J. Wicks, Professor of Pastoral Counselingand Psychology; Chair, Pastoral Counseling DepartmentB.A., Fairfield University; M.A., St. John’s University;Psy.D., Hahnemann Medical College; Licensed Psychologist

189

Peter C. Wilcox, Adjunct Assistant Professor ofPastoral CounselingB.A., St. Fidelis College; M.A., Capuchin College; S.T.L.,University of St. Paul; M.Th., Ottawa University;S.T.B., The Catholic University of America; M.S.W.,University of Maryland; LCPC; LCSW-C; LCMFT

Nancy A. Williams, Associate Professor of EconomicsB.S., University of California (Riverside); M.A., Ph.D.,University of California (Berkeley)

Vernon Williams, Adjunct Instructor ofEngineering ScienceB.S., University of Maryland; M.S., The GeorgeWashington University

Leslie Wilson, Adjunct Instructor of EducationB.A., M.A. University of Maryland (Baltimore County);Ph.D., University of Maryland (College Park)

Donald T. Wolfe, Associate Professor ofPolitical ScienceB.A., St. Ambrose College; M.A., Marquette University;Ph.D., Johns Hopkins University

Jack Woodward, Adjunct Instructor of Education;Coordinator of Field Experience in Education (Elementary)A.B., Carson-Newman College; M.S.T., College ofWilliam and Mary; M.Ed., Loyola College in Maryland

George M. Wright, Associate Professor ofInformation SystemsB.S., United States Naval Academy; M.B.A., D.B.A.,The George Washington University

Angelita M. Yu-Crowley, Adjunct AssistantProfessor of Pastoral CounselingB.A., B.S., University of Maryland; M.A., Boston College;Ph.D., University of Utah; Licensed Psychologist

Gerald H. Zuelsdorf, Adjunct Instructor ofEngineering ScienceB.S.E.E., University of Akron; M.S.E.E., Ph.D.(candidate), The George Washington University

EMERITI FACULTY

Mary G. Atherton, Associate Professor Emeritaof Fine Arts (Art)B.F.A., M.F.A., Maryland Institute College of Art

Arleigh T. Bell, Jr., Associate ProfessorEmeritus of EconomicsB.S., United States Military Academy; M.A., Ph.D.,New School for Social Research

Gilbert Clapperton, Associate ProfessorEmeritus of PsychologyB.A., Bates College; M.A., University of NewHampshire; Ph.D., Baylor University; LicensedPsychologist

Rev. John R. Compton, Associate ProfessorEmeritus of Pastoral CounselingB.A., Capital University; M.Div., Evangelical LutheranTheological Seminary; D.Min., Lancaster TheologicalSeminary; S.T.M., New York Theological Seminary; CPC

James E. Dockery, Associate Professor Emeritusof Fine Arts (Drama)Lic. Phil., M.Ed., Fordham University; M.A., S.T.M.,Woodstock College

Joseph Mary Donohue, S.N.D.deN.,Associate Professor Emerita of EducationA.B. Trinity College; M.A., Ph.D., The CatholicUniversity of America

Paul C. Ergler, Associate Professor Emeritus ofManagementB.S., M.E., M.S., Drexel University; D.B.A., TheGeorge Washington University

Barry K. Estadt, Professor Emeritus of PastoralCounseling; Founding Director, Pastoral CounselingDepartmentB.A., St. Fidelis College; M.A., Ph.D., The CatholicUniversity of America

John P. Guercio, Associate Professor Emeritusof AccountingB.S., M.B.A., Loyola College in Maryland; C.P.A.

Frank R. Haig, S.J., Professor Emeritus ofPhysicsB.A., S.T.B., S.T.L., Woodstock College; Ph.D., TheCatholic University of America

Charles B. Hands, Professor Emeritus of EnglishA.B., Ph.D., University of Notre Dame; M.A., Universityof Pennsylvania

Donald B. Hofler, Professor Emeritus of EducationB.S.Ed., Towson University; M.Ed., C.A.S.E., LoyolaCollege in Maryland

John M. Jordan, Associate Professor Emeritus ofEconomicsB.S., Loyola College in Maryland; M.S., BrighamYoung University; M.S., Ph.D., Purdue University

Hans Mair, Associate Professor Emeritus ofPolitical ScienceB.A., Carleton College; J.U.D., University ofInnsbruck; Ph.D., Johns Hopkins University

Charles R. Margenthaler, Professor Emeritusof Decision SciencesB.S., Bradley University; M.S., Arizona State University;M.S., West Coast University; Ph.D., University of Illinois; P.E.

Patrick A. Martinelli, Professor Emeritus ofMarketingB.S., Georgetown University; M.B.A., Ph.D., OhioState University

P. Andrew McCormick, Associate ProfessorEmeritus of History and Modern Languages andLiteratures (Russian)B.S., Loyola College in Maryland; M.A., MiddleburyCollege; Ph.D., Georgetown University

Edward J. Ross, Professor Emeritus of Fine Arts(Photography)B.A., M.A., Johns Hopkins University

Maps

BELTWAY GUIDE

Loyola College in Maryland is located at the corner of Cold Spring Lane and North Charles Street inBaltimore City. When using I-695 (the Baltimore Beltway), take Exit 25 (Charles Street). Proceedsouth on Charles Street, just north of the Cold Spring Lane intersection. For information on campusoffice locations, consult the Campus Map.

191

COLD SPRING LANE

CH

AR

LES

ST

RE

ET

ROSSITER AVENUE

YO

RK

RO

AD

RADNOR AVENUE

WINSTON AVENUE

NOTRE DAME LANE

34

31

22

2

3

2 4

1

4

4

4

6

5

109

11

1213

14

17 18

20

21

25

2422

23

33

35

35

36

26 27

30 29 28

MIL

LBR

OO

K R

OA

D

4

4

4

7

8

TO YORK ROAD

32

19

1615

38

37

1. WYNNEWOOD TOWERSCrestar Bank ATMCyber CaféEnvironmental Health and SafetyEvent Services and Auxiliary

ManagementMargaret A. McManus-Moag

Speech and Hearing CenterOff-Campus Centers and

ProcurementPool (outdoor)Primo’s: The New MarketplaceSodexho Marriott Dining Services

Administrative OfficesSpeech-Language

Pathology/AudiologyDepartment

2. GARDEN APARTMENTSGarden GarageSand Volleyball Court

3. GUILFORD TOWERSStudio GuilfordTelecommunications

4. CHARLESTON HALLAPARTMENTSAlcohol and Drug Education and

Support ServicesHealth Services-Health Education

ProgramsStudent Life OfficeWomens Center

5. FITNESS AND AQUATICCENTER

Recreational Sports Department

6. USF&G PEDESTRIAN BRIDGE7. KNOTT HALL

Campus Card AdministrationMathematical Sciences DepartmentPhysics DepartmentPost Office WindowTechnology Services

8. DONNELLY SCIENCE CENTERBiology DepartmentChemistry DepartmentComputer Science DepartmentEngineering Science Department

9. ALUMNI MEMORIAL CHAPEL10. COHN HALL

Campus MinistryCenter For Values and Service

11. BEATTY HALLCounseling CenterEducation DepartmentPolitical Science DepartmentPsychology DepartmentSociology Department

12. XAVIER HALLHuman Resources

13. JENKINS HALL14. REV. FRANCIS X. KNOTT, S.J.,

HUMANITIES CENTERAdmissions

Graduate Undergraduate

Alumni RelationsArchivesCenter for Academic Services

and SupportCommunication DepartmentDean-College of Arts and SciencesDevelopmentEnglish DepartmentFinancial AidGrant ServicesHistory DepartmentHug LoungePhilosophy DepartmentPhonathon CenterPublic RelationsPublicationsRefectorySecretary of the CollegeSodexo Marriott Dining Services

Catering OfficesTheology DepartmentVice President for Development

and College Relations

15. SELLINGER SCHOOL OFBUSINESS AND MANAGEMENTAccounting Department Copy CenterDean - Sellinger School of

Business and ManagementEconomics DepartmentFinance DepartmentInformation Systems / Decision

Sciences DepartmentStrategic and Organizational

Studies DepartmentLaw and Social ResponsibilityManagement and International

Business Marketing

16. MARYLAND HALLAcademic PublicationsBank of America ATMClassics DepartmentDean of Freshmen and

Academic ServicesDistance Learning CenterInstitutional ResearchInstructional TechnologyModern Languages and Literatures

DepartmentMulticultural Affairs

RecordsResource ManagementStudent Administrative ServicesStudent Telephone ServicesVice President for Academic AffairsVice President for Administration

and Finance/TreasurerVice President for Student

Development and Dean of Students

17. DECHIARO COLLEGECENTER

Career Development and Placement Center

Emil G. “Lefty” Reitz ArenaMangione Swimming PoolSellinger VIP LoungeJulio Fine Arts Wing

Art GalleryFine Arts DepartmentMcManus TheaterRecital Room

18. ANDREW WHITE STUDENTCENTERAthletic DepartmentBookstoreBoulder Garden CaféCampus Box OfficeCommuter AffairsCyber CaféLeadership and New Student

ProgramsMcGuire HallMinority Student ServicesStudent ActivitiesStudent Government Association

19. JOHN M. CURLEY, JR., FIELD20. ARMIGER HOUSE

President’s House

21. IGNATIUS HOUSEJesuit Community Residence

22. HAMMERMAN HOUSEFava Chapel

23. MAROGER ART STUDIO

24. BUTLER HALL25. SERVICE BUILDING

Physical PlantPublic Safety Department

26. 300 RADNOR AVENUECenter for Social and Community

Research

27. 302 RADNOR AVENUEMilitary Science/ROTC

28. 305 ROSSITER AVENUE-MCENEANY COTTAGE

Government and CommunityRelations

29. 301 ROSSITER AVENUE-JUSTINOCHER HOUSE

International Technology Research Institute

30. EARLY HOUSEMilitary Science/ROTC

31. TENNIS COURTS32. BUTLER PRACTICE FIELD33. LOYOLA/NOTRE DAME LIBRARY34. NOTRE DAME ALUMNAE FIELD35. AHERN HALL36. MCAULEY HALL37. 5104 YORK ROAD

Central DuplicatingParking and TransportationPost Office Sorting RoomPublic Safety Administration

38. 5000 YORK ROADAccounts Payable/DisbursementsAdministration and Finance

ControllerSystems and OperationsPayroll

Administrative Systems Development

Administration and Process DesignWord Processing

BALTIMORE CAMPUS

192 Maps

�

US 29�

I-95�

MD 175

MD 32

Broken LandParkway �

Snowden RiverParkway �

MinstrelWay �

ColumbiaCampus

�

I-97Business

Park

MD 3 / I-97�

West Frontage Road�

Benfield Blvd.

� To I-695Baltimore

Main Street

Business Rt.1�

Bel Air Road

Business Rt.1�W. BroadwayAvenue

Churchville RoadMD 22

Emmorton RoadMD 924

�Exit 85

I-95N�

Exit 77B�

John CarrollHigh School

�

To I-695� Baltimore

MD 24

Business Rt.1�

Baltimore Pike

Anne Arundel County CenterI-97 Business Park1110 Benfield Boulevard, Suite F

Take Route 97 to Benfield Road West. Continue pastthe first stop sign and turn right into industrial park.

John Carroll High School703 Churchville Road

Take I-95 North to Exit 77B. Go West on MD24 andturn right on Business Route 1/Belair Road. At fifthtraffic light (Main Street), Belair Road becomesChurchville Road/MD22.

�I-83�

�Padonia

RoadExit 17A

TimoniumRoad

Exit 16A

To I-83North

�

To I-695Baltimore�

MTA

TimoniumCampus

YorkRoad

�

DeercoRoad

�

� Greenspring Drive

The Graduate Center – Columbia Campus7135 Minstrel Way

From Baltimore: Take I-95 South to 175 West toSnowden River Parkway South to Minstrel Way West;OR: Take I-70 West to 29 South to 175 East toSnowden River Parkway South to Minstrel Way West.From Washington, D.C.: Take I-95 North to 32 West toBroken Land Parkway North. Turn right on SnowdenRiver and left on Minstrel Way; OR: Take 29 North to32 East to Broken Land Parkway North. Turn right onSnowden River and left on Minstrel Way.

The Graduate Center – Timonium Campus2034 Greenspring Drive

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

Index

AAbsence, Leave of . . . . . . . . . . . . . . . . . . . . . . . . . . 19Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . 172Academic Dismissal

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Psychology

M.A./M.S. Candidates . . . . . . . . . . . . . . . . . . 111Psy.D. Candidates . . . . . . . . . . . . . . . . . . . . . . 116

Speech-Language Pathology/Audiology . . . . . 129Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . 13Academic Regulations and Policies . . . . . . . . . . . . 13

Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . 13Academic Standing and Dismissal . . . . . . . . . . . 18Advanced Standing . . . . . . . . . . . . . . . . . . . . . . . 19Buckley Amendment . . . . . . . . . . . . . . . . . . . . . . 14Classification of Students

Degree Students . . . . . . . . . . . . . . . . . . . . . . . . 14Non-Degree Students . . . . . . . . . . . . . . . . . . . . 14Post-Master’s Student . . . . . . . . . . . . . . . . . . . . 15

Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Appeal of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Audit Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Grade Reports . . . . . . . . . . . . . . . . . . . . . . . . . 17Incompletes . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Withdrawals . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Intellectual Honesty . . . . . . . . . . . . . . . . . . . . . . 13International Students . . . . . . . . . . . . . . . . . . . . 15Leave of Absence . . . . . . . . . . . . . . . . . . . . . . . . . 19Standards of Conduct . . . . . . . . . . . . . . . . . . . . . 13Student Status . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Time Limit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Transfer Credit . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Academic Requirements, Speech Pathology . . . . 128Academic Standards, Speech Pathology . . . . . . . 129Academic Standing and Dismissal . . . . . . . . . . . . . 18Accreditation, Pastoral Counseling . . . . . . . . . . . . 98Accreditations, Loyola College . . . . . . . . . . . . . . . . 4Administration and Supervision . . . . . . . . . . . . . . 32

Certificate of Advanced Study in Education (CASE) 33Certificate of Advanced Study in School

Management . . . . . . . . . . . . . . . . . . . . . . . . . . 33Certification in . . . . . . . . . . . . . . . . . . . . . . . . . . 33Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 44Master of Arts (M.A.) . . . . . . . . . . . . . . . . . . . . . 32Master of Education (M.Ed.) . . . . . . . . . . . . . . . 32

Admission CriteriaEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Application Deadlines . . . . . . . . . . . . . . . . . . . 30Engineering Science . . . . . . . . . . . . . . . . . . . . . . 72

Application Deadlines . . . . . . . . . . . . . . . . . . . 72Executive Master of Business Administration . 166Master of Business Administration . . . . . . . . . . 140Master of Science in Finance . . . . . . . . . . . . . . 154MBA Fellows Program . . . . . . . . . . . . . . . . . . . . 159Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Application Deadlines . . . . . . . . . . . . . . . . . . . 82

Pastoral CounselingGeneral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Ph.D. Candidates . . . . . . . . . . . . . . . . . . . . . . . 99

PsychologyM.A./M.S. Candidates . . . . . . . . . . . . . . . . . . 108Psy.D. Candidates . . . . . . . . . . . . . . . . . . . . . . 115

Speech Pathology . . . . . . . . . . . . . . . . . . . . . . . 126Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Application Deadlines . . . . . . . . . . . . . . . . . . . . . 25Application Materials . . . . . . . . . . . . . . . . . . . . . 26Application Procedures . . . . . . . . . . . . . . . . . . . 25

Advanced Standing . . . . . . . . . . . . . . . . . . . . . . . . 19Advancement to Candidacy Exam, Psychology . . 110Appeal of a Grade . . . . . . . . . . . . . . . . . . . . . . . . . 17Application Deadlines . . . . . . . . . . . . . . . . . . . . . . 25

Engineering Science . . . . . . . . . . . . . . . . . . . . . . 72Master of Business Administration . . . . . . . . . . 141Master of Science in Finance . . . . . . . . . . . . . . 154

International Students . . . . . . . . . . . . . . . . . . 155Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 82Pastoral Counseling . . . . . . . . . . . . . . . . . . . . . . 99Psychology

M.A./M.S. Programs . . . . . . . . . . . . . . . . . . . 109Psy.D. Program . . . . . . . . . . . . . . . . . . . . . . . . 115

Application Materials . . . . . . . . . . . . . . . . . . . . . . . 26Application Procedures . . . . . . . . . . . . . . . . . . . . . 25

Executive Master of Business Administration . 166Federal Direct Stafford Loan . . . . . . . . . . . . . . . 23Master of Business Administration . . . . . . . . . . 141Master of Science in Finance . . . . . . . . . . . . . . 154MBA Fellows Program . . . . . . . . . . . . . . . . . . . . 159

Approvals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Assistantships

Graduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Resident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Assistantships, Psychology . . . . . . . . . . . . . . . . . . 118Audit Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

BBaltimore Campus Map . . . . . . . . . . . . . . . . . . . . 191Beltway Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . 174Buckley Amendment . . . . . . . . . . . . . . . . . . . . . . . 14Business Administration, Master of . . . . . . . . . . . 140

CCalendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Campuses and Buildings

Anne Arundel Center . . . . . . . . . . . . . . . . . . . . . 10Baltimore Campus . . . . . . . . . . . . . . . . . . . . . . . . 6Columbia Campus . . . . . . . . . . . . . . . . . . . . . . . . . 9Timonium Campus . . . . . . . . . . . . . . . . . . . . . . . . 9

Certificate of Advanced StudyEducation, School Management (C.S.M.) . . . . . 33Pastoral Counseling (C.A.S.) . . . . . . . . . . . . . . . 97Psychology (C.A.S.) . . . . . . . . . . . . . . . . . . . . . . 113Speech Pathology . . . . . . . . . . . . . . . . . . . . . . . 130

194 Index

Certificate of Advanced Study in Education (CASE)Administration and Supervision . . . . . . . . . . . . . 33Curriculum and Instruction . . . . . . . . . . . . . . . . 35Montessori Education . . . . . . . . . . . . . . . . . . . . . 39Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41School Counseling . . . . . . . . . . . . . . . . . . . . . . . 37Special Education . . . . . . . . . . . . . . . . . . . . . . . . 43

Certificates, Educational Technology . . . . . . . . . . 36Change of Student Status . . . . . . . . . . . . . . . . . . . 24Classification of Students . . . . . . . . . . . . . . . . . . . 14

Degree Students . . . . . . . . . . . . . . . . . . . . . . . . . 14Non-Degree Students

Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Teacher Certification . . . . . . . . . . . . . . . . . . . . 15Visiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Post-Master’s Students . . . . . . . . . . . . . . . . . . . . . 15Clinical Placement (Psy.D.), Psychology . . . . . . . 117Clinical Practicum, Speech Pathology

Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Clinical Requirements, Speech Pathology . . . . . 128Clinical Training Fees, Pastoral Counseling . . . . . 99Clinical/Counseling Options, Psychology . . . . . 113College of Arts and Sciences

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Engineering Science . . . . . . . . . . . . . . . . . . . . . . 72Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 82Pastoral Counseling . . . . . . . . . . . . . . . . . . . . . . 96Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Speech-Language Pathology/Audiology . . . . . 126

College, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Campuses and Buildings

Anne Arundel Center . . . . . . . . . . . . . . . . . . . 10Baltimore Campus . . . . . . . . . . . . . . . . . . . . . . . 6Columbia Campus . . . . . . . . . . . . . . . . . . . . . . . 9Timonium Campus . . . . . . . . . . . . . . . . . . . . . . 9

Diversity Statement . . . . . . . . . . . . . . . . . . . . . . . . 6History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Services

Campus Store . . . . . . . . . . . . . . . . . . . . . . . . . . 10Career Development and Placement Center . 10Computer Facilities . . . . . . . . . . . . . . . . . . . . . 10Disability Support Services . . . . . . . . . . . . . . . . 10Health Insurance . . . . . . . . . . . . . . . . . . . . . . . 11Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Multicultural Affairs Office . . . . . . . . . . . . . . . 11Parking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Post Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Records Office . . . . . . . . . . . . . . . . . . . . . . . . . 12Student Administrative Services . . . . . . . . . . . . 12Student Health and Education Services . . . . . 12

Colloquium, Psychology . . . . . . . . . . . . . . . . . . . 117Comprehensive Examinations

Psychology (M.A./M.S.) . . . . . . . . . . . . . . . . . . 110Psychology (Psy.D.) . . . . . . . . . . . . . . . . . . . . . . 116Speech-Language Pathology/Audiology . . . . . 127

Course DescriptionsEducation

Administration and Supervision . . . . . . . . . . . 44Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Educational Technology . . . . . . . . . . . . . . . . . 54

Montessori . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Reading/Special Education . . . . . . . . . . . . . . . 62School Counseling . . . . . . . . . . . . . . . . . . . . . . 55

Engineering Science . . . . . . . . . . . . . . . . . . . . . . 76Executive Master of Business Administration . 168Master of Business Administration . . . . . . . . . . 145Master of Science in Finance . . . . . . . . . . 145, 155Master’s Plus Program . . . . . . . . . . . . . . . . . . . 145MBA Fellows Program . . . . . . . . . . . . . . . . . . . . 161Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 83Pastoral Counseling . . . . . . . . . . . . . . . . . . . . . 100Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Speech-Language Pathology . . . . . . . . . . . . . . . 130

Credits RequiredEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Engineering Science . . . . . . . . . . . . . . . . . . . . . . 72Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 83Pastoral Counseling . . . . . . . . . . . . . . . . . . . . . . 99Psychology


Speech Pathology . . . . . . . . . . . . . . . . . . . . . . . 127Curriculum and Instruction . . . . . . . . . . . . . . . . . . 34

Certificate of Advanced Study in Education (CASE) 35Master of Arts

Curriculum Studies . . . . . . . . . . . . . . . . . . . . . 35Educational Technology Focus . . . . . . . . . . . . 35Science Education Focus . . . . . . . . . . . . . . . . . 34

Master of Education . . . . . . . . . . . . . . . . . . . . . . 34

DDeadlines, Application . . . . . . . . . . . . . . . . . . . . . . 25Degree Requirements

Engineering Science . . . . . . . . . . . . . . . . . . . . . . 72Executive Master of Business Administration . 167Master of Business Administration . . . . . . . . . . 141Master of Science in Finance . . . . . . . . . . . . . . 155MBA Fellows Program . . . . . . . . . . . . . . . . . . . . 159Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 83Pastoral Counseling . . . . . . . . . . . . . . . . . . . . . . 99Psychology

M.A./M.S., Clinical or Counseling . . . . . . . . 111Psy.D., Clinical . . . . . . . . . . . . . . . . . . . . . . . . 117

Speech Pathology . . . . . . . . . . . . . . . . . . . . . . . 127Degree Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Departmental Program, Financial Aid . . . . . . . . . 23Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Disability Support Services . . . . . . . . . . . . . . . . . . . 10Dissertation (Psy.D.), Psychology . . . . . . . . . . . . 117Dist. Speaker’s Colloquium, Speech Pathology . 130Diversity Statement . . . . . . . . . . . . . . . . . . . . . . . . . 6Doctor of Philosophy, Pastoral Counseling . . . . . . 97Doctor of Psychology in Clinical Psychology, Psy.D113

Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Admission Criteria . . . . . . . . . . . . . . . . . . . . . . 115Clinical Placement/Internship . . . . . . . . . . . . . 117Colloquium . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Course Descriptions . . . . . . . . . . . . . . . . . . . . . 119Credits Required . . . . . . . . . . . . . . . . . . . . . . . . 116Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Mission/Philosophy of Training . . . . . . . . . . . . 113Model of Professional Training . . . . . . . . . . . . 114

195

Philosophy of Training . . . . . . . . . . . . . . . . . . . 114Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Program of Study . . . . . . . . . . . . . . . . . . . . . . . 117Student Evaluation

Comprehensive Examinations . . . . . . . . . . . . 116Dissertation . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Grades and Academic Dismissal . . . . . . . . . . 116Professional Assessment Review . . . . . . . . . . . 116

EEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Academic Dismissal . . . . . . . . . . . . . . . . . . . . . . . 31Administration and Supervision . . . . . . . . . . . . . 32

Certificate of Advanced Study in Education (CASE)33Certificate of Advanced Study in School

Management . . . . . . . . . . . . . . . . . . . . . . . . . 33Certification in . . . . . . . . . . . . . . . . . . . . . . . . . 33M.Ed., Private School Management . . . . . . . . 33Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . 32Master of Education . . . . . . . . . . . . . . . . . . . . . 32

Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . 30Application Deadlines . . . . . . . . . . . . . . . . . . . 30

Course DescriptionsAdministration and Supervision . . . . . . . . . . . 44Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Educational Technology . . . . . . . . . . . . . . . . . 61Montessori . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Reading/Special Education . . . . . . . . . . . . . . . 62School Counseling . . . . . . . . . . . . . . . . . . . . . . 55

Course Waivers . . . . . . . . . . . . . . . . . . . . . . . . . . 32Credits Required . . . . . . . . . . . . . . . . . . . . . . . . . 31Curriculum and Instruction . . . . . . . . . . . . . . . . 34

Certificate of Advanced Study in Education (CASE)35M.A., Curriculum Studies . . . . . . . . . . . . . . . . . 35M.A., Educational Technology Concentration 35M.A., Science Education Concentration . . . . . 34Master of Education . . . . . . . . . . . . . . . . . . . . . 34

Educational Technology . . . . . . . . . . . . . . . . . . . 36Computer Studies . . . . . . . . . . . . . . . . . . . . . . . 36Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Foundations of Education . . . . . . . . . . . . . . . . . 35Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . 36Master of Education . . . . . . . . . . . . . . . . . . . . . 36

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Graduate Studies Courses . . . . . . . . . . . . . . . . . . 32Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . 31Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Montessori Education . . . . . . . . . . . . . . . . . . . . . 37

Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Certificate of Advanced Study in Education (CASE)39Course of Study . . . . . . . . . . . . . . . . . . . . . . . . 38Master of Education . . . . . . . . . . . . . . . . . . . . . 37Prerequisite Course . . . . . . . . . . . . . . . . . . . . . 38Purpose/Scope . . . . . . . . . . . . . . . . . . . . . . . . . 37

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Certificate of Advanced Study in Education (CASE)41M.Ed., Reading Specialist . . . . . . . . . . . . . . . . . 40M.Ed., Reading Teacher Development . . . . . . 40

School CounselingCertificate of Advanced Study in Education (CASE)37Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Master of Education . . . . . . . . . . . . . . . . . . . . . 37Special Education . . . . . . . . . . . . . . . . . . . . . . . . 41

Certificate of Advanced Study in Education (CASE)43Master of Education . . . . . . . . . . . . . . . . . . . . . 42

Teacher Education . . . . . . . . . . . . . . . . . . . . . . . 43Educational Technology

Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 61Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Engineering Science . . . . . . . . . . . . . . . . . . . . . . . 72Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . 72

Application Deadlines . . . . . . . . . . . . . . . . . . . 72Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 76Course Waivers . . . . . . . . . . . . . . . . . . . . . . . . . . 75Credits Required . . . . . . . . . . . . . . . . . . . . . . . . . 72Degrees/Programs

Independent Study . . . . . . . . . . . . . . . . . . . . . . 75M.E.S., Computer Engineering . . . . . . . . . . . . 72M.E.S., Computer Science . . . . . . . . . . . . . . . . 72M.E.S., Engineering Science . . . . . . . . . . . . . . 72Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . 75

MBA Elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Executive Master of Business Administration (XMBA)165Admission Criteria . . . . . . . . . . . . . . . . . . . . . . 166Application Procedures . . . . . . . . . . . . . . . . . . 166Basic Competencies . . . . . . . . . . . . . . . . . . . . . 166Course Descriptions . . . . . . . . . . . . . . . . . . . . . 168Degree Requirements . . . . . . . . . . . . . . . . . . . . 167Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Financial Information . . . . . . . . . . . . . . . . . . . . 166

Externships, Psychology . . . . . . . . . . . . . . . . . . . . 110

FFast Track Option, MBA . . . . . . . . . . . . . . . . . . . 142Federal Direct Stafford Loans

Application Procedures . . . . . . . . . . . . . . . . . . . 23Subsidized . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Unsubsidized . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Non-Refundable

Departmental . . . . . . . . . . . . . . . . . . . . . . . . . . 21General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Payment OptionsDepartmental Assistance . . . . . . . . . . . . . . . . . 22Walk-In/Mail-In Registration . . . . . . . . . . . . . . 22Web Registration . . . . . . . . . . . . . . . . . . . . . . . 22

Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Flat Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Per Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Fellows Program, MBA . . . . . . . . . . . . . . . . . . . . . 158Fellowships/Traineeships, Speech Pathology . . . 130Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

AssistantshipsGraduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Resident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Departmental Programs . . . . . . . . . . . . . . . . . . . 23Executive Master of Business Administration . 166Federal Direct Stafford Loan

Application Procedures . . . . . . . . . . . . . . . . . . 23Subsidized . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Unsubsidized . . . . . . . . . . . . . . . . . . . . . . . . . . 23

196 Index

Master of Business Administration . . . . . . . . . . 141Master of Science in Finance . . . . . . . . . . . . . . 155MBA Fellows Program . . . . . . . . . . . . . . . . . . . . 159National Studen Loan Clearinghouse (NSLC) . 24National Studen Loan Data System (NSLDS) . . 24State Programs

Maryland HOPE Teacher Scholarship . . . . . . 24Maryland Loan Assistance Repayment Program

(LARP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Maryland Sharon Christa McAuliffe Memorial

Teacher Education Award . . . . . . . . . . . . . . 24Maryland State Senatorial/Delegate Scholarships 23

Student Status Changes . . . . . . . . . . . . . . . . . . . 24Foundations of Education . . . . . . . . . . . . . . . . . . . 35

Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Master of Education . . . . . . . . . . . . . . . . . . . . . . 36

GGMAT Waiver Policy . . . . . . . . . . . . . . . . . . . . . . 140Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Appeal of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Audit Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Grade Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Incompletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Withdrawals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Graduate Assistantships . . . . . . . . . . . . . . . . . . . . . 23Graduate Studies Courses, Education . . . . . . . . . . 32Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

HHealth Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . 11History, The College . . . . . . . . . . . . . . . . . . . . . . . . 5Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Housing, Pastoral Counseling . . . . . . . . . . . . . . . . 99

IIncompletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Independent Study, Engineering Science . . . . . . 75Insurance, Health . . . . . . . . . . . . . . . . . . . . . . . . . 11Intellectual Honesty . . . . . . . . . . . . . . . . . . . . . . . . 13International Students . . . . . . . . . . . . . . . . . . . . . . 15Internships, Psychology . . . . . . . . . . . . . . . . . . . . 117

LLab Facilities, Psychology . . . . . . . . . . . . . . . . . . . 118Leave of Absence . . . . . . . . . . . . . . . . . . . . . . . . . . 19Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 11Loans

Federal Direct Stafford (Subsidized) . . . . . . . . . 23Federal Direct Stafford (Unsubsidized) . . . . . . . 23

Loyola Speech/Language/Hearing Centers . . . 129Loyola/UAH MBA Program . . . . . . . . . . . . . . . . 156

MMaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Anne Arundel County Center . . . . . . . . . . . . . 192Baltimore Campus . . . . . . . . . . . . . . . . . . . . . . 191Beltway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Columbia Campus . . . . . . . . . . . . . . . . . . . . . . . 192John Carroll High School . . . . . . . . . . . . . . . . . 192

Timonium Campus . . . . . . . . . . . . . . . . . . . . . . 192Master of Business Administration (MBA) . . . . . 140

Admission Criteria . . . . . . . . . . . . . . . . . . . . . . 140Application Procedures . . . . . . . . . . . . . . . . . . 141Course Descriptions . . . . . . . . . . . . . . . . . . . . . 145Degree Requirements . . . . . . . . . . . . . . . . . . . . 141Fast Track Option . . . . . . . . . . . . . . . . . . . . . . . 142Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . 141GMAT Waiver Policy . . . . . . . . . . . . . . . . . . . . . 140MBA Core . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Prerequisites/Basic Competencies . . . . . . . . . . 141

Master of Science in Finance (MSF) . . . . . . . . . . 154Admission Criteria . . . . . . . . . . . . . . . . . . . . . . 154Application Procedures . . . . . . . . . . . . . . . . . . 154Course Descriptions . . . . . . . . . . . . . . . . . 145, 155Degree Requirements . . . . . . . . . . . . . . . . . . . . 155Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . 155GMAT Waiver Policy . . . . . . . . . . . . . . . . . . . . . 154Prerequisites/Basic Competencies . . . . . . . . . . 155

Master’s DegreesEducation

M.A., Administration and Supervision . . . . . . 32M.A., Educational Technology . . . . . . . . . . . . 36M.A., Foundations of Education . . . . . . . . . . . 36M.Ed., Administration and Supervision . . . . . 32M.Ed., Curriculum and Instruction . . . . . . . . . 34M.Ed., Foundations of Education . . . . . . . . . . 36M.Ed., Montessori Education . . . . . . . . . . . . . 37M.Ed., Reading Specialist . . . . . . . . . . . . . . . . . 40M.Ed., Reading Teacher Development . . . . . . 40M.Ed., School Counseling . . . . . . . . . . . . . . . . 37M.Ed., Special Education . . . . . . . . . . . . . . 41, 42

Engineering ScienceM.E.S., Computer Engineering . . . . . . . . . . . . 72M.E.S., Computer Science . . . . . . . . . . . . . . . . 72M.E.S., Electrical Engineering . . . . . . . . . . . . . 72

Pastoral CounselingM.A., Spiritual and Pastoral Care . . . . . . . . . . . 97M.S., Pastoral Counseling . . . . . . . . . . . . . . . . 97

PsychologyM.A./M.S., Clinical or Counseling . . . . . . . . 108

Sellinger School of Business and ManagementM.B.A. . . . . . . . . . . . . . . . . . . . . . . 140, 158, 165M.S.F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Speech-Language Pathology, M.S. . . . . . . . . . . 127Master’s Plus Program . . . . . . . . . . . . . . . . . . . . 157

Course Descriptions . . . . . . . . . . . . . . . . . . . . . 145Master’s Thesis

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Engineering Science . . . . . . . . . . . . . . . . . . . . . . 75Psychology, M.A./M.S. Candidates . . . . . . . . . . 110Speech Pathology . . . . . . . . . . . . . . . . . . . . . . . 127

Materials, Application . . . . . . . . . . . . . . . . . . . . . . 26MBA Elective, Engineering Science . . . . . . . . . . . 75MBA Fellows Program . . . . . . . . . . . . . . . . . . . . . 158

Admission Criteria . . . . . . . . . . . . . . . . . . . . . . 159Application Procedures . . . . . . . . . . . . . . . . . . 159Basic Competencies . . . . . . . . . . . . . . . . . . . . . 159Course Descriptions . . . . . . . . . . . . . . . . . . . . . 161Degree Requirements . . . . . . . . . . . . . . . . . . . . 159Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Financial Information . . . . . . . . . . . . . . . . . . . . 159

197

Memberships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . 82Application Deadlines . . . . . . . . . . . . . . . . . . . 82

Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 83Credits Required . . . . . . . . . . . . . . . . . . . . . . . . . 83Degree Requirements . . . . . . . . . . . . . . . . . . . . . 83

Montessori Education . . . . . . . . . . . . . . . . . . . . . . 37Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Certificate of Advanced Study in Education (CASE) 39Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 59Course of Study . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Education Core Courses . . . . . . . . . . . . . . . . . 38Montessori Course (AMI) . . . . . . . . . . . . . . . . 38

Master of Education . . . . . . . . . . . . . . . . . . . . . . 37Prerequisite Course . . . . . . . . . . . . . . . . . . . . . . . 38

Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . 38Purpose and Scope . . . . . . . . . . . . . . . . . . . . . . . 37

Multicultural Affairs Office . . . . . . . . . . . . . . . . . . 11

NNational Studen Loan Clearinghouse (NSLC) . . . 24National Studen Loan Data System (NSLDS) . . . . 24Non-Degree Students

Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Teacher Certification . . . . . . . . . . . . . . . . . . . . . 15Visiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Non-Refundable FeesDepartmental . . . . . . . . . . . . . . . . . . . . . . . . . . . 21General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

PParking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Baltimore Campus . . . . . . . . . . . . . . . . . . . . . . . 12Columbia/Timonium Campuses . . . . . . . . . . . . 12

Pastoral Counseling . . . . . . . . . . . . . . . . . . . . . . . 96Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . 98

Ph.D. Candidates . . . . . . . . . . . . . . . . . . . . . . . 99Application Deadlines

M.S./C.A.S. Applicants . . . . . . . . . . . . . . . . . . . 99Ph.D. Applicants . . . . . . . . . . . . . . . . . . . . . . . . 99

Course Descriptions . . . . . . . . . . . . . . . . . . . . . 100Credits Required . . . . . . . . . . . . . . . . . . . . . . . . . 99Degree Requirements . . . . . . . . . . . . . . . . . . . . . 99Degrees/Certificates

Certificate of Advanced Study . . . . . . . . . . . . . 97Doctor of Philosophy . . . . . . . . . . . . . . . . . . . . 97Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . 97Master of Science . . . . . . . . . . . . . . . . . . . . . . . 97

Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Language Requirement, Ph.D. . . . . . . . . . . . . . . 98Payment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Installment Plan . . . . . . . . . . . . . . . . . . . . . . . 100Third Party Billing . . . . . . . . . . . . . . . . . . . . . 100

Supervisory Process, M.S./C.A.S./Ph.D. . . . . . . 99Therapy Requirement . . . . . . . . . . . . . . . . . . . . . 98Tuition/Clinical Training Fees . . . . . . . . . . . . . . 99

Payment OptionsDepartmental Assistance . . . . . . . . . . . . . . . . . . . 22Pastoral Counseling

Installment Plan . . . . . . . . . . . . . . . . . . . . . . . 100

Third Party Billing . . . . . . . . . . . . . . . . . . . . . 100Walk-In/Mail-In Registration . . . . . . . . . . . . . . . 22Web Registration . . . . . . . . . . . . . . . . . . . . . . . . . 22

Ph.D., Pastoral Counseling . . . . . . . . . . . . . . . . . . 97Language Requirement . . . . . . . . . . . . . . . . . . . 98

Plus, Master’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Post Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Post-Master’s Student . . . . . . . . . . . . . . . . . . . . . . . 15Prerequisites

Engineering Science . . . . . . . . . . . . . . . . . . . . . . 72Executive Master of Business Administration . 166Master of Business Administration . . . . . . . . . . 141Master of Science in Finance . . . . . . . . . . . . . . 155MBA Fellows Program . . . . . . . . . . . . . . . . . . . . 159Psychology


Private School Management, Education . . . . . . . . 33Procedures, Application . . . . . . . . . . . . . . . . . . . . 25Professional Assessment Review, Psychology . . . . 116Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Assistantships . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Certificate of Advanced Study (C.A.S.) . . . . . . 113Course Descriptions . . . . . . . . . . . . . . . . . . . . . 119Lab Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . 118M.A./M.S., Clinical or Counseling Psychology 108

Admission Criteria . . . . . . . . . . . . . . . . . . . . . 108Advancement to Candidacy Exam . . . . . . . . . 110Degree Programs . . . . . . . . . . . . . . . . . . . . . . 111Externships . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Grading and Academic Dismissal . . . . . . . . . 111Master’s Comprehensive Examination . . . . . 110Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . 110Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . 109Program Requirements . . . . . . . . . . . . . . . . . 109

Psy.D., Clinical Psychology . . . . . . . . . . . . . . . . 113Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . 115Admission Criteria . . . . . . . . . . . . . . . . . . . . . 115Clinical Placement/Internship . . . . . . . . . . . 117Colloquium . . . . . . . . . . . . . . . . . . . . . . . . . . 117Credits Required . . . . . . . . . . . . . . . . . . . . . . 116Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Mission/Philosophy of Training . . . . . . . . . . 113Model of Professional Training . . . . . . . . . . . 114Philosophy of Training . . . . . . . . . . . . . . . . . 114Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . 115Program of Study . . . . . . . . . . . . . . . . . . . . . . 117Student Evaluation . . . . . . . . . . . . . . . . . . . . . 116

RReading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Certificate of Advanced Study in Education (CASE) 41Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 62Master of Education

Reading Specialist . . . . . . . . . . . . . . . . . . . . . . 40Reading Teacher Development . . . . . . . . . . . . 40

Records Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Flat Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Per Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Reports, Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Resident Assistantships . . . . . . . . . . . . . . . . . . . . . 23

198 Index

SScholarship, Maryland HOPE Teacher . . . . . . . . . 24Scholarship, Maryland State Senatorial/Delegate 23School Counseling

Certificate of Advanced Study in Education (CASE) 37Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 55Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Master of Education . . . . . . . . . . . . . . . . . . . . . . 37

Sellinger School of Business and Management . . 137Educational Objectives . . . . . . . . . . . . . . . . . . . 137Executive Master of Business Administration

(XMBA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165Admission Criteria . . . . . . . . . . . . . . . . . . . . . 166Application Procedures . . . . . . . . . . . . . . . . . 166Basic Competencies . . . . . . . . . . . . . . . . . . . . 166Course Descriptions . . . . . . . . . . . . . . . . . . . . 168Degree Requirements . . . . . . . . . . . . . . . . . . 167Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . 166Financial Information . . . . . . . . . . . . . . . . . . 166

Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Locations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Loyola/UAH MBA Program . . . . . . . . . . . . . . . 156Master of Business Administration (MBA) . . . . 140

Admission Criteria . . . . . . . . . . . . . . . . . . . . . 140Application Procedures . . . . . . . . . . . . . . . . . 141Course Descriptions . . . . . . . . . . . . . . . . . . . . 145Degree Requirements . . . . . . . . . . . . . . . . . . 141Fast Track Option . . . . . . . . . . . . . . . . . . . . . 142Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . 141GMAT Waiver Policy . . . . . . . . . . . . . . . . . . . 140MBA Core . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Prerequisites/Basic Competencies . . . . . . . . 141

Master of Science in Finance (MSF) . . . . . . . . 154Admission Criteria . . . . . . . . . . . . . . . . . . . . . 154Application Procedures . . . . . . . . . . . . . . . . . 154Course Descriptions . . . . . . . . . . . . . . . . 145, 155Degree Requirements . . . . . . . . . . . . . . . . . . 155Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . 155GMAT Waiver Policy . . . . . . . . . . . . . . . . . . . 154Prerequisites/Basic Competencies . . . . . . . . 155

Master’s Plus Program . . . . . . . . . . . . . . . . . . . 157Course Descriptions . . . . . . . . . . . . . . . . . . . . 145

MBA Fellows Program . . . . . . . . . . . . . . . . . . . . 158Admission Criteria . . . . . . . . . . . . . . . . . . . . . 159Application Procedures . . . . . . . . . . . . . . . . . 159Basic Competencies . . . . . . . . . . . . . . . . . . . . 159Course Descriptions . . . . . . . . . . . . . . . . . . . . 161Degree Requirements . . . . . . . . . . . . . . . . . . 159Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . 159Financial Information . . . . . . . . . . . . . . . . . . 159

Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

ServicesCareer Development and Placement . . . . . . . . . 10College Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Computer Facilities . . . . . . . . . . . . . . . . . . . . . . . 10Disability Support Services . . . . . . . . . . . . . . . . . 10Health Insurance . . . . . . . . . . . . . . . . . . . . . . . . 11Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Loyola/Notre Dame Library . . . . . . . . . . . . . . . . 11Multicultural Affairs Office . . . . . . . . . . . . . . . . . 11

Parking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Baltimore Campus . . . . . . . . . . . . . . . . . . . . . . 12Columbia/Timonium Campuses . . . . . . . . . . . 12

Post Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Records Office . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Student Administrative Services . . . . . . . . . . . . . 12Student Health and Education Services . . . . . . . 12

Special Education . . . . . . . . . . . . . . . . . . . . . . . . . 41Certificate of Advanced Study in Education (CASE) 43Course Descriptions . . . . . . . . . . . . . . . . . . . . . . 62Master of Education . . . . . . . . . . . . . . . . . . . . . . 42

Special Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Speech-Language Pathology/Audiology . . . . . . . 126

Academic Coursework . . . . . . . . . . . . . . . . . . . 127Academic Requirements . . . . . . . . . . . . . . . . . . 128

Clinical Practicum . . . . . . . . . . . . . . . . . . . . . 128Clinical Requirements . . . . . . . . . . . . . . . . . . 128

Academic Standards . . . . . . . . . . . . . . . . . . . . . 129Admission Criteria . . . . . . . . . . . . . . . . . . . . . . 126Advanced Certificate Program . . . . . . . . . . . . . 130Comprehensive Examination . . . . . . . . . . . . . . 127Course Descriptions . . . . . . . . . . . . . . . . . . . . . 130Credits Required . . . . . . . . . . . . . . . . . . . . . . . . 127Degree Requirements . . . . . . . . . . . . . . . . . . . . 127Distinguished Speaker’s Colloquium . . . . . . . . 130Fellowships and Traineeships . . . . . . . . . . . . . . 130Loyola Speech/Language/Hearing Centers . . 129Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . 127

Stafford Student Loans . . . . . . . . . . . . . . . . . . . . . 23Standards of Conduct . . . . . . . . . . . . . . . . . . . . . . 13State Programs, Financial Aid

Maryland HOPE Teacher Scholarship . . . . . . . . 24Maryland Loan Assistance Repayment Program

(LARP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Maryland Sharon Christa McAuliffe Memorial

Teacher Education Award . . . . . . . . . . . . . . . . 24Maryland State Senatorial/Delegate Scholarships . 23

Statement, Diversity . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Administrative Services . . . . . . . . . . . . . . 12Student Health and Education Services . . . . . . . . 12Student Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Student Status Changes . . . . . . . . . . . . . . . . . . . . . 24Students

Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Non-Degree

Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Teacher Certification . . . . . . . . . . . . . . . . . . . . 15Visiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Post-Master’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Supervisory Process (M.S./C.A.S./Ph.D.),

Pastoral Counseling . . . . . . . . . . . . . . . . . . . . . . 99

TTeacher Certification Students . . . . . . . . . . . . . . . 15Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . 43Technology, Educational . . . . . . . . . . . . . . . . . . . . 36

Computer Studies . . . . . . . . . . . . . . . . . . . . . . . . 36Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Master of Education . . . . . . . . . . . . . . . . . . . . . . 36

Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Therapy Requirement, Pastoral Counseling . . . . . 98

199

Thesis Guidance, Psychology . . . . . . . . . . . . . . . . 111Time Limit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Transfer Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Trustees, Board of . . . . . . . . . . . . . . . . . . . . . . . . 174

UUAH MBA Program . . . . . . . . . . . . . . . . . . . . . . . 156

VVisiting Students . . . . . . . . . . . . . . . . . . . . . . . . . . 14

WWaiver Policy, GMAT . . . . . . . . . . . . . . . . . . 140, 154Waivers

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Engineering Science . . . . . . . . . . . . . . . . . . . . . . 75

Withdrawals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

XXMBA Program . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Admission Criteria . . . . . . . . . . . . . . . . . . . . . . 166Application Procedures . . . . . . . . . . . . . . . . . . 166Basic Competencies . . . . . . . . . . . . . . . . . . . . . 166Course Descriptions . . . . . . . . . . . . . . . . . . . . . 168Degree Requirements . . . . . . . . . . . . . . . . . . . . 167Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Financial Information . . . . . . . . . . . . . . . . . . . . 166

Notes